Higher Education for Development Office
Knowledge, Partnerships, Results
___
Institutional Partnerships Program
Semi-Annual Progress Report
Due October 30, 2007
INTRODUCTION
Partnership Title: Advancing Economic Development in Nigeria through Strengthening
Business Management Education and Technology Competence
Development Area/Sector of Focus: Capacity-building
U.S. Partner Institution(s): Kansas State University, Manhattan, KS
U.S. Partnership Director(s):
Ike C. Ehie
785 532 6180
&
iehie@ksu.edu
Myra Gordon
785-532-6276
mygordon@ksu.edu
Host Country: NIGERIA
Host Country Partner Institution(s): University of Lagos (UNILAG)
Host Country Partnership Contact(s):
Sola Fajana
234-08023191793
solafajana@yahoo.com
Partnership Web Site (if any): We have a website under construction. At present, it has a homepage,
biographical information of the two project co-directors, the project summary, and a photo file. We will
continue to develop this site and it will be available for public viewing before the end of the year.
I. PROGRAM INFORMATION FOR APRIL 01, 2007 – OCTOBER 30, 2007
1. Describe in bullet form the major activities for this partnership during the past 6 months (04/01/0710/30/07). See below.
2. For each of the above activities, describe the results and/or outcomes for each activity; answer in
bullet form if appropriate.
If helpful, instead of answering questions 1 and 2, you may use the following chart for reporting the
activities and outcomes associated with specific partnership objectives. Please feel free to insert
additional lines as needed.
ACTIVITY
OUTCOME
1
1. In May 2007, a project kick-off meeting was held
at Kansas State University with all US project
personnel. At the meeting were one of the project
directors, US project consultants, and external
reviewer (agenda and minutes are enclosed).
2.
3.
4.
5.
6.
7.
In May, 2007, initial stakeholder meetings were
held with USAID/Nigeria, UNILAG senior
leadership, FBA and DCS program leadership,
FBA Faculty and students, and the resident
consultant. Interest in the various work groups
was solicited.
The four work groups and the change
management team were formed. The work
groups are curriculum development and the
assurance of student learning, faculty
enhancement, innovative teaching pedagogies,
and private sector engagement.
Each work group picked its own leader, after
which each work group was charged with
specific action items to be completed by the end
of October, 2007. Each member of each
workgroup received the project work plan for
year 1 with all time frames, planned activities,
and outcomes detailed.
The first project multimedia CD was created,
duplicated, and distributed to every faculty
member in the UNILAG FBA and the UNILAG,
senior leadership. The CD contains over 200
pages of resource material on selected aspects of
curriculum development and enhancement. The
CD also contains the project summary and the
project PowerPoint presentation.
Meetings have been held with the FBA student
leadership to gain their perspective on the current
state of affairs in the UNILAG Faculty of
Business Administration. A student development
workshop was held on interviewing skills. A
prominent business leader was invited to speak to
the students about industry expectations, the first
time this has occurred.
The site proposed for the new FBA and DCS
computer labs were reviewed. The two project
directors weighed in strongly on the issues of lab
placements to insure adequate undergraduate
access to the new computers.
Meetings with two private sector partners –
Ocean Energy (donors of the computers) and
British American Tobacco –BAT (advancement
of corporate social responsibility with the FBA
curriculum) were held.
8. One project Co-director traveled to an AACSB
2
1. The objective of the meeting was to formally
introduce the project to all US project
participants and to the external reviewer.
– The beginning of buy-in by all stakeholders on
the intent, scope, and processes of the project.
– Beginning the process of creating a sense of
urgency in reforming the UNILAG business
management graduate and undergraduate
programs.
2. Organizing FBA faculty for the tasks ahead.
3. Empowering FBA faculty for the tasks ahead.
4. – Empowering FBA faculty for the tasks ahead.
– Building – capacity for curriculum
transformation.
5. – Expanding the process of creating stakeholder
buy-in.
– Starting the delivery of career services to
students.
6. – Insuring that undergraduates and MBA students
have equitable access to the computer labs
which will be the basis of instruction to increase
technology competence.
7. – Partnership – building with Ocean Energy
– Clarification of Ocean Energy intentions and
timelines with regard to computer hardware.
– Clarification of employers expectations of FBA
graduates.
– Submission of a funding proposal and budget to
BAT for the advancement of CSR within the
FBA curriculum.
8. – Preparing for the introduction of AACSB
conference on “Continuous Improvement” in St.
Louis, MO.
All the planning and arrangements have been
completed to bring the four work group leaders to
the AACSB Conference on “Business
Undergraduate and Graduate Programs” in
Baltimore, MD and to bring them to Kansas State
University after the conference (see attached
agenda)
9. The job descriptions for the career specialist has
been developed and the solicitation of interest in
the position has begun.
10. The UNILAG FBA has given the project an
office at their main campus site.
international standards into work group
activities and assignments.
– Beginning the process of connecting FBA work
group leaders and faculty members to KSU
College of Business, library, career, and
Africanist resources for the purpose of
enhancing curriculum development and
transformation of UNILAG.
9. The first major step toward providing
professional career development services for
FBA and DCS students has been taken.
10. The project has a physical place at the FBA and a
strategically located point of contact for
interacting continuously with faculty and
students when the co-directors and consultants
are on site.
3. How are the above activities and outcomes reported in questions 1 and 2 benefiting and/or helping to
strengthen the capacity of the host country higher education institution?
1. The senior leadership of the University saw the need for a change in the business curriculum and
gave their whole-hearted support to the project. Senior level commitment to change provides a
positive environment for strengthening the business management program that would lead to
capacity building in the country.
The initial meeting with the faculty and the subsequent meeting were meant to garner grass-root
support from the faculty on the need for a change in the business curriculum. The faculty was
excited and enthusiastic about the project and voted to fully commit to the implementation of the
project. The first step in capacity-building is facilitating ownership among those who need the
capacity-building efforts.
2. Creation of the work groups, charging them, and giving them a clear road map to follow in their
work put into place a structure through which capacity-building can occur. It is a structure to
which they commit themselves.
3. Having each work group pick its own leader simultaneously removed political pitfalls to
capacity-building into which the co-directors as outsiders might fall unwittingly and it
empowered the group to start taking ownership of the process of capacity-building as something
they would do for themselves and FBA and not something that someone else would do to them
or for them.
4. The multimedia resource CD, full of resource materials for each member of the workgroup, is a
direct avenue to capacity-building. The bedrock of capacity-building is building a knowledge
base derived from proven methods.
5. The student leadership of the Faculty of Business Administration, who has been yearning for a
change was delighted to see the enhancements being proposed in the business program. They
will act as both beneficiaries and drivers of capacity-building.
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6. The project directors advocated for a portion of the computers donated as part of the grant to be
made easily accessible to undergraduate students. Working with the dean of the faculty and the
USAID mission, this has been accomplished. Originally, all the computers were to be located
off campus on the annex campus of the MBA program. This was a major accomplishment. If all
the computers had been moved off the main campus, building technological competence in
undergraduate would be facing an accessibility challenge from the outset. To build maximum
capacity, things must be set up correctly so one is not trying to compensate for large, costly, and
irrevocable mistakes.
7. Meeting with private sector partners helped the project co-directors to know what the donor
expectations for the computers were, to identify employer expectations of FBA graduates, and to
solicit their long-term input on FBA curriculum issues. Each of these has a direct bearing on
capacity-building.
8. Concluding the plans for workgroup leaders to attend an Association to Advance Collegiate
Schools of Business – AACSB International conference in Baltimore, Maryland and later a twoday visit to Kansas State University sets the stage for a massive infusion of information about
world-class standards in Business. Having one project director attend an AACSB conference
increases the project leadership team’s ability to lead capacity-building. We need to keep
growing, also, as nothing remains stagnant nor does anyone know everything.
9. Creating the job description for and soliciting interest in the career specialist position is the first
step toward building capacity for the provision of professional career development services for
FBA and computer science students at UNILAG. This person will be trained to deliver a full
complement of services in this area. The job description for this position is attached.
10. Having an office in the main building of the UNILAG FBA creates the capacity for the project
co-directors to meet and work with faculty, staff, students, and administrators of the FBA. When
we visited the second time, we spent a great deal of time in the office making ourselves
accessible to anyone who wished to discuss the project and other FBA and professional
development matters. There was a steady stream of people coming in and out, freely
communicating, building trust, seeking clarifications, and giving suggestions and support for the
project. Without their accessibility, openness, and trust, there will be no sustainable capacitybuilding.
4. How are the above activities and outcomes from this partnership benefiting and/or helping to
strengthen the capacity of the host country community?
It is still early in the process and as a result, the host country has not yet felt the importance of our
work. We do know that the senior leadership of UNILAG is talking about the project and expressing
its hopes for the eventual outcomes. The students are giving the project excellent public relations.
People are already re-thinking who the UNILAG FBA is and might become. “The giant has
awakened,” one long-time UNILAG academic stated. When this project reaches its stride, it will
begin by producing highly educated business students that will help the economic development of
Lagos state and Nigeria as a whole.
5. How are these activities and outcomes benefiting the U.S. higher education institutions?
The exchange of ideas between Kansas State University and the University of Lagos enriches the
educational experience of students and faculty in both institutions. When the four work group
leaders come to K-State in November (see enclosed agenda), they will meet and dialogue with a
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wide range of groups and individuals. In turn, when our consultants go there in November, a true
exchange of ideas will occur around critical matters in business management education, this time in
an African context. This is so new and cutting-edge for our faculty who will then come back and
import new knowledge to our students.
6. How are these activities and outcomes benefiting the larger U.S. community?
The project will expand the knowledge of business practices in Nigeria, in particular, and in Africa,
in general among US citizens. The project will also lead to improvements in the ethical
environments in which business take place and encourage greater investment to the mutual benefits
of both countries. At present, Nigeria contributes 5% of the oil/petroleum used in the U.S.
Anything we can do to improve the business environment in just this one sector has a direct bearing
on U.S. citizens and the U.S. economy which is dependent on foreign oil.
7. List other collaborating host country institutions, e.g., NGOs, community-based organizations,
government agencies, small businesses, education institutions, and briefly describe their involvement
in partnership activities during the past six months.
Ocean Energy – Donated about 300 microcomputers
Zinox Computers – Retrofitted the computers with the required business software packages
Microsoft Corporation – Provided business software at discount prices
British American Tobacco – Is working toward an initiative in corporate social responsibility.
8. List other collaborating U.S. institutions, e.g., NGOs, community-based organizations, government
agencies, small businesses, education institutions, and briefly describe their involvement in
partnership activities during the past six months.
None
9. What has been the partnership’s greatest success(es) during the past six months?
Created a sense of urgency for the need to advance and enhance business management education at
the University of Lagos and obtained institutional commitment and support for the project at all
levels.
Created grass-root support among faculty members at the Faculty of Business Administration to
embark on an overhaul of their business curriculum towards positioning the program as a “model”
in Nigeria.
10. Describe any programmatic challenges during the past six months.
Communication between the project directors and their UNILAG counterparts has often been slow
on many occasions. This is an area we will continue to work on. We realize that there are cultural,
technical, and workload issues that contribute to the delays.
11. Do you anticipate any major changes to planned activities during the next six months
We anticipate some major changes in the next six months as the project unfolds. The status of the
computers in the business school will determine how fast we can begin to address the information
technology competencies in the program. Currently, there is no course on information technology in
5
business and we plan to introduce this course in the program at the earliest possible time. Also, the
leadership team of the FBA decided the time was not right to introduce an external consultant to
project operations. As was totally appropriate, the project co-directors deferred to this decision and
we will see what the sentiments are like later on in the project. The LBS consultant was made aware
of these dynamics and graciously offered assistance as needed and appropriate in the future.
Finally, we have replaced the strategic planning consultant with a highly qualified curriculum
specialist in order to add more expertise to the curricular and computer technology aspects of the
project.
12. Outline your partnership’s planned activities for the next six months.

Four workgroup leaders will attend the AACSB conference on curriculum development in
Baltimore, Maryland in November, 2007.

Four workgroup leaders will visit Kansas State University to meet with various constituent
groups that will include business faculty leadership, the Center for Advancement of Teaching
and Learning, Career and Employment Services, Hale Library services, etc.

The K-State Dean of Business will visit Lagos, Nigeria to inaugurate the Business Advisory
Council of the Faculty of Business Administration at UNILAG.

The career specialist will be hired and will begin work on creating and developing a career
services operation for FBA and FCS.

There will be an external review of the business curriculum, and development and revision of
changes needed to advance the program.

The change management team will award three to five Faculty Incentive Grants to faculty
members who wish to incorporate more computer related aspects to their existing courses.
We want to start to have faculty teach course content in the computer labs.

The systematic review of all UNILAG business management courses will take place.

The Blueprint for the Transformation of the UNILAG Undergraduate and Graduate
Curriculum will be written and approved by the FBA.

Workshops on innovative pedagogies will take place.

A baseline report on past faculty development efforts and future faculty development plans
will be completed.

The Career Specialist and graduate assistants will begin to deliver career and employment
services to FBA and computer science students.
13. Overall, activities for this partnership are:
___x_on schedule
_____ahead of schedule
_____behind schedule
6
Please comment: With the exceptions noted above, the project is moving in accord with HED
approved workplans.
14. How has information about your partnership been disseminated during this reporting period?

Publications in local newspapers such as The Manhattan Mercury, Wichita Eagle, and
Kansas State University news releases.

Publication in The Economist, an international news circulation

Photographs of various meetings with FBA students, faculty, and workgroup leaders, etc.
If appropriate, please provide HED with samples of the following as attachments to this report:

Photographs that may be used in future HED publications (enclose prints or a CD-ROM with
high resolution images);

Articles published in the campus, local, national, or international media;

Papers published or presented;

Features in any other media.
7
II. QUANTITATIVE INFORMATION
TABLE 1. Participant Information
Please provide appropriate numbers to support the following activities for this reporting period (4/01 – 10/30/07). See Progress
Report Glossary for definitions. NB: To avoid double counting, report only new participant numbers for this reporting period.
ACTIVITY
New activities for
this reporting period
NUMBER OF MEN*
Faculty,
Admin.
Students
25 yrs
&
under*
Number of HCNs receiving
new non-degree training
this reporting period-workshops, seminars,
special classes (not
internships):
26 yrs.
&
older*
DATES OF
ACTIVITY
NUMBER OF WOMEN*
Other
25 yrs
&
under*
Faculty,
Admin.
26 yrs.
&
older*
Students
25 yrs
&
under*
26 yrs.
&
older*
LOCATION
Other
25 yrs
&
under*
26 yrs.
&
older*
Planning to attend
Baltimore,
Association of Advance
Maryland
Collegiate Schools of
(November 15
Business- AACSB
through 17) &
Conference on Curriculum
Manhattan,
Improvement &
Kansas
Visit to Kansas State
(November 18
University (Home
through 21, 2007)
Institution)
Description of training: Planning to attend the AACSB conference on Undergraduate Business Program Conference, Graduate Business Program Conference, and Emerging Business
Curriculum Conference (November 15-17, 2007) in Baltimore, Maryland and Visit Kansas State University, College of Business Administration (November 18-21, 2007) in Manhattan, Kansas.
4
4
0
*U.S. Government reports often require participants be described by gender (male or female), and by “estimated” age—youth (25 years and under) or adult (26
years and older).
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TABLE 2. Contributions made this reporting period (04/01/07 – 10/30/07)
CONTRIBUTIONS
Other leveraged contributions
not reported as official or
proposed cost share
Name/Source of
Contribution
Production of a
Multimedia Resource
CD Vol. 1
Description of Contribution
Compilation of Resource material
distributed to UNILAG business
faculty on August 08, 2007
Estimated
U.S. Dollar
Value of
Contribution
$1000.00
TABLE 3. Strengthening Institutional Capacity
Please describe how any of the following capacity strengthening activities are a result of your
partnership work at the HCN institution during this reporting period (10/1/06 – 3/31/07).
ACTIVITY
Adapted/changed curricula
Improved methods of instruction
Collaborative research undertaken
Collaborative publication prepared
New academic programs
established this reporting period as
part of the New IDEAS Partnership
Promoted workforce development
Involved in community outreach
Supported increased trade capacity
Informed policy at institutional,
community, and/or national levels
Consulted with government
agencies, NGO group, and/or
private sector groups
Other:
Description
Work in progress
Work in progress
Work in progress
Work in progress
III. PARTNERSHIP PROFILE
a) Please provide a one-paragraph profile of your higher education partnership as described
in the partnership sub-agreement. This profile piece will provide us with valuable
information for reports to USAID and to the higher education community—critical
material for verbal discussions, printed reports, and on-line publications. The profile
should include:

Key development issue(s) being addressed;
9



Overall objective(s) for the partnership;
Primary activities of the partnership; and
Anticipated outcomes.
b) Please include one success story related to your partnership.
We were successful in having a portion of the donated computers located on the main
FBA Campus for use by undergraduates.
c) Optional: include a second success story or lessons learned story.
We have gained strong commitments to the project from all FBA stakeholders, UNILAG
senior leadership, and strategic private sector partners.
The Vision and Mission Statements of the University of Lagos
10
These pictures were taken in our initial meeting with the FBA faculty.
In this meeting, the project directors (Dr. Ike Ehie and Dr. Myra Gordon) were introduced.
Following the introduction, the scope of the development project was presented.
The Faculty of Business Administration at the University of Lagos unanimously supported the
project.
A PowerPoint presentation of the framework was delivered to the Faculty of Business
Administration. Following the presentation, sign-up sheets for the four workgroups (curriculum
development and assurance of learning, innovative teaching pedagogy, faculty enhancement and
private sector engagement) were circulated asking individual faculty to choose a workgroup in
which participate.
11
The project directors are at both ends of this picture with the Change Management Team. The
Change Management Team includes all four workgroup leaders, the department heads of all five
departments, and the dean of the faculty.
The Change Management Team in front of the main building of the Faculty of Business
Administration.
12
This picture is of the student leadership of the Faculty of Business Administration with Dr.
Gordon in the center. The students are the direct beneficiary of this project and their inputs are
sought in driving the project to a successful completion.
FBA Undergraduate Student Leadership and Dr. Gordon
13
First-year MBA students in the Faculty of Business Administration taking their Finance exam.
More pictures of the MBA students in an exam hall.
14
Picture taken in the corporate offices of one of the private sector partners – Ocean Energy.
A picture at the corporate offices of one of the private sector partners with one of the project
directors, Dr. Myra Gordon.
15
CAREER SPECIALIST JOB DESCRIPTION
The Career Specialist will help the UNILAG Faculty of Business Administration by developing
career and employment services for their students. These services will impart job search skills,
will help to link students with employment, and will track student placements. Specific
responsibilities of the position include:






Building relationships with employers to promote the value of the UNILAG business
graduate.
Cataloging, identifying, and coordinating internship and externship placements.
Providing basic career development skills-building workshops to include: (1) writing
professional résumés and cover letters that attract attention; (2) interviewing techniques;
(3) appropriate business attire; (4) business etiquette; and (5) how to network.
Creating a database of and leveraging connections and opportunities with UNILAG FBA
alumni.
Organizing and implementing career fairs.
Tracking placement of graduates and administering employer satisfaction surveys.
The Career Specialist will work very closely with the Private Sector work group, and
on and will submit monthly reports to the Change Management Team.
Requirements for the position include:






will sit
A baccalaureate degree, preferably in business.
Outstanding verbal, writing, and interpersonal skills.
A professional appearance.
Ability to recruit, hire, and supervise the work of student assistants.
Strong computer skills (word processing, spreadsheets, database management, etc.)
Experience in career development preferred.
Salary:
Salary is commensurate with experience.
Application Information:
An application will include a letter of interest which addresses the candidate’s qualifications for
the position, an updated resume, and the names, phone numbers, and email addresses of three (3)
references.
16
Copyright (c) 2007, The Wichita Eagle & Beacon Publishing Co.
DATE: Thursday, April 25, 2007
TAG: 0704260079
LENGTH: 57 lines
EDITION: main
SECTION: BUSINESS TODAY
PAGE: 2C
YOUR MORNING BRIEFING
K-State wins grant to help Nigerian school
The College of Business Administration at Kansas State University has
received a $500,000 grant to fund a project that will help business
students in Nigeria.
The grant from the U.S. Agency for International Development will go
to strengthen the undergraduate and graduate business programs at the
University of Lagos in Nigeria. K-State also received nearly $500,000 in
cost share money from the agency.
K-State officials will travel to Nigeria to study the school's curriculum
and align it with private-sector needs. Faculty from Nigeria also will
travel to Manhattan for conferences, workshops and seminars.
- Eagle staff
17
Date: April 27, 2007 Page: a2
College receives million dollar grant
K-State News Service
Kansas State University's College of Business Administration and the office of diversity
and dual career development have received nearly $1 million for a project that will benefit
business students in Nigeria.
K-State received $500,000 in grant money and $468,000 in cost share from the U.S.
Agency for International Development that will go to strengthen graduate and
undergraduate business programs at the University of Lagos in Nigeria. The American
Council on Education and Higher Education for Development coordinated the grant
application process.
K-State's Ike Ehie, associate dean of director of undergraduate programs at the College of
Business Administration, and Myra Gordon, associate provost for diversity and dual career
development, are the principal investigators of the grant.
"In Africa, Nigeria was a pioneer in the development of a higher business education
program, but over the years the quality of the business program has not kept up with the
needs of the changing business environment," Ehie said. "Business education in today's
society needs not only to be rigorous but current and relevant to international business
needs."
The three-year grant award will fund faculty and curriculum development for the
university. Several K-State business professors will travel to the school to assess the
curriculum and realign it with private sector needs. They also will assist in linking
graduates with employment opportunities.
Currently, the University of Lagos School of Business offers courses leading to a bachelor
of science in accounting, actuarial science, business administration, finance, insurance,
industrial relations and personnel management. The master's degree program in business
administration is designed specially to meet the requirements of Nigerian business
executives. The school is widely recognized as the first institution in tropical Africa to
offer an executive business education in a continuous and stable way.
The University of Lagos School of Business has about 4,000 undergraduate students and
400 graduate students currently enrolled.
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19
Organizational Structure for Advancing the Business Curriculum
at the University of Lagos (UNILAG)
Project Directors
Ike Ehie & Myra
Gordon
UNILAG Leadership
HED, USAID/Nigeria
Change Management
Team (CMT)
Senior Project
Personnel (Nigeria)
Curriculum/AOL
Workgroup
Senior Project
Personnel (USA)
Innovative
Pedagogies
Workgroup
Faculty
Enhancement
Workgroup
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Private Sector
Engagement
Workgroup
Career Services
Graduate Programs,
Undergraduate Programs,
Emerging Curricula Conferences
November 15–17, 2007
Sheraton Baltimore City Center
Baltimore, Maryland USA
AGENDA
THURSDAY, November 15
●
Graduate Programs
■ Undergraduate Programs
▲ Emerging Curricula
4:00 p.m. 6:00 p.m.
Registration
3:30 p.m. 5:00 p.m.
Bonus Session: Accreditation Update/Overview
This session will provide an update on AACSB accreditation standards,
recent changes in the interpretive materials and processes as adopted
by the Accreditation Coordinating Committee and the Accreditation
Quality Committee. The session will also address emerging trends that
are likely to influence accreditation activities. Finally, the session will
provide an opportunity for question and discussion on accreditation
issues, current challenges, and provide a forum for feedback in support
of continuous improvement.
●■▲

5:00 p.m. 6:30 p.m.
Jerry Trapnell, executive vice president and chief accreditation
officer, AACSB International
Welcome Reception
Sponsored by:
Beta Gamma Sigma and BusinessWeek
FRIDAY, November 16
7:30 a.m. 5:00 p.m.
Registration
7:30 a.m. 8:30 a.m.
Continental Breakfast
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Sponsored by:
Earl G. Graves School of
Business and Management
Morgan State University
Breakfast Bonus: Accreditation Q&A
Please join executive vice president and chief accreditation officer
Jerry Trapnell, for an informal breakfast and networking opportunity.
Attendees will be invited to participate in an open dialogue on
accreditation.
7:30 a.m. 8:30 a.m.
●■▲

8:30 a.m. 10:00 a.m.
Jerry Trapnell, executive vice president and chief accreditation
officer, AACSB International
Plenary I: Changing the Game in Career Services
Companies, Universities, and Students are all struggling to adapt
to the changing landscape of each of these stakeholders. The
workforce is aging and the demographics and requirements of
future workers are shifting. Students entering the workforce bring
new attitudes and desires. Companies are strategizing to find the
right candidates for their roles and have extremely high
expectations for who they wish to select. Colleges and
Universities have the luxury of access to the students that the
Companies want, but are under pressure to educate their students
to satisfy the needs and demands of the employers. What does
this mean to each of these stakeholders? What changes must be
made to manage the changing game in career services? Ms.
Pittenger will present facts, best practices, and ideas on what all
of this means and how we can successfully prepare for now and
in the future.
●■▲

Linda M. Pittenger, principal, The Pittenger Group
Sponsored by:
Carey Business School
John Hopkins University
10:00 a.m. 10:30 a.m.
Refreshment Break and Networking
10:30 a.m. Noon
Concurrent Sessions
● Graduate Programs
■ Undergraduate Programs
▲ Emerging Curricula
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■
(A1) Undergraduate Student-Faculty Collaborative
Research: Creating a Win-Win for Students, Faculty and
Business Schools
This interactive session will demonstrate how faculty-student
collaborative undergraduate research programs can play an
important role on three levels of student learning, faculty
research, and curriculum enhancement. The session will begin
with an overview of best practices in current UR programs
emphasizing the presenters' recent research findings of UR
programs in AACSB business schools. Through discussion and
breakout sessions, the following questions will be explored: (1)
how can an UR program improve student learning in your
business school; (2) will an UR program in your business school
enhance the employability of your graduates; (3) how can UR
support faculty research efforts; (4) what is impeding the growth
of an UR program in your business school; and (5) how does UR
fit into your business schools mission statement and reporting
requirements for AACSB?


●
Timothy Shea, associate professor, Charlton College of Business,
University of Massachusetts Dartmouth
Pamela Sherer, associate professor of management, Providence
College
(A2) Specialized Entrepreneurship Masters Programs: A Unique
Model for Innovative Entrepreneurship Education
Both the University of Florida and the University of Surrey have
developed a unique model in graduate entrepreneurship education that
exists outside of the typical program offering targeting MBA students:
the specialized Master of Science in Entrepreneurship. Discussion
points addressed during the presentation will center on the balance
between classroom theory and experiential learning, the role of general
business disciplines within a specialized program, the spectrum of
entrepreneurial contexts (start-up ventures, corporate intrapreneurship,
social entrepreneurship, etc) as they relate to program focus and
definition, and program assessment and performance measurement.


●■▲
David Goss, associate dean, University of Surrey
Jamie Kraft, managing director, Center for Entrepreneurship and
Innovation, Warrington College of Business Administration,
University of Florida
(A3) Can Design Thinking Save Management Education?
Management education has been under attack from several perspectives,
including the values it espouses, the relevance of its curriculum and the type
of students it recruits. The topic of design has been raised in the business press
23
as a way of improving business competitiveness. But there are broader lessons
to be drawn from design. Designers approach problems with a different set of
tools, attitudes, and ways of thinking from managers. If we were to consider
this way of thinking as an alternative approach to management education, the
implications could be profound. In this interactive session, we will discuss
design thinking, what it means for management education and the implications
of this model for the curriculum and modes of teaching in business schools.

●■
(A4) Building Globally Responsible Leaders
Because academic institutions help shape the attitudes and behavior of
business leaders, they have the potential to spawn positive change,
thereby helping to ensure a world where both businesses and societies
can prosper. The United Nations Global Compact has created a wave
of change in the corporate world by engaging over 3,000 corporations
in a process of continuous improvements in the areas of human and
labor rights, environmental protection and anti-corruption. The United
Nations Global Compact now invites business schools to join this
movement of voluntary, collective action, by adopting the six Principles
of Responsible Management Education (PRME). This session,
presented by a member of the PRME international task force, will give
an overview of the context in which the principles were created, provide
an update of developments, as well as present a call to action for
business schools to participate in the early adoption of the initiative.

Noon 1:30 p.m.
●■▲
1:30 p.m. 3:00 p.m.
■▲
David Dunne, adjunct professor of marketing, Rotman School of
Management, University of Toronto
Ira A. Jackson, dean, The Peter F. Drucker and Masatoshi Ito
Graduate School of Management, Claremont Graduate University
Luncheon and Table Topics
A Table Topic is a professional development opportunity for a small
group discussion. Participants can choose from a variety of offerings by
sitting down at a table with a topic of interest. The discussion leader
introduces the topic and offers some thought and then opens it up for
discussion. Participants are encouraged to engage in the conversation.
Concurrent Sessions
● Graduate Programs
■ Undergraduate Programs
▲ Emerging Curricula
(B1) Remapping the Role of MIS in the Undergraduate
Business Curriculum Based Upon Employer Expectations
and Requirements
It may be argued that by refocusing educational program delivery on the
applied competencies of project scoping and management, business/IT
solution analysis and design, IT service delivery management, and the like,
educators would better prepare their students for what will be required of them
24
when they transition from the classroom to co-op/internship assignments and
eventually to full-time employment. Drawing upon a detailed survey of 111
employers of Northeastern University undergraduate Business School students
and subsequent focus groups with representative employers from the study
population, this session highlights a clear pattern of current and anticipated
expectations that suggest the need to rethink the approach to MIS content and
delivery both within MIS courses and throughout the typical business school
curriculum.

●
Richard Kesner, executive professor, Information, Operations and
Analysis Group, College of Business Administration, Northeastern
University
(B2) MBA Learning Teams: Opportunity for Double Loop
Learning
Collaboration in teams is one of the key learning design features
of MBA programs and one of the critical skill sets required in
contemporary business. The composition of MBA Learning
Teams mirrors the diversity in the workforce with increasing
variety of professional occupations, work and family lifestyles,
cultural or ethnic values and generational preferences. The
purpose of this session is to explore the unique nature of
academic learning teams and how student diversity affects
behavior and outcomes. They also will demonstrate how
administrators and team members can recognize and address
intra-team conflict, promote high quality academic outcomes,
and build requisite, transferable soft skills.


●■▲
Hayward P. Andres, associate professor, North Carolina Agricultural
and Technical State University
Anne Ferrante, director of Global Leadership EMBA programs,
University of Texas at Dallas
(B3) What They Don't Teach You in B-School: Executive
Coaching in Graduate and Undergraduate Programs
Finding innovative ways to engage professionals into business education has
been a challenge for many business schools, especially amidst scarce
resources, a competitive student market, and diverse program needs. At
William and Mary, we have developed our Executive Partner program,
leveraging the expertise of almost 100 local executives across both our
undergraduate and graduate programs. This presentation will describe how we
developed the Executive Partner program, and identified new opportunities for
executive coaching in our various programs. Particular attention will be given
to the role of Executive Partners in our entrepreneurship curriculum, where
both grads and undergrads are mentored in developing business plans and
consulting with entrepreneurs.

Christopher Adkins, director of executive partners, Mason School
25


■▲
of Business, College of William and Mary
Robert McKnew, director of executive partners, Mason School of
Business, College of William and Mary
James M. Olver, assistant dean, MBA Program, Mason School of
Business, College of William and Mary
(B4) Developing Managers Who are Leaders
Employers often assess undergraduate students leadership skills using
participation in extracurricular activities as a proxy. Many students,
however, will graduate without having exposure to such leadership
skill-building experiences. Our corporate partners have indicated that
they often encounter students who are deficient in communication
skills, lack the ability to work effectively in teams and have an
underdeveloped sense of business acumen. As a result, the Graves
School is developing programs which integrate leadership development
into the curriculum. This session will focus on initiatives underway at
the Graves School that incorporate leadership and professional
development into all phases of the students academic career.


Karen L. Proudford, Ph.D., associate professor of management
Chair, GSBM Honors Committee, Earl G. Graves School of Business
and Management, Morgan State University
Stepheca M. Sawyer, retention program coordinator, adjunct
faculty, Earl G. Graves School of Business and Management,
Morgan State University
3:00 p.m. 3:30 p.m.
Refreshment Break
3:30 p.m. 5:00 p.m.
Concurrent Sessions
● Graduate Programs
■ Undergraduate Programs
▲ Emerging Curricula
■
(C1) Assessing the Learning that Matters Most: AoL in Schools
with Distinctive Missions
The assessment (AoL) process starts with the development of learning
goals. Learning goals should flow from the mission. Many business
schools have similar teaching missions variations of preparing students
for the first professional job in their disciplines or preparing students for
positions of leadership within organizations and their community and,
as a result, many schools have adopted similar learning goals. Thus, it
is not surprising that most assessment examples that have emerged
recently from business schools focus on those common learning goals
(e.g., communication, teamwork, ethical reasoning).
 Linda Hayes, director, Online Services, School of Business
Administration, University of Houston-Victoria
 Cynthia Ingols, associate professor, School of
Management, Simmons College
26
●▲
(C2) The Personalized MBA
A number of schools have announced personalized or customized education as
a key component of their MBA programs. The speakers will share various
curricular and programmatic strategies that enable students to tailor their
MBA education to meet their individual needs and goals while ensuring
coherence and quality in student learning. They also will consider the
implications of customized education are for faculty, program directors, and
staff. Two business schools that provide significant opportunities for students
to tailor their educations will describe how choice factors into their MBA
programs, discuss lessons learned in moving towards a more customized
educational experience, and lead discussion about opportunities, potential
obstacles, and best practices.
 Dan Poston, assistant dean for Masters Programs, Michael
G. Foster School of Business, University of Washington
 JoAnne Starr, assistant dean for MBA Programs, Rady
School of Management, University of California San Diego
●■▲
(C3) Using Virtual Reality Technologies to Explore Worlds Beyond
the Blackboard
Many educators believe that electronic classrooms cannot replace the
traditional "bricks and mortar" environment because the internet does
not permit the establishment of a requisite level of social presence for
interpersonal communication and the sharing of true knowledge. Virtual
reality programs such as Second Life and Active Worlds address this
issue by integrating videogame technology with internet based social
networking activities. Such programs enable educators, students, and
classroom visitors from around the globe to meet as "avatars" in three
dimensional stage sets that are designed to simulate academic,
business, and social environments. During these meetings, attendees
interact through the use of text based dialogue, voice based
conversations, facial expressions, body language, and various other
multi-media communication activities.
Using "live" internet connections, attendees at this workshop will utilize
temporary accounts and passwords to attend a virtual reality interactive
classroom session. The session will demonstrate how these
technologies are now in use at Suffolk University in Boston to address
assurance of learning standards involving communication abilities, use
of information technology, multicultural and diversity understanding,
group and individual dynamics in organizations, and domestic and
global economic environments of organizations.
 Michael Kraten, assistant professor, Suffolk Business
School, Suffolk University
●■▲
(C4) Strategy, Leadership and Faculty Organization: The
Foundation of Success in Curricular Change and Innovation
To effectively "Discover the Power of Integration and Collaboration"
consideration must be given to the important role that strategy,
27
leadership and faculty organization play in the successful development
and implementation of new curricula and innovation within a business
school.
Drawing on his experience in curricular innovation and strategy
development at schools such as Michigan, Babson, Tuck, and
Villanova, coupled with his leadership of the MBA Roundtable, James
M. Danko will present "lessons learned" on how to successfully lead
change within a business school environment, with particular focus on
how certain organizational changes can support the re-design of a
business school curriculum.
 James M. Danko, dean, Villanova School of Business,
Villanova University
SATURDAY, November 17
7:30 a.m. Noon
Registration
7:30 a.m. 8:30 a.m.
Continental Breakfast
Sponsored by:
The Fox School of Business and Management
Temple University
Plenary II: Ferment and Change: Higher Education in 2015
If you want to know what higher education will look like in 15 years, you
wont want to miss Daniel Yankelovichs session, Ferment & Change:
Higher Education in 2015. Mr. Yankelovich, the founding father of
public opinion research, has been monitoring social change and public
opinion for 40 years. At this session he will share the five trends he
believes will transform higher education.
8:30 a.m. 10:00 a.m.
●■▲

Daniel Yankelovich, Founder and Chairman of Viewpoint
Learning Inc., a firm that advances dialogue-based learning as a
core leadership skill, DYG, Inc., a market research firm, and Public
Agenda, a public education not-for-profit, co-founded with Cyrus
Vance in 1975
10:00 a.m. 10:30 a.m.
Refreshment Break
10:30 a.m. Noon
Concurrent Sessions
● Graduate Programs
■ Undergraduate Programs
▲ Emerging Curricula
■
(D1) Governance, Risk Management & Control: Internal
28
Assurance & Consulting Services
Does your curriculum prepare your students to needs of managing an
organization in todays business climate? Do they have the understanding,
knowledge and skills regarding governance, risk management and control to
be effective managers? This session examines the implementation of a
multidisciplinary curriculum that addresses current and future competencies in
organizational governance, risk management, and control that are relevant to
every organization and all levels of management worldwide.
 Urton L. Anderson, chair, Department of Accounting and
Clark W. Thompson Jr. Professor in Accounting Education,
McCombs School of Business, The University of Texas at
Austin
 Tony DeVincentis, principal, Deloitte & Touche
 Jeff Perkins, president, The Institute of Internal Auditors,
Chicago Chapter
 Kurt F. Reding, professor of accounting, Friends University
 Mark Salamasick, director, Center for Internal Auditing
Excellence, University of Texas at Dallas
●
(D2) We Did It! Closing the Loop on Assessment of Student
Learning
The purpose of assessment is to improve student learning. As part of
their continuing improvement efforts, AACSB accredited schools are
required to systematically assess students progress on key learning
goals, and to use that data to strengthen the curriculum. This step in
the assessment process is known as closing the loop. While many
schools have made progress in gathering assessment data, most are
stymied with what to do with the assessment data. A recent survey
reveals that closing the loop has emerged as the greatest concern that
business school deans have about the assessment processes at their
schools.
This panel will provide examples of how two universities worked
energetically to close the loop. The panelists from Montclair State will
discuss solutions they designed to address two problem areas in their
students learning: retention of knowledge (i.e., students learned it but
did not remember it) and lack of direction/knowledge about their future
careers. Panelists from Fox University will discuss solutions they have
developed to improve their students communication skills, and their
ability to integrate across disciplines. The closing the loop activities the
panelists discuss will include an on-line toolbox, a new seminar series,
creating new courses, adopting a simulation, and reorganizing the
curriculum into learning tracks.
 Deborah Campbell, assistant dean, Fox School of
Business and Management, Temple University
 Katie W. Gerst, director of assessment, Fox School of
Business and Management, Temple University
 Nicole Koppel, associate professor, School of Business,
Montclair State University
 David Radosevich, assistant professor, School of
Business, Montclair State University
29
●■▲
(D3) Leveraging the Power of Experience in Management
Education
Research indicates that people learn most effectively from their
experiences, but most management education does not take full
advantage of this knowledge. UNC has developed a set of
techniques that can be used at any level of business education to
address this mismatch between knowledge and practice. The
newest tool is called ExperienceBase, a web-based application
for capturing and sharing the lessons of experience. The tool was
initially created for executive development, and is currently
being used by Microsoft in their high-potential leadership
program. The speakers will explain the background of learning
from the development experience, and then demonstrate how the
software works. The tool allows students to identify and reflect
on the lessons of their experience, to share these experiences and
lessons with others, and to engage in threaded discussions based
on these experiences with their peers.
 James W. Dean, Jr., senior associate dean for
academic affairs, Kenan-Flagler Business School,
University of North Carolina, Chapel Hill
Noon 1:00 p.m.
●■▲
Luncheon and Table Topics
A Table Topic is a professional development opportunity for a small
group discussion. Participants can choose from a variety of offerings by
sitting down at a table with a topic of interest. The discussion leader
introduces the topic and offers some thought and then opens it up for
discussion. Participants are encouraged to engage in the conversation.
Program Concludes
30
University of Lagos (UNILAG) Business Faculty Visit*
November 18-21, 2007
Kansas State University
College of Business Administration (CBA)
AGENDA
SUNDAY, November 18
5:00 p.m.
Arrive Manhattan & Check into Holiday Inn
6:00 p.m.
Dinner (TBA)
MONDAY, November 19
7:30 a.m. – 8:30 a.m.
Breakfast (Holiday Inn)
8:30 a.m. – 9:00 a.m.
Meeting with Dean Ebadi
9:00 a.m. – 10:00 a.m.
CBA Administrative Council
10:00 a.m. – 11:00 a.m.
CBA Course & Curriculum Committee
11:00 a.m. – 12:00 p.m.
CBA Assessment Committee
12:00 p.m. – 1:00 p.m.
1:00 p.m. – 2:30 p.m.
Lunch (Bluemont Restaurant)
Orientation of the Hale Library
2:30 p.m. – 3:30 p.m.
USAID Project Personnel
3:30 p.m. – 5:00 p.m.
AACSB Conference Debrief
5:00 p.m. – 7:00 p.m.
Personal Time
7:00 p.m. – 9:30 p.m.
Dinner (TBA)
31
TUESDAY, November 20
7:30 a.m. – 8:30 a.m.
Breakfast (Holiday Inn)
8:30 a.m. – 10:00 a.m.
Use of Hale Library Resource
10:00 a.m. – 11:00 a.m.
Career & Employment Services
11:00 a.m. – 12:00 p.m.
Center for Teaching and Learning
12:00 p.m. – 1:15 p.m.
Lunch (TBA)
1:30 p.m. – 3:00 p.m.
Tour of NISTAC
3:00 p.m. – 4:30 p.m.
K-State African Studies – Hemisphere Room, Hale Library
4:30 p.m. – 7:00 p.m.
Personal Time
7:00 p.m. – 9:00 p.m.
Dinner (TBA)
WEDNESDAY, November 21
6:00 a.m.
Depart for Kansas City Airport (9:05 a.m. flight)
7777mber 20
*Visiting Faculty:
Dr. John Ezike, Finance
Dr. Sola Fajana, Industrial Relations and Personnel Management
Dr. Ben Oghojafor, Business Administration
Dr. Sunday Owualah, Finance
32