By Turney Stevens, Dean
As I write this, I’m sitting in a hotel meeting room with about 200 other deans, associate deans, department chairs, and MBA directors. We’ve gathered to talk about the future of MBA programs.
There is genuine concern in the room that the incremental value of an MBA degree may be declining, in the minds of corporate decision makers as well as in the minds of students. There is concern that students and professors alike may be underestimating the challenges of competing on a global stage with the ambitious billions in China and India.
There are many reasons for this, most of which point back to traditional academic types being stuck on “traditional academics.”
At Lipscomb, we have many ways we can improve our MBA program but I’m pleased to hear how many things we do very well. It’s not that we are so smart; it’s just that we always have had to be creative and very market oriented just to compete effectively in a very crowded MBA market.
Another advantage for us is that our MBA programs have always been for working students instead of full- time students. It turns out that enrollments are declining in both the U S. and Europe in full- time programs but enrollments are growing in part-time programs. It’s nice when the trends change to your own favor, and our 100 percent increase in MBA students over the past four years means that our programs target the market’s greatest needs.
So what are we hearing that the MBA student of the future will be learning?
The skills needed by tomorrow’s leaders can be summed up in three words: Know, Do, and Be.
1. The Knowing Component
These are the facts, frameworks and theories. This is the core understanding of profession and practice. Examples would be the forces driving industries, the meaning and measurement of return on capital, and traditional information like the four P’s of marketing (but updated for a googlized world.)
What’s missing, at least in many schools? The consensus is that many MBA programs lack emphasis on critical thinking skills, integrative thinking, and a deep understanding of the limits of markets and models.
2. The Doing Component
These are the skills, capabilities and techniques that lie at the heart of the practice of management. Examples include the ability to function effectively as a team member or leader, the ability to communicate in written and presentation formats, the ability to sell a concept or product, and the ability to innovate.
Opportunities for improvement in this area, by general agreement, include instilling creative and innovative thinking, analyzing problems critically and realistically, and framing issues across the span of multiple academic disciplines and skills.
3. The Being Component
This is the area where I believe we excel the most as a faith-based institution with emphasis placed on developing both academic skills and high commitment to lives of integrity.
But other deans are concerned that students are leaving their campuses with too little understanding of the role and responsibility of business in society. They believe there is too little emphasis on character and too much emphasis on numbers. The headlines from the business world would seem to confirm this fear.
Opportunities for improvement include more emphasis on ethics, more understanding of the skills needed to assess things while they are still emergent, to identify trends and to have the frames of reference to make intelligent decisions about the best ways to react and how to treat others.
Finally, there are two themes that run through each of these three areas of challenge. My fellow deans agree that any viable MBA program must ensure that its students leave with a deep and rich understanding of global business and of leadership skills.
Our decision to require every MBA student to study abroad, with no exceptions, places us in the 15 percent of business schools nationwide that require this (as opposed to “offering” a global experience.) We’ve built the cost into the tuition to ensure price is not a reason to leave school without understanding deeply what’s happening in Asia or Europe.
Our commitment to developing leaders, not just highly trained managers, also fits the emerging trend. We believe that the essence of the educated leader is to think critically and to communicate clearly. This requires the ability to develop logical, coherent and persuasive arguments; it requires the ability to marshal supporting evidence; and, most importantly, it requires the ability to distinguish facts from opinions.
Knowing. Doing. Being. Tomorrow’s leaders must acquire these skills today. And the rest of us better know more, do greater, and be better or risk being surpassed by these incredibly bright, ambitious
young leaders.
As the immortal Yogi Berra once said, “The future ain’t what it used to be.”
Contributions to the Lipscomb Business Blog represent the views of the author and do not necessarily represent the views of Lipscomb University nor the Lipscomb College of Business and its faculty and staff.