Dynamic Development of Business Schools

New formats, new content and new methods: The experts for postgraduate MBA programs at renowned business schools in Germany gave their insight into trends and tendencies at the Human Resources Round Table.

More and more German students are deciding against a full-time MBA. One of the reasons is the lack of flexibility. The participation rate of German students in the part-time programs, whether EMBA, MBA or specialized master’s programs, are significantly higher – since part-time programs are better suited to life planning.

The more flexible and individual the programs are, the more in demand they will be. The fact that German specialists and managers value part-time study is shown by the high number of participants in MBA correspondence courses. However, the usual candidate differs significantly from the typically younger MBA candidates as participants are professionally experienced and do not want to interrupt their career with their current employer.

In order to ensure that further education studies correspond to the time, content and personal wishes of the participants, the TUM School of Management offers three part-time programs for different target groups. Bernhard Kraus, Director Executive Education of TUM School of Management, mentions that the programs are flexible and can be individually designed so that students can start at any time and arrange the modules themselves.

The full-time programs of business schools always run well when it comes to a consecutive degree program, a Master-in-Management program (M.Sc.) or a specialized master.

Bernhard Kraus points out that in specialized master programs, fields of study at the interface of management and technology preparing students for the digital world of work are in particularly high demand at the moment. The Master in Management & Innovation (M.Sc.) is an example for a specialized full time program designed for Young Professionals who wish to drive innovation management and the implementation of new technologies in their organizations.

MBA rankings and accreditations are important for potential students and clients and are often factors in applying to a particular business school. TUM School of Management received the Triple Crown and enjoys the positive effects of it. According to Bernhard Kraus, accreditations are important for company decision-makers and above all for international students who pay attention to whether and which accreditation seals are available.

For some years now, business schools have been experimenting with digital learning mediation services. Some technologies flopped because students didn’t accept them. Whether recorded or live broadcasted lectures, videos and podcasts – they have not always corresponded to students’ learning habits. Nevertheless, the future lies partly in virtual offerings, because not all students want to be continuously present on campus. TUM School of Management has introduced several digital tools: a scientific 180-degree feedback tool on the current core of leadership behavior, for example. On this basis, a personal development plan for the further progression of leadership competencies is drawn up. In addition, students can work with a digital coach on their smartphones to make it easier for them to implement learning content in their daily work or to practice what they have just learned.

On top of that, the digital work environment requires new competencies from managers. MBA providers are talking about a complement rather than a fundamental change in leadership skills. However, what can hardly be depicted in the lecture hall are the personal skills required in the working world 4.0. This is why individual coaching opportunities at business schools are increasing so that prospective managers can learn to convincingly fill leadership positions.

The post Dynamic Development of Business Schools appeared first on Technical University of Munich – School of Management.

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