In the eyes of the public, academic research is not innovative or engaging, nor does it create an impact on society. One renowned 2007 study claimed that 50 percent of academic papers are read only by their authors and journal editors, and 90 percent are never cited, which signifies that no one finds them useful. How can we translate faculty’s research into information that’s relevant and valuable to the public discourse? During my tenure as Dean of JIBS in Sweden, our answer was to create a new blogging platform called Vertikals.
I led the project and championed it across the university. Emil Danielsson, who was experienced in entrepreneurship, business development, and media promotion, serves as the school’s marketing and PR agent; as a former “placebranding” consultant for the city of Jönköping, he also was familiar with the role that JIBS and the university play in our city. Finally, Charlotta Mellander, a professor of economics at JIBS and a visiting faculty member at the Martin Prosperity Institute at the University of Toronto, was one of our first and most prolific early bloggers— and, as it turned out, the force behind our first viral post.
Read the full article by the three of us in AACSB BizEd magazine May/June issue 2016:
Once in a while, we must forget our Swedish modesty and take the streets (and the Internet) to boast loudly and publically about ourselves, especially when it demonstrates a hard-won achievement that we all can be proud of!
In this case, it’s the fact Jönköping International Business School (JIBS) has become the first and only business school in Sweden to achieve the distinction of being “double accredited.” In 2015, JIBS received both theEQUIS and AACSB accreditations, an amazing feat, given that these two accreditations are both extremely difficult to earn and that we won them both in the very short period of time of a year.
Full story in my 27 December 2015 article “JIBS Sets a Record for Sweden” at www.vertikals.se – JIBS’ blog on entrepreneurship, renewal and ownership.
Government intervention in economic policy, specifically industrial and manufacturing policy, is a much-debated matter, but resent research show the correlation between proactive government intervention and sustainable economic growth. Two conclusions emerge from this line of reasoning. First, the lower the economic complexity of a nation, the more interventionist a government must be. The second: the smaller an economy is, the more interventionist a government must be.
Full story in my 16 December 2015 article “Prosperity Loves Economic Complexity” at www.vertikals.se – JIBS’ blog on entrepreneurship, renewal and ownership.
The recent debate about AI and the fantastic achievements of Science, Technology, Engineering Math (STEM) inspire awe. In this 24 June 2015 blog for Harvard Business Review I argue for the need to add MA – Management and the Arts – to STEM, forming STEMMA. I conclude with this claim:
“Our capacities for ethical decision-making, compassion, and creativity must also grow, along with our appreciation for humans’ need for connection, accomplishment, and meaning. Humans are not robots and neurons are not digital switches. It is through the humanities that we will increasingly recognize and build on what humans still uniquely are.”
Full story in my 24 June 2015 article in Harvard Business Review “Build STEM Skills, but Don’t Neglect the Humanities.”
The chasm between how the STEM field flourishes and our progress as humans is shocking and sad, is one of the claims I make in the blog Extending Moore’s Law to Claiming Our Humanity. Another is that we can learn a lot from the advances in STEM, because they teach us lessons about our humanity.
This 8 June 2015 blog is but one of the contributions from public intellectuals to fuel the debate before, during and after the 7th Global Drucker Forum in Wien 5-6 November 2015. As a member of the steering committee I have the privilege to be be part of the discussion about what theme makes most sense given current circumstances in the world.
Over the last year the exponential developments in our knowledge about the genome, neuron and atom as well as equally staggering advances in artificial intelligence, and famous peoples’ warnings about it, have taken much space in the media and popular culture. What used to be confined to the domain of fantasy and science fiction is becoming creativity and ordinary science.
Almost 1/2 Century ago the renowned Peter Drucker said that the major questions about technology are not technical but human questions, and that is the theme of this years Drucker Forum: Claiming Our Humanity – Managing in the Digital Age.
In my blog I am using the famous “Moore’s law” from IT to wish for equal advanced in the Humanities: Just imagine if our capacities to be open-minded and free from dogma, preconception, conscious of our opinions and judgments, reflective of our actions and aware of our place in the social and natural worlds would double every 18 months.
Full story in my 8 June 2015 article “Extending Moore’s Law to Claiming Our Humanity,” at Drucker Society Europe.
Higher Education today is like the parable of the 3 blind men and the elephant; there is an elephant in the room—and it’s a good thing; and we need to make changes of an elephantine nature.
Full text in my 28 January 2015 guest blog for European Foundation for Management Development (EFMD) “Reflections on the future of business schools and elephants.
EFMD is a management development network serving over 800 member organisations from academia, business, public service and consultancy in 81 countries. It is a unique forum for information, research, networking and debate on innovation and best practice in management development.
Having taught at five business schools over several decades and served as Dean of two, I have come to a conclusion: The educational institutions where our future business leaders are being trained must be recalibrated and transformed dramatically.
Business education today is anachronistic in both how it is conducted and what its content focuses on. Our brick institutions have in no way caught up with what today’s technologies make possible in terms of virtual learning and individualized, customized instruction. More importantly, business education needs to evolve once again, revising its goals to educate leaders of the future who have a new set of skills: sustainable global thinking, entrepreneurial and innovative talents, and decision-making based on practical wisdom.
Full text in my 2 July 2014 article “The Renaissance We Need in Business Education” in Harvard Business Review.