Managing and Transforming Professional Service Firms – India

(January 15–18, 2014 Mumbai, India)

Faculty:
Thomas J. DeLong, Philip J. Stomberg Professor of Management Practice. Member of the Organizational Behavior Unit and the Entrepreneurial Management Unit; course head for the required MBA course on Leadership and Organizational Behavior; and faculty chair of “Managing and Transforming Professional Service Firms—India.”

Rajiv Lal, Stanley Roth, Sr. Professor of Retailing. Member of the Marketing Unit; faculty chair of the “General Management Program” and faculty cochair of “Leading Growth Through Customer Centricity—India.”

Ashish Nanda, Director of the Indian Institute of Management, Ahmedabad (IIMA).

Leading Growth Through Customer Centricity – India

(March 6–8, 2014 Mumbai, India)

Faculty:
Ranjay Gulati, Jaime and Josefina Chua Tiampo Professor of Business Administration. Head of the Organizational Behavior Unit; faculty chair of the “Advanced Management Program”; and faculty cochair of “Leading Growth Through Customer Centricity—India.”

Rajiv Lal, Stanley Roth, Sr. Professor of Retailing. Member of the Marketing Unit; faculty cochair of “Leading Growth Through Customer Centricity—India.”

Building a Global Enterprise in India

(April 28-May 1, 2014 Mumbai, India)

Faculty:
Tarun Khanna, Jorge Paulo Lemann Professor. Member of the Strategy Unit; and faculty chair of “Building a Global Enterprise in India.”

Scott A. Snook, MBA Class of 1958 Senior Lecturer of Business Administration. Member of the Organizational Behavior Unit.

Aligning and Executing Strategy – India

(May 5-8, 2014 Mumbai, India)

Faculty:
Stephen P. Bradley, William Ziegler Professor of Business Administration, Emeritus. Member of the Strategy Unit; and faculty chair of “Designing and Executing Strategy—China” and “Aligning and Executing Strategy—India.”

J. Bruce Harreld, Senior Lecturer of Business Administration. Member of the Entrepreneurial Management and the Strategy Units; and faculty chair of “Building New Businesses in Established Organizations.”

Improving Corporate Performance and Profitability – India

(May 26 – 29, 2014 Mumbai, India)

Faculty:
Paul M. Healy, James R. Williston Professor of Business Administration and Henry B. Arthur Fellow. Senior Associate Dean, Director of Research; and member of the Accounting and Management Unit.

Faculty chair of “Audit Committees in a New Era of Governance” and “Strategic Financial Analysis for Business Evaluation”; and faculty cochair of “Leadership in Financial Organizations.”

V.G. Narayanan, Thomas D. Casserly, Jr. Professor of Business Administration. Head of the Accounting and Management Unit; and faculty chair of “Compensation Committees: New Challenges, New Solutions” and “Improving Corporate Performance and Profitability—India.”

Managing Family Businesses for Generational Success – India

(June 23–26, 2014 Mumbai, India)

Faculty:
John A. Davis, Senior Lecturer of Business Administration. Member of the Entrepreneurial Management Unit; and faculty chair of “Families in Business: From Generation to Generation” and “Managing Family Businesses for Generational Success—India.”

Deepak Malhotra, Eli Goldston Professor of Business Administration. Member of the Negotiation, Organizations, and Markets Unit.

Driving Growth Through Innovation – India

(August 4–7, 2014 Mumbai, India)

Faculty:
David E. Bell, George M. Moffett Professor of Agriculture and Business. Head of the Marketing Unit; and faculty chair of the “Agribusiness Seminar” and the “Agribusiness Seminar: An Asian Offering.”

Stefan H. Thomke, William Barclay Harding Professor of Business Administration. Member of the Technology and Operations Management Unit; faculty chair of HBS Executive Education in India and “Driving Growth Through Innovation—India”; and faculty cochair of “Leading Product Innovation.”

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“The constantly changing and increasingly complex nature of competition between global and local firms requires leaders who can build organizations with the capabilities to both execute and innovate. Maximizing Your Leadership Potential—India will help individuals enhance these capabilities by focusing on the three imperatives of leadership – managing yourself, managing your network, and managing your teams. One of our key program goals is to help participant expand their repertoire of leadership skills” said Linda A. Hill, the Wallace Brett Donham Professor of Business Administration and the faculty chair of Maximizing Your Leadership Potential—India. Named a top global management thinker by Thinkers50, Hill has explored the intersection of leadership and innovation through her best-selling book, Being the Boss and her forthcoming book, Collective Genius: The Art and Practice of Leading Innovation.

Designed for executives with at least 10 years of experience and significant management responsibilities, the program is appropriate for general managers and functional executives. A diverse mix of industries, sectors, countries, and cultures creates a dynamic exchange that draws on leadership experiences from across the globe.

“Maximizing Your Leadership Potential—India, is built around highly illustrative regional and global case studies. The curriculum will allow participants to better understand the distinctions between management and leadership, develop their emotional and contextual intelligence, and prepare for leading during turbulent times. Now more than ever, it is important for organizations to invest in their talent to ensure that managers are prepared to address ambiguity and leverage change,” said Anthony J. Mayo, Thomas S. Murphy Senior Lecturer of Business Administration, Director of the Leadership Initiative, and co-author (with Dean Nitin Nohria) of three books on great business leaders including, In Their Time: The Greatest Business Leaders of the 21st Century.

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“The installation is expected to be completed by December. Once operational, Shadow will be 10 times faster than the university’s previous fastest system, but consume far less energy,” says Trey Breckenridge, director of high performance computing.

As per MSU, the supercomputer will support research for the land-grant institution’s Center for Advanced Vehicular Systems, Center for Computational Sciences, Geosystems Research Institute, Center for Battlefield Innovations and Institute for Genomics, Biocomputing and Biotechnology, as well as the MSU-led Northern Gulf Institute.

The Cray system will run a broad set of applications for research projects, including fluid dynamics, structural mechanics, materials modeling, astrophysics, molecular modeling, transportation modeling and planning, weather and ocean modeling, geographic information systems, genomics and bioinformatics.

The unit uses warm water heat exchangers instead of chillers to directly cool the compute processors and memory, allowing for a more efficient removal of system heat. “The water used to cool the system is the temperature of the outside air, up to 104 degrees, with almost no additional air conditioning required,” Breckenridge said. “There are a few systems doing this in Canada and northern Europe, but as far as I know, we are the first to ever try this in a subtropical environment,” he added.

Mississippi State University’s 322-teraflop Cray CS300-LC cluster supercomputer will include new Intel Xeon E5-2600 v2 processors (formerly code named “Ivy Bridge”) and Intel Xeon Phi coprocessors.

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“At just that moment when we need students capable of guiding a raft through violent, Class 5 rapids,” says Maniates, “we are training them to excel in placid waters.” Maniates, a professor of social sciences and environmental studies at Yale-NUS College in Singapore, observes that: “[T]he college student of today will graduate into a world singularly defined by turbulence. Now is the time to explore how current ESS programs undermine student capacity to navigate a turbulent world—-and to entertain new curricular features that foster nimbleness and wisdom in times of crisis.”

Because of their interdisciplinary and problem-solving focus, ESS programs raise vexing curricular questions: What is the appropriate mix of breadth and depth? How does one prevent multidisciplinary illiteracy? What exactly should ESS students know, and why? Maniates illuminates how these questions rightly preoccupy the ESS community, but at the cost of asking tougher questions about some inadvertent yet pernicious consequences of an ESS education.

One such consequence is the absurd faith in crisis that ESS students consistently demonstrate. By virtue of their education, students too often conclude that crisis—-with extreme, powerful, and potentially devastating consequences—-is the best driver of needed social change, providing an opportunity to redirect society down a sustainable path. Maniates points to an Allegheny College study that establishes, across 15 U.S. universities, the depth of students’ faith in crisis and lack of faith in our collective capacity to move toward a world that works. Yet crisis is rarely a friend of progressive political change, he argues.

“The risk here is not that students see crisis on the horizon, for crisis is surely coming,” Maniates notes. “The danger instead is that ESS graduates increasingly view crisis as a benevolent force that will rally the public and enhance the power of environmental problem-solvers like themselves.” Moreover, while waiting for a crisis to come, ESS graduates disproportionately focus on innocuous strategies of green consumption that trivialize looming environmental challenges, while assuming that most people are unwilling to entertain major steps toward sustainability. All of this is aided and abetted by the existing curriculum.

But perhaps the most damning deficiency in contemporary ESS programs, says Maniates, is the lack of systematic inquiry into the drivers of social change. Too often students are forced to concoct their own theories of political and social change drawn from a smorgasbord of disconnected classes. These theories are often wrong, or wrongly applied. Why, asks Maniates, would a field like ESS, which studies how change occurs in natural systems, shy away from asking the same questions, rigorously and methodically, about social systems? Drawing on interviews and existing scholarship, he points to factors such as the natural-science origins of ESS, the field’s ecumenical scholarly inclinations, and the fear among some faculty of being accused of training environmental activists, rather than scientists and data analysts.

In “Teaching for Turbulence,” Maniates—-a scholar of ESS programs and an award-winning professor in the field for almost three decades—-argues that we can, and must, do better. He writes that the optimism that students bring into the classroom in their first year should be cultivated, not squashed, and that their desire to make change in the world should be sharpened through analyses of theories of social change rather than disempowered by participation in local environmental projects with little prospect for scaling up. Maniates offers a vision of undergraduate environmental education that speaks to the best of the human spirit, and urges educators to reexamine how their curricula can better help students effect change in an increasingly turbulent world.

To this end, Maniates offers five directives for stronger ESS programs:

Embrace founding passions: ESS programs are eclectic and varied, and reflect the passions of their architects, participating instructors, and the college or university within which they sit. Programs needn’t respond to the challenges of an increasingly turbulent world in the same way.
Think critically and imaginatively about change and transition: In their own way, ESS programs must engage students in thinking long and hard about human nature, the nature of crisis, and shifting pressure points for change. Most ESS students hunger for this work and are poorly served by the incoherent patchwork of explanation and theorizing they receive. The best ESS programs ideally leave students focused on how sustainability initiatives might bring the noble and compassionate qualities of human beings to the surface, without involving a catastrophe or tragedy.
Stay true to the core tools of ESS: The focus on feedback, thresholds, and dynamic change that runs through natural-science ESS coursework must also infuse discussions of social and political change. It is no longer acceptable for ESS professors to hope that other departments or students’ own experiences will provide ample coverage of how change happens in human systems.
Understand the severe limits of logic and facts in an increasingly turbulent world: Students must be exposed to contentious environments and participate in classes that foster strategic thinking for promotion of action in times of political angst. Courses in conflict resolution and mediation, issue framing, social-movement theory and human behavior must play a greater role in the curriculum.
Acclimate to uncertainty and change: Ultimately, the best ESS programs will make students comfortable with turbulence in the same way that river rafters feel at ease jostling through whitewater rapids. Too much of today’s ESS education trains students to perform in predictable, small-scale environments. This education is a good start, perhaps, but it is not nearly enough.

Worldwatch’s State of the World 2013, released in April 2013, addresses how “sustainability” should be measured, how we can attain it, and how we can prepare if we fall short.

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Among the full-time MBA programs surveyed, half the two-year programs received more applications in 2013 than in 2012, with an additional 4 percent reporting having received as many applications as in last year. Similar trends were seen among one-year programs, in which 49 percent reported increased applications and 4 percent received the same volume as 2012. Last year’s survey reported that among full-time MBA programs, 43 percent of two-year and 47 percent of one-year programs reported receiving more applications in 2012 compared with 2011.

he annual survey is conducted each year by GMAC, which administers the GMAT exam for use in admissions to graduate management programs worldwide. This year’s Application Trends Survey included 683 graduate-level programs in business and management at 328 business schools in 42 different countries. Results are available for a wide variety of graduate business and management programs, including part-time, online, and executive MBA programs as well as specialized master’s degrees in business fields such as finance and accounting.

Key trends from the newest survey results reflect a dynamic global marketplace:

Full-time, two-year MBA programs in the US show an upswing, as 52 percent of programs report application increases over 2012 — the first time since 2009 that a majority of US full-time MBA programs reported year-to-year growth. Many of the application gains come from international students: 56 percent of the programs had more international applicants this year than last, and 59 percent reported fewer domestic applicants this year than last.

Among full-time MBA programs in the Asia-Pacific region, more one-year programs reported application increases (53 percent) than decreases (47 percent), and as many two-year programs reported increases as decreases (both 46 percent). This represents markedly slowed growth as compared with last year’s survey, in which 77 percent of one-year, full-time MBAs and 79 percent of full-time two-year MBA programs reported application gains from 2011.

In Europe, Master in Management programs continue to show strength, as 73 percent of programs report application increases from 2012. Meanwhile, 38 percent of Europe’s full-time one-year MBA programs showed application gains this year, comparable to the 37 percent in last year’s survey that noted growth from the year before.

Far fewer professional MBA programs, including part-time, flexible, online, and executive MBA programs, showed application gains from 2012. Just 29 percent of part-time MBA programs received more applications than in 2012, with 53 percent receiving fewer, and 18 percent about the same as last year.

Although majorities of specialized master’s degrees in business fields such as accounting and finance have shown year-to-year application gains each year for the past five years, the worldwide picture is mixed for 2013. Although 61 percent of the master in management programs reported more applicants this year than last, just 35 percent of the master of accounting and 42 percent of the master of finance programs reported receiving more applications as they did in 2012.

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Launched during the 2013 Academy Awards, the Montblanc “Signature for Good” initiative supports UNICEF education programmes worldwide with a percentage of the funds raised committed to building and maintaining schools for underprivileged children within UNICEFʼs Schools for Africa, Asia and South America programmes.

Montblanc – Signature for Good

Jérôme Lambert, CEO Montblanc International explains, ʻAll children deserve the knowledge and skills to realise their full potential, to build a better future for themselves and for their communities. It is testament to everyoneʼs passion and commitment in helping Montblanc and UNICEF raise funds that will make a significant difference to so many children around the world. We will continue to strive to exceed the targets we set ourselves and work even harder in our fundraising efforts.”

The Montblanc “Signature for Good” collection is available until March 2014 in Montblanc boutiques worldwide.

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The two unique, additional exams give test takers even more opportunities to practice using the same computer adaptive algorithm as used in the Quantitative and Verbal sections of the real test. Like the original free GMATPrep tests, the Exam Pack 1 tests also provide real-time scoring for the Quantitative, Verbal, and Integrated Reasoning sections, as well as essay prompts for the Analytical Writing Assessment. Questions used in Exam Pack 1 are not found in any other GMAT preparation product.

Exam Pack 1 can be purchased and downloaded from the mba.com/store for US$39.99 and requires that users have already installed the free GMATPrep software. Like the real GMAT exam, each Exam Pack test comprises one 30-minute Analytical Writing Assessment prompt, 12 Integrated Reasoning questions, 37 Quantitative questions, and 41 Verbal questions. Users taking each of the two Exam Pack tests more than once may see the same questions repeated.

Exam Pack 1 is a new addition to the GMATPrep suite of test preparation products. The free GMATPrep software itself, compatible with Windows and Macintosh products, features two full length exams with accurate scoring, 90 practice questions and answer explanations, as well as a math tutorial. The popular Question Pack 1, available for US$29.99, features an additional 404 questions and answer explanations (200 Quantitative, 180 Verbal and 24 Integrated Reasoning), as well as reporting tools that allow test takers to review their progress. Both Question Pack 1 and Exam Pack 1 are used exclusively in the GMATPrep software and extend the use of the software.

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Woodland, country’s leading outdoor adventure gear brand, was the title sponsor for the E-Base, which will serve as a connecting medium for educational, environmental and energy initiatives between the local population and the global audience. Powered fully on renewable energy, the E-base has been technologically supported by Luminous Power technologies, India’s leading Power Solutions Company. Luminous has set up up a complete solar powered system comprising of Solar Panels, Solar Home UPS and Solar Batteries.

The inauguration of the Third Pole E-Base was done by none other than the world famous polar explorer, Sir Robert Swan, OBE, the first person to have walked to both the poles of Earth. The concept of E- base too has been instituted by Sir Swan who prior to this initiative has built two E bases at the South Pole and Pench Forests in Madhya Pradesh (India).

Sir Robert Swan elaborates, “E base have been a real support function to our work. This 3rd Pole E Base will be a multi dimensional base, supporting the local population and acting as a repository for future explorers and sustainability experts. We know that work is happening but we can’t be working in silos. We wanted thought leaders in this domain to come together to a place which is a perfect example for sustainable living. We wish to establish a perfect setting for the world to learn more about climate change and comprehend the need to promote renewable energy, preservation and conservation practices in their areas of operations. 2041 will extend all possible support to this initiative.”

The expedition revolved around three different modes of negotiating the terrain – biking, trekking and rafting- and we refer it all as the Tri-Adventure. The 2013 inaugural expedition of GHE was attended by sustainability experts, travelers and explorers from across 6 nations including US, UK, UAE, Nepal & Netherlands who trekked through Remote Villages and setups across the Zanskar Valley.

Brain child of Paras Loomba, an engineer by profession and a sustainability expert and an avid trekker, who post his Antarctica expedition last year conceptualized the expedition in Ladakh this year to bring the world focus to the 3rd Pole and highlight stories of simple people shouldering extraordinary responsibilities, and communities working unknowingly towards saving the planet.

Paras elaborates “My Journey to the South Pole was a transformational experience which made me realize the need for a sustainable future. As well as raising awareness and establishing a connecting with the local community, GHE was a unique opportunity to carry out a number of scientific tasks in the extreme environment, which will make a significant contribution to our understanding of the true effects of global warming closer to home. We thank all our participants and our sponsors and partner organizations especially Mahabodhi International Meditation Centre to have supported us throughout”

International water conservation experts’ cycle for water team who travelled 30,000 Kms from Alaska through America to Antarctica to raise awareness for Global water crisis was also a part of GHE. During the course of the expedition the participants connected with with the local communities and supported them through the provision of Special home lighting equipment (provided by Luminous).

Leading provider of wireless web access products and services and the inventor of the world’s least expensive tablet computer, the “Aakash”, Datawind, provided 10 tablets for use at the E-Base.

By creating a foundation based on the three pillars of Sustainable Energy Structure, E-learning Knowledge Centre & Local Acceptance, the World’s ‘Third E-Base’ located at Mahabodhi in Ladakh will act as an a bridge between Ladakhi community and the outside world. The E-base will act as a window for local students to connect with global educators & researchers. It will also educate local students on the latest in Science, Technology & Arts and will host visiting faculties to cover relevant topics. For the global community, the ‘Third E-Base’ will provide a platform to understand Ladakhian culture and their sustainable lifestyle and increase its socio-cultural setup.

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Ireland for long has been revered as the destination of choice by students from China, Europe and the Asean region, who are looking to pursue their higher education overseas. Over the past few years Ireland has also witnessed a rise in the inflow of Indian students to the country especially in the fields of research and innovation.

Thus, keeping this growing aspiration in mind, Irish Higher Education Institutions (HEI’s) are looking to build strong collaborative links with Indian HEI’s to encourage student exchange and convenient mobility for a promising future.

The four Fairs will provide a timely reminder to potential Indian students who are currently completing their exams about the numerous scholarships that are on offer and quality education that can be experienced in Ireland.

In the second phase of the endeavour, Education in Ireland along with leading Universities and Higher Education Institutions representatives from Ireland will be looking to emphasise upon further scholarships, ease of visa entry, stay back options, job security and many other pertinent topics to reinstate Ireland as a center for excellence and quality learning. Ireland has recently announced 12 Government of Ireland Scholarships for Indian students. Education Ireland student recruitment fairs will be held at:
New Delhi – 23rd February 2013, Park Hotel, 9AM – 5 PM
Pune – 24th February 2013, Le Meridian Hotel, 9 AM – 5 PM
Chennai – 2nd March 2013, the Park Hotel, 9 AM – 5 PM
Bengaluru – 3rd March 2013, Hotel Trident, 9 AM – 5 PM

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II. The MOE awards outstanding India students undertaking undergraduate and postgraduate studies in Taiwan by awarding each recipient of the Taiwan scholarship the following: (i) Tuition and payment of academic fees, including credit fee. Upon validation of tuition and above fees, the MOE awards each recipient per semester up to NTD40,000. (Approximate US$1,400.00). If the total amount of these fees should exceed NTD40,000, the remainder of all costs shall be covered by either the recipient, or the recipient’s college, whereas over NTD40,000 are the sole responsibility of the recipient. Tuition and academic fees do not include any of the following: administration fees, thesis advising fees, insurance premiums, accommodation, Internet access, all of which are payable by the recipients. (ii) Subsistence allowance: The MOE offers each recipient undertaking undergraduate studies a monthly stipend of NTD15,000.(Approximate US$520.00); it offers each recipient undertaking postgraduate studies a monthly stipend of NTD20,000. (Approximate US$700.00)

III. Duration of Scholarships: (i) The maximum period of each scholarship is four years for undergraduate programs, two years for master programs, and four years for doctorate programs. The maximum length of the total awards for each recipient undertaking a combination of studies isfive years. (ii) Annual award periods begin on September 1st and continue until August 31st of the following year. Recipients must arrive in Taiwan and enroll at their admitting universities/colleges withinprescribed period unless delays have been approved by the relevant institutions and the MOE. If recipients fail to arrive in Taiwan for registration during this period, their award will be revoked with no deferrals. (iii) Subsistence allowances begin from the month of the recipients’ registration at the universities/colleges and end when the award period expires or upon the recipients’ graduation, withdrawal, suspension, expulsion, or revocation of the scholarship.

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