Executive education programs go back to school

Abstract

Executive education (EE) programs are an important part of many business schools' mission. For many such providers, the 1990s was a robust time of growth and increased reliance on the fruits of those programs. In less time than takes to build a new EE facility, the EE environment changed. What factors influence the desirability of an EE program experience for the executives who attend them? Do executives want more EE opportunities or less? Are online program offerings an attractive alternative to traditional classroom venues? These and other related questions were answered, via a survey, by over 80 executives who frequently attend EE programs. Among other findings, the results indicate a desire for: more EE program experiences; the criticality of a host institution's and instructor's reputation in attracting executives; and a willingness to tradeoff some learning potential for convenience with online alternatives.

A Technical/Strategic Paradigm for Online Executive Education

“…Conger and Xin (2000, p. 73), for example, characterized this group as those who seek to " . Because they are in a learning environment alongside their corporate peers, these participants appreciate the value of learning not only from the instructor (Conger & Xin, 2000;Farris, Haskins, & Yemen, 2003) but from each other (Mento & Larson, 2004). .…”

“…For example, Farris et al (2003) identified a demand for finance-related expertise in executive education (e.g., mergers and acquisitions, derivatives, and project finance) that could well have both functional and strategic components. For example, Farris et al (2003) identified a demand for finance-related expertise in executive education (e.g., mergers and acquisitions, derivatives, and project finance) that could well have both functional and strategic components.…”

“…Others can be Directors, Vice Presidents, or even Chief-level managers who have risen through the organization within a functional silo and hope to broaden their understanding of the organization. Because they are in a learning environment alongside their corporate peers, these participants appreciate the value of learning not only from the instructor (Conger & Xin, 2000;Farris, Haskins, & Yemen, 2003) but from each other (Mento & Larson, 2004). Providing an opportunity for these students to network is especially important because their overarching educational goal is career advancement.…”

“…The technical/strategic paradigm is not intended as a strict dichotomy. For example, Farris et al (2003) identified a demand for finance-related expertise in executive education (e.g., mergers and acquisitions, derivatives, and project finance) that could well have both functional and strategic components. As another example, we might adapt the techniques and methods described earlier for strategically focused online case discussions for use in our technically focused courses.…”

Designing an executive education programme: towards a programme design matrix

“…The motivating reasons why executives enrol in these programmes include: personal development and personal ambition, continuous professional development and industry specialisation, a pathway to promotion or a platform for career change, and enhancing their understanding of company strategic challenges (Farris, Haskins, & Yemen, 2003 Being able to bridge the 'corporate education security gap' is another key reason for companies and their employees to enrol in executive education programmes (Goodwin & Fulmer, 1995, p. 10). it is apparent that executive education programmes, need to be market driven and be able to satisfy the needs and expectations of programme participants (Farris, Haskins, & Yemen, 2003) amongst other key stakeholders. While the focus of executive education programmes has evolved away from its traditional role of providing general or functional knowledge to its newer role as a level for orchestrating organisational change, the challenge for those designing the programmes has also increased significantly.…”