FROM María-Teresa Lepeley, President
We cordially invite you to consider contributing a chapter for a forthcoming book titled:
Human Centered Executive Education: Global Imperatives, Innovation and New Directions
Ernst von Kimakowitz, Director, Humanistic Management Center, Switzerland
Teresa Lepeley, Founder & CEO, Global Institute for Quality Education, United States
Book publisher: Palgrave Macmillan
Globalization, technology, and new forms of communication and social networking are imposing unprecedented challenges in organizations of all kinds and in management education in particular that have a significant impact on the demand and delivery of Executive Education Programs. Research is scarce and new knowledge is key to innovate and advance.
The speed of change is such that impairs accurate predictions about the skills and competences people will need in near future and magnifies a global consensus that people's motivation, commitment, curiosity, insight, adaptability, and determination based on ethical behavior, are the attributes businesses and organizations seek in the 21st century. Furthermore organizations expect educational programs to lead this transition, thus accelerating the need to advance from the industrial business prototype to a human centered paradigm. In Executive Education this entails constant evaluation and updating in curriculum, content and delivery forms.
In terms of content, the purpose and outcome of forward looking EE Programs is aligned with principles and practices of humanistic management that consolidate the role of business and organizations as "value creators" to increase a positive impact on society and the environment.
Changes in Program delivery entail to move on from the traditional instructor centered pedagogical model to innovative learning communities. In this scenario instructors and learners share responsibility for learning. Learning is no longer constrained to a classroom setting, but takes place in a broader landscape of real situations, events, current technology and blended channels that continuously reinvent learning opportunities.
People centered educational programs thrive in learning communities that: 1) move fast from dependency to self-direction, 2) draw upon a reservoir of previous experience to build new knowledge; 3) stimulate creativity and ideas to foster continuous improvement, 4) help people to be flexible and ready to assume new roles; 5) use win-win negotiation techniques, 5) enhance problem solving and capacity to apply knowledge immediately.
On the same token, educators' productivity is strengthened in learning communities that: a) deploy participative leadership, cooperation and team work; b) integrate knowledge at different levels, in multiple fields and across national borders; c) stimulate networking, d) diagnose learners' needs and formulate sequential activities to meet expectations, and e) propose (but not impose) methods, materials, and resources to optimize learners' experience in synch with program improvement.
Human centered management is attuned with the Executive Education mandate to prepare professionals empowered to immediately deploy what they have learned founded on a dual objective. I) Deal successfully with business and organizations' ethical dilemmas to attain a congenial work climate supporting personal development and collective productivity. II) Improve performance based on quality standards for sustainability and competitiveness of products and services to meet demands of customers, clients, and users.
The book aims to promote innovation in management education in general and Executive Education in particular to support professionals who work, produce and benefit from a learning society where human beings, not machines, generate change and progress in developed and developing countries alike.
Chapters should intend to answer the inquiries below. The list is only a guide and innovative ideas are encouraged.
- Why is Executive Education necessary today and what is its rationale and purpose.
- What are the forces that induce change and innovation in Executive Education.
- How can the human centered paradigm strengthen Executive Education in the 21st century.
- Is Executive Education a complement or a substitute for graduate studies.
What content in Executive Education
- Which should be the core curriculum in a human centered management Executive Education Program.
- Does one human centered model suffice around the world for EE. Or is it necessary to differentiate by Regions/countries.
- What motivates executives to pursue Executive Education instead of graduate education. Is there a tendency. Global or regional.
- How important is a multidisciplinary approach in human centered Executive Education.
How to deliver Executive Education
- What are the most effective teaching methods to maximize participants' learning.
- What kind of structure, support materials, technology and blended channels are optimal to deliver EE programs locally and worldwide.
- How should teaching productivity be measured and rewarded.
- How should participants' learning be measured.
- Should EE Programs be attached to universities or should be autonomous and independent.
Cases of Human Centered International Executive Education Programs that demonstrate success in collaboration, team building, social networking, technology and knowledge integration across national borders, Continents and between developed and developing nations are particularly encouraged.
We welcome contributors that deal with theoretical and practical perspectives and quantitative or qualitative approaches.
One page Proposal deadline: June 30, 2014
Notice of acceptance: July 15, 2014
Submission Deadline: September 15, 2014
First round of reviews: December 15, 2014
Second round of reviews February 15, 2015
Delivery to Palgrave: April 1, 2015
Format of citations: Harvard Reference System
Length: Book chapters should not exceed 6,000 words including figures, tables and graphs.
No. of authors: up to 5 co-authors
Review process: All submissions will be subject to in-depth review.
Publication: Second semester 2015.
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