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					                            Higher Education for Development Office
                                   Knowledge, Partnerships, Results
___
                                        Institutional Partnerships Program
                            Semi-Annual Progress Report
                                        Due October 30, 2007

INTRODUCTION
   Partnership Title: Advancing Economic Development in Nigeria through Strengthening
   Business Management Education and Technology Competence
   Development Area/Sector of Focus: Capacity-building

   U.S. Partner Institution(s): Kansas State University, Manhattan, KS

   U.S. Partnership Director(s):
      Ike C. Ehie                           Myra Gordon
      785 532 6180         &                785-532-6276
      iehie@ksu.edu                         mygordon@ksu.edu


   Host Country: NIGERIA

   Host Country Partner Institution(s): University of Lagos (UNILAG)

   Host Country Partnership Contact(s):
      Sola Fajana
      234-08023191793
      solafajana@yahoo.com

   Partnership Web Site (if any): We have a website under construction. At present, it has a homepage,
   biographical information of the two project co-directors, the project summary, and a photo file. We will
   continue to develop this site and it will be available for public viewing before the end of the year.

   I. PROGRAM INFORMATION FOR APRIL 01, 2007 – OCTOBER 30, 2007

      1. Describe in bullet form the major activities for this partnership during the past 6 months (04/01/07-
         10/30/07). See below.

      2. For each of the above activities, describe the results and/or outcomes for each activity; answer in
         bullet form if appropriate.

          If helpful, instead of answering questions 1 and 2, you may use the following chart for reporting the
          activities and outcomes associated with specific partnership objectives. Please feel free to insert
          additional lines as needed.



                            ACTIVITY                                            OUTCOME


                                                      1
1. In May 2007, a project kick-off meeting was held        1. The objective of the meeting was to formally
   at Kansas State University with all US project               introduce the project to all US project
   personnel. At the meeting were one of the project            participants and to the external reviewer.
   directors, US project consultants, and external
   reviewer (agenda and minutes are enclosed).

     In May, 2007, initial stakeholder meetings were          – The beginning of buy-in by all stakeholders on
     held with USAID/Nigeria, UNILAG senior                     the intent, scope, and processes of the project.
     leadership, FBA and DCS program leadership,              – Beginning the process of creating a sense of
     FBA Faculty and students, and the resident                 urgency in reforming the UNILAG business
     consultant. Interest in the various work groups            management graduate and undergraduate
     was solicited.                                             programs.
2.   The four work groups and the change                   2. Organizing FBA faculty for the tasks ahead.
     management team were formed. The work
     groups are curriculum development and the
     assurance of student learning, faculty
     enhancement, innovative teaching pedagogies,
     and private sector engagement.
3.   Each work group picked its own leader, after          3. Empowering FBA faculty for the tasks ahead.
     which each work group was charged with
     specific action items to be completed by the end
     of October, 2007. Each member of each
     workgroup received the project work plan for
     year 1 with all time frames, planned activities,
     and outcomes detailed.
4.   The first project multimedia CD was created,          4. – Empowering FBA faculty for the tasks ahead.
     duplicated, and distributed to every faculty             – Building – capacity for curriculum
     member in the UNILAG FBA and the UNILAG,                   transformation.
     senior leadership. The CD contains over 200
     pages of resource material on selected aspects of
     curriculum development and enhancement. The
     CD also contains the project summary and the
     project PowerPoint presentation.
5.   Meetings have been held with the FBA student          5. – Expanding the process of creating stakeholder
     leadership to gain their perspective on the current        buy-in.
     state of affairs in the UNILAG Faculty of                – Starting the delivery of career services to
     Business Administration. A student development             students.
     workshop was held on interviewing skills. A
     prominent business leader was invited to speak to
     the students about industry expectations, the first
     time this has occurred.
6.   The site proposed for the new FBA and DCS             6. – Insuring that undergraduates and MBA students
     computer labs were reviewed. The two project                have equitable access to the computer labs
     directors weighed in strongly on the issues of lab          which will be the basis of instruction to increase
     placements to insure adequate undergraduate                 technology competence.
     access to the new computers.
7.   Meetings with two private sector partners –           7. – Partnership – building with Ocean Energy
     Ocean Energy (donors of the computers) and               – Clarification of Ocean Energy intentions and
     British American Tobacco –BAT (advancement                 timelines with regard to computer hardware.
     of corporate social responsibility with the FBA          – Clarification of employers expectations of FBA
     curriculum) were held.                                     graduates.
                                                              – Submission of a funding proposal and budget to
                                                                BAT for the advancement of CSR within the
                                                                FBA curriculum.
8. One project Co-director traveled to an AACSB            8. – Preparing for the introduction of AACSB

                                                  2
       conference on ―Continuous Improvement‖ in St.            international standards into work group
       Louis, MO.                                               activities and assignments.

       All the planning and arrangements have been            – Beginning the process of connecting FBA work
       completed to bring the four work group leaders to        group leaders and faculty members to KSU
       the AACSB Conference on ―Business                        College of Business, library, career, and
       Undergraduate and Graduate Programs‖ in                  Africanist resources for the purpose of
       Baltimore, MD and to bring them to Kansas State          enhancing curriculum development and
       University after the conference (see attached            transformation of UNILAG.
       agenda)
   9. The job descriptions for the career specialist has     9. The first major step toward providing
       been developed and the solicitation of interest in        professional career development services for
       the position has begun.                                   FBA and DCS students has been taken.
   10. The UNILAG FBA has given the project an              10. The project has a physical place at the FBA and a
       office at their main campus site.                         strategically located point of contact for
                                                                 interacting continuously with faculty and
                                                                 students when the co-directors and consultants
                                                                 are on site.

3. How are the above activities and outcomes reported in questions 1 and 2 benefiting and/or helping to
   strengthen the capacity of the host country higher education institution?

   1. The senior leadership of the University saw the need for a change in the business curriculum and
      gave their whole-hearted support to the project. Senior level commitment to change provides a
      positive environment for strengthening the business management program that would lead to
      capacity building in the country.

       The initial meeting with the faculty and the subsequent meeting were meant to garner grass-root
       support from the faculty on the need for a change in the business curriculum. The faculty was
       excited and enthusiastic about the project and voted to fully commit to the implementation of the
       project. The first step in capacity-building is facilitating ownership among those who need the
       capacity-building efforts.

   2. Creation of the work groups, charging them, and giving them a clear road map to follow in their
      work put into place a structure through which capacity-building can occur. It is a structure to
      which they commit themselves.

   3. Having each work group pick its own leader simultaneously removed political pitfalls to
      capacity-building into which the co-directors as outsiders might fall unwittingly and it
      empowered the group to start taking ownership of the process of capacity-building as something
      they would do for themselves and FBA and not something that someone else would do to them
      or for them.

   4. The multimedia resource CD, full of resource materials for each member of the workgroup, is a
      direct avenue to capacity-building. The bedrock of capacity-building is building a knowledge
      base derived from proven methods.

   5. The student leadership of the Faculty of Business Administration, who has been yearning for a
      change was delighted to see the enhancements being proposed in the business program. They
      will act as both beneficiaries and drivers of capacity-building.




                                                   3
   6. The project directors advocated for a portion of the computers donated as part of the grant to be
      made easily accessible to undergraduate students. Working with the dean of the faculty and the
      USAID mission, this has been accomplished. Originally, all the computers were to be located
      off campus on the annex campus of the MBA program. This was a major accomplishment. If all
      the computers had been moved off the main campus, building technological competence in
      undergraduate would be facing an accessibility challenge from the outset. To build maximum
      capacity, things must be set up correctly so one is not trying to compensate for large, costly, and
      irrevocable mistakes.

   7. Meeting with private sector partners helped the project co-directors to know what the donor
      expectations for the computers were, to identify employer expectations of FBA graduates, and to
      solicit their long-term input on FBA curriculum issues. Each of these has a direct bearing on
      capacity-building.

   8. Concluding the plans for workgroup leaders to attend an Association to Advance Collegiate
      Schools of Business – AACSB International conference in Baltimore, Maryland and later a two-
      day visit to Kansas State University sets the stage for a massive infusion of information about
      world-class standards in Business. Having one project director attend an AACSB conference
      increases the project leadership team’s ability to lead capacity-building. We need to keep
      growing, also, as nothing remains stagnant nor does anyone know everything.

   9. Creating the job description for and soliciting interest in the career specialist position is the first
      step toward building capacity for the provision of professional career development services for
      FBA and computer science students at UNILAG. This person will be trained to deliver a full
      complement of services in this area. The job description for this position is attached.

   10. Having an office in the main building of the UNILAG FBA creates the capacity for the project
       co-directors to meet and work with faculty, staff, students, and administrators of the FBA. When
       we visited the second time, we spent a great deal of time in the office making ourselves
       accessible to anyone who wished to discuss the project and other FBA and professional
       development matters. There was a steady stream of people coming in and out, freely
       communicating, building trust, seeking clarifications, and giving suggestions and support for the
       project. Without their accessibility, openness, and trust, there will be no sustainable capacity-
       building.

4. How are the above activities and outcomes from this partnership benefiting and/or helping to
   strengthen the capacity of the host country community?

   It is still early in the process and as a result, the host country has not yet felt the importance of our
   work. We do know that the senior leadership of UNILAG is talking about the project and expressing
   its hopes for the eventual outcomes. The students are giving the project excellent public relations.
   People are already re-thinking who the UNILAG FBA is and might become. ―The giant has
   awakened,‖ one long-time UNILAG academic stated. When this project reaches its stride, it will
   begin by producing highly educated business students that will help the economic development of
   Lagos state and Nigeria as a whole.


5. How are these activities and outcomes benefiting the U.S. higher education institutions?

   The exchange of ideas between Kansas State University and the University of Lagos enriches the
   educational experience of students and faculty in both institutions. When the four work group
   leaders come to K-State in November (see enclosed agenda), they will meet and dialogue with a
                                                  4
   wide range of groups and individuals. In turn, when our consultants go there in November, a true
   exchange of ideas will occur around critical matters in business management education, this time in
   an African context. This is so new and cutting-edge for our faculty who will then come back and
   import new knowledge to our students.

6. How are these activities and outcomes benefiting the larger U.S. community?

   The project will expand the knowledge of business practices in Nigeria, in particular, and in Africa,
   in general among US citizens. The project will also lead to improvements in the ethical
   environments in which business take place and encourage greater investment to the mutual benefits
   of both countries. At present, Nigeria contributes 5% of the oil/petroleum used in the U.S.
   Anything we can do to improve the business environment in just this one sector has a direct bearing
   on U.S. citizens and the U.S. economy which is dependent on foreign oil.

7. List other collaborating host country institutions, e.g., NGOs, community-based organizations,
   government agencies, small businesses, education institutions, and briefly describe their involvement
   in partnership activities during the past six months.

   Ocean Energy – Donated about 300 microcomputers
   Zinox Computers – Retrofitted the computers with the required business software packages
   Microsoft Corporation – Provided business software at discount prices
   British American Tobacco – Is working toward an initiative in corporate social responsibility.

8. List other collaborating U.S. institutions, e.g., NGOs, community-based organizations, government
   agencies, small businesses, education institutions, and briefly describe their involvement in
   partnership activities during the past six months.

   None

9. What has been the partnership’s greatest success(es) during the past six months?

   Created a sense of urgency for the need to advance and enhance business management education at
   the University of Lagos and obtained institutional commitment and support for the project at all
   levels.

   Created grass-root support among faculty members at the Faculty of Business Administration to
   embark on an overhaul of their business curriculum towards positioning the program as a ―model‖
    in Nigeria.

10. Describe any programmatic challenges during the past six months.

   Communication between the project directors and their UNILAG counterparts has often been slow
   on many occasions. This is an area we will continue to work on. We realize that there are cultural,
   technical, and workload issues that contribute to the delays.



11. Do you anticipate any major changes to planned activities during the next six months

   We anticipate some major changes in the next six months as the project unfolds. The status of the
   computers in the business school will determine how fast we can begin to address the information
   technology competencies in the program. Currently, there is no course on information technology in
                                                5
    business and we plan to introduce this course in the program at the earliest possible time. Also, the
    leadership team of the FBA decided the time was not right to introduce an external consultant to
    project operations. As was totally appropriate, the project co-directors deferred to this decision and
    we will see what the sentiments are like later on in the project. The LBS consultant was made aware
    of these dynamics and graciously offered assistance as needed and appropriate in the future.

    Finally, we have replaced the strategic planning consultant with a highly qualified curriculum
    specialist in order to add more expertise to the curricular and computer technology aspects of the
    project.

12. Outline your partnership’s planned activities for the next six months.

           Four workgroup leaders will attend the AACSB conference on curriculum development in
            Baltimore, Maryland in November, 2007.

           Four workgroup leaders will visit Kansas State University to meet with various constituent
            groups that will include business faculty leadership, the Center for Advancement of Teaching
            and Learning, Career and Employment Services, Hale Library services, etc.

           The K-State Dean of Business will visit Lagos, Nigeria to inaugurate the Business Advisory
            Council of the Faculty of Business Administration at UNILAG.

           The career specialist will be hired and will begin work on creating and developing a career
            services operation for FBA and FCS.

           There will be an external review of the business curriculum, and development and revision of
            changes needed to advance the program.

           The change management team will award three to five Faculty Incentive Grants to faculty
            members who wish to incorporate more computer related aspects to their existing courses.
            We want to start to have faculty teach course content in the computer labs.

           The systematic review of all UNILAG business management courses will take place.

           The Blueprint for the Transformation of the UNILAG Undergraduate and Graduate
            Curriculum will be written and approved by the FBA.

           Workshops on innovative pedagogies will take place.

           A baseline report on past faculty development efforts and future faculty development plans
            will be completed.

           The Career Specialist and graduate assistants will begin to deliver career and employment
            services to FBA and computer science students.

13. Overall, activities for this partnership are:
    ___x_on schedule
    _____ahead of schedule
    _____behind schedule



                                                    6
   Please comment: With the exceptions noted above, the project is moving in accord with HED
   approved workplans.

14. How has information about your partnership been disseminated during this reporting period?

          Publications in local newspapers such as The Manhattan Mercury, Wichita Eagle, and
           Kansas State University news releases.

          Publication in The Economist, an international news circulation

          Photographs of various meetings with FBA students, faculty, and workgroup leaders, etc.

   If appropriate, please provide HED with samples of the following as attachments to this report:

      Photographs that may be used in future HED publications (enclose prints or a CD-ROM with
       high resolution images);

      Articles published in the campus, local, national, or international media;

      Papers published or presented;

      Features in any other media.




                                                7
        II. QUANTITATIVE INFORMATION
            TABLE 1. Participant Information
            Please provide appropriate numbers to support the following activities for this reporting period (4/01 – 10/30/07). See Progress
            Report Glossary for definitions. NB: To avoid double counting, report only new participant numbers for this reporting period.
                                                                                                                                              DATES OF
       ACTIVITY                             NUMBER OF MEN*                                    NUMBER OF WOMEN*                                ACTIVITY                LOCATION
    New activities for        Faculty,                                            Faculty,
                                             Students              Other                           Students             Other
  this reporting period       Admin.                                              Admin.
                                         25 yrs   26 yrs.    25 yrs     26 yrs.              25 yrs      26 yrs.   25 yrs    26 yrs.
                                         &        &          &          &                    &           &         &         &
                                         under*   older*     under*     older*               under*      older*    under*    older*
Number of HCNs receiving      4                                         4         0                                                     Planning to attend           Baltimore,
new non-degree training                                                                                                                 Association of Advance       Maryland
this reporting period--                                                                                                                 Collegiate Schools of        (November 15
workshops, seminars,                                                                                                                    Business- AACSB              through 17) &
special classes (not                                                                                                                    Conference on Curriculum     Manhattan,
internships):                                                                                                                           Improvement &                Kansas
                                                                                                                                        Visit to Kansas State        (November 18
                                                                                                                                        University (Home             through 21, 2007)
                                                                                                                                        Institution)
Description of training: Planning to attend the AACSB conference on Undergraduate Business Program Conference, Graduate Business Program Conference, and Emerging Business
Curriculum Conference (November 15-17, 2007) in Baltimore, Maryland and Visit Kansas State University, College of Business Administration (November 18-21, 2007) in Manhattan, Kansas.

          *U.S. Government reports often require participants be described by gender (male or female), and by ―estimated‖ age—youth (25 years and under) or adult (26
          years and older).




                                                                                               8
TABLE 2. Contributions made this reporting period (04/01/07 – 10/30/07)

                                           Name/Source of       Description of Contribution        Estimated
 CONTRIBUTIONS                              Contribution                                           U.S. Dollar
                                                                                                    Value of
                                                                                                  Contribution
 Other leveraged contributions          Production of a       Compilation of Resource material    $1000.00
 not reported as official or            Multimedia Resource   distributed to UNILAG business
 proposed cost share
                                        CD Vol. 1             faculty on August 08, 2007

TABLE 3. Strengthening Institutional Capacity

Please describe how any of the following capacity strengthening activities are a result of your
partnership work at the HCN institution during this reporting period (10/1/06 – 3/31/07).

           ACTIVITY                                            Description
 Adapted/changed curricula                Work in progress
 Improved methods of instruction          Work in progress
 Collaborative research undertaken
 Collaborative publication prepared
 New academic programs                    Work in progress
 established this reporting period as
 part of the New IDEAS Partnership
 Promoted workforce development           Work in progress
 Involved in community outreach
 Supported increased trade capacity
 Informed policy at institutional,
 community, and/or national levels
 Consulted with government
 agencies, NGO group, and/or
 private sector groups
 Other:



 III. PARTNERSHIP PROFILE

     a) Please provide a one-paragraph profile of your higher education partnership as described
        in the partnership sub-agreement. This profile piece will provide us with valuable
        information for reports to USAID and to the higher education community—critical
        material for verbal discussions, printed reports, and on-line publications. The profile
        should include:

         Key development issue(s) being addressed;


                                                        9
   Overall objective(s) for the partnership;
   Primary activities of the partnership; and
   Anticipated outcomes.




b) Please include one success story related to your partnership.

    We were successful in having a portion of the donated computers located on the main
    FBA Campus for use by undergraduates.

c) Optional: include a second success story or lessons learned story.

    We have gained strong commitments to the project from all FBA stakeholders, UNILAG
    senior leadership, and strategic private sector partners.




              The Vision and Mission Statements of the University of Lagos




                                            10
             These pictures were taken in our initial meeting with the FBA faculty.
   In this meeting, the project directors (Dr. Ike Ehie and Dr. Myra Gordon) were introduced.
        Following the introduction, the scope of the development project was presented.
 The Faculty of Business Administration at the University of Lagos unanimously supported the
                                              project.




     A PowerPoint presentation of the framework was delivered to the Faculty of Business
Administration. Following the presentation, sign-up sheets for the four workgroups (curriculum
development and assurance of learning, innovative teaching pedagogy, faculty enhancement and
 private sector engagement) were circulated asking individual faculty to choose a workgroup in
                                      which participate.


                                              11
 The project directors are at both ends of this picture with the Change Management Team. The
Change Management Team includes all four workgroup leaders, the department heads of all five
                             departments, and the dean of the faculty.




    The Change Management Team in front of the main building of the Faculty of Business
                                   Administration.



                                             12
 This picture is of the student leadership of the Faculty of Business Administration with Dr.
Gordon in the center. The students are the direct beneficiary of this project and their inputs are
                    sought in driving the project to a successful completion.




                   FBA Undergraduate Student Leadership and Dr. Gordon




                                               13
First-year MBA students in the Faculty of Business Administration taking their Finance exam.




                    More pictures of the MBA students in an exam hall.




                                             14
 Picture taken in the corporate offices of one of the private sector partners – Ocean Energy.




A picture at the corporate offices of one of the private sector partners with one of the project
                                 directors, Dr. Myra Gordon.




                                              15
                        CAREER SPECIALIST JOB DESCRIPTION


The Career Specialist will help the UNILAG Faculty of Business Administration by developing
career and employment services for their students. These services will impart job search skills,
will help to link students with employment, and will track student placements. Specific
responsibilities of the position include:

      Building relationships with employers to promote the value of the UNILAG business
       graduate.
      Cataloging, identifying, and coordinating internship and externship placements.
      Providing basic career development skills-building workshops to include: (1) writing
       professional résumés and cover letters that attract attention; (2) interviewing techniques;
       (3) appropriate business attire; (4) business etiquette; and (5) how to network.
      Creating a database of and leveraging connections and opportunities with UNILAG FBA
       alumni.
      Organizing and implementing career fairs.
      Tracking placement of graduates and administering employer satisfaction surveys.

The Career Specialist will work very closely with the Private Sector work group, and     will sit
on and will submit monthly reports to the Change Management Team.
Requirements for the position include:

      A baccalaureate degree, preferably in business.
      Outstanding verbal, writing, and interpersonal skills.
      A professional appearance.
      Ability to recruit, hire, and supervise the work of student assistants.
      Strong computer skills (word processing, spreadsheets, database management, etc.)
      Experience in career development preferred.
       Salary:

Salary is commensurate with experience.

Application Information:

An application will include a letter of interest which addresses the candidate’s qualifications for
the position, an updated resume, and the names, phone numbers, and email addresses of three (3)
references.




                                                16
    Copyright (c) 2007, The Wichita Eagle & Beacon Publishing Co.

DATE: Thursday, April 25, 2007

TAG: 0704260079

LENGTH: 57 lines

EDITION: main

SECTION: BUSINESS TODAY

PAGE: 2C

                     YOUR MORNING BRIEFING

K-State wins grant to help Nigerian school

The College of Business Administration at Kansas State University has
received a $500,000 grant to fund a project that will help business
students in Nigeria.

The grant from the U.S. Agency for International Development will go
to strengthen the undergraduate and graduate business programs at the
University of Lagos in Nigeria. K-State also received nearly $500,000 in
cost share money from the agency.

K-State officials will travel to Nigeria to study the school's curriculum
and align it with private-sector needs. Faculty from Nigeria also will
travel to Manhattan for conferences, workshops and seminars.

- Eagle staff




                                     17
                                Date: April 27, 2007 Page: a2

                        College receives million dollar grant
                                    K-State News Service

Kansas State University's College of Business Administration and the office of diversity
and dual career development have received nearly $1 million for a project that will benefit
business students in Nigeria.

K-State received $500,000 in grant money and $468,000 in cost share from the U.S.
Agency for International Development that will go to strengthen graduate and
undergraduate business programs at the University of Lagos in Nigeria. The American
Council on Education and Higher Education for Development coordinated the grant
application process.

K-State's Ike Ehie, associate dean of director of undergraduate programs at the College of
Business Administration, and Myra Gordon, associate provost for diversity and dual career
development, are the principal investigators of the grant.

"In Africa, Nigeria was a pioneer in the development of a higher business education
program, but over the years the quality of the business program has not kept up with the
needs of the changing business environment," Ehie said. "Business education in today's
society needs not only to be rigorous but current and relevant to international business
needs."

The three-year grant award will fund faculty and curriculum development for the
university. Several K-State business professors will travel to the school to assess the
curriculum and realign it with private sector needs. They also will assist in linking
graduates with employment opportunities.

Currently, the University of Lagos School of Business offers courses leading to a bachelor
of science in accounting, actuarial science, business administration, finance, insurance,
industrial relations and personnel management. The master's degree program in business
administration is designed specially to meet the requirements of Nigerian business
executives. The school is widely recognized as the first institution in tropical Africa to
offer an executive business education in a continuous and stable way.
The University of Lagos School of Business has about 4,000 undergraduate students and
400 graduate students currently enrolled.




                                             18
19
Organizational Structure for Advancing the Business Curriculum
             at the University of Lagos (UNILAG)


                                        Project Directors
                                       Ike Ehie & Myra
                                            Gordon




       UNILAG Leadership                                          HED, USAID/Nigeria

                                        Change Management
                                           Team (CMT)

      Senior Project                                                          Senior Project
    Personnel (Nigeria)                                                      Personnel (USA)




Curriculum/AOL            Innovative        Faculty         Private Sector         Career Services
  Workgroup               Pedagogies      Enhancement        Engagement
                          Workgroup       Workgroup          Workgroup




                                        20
Graduate Programs,
Undergraduate Programs,
Emerging Curricula Conferences

November 15–17, 2007
Sheraton Baltimore City Center
Baltimore, Maryland USA


                                                  AGENDA

THURSDAY, November 15


                                     ●   Graduate Programs
                                     ■ Undergraduate Programs
                                     ▲ Emerging Curricula

4:00 p.m. 6:00 p.m.                  Registration

3:30 p.m. 5:00 p.m.                  Bonus Session: Accreditation Update/Overview
●■▲                                  This session will provide an update on AACSB accreditation standards,
                                     recent changes in the interpretive materials and processes as adopted
                                     by the Accreditation Coordinating Committee and the Accreditation
                                     Quality Committee. The session will also address emerging trends that
                                     are likely to influence accreditation activities. Finally, the session will
                                     provide an opportunity for question and discussion on accreditation
                                     issues, current challenges, and provide a forum for feedback in support
                                     of continuous improvement.

                                     Jerry Trapnell, executive vice president and chief accreditation
                                      officer, AACSB International




5:00 p.m. 6:30 p.m.                  Welcome Reception

                                                     Sponsored by:
                                            Beta Gamma Sigma and BusinessWeek


FRIDAY, November 16

7:30 a.m. 5:00 p.m.                  Registration

7:30 a.m. 8:30 a.m.                  Continental Breakfast



                                                       21
                                             Sponsored by:
                                        Earl G. Graves School of
                                        Business and Management
                                         Morgan State University

7:30 a.m. 8:30 a.m.         Breakfast Bonus: Accreditation Q&A
●■▲                         Please join executive vice president and chief accreditation officer
                            Jerry Trapnell, for an informal breakfast and networking opportunity.
                            Attendees will be invited to participate in an open dialogue on
                            accreditation.

                            Jerry Trapnell, executive vice president and chief accreditation
                             officer, AACSB International




8:30 a.m. 10:00 a.m.        Plenary I: Changing the Game in Career Services
●■▲                         Companies, Universities, and Students are all struggling to adapt
                            to the changing landscape of each of these stakeholders. The
                            workforce is aging and the demographics and requirements of
                            future workers are shifting. Students entering the workforce bring
                            new attitudes and desires. Companies are strategizing to find the
                            right candidates for their roles and have extremely high
                            expectations for who they wish to select. Colleges and
                            Universities have the luxury of access to the students that the
                            Companies want, but are under pressure to educate their students
                            to satisfy the needs and demands of the employers. What does
                            this mean to each of these stakeholders? What changes must be
                            made to manage the changing game in career services? Ms.
                            Pittenger will present facts, best practices, and ideas on what all
                            of this means and how we can successfully prepare for now and
                            in the future.

                            Linda M. Pittenger, principal, The Pittenger Group

                                                      Sponsored by:
                                                   Carey Business School
                                                  John Hopkins University


10:00 a.m. 10:30 a.m.       Refreshment Break and Networking

10:30 a.m. Noon             Concurrent Sessions
                            ● Graduate Programs
                            ■ Undergraduate Programs
                            ▲ Emerging Curricula


                                             22
■         (A1) Undergraduate Student-Faculty Collaborative
          Research: Creating a Win-Win for Students, Faculty and
          Business Schools
          This interactive session will demonstrate how faculty-student
          collaborative undergraduate research programs can play an
          important role on three levels of student learning, faculty
          research, and curriculum enhancement. The session will begin
          with an overview of best practices in current UR programs
          emphasizing the presenters' recent research findings of UR
          programs in AACSB business schools. Through discussion and
          breakout sessions, the following questions will be explored: (1)
          how can an UR program improve student learning in your
          business school; (2) will an UR program in your business school
          enhance the employability of your graduates; (3) how can UR
          support faculty research efforts; (4) what is impeding the growth
          of an UR program in your business school; and (5) how does UR
          fit into your business schools mission statement and reporting
          requirements for AACSB?

          Timothy Shea, associate professor, Charlton College of Business,
           University of Massachusetts Dartmouth
          Pamela Sherer, associate professor of management, Providence
           College



●         (A2) Specialized Entrepreneurship Masters Programs: A Unique
          Model for Innovative Entrepreneurship Education
          Both the University of Florida and the University of Surrey have
          developed a unique model in graduate entrepreneurship education that
          exists outside of the typical program offering targeting MBA students:
          the specialized Master of Science in Entrepreneurship. Discussion
          points addressed during the presentation will center on the balance
          between classroom theory and experiential learning, the role of general
          business disciplines within a specialized program, the spectrum of
          entrepreneurial contexts (start-up ventures, corporate intrapreneurship,
          social entrepreneurship, etc) as they relate to program focus and
          definition, and program assessment and performance measurement.

          David Goss, associate dean, University of Surrey
          Jamie Kraft, managing director, Center for Entrepreneurship and
           Innovation, Warrington College of Business Administration,
           University of Florida


●■▲       (A3) Can Design Thinking Save Management Education?
          Management education has been under attack from several perspectives,
          including the values it espouses, the relevance of its curriculum and the type
          of students it recruits. The topic of design has been raised in the business press



                              23
                          as a way of improving business competitiveness. But there are broader lessons
                          to be drawn from design. Designers approach problems with a different set of
                          tools, attitudes, and ways of thinking from managers. If we were to consider
                          this way of thinking as an alternative approach to management education, the
                          implications could be profound. In this interactive session, we will discuss
                          design thinking, what it means for management education and the implications
                          of this model for the curriculum and modes of teaching in business schools.

                          David Dunne, adjunct professor of marketing, Rotman School of
                           Management, University of Toronto


●■                        (A4) Building Globally Responsible Leaders
                          Because academic institutions help shape the attitudes and behavior of
                          business leaders, they have the potential to spawn positive change,
                          thereby helping to ensure a world where both businesses and societies
                          can prosper. The United Nations Global Compact has created a wave
                          of change in the corporate world by engaging over 3,000 corporations
                          in a process of continuous improvements in the areas of human and
                          labor rights, environmental protection and anti-corruption. The United
                          Nations Global Compact now invites business schools to join this
                          movement of voluntary, collective action, by adopting the six Principles
                          of Responsible Management Education (PRME). This session,
                          presented by a member of the PRME international task force, will give
                          an overview of the context in which the principles were created, provide
                          an update of developments, as well as present a call to action for
                          business schools to participate in the early adoption of the initiative.

                          Ira A. Jackson, dean, The Peter F. Drucker and Masatoshi Ito
                           Graduate School of Management, Claremont Graduate University


Noon 1:30 p.m.            Luncheon and Table Topics
●■▲                       A Table Topic is a professional development opportunity for a small
                          group discussion. Participants can choose from a variety of offerings by
                          sitting down at a table with a topic of interest. The discussion leader
                          introduces the topic and offers some thought and then opens it up for
                          discussion. Participants are encouraged to engage in the conversation.



1:30 p.m. 3:00 p.m.       Concurrent Sessions
                          ● Graduate Programs
                          ■ Undergraduate Programs
                          ▲ Emerging Curricula


■▲                        (B1) Remapping the Role of MIS in the Undergraduate
                          Business Curriculum Based Upon Employer Expectations
                          and Requirements
                          It may be argued that by refocusing educational program delivery on the
                          applied competencies of project scoping and management, business/IT
                          solution analysis and design, IT service delivery management, and the like,
                          educators would better prepare their students for what will be required of them



                                             24
          when they transition from the classroom to co-op/internship assignments and
          eventually to full-time employment. Drawing upon a detailed survey of 111
          employers of Northeastern University undergraduate Business School students
          and subsequent focus groups with representative employers from the study
          population, this session highlights a clear pattern of current and anticipated
          expectations that suggest the need to rethink the approach to MIS content and
          delivery both within MIS courses and throughout the typical business school
          curriculum.

          Richard Kesner, executive professor, Information, Operations and
           Analysis Group, College of Business Administration, Northeastern
           University



●         (B2) MBA Learning Teams: Opportunity for Double Loop
          Learning
          Collaboration in teams is one of the key learning design features
          of MBA programs and one of the critical skill sets required in
          contemporary business. The composition of MBA Learning
          Teams mirrors the diversity in the workforce with increasing
          variety of professional occupations, work and family lifestyles,
          cultural or ethnic values and generational preferences. The
          purpose of this session is to explore the unique nature of
          academic learning teams and how student diversity affects
          behavior and outcomes. They also will demonstrate how
          administrators and team members can recognize and address
          intra-team conflict, promote high quality academic outcomes,
          and build requisite, transferable soft skills.

          Hayward P. Andres, associate professor, North Carolina Agricultural
           and Technical State University
          Anne Ferrante, director of Global Leadership EMBA programs,
           University of Texas at Dallas



●■▲       (B3) What They Don't Teach You in B-School: Executive
          Coaching in Graduate and Undergraduate Programs
          Finding innovative ways to engage professionals into business education has
          been a challenge for many business schools, especially amidst scarce
          resources, a competitive student market, and diverse program needs. At
          William and Mary, we have developed our Executive Partner program,
          leveraging the expertise of almost 100 local executives across both our
          undergraduate and graduate programs. This presentation will describe how we
          developed the Executive Partner program, and identified new opportunities for
          executive coaching in our various programs. Particular attention will be given
          to the role of Executive Partners in our entrepreneurship curriculum, where
          both grads and undergrads are mentored in developing business plans and
          consulting with entrepreneurs.

          Christopher Adkins, director of executive partners, Mason School



                             25
                           of Business, College of William and Mary
                          Robert McKnew, director of executive partners, Mason School of
                           Business, College of William and Mary
                          James M. Olver, assistant dean, MBA Program, Mason School of
                           Business, College of William and Mary



■▲                        (B4) Developing Managers Who are Leaders
                          Employers often assess undergraduate students leadership skills using
                          participation in extracurricular activities as a proxy. Many students,
                          however, will graduate without having exposure to such leadership
                          skill-building experiences. Our corporate partners have indicated that
                          they often encounter students who are deficient in communication
                          skills, lack the ability to work effectively in teams and have an
                          underdeveloped sense of business acumen. As a result, the Graves
                          School is developing programs which integrate leadership development
                          into the curriculum. This session will focus on initiatives underway at
                          the Graves School that incorporate leadership and professional
                          development into all phases of the students academic career.

                          Karen L. Proudford, Ph.D., associate professor of management
                           Chair, GSBM Honors Committee, Earl G. Graves School of Business
                           and Management, Morgan State University
                          Stepheca M. Sawyer, retention program coordinator, adjunct
                           faculty, Earl G. Graves School of Business and Management,
                           Morgan State University



3:00 p.m. 3:30 p.m.       Refreshment Break

3:30 p.m. 5:00 p.m.       Concurrent Sessions
                          ● Graduate Programs
                          ■ Undergraduate Programs
                          ▲ Emerging Curricula


■                         (C1) Assessing the Learning that Matters Most: AoL in Schools
                          with Distinctive Missions
                          The assessment (AoL) process starts with the development of learning
                          goals. Learning goals should flow from the mission. Many business
                          schools have similar teaching missions variations of preparing students
                          for the first professional job in their disciplines or preparing students for
                          positions of leadership within organizations and their community and,
                          as a result, many schools have adopted similar learning goals. Thus, it
                          is not surprising that most assessment examples that have emerged
                          recently from business schools focus on those common learning goals
                          (e.g., communication, teamwork, ethical reasoning).
                                     Linda Hayes, director, Online Services, School of Business
                                    Administration, University of Houston-Victoria
                                     Cynthia Ingols, associate professor, School of
                                    Management, Simmons College




                                            26
●▲    (C2) The Personalized MBA
      A number of schools have announced personalized or customized education as
      a key component of their MBA programs. The speakers will share various
      curricular and programmatic strategies that enable students to tailor their
      MBA education to meet their individual needs and goals while ensuring
      coherence and quality in student learning. They also will consider the
      implications of customized education are for faculty, program directors, and
      staff. Two business schools that provide significant opportunities for students
      to tailor their educations will describe how choice factors into their MBA
      programs, discuss lessons learned in moving towards a more customized
      educational experience, and lead discussion about opportunities, potential
      obstacles, and best practices.

                Dan Poston, assistant dean for Masters Programs, Michael
               G. Foster School of Business, University of Washington
                JoAnne Starr, assistant dean for MBA Programs, Rady
               School of Management, University of California San Diego


●■▲   (C3) Using Virtual Reality Technologies to Explore Worlds Beyond
      the Blackboard
      Many educators believe that electronic classrooms cannot replace the
      traditional "bricks and mortar" environment because the internet does
      not permit the establishment of a requisite level of social presence for
      interpersonal communication and the sharing of true knowledge. Virtual
      reality programs such as Second Life and Active Worlds address this
      issue by integrating videogame technology with internet based social
      networking activities. Such programs enable educators, students, and
      classroom visitors from around the globe to meet as "avatars" in three
      dimensional stage sets that are designed to simulate academic,
      business, and social environments. During these meetings, attendees
      interact through the use of text based dialogue, voice based
      conversations, facial expressions, body language, and various other
      multi-media communication activities.

      Using "live" internet connections, attendees at this workshop will utilize
      temporary accounts and passwords to attend a virtual reality interactive
      classroom session. The session will demonstrate how these
      technologies are now in use at Suffolk University in Boston to address
      assurance of learning standards involving communication abilities, use
      of information technology, multicultural and diversity understanding,
      group and individual dynamics in organizations, and domestic and
      global economic environments of organizations.
                Michael Kraten, assistant professor, Suffolk Business
               School, Suffolk University

●■▲   (C4) Strategy, Leadership and Faculty Organization: The
      Foundation of Success in Curricular Change and Innovation
      To effectively "Discover the Power of Integration and Collaboration"
      consideration must be given to the important role that strategy,



                         27
                            leadership and faculty organization play in the successful development
                            and implementation of new curricula and innovation within a business
                            school.

                            Drawing on his experience in curricular innovation and strategy
                            development at schools such as Michigan, Babson, Tuck, and
                            Villanova, coupled with his leadership of the MBA Roundtable, James
                            M. Danko will present "lessons learned" on how to successfully lead
                            change within a business school environment, with particular focus on
                            how certain organizational changes can support the re-design of a
                            business school curriculum.
                                     James M. Danko, dean, Villanova School of Business,
                                    Villanova University



SATURDAY, November 17

7:30 a.m. Noon              Registration

7:30 a.m. 8:30 a.m.         Continental Breakfast

                                         Sponsored by:
                            The Fox School of Business and Management
                                       Temple University

8:30 a.m. 10:00 a.m.        Plenary II: Ferment and Change: Higher Education in 2015
●■▲                         If you want to know what higher education will look like in 15 years, you
                            wont want to miss Daniel Yankelovichs session, Ferment & Change:
                            Higher Education in 2015. Mr. Yankelovich, the founding father of
                            public opinion research, has been monitoring social change and public
                            opinion for 40 years. At this session he will share the five trends he
                            believes will transform higher education.

                            Daniel Yankelovich, Founder and Chairman of Viewpoint
                             Learning Inc., a firm that advances dialogue-based learning as a
                             core leadership skill, DYG, Inc., a market research firm, and Public
                             Agenda, a public education not-for-profit, co-founded with Cyrus
                             Vance in 1975



10:00 a.m. 10:30 a.m.       Refreshment Break

10:30 a.m. Noon             Concurrent Sessions
                            ● Graduate Programs
                            ■ Undergraduate Programs
                            ▲ Emerging Curricula


■                           (D1) Governance, Risk Management & Control: Internal


                                             28
    Assurance & Consulting Services
    Does your curriculum prepare your students to needs of managing an
    organization in todays business climate? Do they have the understanding,
    knowledge and skills regarding governance, risk management and control to
    be effective managers? This session examines the implementation of a
    multidisciplinary curriculum that addresses current and future competencies in
    organizational governance, risk management, and control that are relevant to
    every organization and all levels of management worldwide.

             Urton L. Anderson, chair, Department of Accounting and
            Clark W. Thompson Jr. Professor in Accounting Education,
            McCombs School of Business, The University of Texas at
            Austin
             Tony DeVincentis, principal, Deloitte & Touche
             Jeff Perkins, president, The Institute of Internal Auditors,
            Chicago Chapter
             Kurt F. Reding, professor of accounting, Friends University
             Mark Salamasick, director, Center for Internal Auditing
            Excellence, University of Texas at Dallas


●   (D2) We Did It! Closing the Loop on Assessment of Student
    Learning
    The purpose of assessment is to improve student learning. As part of
    their continuing improvement efforts, AACSB accredited schools are
    required to systematically assess students progress on key learning
    goals, and to use that data to strengthen the curriculum. This step in
    the assessment process is known as closing the loop. While many
    schools have made progress in gathering assessment data, most are
    stymied with what to do with the assessment data. A recent survey
    reveals that closing the loop has emerged as the greatest concern that
    business school deans have about the assessment processes at their
    schools.

    This panel will provide examples of how two universities worked
    energetically to close the loop. The panelists from Montclair State will
    discuss solutions they designed to address two problem areas in their
    students learning: retention of knowledge (i.e., students learned it but
    did not remember it) and lack of direction/knowledge about their future
    careers. Panelists from Fox University will discuss solutions they have
    developed to improve their students communication skills, and their
    ability to integrate across disciplines. The closing the loop activities the
    panelists discuss will include an on-line toolbox, a new seminar series,
    creating new courses, adopting a simulation, and reorganizing the
    curriculum into learning tracks.
               Deborah Campbell, assistant dean, Fox School of
              Business and Management, Temple University
               Katie W. Gerst, director of assessment, Fox School of
              Business and Management, Temple University
               Nicole Koppel, associate professor, School of Business,
              Montclair State University
               David Radosevich, assistant professor, School of
              Business, Montclair State University



                       29
●■▲                 (D3) Leveraging the Power of Experience in Management
                    Education
                    Research indicates that people learn most effectively from their
                    experiences, but most management education does not take full
                    advantage of this knowledge. UNC has developed a set of
                    techniques that can be used at any level of business education to
                    address this mismatch between knowledge and practice. The
                    newest tool is called ExperienceBase, a web-based application
                    for capturing and sharing the lessons of experience. The tool was
                    initially created for executive development, and is currently
                    being used by Microsoft in their high-potential leadership
                    program. The speakers will explain the background of learning
                    from the development experience, and then demonstrate how the
                    software works. The tool allows students to identify and reflect
                    on the lessons of their experience, to share these experiences and
                    lessons with others, and to engage in threaded discussions based
                    on these experiences with their peers.

                             James W. Dean, Jr., senior associate dean for
                            academic affairs, Kenan-Flagler Business School,
                            University of North Carolina, Chapel Hill

Noon 1:00 p.m.      Luncheon and Table Topics
●■▲                 A Table Topic is a professional development opportunity for a small
                    group discussion. Participants can choose from a variety of offerings by
                    sitting down at a table with a topic of interest. The discussion leader
                    introduces the topic and offers some thought and then opens it up for
                    discussion. Participants are encouraged to engage in the conversation.

Program Concludes




                                     30
                         University of Lagos (UNILAG) Business Faculty Visit*
                                         November 18-21, 2007
                                        Kansas State University
                              College of Business Administration (CBA)

                                                 AGENDA



SUNDAY, November 18


5:00 p.m.                        Arrive Manhattan & Check into Holiday Inn

6:00 p.m.                         Dinner (TBA)

MONDAY, November 19


7:30 a.m. – 8:30 a.m.            Breakfast (Holiday Inn)

8:30 a.m. – 9:00 a.m.            Meeting with Dean Ebadi

9:00 a.m. – 10:00 a.m.           CBA Administrative Council

10:00 a.m. – 11:00 a.m.          CBA Course & Curriculum Committee

11:00 a.m. – 12:00 p.m.          CBA Assessment Committee

12:00 p.m. – 1:00 p.m.
1:00 p.m. – 2:30 p.m.            Lunch (Bluemont Restaurant)

                                 Orientation of the Hale Library
2:30 p.m. – 3:30 p.m.            USAID Project Personnel

3:30 p.m. – 5:00 p.m.            AACSB Conference Debrief

5:00 p.m. – 7:00 p.m.            Personal Time

7:00 p.m. – 9:30 p.m.             Dinner (TBA)




                                           31
TUESDAY, November 20


7:30 a.m. – 8:30 a.m.          Breakfast (Holiday Inn)

8:30 a.m. – 10:00 a.m.         Use of Hale Library Resource

10:00 a.m. – 11:00 a.m.        Career & Employment Services

11:00 a.m. – 12:00 p.m.        Center for Teaching and Learning

12:00 p.m. – 1:15 p.m.         Lunch (TBA)

1:30 p.m. – 3:00 p.m.          Tour of NISTAC

3:00 p.m. – 4:30 p.m.          K-State African Studies – Hemisphere Room, Hale Library

4:30 p.m. – 7:00 p.m.          Personal Time

7:00 p.m. – 9:00 p.m.          Dinner (TBA)

WEDNESDAY, November 21

 6:00 a.m.                      Depart for Kansas City Airport (9:05 a.m. flight)

7777mber 20




*Visiting Faculty:

Dr. John Ezike, Finance
Dr. Sola Fajana, Industrial Relations and Personnel Management
Dr. Ben Oghojafor, Business Administration
Dr. Sunday Owualah, Finance




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