AQSC 54/10-11
EQUIS
European Quality Improvement System
Warwick Business School
University of Warwick
REPORT OF THE PEER REVIEW TEAM
Presentation to the Awarding Body on 12 April 2011
1
Warwick Business School
University of Warwick
Peer Review Visit
18-20 January 2011
Table of Contents
Page
1. INTRODUCTION ........................................................................................................................ 3!
1.1 COMPOSITION OF THE PEER REVIEW TEAM (PRT) ................................................................................................ 3!
1.2 BACKGROUND ....................................................................................................................................................... 3!
1.3 INSTITUTIONAL SCOPE ........................................................................................................................................... 3!
1.4 ACKNOWLEDGEMENTS .......................................................................................................................................... 4!
2. GENERAL ASSESSMENT ......................................................................................................... 4!
3. RECOMMENDATION TO THE AWARDING BODY ................................................................... 8!
4. DETAILED ANALYSIS FOLLOWING THE EQUIS CRITERIA FRAMEWORK .......................... 9!
4.1. CONTEXT, GOVERNANCE AND STRATEGY ............................................................................................................ 9!
4.2. PROGRAMMES ..................................................................................................................................................... 11!
4.3. STUDENTS (INCLUDING COMMENTS ON THE STUDENT REPORT) ......................................................................... 13!
4.4. FACULTY ............................................................................................................................................................ 14!
4.5. RESEARCH AND DEVELOPMENT.......................................................................................................................... 15!
4.6. EXECUTIVE EDUCATION ..................................................................................................................................... 16!
4.7. CONTRIBUTION TO THE COMMUNITY ................................................................................................................. 17!
4.8. RESOURCES AND ADMINISTRATION .................................................................................................................... 17!
4.9. INTERNATIONALISATION..................................................................................................................................... 18!
4.10. CORPORATE CONNECTIONS .............................................................................................................................. 18!
Appendix 1: EQUIS Quality Profile
Appendix 2: EQUIS Data Sheet
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1. Introduction
1.1 Composition of the Peer Review Team (PRT)
An EQUIS Peer Review Visit was conducted on 18-19-20 January at Warwick Business School,
University of Warwick by a 4-person team:
• Professor Peter Little, Executive Dean, QUT Business School – Queensland University of
Technology, Australia - Chairman of the PRT
• Professor Dr. Wil Foppen, Associate Dean, School of Business and Economics, Maastricht
University, The Netherlands
• Dr. Jürgen Schneider, Dean, Business School, University of Mannheim, Germany
• Ms. Marianne Schenk, Director, Head Shared Services Institute Americas, Credit Suisse
Business School, United States of America – Corporate Representative
The PRT worked effectively and harmoniously and was comfortably able to agree on the matters
set out in this report.
1.2 Background
Warwick Business School was accredited for 5 years in 1999 and again for a further 5 years in
2005. Following that accreditation the School chose three initiatives to pursue and on which
satisfactory progress had been made at the time of its mid-term report in 2008. However, the
EQUIS Feedback on the WBS Mid Term Report concluded by pointing out that the competitors
of WBS were moving ahead and that more explicit definition of the School’s distinctiveness and
coherent implementation of a strategic plan might help the School. WBS is, in effect, now
confronting those issues with serious determination.
1.3 Institutional Scope
WBS is an academic department of the University of Warwick and is located in an attractive
campus on the outskirts of Coventry in the English Midlands. It is a full service business school
offering a comprehensive range of programmes including undergraduate business and joint
degrees; postgraduate coursework programmes incorporating specialist masters’ programmes
and a suite of MBA’s; research programmes including a PhD and Executive Education
programmes both open and, more particularly, customised.
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1.4 Acknowledgements
The PRT would like to thank WBS for the organisation of the visit and the hospitality and service
provided in Scarman House. The base room was largely electronic, and despite some
introductory difficulties with navigation, provided a reasonable coverage of and insight into
relevant materials. It is an efficient way of creating a base room and saves a lot of paper. It was
supplemented by hard copies of student work and a sample of books written or edited by staff.
The Self Assessment Report (SAR) was at times repetitive, lacking in critical Information and not
fully representative of the School’s strategic strengths and current focus. The research chapter is
a good example. Otherwise, there was, more or less, sufficient detail to inform the panel. Where
other information was required it was readily provided and the Dean was particularly helpful on
strategic matters.
2. General Assessment
We find WBS to be a high quality business school with an international reputation for its
programmes, student experience, research productivity and quality. This was to be expected
from its general and long-standing reputation, the fact that it has received two five year periods
of EQUIS accreditation and the admirable rankings of its research and programmes over a
period of years.
We appreciated the frankness of the Dean, the Deputy Vice-Chancellor Mark Smith and the
Chair of the Warwick Business School Board, Sir George Cox.
We were able to better
understand the level of commitment to implementing change within the School and to the
attainment of a higher national and international ranking of WBS (its new vision is to be the
number 1 university-based business school in Europe), especially through a focus on research
excellence while retaining its reputation for programme and teaching excellence.
While noting in the SAR that the School had slipped in a number of rankings, especially in
research, we were nevertheless surprised to discover that there has been some drift or decline
in the intensity of focus on research quality, at least until the arrival of the new Dean. This may
be attributable to complacency, a lack of performance-focussed strategic leadership or as a
result of the intense effort placed upon growing the undergraduate programme and the specialist
masters programmes. It was foreshadowed in the 2005 EQUIS report that an intense growth of
new programmes might have a negative effect on research performance and quality.
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In our view, the present situation may be a combination of all of the above factors, but what is
more important is how the School is responding. In this respect, the PRT is satisfied that the
School is entirely realistic about the challenges it faces as it seeks to reinvigorate its research
performance, especially at the four star level; to lift the rankings of a number of its programmes,
especially the MBA; and to raise the WBS reputation generally, to ensure that it is firmly
established in the top tier of business schools both in the UK and Europe. In particular, on one
measure, WBS has fallen from a Top 3 position in research quality in 2001 to 5th (based on
GPA) in 2008 or equal 9th (based on four star publications).
Redressing this situation, while also striving to become the leading university-based business
school in Europe by 2015, sets an exciting yet formidable agenda for renewal and enhanced
performance. It will require sustained leadership, high levels of resources, both financial and
human, and a cohesive faculty culture to achieve the stated ambitions.
The PRT acknowledges that the Dean has had less than one year to formulate a clear vision for
the School, to make it known and to take decisive steps in implementing change. Much has
been achieved in a short time, leaving the PRT with the clear impression that WBS is in the
midst of a major strategic and operational change phase.
In our view, the Dean has, and will need to continue to show consistency, coherence and
decisiveness in expressing the School’s vision and the changes that need to be implemented.
We also recommend that highly professional internal and external communications and public
relations accompany the change process; and that there is close attention paid to integrating
new staff, of whom there are many. As the expectations of all, but especially new staff, are very
high, these should be clearly defined in both agreements for probationary staff as well as in
annual agreements made with continuing academic staff.
We note that the Dean has consulted widely within the School and across parts of the University
in order to build support for the new School vision. We also note that the University has high
expectations of the Business School, in particular expecting it to maintain its programme
success (i.e. drawing in high levels of students and student fees); lifting its research ranking to
the top tier (as in 2001); and cooperating with other parts of the University on cross-disciplinary
programmes and research. This is another major matter for the Dean and his senior team to
manage, as well as an opportunity to develop distinctive programmes in teaching and research.
The PRT, however, acknowledges that notwithstanding these expectations of the University,
there is strong support from the University for WBS to be a flagship entity. The Deputy ViceChancellor’s apparent respect for the School and commitment to its reinvigoration is
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encouraging. Likewise, the PRT was impressed with the standing of the Chair of the WBS
Board, Sir George Cox and his understanding of WBS operations, as well as his strong
commitment to assisting the School to achieve its new vision. The PRT would strongly
encourage the WBS Board to be more proactive in helping the School to define clearer
strategies, better brand clarity and more effective, (including income producing) links with
industry. We encourage the School and the Board to develop a value adding, strategically active
relationship.
Vision clarity and differentiation
While the new vision is a stretch target, designed to be aspirational and highly ambitious, the
PRT notes that there is a considerable gap between the present standing of the School and
where it would like to be in the near future. Moreover, while acknowledging the centrality of
research and programme excellence we are of the view that other strategies will be needed,
especially those that will lead to distinctiveness.
We found it hard during our visit (and the SAR was effectively silent on the matter) to identify the
distinctive characteristics of WBS. In a highly competitive and differentiated international
business school market (increasingly penetrated by private providers and professional bodies)
differentiation becomes more vital. Accompanying this, there needs to be brand clarity which is
consistent and well and regularly expressed to the communities of WBS stakeholders. We think
marketing and public relations are in urgent need of attention, especially in light of the School’s
ambition to be at or near the top in the UK and Europe in the short term. We therefore
encourage the School to appoint a marketing director as soon as possible and understand that
this is presently under consideration. This would enable more sophisticated marketing and
positioning of the School and its distinctiveness to be undertaken.
With the many new appointments made, especially in leadership positions, the PRT is of the
view that some consistent team building will be required. This is needed to ensure that the
senior leadership team is cohesive while also ensuring that the leadership team proactively
works with Heads of Group, new professors and continuing academic staff. This is important for
ensuring that the strong traditional Warwick culture is not only preserved but enhanced. The
existing strong culture may be coming under extreme pressure in some places as a result of the
intense change process underway.
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The PRT would like to commend the School on a number of matters as well as to make
some recommendations. Firstly, some commendations:
Programmes
We are impressed with the programme management systems from the initial point of design
through to care and support for students, as well as the ongoing monitoring of the programmes
for quality learning outcomes and relevance.
Likewise the School is to be complimented on the attractiveness of its programmes to
international students. The School has been very successful in attracting high quality student
cohorts both international and domestic and generally is very selective in its intakes. We would
add that this attractiveness to international students, upon which the budget so heavily relies, is
also a considerable risk factor at present with possible changes to, e.g., government visa
policies exposing the principal source of revenue.
Selected programme
We also commend the quality of the selected programme, the BSc Accounting & Finance, for its
number one ranking in England and the quality of students it attracts.
Research
While the ranking of WBS research has declined, the PRT commends the positioning of
research excellence within the School at present and the very ambitious expectations being
expressed. We also note that, notwithstanding the decline in research rankings, the output of
research and research culture are very strong.
Recruitment
Of the more recent actions in the School, we commend the School for recruiting 13 new
internationally respected professors, as well as for establishing the Behavioural Science Group
which will provide opportunities for cross disciplinary collaboration and the development of
original and distinctive research and programmes.
Alumni
The PRT notes that the School has made good progress with building links with alumni,
including the establishment of an Alumni Board. We believe that there are still many
opportunities for the School in these areas, as well as a willing alumni community who would
welcome a greater engagement with the School.
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Recommendations
Committees
The PRT is of the view, like that of the 2005 PRT, that WBS is heavily populated with
committees. We would encourage the School to consider with a critical eye whether, and to what
extent, the committee structure could be streamlined.
Programme efficiency
We are also of the view that the School has an extensive range of programmes, apparently all
academically and financially viable, but in order to free up resources for more research time (as
well as for financial efficiency) we would encourage the School to maximise, as far as possible,
the cross offering of modules e.g. combining lecture groups where possible.
Executive Education
The PRT is of the firm view, like the 2005 panel, that the School is underperforming in Executive
Education. With the School’s reputation and corporate links there is a very solid basis for growth.
A new strategy with some vigorous planning for distinctive, innovative programmes may be
necessary.
Buildings
Finally, we strongly recommend that the resources be found to complete 3B phase of the
Business School building. We would encourage the University to find the appropriate resources
or to work with the Business School to devise a strategy to allow for the building work to be
undertaken. In the view of the PRT, the ambitious WBS vision, which is strongly supported by
the University, is likely to be compromised without the School being able to operate out of the
one building. The present situation is having a negative effect on student satisfaction and their
sense of affinity with WBS.
3. Recommendation to the Awarding Body
In view of the knowledge about the School that the PRT has been able to gather, it recommends
that Warwick Business School, in its present situation and under the current EQUIS
criteria, be granted EQUIS Accreditation for a further, five years. We also recommend, in
light of the substantial change programme being implemented, that the School set out in its midterm report the progress made on both defining and implementing its strategies and the level of
success achieved.
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4. Detailed analysis following the EQUIS Criteria Framework
This section is organised into 10 subsections corresponding to the chapters in the EQUIS
Standards and Criteria document. The EQUIS Quality Profile as completed by the Peer
Review Team is attached as an appendix to this report.
4.1. Context, Governance and Strategy
WBS is a very good School in the midst of a major change process as stated above. At the time
of its previous reaccreditation it was seeking to be in the top echelon of business schools in
Europe, but now expressly seeks to be the number one. It is accepted within the University and
by the new Dean that the School has, to some extent, drifted in recent years and not kept pace
with competitors. Nevertheless, WBS and the University have good standing nationally and
internationally.
While being part of a public university and therefore linked to the national system for
undergraduate entry, the School has been able to attract high levels of applications and be
selective it its entry requirements. This level of autonomy is replicated through most of its
programme entry requirements.
Within the University it has good standing and reasonable autonomy although some of this
autonomy, which existed under special arrangements since 2001, has been reduced as the
University seeks to manage its overall affairs in the post-financial crisis environment. Under the
Warwick System, the Dean needs the approval of the University for new appointments and the
terms upon which academic staff are appointed. To date, the new Dean has been supported by
the University in his recent extensive hiring programme and more broadly in the new vision
being pursued. Nevertheless, the School will need agility and the ability to pay market rates to
leading business scholars if it is to meet its ambitious targets.
Thus, the School may need greater autonomy and possibly reduction of the current level of
University taxes in order to maintain the momentum being established. Such relief may also be
needed while embedding the recently established behavioural science group which has
significant promise both for the School, the University, and for cross disciplinary collaboration.
We note that, at present, the School has been supported in its endeavours by the University
leadership. Further, the Dean sits on the University Steering Committee which is primarily
responsible for the directions of the University as a whole. In at least two other areas, namely,
dealing effectively with underperformance and setting high standards for probation and
promotion the Dean will need the support of the University’s leaders if the School’s ambitions are
to be realised.
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The UK environment for universities is presently undergoing some major policy reviews. First,
the Government has made cuts to higher education funding with a proposed reduction of 2.9
billion pounds or 40% of the budget by 2014/15. The full effects of this, if implemented, are as
yet unknown, but it can be inferred that strongly branded universities and business schools will
fare better than others. Some adjustment to the School’s strategies might be necessary if these
changes proceed but, fortunately for WBS, only approx 10% of its income presently flows from
the government. The School is, accordingly, in a good position to advantage itself if fee changes
are liberalised while it may have some risk to its income should conditions of entry be made
more difficult for international students.
The internal governance structure may best be described as a matrix model relying heavily and,
generally successfully, on the cooperation between Heads of Groups, Associate Deans, Pro
Deans and the WBS Dean. Some positive administrative changes have been made recently,
including giving more authority to the WBS Steering Committee as an executive decision-making
body. However, the extent of changes already made, evidenced by new appointments in
leadership roles, will require careful change management. We also recommend that the
committee structure be made less burdensome and that the administrative and other resources
devoted to programme administration may need to be reviewed. The PRT was struck by the
totality of resources devoted to programmes and, while regarding this as beneficial in many
respects, considers that this may disproportionally favour programmes at the expense of
research. Associated with this, consideration may need to be given to the extensive range of
programmes; whether all of these are necessary and whether some might be brought to an end
in the interests of overall School and programme efficiency.
The School enjoys good input from the corporate community and recent changes to the structure
and composition to the WBS Board provide a valuable opportunity for the Board to make a
greater contribution to the School’s governance. As noted above, the School has adopted a very
ambitious vision to be the number one university-based business school in Europe by 2015. This
vision coincides with that of the University which aims to be in the top 50 Universities In the
world in 2015. In the opinion of the PRT, there are, as yet, no clear strategies for attaining the
new vision (other than research and programme excellence). However, the new Dean is in the
process of formulating these. Research excellence is clearly seen as the major means of
achieving the new vision and revitalising the School’s rankings. It is the first mentioned in the
Mission Statement and permeated most, if not all, discussions during our visit.
Strategic planning that will assist the School to move to a higher level of performance, ranking
and reputation is underway and, in our view, will be aided by critical input from the Board. As
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noted in the overview, the School’s strategic planning processes would benefit from identifying
the distinctive characteristics of the School to be associated with its brand and its marketing and
public relations.
The School has good quality assurance mechanisms, especially for programme conception,
delivery, student selection and student experience. Further, the School has a growing level of
internationalisation but is particularly strong in relation to its attractiveness to international
students as well as the quality and diversity of the international student body.
The corporate connections of the School meet standards; however, there are opportunities for
further development. The School has strong support from many firms and corporations which,
carefully and strategically managed, could deliver even greater benefits, such as in research and
executive education. In the view of the PRT, WBS meets EQUIS standards on the elements of
the context, governance and strategy.
4.2. Programmes
4.2.1 Overall Programme Portfolio
WBS has a comprehensive range of programmes and devotes extensive resources to their
development, promotion, delivery and review. Intended learning outcomes are well articulated
and embedded in all courses. The School has a commendable suite of induction programmes
especially for undergraduate students. The overall quality of the School’s programme
performance is impressive but, as previously noted, may profit from a review of the extent of the
portfolio and the totality of resources devoted to it.
At undergraduate level, five single honours degree programmes are administered solely
by WBS, seven joint programmes conducted in partnership with other departments and
four others administered by other departments in which WBS makes a contribution.. At
postgraduate level the School offers a generalist Masters, the MSc Management for preexperience non-business graduates; ten specialist Masters programmes and a suite of MBA’s:
Full-time MBA; the Executive MBA; distance learning MBA; Warwick MBA for IBM and the
Global Energy MBA. There is also the Masters in Public Administration (recommended to be
phased out and integrated into the MBA programmes) and a suite of Public Sector Programmes
which appear to the PRT to be capable of some rationalisation. The School also has a strong
PhD programme and a PhD in Finance recently introduced to meet the demand for
specialisation of graduates of its prestigious MSc in Finance and MSc in Finance and Economics
and to take advantage of the strength of these disciplines within the School.
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Since 2005, WBS has undertaken significant and successful programme development. Some
consequences are that: undergraduate numbers have grown from 1200 to 1600; the number of
students undertaking business studies from other departments within the University has
increased significantly; the MBA cohort has grown from 514 to 660; the Global Energy MBA, the
Warwick MBA for IBM and the MSc Management have been introduced; numbers of Specialist
Masters students has grown from 280 to 668 and four new Specialist Masters programmes have
been introduced.
Opportunities to mix and match study modules either as a full-time or distance student have
been facilitated and are popular with students. The evening MBA was terminated due to a
decline in demand. As a result of these programme developments, the School income from
teaching sources has increased by over 30%.
The School is to be commended on the “WBS Operational Excellence Initiative” which
developed an on-line coursework feedback system and
available external projects and has
achieved a 100% plus increase in
led to more efficient and service focussed processes.
Academic staff and students have benefited accordingly. We also commend the School for the
leading role it is playing in implementing the University’s inter-disciplinary strategy which will see
four undergraduate inter-disciplinary modules introduced in 2011/12 in cooperation with other
parts of the University.
The PRT regards the quality of programme management systems and the international
attractiveness of programmes as above standards. These, in our opinion, are very strong
elements of the WBS reputation and, above all else, seem at present to be the more distinctive
elements of the WBS brand.
Programmes are well designed and prepare students well for working in business and the
professions internationally. The School is investing in innovative delivery methods and in a
number of programmes, e.g. MBA suite, is using, inter alia, technology to good effect.
4.2.2 Selected Programme (Chosen by EQUIS)
The PRT commends the School for the quality of the BSc Accounting & Finance which is rated
number one in the country (Complete University Guide 2011 and Times Good University Guide
2011 [equal first]). It attracts very high quality students, locally and internationally, is highly
selective in its intake and requires quantitative and qualitative excellence to qualify for entry. It is
a flagship programme for the School.
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Generally the School’s programmes rank highly e.g. BSc Management first in the UK (Sunday
Times), distance MBA first in the UK and 6th globally (Economist Which); Top 5 in the UK for
customised Executive Education short courses. However, both the Warwick MBA and EMBA
have declined in the FT rankings. A major review of the MBA programme is being undertaken by
the Dean in 2011 to re-energise the curricula and market appeal. Notwithstanding the rankings’
decline, students were praiseworthy of the courses.
4.3. Students (including comments on the Student Report)
As already observed, WBS attracts high levels of demand, quality students and imposes high
entry standards including demanding IELTS scores for international students. Entry in the
undergraduate programme is, for example, among the most demanding in the UK. Of 3884
applicants in 2010, 446 were admitted. Similarly, of 6055 applications for entry in the 2010/11
specialist Masters programmes, only 579 students were admitted. The exception to this pattern
is the Full Time MBA and Executive MBA where conversion rates have fallen since the global
financial crisis and the rankings declined but are still sound comparatively. Nevertheless, the
2010/11 intake of 61 into the Full Time MBA compares favourably with that of 2006/07 (49) and
an average 64 per year over a 5 year period. The Executive MBA is, however, showing a slightly
declining intake for 2010/11 (84 students compared to a more typical number of 90) after 5 years
of stability. Apart from the previous factors referred to, the declining Executive MBA numbers
can be attributed to a lack of employer sponsorship. The average GMAT entry score for the
2010/11 cohort was 590 compared with 560 in 2005/06.
The PRT was impressed with the ways in which the School prepares students for entry both
prior to their enrolment and following. WBS monitors progression carefully and has a number of
intervention measures which work very effectively to minimise attrition (impressively low levels)
and underperformance. The support and monitoring of first year experience and academic
performance is particularly sophisticated.
A commendable component of student support is the personal tutor system in which all
academic staff participate. Support and counselling services, career support and placement are
all strong elements of the quite intensive student support network.
In our view, there is further scope to incorporate elements of business ethics which are more
deeply covered in some areas than others. Students indicated a desire for more extensive
coverage.
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We were impressed with the internationalisation of the student body, including diversity and
quality. However, a strength of the School for which it is to be congratulated, is the extent of its
efforts create a diversity of student participation in tutorials and seminars. In many ways, this is
carefully managed with the result that cross-cultural learning experiences are enhanced.
We rate the School above standard in target profiles, selection processes, etc; preparation for
programme entry and internationalisation. In other respects the School meets EQUIS Standards
including its alumni links and opportunities for students to engage with WBS alumni locally and
internationally. The student report contained appropriate coverage of issues such as teaching,
learning and governance and was strongly supportive of the School with little, if anything, by way
of adverse comment.
4.4. Faculty
WBS has an appropriate level and spread of academic staff with a cohort rising from 164 to 182
since 2005. However, with its ambitious vision to be the number one university-based business
school in Europe by 2015, coupled with its extensive range of programmes, greater thought may
have to be given to employing more teaching fellows.
Presently 84% of academic staff hold doctorates compared with 76% in 2005. The School is
strongly focussed on high quality recruitment with a view to lifting its four star research
publication rate.
In keeping with its commitment to teaching excellence, the School now requires all new
probationary staff to undertake the University’s Postgraduate Certificate in Academic and
Professional Practice.
Another important staff development initiative is that all new appointments below professor level
are assigned a professor as a “designated senior member”. All academic staff are expected to
teach and all are apparently subject to the same teaching and administration loads under a
carefully devised work allocation model. This model aids transparency and ensures that the vast
majority of teaching is delivered by core faculty. Notably, probationary staff carry only a twothirds loading. The ambitious vision and research targets of the School may place some
pressure on adherence to the existing workload model in the next few years.
Management of faculty, including teaching allocations, which initially rests with the Head of
Groups in consultation with Associate Deans, appears to work well, albeit with some expected
tensions associated with the intense change progress underway,
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There are adequate opportunities for staff feedback through Heads of Groups, an annual poll
survey and the Dean’s anonymous strategy email line.
Since 2005, WBS has improved the internationalisation of its faculty having increased from 28%
to 40% the cohort of non-nationals. Strong links exist between faculty and business and
professional communities.
We regard WBS as meeting EQUIS faculty standards.
4.5. Research and Development
The positioning of research within the School is rated above standard by the PRT in light of the
intense focus upon lifting four star research output and placing research at the centre of WBS’s
ambitious vision. It is clear that the new Dean has made this his most important priority since his
appointment less than one year ago. In this endeavour, he is strongly supported by the
University. Recent appointment of new professors with the University’s backing provides ample
evidence of this commitment and determination. Creation of the Pro Dean Research role, with
membership of the steering committee, should help to advance these ambitions.
The present intensity of focus on research is, to a large degree, attributable to WBS’s decline in
research rankings, but is also linked to the School’s vision to be a leader in Europe. There is
also recognition of the increasing competition from other business schools of high standing.
While WBS has a number of research centres and groups which are internationally significant, it
has a democratic approach to research focus. As the SAR notes, WBS allows new areas to
emerge, “does not micro-manage its talented researchers and is not prescriptive about the focus
and methods applied...“. The PRT observes the School could more effectively promote its
research strengths and, in turn, enhance the WBS brand by more clearly identifying and
promoting its research distinctiveness.
Notwithstanding the decrease in four star ranked publications, the overall level of productivity
and quality is comparatively high. Over 70% of all journal articles are published in international
refereed journals of which nearly 70% are jointly produced by cross-institutional collaboration.
On average, there is one international refereed journal article published each year by each core
member of staff.
An initiative for which the School should be commended is the establishment of the joint annual
conference for doctoral students at WBS, Judge and Said Business Schools.
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The School has a number of innovative research arrangements with the corporate sector for
undertaking, sharing and funding research. It appears to the PRT, however, that with the WBS
reputation and capacity, there are further corporate research opportunities especially for
research funding.
Except as indicated at the outset of this section, WBS meets EQUIS standards for research.
4.6. Executive Education
WBS has made certain developments in Executive Education since 2005, including the
appointment of an Executive Director of Executive Education in 2008 and a technology
integrator in 2009. In our opinion, however, there is significant potential for further growth.
The PRT rated as below standard the present positioning of Executive Education within the
School.
There is a good approach to programme design, including close cooperation with customers,
availability of technology (blended learning) and a strategy of linking Executive Education to
other graduate modules.
Use of core faculty remains, however, a constraint despite the financial incentives which allow
faculty to be paid for Executive Education teaching. The School may need to consider how it will
continue its present level of Executive Education activities or to extend them when core faculty
will have even higher research expectations in the coming years than in the past. Equally, it will,
in our view, need to clarify how important a role Executive Education is to play in the new WBS
vision.
There is a small set of open programmes, including one delivered in Singapore in conjunction
with the Singapore Institute of Management. Customised programmes delivered for 27 clients
with a high degree of internationalisation (student diversity) attract approximately 80% of
participants. WBS customized programmes are ranked well by FT at number 5 in the UK and 45
globally. Executive Education contributes 3.2 million or roughly 7% of the School’s income.
The PRT also rated the research and development aspects of Executive Education as being
below standard. In other respects Executive Education meets EQUIS standards.
EQUIS PR Report – January 2011
Warwick BS
16
4.7. Contribution to the Community
WBS makes a substantial contribution to the community locally, nationally and internationally as
well as to the management education profession. It is well embedded in the local community.
Through initiatives such as the Enterprise Hub and Knowledge Transfer Partnerships it is
developing its local links both by promoting small and medium sized enterprises and sharing the
benefits of its research depth. WBS students also actively participate in Warwick Volunteers
which promotes community engagement in the Coventry and Warwickshire region. An indication
of its commitment to community engagement is the recognition in the workload allocation model
of such contributions.
The PRT regards WBS as meeting standards on contribution to the community.
4.8. Resources and Administration
WBS is well resourced both physically and financially at this time. It has a recent history of
generating substantial surpluses which have enabled it to invest in refurbishing a number of its
facilities and in technology relating to teaching and administration. The physical learning facilities
are of a good standard as part of a university campus which is well maintained and conformably
laid out. As noted in our overview, it is a matter of high importance to the attainment of the
School’s vision, that the 3B phase of the business building be resourced or facilitated by the
University. Presently, students are spread across two buildings and registered strong
dissatisfaction with the situation.
The School is generously supported by administrative staff with a ratio of approximately 1.2
administrative staff to academic staff. The intense research and strategic ambitions are likely to
necessitate a review of the deployment of resources between academic and administrative staff
in the coming years. It appears to the PRT that there may be real opportunities for administrative
efficiencies and some clear choices to be made about the best use of financial resources. Again
we acknowledge the Dean’s efforts in this regard and the focus upon administrative efficiencies
that he has already undertaken. We also acknowledge that further reviews may and need to
follow.
The School is investing significantly in both teaching and administrative technologies and has
created the my.wbs platform which recognises the changing landscape for students, especially
those who wish both greater interactivity, flexibility and higher services levels. If WBS is to lift its
fees to higher levels in the new environment facing UK universities, the my.wbs platform and
EQUIS PR Report – January 2011
Warwick BS
17
other commitments to digital engagement will place it in a good position to respond to the almost
certainly rising levels of student expectation.
The PRT rates WBS as meeting EQUIS standards for resources and administration other than in
relation to its marketing and public relations which, as we have already noted, lack clarity and
clear strategies.
4.9. Internationalisation
The PRT regards WBS in relation to the attractiveness of the programme portfolio and
international students to be above standard. The School has an international outlook and is
increasingly seeking to build its international links with other reputable business schools,
corporations and its alumni and has made progress in each of these. Its international student
exchange programme could be stronger but, having said that, it is more than offset by the high
levels of international students in most courses and their quality. We rate the School as being
below standard in relation to the international dimension in the School’s governance. With its
connections, reputation and ambition, this matter can be easily addressed. It has an increasingly
active and successful alumni working in many parts of the world who might fill this role. One
commendable initiative that might be referred to is the WBS calling campaign in which WBS
students call overseas students to whom offers have been made to share the strengths and
opportunities offered by WBS. In other respects, WBS meets standards.
4.10. Corporate Connections
In our view WBS meets standards for its corporate connections. These are diverse locally,
nationally and internationally, with increasing international corporate links through alumni.
Further, the Board has appointed an Associate Dean (Corporate Relations) as part of its senior
management structure. It is presently seeking to develop a corporate relations strategy which
focuses on the distinctive capabilities of WBS while also being aligned to the corporate relations’
strategies of the University. The PRT would encourage the School to be clearer about its
distinctive capabilities and to quite deliberately seek corporate connections that will advance the
WBS brand and its distinctive characteristics.
EQUIS PR Report – January 2011
Warwick BS
18
APPENDIX 1 - EQUIS QUALITY PROFILE
EQUIS PR Report – January 2011
Warwick BS
19
EQUIS QUALITY PROFILE
Name of the institution:
WARWICK BUSINESS SCHOOL
Date of the evaluation:
18-19-20 January 2011
The items listed in this Quality Profile are abbreviated versions of those set out in
the Criteria Evaluation Form. The numbering is identical in the two documents. For
a full understanding of what is covered by each criterion, please refer to the
document entitled EQUIS Standards and Criteria.
Meets Standard
The School satisfies the EQUIS standard in this area as defined in the Criteria
Framework. Most positive assessments are expected to fall in this broad category. It
is not to be interpreted as meaning that the School is mediocre or that it barely
qualifies at a minimum level.
Above Standard
The School demonstrates outstanding quality, well above the level required to satisfy
the EQUIS standard in this area, where it can be considered as a model of
excellence.
Below Standard
The School is judged to be below the threshold of the EQUIS standard in this area.
N/A:
Not considered applicable and/or relevant to the School concerned.
Overall Quality Evaluation
ABOVE
MEETS
BELOW
standard standard standard
Chap 1
Context, Governance and Strategy
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
Chap 2
Environment
Institutional status
External governance
Internal governance
Autonomy
Mission, vision and values
Current strategic positioning
Strategic direction and objectives
Strategic planning
Quality assurance
Internationalisation
Corporate connections
Programmes
2.13
2.14
2.15
2.16
2.17
2.18
Chap 3
OVERALL PROGRAMME PORTFOLIO
Coherence of the School’s portfolio of programmes
Quality of the programme management systems
Programme design
Higher Education skills
Acquisition of managerial skills
Programme delivery
Student assessment
Quality assurance systems
International attractiveness
International outreach
Corporate relevance
Societal relevance
SELECTED SAMPLE PROGRAMME
Programme design
Quality of students
Programme delivery
Student assessment
International, corporate and societal relevance
Quality assurance processes
Students
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
Target profiles, selection criteria and processes
Quality of students
Preparation for programme entry
Support and counselling services
Personal and professional development
Ethics and values
Career support
Career placement
Alumni relations
Internationalisation
Corporate links
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
N/A
Overall Quality Evaluation
ABOVE
MEETS
BELOW
standard standard standard
Chap 4
Faculty
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
Chap 5
Core faculty sufficiency
Quality of core faculty
Overall faculty mix
Faculty management systems
Faculty recruitment and induction
Faculty appraisal, review and promotion
Faculty workload management
Faculty development
Internationalisation
Corporate links
Research & Development
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
Chap 6
Positioning of research within the School
Portfolio of research and development activities
Management of research activities
Integration of research into faculty workload
Research output
Impact of research
Distinctive expertise
Development and innovation
International features of R&D
Links between R&D and the corporate world
Executive Education
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
6.10
Chap 7
Positioning within the School
Product portfolio
Marketing & Sales
Participant management
Quality of open programmes
Quality of customised programmes
Measurement of impact
Faculty
Research and Development
Internationalisation
Contribution to the Community
7.1
7.2
7.3
7.4
7.5
7.6
Chap 8
Institutional community outreach
Faculty and staff involvement in public affairs
Extracurricular student activities
Service to the management education profession
Institutional corporate responsibility
Corporate social behaviour
Resources and Administration
X
X
X
X
X
X
8.1
8.2
8.3
8.4
8.5
8.6
8.7
Physical facilities and the learning environment
Financial resources
Financial management systems
Information and documentation facilities
Computing facilities
Marketing and Public Relations
Administrative services and staff
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
N/A
Overall Quality Evaluation
ABOVE
MEETS
BELOW
standard standard standard
Chap 9
Internationalisation
9.1
International strategy
9.2
International positioning
9.3
International dimension in the School’s governance
9.4
Resources allocated to internationalisation
9.5
Level of internationalisation on the home campus
9.6
Level of internationalisation outside the home country
9.7
International alliances and partnerships
REPEATS OF ASSESSMENTS FROM PREVIOUS CHAPTERS
1.11
Context, governance and strategy
2.9
Programme Portfolio - attractiveness
2.10
Programme Portfolio - outreach
3.10
Students
4.9
Faculty
5.9
International features of R&D
6.10
Executive Education
Chap 10 Corporate Connections
10.1
Corporate relations strategy
10.2
Customer orientation
10.3
National corporate links
10.4
International corporate links
REPEATS OF ASSESSMENTS FROM PREVIOUS CHAPTERS
1.12
Context, governance and strategy
2.11
Programme Portfolio - relevance
3.11
Students
4.10
Faculty
5.10
R&D and the corporate world
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
The shaded boxes in chapters 9 and 10 are a repeat from previous chapters and should not
be double counted.
N/A
APPENDIX 2 - EQUIS DATASHEET
EQUIS PR Report – January 2011
Warwick BS
20
December 2010
EQUIS Datasheet
Dated/updated:
The Datasheet is intended to provide succinct factual information about the School that allows it to be assessed against the Eligibility criteria. Data
about the University, when applicable, should be limited to that strictly necessary to understand the School. Descriptions should be clear, concrete,
concise and compelling. There should be many more facts and data than opinions. EQUIS will trust the data provided at this stage since it will be
checked at a later stage, if applicable. The total length of the document should not exceed 15 pages. No additional information provided by the
School besides that contained in the Datasheet will be conveyed to the EQUIS Committee.
School: name, address and website
The term “School” is used in the EQUIS process to designate the entity that is applying for EQUIS accreditation, whether it is a free standing
business school or a faculty, school or department within a university.
Name: Warwick Business School
Address: Scarman Road, The University of Warwick, Coventry CV4 7AL
Website: http://www.wbs.ac.uk
Head of the School
Indicate Job Title (Dean, Director, CEO, President, etc). Provide also address only if different from above
Name: Professor Mark Taylor
Job Title: Dean, Warwick Business School
Tel: + 44 (0)247 652 8219
Email: Mark.Taylor@wbs.ac.uk
Head of EQUIS Accreditation Project at School
Provide also address only if different from above
Name: Mrs Joanne Wale
Job Title: Senior Assistant Registrar (Academic Services)
Tel: + 44 (0)247 652 8209
Email: Joanne.Wale@wbs.ac.uk
General Description of the School
Limit to 1 page.
Institutional Aspects: Indicate whether it is a public or private institution, whether it is a free-standing business school or a faculty, school or
department within a university.
Year of founding and most significant historical events up to date: Not more than 20 lines.
The School of Industrial and Business Studies was founded in 1967 as a constituent department of the
University of Warwick. It has remained fully integrated into the University in terms of its physical location; and
its governance, financial, personnel, and student assessment and administration arrangements all operate
December 2010
within the framework of the University’s regulations. The School formally changed its name to Warwick
Business School in July 1987. In 1998, the Chair of the Department took the title ‘Dean’, in line with trends
within the international business school community, where WBS has an increasingly important role.
External governance system
Describe its influence and authority on the School. The term « external governance » refers to the external control or decision-making bodies that
play a role in shaping the School’s destiny. This may be a Governing Body or Board in the case of an independent school or the central University
management systems in the case of a university faculty
The University of Warwick is self-governing and legally independent of the government, but subject to its
policies and laws. The University operates under a Royal Charter which was established in 1965. The Charter
sets out its overall constitution, and statutes, which give more detail as to how the University operates in
practice.
Council
The Council is the executive governing body of the University with particular managerial responsibilities for
finance and the University estate, and also a more general remit to oversee the conduct of University
business in concert with the Senate. The Council, which meets up to five times each year, is chaired by the
Pro-Chancellor, Mr John Leighfield, and has a full membership of 33, a majority of whom are lay members
drawn from the professions, business, industry, and local authorities, who bring a range of experience and
professional expertise to the work of the University.
Senate
The Senate is the supreme academic authority of the University. Whilst the Council is ultimately accountable
for the efficient management and good conduct of all aspects of the University's operation; within this, the
Senate has responsibility for the academic activities of the University, including all aspects of the operations
of the University that have a bearing on teaching, research, and the welfare, supervision and discipline of
students.
The Senate is chaired by the Vice-Chancellor and has a full membership of 48 elected from the Faculty
Boards and the Assembly. Membership also includes three representatives from the Union of Students. The
Senate meets up to five times each year and the greater part of its business arises from reports from the
range of Senate committees responsible for specific academic matters e.g. the Academic Quality and
Standards Committee, the Board of Graduate Studies, etc. The Senate also oversees the work of the four
Faculty Boards as well as the Research Centres and Institutes.
Steering Committee
The Senate Steering Committee, commonly referred to as the Steering Committee, comprises: the ViceChancellor, the Deputy Vice-Chancellor, the three Pro-Vice-Chancellors, the Chairs of the Faculty Boards,
Dean of the Business School, Chair of the Graduate School and the President of the Union of Students, and
meets on a weekly basis during term time and as required during vacations. The Committee's main
responsibilities are to make recommendations to the Senate on items of business arising from more junior
bodies, and to act on behalf of the Senate, in: 'steering' business which arises between meetings of the
Senate to the appropriate University officers and bodies.
Faculty Boards
The Boards of the Faculties of Arts, Medicine, Science and Social Sciences are headed by elected Chairs,
appointed on an annual basis but with the expectation that a Chair will serve for a minimum of three years.
Membership of each of the Faculty Boards is drawn from representatives of academic departments and
research centres within each Faculty. The Faculty Boards are responsible to the Senate for academic
matters within the Faculty, i.e. teaching, research, curricula and examinations.
Administrative Arrangements
Whilst operating within a framework of primary administrative support services provided by the University, the
sheer size of the School’s operations, its external-facing nature and devolved budget have necessitated the
development of a wide range of secondary services, funded by and, located within the department itself.
These include Academic Services, Information Systems Support Unit, Human Resources, Marketing and
Communications, Finance and Career Development. WBS also has its own Alumni Relations team who work
December 2010
closely with the University’s Development and Alumni Relations Office (DARO). The School has direct
oversight of, and accountability for, the operations of all of these functions, though they continue to operate
within the framework of the University ordinances and regulations. The Dean of WBS attends the Senate
Steering Committee, and reports directly to the Vice-Chancellor. Academic matters within WBS are overseen
by the Board of the Faculty of Social Sciences.
The management structure of WBS is illustrated in Figure 1 below.
Organisation and internal management system of the School
Current internal organisation (divisions, centres, institutes, etc.) – often best expressed diagrammatically
Main committees, key academic and administrative positions – often best expressed diagrammatically
Main decision-making processes
The School is led by the head of department - the Dean - appointed by and responsible to the Council of the
University for the management of the department as defined by University Ordinance 10. The present Dean is
Professor Mark Taylor, who became Dean of the School, as of 1st April 2010.
In April 2010, we introduced a new governance structure with two Pro Deans supporting the Dean. The
rationale for this change is threefold. The first is that the workload of a single Pro Dean is insupportable as
the School's activities have grown. Second, it is important to clarify and develop responsibilities for important
issues and activities in the School in order to improve communication and effective decision-making. Third,
this arrangement should further enhance the quality and efficiency of communications between the School
and the University.
The Pro Deans are responsible for Research and Strategy respectively. The present Pro Deans are
Professor Andrew Oswald and Professor Loizos Heracleous. The Dean’s position is full time and the Dean’s
focus is on the academic and financial integrity of the School as a whole and identifying, developing and
pursuing new areas of strategic priority (for example profile and branding, fund-raising, corporate relations,
external relations and international partnerships).
Figure 1: WBS Reporting Structure
An ongoing review of WBS’ governance and administrative structures has been undertaken since the last
EQUIS accreditation. As a result, a number of changes have been made to WBS’ structures and practices
resulting in: a simplification of the decision-making processes; a clearer delineation between academic and
support staff responsibilities; a balancing of the competing needs of teaching, research, and administrative
functions; the creation of an environment where decisions are taken promptly and clearly; and a demarcation
of the boundaries between decision-making and implementation bodies, and those bodies whose role was
purely advisory.
Decision-making in WBS is characterised by the following:
1) Small, formally-constituted, interconnected corporate policy-making committees with some overlapping
membership, comprising senior academics and professional managers;
2) Inter-functional bodies with operational policy development and implementation responsibilities;
3) Academic oversight provided by Associate Deans;
4) Professional operational management provided by directors/heads;
5) Regular formal stakeholder consultation with WBS staff and students, through the termly departmental
meeting (School Assembly) and with external sponsors and associates (through a network of advisory
boards).
The School has three principal policy-making committees. Steering Group meets in term-time to steer
strategy and the day-to-day business of WBS. Academic quality issues are the responsibility of the Academic
Policy and Practice Committee (APPC), while Research Committee provides strategic oversight of research
activities. These committees are chaired by the Dean, Pro Dean for Research, and Associate Dean
(Academic Policy and Practice) respectively.
December 2010
There are performance review committees for each category of staff in the School. The Academic Review
Committee1 deals with academic staff and is chaired by the Dean and for non-academic staff there is a NonAcademic Staff Review Board, chaired by the Head of Human Resources.
Ultimately, all matters relating to the School’s strategy and to academic developments are considered by
School Assembly (a meeting that is open to all members of the department). Each department is required
under the University’s Ordinances and Statutes to have such a meeting on a termly basis. School Assembly
is chaired by the Dean of the School, with the Pro Deans, Associate Deans and Academic Directors in
attendance.
The School obtains valuable support and advice from its advisory boards and alumni. Until the start of the
2010/11 academic year there was a tripartite structure comprising the Advisory Board (the senior board, with
a Strategy sub-committee), the Alumni Board, and the Development Board. However, the WBS Board has
recently undertaken a review of its own remit and composition resolving to remove the Strategy Board and
Development Board from its structure and to revise the role and remit of the Alumni Board. The Advisory
Board is chaired by Sir George Cox, a Board Member of NYSE Euronext, the global exchange group and an
independent director of Short Brothers PLC, the aerospace company. He is also the former Director-General
of the Institute of Directors and former Chair of the Design Council. The Board is an active and key player in
the development of WBS’ strategy, acting as a catalyst for change and providing access to corporate
networks for leveraging support, profile and funding. It comprises up to thirty external members drawn from
senior figures in the public and corporate sectors nationally and internationally, including representatives from
industry, commerce, public service, the professions and the trade unions, the Vice-Chancellor and senior
professors from within the School. The Advisory Board has taken a keen interest in such initiatives as the
development of the new WBS building, the internationalisation of our academic portfolio and in marketing and
raising WBS’ external profile. Independent of their formal board role, members make a personal impact within
the School and the University in a variety of ways, including fund-raising, contributing to teaching, advising on
executive development needs, sponsoring students and student projects, and participating in professional
updating of alumni. The mission of the Alumni Board is to contribute to the achievement of WBS’ strategic
goals and to create a lifelong graduate community, committed both to the future of the School and the
educational, personal and career development of its graduates. The Alumni Board’s current foci are global
outreach, student engagement, and the further development of services for alumni, especially in terms of
career support and Continuing Professional Development.
Autonomy: strategic and operational
Describe the extent of the autonomy of the School and limits imposed by legislation, regulations, parent institution or resource availability, with
particular reference to financial control, academic authority for programmes, and authority for appointing, promoting and rewarding faculty. Indicate
whether limits imply just theoretical or practical restrictions.
WBS is a department of the University of Warwick. As such, the framework of its scope for decision-making is
defined by the relevant ordinances and regulations on departments. These define the role of the head of
department, the membership of the department, and departmental management structures. Under the
regulations, the Head of Department is responsible for:
x
x
x
x
x
x
The academic management of all departmental programmes;
Strategy and planning of the academic and support functions;
Effective financial management including the allocation of resources;
Management of all departmental staff;
Staff development and performance management
Promotion of equal opportunities and anti-discrimination policy
Warwick Business School’s status as one of only three University departments with a devolved budget
endows it with considerable discretion over the allocation of resources. Whilst all departments have
considerable freedom to allocate operational expenditure between non-staffing budget heads, only devolved
departments have similar autonomy with respect to their staffing budget. Since budgetary devolution in 2002
the School has benefited significantly from the freedom to define and enact its staffing establishment needs.
in line with its strategic objectives within a five-year rolling plan horizon. This freedom has been subject only
to achievement of the financial targets set for it by the University and to annual approval by the University of
an overall salary budget for the following twelve months. This has enabled the School both to develop and
service long-term strategic plans and also to respond rapidly to unforeseen strategic opportunities as they
1
The terms of reference and membership of Academic Review Committee are set out in Appendix 2.2
December 2010
have arisen. The University’s position on devolved departments came under review as part of the Harris
Review. As a result of the review it was resolved that departments currently operating under devolved
financial arrangements should continue to do so but that they should report to the Academic Resourcing
Committee from the academic year 2010/11 on their financial performance. The University is anticipating that
this will allow for more detailed scrutiny of devolved departments and enable ARC to consider their academic
plans alongside those of all other departments. This carries the risk that the School’s budgetary discretion will
decrease with its ability to manage its resources effectively being reduced. As regards capital infrastructure
expenditure, while the School may propose building projects in line with its strategic plans, the approval
process is managed centrally by the University through a rigorous planning and review procedures based on
full cost recovery.
The membership of a department comprises all employees of the University attached to that department with
a contract of at least 12 months duration. The head of department must create a formal consultative
mechanism – a departmental council – which is representative of all staff and which may pass resolutions for
consideration by relevant University committees.
Like all Warwick departments, within the academic quality requirements and provisions laid down by the
University, WBS has discretion to propose and develop such new academic programmes - research and
teaching - as are consistent with its strategy. While the introduction of new programmes is formally subject to
approval by the Board of the Faculty of Social Sciences, the Board of Graduate Studies, and other relevant
University committees, these bodies are more likely to suggest quality improvements in proposed
programmes than to prevent their introduction.
Faculty and staff promotion is governed by University procedures and processes, implemented initially at
departmental level, but with approval managed centrally through a promotions committee (for faculty) and a
job evaluation process (for non-academic staff). The University’s performance reward arrangements are
based on departmental judgements about performance, mediated and approved by a central University
committee. The School has considerable discretion to design and manage appointment panels for faculty and
staff within a regulatory framework laid down by the University. However, the appointment of full professors is
managed centrally for all academic departments.
December 2010
The Degree Programme Portfolio
Using the table below describe the School’s portfolio of degree programmes within the principal segments: Bachelors, Generalist Masters,
Specialised Masters, Doctoral programmes, other postgraduate programmes such as MBAs.
Bachelors
BScAccounting&Finance 3years
BScManagement
4Years
BScInternational
3Years
Management
BScInternationalBusiness 3Years
BALawandBusiness
3or4years
Studies
BScComputerand
BusinessStudies(jointly
3years
withDeptofComputer
Science)
BScChemistryand
BusinessStudies(jointly 3years
w.Dept.ofChemistry)
BScComputerand
ManagementSciences
3years
(jointlyw.Deptof
ComputerScience)
BScEngineeringand
BusinessStudies(jointly 3years
w.SchoolofEngineering)
BScMathematicsand
BusinessStudies(Jointly 3years
w.Dept.ofMathematics)
BScPhysicsandBusiness
Studies(jointlyw.Deptof 3years
Physics)
BAGermanandBusiness
Studies(jointlywithDept. 4years
ofGermanStudies)
BScEngineeringBusiness
Management
3years
(administeredbySchoolof
Engineering)
BScChemistrywith
Management
3years
(administeredbyDept.of
Chemistry)
BScMathematics,
OperationalResearch,
StatisticsandEconomics
(MORSE)(jointlywith
3years
Depts.OfEconomics,
Mathematicsand
Statistics,administeredby
Statistics)
MMORSE(jointlywith
Depts.OfEconomics,
Mathematicsand
4years
Statistics,administeredby
Statistics)
Total
Nr.ofoutgoingexchange
students
%ofregisterednonͲ
nationals(not
includingexchange
students)
Totalnrofstudents
Nrofstudentsenrolled
thisyear
Nrofferedaplacethis
year
Nrofapplicantsthisyear
Primarylanguage(s)of
instruction
Mode:
Fulltime/Parttime/
DistanceLearning/offͲ
shore
Yearinwhich
programmestarted
Duration
PreorPostexperience
Table of Degree Programmes offered (list each programme or suite of programmes)
1974
1967
FullTime
FullTime
Pre
Pre
English
English
1622
1248
617
379
196
137
588
377
66%
71%
2
0
2009
FullTime
Pre
English
357
128
38
82
77%
13
1993
FullTime
Pre
English
377
82
30
116
52%
28
1997
FullTime
Pre
English
280
139
47
189
47%
0
1994
FullTime
Pre
English
79
50
17
69
64%
0
Pre1990 FullTime
Pre
English
1
0
0
Pre1990 FullTime
Pre
English
100%
0
FullTime
Pre
English
47%
0
FullTime
Pre
English
15
40%
0
FullTime
Pre
English
5
40%
0
Pre1990 FullTime
Pre
English
40
15%
14
2002
FullTime
Pre
English
39
62%
0
FullTime
Pre
English
18
39%
0
FullTime
Pre
English
205
63%
0
FullTime
Pre
English
274
44%
0
2,039
57%
39
Studentsonthesecourses 6
movetoWBSintheirfinal
yearaftertwoyearsinthe
15
relevantScience
department.Numbersgiven
areforfinalyearonly.
Thesejointdegreesare
managedbythe‘‘partner’’
department,andthe
studentsneverbecome
WarwickBusinessSchool
studentsperse.
4,257
1,563
431
December 2010
GeneralistMasters
MScManagement
Total
SpecialisedMasters
MAinInternationaland
EuropeanIndustrial
Relations
MAinIndustrialRelations
andManagingHuman
Resources
MAinManagementand
OrganizationalAnalysis
MScFinance
MScFinanceand
Economics(withDept.of
Economics)
MScFinancial
Mathematics(withDepts.
OfStatistics,Mathematics
andEconomics)
MScInformationSystems
andManagement
MScManagementScience
andOperationalResearch
MScBusinessAnalytics
andConsulting
MScMarketingand
Strategy
MScPublicManagement
Total
MBAs
FullTimeMBA
ModularMBA
DistanceLearningMBA
WarwickMBAforIBM
GlobalEnergyMBA
MastersinPublic
Administration
Total
DoctoralProgrammes
PhD
PhDinFinance
Total
Other
PostgraduateDiplomain
LocalGovernment
Management
PostgraduateDiplomain
PublicFinanceand
Leadership
PostgraduateDiplomain
PublicLeadershipand
Management
PostgraduateDiplomain
PoliceLeadershipand
Management
Total
GRANDTOTAL
1year
2007
FullTime
Pre
English
576
576
256
256
83
83
83
83
70
70
0
0
Upto8
incoming
1year
2009
FullTime
Pre
English
26
12
1year
2009
FullTime
Pre
English
350
159
1year
2009
FullTime
Pre
English
331
123
47
47
65%
0
FullTime
Pre
English
2328
313
91
91
63%
0
68
1year
68
68%
0
1year
FullTime
Pre
English
735
177
54
54
76%
0
1year
FullTime
Pre
English
473
170
46
46
76%
0
1year
FullTime
Pre
English
368
242
69
69
84%
0
1year
FullTime
Pre
English
202
93
32
32
72%
0
1year
2008
FullTime
Pre
English
523
265
75
75
73%
0
1year
FullTime
Pre
English
719
271
97
97
64%
0
1year
1year
3years
3years
3years
3years
2009
FullTime
FullTime
PartTime
PartTime
PartTime
Parttime
Pre
English
25
6080
25
1850
0
Upto8
English
English
English
English
English
361
141
585
71
49
124
114
474
71
41
57
661
61
454
1689
284
56
0%
64%
Post
Post
Post
Post
Post
31
610
66
93
385
70
34
80
32
61
88
62
25
13
49
0
0
PartTime
Post
English
41
19
16
129
14%
0
1248
843
664
2673
54%
87
English
285
53
33
145
73%
n/a
English
79
6
4
19
80%
n/a
364
59
37
164
74%
n/a
5years
1981
1994
1986
2006
2009
1999Ͳ
2000
3years
FullTime
3years
2007
FullTime
Preor
Post
Preor
Post
18months 2002Ͳ3
PartTime
Post
English
100
100
97
189
0%
0
18months 2004Ͳ5
PartTime
Post
English
30
25
23
23
0%
0
18months 2006Ͳ7
PartTime
Post
English
35
30
36
74
0%
0
2years
PartTime
Post
English
50
50
57
136
0%
0
215
12,446
205
4,608
213
2,072.5
422
6,017
0%
52%
0
144 (+up
to8)
2008Ͳ9
Total number of full-time degree students in the School: 2926
Total number of part-time degree students in the School: 3091
Total number of full-time equivalent students in the School: 3989
December 2010
MBA Programmes
For MBA programmes, provide the following additional information about participants:
Average years of experience:
Executive MBA: 11 years managerial experience
Distance Learning MBA: 9 years managerial experience
Full Time MBA: 7 years managerial experience
MPA: 15 years work experience
Number of participants with less than 2 years of experience: 0
Name of the Selected Programme:
The School must choose one programme and the EQUIS Committee, on the advice of the EQUIS Office, will choose another for more intensive
assessment during the Peer Review. The two Selected Programmes will be confirmed and announced following the submission of the (re-)
application. The programme chosen by the School should be one of the main programmes offered.
Name of Selected Programme 1: BSc Accounting & Finance
Executive Education
EQUIS does not require Schools to have Executive Education activities. If the School does not run executive education activities, simply indicate
why and give an indication if you have plans in this respect and ignore the rest of this section. If many members of your core faculty are
independently involved in Executive Education while your School is not institutionally involved, it would be helpful to give some brief idea of the
extent of this involvement. EQUIS includes degree programmes (like Executive MBAs) in the School Degree Programme Portfolio rather than under
Executive Education
Organisation and Management of Executive Education within the School: (Indicate how does the Executive Education unit report to
and interact with other units of the School. Describe briefly its internal management structure)
Executive Education provides a portfolio of open and customised education and development activities for
corporate clients. By drawing upon research and latest thinking, promoting this new knowledge and
understanding to business and society, and by applying academic research to the practical issues
organisations are facing via e.g. project work, business partnerships and research links, the Business Unit
contributes directly to the Schools’ strategic objectives.
Within the Business Unit the Director of Executive Education provides strategic direction and ensures that this
fits within the overall strategic objectives of the School. Client Directors and Business Managers are
responsible for contracting the business and for developing core partnerships with the clients. The Client
Directors ensure that programmes are designed to address the core issues affecting the business and work
with faculty to provide practical high quality solution-based outcomes built upon academic rigour and best
practice thinking. In this way critical, analytical, and applied thinking are given considerable emphasis and
attention and participants develop the leadership skills, tools and concepts to better manage complexity,
uncertainty and change. Programme managers provide on-going administrative support for programme
delivery, operational links with clients and with Warwick conferences which provide a high quality, well
equipped, dedicated facility for residential programme delivery.
The Executive Education Unit works closely with clients and faculty to ensure very specific innovative and
creative tailored solutions are developed that enhance both individual and organisational capabilities. For
customised programmes requirements are identified in partnership with the client following a diagnostic
needs analysis of the business, for open programmes a personal needs assessment is undertaken. Where
potential opportunities are identified for additional mainstream activities such as MBA project work and/or
research development the unit works with the relevant departments/faculty to ensure these are facilitated
across the School.
Faculty used on Executive Education programmes include both full time and associate faculty approved by
the School. All faculty are fully briefed, supported by the Client Director and introduced to the client
organisation prior to delivery where feasible. In this way faculty understanding, organisational knowledge and
learning is maximised and helps to ensure cultural and content fit. Research opportunities are also
encouraged to further reinforce understanding and high quality delivery.
Programme Portfolio of Executive Education: (Provide a brief idea of the weight of different programmes and activities: longer vs. shorter
term, open vs. tailored, online vs. on-site vs. blended, etc. Mention some of your most successful exec ed programmes)
December 2010
The Executive Education Unit achieved 5th position in the UK and 45th position globally in the FT Rankings
2009. Most programmes are modular and are delivered via combinations of taught input, action learning,
issue-based, live case study, skills development, project work, experiential learning and on-line support as
required for each client. For Open Programmes the content and approach is determined by academic
requirements driven by the high quality standards set within the University, alongside specific tailoring to the
clients’ needs. This ensures achievement of their objectives and practical outcomes at both individual and
organisational levels. A specific breakdown of the different parts of the Executive Education portfolio and
subjects addressed are listed below:
WBS FACULTY MEMBERS
WBS FACULTY TEACH ON EXEC ED
182
24
OPEN PROGRAMMES
(1) DIPLOMA IN APPLIED MANAGEMENT
2
TAUGHT AT WBS
1 COHORT PER ANNUM
20 AVERAGE NO OF STUDENTS PER COHORT
TAUGHT AT SINGAPORE INSTITUTE OF
MANAGEMENT & FUNDED TO 90% OF FEES BY
SINGAPORE WORKFORCE DEVELOPMENT
AGENCY. 2 COHORTS PER ANNUM.
COHORT (1) 18 STUDENTS
COHORT (2) 22 STUDENTS February 2008
COHORT (3) 32 STUDENTS August 2009
COHORT (4) 31 STUDENTS started Oct 2010
(2) DIPLOMA IN SERVICE LEADERSHIP (Singapore)
EXEC ED PROG DAYS (OPEN)
EXEC ED PARTICPANT NOS (OPEN)
EXEC ED TOTAL PARTICIPANT DAYS (OPEN)
71
559
1649
EXEC ED PROG DAYS (CUSTOM)
EXEC ED PARTICPANT NOS (CUSTOM)
EXEC ED TOTAL PARTICIPANT DAYS (CUSTOM)
355
2675
6754.5
EXEC ED OVERSEAS PARTICIPANTS (CUSTOM)
EXEC ED OVERSEAS PARTICIPANTS (OPEN)
43 NATIONALITIES
1 (SINGAPORE CITIZENS)
EXEC ED CUSTOM PROGS
EXEC ED CUSTOM PROG (INTERNATIONAL CLIENTS)
27 CLIENTS
6
FT RANKINGS CUSTOM EXEC ED POSITION
45 GLOBALLY
5TH IN THE UK
(1) ASHRIDGE
(2) CRANFIELD
(3) LBS
(4) SAID
(5) WBS
(6) LUMS
NEW SKILLS & LEARNING
FOLLOW UP
FOOD & ACCOMMODATION
FUTURE USE
INTERNATIONAL PARTICIPANTS
FT RANKINGS CUSTOM EXEC ED HIGHEST RANKINGS
% OF BUSINESS CUSTOM vs. OPEN
70% vs. 30%
PROGRAMME DURATION (LONG) 12MONTHS+
PROGRAMME DURATION (SHORT) < 12 MONTHS
21%
79%
December 2010
SECTORS FOR OPEN PROGRAMMES (5 ONLY)
SECTORS FOR CUSTOM PROGRAMMES (5 ONLY)
TOP 5 INTERNATIONAL CLIENTS (CUSTOM PROGS)
TOP 5 NATIONAL CLIENTS (CUSTOM PROGS)
(1) MANUFACTURING
(2) CONSTRUCTION
(3) PUBLIC SECTOR
(4) COMMS & TELECOMMS
(1) TRANSPORT & LOGISTICS
(2) FINANCE & BANKING
(3) PUBLIC SECTOR (INCLUDE NHS)
(4) CONSTRUCTION
(5) MANUFACTURING
(1) CAPGEMINI (FRANCE)
(2) JONES LANG LASALLE (USA)
(3) HSBC (HONG KONG)
(4) TNT (HOLLAND)
(5) UBS SWITZERLAND
(1) HSBC
(2) FRS
(3) NETWORK RAIL
(4) NFU MUTUAL
(5) DS SMITH
As indicated in the table above, some of our customised programmes currently include a modular leadership
development programme for high potential managers at NFU Mutual incorporating a live case study and post
programme project work, a senior management development programme for DS Smith including a business
simulation and reflected learning element, and a set of four modules on leadership, personal effectiveness,
strategic thinking and evaluation for Transport for London. All of these programmes are tailored specifically
around the needs of the client and evaluated with them at the end of each module/programme to ensure that
learning is maximised on both a personal and an individual level, objectives achieved, and that the high
quality delivery and standards we adhere to are maintained. Where appropriate and required we also provide
psychometric evaluation and feedback, coaching and personal development support either as part of the
existing programme or as an optional extension to this in our commitment to providing an holistic solution to
the client’s needs.
We also currently run a number of programmes that are subject to the University’s accreditation process: the
PGA in Management and Business (TNT), the PGAs in Strategic Leadership and Business Leaders (for
Network Rail in conjunction with WMG), the Warwick Diploma in Applied Management, the Warwick Diploma
in Service Leadership (Singapore) and the PG Cert in Strategic Leadership (Fire and Rescue Service). The
discipline that an accredited programme demands of participants makes a significant contribution to the
extent to which learning is embedded at both individual and organisational levels. Accreditation for middle
and senior managers is becoming increasingly popular in the marketplace, and we are committed to respond
to that development.
Executive Education benefits greatly from the Warwick and WBS brand. The Executive Education brand
does not have an especially high profile internationally but the focus of the business development team has
been to raise the profile of WBS Executive Education within the UK. This process began in 2009, with the
change of name from Executive Programmes to Executive Education. Further initiatives for 2009 include the
introduction of a CRM package (ACT!), along with improved segmentation of the market and aligning
ourselves more readily with the issues that businesses would like business schools to address during the
current economic climate. Lead generation is seen as key to attracting new business whilst expanding our
portfolio with existing clients is likely to be an essential way of maintaining revenue levels in 2009-2010.
Subject or teaching areas or departments
Explain how academic staff are organised into departments or areas. Indicate the number of core and adjunct faculty allocated to each
department/area.
Explain how academic staff are organised into departments or areas. Indicate the number of core and adjunct faculty allocated to each
department/area.
Academic staff are organised into 10 subject groups and 6 research centres. Staff Full Time Equivalents are
given below. All staff are core.
December 2010
Name of Subject Group
Accounting
Behavioural Science
Enterprise
Finance
Name of Research Centre
Head of Group/Centre
Prof Keith Hoskin
Prof Andrew Oswald
Mr Nigel Sykes/Prof
Stephen Roper
Prof Anthony Neuberger
18
Prof Jean Hartley
11.6
Prof Chris Grey
25
Prof Joe Nandhakumar
10.2
Prof Loizos Heracleous
26.7
Prof Bob Johnston
Prof Bo Chen
11.5
19.8
5.2
IRRU
Dr Davide Nicolini (Codirector with Prof Jacky
Swan of IROB)
Prof Paul Marginson
LGC
Dr Howard Davies
Centre for Small and
Medium-Sized Enterprises
Financial Econometrics
Research Centre/Financial
Options Research Centre
Governance and Public
Management
Industrial Relations &
Organisational Behaviour
Information Systems &
Management
Marketing & Strategic
Management
Operations Management
Operational Research and
Management Science
Information, Knowledge &
Organisational Networks
TOTAL ACADEMIC STAFF
Staff FTEs
18.06
2.5
10.8
4 (plus faculty
in IROB)
3.5
166.86
Faculty
The term « faculty » designates the academic staff. Provide a readily understandable picture of the quality and quantity of the academic human
resources available to the School. If you believe that it is extremely difficult to fit your faculty into the typology below, use your own classification and
typology preceded by a clear description of the qualifications, experience and dedication that apply to each type. Occasional speakers are not
considered faculty, even if academically qualified.
Core faculty (Qualified academic staff employed on a permanent basis and for whom the institution is the sole or principal employer. The
numbers below should consider only core faculty members)
x
x
x
Number of academic staff members: 182
Full-time equivalent: 166.86
Number of staff members per academic rank (for example, full professors, associate professors, etc.)
o PROFESSOR: 43 (including the Dean)
o READER: 12
o ASSOCIATE PROFESSOR: 42
o ASSISTANT PROFESSOR : 33
o PROFESSORIAL FELLOW: 4
o PROFESSORIAL TEACHING FELLOW:1
o PRINCIPAL TEACHING FELLOW: 6
o SENIOR TEACHING FELLOW: 11
o TEACHING FELLOW: 8
o PRINCIPAL RESEARCH FELLOW: 3
o SENIOR RESEARCH FELLOW: 1
o RESEARCH FELLOW: 16
o RESEARCH ASSOCIATE: 2
x
x
x
x
x
% holding a doctoral degree: 83%
% teaching in executive education courses: 13%
% non-nationals: 40% (72 non UK nationals)
Number of different nationalities: 31
Ratio F.T.E. students/F.T.E. core faculty: 23.9:1
December 2010
Adjunct faculty (Teaching staff for whom the School is not the primary employer or who work for the School on a part-time basis under a
permanent or an occasional contract)
x
Number of academic staff members: 116
Administrative staff
Currently, the School has 179.6 FTE professional staff, clustered into the following broad functional areas:
a) Teaching programme development and delivery: These are roles directly concerned with the
development, management and administrative functions essential for the delivery of our portfolio
of educational provision – undergraduate, specialist masters, MBA, doctoral and executive. This
involves 98.2 F.T.E. staff members (54.2% of F.T.E. professional staff). All of these staff
members are located in one of the above five teams.
b) Central services: These roles involve the management and administration of functions providing
external-facing and internal services for WBS staff, teaching programmes, subject groups,
research centres and the wider University. These functions include academic services2
(Academic Services); alumni relations; financial management, governance, policy and planning
(Dean’s Office); human resources management (HR), information systems support (ISSU);
corporate relations, marketing & communications (MarComms Office). This involves 58.22 fte
staff members (32.2% of F.T.E. professional staff).
c) Research Centres: These roles provide direct support for the management and administration of
research centres. This involves 11.18 F.T.E. staff members (6.3% of F.T.E. professional staff).
d) Subject Groups: Direct support for the management and administration of academic subject
groups. This involves 12.25 F.T.E. staff members (7% of F.T.E. professional staff).
Overview of the School’s Research activities
Provide compelling factual data on the quantity and quality of your School’s research as viewed by EQUIS (see EQUIS Standards and Criteria). In
order to limit your description to 1 page maximum, tables are usually helpful.
The central aim of research in WBS as defined in the 2008 RAE submission is to be “research-leaders
undertaking scholarship that engages with enterprises, governments and social partners”. It seeks to provide
that scholarly leadership through engagement with business of all sizes, government and social partners,
where leadership is reflected in the ability to both develop new areas for research and provide new insights
and approaches to established areas of scholarship.
Within this overarching aim, WBS is not prescriptive about the focus and methods applied to research within
the School. Historically, the School’s core identity has been defined within a European social science
tradition. This has encouraged the development of a broad arena for research, encompassing not only the
major business school disciplines, but also cognate fields of public management and policy, employment and
regulation. This European model of research is reflected in the School’s areas of distinctive strength and the
activities of its major research centres.
The most recent benchmark for WBS’ research performance is provided by the results of the UK’s 2008
Research Assessment Exercise (RAE). The census date for this exercise was the end of 2007, (and the
latest collection of data from our annual academic review process indicates that the quality of research
output, as measured by the number of publications in highly ranked journals, has been increasing since the
last census date). WBS was ranked joint 5th (with five other institutions) in the UK on the GPA of an overall
profile which rated outputs, environment and esteem. Although this represents a fall from the 5* ranking
(along with London Business School and Lancaster) achieved in the previous RAE 2001, this needs to be
placed in the context of an increasingly competitive research environment and the relatively high proportion of
staff submitted. WBS is ranked 2nd only to Manchester on the ‘power index’ - combining GPA and staff
numbers - which has resulted in a greater financial return from the RAE. WBS was also third in the UK, on the
percentage of 3* and 4* research, though with a relatively low percentage of 4* outputs.
2
Includingfacilitiesandinfrastructuremanagement
December 2010
WBS research income has been relatively static, at around £3 million p.a. since 2003/04. This masks
significant shifts in sources of funding within this period. Subject groups are now an increasingly important
generator of income in addition to research centres – increasing from almost nothing in 2003/04 to over a
third of the total in 2007/08. Likewise research council (i.e. high quality) funding has increased from less than
a quarter to almost 40%.
Sources of Funding
Provide summary information on the current financial resources of the School with a breakdown by sources of funding. Explain the financial
relationship with the parent institution or university, if relevant. Financial data should be expressed in Euros. The breakdown should include % for
each of undergraduate or Bachelor degrees, MBA, other postgraduate and executive education programmes; % for each of research, other earned
income, government or university subsidies.
2010/11 Original Annual Forecast
£'000
€'000
%
Undergraduate – Home/EU
Undergraduate – Overseas
Total Undergraduate
2,749
8,571
11,320
3,299
10,285
13,584
23.64%
Full Time MBA
Executive MBA
Distance Learning MBA
IBM MBA
Global Energy MBA
Total MBA
1,600
2,172
5,564
778
654
10,768
1,920
2,606
6,677
934
785
12,922
22.49%
182
635
817
218
762
980
1.71%
Specialist Masters - Home/EU
Specialist Masters – Overseas
Total Specialist Masters
2,627
6,864
9,491
3,152
8,237
11,389
19.82%
Executive Education - Accredited
Executive Education - Non-Accredited
Total Executive Education
800
2,400
3,200
960
2,880
3,840
6.68%
Post Graduate Diplomas
1,297
1,556
2.71%
36,893
44,271
77.04%
Government Grant – Teaching
Government Grant - Research
Government Grant – Other
Total Government Grants (HEFCE)
2,113
2,653
0
4,766
2,536
3,184
0
5,720
9.95%
Research Grants and Contracts
3,700
4,440
7.73%
Other IncomeЇ
2,528
3,034
5.28%
Total IncomeІ
47,887
57,465
100.00%
Doctoral - Home/EU
Doctoral – Overseas
Total Doctoral
Total Fee Income
Exchange Rate: £1 = €1.2
Notes:
1) All income is passed from the University
directly to the School. A 4% tax on income is
levied by the University.
2) Other income includes rechargeable accommodation, conferences, consultancy and donations.
December 2010
National Standing
The School should provide the evidence it believes most compelling to prove that it has excellent national standing. It should also indicate at least
two clearly defined areas of activity for which it enjoys significant recognition for excellence.
WBS has one of the broadest educational portfolios of any UK business school; it spans undergraduate,
postgraduate, post-experience, doctoral and executive education. This breadth of teaching and learning is
also matched by a diverse academic body that has research expertise differentiated into ten subject groups
and enhanced by a further sixteen research centres and units.
Our achievements across the various national and international peer group surveys are detailed in the
following section. However, our national standing in the business community has been assessed
independently by Business Superbrands, using an independent panel of experts and a national polling
organisation, YouGov, they have placed Warwick Business School in the top 300 Business Superbrands in
the UK, and our position is improving year on year.
If we had to choose clear areas of excellence, one would be our blended learning provision. Developed over
twenty years through our distance learning MBA (recently ranked #3 in the world by The Economist
Intelligence Unit) we are using this experience to enhance the learning experience across existing courses
and in the development of new courses to meet the changing learning styles demanded by the market (e.g.
Global Energy MBA). Another obvious area of excellence would be those academic areas that are producing
4* (world-leading) research, as determined by the recent Research Assessment Exercise 2008.
Our competitors obviously vary depending upon the market for each of our educational products. A brief
summary would be:
MBA: Oxford, Cambridge, Manchester, Lancaster
Specialist Masters: broadly speaking it would be London School of Economics, Manchester, Lancaster, and
Bath
Undergraduate: LSE, Exeter, Loughborough, Manchester
Executive Education: LBS, Cranfield, Oxford
Accreditation or recognition by national and/or international agencies
Higher Education Funding Council, Research Assessment Exercise, 2008
WBS ranked joint 5th on GPA of overall profile rating outputs, environment and esteem. Ranked 2nd
on the 'power index' combining GPA and staff numbers, and 3rd on the percentage of 3* and 4*
research.
AACSB - The Association to Advance Collegiate Schools of Business
Accredited by AACSB, the University of Warwick’s Business School was the first UK institution to
attain this achievement.
AMBA – Association of MBAs
All MBA courses (Full-time, Distance Learning, Evening and Modular variants) and the MSc in
Management were re-accredited by AMBA in 2009.
EQUIS – the European Foundation for Management Development’s quality inspectorate
Equis accreditation was awarded to WBS in March 2000, and renewed in 2005.
Financial Times Rankings,
In the 2010 annual survey of business schools teaching full-time MBAs WBS ranked 42nd in the
world, 14th in Europe and 7th in the UK. Its Doctoral Programme ranked 7th in Europe. Additionally, in
the last survey in 2010 WBS was placed 29th in the world, 9th in Europe and 3rd in the UK for
Executive MBAs.
The Economist
In 2008, the biennial Economist Intelligence Unit's Which MBA survey ranked the Warwick Distance
Learning MBA 3rd in the world, and 1st in the UK.
The Guardian
In 2010, the Undergraduate Programme was ranked in first place in Guardian’s University Guide
league table.
December 2010
The Times
Its last Good University Guide in 2010 placed the WBS undergraduate courses for Business &
Management and Finance & Accounting at 5th and 1st in the UK respectively.
The Independent
Its last University Guide in 2009 placed the WBS undergraduate courses for Business &
Management and Finance & Accounting at 5th and 2nd in the UK respectively.
GMAC – Graduate Management Admission Council
WBS and London Business School are the only two UK business schools invited to membership of
GMAC, the US-based not-for-profit education association dedicated to creating access to graduate
management and professional education. GMAC administers the GMAT, the MBA admissions test
used by top business schools around the world.
PIM – Partnership in International Management
WBS is a member of PIM, a global network of 55 reputed business schools formed to enable
international exchange of postgraduate students and faculty. Membership is by invitation only.
International reputation
Provide evidence in one paragraph that the School is known and respected by (a selection of) peers outside its home country
The strength of WBS international reputation amongst its peers can be measured by several criteria:
x The number of leading business school associations of which WBS is part – as shown in the sections
above and below
x The reputation of institutions with which WBS has reciprocal student exchange programmes e.g.
Harvard, Cornell, Wharton, IIM, Mannheim, HEC etc
x The quality of the overseas academics that apply to join the WBS faculty – see recent hires
x The number of WBS academics that are sought after to be Visiting Fellows at other prestigious
institutions
x The academics that visit WBS to discuss their research on an informal basis e.g. Professor Jag
Sheth from Goizueta Business School at Emory University spent a day with us on 12 May 2009,
before his speaking engagements in London.
Internationalisation
Provide data on the principal aspects of the School’s international dimension (faculty, student body, programmes, strategic alliances, international
partners etc.) that have not been provided already: Limit your description to 1 page maximum.
WBS is a truly international business school in terms of recruitment, teaching, research, and overall profile.
Over a third of our 182 teaching and research staff are from outside the UK, while many British faculty
members have taught overseas. Around half of our regular student body is made up of participants from 132
countries. The WBS Alumni Association has a thriving population of over 27,000 members with thousands of
those located overseas.
Our curriculum places considerable emphasis on international business training, and most faculty members
have some overseas experience. We welcome many international visiting fellows each year whose presence
enriches both teaching and research activity.
Many people are drawn to WBS by the opportunities for international study that we offer. More than 80 of our
international students will visit us this year on direct exchange programmes while 180 students based at WBS
will go abroad for modules, semesters, and sometimes a whole year.
Socrates & Leonardo are programmes which allow undergraduate EU students to study at various institutions
within the European Union. Leonardo also offers work placements to students.
Additionally, our Undergraduate programme has its own exchange programme with selected European and
US universities.
December 2010
There are opportunities to study abroad with the MA in International & European Employment Relations and
attain the parallel qualification of Master Européen en Sciences du Travail (MEST). This degree is awarded
by a consortium of European universities.
Partnership in International Management (PIM) is a global network of 55 highly-rated business schools,
whose membership is by invitation only. Our membership of PIM provides us with a range of international
study opportunities that are offered annually on a competitive basis, primarily to participants on the Warwick
MBA by full-time study.
WBS also has its own agreements for MBA exchanges with individual prestigious business schools and
institutions all over the world.
Overview of the principal links with the corporate world
Provide data on the corporate connections of your School that have not been already provided. Limit your description to 1 page.
WBS works in partnership with over 500 organisations ranging from global corporations such as Ford Motor
Company and IBM to national and local firms.
Organisations from all sectors come to WBS for a variety of reasons: to recruit from among the top students
in the UK; to sponsor managers and directors on MBA and executive development programmes; to
collaborate with and learn from leading-edge research, and to access the expertise of faculty in their sector
and subject area.
In order to promote the wide dissemination of its expertise, the School has encouraged links with many
different clients. This has resulted in a broad range of corporate, institutional, governmental and professional
contacts, reflecting widely differing organisational styles and relationships.
In teaching, there are strong corporate connections to degree programmes at undergraduate and
postgraduate levels, and corporate links are even more evident on the Executive Short Course Programme’s
open and bespoke management courses. Students on short courses and the MBA programme are sponsored
by companies such as: Capita Group plc, Deutsche Post World Net, Jones Lang La Salle, KPMG, Peugeot,
Pricewaterhouse Coopers and Vodafone.
In terms of working life, WBS is still a youthful organisation, but many WBS alumni have already made their
mark around the world from Boardroom to Parliament, from multi-national companies to self-made
entrepreneurs.
As an ongoing commitment to remain grounded with the corporate world, the WBS Board draws its
membership from today’s leaders of blue chip companies and gains vital input from other senior managers
through several advisory groups.
Facilities:
Maximum ½ page describing the dimension and quality of your campus(es) including residential facilities, library, databases, computer facilities, etc.
Campus Facilities
Campus facilities include a post office, supermarket, pharmacy and bookshop, together with branches of the
major banks, a Health Centre and a Chaplaincy Centre, as well as the Student Union’s launderettes and a
travel agency. There are bars, cafes and restaurants as well as the Warwick Arts Centre, which includes an
art gallery, cinema, two theatres and a concert hall. The University’s sports centre includes a swimming pool,
squash courts, a fitness room and climbing wall, as well as a games hall running track.
Library
The University Library stocks more than 1,000,000 books and bound periodicals, as well as over 13,000
current periodical titles and statistical series. It is open seven days a week for much of the year, offers selfservice photocopying, holds additional copies of those books in heavy demand in a special short loan
collection, and one of the UK’s most extensive collections of CD-ROM databases, as well as other online
services, such as BIDS, EDINA and Searchbank. Most of these services are networked and can be
accessed from departments, public PC clusters throughout the University and from students’ campus
accommodation.
December 2010
IT Facilities
The physical teaching and learning and IT infrastructure for WBS undergraduate students is provided
centrally by the University. In addition, the School has long had an internal, value-adding technology group
(ISSU), which manages services for its postgraduate students and staff, which supports the software services
underpinning the School's very large undergraduate cohorts, and the specialised needs of its distance
learning and blended learning postgraduate offerings.
ISSU (the Information Systems Support Unit) has been responsible for the development of a Learning
Management System (my.wbs), which - after eight years of development - is a mature, robust, bespoke
product underpinning the operations of all programmes. This offers enterprise level scalability as well as
business specific solutions for all programme variants, e.g. the Warwick MBA for IBM, where contract-critical
requirements had to be met. Its latest upgrade offers branding flexibility (important for our Executive
Education and sponsored programmes), supports a richer content mix, and further enhances operational
efficiencies.
Residential Facilities
The University has nine halls of residence on campus, as well as four groups of campus flats available to
undergraduate students (all of which have resident tutors and a warden, who are responsible for their smooth
running and the welfare of student residents); three of the halls and one group of flats provide postgraduate
accommodation, one residence exclusively so. Many of the halls provide en-suite accommodation and
telephones (some in the rooms) and all provide network ports and ample working space. The University also
provides 79 fully-furnished and equipped flats/houses on campus for newly-appointed/visiting staff and
(postgraduate) students with families.
WBS Facilities
Warwick Business School itself occupies three buildings within the university’s campus and is in the process
of being further developed. Since 2000, Warwick Business School has been undertaking a phased
programme of work to provide bespoke accommodation and a dedicated postgraduate teaching complex.
The final phase of this project (Phase 3B) will provide sufficient office space to accommodate the staff still
currently housed in the Social Studies building and two medium sized lecture theatres (relieving the pressure
on the single large theatre in the Radcliffe Teaching Centre) and by allowing the School, for the first time, to
bring undergraduate students into its prestigious, bespoke building, and provide dedicated long-term space
for research students. Phase 3B will see the unification of the School back into an integrated site based on
the Scarman Road building, which will be significantly extended.
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the EFMD Quality Services Department has acknowledged receipt. Please address it to:
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B – 1050 Brussels
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