For entrepreneurs, corporate leaders, top managers and other professionals, trotting around the globe is all in a day’s work, and the families just have to adapt. Most hubs boast any number of good international schools, but language can be a barrier to completing a high school education. So many schools offer a special programme for travelling kids.

Serious study, two languages, and an idyllic location for today’s generation mobile

“A rolling stone gathers no moss,” says the famous old proverb. Nomads in the past – people who had a mobile existence by social principle – were considered to be with no roots in one place and hence devoid of responsibilities and cares. Today’s nomads, however, are in an entirely different situation. Their lifestyle is often determined by the professional necessities of the main breadwinner. Increasingly, throughout the world, schools are emerging that offer curricula oriented especially towards the children of moving families, allowing them to grow roots while integrating to culture and societies other than their own.

In Switzerland, many private schools, some of which are of venerable age, have transformed their services to include an array of specially tailored programmes geared towards meeting the needs of schoolchildren and youths of the new nomads. These programmes are given in English, French, or even German in some cases. Beyond multilingual education, many of these schools also offer a programme known as the International Baccalaureate, or IB, which is recognised all over the world. The IB allows students in their last two years of secondary education to choose subjects at a higher level that they are interested in pursuing generally at university later on.

Something old, something new

Collège Champittet is one of the institutions that has adapted its offerings to the needs of the 21st century. It was founded in 1903 by French Dominican monks in a beautiful site just east of Lausanne facing Lake Geneva and the Alps beyond. The college remained in the hands of Catholic canons until 1998, when it became secular. Over the years, the school always maintained its high standards and it also cultivated openness to the world at large and innovative pedagogical ideas. Respect for other cultures and nurturing social skills are fundamental aspects of the curriculum. The idea is to give graduates as many tools as possible for to come to grips with their continuing academic careers. To know oneself is vital in finding the right path in life.

In 2006, Champittet decided to institute a bilingual programme (French/ English) that allows non-French speaking students to completely integrate into the system while at the same time learning French. The idea was to prepare students early on for the demands of the 21st century and the globalising planet. While the change was just meant to give a more modern orientation to the existing programme, it did result in a surge of international students, who now comprise 50 percent of the school body. Lately, too, the boarding section has also been experiencing some change in its linguistic composition.

A customised exam

Another logical consequence of the growth in the international student body was the introduction of the International Baccalaureate in 2009. Increasingly, expatriate families in the Lake Geneva region have been gravitating towards this highly effective programme. The IB was in fact born in Geneva in the late 1960s in response to a clear need. It was quickly accepted by educational authorities world-wide thanks to its rather stringent requirements. Essentially, students study three subjects at higher level and three at standard level. The programme is designed to ensure a good mix of science (applied), maths, social sciences and languages. Someone heading for a more humanities-oriented career, might study history, English and, say, biology at a higher level, and maths, chemistry and French at standard level. Students are required to write a so-called extended essay on a subject of their choice and do independent research. This will be defended at an oral exam later on. It was the French, apparently, who insisted on having some form of philosophy taught in a mandatory course called Theory of Knowledge, emphasising the acquisition of knowledge and critical thinking skills. “Philosophy is modern, it helps in integrating and getting the best from the mass of information we have today,” says Roland Lomenech, Collège Champittet’s general director. “Our society is bombarded with too much information and we either lack time or we don’t take time to process or reflect on this info. Integrating philosophy in education helps in taking some distance, in cultivating ethics and critical spirit on our students.” Students must also include experiential learning outside the classroom in the surrounding community and abroad, a segment referred to as CAS (Creativity, Action, Service).

The IB can be highly personalised as well, Lomenech points out. One language exam can be in the student’s mother tongue, while the other subjects can be learned and examined in English, French and Spanish. “For non-French speaking foreigners who come and settle in the region only for some years, this is ideal because it gives them more flexibility in their future career choice without having to necessarily follow the Swiss Maturity programme, which requires a deeper knowledge and competence of French,” Lomenech points out. At the same time, the IB offers a great opportunity for foreign students to learn French in a few years’ time.

With an IB diploma, students can apply for a university-level education anywhere in the world. Since it does cap a thirteen- year course of studies, they may also get a year off the usual four-year Bachelors programme at American universities. “This programme is really a plus, and it is adapted to the needs of a rapidly changing, globalised world,” Brigitte Morrison, Dean Bilingual Section and IB Coordinator of Collège Champittet, affirms.

All bases covered

School life at Collège Champittet follows a rigorous academic beat that is mellowed by the rhythm of various extra-curricular activities ranging from sports, arts and culture, to summer retreats in the mountains – the list is long. For some, the boarding school becomes the home away from home and a place they will remember for the rest of their lives. In boarding schools, strong bonds are forged. “It’s an ideal place where students develop the capacity to collaborate, respect others’ cultures and learn tolerance,” says Morrison. Compared with the English or Anglo-Saxon boarding system, Swiss boarding schools give the advantage of having French and English. Lomenech says: “We have a good bilingual programme, security and the opportunity for our students – including their families – to integrate with local communities because they learn and speak the local language. They also learn about Swiss culture, which is quite different from the Anglo-Saxon culture.”

The local community also offers a variety of activities – sports, theatre, arts, skiing, and clubs that encourage expats to get integrated and allow them to live beyond the expat world. “It’s like à la carte, they can choose from many options,” Lomenech points out. The world is evolving. Today, it is normal at some social levels to simply move. Schools must offer various academic options to meet the demands of our brave mobile world. And besides educational pursuits, they must instil certain human values, such as tolerance, generosity, curiosity and respect, in their wards, to help them meet the challenges of a mobile world and perhaps gather some moss too…

Vital stats

Collège Champittet has 1040 students in its several campuses in Pully (main), EPFL-Lausanne and Nyon. It offers classes from pre-school, elementary to secondary school level, with three world recognised diplomas: Swiss Maturity, French Baccalaureate and International Baccalaureate that allows application to a university-level education anywhere in the world. Collège Champittet is part of the Nord Anglia Education network of schools – the leader in the international provision of high-quality education. Nord Anglia operates international schools in Bratislava, Budapest, Lausanne, Prague, Warsaw, Beijing, Shanghai and Abu Dhabi. For more Serious study, two languages, and an idyllic location for today’s generation mobile information, visit www.champittet.ch

Article by Jane Demaurex

Yves Thézé, French educator and school administrator of Collège du Léman

Bilingualism, at the very least, is a given in a world where borders are eroding rapidly and nowhere more than in the French part of Switzerland. This is a boon for international private schools that teach in two languages, like the Collège du Léman, a respected institution on the shores of the Lac Léman.

Geneva has a long tradition of cosmopolitanism. And as an international hub it continues to attract companies and organisations from far and wide. With these come families seeking not only the peaceful and scenic mixture of the mountains and the lake, but also proper schooling for their children, who may not necessarily speak French and may also be leaving the region as soon as dad or mom end their tour of duty.

No wonder then that the demand for private international schools is high, even among some of the local residents wanting their children to have solid multi-lingual education.

But the supply is limited and the tuition fees quite steep. Some international organisations will therefore support their employees not only to meet the region’s absurdly high rents, but also with schooling fees.

One of the schools that has wellestablished credentials in the region is the Collège du Léman, a day school with a boarding section that is located in Versoix. It opened its doors over a half-century ago to receive the children of a growing international community, and is now housed in a collection of mostly modern, light-filled buildings on a large piece of real estate that includes a sports field. The Collège offers more than just bilingual education. Ever since its founding, emphasis has been on the harmonious development of children and youths who come from such diverse backgrounds. Hence, it has always focused on supporting respect and understanding for different cultures, a tradition that is well adapted to today’s globalised world and is perforce lived every day on campus.

Over the years, it has developed a solid reputation among international private schools in the French-speaking region of Switzerland. Evidence of this is its very large enrolment, which reached 2,200 in 2011. Recently, it began expanding its infrastructure and facilities to better serve that growing student body. Furthermore, it has taken careful steps towards innovating its curriculum to provide an education that is in tune with the needs of graduates today. Students can work towards a number of diplomas, notably the French Baccalaureate, the Swiss Maturité, or the International Baccalaureate. Recently, the school appointed a new director, Yves Thézé, a French educator and school administrator who combines the sensitivity for continental European culture and a strong penchant for an Anglo-Saxon management style. Yves Thézé aims to bring the school the best of both worlds. And he seems to have the biography for it, having taught or served as school director in twelve different schools in France and abroad, most notably in Anglo-Saxon countries – in Australia (1991–1997); in Canada (1997–2000) and in New York (2001–2011).

Ready for the world

Collège du Léman

The aim of the school, says Thézé, must be to “prepare each child for his future role as a world citizen”. Having experienced both the Anglo-Saxon and the French education systems, he is convinced that the key lies in the right blend of the two, with both students and teachers encouraged to give their best and excel in whatever they do, while at the same time accepting that “failures” are a part of the learning experience. He illustrates what he means by a story. A child falls off a slide and hurts himself. One approach is to encourage the child to try again until it succeeds. The other is to tell the child “I told you not to go there, now stay here!”

With a highly accredited international bilingual programme (English and French) known for its quality and excellence, the school offers a balanced academic life with multicultural exposure and possibilities of learning other languages, as well as various physical activities and community service. The school boasts children and staff from about 120 nationalities, making it a natural environment for cultural diversity and learning cultural sensitivity. Thézé emphasises the importance of these values and highlights the need of future leaders, executives, managers to be able to communicate well in several languages – as well as knowing the culture behind these languages. For Thézé, leadership also involves other skills as well, like empathy and the ability to express one’s emotions. These are more crucial than ever because, as he puts it, “leadership in the past was mostly based on academic excellence acquired from top colleges and universities, and this will not be enough to tackle issues of a fast globalising world today,” he explains. The Collège du Léman’s other secret asset for its graduates is a large body of alumni over 20,000 strong spread all over the world and in all walks of life and ready to work with up-andcoming young professionals.

Taste of reality

But how does an international school avoid itself from being confined in a seemingly artificial world, isolated from the reality of a local and community life happening outside its school walls? In its school programmes, the Collège du Léman will strongly integrate community services through partnerships or collaborations with local institutions in the region. “We want our students to know about local activities and get them involved. The school’s community services are considered by our students to be some of their most worthwhile school activities,” Thézé says.

Putting in place school programmes and activities, assuring academic excellence, rigor, discipline and respect, while making sure that teachers and students have enough room to learn, are guaranteed by stringent yet flexible school management. For Thézé, becoming the head of an international school was like taking on a post as a top manager. In other words, certain strict teaching standards are demanded from the staff. Teachers not only have to earn respect from their students, but they must also be prepared to confront adults, such as their peers in performance reviews. “They must learn how to accept constructive criticism,” he adds.

Collège du Léman in a capsule

General information

• Founded in 1960 by Francis A. Clivaz
• A private international school for boys and girls from 3–18 years old
• As of 2011, a total of 2,200 students, 220 are boarding students
• Highly multicultural with 120 nationalities

Academic

400 total employees: 235 teachers, 135 administrative staff and 30 employees working mainly for the boarding school

Academic programme

• French or English
• Bilingual – French and English
• Bilingual International Baccalaureate
• American High School Diploma with Advanced Placement
• French Baccalaureate
• French and bilingual Swiss Maturité
• IGCSE
• SAT preparation

Extracurricular activities

• A wide range of sports activities with a long tradition towards excellence
• Music courses with theories up to university level (including the Suzuki violin programme)
• Excursions and cultural field trips
• Academic support

Summer school programme

• For kids from 8–18 years old
• Two sessions of 3 weeks each time from July to August
• For normal and boarding students
• Intensive language courses (French and English)
• Wide range of sport, artistic and cultural activities
• Excursions in Switzerland

Article by Jane Demaurex

The perceived rapid pace of technological change, in and of itself more icing than cake, perhaps, tends to conceal the fact that basic values and competencies in management and leadership are still needed. Nevertheless, the change is felt in the asphyxiating quantity of often contradictory information disseminated daily and MBAs are feeling the effect.

Gilbert Probst and Sebastian Raisch, co-founder and director of the MBA programme at HEC UNIGE

With course books barely off the press – or out of the programmers machine – updates and critiques are often already found somewhere on the web. It may be “wow,” for the neophiliacs, but for universities and students striving to get a complete education, it can be nerve-wracking. But it has to be dealt with. The University of Geneva (UNIGE) MBA’s mission is to provide working managers with a first class education that equips them to deal with the particular challenges of a globalised world by focusing on all aspects of management.

The programme offers a balance between the academic tradition of the University of Geneva and the entrepreneurial perspective of the business school HEC. The modular curriculum provides in the first year a comprehensive overview of management research and practice covering a wide range of topics, such as finance, accounting, marketing, HR, economics and strategic management. These core modules can be studied in French or English. Many students then select the flagship International Management programme, which provides participants with the specific capabilities and skills required for a higher management position in a multinational company or organisation.

We are the world

The mission is to provide working managers with a first class education

Most of the MBA participants find themselves in a situation where they work in a functional department as part of a larger team, but they ultimately aspire to attain leadership positions with global strategic responsibilities. M. Sebastian Raisch, MBA director since September 2010, speaks of meeting market demand by “bridging the skill gap”.

He envisaged the International Management programme to focus on the acquiring of global skills, general management skills and leadership skills that participants need for their future careers. The tailored modules in this programme provide participants with the necessary tools and skills required to achieve their objective.

Alternatively, participants at the UNIGE MBA can choose one of the many specialisations. The offer in the second year of the MBA cycle has been continually enhanced over the years as demonstrated by the numerous areas of concentration. Some to focus on human resource management or marketing, others choose entrepreneurship or health organisations whilst some build upon the privileged situation of Geneva and select commodity trading or international organisations.

Develop yourself

The UNIGE MBA is the only programme that offers a comprehensive general management programme together with what it calls the Personal Development Programme (PDP). This innovative course is about connecting the gap between skills and ambition; it is an exploration process where company managers coach students on their future career development. Additional interactive courses with experienced-based learning are offered that will help students become aware of their skills and ambitions, to gain a better understanding of the gaps, and to develop their leadership skills. The diversity and high qualification of UNIGE MBA participants combined with the excellence of the professors have earned the University highest grades internationally, so naturally the MBA is also fully accredited by the Association of MBAs. This means that admission to the MBA Programme is highly selective. Accordingly, UNIGE MBA put all its effort in helping its participants to succeed in this challenge, as demonstrated by the continuous success of the 700 alumni since the programme was first launched in 1992.

For further information go to: www.mba.unige.ch, you can also visit the HEC Executive Programs Information Sessions on Thursday 31 March 2011 at 6, 7 and 8 pm, Room M1150, 1st floor.

Article by Rodica Miron

Meeting today’s demand for more substance

It has been said that, “Education is the ability to meet life’s situations.” (Dr John G. Hibben) And for decades, MBA graduates from top-tier schools set the standard for cuttingedge business knowledge and skills to prepare themselves for such situations.

Nowadays, the business world is seeing ever-changing situations multiply. Students therefore need more than the conventional way of teaching to grasp these new skill sets. Increasingly, managers and recruiters are questioning conventional business education. Their concerns? Among other things, MBA programmes aren’t giving students the heightened cultural awareness and global perspectives they need. Newly minted MBAs lack essential leadership skills. Creative and critical thinking demand far more attention.

This is why more and more students have now chosen international accreditations and exchange programmes that offer more substance than just the traditional curricula. One example of how leading universities have begun reinventing themselves is International University in Geneva, also known as IUG.

IUG offers its students a continuing source of improvement and education to meet the demands of today’s world

A hub of excellence

Switzerland prides itself on its high standard in education. As a country with few natural resources, its prosperity depends to a large extent on its brain power. Most people continue studying after the years of compulsory education and many take further courses throughout their lives. So where are many of these studious individuals going? Simply put, IUG.

Founded in 1997 and nestled in the heart of Europe amid a hub for numerous international organizations, NGOs and multinational companies, and a centre for dialogue on important current global issues, lies a Swiss nonprofit foundation of higher education which welcomes some 300 students every morning.

Now ranked as one of the five best business schools in Switzerland, IUG offers dual accreditation with the Association of Collegiate Business Schools and Programs (ACBSP) and the International Assembly for Collegiate Business Education (IACBE), as well as 20 exchange programmes with universities in 13 countries around the world. Its professors have extensive knowledge both from the academic world and their work experience in the public and private sectors. With a 30 students-per-classroom rule, students are able to benefit from an interactive instruction with direct feedback from the professors through highly practical case studies – something that this University takes great pride in.

IUG also prides itself in its accommodations for students, since as we all know, the housing situation in Geneva is not, say, within the average student’s budget. The University has recently acquired new housing facilities to meet the increasing demand for student housing through a long-term lease of a building that can accommodate approximately 25 students. Located near the Cornavin train station, the building is an historic landmark which has been completely renovated into a modern living complex. With this addition, students now have a wider choice of housing to choose from in the Geneva area.

New Master’s programme

As part of its constantly keeping a keen eye on the demands of transferring skills and qualifications, IUG began offering a new Master’s in International Relations programme in September this year. Following a year of research and consultation, a new curriculum was developed to reflect today’s required skills and knowledge at a global spectrum. Students enrolled in this programme will take some courses with other majors and then register for specialized courses that include governance and politics, information society, geopolitics and European Union and international relations strategies.

One of the major advantages of this particular programme is that students attend conferences and seminars that touch upon topical issues with speakers chosen from today’s prominent leaders. Recently, for instance, IUG students majoring in international relations (led by Dr G. Jovanovic) attended a joint UN/ UNITAR lecture series dealing with the topic “Resetting the Nuclear Disarmament Agenda”. The keynote speaker was Mikhail Gorbachev, former President of the Soviet Union, with an introduction statement by Ban Ki-moon, Secretary- General of the United Nations. Students appreciated the opportunity to learn from world leaders the challenges facing the world powers in containing and reducing the danger of nuclear proliferation and nuclear conflict.

A programme of continuing improvement

Due to ongoing reinventions with the programme directors, a strong international exposure and an integration of current topics within its curricula, as well as providing students the opportunity to attain a better understanding by attending conferences with influential leaders, IUG offers its students a continuing source of improvement and education to meet the demands of today’s world.

There seems little doubt that IUG has certainly met Dr Hibben’s expectations of what is now defined as “education”. The University will continue in its efforts to provide the best environment to facilitate its students to achieve their hopes of pursuing a career in today’s ever-changing world, whether in the public or private sector. And, perhaps more importantly, as a result of its dedication of constant reinvention of its programmes, IUG is proud of its excellent graduate employment record – something that no doubt Dr Hibben would also take pride in.

For further information about IUG’s programmes, visit the University in Geneva at ICC 20, Rte de Pré-Bois or contact the General Secretariat (tel: +41(0)22 710 71; web: www.iun.ch).

Article by Laura Romanin

A new school, a new name – Geneva British School

After the success of its A-Level College followed by an equal result with the Geneva Secondary School, ASC International House will open a new anglophone primary school (ages 5-11) in Geneva in September 2011. In marking this event, this renowned establishment has decided to regroup the three schools under one name – Geneva British School.

Geneva British School

To find out more about the changes and the new programmes, Swiss Style recently spoke with Douglas Crawford, Director General and owner of ASC International House.

Swiss Style: Generally, schools tend to open with younger children and then work their way up through the higher age levels. Why have you done things in reverse?
Douglas Crawford: We opened our A-Level College in 2005 because there was a serious and urgent need to offer an alternative to the International Baccalaureate in our region and no one else was offering it. The IB is an excellent exam but not every student is suited to the structure it demands, i.e. the need to study six subjects. The Swiss Maturité and French Baccalauréat involve even more subjects and we felt that we needed to offer an alternative at that time. With the A-Level system students can access university in the UK, in Europe and here in Switzerland with only three subjects at A-Level – this allows students to focus on the kind of subjects which they will study at university and drop subjects which they have no intention of pursuing after they leave school. We have been very happy with the results of this project and we are delighted that so many of our students have gone on to secure places at university – something which would not have happened had they taken the IB. Parents have also been delighted by the small class sizes (a maximum of 10) and the level of fees (CHF 12,900 for 2010).

We opened Geneva Secondary School in 2009 in response to strong and consistent demand for private education in English in our region. In doing so we also wanted to offer an attractive alternative to the existing schools in the area. GSS offers high-quality tuition in small classes and at much lower prices than some of the other international schools. Once again, there is no intention on our part to compete with our colleagues just to offer more choice to parents. As well as small class sizes and lower costs, we also try to offer a small-school experience with only one class at each level. The exact same principles will be applied to our new primary section when it opens next September.

In terms of the order of opening it made sense to us to ensure that when our students left one of our sections they would always have a place in the next level upwards, i.e. our primary students can move into secondary and our secondary students can go on into our A-Level College. The whole institution will be supervised by the same principal, Mrs Raji Sundaram, who has done a fantastic job in running both the secondary school and the A-Level College – this will also ensure that the same ethos and management style will apply across all three sections.

“As well as small class sizes and lower costs, we also try to offer a small school experience with only one class at each level”

SS: Why have you chosen to unite the three sections under the name of Geneva British School?
DC: Firstly, it was important for us to have one name for the three sections – Primary, Secondary and A-Level – as they all form part of a single and coherent educational system. Choosing a name is always difficult but we wanted to have a maximum of transparency for all concerned. We would have liked to use British International School of Geneva as this would have accurately reflected what we do – an international school in Geneva which teaches the British curriculum. However, it was felt that this title could well cause confusion with the International School of Geneva and this was something we wanted to avoid. In the end, Geneva British School was the best option available to us in terms of accurately conveying what we do.

SS: ASC International House has grown consistently since 2004 – do you plan to cease further expansion or are there other plans in the pipeline?
DC: It is true that the organization has become a lot larger in the last six years and that brings with it certain challenges. Today, we employ well over 200 professional staff in Geneva, in Vevey and in Gex. However, all of that growth has been based on client demand and has been financed from our own resources without resorting to borrowing from the banks. This leaves us in a very strong financial position and able to react quickly and decisively should another suitable opportunity present itself.

At the moment we are looking for possible acquisitions of a series of language schools and are also studying new anglophone schools elsewhere in Switzerland. I am also extremely fortunate to be surrounded by a fantastic team of directors who have made a consistent habit of transforming my wild ideas into real and successful projects!

SS: Thank you for taking the time for this interesting chat and we wish you continued success in future.

Article by Diana von Trupp

Global management provides the knowledge, skills and flair to fight the challenges of globalization

A few years ago a museum in Geneva was about to embark on an exhibition of an ancient Roman port. Artefacts for the display were ordered from Italy and work was underway for the grand opening night. In preparation for the arrival of the artefacts, the museum’s management meticulously started preparing a mountain’s worth of documents relating to each and every object. But a mishap occurred.

Dr Jean-Louis Arcand, of The Graduate Institute, teaching to the Executive MBA cohort

When the Italian representatives arrived, it turned out – to the fury of the Swiss – that they hadn’t been doing their part of the paperwork and the exhibition would not be able to go ahead. The Italians didn’t understand what the Swiss were worrying about; they were simply looking for a handshake to seal the deal.
Globalization means we are engaging in increasingly more cross-border transactions and, subsequently, the risk for such cultural misunderstandings increases.

Cultural relativity in business

If globalization has been in existence for hundreds of years, why is it only lately that it has been brought in to the business classroom? There are two possible reasons for this. Firstly, a global business does not always mean you physically being there. Often, it’s virtual – your supply chain may be in China and your product development base in India. Such dynamics of distance and culture increase the challenges exponentially and require additional management expertise.
Secondly, a large part of the answer lies in the increasing impact of business ethics. Let’s take business ethics to mean examining the ethical issues that may arise out of business practices. In a globalized world, the cultural relativity of ethics comes into play. One ethical framework can no longer dominate or be imposed across a global marketplace. Sustainable success requires a responsible analysis by a savvy corporate citizen of the world.

In the past two years this concern has justly found itself a place on the management education agenda. Having witnessed the defects of modern capitalism and its estrangement from the system of values in which it was born, perhaps it’s time to open our eyes to new frames of reference. The opening speech at the recent World Economic Forum Meeting saw French President Sarkozy cry out for a re-engineering of capitalism. To carry on with a short-term perspective for short-term gain is irresponsible. If the inbalances of globalization fuelled the financial crisis, it’s a sign that the traditional Western dominance over huge economies such as Africa, India and Latin America must change. It’s about restoring the moral dimension of capitalism and globalization.

Strategic boundary crossing

Respecting one’s international peers, however, is more than an ethical code of conduct and humanitarian well-thinking. Before we get sidetracked too much into the moral domain, a global corporate outlook is a winning and imperative strategic concern for your company. Being globally aware adds another dimension to how you conduct business, allows you to better communicate with your international associates and broadens your business knowledge base.
To make globalization as successful as possible there needs to be an understanding, appreciation and respect of other cultures’ business practices. If this were simply a modern moral dilemma, it would be reserved for the local village evening philosophy cafe discussions. The fact that it is being taken into the classrooms of executive business schools shows that it’s something that holds true strategic value for the visionary leader. A better understanding of the world not only enriches your personal life but can have huge implications for the efficiency, effectiveness and success of your business.

No space for faux pas

Most business schools touch upon this subject; many have it as key component in their curriculum, but few take it as their overarching principle. Any business school can graduate world-class students, entrepreneurs or managers, but how many can actually give the world socially conscious business people who are also globally aware?

One institution that has established itself on the reigns of international management is Thunderbird School of Global Management. Its flagship campus is in Phoenix, Arizona, but to further spread its wings of knowledge, it has recently set up a base in Geneva in collaboration with The Graduate Institute of International and Development Studies. Thunderbird faculty travel monthly to Europe to deliver the programme in the form of one-week modules over a period of 11 months and the Institute complements Thunderbird’s expertise with guest professors.

How does Thunderbird know that it truly prepares its students for the international world? Extensive research at the institution led to the development of a Global Mindset Inventory assessment, whose three components include psychological, intellectual and social capital. These are integrated into the programme to give leaders the ability to influence individuals, groups, organizations and systems that are unlike their own.

Psychological capital entails a passion for diversity, quest for adventure and self-assurance. When you have intellectual capital, you’ll be seen by others as being global business savvy, having a cosmopolitan outlook and a cognitive complexity. Social capital requires one to have intercultural empathy, interpersonal impact and diplomacy.

Global citizenship

Leaders who have these qualities do not just have global ambitions for their companies but, as people, they are good at decoding what’s going on around them in cross-cultural environments and choosing the right behaviour under the right set of circumstances. Thunderbird knows too well that this “Global Mindset” cannot be learnt entirely in a classroom, which is why students partake in field seminars in locations such as Peru, Chile, Russia, China and the United Arab Emirates as part of the programme. Being on location allows cultural assimilation and networking opportunities with top business leaders across locations and sectors.

The most important and unique aspect of Thunderbird’s programme is that it furnishes its students with the soft skills needed to emotionally and socially engage in the global business community: ie cross-cultural negotiations and communications, understanding the particular nuances of regional business environments and globally applicable leadership skills.

Article by Ardie Guadeloupe

“My bill please”

Sitting in a stranger’s tent sipping freshly brewed mint tea amongst cactus groves in the vast silence and brooding solitude of the desert is the saga of Bedouin hospitality. In such an unforgiving environment turning away a stranger is on par with murder. For the inhabitants of the Sahara, hospitality is a cultural value and moral imperative.

As a standard of conduct, throughout our history hospitality has been applied as a law, an ethic, a principle, a code, a duty, a virtue. Today, as any hotelier will demonstrate, hospitality as a moral imperative has survived into the commercial hospitality industry. Descendants of the ancient ideas continue to inform current standards and practices.

Satisfaction and happiness – raison d’être

Hospitality is no ordinary industry and it’s an industry that is hard to criticize because it speaks to a universal human concern: happiness and being cared for. It is one of the few industries in which the authenticity and actual concern for the well-being of the customer is put into practice. Hospitality offers a moment of respite. It shows how business does not necessarily have to be brash, profit-maximizing and self-indulgent, but can be genuinely friendly and offer instant customer satisfaction.

The core qualities of hospitality may have remained the same throughout time but our expectations around them have greatly progressed. In the early days a traveller would settle for the first inn he came along with no particular expectations other than being offered a roof and something to keep his hunger at bay. There would be pillars in place for him to hang his hammock and the owner would most likely join his guest for a cold beer. The traveller would eventually retire to his room and the following morning without disgruntlement pay his bill and venture off in high spirits.

Today, the story is slightly more complex. Due to the plethora of choice, the modern-day guest isn’t going to settle for second best and some sensitivity from the hotel manager or receptionist is required to deal with the demanding guest. Avoiding embarrassing faux pas – such as those of John Cleese’s “Fawlty Towers” Basil character of the highly successful and hilarious British TV series – demands more than just smiles, but an indisputable interest in and knowledge of how to make your guests feel genuinely welcomed.

Hotels – playing with our minds

Why is it that so much energy is spent on improving the well-being of the guest? Are people not capable of creating their own happiness? What’s more, when people are on holiday, their state of welfare is already better than it is the rest of the year. Looking at how we really are when we’re away could offer an explanation. Whether it’s a business trip, a family holiday or a romantic getaway, we’re not entirely our seemingly selves.

For all the excitement – or disdain – that comes upon stepping into a hotel, there passes through us a moment of helplessness. Even in the plushest of five stars adorned with rose petals, echoes of jazz music and leather armchairs around every corner, we’re still out of our own comfort zones, feeling out of place and lost.

This is how a psychologist would analyse the situation. Most of us, thank goodness, probably don’t ever consciously feel like this because some member of staff instantly beams a welcoming smile at you and our initial apprehensions are immediately swept away. This is why hotel staff is so vital. If we take away the staff, the hotel becomes a hostile environment.

When we are away the hotel is the nearest thing we will get to a home. When the air outside smells different, the people talk a strange language and the food has a funny texture, the hotel becomes the safe haven that we turn to at the end of the day. A good hotel is like a compensation for the challenges of being away. It puts our psychological security at ease. The greater need for friendly staff where the focus is entirely on us is also probably a reflection of our individualistic society. In this context a hotel fits the bill perfectly.

Professionalism: Today’s quest for perfection

These personal and emotional needs explain the rise of hotel management schools. In the broader perspective their existence is also illustrative of what travelling has become today. It’s no longer aimless wandering around but has become institutionalized. We find at our disposal services catering to all our travel needs. The world has realized how to capitalize on the travelling man. Before, such service-mindedness was out of habit; nowadays, people spend years at higher education institutes being trained in what should be a natural given.

The Business and Hotel Management School in Lucerne is an example of one such institution. This top-ranking institution reveals that hospitality is more than a cultural disposition. The intensive and comprehensive programmes cover a diverse spread of courses such as yield management, front office operations, accounting, human resource management, food service operations, personal computing, sales and marketing, business ethics, strategic financial management and law, to name a few. An 18-month internship illustrates that hospitality in the modern age requires practice.

As a traditional ethical code of conduct, hospitality shouldn’t be rocket science but part of our ingrained knowledge. It appears, though, that hotel management schools are needed more than ever. The reason: we’re living in an age of professionalism. In an era where we strive for the best, it looks like hospitality is no longer just an art but also a science.

Article by Désirée Esmeralda

Putting business schools back in touch with reality

“It is not the strongest of species that survives, nor the most intelligent that survives.
It is the one that is most adaptable to change”—Charles Darwin

Today, Charles Darwin’s theory of survival speaks to the most signi-ficant challenge facing companies and business schools today. If they are to keep up with the pace and scale of knowledge-generation in the world then they must develop a stronger adaptive capacity.
Aristotle said there are two types of knowledge. There is knowledge characterized by certainty and knowledge characterized by probability. Business schools need to start adopting the latter if they are to survive. This means shredding the one-dimensional thinking, taking learning out of the classroom and interacting with others.

No man is an island

We are not living as individuals but as a society, where we are shaped by our fellow men. Human beings thrive best when surrounded by others. Communication and interaction are the building blocks of relationships.

Similarly, the business world is neither an island. Business, too, needs to be aware and connect with other disciplines to become a rightful member of our society. Business may seem a substantial concept, but it does not operate independently from other societal institutions. Many business schools have become so absorbed in the bubble of “business” that they become almost oblivious to the rest of the world.

Peter Lorange, former President of IMD and holder of honorary doctorates and numerous affiliations with high-ranking business schools, has come to the conclusion that there is too much of a “me, me, me” attitude. Business schools need to become less pompous in how they think about their subject. They need to adopt a “we, we, we” attitude, which means transforming themselves from being fundamentally a collection of individuals to a team-based provider of academic value.

Business education cannot simply follow one formula but needs to open up the subject to other areas of knowledge. Often they are too busy staring down at their own silos that their thinking becomes insular.

Business is not theory

This is why cross-disciplinary learning is essential to a genuine appreciation of the world of business. It involves collaborating with companies and organizations outside the classroom. The learning input needs to come from experts representing different business fields. It helps to define the research agenda. It makes the faculty output more relevant to practising managers. One has to lead and be led, ie the interaction between prepositional and prescriptive knowledge.

It is in these two types of knowledge that the nature of this kind of cross-disciplinary learning manifests itself in. Prepositional knowledge is theory based, gained from empirical evidence and learnt through textbooks. It is classical axiomatic research. Prescriptive knowledge is the judicious kind, which can only be gained from practical experience and observation. Unlike many other subject areas, that of business and management requires a slightly different angle, a greater heed towards the prescriptive kind.

Learning through doing

w one formula but needs to open up the subject to other areas of knowledge"

This is because people at business schools have often come straight out of a firm and therefore still have the mindsets of a company man. They want their learning experience to be as close as possible to the environment in which they normally work. Therefore prepositional knowledge on its own, although offering great insights, has little use value for the keen businessman who wants fast results from his learning. Prescriptive knowledge provides the “how to …” aspect.
One school that recognizes this is the Lorange Institute of Business in Zurich. Headed by Peter Lorange, his new Zurich institute has a heavy action-learning concept.

The Living Case is a central feature of the Institute’s Executive Master Programmes. Participants work with a client organization on a project that improves business performance. These projects train the participants how to analyse a complex business situation, understand the reasons for the current state of affairs and recommend relevant action.

Prescriptive knowledge gives participants the confidence to succeed in the real world whereas prepositional knowledge lays the foundation. Business schools need to know their own competence base, what type of prepositional knowledge it possesses. Only then can it develop a strategy to build on its strengths.

Global perspectives

The interplay between these two types of knowledge is essential because it sets the stage for change and provides the competitive advantage that business schools seek. In this quest for knowledge it is equally important to carefully consider where these business insights are to be adopted from. We can no longer merely look to the US and Europe for theories and examples of modern day business practices. Asia in particular has a lot of knowledge to offer and deserves more attention.

Additionally, the teaching needs to be done in an international environment also. A great deal of the learning is achieved in discussions and debates with others who have a completely different mindset and ways of understanding a business problem.
Integrating comparative cultural perspectives may seem to add complexity, but that’s what we want because it provides intellectual challenges that have the potential to unify the faculty. Yet at the same time multicultural executive learning adds focus, even though the context may seem diverse. The professor-student interaction and continuous feedback offered by the students adds to the prescriptive knowledge. This form of learning avoids the pitfalls of the dry delivery of abstract theories by the professor.

A school alone cannot teach you about business

All of this creates a good programme consisting of cross-disciplinary learning, a mixture of theory and practice, an international environment in terms of teaching material and participants, and learning that is directly business related. However, it is only half the story to creating a successful business school. High calibre participants are also called for. Good business schools only take in applicants with a professional business background. This is because business is a different kind of reality.

Think of moving into some exotic tribe in the Amazon, with different customs, seemingly strange rituals, a specialized language and a distinct culture. The corporate world is also foreign territory, which takes time to assimilate into. Having lived and breathed the financial world previously won’t make the transition to the business school tribe seem so hostile. One has to have experienced the actual environment itself in order to understand the technicalities taught at business school.

Business is certainly no exotic concept to those at the Lorange Institute. Their future is safe guarded by the realization that one cannot just adapt to changing realities but must also proactively shape the future agenda. In doing so one has to lead and be led. However, one must not choose learning partners opportunistically. True institutional learning must be based on a school’s competencies, which allows it to develop cutting-edge prepositional knowledge – seeing opportunities for evolution of this knowledge base where others do not. That is the strategy for survival.

For further information about the Lorange Institute of Business in Zurich’s programmes, contact the Institute at Hirsackerstrasse 46, CH-8810 Zurich/Horgen (tel: +41 (0)44 728 99 45;  www.lorange.ch).

Article by Paula Svaton

Switzerland’s domestication, breeding and cultivation of scientific ideas

It might be slightly off the standard tourist trail but there is a lesser acknowledged hallmark of Switzerland – namely, Swiss universities and research centres. For aspiring scientists, these establishments have a firm place on their wisdom itinerary. Switzerland’s educational environment is conducive to both secondary-school students as well as top academics.

A global scientific hub

The increasing number of Master’s courses being offered in English is indicative of Switzerland’s popularity as a place to study. Or take the number of important companies that choose Switzerland as their research base, eg IBM, Novartis and Philip Morris. It places them on the doorstep to the latest scientific developments and in close proximity to the headquarters of thousands of multinational companies that have followed the Switzerland-bound relocation trend.

For centuries, Switzerland has harboured scholars who had been persecuted at home for their scientific or political ideas. When Zurich University opened in 1883 its teaching posts were filled by Germans, fleeing from a failed revolution. How does the country today preside and attract people to its global scientific hub?

Brainpower – Switzerland’s valuable resource

The groundwork to Switzerland’s favourable learning environment is its exceptionally high investment in education, which is considered an essential pillar of domestic policy. Its dual education system means that two thirds of secondary-school students embark on a vocational education, providing a solid professional basis for life-long learning. Low tuition fees add incentive for people to stay in education, a resource that is highly valued by the population.
Heavy investment is further targeted at universities. About three quarters comes from both private and multinational companies. Such close contact between businesses and research centres helps to develop the infrastructure for scientific research. Due to its relatively flexible labour market, high transparency and respect for the law, Switzerland has developed a sophisticated business culture helping make the country competitive. This in turn spurs on scientific and high-tech research to sustain a top-quality economy and generate wealth.

The home of pioneering research

"A country with such renowned status for scientific and technological enquiry bears with it a certain intrigue for aspiring scientists"

Expenditure on research and development covers a grand total of 2.9% of GDP, one of the largest in the world. The mutual dependency between R&D and university knowledge flows means scientists studying at the country’s research institutes and universities are well-placed to make ground-breaking studies. Not just do its individual universities receive high rankings, eg Zurich’s ETH is ranked 20th university in the world by the Times Higher Education, but the country as a whole constantly tops the league tables for new ideas. High scores are also sighted in the large number of patents the country holds, the most per capita.

The scope of their influence is concurrently reflected in that their scientists have the highest publication rate per scientist at 750 per 1,000 researchers. According to Swiss State Secretariat for Education and Research, each publication receives on average 7 citations, which is among the highest in the world. That Switzerland has no fewer than 120 Nobel Laureates, one of the highest per capita (this includes non-Swiss nationals who were affiliated with Swiss universities and research institutes) is no surprise.

A country with such renowned status for scientific and technological enquiry bears with it a certain intrigue for aspiring scientists. Many universities have therefore decided to open up their doors to students of science from both Switzerland and abroad to participate in summer schools. These enriching months-long courses give students the encouragement and practical experience needed for a successful scientific career.

Scientific diplomacy

The University of Basel runs a summer nursing course for PhD students, with intentions of opening it to Master’s students as well. It gives training fellows valuable insights into methods of systematic reviews and meta-analysis.

The University of Berne’s climate summer programme for PhD students and post-doctorates uses an interdisciplinary approach to study and assesses the issue of climate change. Funding by the NCCR – Switzerland’s centre for excellence in climate and climate research – allows participants to interact and gain contacts with leading climate researches.

École Polytechnique Fédérale de Lausanne has a summer programme for undergraduates, Master’s and PhD students of life sciences, giving hands-on practice, weekly seminars and developing the student’s appreciation of science. A formal written report of their findings is submitted by each student at the end of the course, giving them real participation in the scientific community.

Applications for these summer courses are especially competitive, attracting the most zealous young researches, many whom, afterwards impressed by the academic eminence in Switzerland, decide to pursue their future scientific careers here. A positive feedback loop is created.
Another way that Switzerland allows the world to share in its scientific development is through an organization called ThinkSwiss. In cooperation with the Swiss Confederation it promotes knowledge-sharing between the US and Switzerland. Up to 15 scientific research scholarships per year are awarded to American students to spend a term at a Swiss University.

Swiss secrecy? – not when it comes to research

It is not just academic institutions that are putting this tiny country on the international scientific scene. The NCCR, the National Centre for Competence in Research, sets the stage for Switzerland’s scientific diplomacy. One of the organization’s programmes which elegantly proves that Switzerland is at the forefront is the NCCR Climate Research Programme. Climate change is set to become the most imperative security issue on the international political agenda. NCCR has placed Switzerland as one of the leaders in the movement to combat climate change. In typical Swiss style, the project attracts education centres, government and businesses into what is fundamentally a scientific matter. This climate project funded by the Swiss National Science Foundation is a network between the universities of Bern, Fribourg, ETH and Geneva, a number of federal agencies and Swiss Re, the reinsuring company.

The project takes a holistic view on the matter in order to get to the core of the problem. Long before climate research was on everybody’s lips, the organization has been the source of knowledge concerning climate change as well as the pioneer of possible solutions. What’s more, being in Switzerland, their projects are of course innovative. For example, thanks to the NCCR, the Jungfrau region is home to the world’s first climate iPhones. Visitors to the region can rent iPhones with inbuilt GPS alerting one to the climate troubled “hotspots” along the mountain routes. The iPhone presents audio information about the particular spot. This is a beautiful example of how Switzerland’s research and education is not confined to the classroom but manages to find its way into tourism.

An important part of the NCCR is education. The Swiss may prize secrecy when it comes to banking, but in the domain of science and education, conscious efforts to disseminate knowledge are de rigueur. NCCR publishes numerous brochures about its findings and for those that are more academically orientated there are countless opportunities to join the scientific community. The organization supports and encourages young people to pursue further study in science. Meetings between PhD students and post-doctorate students are regularly organized. The next 9th Young Researchers Meeting is taking place at Centre Loewenberg near Murten on 10–11 June 2010.

The golden ticket

"Expenditure on research and development covers a grand total of 2.9% of GDP, one of the largest in the world"

In addition to universities and research centres, big players in industry are also doing their part. CERN and Roche have a large role to play in shaping Switzerland’s scientific education.
CERN, the European Organization for Nuclear Research, allows students to share in its groundbreaking research; it has Technical Student Programmes, which gives students paid training as part of their studies. Following the trend of other research centres, CERN also has a summer programme, where students in engineering, IT, physics or physical chemistry partake in academic training lectures, workshops and compile project reports. Doctoral students in engineering, applied physics or IT are also invited to submit their PhD thesis and join the academic training. There are also short-term student programmes for those that would simply like a taster of what it is like to work at CERN.

It would of course be expected for research institutes to offer incentives for education but maybe less so of multinational corporations. However, the Basel-based biotech company Roche, ardent to live up to the Swiss reputation for scientific education, has established an international post-doctorate Fellowship to support outstanding young scientists in cooperative R&D projects between Roche and academic institutions. The aim is to promote young talent and in the long term it is hoped that the fellowship programme will become an international platform for scientific excellence. Such proposals are ways of staying true to the company’s principles of furthering groundbreaking research.

Initiatives such as these are an important undertaking for the global scientific community. Holding such a prominent position within a field of expertise almost inflicts a sense of responsibility upon the status holder. Out of its own scientific superiority and for the sake of disseminating scientific advancement, Switzerland takes these extra steps to convene the world’s finest minds into an intellectual powerhouse.

Illuminating knowledge

Switzerland’s innovative environment, top facilities, inquisitive approach, science-friendly policies and strong intellectual property rights continue to attract researchers and celebrated professors.

Those that come here can be assured that their research is not limited to the confines of the laboratory. The Swiss consider the promotion of its research to be an important task. This is not only because it is beneficial for society but also to warrant continued funding. The Innovation Promotion Agency provides that vital link between laboratories and industry. There is also aid to apply scientific solutions to acute social and economic problems. The National Centres in Competence in Research (NCCRs) and National Research Programmes (NRPs) cover problems ranging from sustainable water supply, stem cells and smart materials to religion, state and society. For those still in between their doctoral thesis and assistant professorship there are supporting grants from the Swiss National Science Foundation (SNSF).

These institutes contribute to an effective research structure in Switzerland and strengthen its competitiveness. Since Switzerland has no natural resources, science, technology and innovation become the defining aspects of the economy and, consequently, part of the larger cultural framework. Its political climate has had a long tradition of innovation and the world certainly knows where to turn for scientific diplomacy.

Article by Paula Svaton

Who has an edge in the Swiss job market?

Who has an edge in the Swiss job market

Even in a time of crisis, the Swiss have not lost their time-honoured reputation for accom-modating their job-seekers. According to data compiled by the Créa Institute of Applied Microeconomics, Swiss exports have declined by 14% in the first quarter of 2009 and the Swiss economy as a whole is predicted to shrink by 3.2% in 2009 and by 0.8% in 2010.

Despite the significant economic downtown, however, unemployment rates in Switzerland have remained among the lowest in the world, at a yearly average of 2.6% throughout 2009.

Job prospects are especially bright for foreign nationals seeking work in Switzerland. Due to federal laws that guarantee equal salaries and working conditions for non-nationals, Switzerland has long been a haven for foreign employees. There are currently 1.5 million foreign residents in Switzerland, 50% of who reside in Geneva where droves of international organizations and multinational corporations employ English-speaking foreign nationals.

However, recent developments in Swiss hiring policy have made competition uneven for different categories of foreign job-seekers in Switzerland.

Good news for EU nationals

In 2004, European workers got a significant leg-up in the Swiss job hunt when a second round of bilateral negotiations between Switzerland and the EU resulted in a renewed Agreement on the Free Movement of Persons that waived Swiss hiring regulations for foreign job-seekers hailing from EU-17 and EFTA countries. As of today, EU and EFTA citizens enjoy virtually unlimited access to the Swiss job market.
Today, obtaining a Swiss work permit is far simpler for EU citizens than it was in the days before the agreement. Employers no longer have to prove that there are no qualified Swiss candidates to fill available positions before hiring EU nationals, nor are they permitted to favour Swiss nationals over equally qualified EU citizens in their hiring decisions. Consequently, job-seekers from EU and EFTA countries are no longer required to present specialized degrees and high-level qualifications to obtain a permit, and are much freer to hunt for jobs in any skilled or unskilled sector.

Following the renewed Swiss-EU agreement in 2004, the migration of EU workers into Switzerland increased dramatically, as did the number of cross-border day commuters from neighbouring countries. In 2005, EU nationals comprised roughly 62% of foreign workers in Switzerland, with the number of workers from western and northern Europe in particular increasing by 3.8% since 2003. German migration also rose sharply by approximately 8% in the last five years.
Despite early fears among Swiss citizens that opening the door to foreign EU workers would result in higher unemployment rates and lower wages for Swiss nationals, the influx of EU job-seekers in recent years has not had a significant impact on either of these indicators. One possible reason is that EU job-seekers are often highly qualified and fill positions in high-growth sectors such as communications systems engineering, microtechnology, biotechnology, finance, law and foreign language teaching where there is a current shortage of specialists. The most recent wave of German migrants, for instance, is predominantly employed in the university and health-care sectors.

A double-edged sword

On the other hand, another reason that the large influx of EU migrants over the last few years has had little impact on job market conditions could be due to the fact that the Swiss government has been steadily tightening the regulations against their non-EU counterparts. Despite opening doors for EU workers, the Swiss-EU agreement may have also created a two-tier system when it comes to the granting of work visas to foreigners.
Although less than half of all Swiss work permits available for non-EU nationals are granted each year, the requirements for obtaining one are so rigorous that many non-EU job-seekers – including Japanese, Australians, Canadians and Americans – are often forced to back out of their contracts. Such was the experience of Cathy Johnson, an American expatriate who was denied a work permit for a communications position in 2005, despite the enthusiastic backing of her Swiss employer and a university degree in her area of specialization. In all Swiss cantons, caseworkers handling applications for work permits strictly enforce the laws requiring employers to actively seek out Swiss and EU candidates before hiring non-EU nationals for the job.
The enormous amount of paperwork that must be filed in this lengthy and often expensive process has unfortunately discouraged Swiss employers from hiring beyond European borders. As Johnson’s tale indicates, those who do brave this process often fail to secure the permit, since there is likely to be an abundance of equally qualified European candidates for entry and lower-level positions in even specialized, skilled sectors.

Finding a niche

Although today’s job prospects for foreign non-EU nationals look grim, reports on Swiss hiring conditions for non-EU workers agree that finding a professional niche could be key to securing a position in the Swiss job market. Highly qualified managers, senior executives and higher-level specialists and technicians always have top priority when it comes to work permits. English-speaking employees of United Nations and other international organizations also enjoy preference in the process, as do the relatives of those who already hold Swiss work permits.
Traineeship programmes could also serve as an indirect avenue into the Swiss job market. Since the requirements for trainees are usually lower than for full-time employees, non-EU job-seekers denied work permits could still eventually secure an entry-level position through trainee programmes, which also help build the qualifications and skills needed to secure full-time work permits.

The Swiss have come far in opening the doors of opportunity to their EU neighbours. However, until further national legislation is passed to improve hiring conditions for non-EU nationals, the latter will have to rely on special skills and niches in order to gain an edge over their European and Swiss competitors.

Article by Karin Sun