{"id":4925,"date":"2017-10-20T19:42:58","date_gmt":"2017-10-20T19:42:58","guid":{"rendered":"https:\/\/questromworld.bu.edu\/businesseducationjam\/?page_id=4925"},"modified":"2022-10-24T15:26:47","modified_gmt":"2022-10-24T15:26:47","slug":"may-2018-africa","status":"publish","type":"page","link":"https:\/\/questromworld.bu.edu\/businesseducationjam\/may-2018-africa\/","title":{"rendered":"Africa Jam: May 2018"},"content":{"rendered":"<div id='av_section_1'  class='avia-section av-kkbze5-acfc0719421a4ede0b9e9e09ad85f724 main_color avia-section-default avia-no-shadow  avia-builder-el-0  avia-builder-el-no-sibling  avia-bg-style-scroll container_wrap sidebar_right'  ><div class='container av-section-cont-open' ><main  role=\"main\" itemprop=\"mainContentOfPage\"  class='template-page content  av-content-small alpha units'><div class='post-entry post-entry-type-page post-entry-4925'><div class='entry-content-wrapper clearfix'>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-av_heading-b875a8e98e15fe3c3a8dade1334b1374\">\n#top .av-special-heading.av-av_heading-b875a8e98e15fe3c3a8dade1334b1374{\npadding-bottom:15px;\nfont-size:30px;\n}\nbody .av-special-heading.av-av_heading-b875a8e98e15fe3c3a8dade1334b1374 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n#top #wrap_all .av-special-heading.av-av_heading-b875a8e98e15fe3c3a8dade1334b1374 .av-special-heading-tag{\nfont-size:30px;\n}\n.av-special-heading.av-av_heading-b875a8e98e15fe3c3a8dade1334b1374 .av-subheading{\nfont-size:15px;\n}\n\n@media only screen and (min-width: 480px) and (max-width: 767px){ \n#top #wrap_all .av-special-heading.av-av_heading-b875a8e98e15fe3c3a8dade1334b1374 .av-special-heading-tag{\nfont-size:0.8em;\n}\n}\n\n@media only screen and (max-width: 479px){ \n#top #wrap_all .av-special-heading.av-av_heading-b875a8e98e15fe3c3a8dade1334b1374 .av-special-heading-tag{\nfont-size:0.8em;\n}\n}\n<\/style>\n<div  class='av-special-heading av-av_heading-b875a8e98e15fe3c3a8dade1334b1374 av-special-heading-h3 blockquote modern-quote modern-centered  avia-builder-el-1  el_before_av_hr  avia-builder-el-first  av-inherit-size'><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >Africa Jam: May 2018<\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n<div  class='hr av-hny1wd-b1c620fe3baa5eb0d91ad5901e5b6362 hr-short  avia-builder-el-2  el_after_av_heading  el_before_av_one_half  hr-center'><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-fdk37h-2f54e37e43414e700db8fc379d0d2f85\">\n.flex_column.av-fdk37h-2f54e37e43414e700db8fc379d0d2f85{\nborder-radius:0px 0px 0px 0px;\npadding:0px 0px 0px 0px;\n}\n<\/style>\n<div  class='flex_column av-fdk37h-2f54e37e43414e700db8fc379d0d2f85 av_one_half  avia-builder-el-3  el_after_av_hr  el_before_av_one_half  first flex_column_div av-zero-column-padding  '     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-em2i7h-84853188d0e01be5b960bee8ad5ca27e\">\n.avia-image-container.av-em2i7h-84853188d0e01be5b960bee8ad5ca27e img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-em2i7h-84853188d0e01be5b960bee8ad5ca27e .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-em2i7h-84853188d0e01be5b960bee8ad5ca27e av-styling- avia-align-center  avia-builder-el-4  avia-builder-el-no-sibling '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><img decoding=\"async\" fetchpriority=\"high\" class='wp-image-5096 avia-img-lazy-loading-not-5096 avia_image ' src=\"https:\/\/questromworld.bu.edu\/businesseducationjam\/wp-content\/uploads\/sites\/10\/2018\/04\/AABS-Logo-Hi-300x111.jpg\" alt='' title='AABS Logo Hi'  height=\"111\" width=\"300\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/questromworld.bu.edu\/businesseducationjam\/wp-content\/uploads\/sites\/10\/2018\/04\/AABS-Logo-Hi-300x111.jpg 300w, https:\/\/questromworld.bu.edu\/businesseducationjam\/wp-content\/uploads\/sites\/10\/2018\/04\/AABS-Logo-Hi-1030x381.jpg 1030w, https:\/\/questromworld.bu.edu\/businesseducationjam\/wp-content\/uploads\/sites\/10\/2018\/04\/AABS-Logo-Hi-768x284.jpg 768w, https:\/\/questromworld.bu.edu\/businesseducationjam\/wp-content\/uploads\/sites\/10\/2018\/04\/AABS-Logo-Hi-705x261.jpg 705w, https:\/\/questromworld.bu.edu\/businesseducationjam\/wp-content\/uploads\/sites\/10\/2018\/04\/AABS-Logo-Hi.jpg 1353w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/div><\/div><\/div><\/div>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-19coy5-6d6894625a97a441d0a20dea60bd088b\">\n.flex_column.av-19coy5-6d6894625a97a441d0a20dea60bd088b{\nborder-radius:0px 0px 0px 0px;\npadding:0px 0px 0px 0px;\n}\n<\/style>\n<div  class='flex_column av-19coy5-6d6894625a97a441d0a20dea60bd088b av_one_half  avia-builder-el-5  el_after_av_one_half  el_before_av_hr  flex_column_div av-zero-column-padding  '     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-131a7x-d96e27fa1a1ed1baafd062c1c2bf43e8\">\n.avia-image-container.av-131a7x-d96e27fa1a1ed1baafd062c1c2bf43e8 img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-131a7x-d96e27fa1a1ed1baafd062c1c2bf43e8 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-131a7x-d96e27fa1a1ed1baafd062c1c2bf43e8 av-styling- avia-align-center  avia-builder-el-6  avia-builder-el-no-sibling '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><img decoding=\"async\" fetchpriority=\"high\" class='wp-image-5095 avia-img-lazy-loading-not-5095 avia_image ' src=\"https:\/\/questromworld.bu.edu\/businesseducationjam\/wp-content\/uploads\/sites\/10\/2018\/04\/udbs-logo-1.png\" alt='' title='udbs-logo'  height=\"186\" width=\"300\"  itemprop=\"thumbnailUrl\"  \/><\/div><\/div><\/div><\/div>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-98jrql-b73f57a90f8ed0085f6d1aac16d9d13b\">\n#top .hr.hr-invisible.av-98jrql-b73f57a90f8ed0085f6d1aac16d9d13b{\nheight:25px;\n}\n<\/style>\n<div  class='hr av-98jrql-b73f57a90f8ed0085f6d1aac16d9d13b hr-invisible  avia-builder-el-7  el_after_av_one_half  el_before_av_textblock '><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-7plw19-939fdb71f7ec26daa8f08113463e09ce\">\n#top .av_textblock_section.av-7plw19-939fdb71f7ec26daa8f08113463e09ce .avia_textblock{\nfont-size:18px;\n}\n<\/style>\n<section  class='av_textblock_section av-7plw19-939fdb71f7ec26daa8f08113463e09ce '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>Africa Jam: May 2018 was the second event in this series of regionally focused dialogues on business education.<\/p>\n<p>Some of the world\u2019s fastest-growing economies are in Africa\u2014yet so are some of the world\u2019s poorest. The literacy rate in Equatorial Guinea is 94 percent\u201410 points higher than the global average. In South Sudan, it&#8217;s 24 percent. The world\u2019s least developed continent, Africa, is also home to countries increasingly attracting foreign investments. The role of governments, inconsistency of infrastructure, and diverse environment and history are each contextual issues to be considered. Given all of this, is a distinctive African management education model possible, achievable\u2014or even advisable? Building on the success of the original jam, Business Education Jam: Africa will explore these issues\u2014online and on-site\u2014to advance the global dialogue on management education.<\/p>\n<\/div><\/section>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-av_heading-7235e3fab411f02c843dc9f5e99d3532\">\n#top .av-special-heading.av-av_heading-7235e3fab411f02c843dc9f5e99d3532{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-av_heading-7235e3fab411f02c843dc9f5e99d3532 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-av_heading-7235e3fab411f02c843dc9f5e99d3532 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-av_heading-7235e3fab411f02c843dc9f5e99d3532 av-special-heading-h3  avia-builder-el-9  el_after_av_textblock  el_before_av_textblock '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >Management Education in Africa<\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-4c3ym5-b4225ce039f12ebea3c3656452feb3ef\">\n#top .av_textblock_section.av-4c3ym5-b4225ce039f12ebea3c3656452feb3ef .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-4c3ym5-b4225ce039f12ebea3c3656452feb3ef '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>The African continent is a world of opportunity \u2013 and challenge \u2013 for management education. A complex landscape of 54 very different countries, over one billion people call Africa home speaking 2,000 languages and representing 3,000 ethnic groups. The global challenges for management education are known, including those highlighted in the original Jam. Can emerging global solutions succeed in the unique environments across Africa?<\/p>\n<p>Consider this:<\/p>\n<p><strong>Governments dominate.<\/strong> And there are a lot of them. Regulation of industry \u2013 including education \u2013 is extensive, and academic programs are influenced from well beyond the walls of the academy.<\/p>\n<p><strong>Student competency varies extensively.<\/strong> Looking through history, colonial rule drove various educational systems across Africa, creating wide gaps in attainment.<\/p>\n<p><strong>Diversity must be considered.<\/strong> The diverse environment of the African content is critical including the colonial legacy, apartheid, and issues surrounding faith, gender, and poverty.<\/p>\n<p><strong>Infrastructure is unreliable.<\/strong> While development within some cities is advanced, across the continent there exist\u00a0inconsistencies in the reliability of roads, electricity, and internet access.<\/p>\n<\/div><\/section>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-4c3ym5-1e2f4424df4d2a9ae9dbf10b9e5eb787\">\n#top .av_textblock_section.av-4c3ym5-1e2f4424df4d2a9ae9dbf10b9e5eb787 .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-4c3ym5-1e2f4424df4d2a9ae9dbf10b9e5eb787 '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>A summary of findings included:<\/p>\n<p>1)\u00a0Inclusive growth: poverty, inequality, and unemployment.\u00a0 Many participants stressed the need to attack those aspects of a country\u2019s environment including values, norms, cultures, and behavioural contexts that impeded the achievement of sustainable and inclusive economic growth.\u00a0 Questions of adequate management of public goods and enabling infrastructure investment were raised.\u00a0 In particular, the provision of adequate utilities and roads, satisfactory investments in computers\/internet and communication technology and urgently, investing strongly in such complementary assets as enhanced educational and social skills.<\/p>\n<p>2) Governance issues:\u00a0 With the huge youth demographic dividend on the continent and the strong demand for education, participants stressed the need to improve access, equality of opportunity and affordability in terms of public educational investment.\u00a0 Those present stressed that the students are both committed and very resilient, but are praying for strong leaders in government and business to promote and develop policies and educational models that will enable them to achieve their personal goals.<\/p>\n<p>3) Shaping leaders and the leadership deficit.\u00a0 There is strong belief that leaders, particularly in the African political domain, have been generally somewhat inadequate.\u00a0 A leadership deficit is also perceived, much more broadly, in business, industry and universities, and hence business schools must encourage leadership development and training in the African context.<\/p>\n<p>4) Ethics, corruption and managerial integrity.\u00a0 Participants acknowledge the leadership deficit and note that it has historically encouraged corruption, both in government and in industrial development in Africa.\u00a0 Whilst accepting that a potential for corruption exists in many other countries in the world and contexts, they indicated very strongly the urgent need to teach managerial ethics, morality and integrity in African leadership.\u00a0 However, there was much debate about how to do this efficiently and effectively.<\/p>\n<p>5) Collaboration, competition and partnerships.\u00a0 The creation of a collaborative eco-system for management education is seen as critical.\u00a0\u00a0 AABS has been perceived as having had a pioneering role in promoting collaboration in case studies and through workshops on teaching and research methods.\u00a0 However, collaborative partnerships, particularly with industry and practice, are seen as essential.\u00a0 Encouraging business to partner with universities can only improve the quality of management education.\u00a0 High-quality private competition can also provide creative insights about alternative models and approaches for management education.\u00a0 Indeed, it was argued that while schools should continue to compete strongly, they should also recognise the need to collaborate meaningfully and widely in improving issues of curriculum development and teaching approaches, including project based and experiential learning.<\/p>\n<p>6) The role of accreditation.\u00a0 It was recognized that the development through AABS of an African system of accreditation was welcome and much overdue.\u00a0 This will address the concerns and improvement of standards of the many state-sponsored vocationally oriented schools that currently exist in Africa.\u00a0 However, it is equally important for even more elite schools to develop in the long term, beyond the ten or so schools that have currently achieved accreditation from the main international agencies such as EFMD, AACSB and AMBA.\u00a0\u00a0 Such elite models provide international quality level and aspiration targets that many other schools would seek to achieve as they evolve.<\/p>\n<p>7) The importance of African entrepreneurship.\u00a0 Just as African business schools aspire to international recognition, so Africans wish to see high-quality African business enterprises grow, develop and succeed.\u00a0\u00a0 Yet, teaching entrepreneurship in any context is seen as a tricky and difficult task.\u00a0 But. African academics need to borrow from wherever is necessary in order to create their own approaches to incubate and grow new businesses.\u00a0\u00a0 Not only is for-profit entrepreneurship essential, but so is the role of social enterprises which invest for both profit and social objectives.\u00a0 Indeed, it was argued that there is an increasing number of examples of the development of social entrepreneurs in Africa.<\/p>\n<p>8) Digital transformation.\u00a0 The advent of rapid digitization and simultaneously younger more tech-savvy students, will push business schools to be much more transformative in the digital domain.\u00a0 In the discussion it was pointed out that there is not one 100% online programme in Africa.\u00a0\u00a0 While blended learning is accepted as an approach, it is evident that currently there is not widespread adoption.\u00a0 Further, MOOC\u2019s are not well understood.\u00a0\u00a0 Consequently, it was strongly suggested that collaboration involving the sharing of platforms associated with digital models should be encouraged across business schools in Africa, with AABS perhaps acting as a catalyst.<\/p>\n<p>9) Impact: There was considerable debate about how schools should assess and measure their impact to society.\u00a0 Should it be local awareness and relevance and regional responsibility?\u00a0 Or, given globalization, should students be made much globally aware bearing in mind the likelihood that they will manage in global markets.\u00a0 The key issue here is the balance between African countries in their context, implying local and regional relevance, or, global relevance and awareness to recognize the importance of global trade to the long-term economic development of Africa.<\/p>\n<\/div><\/section>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-2b22ot-8dbf37cd6a6bbc5e854c19dc96e71b53\">\n#top .hr.hr-invisible.av-2b22ot-8dbf37cd6a6bbc5e854c19dc96e71b53{\nheight:50px;\n}\n<\/style>\n<div  class='hr av-2b22ot-8dbf37cd6a6bbc5e854c19dc96e71b53 hr-invisible  avia-builder-el-12  el_after_av_textblock  avia-builder-el-last '><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n<\/div><\/div><\/main><!-- close content main element --><\/div><\/div><div id='after_section_1'  class='main_color av_default_container_wrap container_wrap sidebar_right'  ><div class='container av-section-cont-open' ><div class='template-page content  av-content-small alpha units'><div class='post-entry post-entry-type-page post-entry-4925'><div class='entry-content-wrapper clearfix'>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-4925","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.9 - 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