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Future of Management Education Projects

Three innovation practice trials (IPTs) were designed to prototype new and innovative approaches to the management education curriculum.

Dr Sharon Winocur, Executive Director, Business/ Higher Education Round Table (B/HERT) had a key role in co-ordinating these three IPTs and overseeing the two Future of Management Education (FOME) projects.

Innovation Practice Trials (IPTs)

1. Collaboratory to develop, prototype and evaluate a management development curriculum for the world:

Using a futurist methodology, a collaboratory of academics, industry, government, relevant professional and peak body representatives to:

  • Develop and test a transformative model of management education based on values of sustainability to produce globally responsible leaders;
  • Represent an open-source meta-space which can be established anywhere, virtual or real, within companies or communities or within a business or management school;
  • Develop a new curriculum map offering an alternative to the standard MBA model.

Professor Irene Tempone, Adjunct Professor in Accounting, Faculty of Business & Enterprise, Swinburne Business School, Swinburne University of Technology & Professor Eddie Blass, Executive Director, Learning Innovations Hub, University of New England (formally at Swinburne) managed this IPT.  See video clip.

2. Developing managerial skills for the complex inter-disciplinary interface: management education as an experiential living laboratory to:

  • Showcase a new role for the university as a ’living laboratory’ for a particular group of students to experiment with problem-based approaches to ‘wicked’ issues;
  • Develop management educators as designers and facilitators of evidence-based management learning opportunities to cultivate graduates with management skills based on creative integrative thinking.

Professor Sandra Jones, Professor of Employment Relations & Director of the Centre of Business Education Research, School of Management, RMIT managed this IPT.

3. Trialling two paradigms of industry partnered management education to:

  • Develop the prototype subject, Integrated Business Consulting, where academic and business advisers work with postgraduate students using the disruptive model of business education partnerships in collaboration with Fox Business School (Temple University);
  • Test the U:Lab approach to design-led innovation and entrepreneurship; U:Lab is an interdisciplinary framework based on the idea that innovation occurs between people and is a product of opportunistic interactions. The prototype U:Lab approach will inform a number of subjects in a new  postgraduate degree.
  • Evaluate these innovative approaches in a proof of concept to see if they are sustainable for business schools in the long term.

 Dr Chris Burton, Associate Dean (Postgaduate Programs, UTS Business School, University of Technology, Sydney, managed this IPT.  See video clip.

 Additional Projects

1. Exploiting the synergy among the funded IPTs:

The synergies among the three funded IPTs allow learning and insights to be documented that can advance and transform management education to deal with the issues of tomorrow. The three IPTs were asked to provide responses to the following two questions:

  • What step changes should those involved in management education make now to transform management education for the future?
  • How do the outcomes of these three IPTs advance Australia’s productivity agenda in transforming capabilities and human capital, particularly in reference to intangible assets such as entrepreneurial managers, empowered employees and leadership?

2. A Thought Leadership Forum (March 2013) on Borderless Learning: How does Australia grab the brightest and compete with the best?

  • How will Australia position itself in this new era of online international education. MOOCs have major implications for traditional university education models and management education in particular because of its adaptability to online delivery. This is a topic that is fundamental to changing educational practices and was not considered in any of the IPT submissions. See Commentary Paper