Synchronous or asynchronous online teaching


Previous discussions on synchronous or asynchronous teaching focused on technical and didactical aspects. But the decision on online teaching formats is also highly relevant to a school’s strategy. Thomas Bieger and Samuel Heer explore its impacts on long term value for students, resource planning, and in the end the positioning of the school in the academic value chain

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What does the future hold for Europe’s universities?


A lasting lesson from this pandemic is that collaboration can lead to a more sustainable future for higher education – through its worst crisis, a shared ecosystem inspired a global solution that minimised the impact of campus closures worldwide. Anthony Tattersall investigates

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¿Qué hay de “nuevo” en la disrupción?

Mientras la crisis de Corona afecta a las instituciones de educación superior, hay un buen número de rumores y discusiones sobre cómo esto cambiará “dramática e inevitablemente” la forma en que las universidades trabajan y enseñan. Sin embargo… esto puede que no sea cierto para todos, observa Bernhard Bachmann

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What is ‘new’ about disruption?


With the Corona crisis hitting higher education institutions, there is a good deal of buzz and discussion about how this will “dramatically and inevitably” change the way universities work and teach. However… this may not be true for everyone, observes Bernhard Bachmann

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Hybrid classes transform learning

hybrid learning

When you gather top professors from three international business schools to discuss the challenges and successes of teaching in a Covid world, you are faced with the stark realisation that things may never be the same again. A conversation with professors at Hult, IE and IMD.

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Experience of the lockdown

The nature of the business school offer has come under particular scrutiny during the pandemic of recent months with many schools switching to some form of online learning.

The student experience of this move to online learning has been mixed. CarringtonCrisp and EFMD have run the GenerationWeb study for 13 years, primarily examining student views of best practice on business school websites. This year the study went further seeking student views on their experience of studying through the lockdown.

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From A to Z

The global technological revolution is transforming business models and the way we think about management. Is the learning and development community ready to face the changes?

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The digital revolution in management education

Nowhere is the impact of digital technology more apparent – and important – than executive education custom programmes. Olga Alonso Pelegrín and Sergio Vasquez Bronfman investigate the implications, particularly the use of ‘blended’ teaching.

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Digital learning: How to train for long-term impact

David Pontoppidan and David Everhart say that a solid understanding of the basics of learning is now in place and technological aids are increasingly available. Now is the time to put them together into blended learning journeys that deliver high and lasting impact.

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Stacking the odds

Stackable programmes and courses deliver flexibility and options to the market and allow universities to unlock their breadth of knowledge.

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EOCCS Symposium 2017

Ginny Gibson analyses the first EOCCS Symposium, where over 50 delegates from business schools and other corporate organisations that have achieved or are working towards EOCCS accreditation shared their views.

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Building a global presence

Julia Balogun describes how commitment and a successful partnership are helping a UK management school anchor and build its diverse online masters programmes.

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Digital age learning

digital age learning

Global Focus has selected seven articles to illuminate the process of digital age learning, from a corporate case study to broad explorations of the digital world and the potential for learning to be transformed.

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Digital learning 2.0

After the scurry of educational providers rushing into the breach and scrambling to be part of MOOC mania, the hype has all but dissipated. Paul Hunter explains why.

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