Search results

A broad perspective on the trends and issues in executive education is provided. Some insights into the outcomes of the 1989 Conference of University Executive Program Directors are given. Together with a discussion of executive programme assessment, the impact of executive programmes is evaluated by assessing the extent to which the programme content and process is tailored to meet individual learning needs.

University‐based executive education programmes have played a major role in the development of upper‐level managers since the beginning of the Second World War. A summary review of research into their effectiveness is presented, and a challenge issued for further investigation as to their worthiness.

Executive education can be a powerful catalyst for both personal and organisational development. How corporations are utilising this potential was the subject of an international study of executive education trends among the Fortune 300, Fortune Service 100, and Fortune International 100 firms. The results of the study reflect expanding corporate support for executive education, both on an in‐company basis and through university‐based programmes. The results also suggest some interesting comparisons among the executive education practices of the three survey population subgroupings.

How to make university‐based executive programmes more effective by making certain design and delivery changes is discussed. It is argued that the programmes can be made more effective by being more practical, learner centred and developmental. Three areas are focused on: programme design, the training, development and role of the faculty, and the role of the sponsoring companies. These changes are governed by principles and practices of adult learning that are used as core strategies in the programmes to develop general managers who will be able to lead the modern information‐based organisation.

The nature of the relationship where university business schools have actively sought partnerships with companies by initiating “contract” programmes customised to meet the specific learning needs of the client company is discussed. Two case examples of actual programmes are described: an open but selective enrolment general management programme and the Consolidated Rail Corporation′s two‐week management programme for employees of that company, both offered at Pennsylvania State University. The unique benefits of each programme are noted and it is argued that these should help to foster greater collaboration between universities and corporations in the future.

Describes the early stages of university executive education, including MBA and non‐degree executive development programmes, and gives examples of early in‐house executive education. Examines the current university EMBA and speciality programmes and today’s in‐house facilities. Sets out advantages and disadvantages of the two approaches, and considers a customized approach ‐ a movement towards jointly designed executive education, combining university and in‐house features. Looks at the future of executive education, the two most important trends being the effects of global competition and evolving corporate needs, and discusses future executive programmes ‐ university, in‐house and cutomized. Highlights the implications of recent developments in technology, and suggests that the underlying theme for tomorrow’s executive education is the likelihood of more company involvement.

Suggests that the need to cope with rapid change and global competition has revolutionized the practice of management within most major corporations. Reports on a ten‐year study of global trends in the field, which shows how practices in executive development have evolved to keep pace with this revolutionary change. The results of the study suggest a changing and increasingly important role for executive development in building and revitalizing corporate competitiveness.

The difficulty of getting busy executives to focus their attention during management and executive development programmes is discussed. The experience of programmes conducted at the New York Stock Exchange (NYSE) from 1986 to 1988 is built on. A set of behaviours and attitudes is identified which blocks and creates resistance to learning in programme sessions. To deal with these attitudes and behaviours, a general principle can be useful in programme design: a development programme has to provide a level of stimulation and learning equal to or greater than the experience one is getting in the workplace or from work. Analysis of programme evaluations and follow‐up discussion with participants reveal that three factors can be used to overcome resistance to management development and significantly influence overall programme performance, and these are described and discussed.

University‐based executive education is big business, attracting the attention and resources of senior management in organisations. Surprisingly, a limited amount of research has been directed at the attendees themselves and even less research uses theory to understand the activity. This study targets executive attendees (n=245) and applies an action frame of reference to more deeply understand the issues surrounding their attendance at these programmes. Without that clear understanding, it is impossible to know if the time and money for this activity is being properly allocated.

It is demonstrated how businesses can use executive development to gain competitors′ advantage. Specific choices and practices used by executives to help make this happen are identified.