Archive for the ‘Education’ Category

Acto de inauguración del IE Humanities Club que contará con la intervención del fundador del IE Diego del Alcázar

En un momento en el que estamos viviendo grandes avances relacionados con la digitalización en las empresas, en nuestro día a día o nuestra vida personal, vamos a necesitar una gran dosis de humanismo para poder tener una vida personal y profesional equilibrada. Si además, tenemos en cuenta las previsiones de la OMS sobre la epidemia de depresión prevista para el 2030 en el mundo occidental, es en este momento en el que nos debemos preguntar qué significa ser humano. Porque un ser humano no es solo eficacia científica para lograr resultados económicos. En esta charla exploraremos las características del liderazgo humanista, las posibilidades de adquirir las soft skills permitiendo que la filosofía, el arte, la literatura, te enseñe cómo crear conexiones neuronales sanas. Un líder es aquel que hace que las personas a su alrededor crezcan, mejoren y se desarrollen y un líder de hoy y del futuro deberá, además, saber mantener el equilibrio ente Humanismo y Digitalización.

La conferencia será impartida por Paloma Sanz García (EMBA 2017) es Licenciada en Humanidades, Máster en Recursos Humanos por la Universidad italiana Lumsa, Coach y formadora de PNL certificada. Autora del libro “¿Estás preparado?” (Punto Rojo, 2014). Es Directora de Innovación y Gestión del talento en el Colegio Ramón y Cajal.

La conferencia tendrá lugar el próximo Jueves 1 de marzo a las 19h en F001 (Maria de Molina 2 , Madrid)

Si desea asistir por favor regístrese aquí

By Santiago Iñiguez de Onzoño, Executive President of IE University

W.B. Yeats is often attributed as saying “Education is not the filling of a pail, but the lighting of a fire.” Whether the Irish poet ever did so is open to debate, but the quote certainly encapsulates the importance of capturing our students’ imagination and seeing education from their perspective. This outlook is particularly relevant at the turning of the year, a time that provides an ideal opportunity to think about the future of higher education, retaining a realistic outlook without losing sight of our hopes and dreams: I believe universities are one of the pillars our global society is built on and can help to further prosperity, equality and justice.

Allow me to share with you some of the areas where I believe we will see positive transformation in higher education, some of which will be discussed at the next Reinventing Higher Education conference, to be held at IE University in Madrid (5-6 March, 2018).

–Taking diversity seriously. We are seeing the formulation of a new relationship contract within the educational community, based on a progressive understanding of diversity. Though much has been achieved in recent decades to promote and embrace diversity, there is still ample room for growth.

Embracing diversity doesn’t just mean a fairer balance in the composition of the different stakeholder groups within a university, from student body to faculty and management, it also requires showing mutual concern and respect for others, particularly in relation to gender, sexual orientation, ethnicity, culture, religion, nationality, and more broadly of all visions of the world what constitutes the good life.

We should remember that university has the same root as universal, meaning a space that can be shared by all. This approach brings richness to research, teaching and the whole learning experience. Read more…

By Santiago Iñiguez de Onzoño, Executive President of IE University

Traditionally, the paradigm used to measure the impact of training on the individual is the Four Level Evaluation Model, created by Donald Kirkpatrick..[i] Here I will deal with the pros and cons of this method. The four levels proposed by Kirkpatrick, or different evaluation areas as to the effectiveness of a program, which are ordered on the basis of their complexity, ease, or even whether it can be implemented.

Level 1.

This measures participants’ response and satisfaction. Normally, the effectiveness of this level is measured through surveys after the session or course, registering the opinion of participants about the teacher’s abilities, (e.g., communication, knowledge, attention paid to participants), and how interesting or useful the material was. This is the most commonly used approach, and possibly the one most valued by CLOs, who are under pressure to offer courses that capture participants’ attention.

Perhaps the biggest risk in giving such importance to evaluation surveys is that it may overrate the performance of professors: “star academics” and gurus tend to give very entertaining and interesting courses, even if there is little evidence of any improved learning experience in relation to effort or the development of certain skills. But the simple truth is that satisfaction surveys are necessary: participants on executive training programs must score at least 4.5 out of five, or 8.5 out of 10. We should remember that directors attend these types of programs while continuing to work, sometimes giving up their own leisure or family time, meaning that CLOs expect them to be both entertaining and informative. Poor results in satisfaction surveys do not just affect teachers of the institutions delivering the program, but also directly on the credibility of the CLO. Read more…

By Santiago Iñiguez de Onzoño, Executive President of IE University

A common criticism targeted at business schools is that they do not give sufficient importance to teaching business ethics to their students.

This may have been true in the past. But for several years now, most MBA programs have included diverse modules on business ethics and social responsibility. Furthermore, the most relevant international agencies in business education, such EQUIS, AACSB, or AMBA, require that business schools deliver specific courses and sessions on this matter in order to award accreditation.

So, it is simply not true to suggest that MBAs are not exposed to ethical issues.

Whether this is sufficient, of course, is open to question – and goes to the heart of the debate about what sort of managers we want to produce in future. An arguably more nuanced alternative is not to make ethics a specific subject, but to incorporate it into all subjects. This was the option recommended by the Aspen Institute’s Center for Business Education. Its Beyond Gray Pinstripes survey assesses business schools in terms of how they incorporate ethical and sustainability issues into their teaching.

Thomas Piper, co-author of Can Ethics Be Taught and a distinguished Professor at Harvard Business School, also argued that the best way to teach business ethics is not just by delivering a specific course looking at leadership and social responsibility, but by addressing these questions throughout the whole MBA program. First, he says, because, “ethical dilemmas arise in all functional areas and at all levels of the organization.”[i]   Second, because when teachers avoid the subject, “we send an unintended but powerful signal that they are not a priority”. Effective business ethics teaching depends in large part on its inclusion across the board as an integral part of acquiring a business education. An important message for all faculty: their responsibility in dealing with the deontological aspects of management, in their respective subjects.

At the same time, it is essential that teaching ethics be done with the same rigor and to the same high standards that characterize the rest of a school’s teaching. Aine Donovan, the Executive Director of the Dartmouth Ethics Institute, asked: “Does teaching ethics in general help counter individual cheating and group collusion?” Her answer was: no. “Unless taught properly by people who understand what they’re doing, the result can be worse than no ethics training at all.” [ii] Read more…