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education centered on the idea of a liberal and moral education for business people.
The aim was to enhance the status of the professional manager in public and
private life.
Pioneer schools were Wharton School (founded in 1881) and the Harvard Business
School founded in 1908. Textbooks, curricula and case studies were developed. In
1916, the AACSB (the American Association of Collegiate Schools of Business) was
founded. These schools, however, did little, or no, research and were considered as
''wastelands of vocationalism.'' Then came the Gordon/Howell (Ford/Carnegie
Foundation sponsored) reports in the United States in the late 1950s, which
coincided with the period when I was pursuing my Ph.D. in economics at Harvard.
Those who conducted the study were investigating the veracity of the criticism that
business schools lacked research output, academic credibility and legitimacy. The
conclusion of these reports proposed an alternative business school model that
emphasized strong social science perspective and academic rigor. The educational
philosophy of logical positivism embodied discipline-led scholarship with a clear
focus on analytical models and scientific rigor. This US model together with a
redesigned general management MBA degree became the dominant design for
business schools in the 1960s and 1970s. I was a personal witness to how this
model was transferred to Europe in the early 1960s when the Harvard Business
School, with a grant from Ford Foundation, helped the IESE Business School to
initiate the first MBA program in Europe. The same team of HBS professors, led by
the late Dr. Stephen Fuller, was also instrumental for initiating the Asian Institute of
Management (AIM) in partnership with Ateneo University and De La Salle University
in the early 1960s.
By the late 1970s and early 1980s, however, concerns began to emerge from
practitioners and academics about the overly scientific focus of business schools
and the lack of relevance to real-life management issues of much academic
management research. Some of the more vocal critics were Professors Hayes,
Abernathy, Levitt and Livingston at the HBS. They argued that despite all efforts,
there was still no established body of managerial knowledge. Whether or not as a
result of this, the field of management education suddenly saw an explosion of
readable management books from authors such as Jim Collins, Gary Hamel, Peter
Drucker, Tom Peters and Michael Porter. These books told, through the vehicle of
cases and well-constructed stories, how managers and leaders addressed and
handled strategic issues to bridge the gap between academic research and
managerial relevance. They had strong appeal to the growing generation of
managers and leaders.
At the same time European schools, such as HEC (France), IESE (Spain), IMD
(Switzerland), INSEAD (France) and LBS (United Kingdom) established their growing
influence on management education and promoted an European identity. They
stressed elements that were more reflective of European traditions, including
action-learning, practice-engaged research, customised executive education and,
most importantly, a focus on international linkages, activities and research. A
distinctly European identity and style in management education has become more
apparent. In the last ten years, this has been joined by a rapidly evolving Asian
identity and form of business school following the shift in the global economy from
west to east. The top business schools in Asia today are in India (e.g. the Indian
Business School) and China (e.g. the China European International Business School).
We shall now examine in the second part of this paper what can be learned by the
Philippines from these global developments in management education. For
comments, my email address is bernardo.villegas@uap.asia.
motivations and gain? Do the school administrators have the professionalism and
expertise to run the schools?
Consider the nursing sector, for instance. We now have an oversupply of nursing
graduates. However, the low passing rates of licensure examinations are a huge
cause for concern. We can only speculate that the apparent abundance of nursing
graduates who fail their licensure exams may be due to the penchant of some
rather unscrupulous nursing colleges to sacrifice quality in favor of higher
enrollment figures.
Then there are the Teacher Education Institutions. The Unesco report on Reorienting
Teacher Education to Address Sustainability states: Teacher Education Institutions
fulfill a vital role in the global education community; they have the potential to bring
changes within educational systems that will shape the knowledge and skills of
future generations. The culture, character and development of our nation rely on
the quality of teachers we produce. These are the individuals who mold the minds of
our future generations. It is necessary to make sure that these institutions are
monitored strictly for compliance in their curriculum and values, and that they are
provided with the innovative teaching strategies and methods that can help them
reach out to students and achieve global standards for teacher education.
The Commission on Higher Education has announced that it will step up efforts
monitor substandard colleges and universities. The CHEd is fully aware that it needs
to actively regulate all programsincluding Nursingthat produce unemployable
graduates or exhibit low or even zero passing rates in board exams. It faces the
challenge of making sure that all non-performing schools are closed and minimum
qualifications for faculty are monitored. It must also exhibit strong governance over
state colleges and universities as well as colleges developed by local governments
to ensure compliance with quality education standards.
Public and private higher education should not compete but complement each
other, with the primary objective of meeting national development goals.
Educational institutions must develop programs to reflect the needs of education
and the youth.
Erda Tech Foundation is an educational and training institution that aims to provide
technical/vocational skills to disadvantaged youth. It provides five-year secondary
education programs with a six-month training in the final year. Over the years, with
its focused, quality programs, it has produced graduates that are able to meet
industry demand in their respective fields.
The One School calls itself a non-traditional college and puts emphasis on
personalized learning. It offers a three-year undergraduate course in
Entrepreneurship and Fashion Design and Marketing. The One School employs
alternative education techniques where mentoring, low teacher-student ratios, oneon-one instructions are arranged. Its curriculum and method of teaching have
adapted to the changing learning needs of students today.
These two programs in different sectors show that excellence in learning can be
achieved with innovation, quality education and with the formation of skilled,
empowered individuals as its top priority. Setting up schools for higher education is
much more than providing infrastructure. It is about being able to produce
individuals who can compete locally and globally in their chosen fields. With this we
will be able to produce a highly educated citizenry that will pave the way to
progress in the country.
OTHER SOURCES:
New Trends in Higher Education: In Pursuit of Continuing Quality In Higher
Education Through Accreditation: The Philippine Experience
Retrieved: http://unesdoc.unesco.org/images/0013/001336/133645e.pdf
The State of Philippine Higher Education
Retrieved:
http://www.fnf.org.ph/downloadables/State%20of%20PH%20Higher
%20Education.pdf
Journal of Philippine Higher Education Quality Assurance
Retrieved:
http://www.aaccupqa.org.ph/Journal%20of%20Philippine%20Higher
%20Education%20Quality%20Assurance.pdf
Entrepreneurship Education in the Philippines
Retrieved: http://ejournals.ph/index.php?journal=BER&page=article&op=view&path
%5B%5D=5782&path%5B%5D=6018
Evaluating Private Higher Education in the Philippines: The Case for
Choice, Equity and Efficiency
Retrieved: http://www.ncspe.org/publications_files/537_OP68.pdf
The shape of things to come: higher education global trends and emerging
opportunities to 2020
Retrieved:
http://www.britishcouncil.org/sites/britishcouncil.uk2/files/the_shape_of_things_to_co
me_-_higher_education_global_trends_and_emerging_opportunities_to_2020.pdf
The Role of Private Higher Education in the Philippines
Retrieved:
http://pbed.stiltify.com/media/W1siZiIsIjIwMTEvMDUvMTIvMjEvMjIvMjgvNDkxL1JvbG
Vfb2ZfUEhFX1JlcG9ydC5wZGYiXV0/Role%20of%20PHE%20Report.pdf?
sha=5bf6562a
The Future of Business Education in Developed and Emerging Markets
Retrieved: http://crc.uap.asia/wp-content/uploads/2015/01/The-Future-of-BusinessEducation-in-Developed-and-Emerging-Markets.pdf