The World's Top 1000 Business Schools
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Accueil Des Étudiants Étrangers : Ce Que Font Les Établissements Français Adhérents De Campusfrance
19 EXE NOTE N°29:NOTES 11/02/11 10:57 Page 2 lesnotes n° 29 - février 2011 de CampusFrance Accueil des étudiants étrangers : ce que font les établissements français adhérents de CampusFrance a Note CampusFrance n°29 poursuit un travail commencé par l’Agence en 2009 sur l’accueil des étudiants étrangers. Elle fait suite aux Notes n°18 (novembre 2009) et n°19 (janvier 2010)1. La première était une étude L qui rendait compte d’une consultation interne auprès des Espaces CampusFrance et qui établissait une comparaison internationale entre les systèmes d’accueil (Australie, France, Nouvelle-Zélande, Pays-Bas, Royaume-Uni). La deuxième présentait le dépouillement analytique d’une enquête originale, lancée par CampusFrance auprès des Pôles de Recherche et d’Enseignement Supérieur en matière d’accueil d’étudiants et de jeunes chercheurs. La présente publication, qui a pris pour base les réponses fournies par les établissements adhérents2 à CampusFrance lors de l’élaboration des Fiches accueil, fait un bilan des dispositifs mis en place. “Fais bon accueil aux étrangers, car toi aussi, tu seras un étranger”3. Pour la première fois, une note thématique présente une description et une analyse des services d’accueil proposés par les établissements d’enseignement supérieur adhérents de CampusFrance afin de pouvoir observer comment la notion d’accueil s’articule au plan national, tant au niveau de l’accueil général que du logement, en passant par le tutorat ou les cours de Français Langue Etrangère. Les réponses de 167 établissements, représentatifs de l’enseignement supérieur français4, révèlent la mise en place d’une réelle politique d’accueil à travers les services proposés à toutes les étapes de Avant-propos l’accueil ou du séjour de l’étudiant étranger. -
[email protected]
TECHNOLOGICAL IMPACTS ON MARKET ATTITUDES AND BEHAVIORS Paul Baines, Cranfield University (Corresponding author) E: [email protected] T.: +44(0)1234 758041 Running Head: Technological Impacts on Attitudes and Behaviors ABSTRACT Technology has had a profound effect on twentieth century society and is increasingly changing the nature of the way we live our lives in the twenty first century, particularly, but not solely, through innovations in digital and social media marketing. As media and other technologies change, the question arising concerns how these changes impact on consumers’ attitudes and behaviors, and consequently on their lives. In this special edition, nine papers are presented, outlining cutting-edge research exploring how changing technologies affect consumer attitudes, emotions and behaviors in a variety of country settings and industries. In this introductory editorial, the papers are outlined in further detail, with a brief exposition of their contribution. KEYWORDS: attitudes; behavior; technology impacts; emotion 1 | P a g e INTRODUCTION It’s often considered, at the least an aphorism, at best axiomatic, that the speed of technological change is increasing. Kurzweil (2000) spoke of the ‘law of accelerating returns’, arguing that a graph of the history of technological change displays exponential properties, i.e. that changes in technology accelerate over time. The best example of this phenomenon is Moore’s Law, coined by the co-founder of Intel, Graham Moore, that microchip performance would double every year (later amended to every 2 years) but there are many others. Nevertheless, the speed of change during the industrial revolution, when production morphed from agrarian hand-made production to machine-led industrial production, which began in factories in Britain between 1760 and 1830 and which spread around the world, including in the US and Japan in the 18th and 19th centuries and elsewhere in the 20th century (McCloskey, 1981), must also have been pretty dizzying for both producers and consumers. -
Wine Tasting Competition for Leading Business Schools, Higher Education Establishments and Universities
Wine Tasting Competition for leading business schools, higher education establishments and universities 2018 Press Kit Press contact: Marie Mézy-Saubot Email : [email protected] Phone: (+33) 5 56 30 38 40 Website: www.commanderiedubontemps.com Facebook: @commanderiedubontemps Instagram: www.instagram.com/commanderiedubontemps LBBC: Facebook @LeftBankBordeauxCup Instagram: https://www.instagram.com/leftbankbordeauxcup 1 Bordeaux, October 2017 January- June 2018 17th event of the The Left Bank Bordeaux Cup First International Wine Tasting Competition for leading business schools, higher education establishments and universities With the participation of more than 60 wine clubs in the world, The Left Bank Bordeaux Cup becomes the First International Wine Tasting Competition for leading business schools, higher education establishments and universities. According to the well-known concept of the America Cup, challengers from North America, Asia and Europe will come to compete against the best wine clubs of universities, leading business schools and higher education establishments in France. Chaired by Baron Eric de Rothschild, owner of Château Lafite-Rothschild, this unique Wine Tasting Competition, organised by the Commanderie du Bontemps, first came into existence in 2002. The aim of this contest is to enable the future elite of our country to come into closer contact with Great Growth wines of Bordeaux’s left bank. Many French leading business schools, higher education establishments and universities have taken part in this event since the time it was initially launched: Ecole Centrale de Paris, Dauphine University, Ecole Normale Supérieure, Ecole Supérieure de Commerce de Paris, ESSEC, HEC, Sciences-Po, Polytechnique, Ecole des Mines de Paris... Since 2004, the competition first welcomed competitors from England, the Universities of Oxford and Cambridge and their participation is now a traditional feature. -
Table Des Matières
Note : Veuillez noter que les informations apparaissant dans ce document ont été mises à jour en décembre 2010. Il se peut que certains changements aient été faits au niveau des ententes. Vous êtes invités à consulter le site Internet pour vous assurer que l’entente choisie est toujours valide. www.bei.umontreal.ca/maisoninternationale Étudier à l’étranger Faire son choix Partenaires De plus, vous avez intérêt à valider votre choix d’établissement avec la Maison internationale avant de déposer votre dossier. Prenez note que tous les établissements se réservent le droit d’accepter ou de refuser les étudiants en programme d’échanges. Les taux de succès sont toutefois très élevés. TABLE DES MATIÈRES ÉTUDIER EN AFRIQUE ET AU MOYEN-ORIENT .................................................................. 3 ÉTUDIER EN AFRIQUE FRANCOPHONE .............................................................................. 4 ÉTUDIER EN ALLEMAGNE .................................................................................................... 5 ÉTUDIER EN ARGENTINE ...................................................................................................... 6 ÉTUDIER EN AUSTRALIE ....................................................................................................... 7 ÉTUDIER EN AUTRICHE ......................................................................................................... 8 ÉTUDIER EN BELGIQUE ........................................................................................................ 9 ÉTUDIER -
Rosana Barbosa Nunes
PORTUGUESE MIGRATION TO RIO DE JANEIRO, Rosana Barbosa Nunes A ~hesissubmitted in conformity with the requirements for the Degree of Doctor of Philosophy Graduate Department of History University of Toronto. Q Rosana Barbosa Nunes, 1998. National Library Bibliothèque nationale du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 395. nie Wellington OttawaON K1AON4 OttawaON KIA ON4 Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant a la National Librâry of Canada to ~ibliothequenationale du Canada de reproduce, loan, distriiute or sell reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/nlm, de reproduction sur papier ou sur format élecîronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fkom it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Em Mem6ria da Minha Sogra, Martinha dos Anjos Rosa Nunes. Para os Meus Filhos Gabriel and Daniel. Acknowledgements mer the years, my journey towards this dissertation was made possible by the support of many individuals: Firstly, 1 would like to thank my parents, SebastiZo and Camelina Barbosa for continually encouraging me, since the first years of my B.A. in Rio de Janeiro. 1 would also like to thank my husband Fernando, for his editing of each subsequent draft of this thesis, as well as for his devoted companionship during this process. -
Ibmec São Paulo in Numbers
Ibmec São Paulo in numbers Rua Quatá, 300 - Vila Olímpia São Paulo - SP - Brazil 04546-042 Total revenue - 2004 to 2007 Financial indicators (thousand reais) 2004 2005 2006 2007 Annual Report (thousand reais)* Tel 55 11 4504-2400 Gross revenue 38,131 47,828 62,601 69,382 www.ibmecsp.edu.br 69,382 62,601 [email protected] Direct expenses 18,360 21,259 24,625 25,952 47,828 Operational margin 16,163 21,945 31,988 36,992 38,131 Indirect expenses 5,763 7,594 10,580 11,508 General and institutional expenses 5,834 9,669 13,374 15,095 Administrative surplus 4,896 7,666 11,099 14,452 Cash position 5,328 12,305 17,656 32,216 2004 2005 2006 2007 (end of period) Scholarship fund (3) 2,138 2,178 2,260 (end of period) Investiments - Total 1,115 10,768 15,028 4,229 Donations - Scholarship fund - 2,089 314 140 2007 Donations - Other - 8,725 1,740 - Revenues in 2007 Donations - Total - 10,814 2,054 140 (*) Administrative View, not considering accounting adjustments New group of accounts, adopted in 2006 Monitoring of goals - 2007 47% | Executive Graduate Programs Description Goal Accomplished % Variation 35% | Undergraduate Managerial surplus (R$ 000) 9,700 10,272 5.89 13% | Executive Education Managerial surplus / Total revenues (%) 14.5 14.8 2.10 3% | Professional Masters 2% | Distance Learning New students in graduate programs 1,220 1,268 3.93 Ibmec São Paulo in numbers Rua Quatá, 300 - Vila Olímpia São Paulo - SP - Brazil 04546-042 Total revenue - 2004 to 2007 Financial indicators (thousand reais) 2004 2005 2006 2007 Annual Report (thousand reais)* -
Overview of All Our Master Exchange Destinations
OVERVIEW OF ALL OUR MASTER EXCHANGE DESTINATIONS Explanation to the overview: Language requirements partner schools Language requirements at each partner school differ and are subject to change. If you want to be sure at any time, at all partner schools, valid TOEFL with scores: 100 (Internet based), 600 (Paper) or 250 (Computer) or IELTS, minimum score 6.5 - 7.0, are accepted. Always bear in mind that if you are not selected for your first preference, the language requirements for your second or third preference apply At all times, a proof of your language skills is needed at the time of selection (mid-January 2020). For Spanish, you may have lower score at the time of selection (minimum of B1), but at the time of exchange, the score should be at least B2. See also the section 'Language Skills' on the website for more information. Minimum GPA Bachelor Programme All our partner schools maintain a minimum Bachelor GPA for admission into their exchange programes Programme level At most partner schools you will participate in master programmes. However, when master programmes are not offered at the partner school, RSM has an exchange agreement with this particular school on an equal level, meaning you will either participate in senior (4th/5th) bachelor courses or in MBA programmes (mostly in N-America and Asia). For the latter, working experience of at least one year (internships, part-time (management) jobs, own company or business/consultancy projects, is needed. Programme level The available (estimated) number of slots are subject to change, since negotiations with partner schools continue until February 2020. -
Annual Report 2015 1
Annual Report 2015 EFMD aisbl rue Gachard 88 – Box 3 1050 Brussels Belgium T +32 2 629 08 10 F +32 2 629 08 11 E [email protected] www.efmd.org EFMD is an international not-for-profit association (aisbl) Design by www.jebensdesign.co.uk Acts as a catalyst to enhance excellence in management education and development globally contents 02 Message from the President 03 Message from the Director General 04 2015 Highlights 06 Quality Services 10 Network Services 18 EFMD Awards 20 Development Services 32 EFMD Publications 34 EFMD Membership 38 EFMD Governance 40 EFMD Team 44 Financial Statements 2015 50 Auditor’s Report NETWORK SERVICES • BUSINESS SCHOOL SERVICES • EFMD Annual REPort 2015 1 Message from THE PRESIDENT Dear EFMD member, In the past 15 years there have been I feel 2015 is a very good time to reflect over 200 EU-related projects; EQUIS and on EFMD’s performance over the last CLIP have set the global benchmark for 15 years as the network has transformed quality in business schools and corporate from a small, mainly European universities; EFMD has a 30-year history association into a truly international of working in China; and new initiatives network of organisations with members such as EDAF mean EFMD can help in 83 different countries across all parts any school anywhere in the world that of the world. wants to start on a development and improvement path. The engagement of the membership in conferences, seminars, accreditations, We should celebrate these great cases and publications is at the highest successes and feel very proud, as a level we have seen and for that we are network, of the work we do and the very thankful for the ongoing support impact and contribution we make to offered by members. -
Phase 0 Report
Simon Stevenson John and Rosalind Jacobi Family Professor of Real Estate University of Washington, 425 Gould Hall, Box 355740, Seattle, WA 98195 Tel: (206) 685-9989, Cell: (206) 714 9053, e-mail: [email protected] EDUCATION & QUALIFCATIONS Ph.D Finance, University College Dublin, 1997 MSc Investment Analysis, University of Stirling, 1993 BSc (Hons) Urban Estate Management, Liverpool John Moores University, 1992 Fellow of the Royal Institution of Charted Surveyors ACADEMIC APPOINTMENTS University of Washington, 2016- John and Rosalind Jacobi Family Professor of Real Estate, Department of Real Estate, College of Built Environments, University of Washington, September 2016- Administrative Roles: Chair/Head, Runstad Department of Real Estate, September 2017- Director of the Runstad Center for Real Estate Studies, September 2016-March 2018 Committee Membership: Member of Search Committee - Dean of the College of Built Environments, 2017-2018 Member of College of Built Environments Equity Council, February 2017- Member of College of Built Environments Executive Committee, September 2016- University of Reading, 2010-2016 Professor of Real Estate Finance and Investment, Department of Real Estate & Planning, Henley Business School, University of Reading, September 2010- December 2016 Administrative Roles: Director of Studies and Teaching & Learning, August 2011-August 2012 Director of the MSc Real Estate Finance, January 2011-August 2016 Head of Finance, Investment & Economics Group, Department of Real Estate & Planning, January 2011-July 2015 -
Recruitment of a Full-Time Professor at Icn Business
RECRUITMENT OF A FULL-TIME PROFESSOR AT ICN BUSINESS SCHOOL NANCY METZ AND NUREMBERG Founded in 1905, ICN, one of the leading business schools in France, has been rewarded with 2 of the most prestigious accreditations for management schools: EQUIS & AMBA. ICN, also a member of AACSB, has several campus and partnerships throughout the world: The main campus is located in Nancy, in Eastern France, close to the Belgian and German borders and only an hour and a half train ride from Paris. ICN has recently joined its 2 partners Mines Nancy (engineering) and ENSAD (Art & Design) on Campus Artem, an architectural gem located in Nancy city centre. Nancy has a lot to offer for its 55000 students: a strong historical heritage, beautiful Art Nouveau architecture as well as great transportation, cheap accommodation and a lively cultural scene. The other French campus is located in the tech center of Metz together with many other renowned schools and companies and startups head offices, not far from Nancy and even closer to the eastern borders. ICN also has a campus in Nurnberg, Germany, where French and foreign students can give an even bigger international twist on their studies and focus specifically on brand management. ICN offers successful candidates an attractive pay and incentive package, based on the position and relevant qualifications. Our strategic offer is an organizational culture that values high quality teaching and research. Our professors are talented researchers and teachers, care about challenging and supporting our students and value open-mindedness, commitment and team spirit. Our Business School offers a freedom filled environment to engage in innovative and interesting research. -
Speed of Execution in Leadership Shake-Ups
Speed of execution in leadership shake-ups is the secret to M&A success M&A deals have a greater chance of success if acquirers move quickly to install a new leadership team at the target firm, a study shows. Research by Cass Business School found higher rates of deal success among acquirers which rapidly appointed a top team at the target while retaining a large proportion of the operational staff. The findings come from a report by Cass’s M&A Research Centre which reveals a series of fresh insights into improving returns from M&A deals. The study examined a sample of 70 large transactions completed by US and UK acquirers between 2007 and 2011, comparing those which were successful in creating shareholder value with a matched sample of those where shareholder value was destroyed. The findings showed that: Companies which retained operational staff boosted their success rate. Successful deals posted 63 per cent retention rates for operational and business personnel, while in the failed deals group the rate was 46 per cent six months after completion. Successful acquirers were quicker to remove and replace the senior executive team. In the successful group, only 38 per cent of CEOs and 19 per cent of CFOs remained in post six months after completion, compared to 44 per cent and 38 per cent respectively in the failed group. Companies with a greater focus on HR – measured by the existence of an HR committee at board level – are more successful acquirers. There were more than twice the number of HR- specific committees in the successful deal group than in the failure group. -
When Students Rate the Positive Impact of Business Schools…
When Students Rate the Positive Impact of Business Schools… The Positive Impact Rating First Edition 2020 www.PositiveImpactRating.org | @RatingImpact | #RatingImpact Table of content: Executive Summary Page 2 Section 1 – Transforming the Business School Landscape Page 5 Section 2 – Best Practice Example of Leading Schools Page 16 Section 3 – Frequently Asked Questions Page 21 Section 4 – Who is Behind the Positive Impact Rating Page 26 Impressum www.PositiveImpactRating.org/PIR2020 Lead authors: Katrin Muff and Thomas Dyllick Contributing authors and editors (in alphabetical order): Julia Christensen Hughes, Mathias Falkenstein, Carlo Giardinetti, Leo Gilliard, Urs Jäger, Ruth Mhlanga, Lianna Mora, Anders Sandoff, Meredith Storey Press & communications contact: Katrin Muff, President of the Positive Impact Rating Association. Email: [email protected]; @KatrinMuff; Skype: Katrin.Muff | Phone: +41 79 310 0392 © Positive Impact Rating Association, Lucerne, Switzerland – January 2020 First Edition Jan 2020 www.PositiveImpactRating.org/PIR2020 1 Executive Summary The Positive Impact Rating (PIR) is a new rating What students want! conducted by students and for students. It is the Students provided an incredibly wealth of first time that students around the world assess constructive comments on how their schools can their business schools on how they perceive their increase their positive impact. This rating is a positive impact in the world. The positive impact further sign that 2019 was the year were the of business schools goes beyond their youth spoke up and the global consciousness contribution to business and the economy; it shifted regarding not only the climate crisis but addresses the need for their positive impact for also social justice.