A Survey of Executive Education at International Business Schools

 A Survey of Executive Education at International Business Schools

Since there is improved awareness of the
importance of global human resources development at
the upper level of organizations, there is a growing
demand for developing the top talents across all sectors.
To meet the global demand, business schools across the
world are stressing on Executive Education, which,
according to the Financial Times, has increased by 10%
in the 2 years from 2016 to 2017. Business schools are
trying to meet the demand mainly by recruiting diverse
participants and quality faculty in educational methods.
From 2015 to 2018, study data were gathered from 16
business schools across six countries. The survey results
on global business schools that focus on Executive
Education for senior business leaders are presented. The
present study discovered how the business schools
improve the senior leaders’ global communication skills
to maximize their leadership capabilities in the complex
and boundaryless world. This study suggests that
Executive Education attracts and develops global top
leaders by providing latest education on leadership,
strategy, critical thinking, and technology effectively in a
diversified environment with quality faculty and global
participants.
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The number of Executive Education program

participants increased by nearly 10% in 2018 as compared
to that in 2017, and its demand is gradually increasing [1].
It is a common perception that the VUCA era in which the
world environment changes rapidly, a new way of
management of organizations is expected for the future.
This study presented three main evidences for the
importance of Executive Education.
First, it is creating the same level of diverse
environment. It provides a common place for discussing
the problem of management among global cultural
diversity groups having had a social experience not just
diversity. Creating diversity was not limited to grouping
participants, but the diversity of faculties was also ensured,
and the efforts the business school is noteworthy. In
particular, those organizations placed in an environment
where high-context communication is standardized in a
homogenized culture, such as in Japan, should consciously
invest in Executive Education programs.
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Second, it was a learning that an overwhelming time is

spent on Leadership development and that the journey
starts with knowing oneself through assessment, coaching,
and reflection. The higher is the position in an organization,
the fewer are the opportunities for feedback and selfimprovement.
Unexpectedly, it was inspiring and
impressive for the participants to have a strict point of view
from faculties by being in the position of “student” after a
long time. In addition, one of the attractions was that
various participants could learn the state-of-the-art
technology required to prepare for the future environment.
From a global viewpoint, it is important for us to consider
how one can shift the paradigm where one is currently
located and encourage conversions from learning to
practice.
Third, it was about the program structure. Today, as
technology evolves, the world has been witnessing rapid
changes, and executives are finding it harder to participate
in such programs by leaving their real-life assignments for
a long time. In terms of the trend, the length of the program
has been gradually shortened, and the multiple
participations of a shorter stay in the program is increasing,
not only due to the executive’s busy schedule, but also
because of the emphasis on the accelerated actualization of
learning.

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