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Thursday Thought #6

By | Thursday Thought

In the context of Covid19, we’ve taken the unusual step of deciding to re-issue each of the Thursday Thought series from 2019 (12 in total) in a slightly revised version.  Each post will consist of the original quotation (to do with leadership and self-reflection), followed by a short comment and a question designed to provoke thought.

#Week 6:

The Covid 19 crisis has provided an unexpected opportunity to think about what we do and how we do it.  As many organisations start the transition back to ‘normal’ (whatever ‘normal’ will be), it is a good time to think about how what we’ve learned can contribute to a more effective way of doing things in future.

How am I balancing effectiveness with efficiency at my organisation today?

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QED Leadership Lens – Ep 1 – Perfection slows you down

By | QED Leadership Lens, Resource

QED’s Leadership Lens

QED launched its Leadership Portfolio in 2019.  Part of its remit is its mission to explore practical leadership themes with senior management teams in the higher education sector – through a mix of workshops, training events, coaching and seminars.

QED’s Leadership Lens is a series of short (20-30 minute) conversations about some of the key leadership topics.  In Episode 1, join Jeanette Lemmergaard (Southern University of Denmark), Joan Baker (Leadership Consultant), Joanne Powell (QED) and Julie Perrin-Halot (Grenoble Ecole de Management) for some thoughtful consideration of the theme ‘Perfection slows you down‘.

If you would like to discuss your organisation’s leadership needs with QED, please contact us to arrange a free, no-obligations initial consultation.

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Thursday Thought #5

By | Thursday Thought

In the context of Covid19, we’ve taken the unusual step of deciding to re-issue each of the Thursday Thought series from 2019 (12 in total) in a slightly revised version.  Each post will consist of the original quotation (to do with leadership and self-reflection), followed by a short comment and a question designed to provoke thought.

#Week 5:

As we move through the Covid 19 crisis, it is even more important to take time to re-evaluate our vision and priorities.

Do my organisational vision and mission continue to be ‘fit for purpose’? How am I ensuring that I am focused on the right priorities?

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Thursday Thought #4

By | Thursday Thought

In the context of Covid19, we’ve taken the unusual step of deciding to re-issue each of the Thursday Thought series from 2019 (12 in total) in a slightly revised version.  Each post will consist of the original quotation (to do with leadership and self-reflection), followed by a short comment and a question designed to provoke thought.

#Week 4:

Leadership is not just a position: it’s a personal quality and skill set. Each one of us has leadership opportunities within our roles and communities. 

What standards am I setting for myself, as a LEADER, today?

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Thursday Thought #3

By | Thursday Thought

In the context of Covid19, we’ve taken the unusual step of deciding to re-issue each of the Thursday Thought series from 2019 (12 in total) in a slightly revised version.  Each post will consist of the original quotation (to do with leadership and self-reflection), followed by a short comment and a question designed to provoke thought.

#Week 3:

Whilst Covid-19 brings many challenges – it also brings many opportunities.

What can I do for others today?

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AACSB: Approval Process for 2020 Business Accredition Standards

By | News, Resource

What you need to know …

AACSB’s Business Accreditation Task Force has released the proposed final draft of the revised 2020 Business Accreditation Standards.  What do you need to know?  Here is a summary of the top five questions…

 

1. If there are no physical meetings, how will the standards be approved?
AACSB is using a process call ‘Written Consent’ – which is applicable under local law.  The key steps are as follows:

  • The proposed standards have to be approved by a majority of the AACSB Accreditation Council.  The Accreditation Council comprises educational organisations holding AACSB accreditation.
  • The Official Representative of each of these organisations will receive a unique link (electronically) asking him/her for ‘written consent’ to approve the proposed standards;
  • These links were due to be issued yesterday – April 27th.  **If you are the Official Representative for an organisation that’s a member of the Accreditation Council, we suggest that you check you have received this link** (and check your spam folder!!)
  • Voting is open for 90 days – until July 27th.
  • AACSB expects to post results on July 28th.

More information on the process is available here.

2. Are the proposed standards available to review?
Yes, they are.  AACSB has released several documents:

AACSB has also published its virtual update on these standards (see video link).  This session is about an hour long, but provides a really good summary of the new standards directly from the Business Accreditation Task Force (BATF)

3. If the standards are approved, can we adopt them immediately?
Not quite…  As might be expected, there is a transition period, which is measured by when your Institution’s Accreditation Visit is due.

  • Visits due in 2020/21:  Optional Controlled pilot for pre-selected schools ONLY.  AACSB has advised that this will be a relatively small group of Schools (circa 15-20 schools) that are in the CIR process (i.e. not open to schools having an initial accreditation visit in 2020/21).
  • Visits due in 2021/22 and 2022/23:  It is optional to transition to the new standards.
  • Visits due from 2023/24:  It is mandatory to transition to the new standards.

Assuming the Proposed Standards are approved, AACSB will contact all schools (accredited or in-process) after the end of July to discuss the practicalities of transition to the new standards.  This will include information about becoming part of the pilot group. (Stephanie Bryant, at ICAM, also suggested that those schools that are interested in being part of the pilot in 2020/21 – and who are part of the CIR process –  should let her or their AACSB Staff Liaison know).

4. Will there be an Interpretative Guidance Document, as there was for the Exposure Drafts?
Yes – AACSB has said that this will be issued once the standards are approved (i.e. anticipated to the the end of July 2020).

5. What areas are most likely to be impacted, based on the 2013 Standards?
The new standards are much more streamlined (now 9 Standards, rather than 15).  The overall essentials still apply: The standards are mission-driven.  There’s still a focus on Engagement, Innovation and Impact.  Areas that are likely to be of particular interest to schools include:

  • Requirement for a formal risk analysis (Standard 1)
  • Changes to some of the guidance around reporting in faculty tables (now to be ordered by ‘discipline’ as the default);
  • Some changes to guidance and requirements around faculty qualifications (more principles based – giving Schools more flexibility);
  • Additional guidance relating to the potential scope of collaborative provision programmes is provided.
  • A new standard (Standard 9) on Engagement and Societal Impact

QED will be looking at the implications of the various changes for Schools in due course (but contact us if you have any questions)

For advice or comments on any of the above, please contact the QED Accreditation Team at info@QEDaccreditation.com.  

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Thursday Thought #2

By | Thursday Thought

In the context of Covid19, we’ve taken the unusual step of deciding to re-issue each of the Thursday Thought series from 2019 (12 in total) in a slightly revised version.  Each post will consist of the original quotation (to do with leadership and self-reflection), followed by a short comment and a question designed to provoke thought.

#Week 2:

Most people who have developed a high level of expertise in an area start giving more answers and asking fewer questions.  However, Covid 19 is new for all of us.

How can we use the questioning process to build our insights and better lead and support our teams and stakeholders?

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Thursday Thought #1

By | Thursday Thought

It’s perhaps not surprising in the current environment that so much thought has turned to leadership and what’s needed to support Business Schools and their stakeholders.

In the context of Covid19, we’ve taken the unusual step of deciding to re-issue each of the Thursday Thought series from 2019 (12 in total) in a slightly revised version.  Over the next 12 Thursdays, each post will consist of the original quotation (to do with leadership and self-reflection), followed by a short comment and a question designed to provoke thought.

#Week 1:

Covid 19 is bringing multiple challenges in every aspects of our lives.  Currently most of us are living under social isolation, in an effort to better manage the path of the virus. In times like this, it is easy to lose focus – particularly if (and when) weariness creeps in…

What are you doing every day right now to promote excellence in your life?

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EOCCS

By | Resource

EOCCS

EFMD’s Online Course Certification System (EOCCS)  evaluates the quality of online business/management courses.  Unlike EPAS or AMBA, the focus is on individual courses (or modules) which may or may not be part of a wider programme set. It also considers programmes from undergraduate up to doctoral level, including executive education provision.  The underlying benefits are:
  • to provide an international quality benchmark for online courses (and these may include blended delivery, where some elements of the course are delivered face-to-face);
  • to promote a culture of continuous improvement;
  • to enhance the potential for peer-to-peer networking and learning.

Entry Criteria
The entry criteria are straightforward: the course must have had one successful ‘run’; have had at least 20 participants and must offer at least 20 learning hours.

Process
The EOCCS process involves a thorough review of the relevant courses or modules, and is usually completed online.  It can take as little as 12 weeks from submission of application.  The application is in two parts: the Data Sheet and the Course Self-Assessment Report (covering the four EOCCS standards: see below).

Once the application is accepted by EFMD, it is considered by an Online Review Panel.  The Online Review is scheduled with the School, using online video conferencing software (The meeting takes approx 3 hours).  Certification recommendations are submitted to the EOCCS Certification Board for a final decision. Certification (where successful) lasts for three years.

EOCCS Standards
The EOCCS framework is based on four inter-related standards:

  1. Institutional Context: is the course sustainable?  Does it have qualified and experienced staff? How is it linked to the organisation’s mission?  Is it supported appropriately?
  2. Course Composition: What is the target population? How is learning designed?  How is course content and delivery designed and agreed?  How does technology impact the delivery?
  3. Course Delivery and Operations; What are the processes for recruitment and admission of students? How is the course content conveyed?  What about academic and technical support?
  4. Quality Assurance Processes: This covers all elements of quality assurance – from institutional systems (course planning, faculty appointments etc) through to course review assessment of students; and monitoring of teaching and learning.
How can QED help?
QED is well positioned to support schools interested in EOCCS. We have unparalleled expertise in preparing accreditation documentation and supporting business schools with continuous improvement processes.
Further information on EOCCS is available directly from the EFMD website.  If you’re interested in EOCCS, QED is happy to provide an initial 30 minute consultation at no obligation – to discuss whether your course is likely to be suitable for EOCCS certification and to consider what supports might be required.  Email us directly to set up a time.
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Accreditation Fees & Costs

By | Resource

Accreditation Costs

There are several facets to the costs of accreditation:
  1. Payments made to the relevant accreditation bodies and comprise a mix of membership fees, accreditation fees and other expenses etc.  These are relatively fixed and easy to estimate (see link below).
  2. Staffing and advisory costs to support accreditation.  These are harder to estimate, and depend on several factors.  Will there be an accreditation team with sufficient time and experience to manage the full accreditation process? Are there additional faculty allowances given to accreditation?  Will the School require some external input, to support the internal resources?
  3. Investment Costs:  These vary hugely from school to school and naturally depend on each School’s strategic priorities.  Of course, strategic investment costs are not always linked to accreditation: Some strategic decisions will be made regardless of accreditation plans.  Others may only be made as a consequence of accreditation.

QED has listed the costs and fees associated with each of the accreditation bodies (#1 above).  These can be viewed here.

Contact us Today