A BI degree for expats!

The Executive Master of Management degree is now offered in English at BI Norwegian Business School – just the thing for the ambitious expat!

BI Norwegian Business School has a very popular executive education degree called the Executive Master of Management. The school offers a range of EMM courses, each lasting about a year and consisting of 5-6 modules of 3-4 days each. Put together three of these courses (with some exceptions) and you have a degree. (Well,there are a few other requirements, such as one of the courses taken with a slightly more substantial thesis, You can take more than one course concurrently, though I think taking more than two would be pushing it, at least if you have a job as well).

I like teaching in these courses (especially one called Strategisk Forretningsutvikling og Innovasjon), but they have, so far, required you to be able to speak Norwegian (with the exception of International Management.) From this fall, however, we have created two more courses taught in English, so that you now can qualify for the degree without having to learn Norwegian.

The courses are

I hope this troika will be an attractive package to foreigners in Norway (as a matter of fact, I have been arguing for this for some time, and am very pleased that it is now available) – so if you know someone living and/or working in Norway who are in the market for a relevant and interesting executive business degree, please alert them to this opportunity!

Trapping the wily professor

(This was published in European Business Forum, BCG’s attempt to create their own version of the Harvard Business Review, in 2004. Issue 19, to be exact. Reproduced here, lightly edited, because, well, it is very hard to find and I would like to make it available.)

Trapping the wily professor
A hunting guide for the enterprising executive

Espen Andersen, 2004

Recently, I attended a meeting of senior HR executives – primarily CLOs (Chief Learning Officers) – from large European companies. The participants were all engaged in designing and/or running various forms of management training and education in their companies, and a discussion about how to deal with outside suppliers – particularly business schools – came up. A key problem, it transpired, was getting the good professors to engage in company programs. While the schools were more than willing to sell their branded and packaged programs, most corporations wanted something tailor-made, designed to achieve a specific corporate learning goal. Furthermore, they wanted it tailor-made by the big names – that is, the professors the students were likely to know. This had proved very difficult. These were big, prestigious companies – why couldn’t they get the big, prestigious professors?

Coming from the supply side of this relationship, can see the difficulties these managers have – so I herewith offer a little guide to hunting down and keeping that rarest of animals, the business-savvy and interesting professor. A warning, though: This is not a task to be approached lightly. Hunting requires knowledge of the prey itself, its living environment, and its reward structures. It requires patience and a keen sense of observation, as well as an ability to communicate with the natives – or at least not to offend them too much.

First: Hunt professors on your turf, not theirs. The best place to hunt for professors is not through the business school sales channels. Instead, invite the professor to come into your company to give a short talk on some very specific point of interest – half an hour is fine – at some small executive meeting, with lunch and informal discussions thereafter. Pay the professor for the presentation. If there is no chemistry, you have listened to a (hopefully) interesting presentation and the professor has made a little money and is likely to think of your company with benevolence. Incidentally, the best referrers of professors are other professors – so use the occasion to extend your network. Carefully cultivated, most professors will come when you call and leave you alone when you want them to.

Second: Avoid the obvious blunders. This should go without saying, so the experienced professor-hunter may want to disregard this paragraph. However, any high-powered and dynamic business executive can unknowingly scare away the wily professor without meaning to – the equivalent of putting on aftershave before the hunt and then wondering why you never see any prey. Professors are academics, and you hunt them because they are. Consequently, never use the word “academic” to mean “irrelevant”, “hypothetical” or “impractical”. Never refer to them as “educators” (in academic cynical parlance, an “educator” is someone forced to live by teaching and writing readable articles because he or she can’t do research and write unreadable articles.) And never – never ever – ask them to include that interesting best-seller (“Who drank my café latte?”) you saw in the airport bookshop to their syllabus. Professors are extremely jealous of outside intellectual competition, and anyone preferring the Heathrow School of Management to them is treated with extreme suspicion, if not outright hostility.

Third: Don’t devolve problems to intermediaries. Typically, the CLO seeking a management education program interacts with a relationship manager from the business school. This person is pleasant, nicely attired and means well, will sell you the standard programs and tell you what you want to hear, but is incapable of trapping the wily professor on your behalf. If you want a program out of the ordinary, talk to the person most critical for its success – and that better be the professor, because if program responsibility lies with the salesperson, you are in trouble. That being said, the school’s relationship manager is very useful as a support person – so let your own support person deal with him or her, and make sure that the minute any content issues spring up, the problem is escalated to you – and the professor. (And, by corollary, don’t fall into the trap of becoming an intermediary yourself, as when a business colleague needs a program and asks you to set it up.)

Fourth: Ask not what the professor can do for you, but what you can do for the professor. Professors are not motivated by money. Actually, that is a whopping big lie – they certainly are, but it needs to come in a form palatable to the world they inhabit. Doing executive education does not help a professor in his or her career – at best, it earns him or her non-tradable brownie points for helping the school. What counts in the academic hierarchy – at least officially – is publishing what to the layman appears as unreadable articles in obscure journals read by few and remembered by even fewer. These articles are created through back-breaking work and qualified through an evaluation process that makes Purgatory feel like a day at the beach. To do the work, the professor needs money, in the form of research grants. To get through the evaluation, he or she needs data, obtained by getting access to corporations. If you can give the professors research money and access to data (i.e., your company,) they will happily create executive education programs as part of the research process. They will even teach them. (It is possible to bag a few professors through money alone, primarily the younger ones, but on a repeated basis this will yield a lower quality of prey).

Fifth: It is not what you say, it is what you do. The above will attract and retain professors, but will not earn their undying love. To achieve that, you need to follow through and do what they say. Professors seeing their theories listened to and applied will do anything you ask of them – sit on your Board, talk to your executives, co-write career-enhancing articles with you in trade magazines and even listen to your suggestions for making their theories better. The danger herein lies in that you may go native yourself – and what a tragedy that would be.

So there you are – to bag a professor, start by wining and dining them, paying them for a small presentation, then lure them with money and access to provide you with tailor-made and interesting executive programs. It is easy. You can start now. My email is here.

A trendy walk through Oslo…

This video was actually quite fun to make:

My part is done in the offices of Masterstudies Marketing Group, to illustrate my point that if a small nation like Norway (or, for that matter, Europe) wants to compete on the world market, recruiting should be based on who is the best person for the job, not who fits in with the reigning culture.

Masterstudies, incidentally, is located in Oslo, is doing very well indeed, and has about 35 employees who collectively speak more than 20 languages. Two of the employees are Norwegian….

How to write a teaching case

I am currently – with colleagues Mikael Lönnborg and Gerhard Schjelderup – editing what we hope to be a book of Scandinavian teaching cases. In a meeting in Stockholm recently, I was asked to explain what it takes to write a teaching case. I gave my opinion, we had a very interesting discussion. Here is my (very rough and off the cuff) opinion about what it takes (in reality, how a teaching case differs from a research case).

Why are you writing this case?
Cases are written for a teaching purpose – and to write a teaching case, you need to have a teaching objective in mind. It is not enough to have an interesting company. Even the best company story needs to have a pedagogical point, a theory or dilemma to illustrate. So don’t write a teaching case just because you happen to know someone in a really interesting company – it does need to be a good story, but it also need to have a purpose.

The standard outline
Cases – particularly the standard HBS case – follow an outline that can seem rather trite, but which is very effective. It is something like this:

  • 0.5 page: Intro: The protagonist is introduced, typically pondering a question of some importance. The idea is to tell the students from which perspective the case is written, to set the scene – and that is all there is to it.
  • 1 – 1.5 pages: Description of the company – not the whole history, but the relevant details, explaining what the company is doing, how they make their money. Most companies are to a very large degree formed by their history, so the relevant parts need to be told.
  • 1 page: Industry. Companies exist within a context, and you need to set it. Explain the industry, its evolution, and the company’s position within it. Do it succinctly, but leave more detail in than what is strictly necessary.
  • 1 – 5 pages: Specific issue. This is the meat of the case, the issue at hand, the story to ponder. Make sure you tell it logically and cooly, not leaving anything out, but also conveying the complexity of the situation.
  • 0.5 page: Conclusion, typically with the protagonist wondering what to do, often with some sort of event (board meeting, etc.) where he or she has to present a solution to the problem.

Most cases are just that – one case. You can have a B case and even a C case, but keep them short, since they have to be handed out and read in class. The B case should explain what the company did and perhaps introduce a new problem, the C case, if necessary, should bring some sort of closure, explaining what eventually happened. In my experience, it is very hard to get discussion after a C case – the students become exhausted. As a novice case writer, especially if you are writing about a company with a long history, it can be tempting to create a long string of small cases, but in practice this seldom works well – for one thing, it forces the discussion into a very predictable path.

The no-nos
A good case should be a description of an interesting situation, frequently a decision point – and nothing else. This means that there should be no theory and no discussion of the case in the case itself. Save that for the teaching note, or write a separate academic article about it. Not only does this make the case more realistic, it also means it can be used for more purposes than the one initially envisioned. This can be quite challenging for the traditional academic writer – but ist is actually good practice to only present the facts (though, of course, which facts you choose to present constitute a discussion of sorts).

When teaching students how to analyze a case, I always start by saying that for most business situations, if is useful to begin the analysis with the assumption that people are not stupid and not evil. Consequently, when you write a case, make sure it has no heroes and no villains. If a case has a clear-cut hero or villain, it is a sign that you have not done enough research. Write things so that the students can see the issue from many perspectives.

Dramatic structure
A really well written case has dramatic structure – there is a beginning, a middle that builds up the story, and a really compelling issue at the end. The best cases are almost like a detective story, where you have to dig deep into the analysis to find surprising and sometimes counter-intuitive conclusions. One example of a “detective story” case is Fabritek 1992*, a very old (first published 1969, rewritten by Jan Hammond) case about a quality control issue in a small mechanical workshop. (Hat tip to Robert D. Austin, eminent case teacher, for making me aware of this case and showing me how to teach it.) The case is excellent because it starts with the company (strategic level), proceeds to describe a new situation and a new process (organizational or business logic level) and then introduces the problem (operational level.) Analyzing the operational details leads to one conclusions, which can then be discussed in terms the organization and its business logic, which can then be placed into a strategic context. The case is excellent because it allows links between these levels – and also teaches the students that the devil indeed resides in the details, and that you as a manager better be very close to how the business you are leading works and makes money.

iPremier-front-pageA second case which shows quality and innovation is iPremier, written by Robert D. Austin and Jeremy C. Short, the first and only graphic novel (cartoon) case I am aware of. The story is about a small online gift company being attacked by hackers, exposing glaring gaps in their security procedures and forcing managers at various levels to make some really hard decisions. The graphic format is excellent in making the various characters real (though they, on average, tend to be way too good-looking for a normal business situation), illustrates technical issues in a way that is very understandable even by non-technology students, and has a cracking good storyline with a B and a C case. I like to introduce a few technical cases in my courses because, well, I don’t think there is enough technology in business schools, and this cases answers very well because it illustrates that certain technical decisions very much require top management attention – ignore (or mindlessly delegate) technology understanding and responsibility at your peril. The graphic format also provides a welcome break from the standard case verbiage, which can be a trifle dour on occasion.

Details, details, details!
Research cases – the kind that is published in refereed journals – tend to be written from a very specific viewpoint, and only facts pertaining to that perspective is included, often in a very abstract format. A teaching case is the direct opposite: It needs lots of details, frequently made available as exhibits (graphs, pictures, documents, tables, etc.) placed at the end, after the main text. A teaching case writer, when visiting a company to write about it, needs to notice the small details, much like a really good journalist does. I tell my students that they should prepare each case so well that they feel like they have worked in the case company – and to allow them to do that, you need to provide the operational details necessary. (Incidentally, having more details than strictly necessary has the added benefit of making the case realistic – in the real world, you have to decide what is important and what is not.)

Doing it – and reading about it.
grandongillI am not aware of many books about how to write a good teaching case, with one exception: Grandon Gill (pictured), professor at University of South Florida and an excellent case teacher, has written a book called Informing with the case method, which is available for free download in PDF, MOBI and EPUB format from his web site. It has lots of details, tips and tricks, not just about case writing, but also about case teaching and course planning. (For the latter, of course, I am duty bound to recommend Bill Schiano’s and my book Teaching with Cases: A Practical Guide.)

Last but definitely not least: Don’t underestimate how much work writing a proper business case is. Getting the details right, describing the dramatis personae, and making the storyline compelling is quite a challenge, in many dimensions different from the traditional academic article. On the other hand, should you get it right, you will have a very effective teaching tool for many years to come.

Good luck!

More worm than silk

The Silkworm (Cormoran Strike, #2)The Silkworm by Robert Galbraith

My rating: 2 of 5 stars

Easy to finish, but this was rather a disappointment after having read comments that it was “even better” than the first book (Cuckoo’s Calling). The plot is rather predictable – after reading the description of the murder scene I thought I knew who had done it, at 70% through the book I was certain (and i was right, save some minor twists.) Things get rather clichéd (police targeting the likely but obviously guilty suspect and then refusing to talk to the private detective, the eager but inexperienced (and strangely one-dimensioned) assistant, the detective bedding a minor figure to fill things out) and the author even resorts to cheap plot twists a la Dan Brown (e.g., deliberately withholding information by cutting dialogue).

Not sure I will get the next one. This needs some wizardry to improve.

View all my reviews

Case book update

The case teaching book is, I have been reliably informed, selling well. It is currently in heavy rotation on Harvard Business Publishing’s web pages (see image below) and also available on Amazon.com
(though not yet directly from Amazon, but that will happen at some point.)

And that, well, makes my day a little brighter…


ACM Ubiquity’s Singularity Symposium

ACM Ubiquity, of which I have the honor of serving as an Associate Editor for a number of years, has a symposium (a collection of essays around a theme) on the Technological Singularity. I have been the editor responsible for this one, and the essays are as follows (I’ll make these live links as they are published):

  1. Opening Statement by Espen Andersen
  2. The Singularity and the State of the Art in Artificial Intelligence by Ernest Davis, NYU
  3. Human Enhancement—The Way Ahead by Kevin Warwick, University of Reading
  4. Exponential Technology and The Singularity by Peter Cochrane
  5. Computers versus Humanity: Do we compete? by Liah Greenfeld and Mark Simes, Boston University
  6. What About an Unintelligent Singularity? by Peter J. Denning, Naval Postgraduate School, editor ACM Ubiqity
  7. Closing Statement: Reflections on A Singularity Symposium by Espen Andersen

You can read about the background for the symposium in my opening statement – but, in short, I could not get a clear and concise explanation of whether the singularity will happen (and when), so I set about getting a number of smart people to give their perspective. Enjoy!