Rethinking Business Education 商业不是纸上谈兵!商学院重新思考商业教育

赖彩云 Jessy Lai Chai YunRethinking Business Education
[vc_row type=”in_container” scene_position=”center” text_color=”dark” text_align=”left” overlay_strength=”0.3″][vc_column column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ width=”1/2″][vc_column_text]Rethinking Business Education

More than a decade ago, Roger Martin, the dean of the Rotman School of Management at the University of Toronto, had an epiphany that would inspire many business schools today.

Martin’s son’s elementary school was a great success under the guidance of its principal. After an interview, he discovered that the key to the school’s success was the principal’s ability to adapt to situations with creative solutions, instead of sticking to textbook strategies or pre-planned solutions. After research, Martin also realised that this ability to reframe problems and think critically often separates good managers from the great ones.

That insight led Mr. Martin to begin advocating what was then a radical idea in business education: the skill of critical thinking and creative problem solving is just as important as the skills of finance or accounting. More specifically, business students needed to move away from rigid frameworks, and the conventional way of focusing solely on one skill set is outdated.

This idea is also supported by David A. Garvin, a Harvard Business School professor who wrote the book, “Rethinking the M.B.A.: Business Education at a Crossroads.”

Moreover, the Graduate School of Business at Stanford also adapted their curriculum a few years ago. They included more emphasis on multidisciplinary perspectives and understanding of cultural contexts, as they realised how critical these skills are.

I am in strong support of this evolving trend in business education, and I believe many would agree with me.

A quick conversation with any business school graduate, and they will tell you that their tertiary education often does not equip them for the complexities of workplace. For example, an overemphasis on skills such as accounting, business models and finance takes away from the ability of students to learn soft skills such as how to negotiate deals, how to network and how to look at problems from different angles.

Many employers have similar complains. In fact, a research in 2015 by found that 70% of respondents said that the standards of fresh graduates were just average, while 24% believed that they were bad and only 6 % said they were good. The poor ratings were not generally linked to their academic qualifications, but rather their poor attitudes and communication skills shown during interviews or at work. This problem needs to be addressed if we want to reduce youth unemployment in the country.

I believe it is time for business schools to revise and update their way of teaching. Most business students do not have the luxury of hiding behind a computer screen—their job requires them to constantly communicate with people and come up with creative solutions.

There are many models that we can use as a reference to improve business education. The Stanford School of Business, for example, now includes a class called “The Global Context of Management and Strategic Leadership.” First-year students also must take a course called “Critical and Analytical Thinking.” In Rotman School of Business, first-year students now take “Fundamentals of Integrative Thinking,” which focuses on understanding and analyzing how people use models in their everyday lives.

If business schools in Malaysia can adopt such models, I believe our future generation will be much better equipped for the workforce. They will also be more able to generate creative solutions to the problems in our society, creating prosperity for everyone.

References:[/vc_column_text][/vc_column][vc_column column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ width=”1/2″][vc_column_text]商业不是纸上谈兵!商学院重新思考商业教育


十多年来,加拿大多伦多大学罗特曼管理学院(Rotman School of Management)在院长罗杰马丁(Roger Martin)的带领下,培育出许多商业英才,这些商业英才如今也商界各领风骚,成就非凡!






英雄所见略同,戴维加文(David A. Garvin)的想法不谋而合,在他的著作《MBA教育再思考》(Rethinking the M.B.A.: Business Education at a Crossroads)进一步的透露了他认为先到商学系以来到一个分叉口,学术界应该重新思考商学教育的方式,不能再墨守成规,因为如此一来,商学系毕业的学生将不能适应真正的商业世界,逐渐被社会淘汰。

马丁与戴维的观点非常正确,其实早在2008年全球金融危机之后,雷曼兄弟前CEO迪克·富尔德(Dick Fuld),美林证券公司首席执行官约翰·塞恩(John Thain)等华尔街精英饱受指责,同时培养他们成为商业领袖的世界顶级商学院也遭到批判。




若你不相信,你可以问问身边商学院的朋友,他们会回答你,学院所学的技巧无法让他们在竞争激烈的职场上找到立足之地。我打个比方,在学校我们重点学习会计、商业模式或是经济学,但我们却忽略了例如交际技巧、从不同角度审视问题等软技能(Soft Skills)的重要性。






大马大专院校或许可以参考史丹佛商学院(The Stanford School of Business)的做法。史丹佛最近开设了一个名为“全球化语境下的管理与商业策略”( The Global Context of Management and Strategic Leadership)的课,大学一年级的学生也必须修读“思维分析”(Critical and Analytical Thinking)的学科。

而罗特曼管理学大学一年级的学生现在则必须修读”整体思维基础”(Fundamentals of Integrative Thinking)的课程,人们在日常中运用什么模式过生活。


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