如今，在全球化的大背景下，在國際商業(yè)風云不斷變換之際，商學院如何培養(yǎng)學生的各項技能？如何體現(xiàn)教學的價值？本刊特專訪華盛頓大學福斯特商學院院長詹姆斯·吉姆巴沃先生，希望通過其多年的教學實踐，為國內(nèi)的商學院和企業(yè)提供參考。
《管理@人》：您是否可以介紹一下自從1917年華盛頓大學福斯特商學院成立以來的發(fā)展歷程？
詹姆斯·吉姆巴沃：美國商學院有著悠久的歷史，1881年，賓夕法尼亞大學成立世界第一所商學院——沃頓商學院，1910年，哈佛商學院首次開設(shè)了工商管理碩士MBA專業(yè)。1917年，福斯特商學院成立，并成為美國西海岸第二所最為古老的管理學教育機構(gòu)。
美國商學院最初從經(jīng)濟系分離出來，因此商學教育一直都非常強調(diào)經(jīng)濟學傳統(tǒng)。20世紀20年代以來，哈佛商學院開始把案例教學引進到商業(yè)教育之中，其他很多高校也開始陸續(xù)引進了這種有效的教學模式。20世紀50年代末，兩部教育學經(jīng)典著作陸續(xù)出版：其中一部是1959年由羅伯特。戈登與詹姆斯�；敉栕珜懙摹渡虡I(yè)高等教育》；另外一部是同年出版的由弗蘭克。皮爾森等撰寫的《美國商人教育：工商管理中的大學——學院
課程研究》。這些研究都得到卡內(nèi)基和福特基金會的資助，對商學教育產(chǎn)生了深遠巨大的影響。其中一個重要的結(jié)果就是對當時商學院的批評，認為商學教育缺乏科學的根基。從此以后，商學院開始在教程中設(shè)置統(tǒng)計分析和決策科學等量化
課程。20世紀60年代到21世紀前二十年成為商學院快速成長的時期。
如同成功的企業(yè)需要不斷變革和適應其商業(yè)環(huán)境一樣，這些年來商學院也在不斷發(fā)展之中。為了讓我們的學生更有效地應對真實商業(yè)環(huán)境中的復雜問題，福斯特商學院非常強調(diào)培養(yǎng)學生的戰(zhàn)略思維和領(lǐng)導能力。例如，我們所有MBA學生在入學時都需要參加領(lǐng)導力測試。然后根據(jù)測試結(jié)果，給每個學生指定一名導師幫助培養(yǎng)和強化他們的領(lǐng)導技能。
《管理@人》：您認為商學院教育的主要特點和價值體現(xiàn)在哪里？商學院的價值如何評價？
詹姆斯·吉姆巴沃： 商學院教育的價值體現(xiàn)在通過教育可以教給學生有關(guān)商業(yè)運作的基礎(chǔ)框架和理論，使他們在未來職業(yè)中獲取成功。同時，商學教育還可以為學生提供實踐和應用所學知識的機會。在福斯特商學院，我們的學生可以獲得很多不同的課外學習經(jīng)歷。例如，鼓勵學生參加商業(yè)案例競賽，與世界各地其他大學的學生開展競爭。這些競賽以團隊為單位，隊員都來自頂尖商學院，他們要在短時間內(nèi)根據(jù)真實商業(yè)問題制定相應的解決方案。這種機會可以幫助學生把平時在課堂學到的技能和知識更好地運用到現(xiàn)實中，效果非常顯著。
過去幾年中，我們的學生多次在權(quán)威案例競賽中獲得獎項，包括Leeds Net Impact案例大賽（2011）、公司成長協(xié)會案例競賽（2009），中國主辦的首屆中西方MBA全明星案例挑戰(zhàn)大賽（2008）、Wake Forest市場營銷高峰會（2008）等。對我們而言，這些都是教學內(nèi)容和授課風格讓學生能成功應對實踐挑戰(zhàn)的有力證據(jù)。
在評價商學院價值時不同機構(gòu)發(fā)布的美國排名榜都是基于一些可以測量的項目，例如學生畢業(yè)之后得到的工作機會數(shù)量與起薪。我認為，有很多其他不可衡量的因素影響著商學院的價值，例如我們的畢業(yè)生對社會產(chǎn)生的影響（未必是金錢）。作為商學院，我們關(guān)注創(chuàng)造未來，改變學生的人生，而可惜的是這些無法輕易衡量。我們相信，關(guān)注排名和不同衡量標準也很重要，但是同樣重要的是堅守對于學校和機構(gòu)而言最為重要的準則，雖然有時候，這些準則與排名所用的標準之間并非完全一致。
《管理@人》：據(jù)我們的觀察，與美國大學相比，歐洲大學似乎更加關(guān)注全球化。為了應對全球化，福斯特商學院采取了哪些措施？
詹姆斯·吉姆巴沃： 傳統(tǒng)歐洲商學院確實擁有較高比例的國際學生，但是學生背景也許并非全球化的最重要標志。我們相信，從根本上幫助學生培養(yǎng)關(guān)鍵技能才是我們應該關(guān)注的，這些技能在他們畢業(yè)之后進行的全球商業(yè)活動中產(chǎn)生積極影響，而不管他們是本土學生還是國際學生。因此，福斯特商學院不僅把全球化視野整合到了整個課程安排之中，同時，我們還與許多全球公司、組織以及這些公司的領(lǐng)導者進行合作，讓他們分享自己的知識，從而讓我們的學生獲得真實的商業(yè)世界感受。
我們還有聯(lián)邦資助設(shè)立在整個美國33個頂級商學院的全球商業(yè)教育和研究中心（CIBER）。這樣我們可以創(chuàng)造更多的機會，培育學生和教師隊伍的全球化商業(yè)技能。例如，在全球化商業(yè)中心近來的努力下，每年46%的福斯特商學院MBA學生可以通過海外游學與交換項目等機會去國外進行學習。目前，每年約有30%的研究生都有留學經(jīng)歷。到2014年，我們計劃將此比例增加達到50%.而全美高校僅僅由10.1%的研究生有機會獲得海外學習經(jīng)歷。另外，我們每年都會主辦兩項全球競賽：全球案例競賽和全球社會創(chuàng)業(yè)家競賽。自從1998年和2004年開始舉辦這兩個競賽以來，我們已經(jīng)接待了來自54個國家的1000多名學生。
福斯特商學院與環(huán)太平洋地區(qū)多個國家之間有著深遠的合作，通過他們來獲得國際化生源，吸引經(jīng)理人加入我們的項目。例如，我們開辦了環(huán)太平洋銀行家項目（PR
BP），針對35個國家開放，到目前已經(jīng)畢業(yè)2000多名學生。另外，我們的短期經(jīng)理人教育項目每年都會在韓國、瑞士、臺灣和泰國等地開發(fā)和實施多種客戶化的國際教育項目。最近，我們開始了一項全球化EMBA項目，強化培訓，為期一年。該項目所招收的學生都是資深的企業(yè)領(lǐng)導，來自世界各地。我們歡迎更多的中國學生參加我們的項目，領(lǐng)略我們學院教授和學生的風采！
此外，我們還與很多全球最有影響力的領(lǐng)導者和決策者建立了合作伙伴關(guān)系。在美國公司中，我們與微軟、波音、星巴克、亞馬遜等公司有密切合作關(guān)系，同時我們也與中國銀行、中國鋼鐵、臺灣水泥、韓國現(xiàn)代、泰國銀行等公司有很強的合作關(guān)系。
《管理@人》：成為卓越的商學院，還需要做什么？
詹姆斯·吉姆巴沃： 世界上并不存在唯一“完美”的商學院模型。相反，學生需要認真研究每個商學院，從而找到最適合他們，并且可以幫助他們實現(xiàn)目標的學校。每個商學院都有自己獨特的優(yōu)勢，并為了保持自己與眾不同的優(yōu)勢，吸引學生與招聘者。在福斯特商學院，我們的優(yōu)勢在會計學、營銷學、創(chuàng)業(yè)學、以及領(lǐng)導力和戰(zhàn)略思維，我們持續(xù)不斷地在這些領(lǐng)域保持并提高自己的優(yōu)勢。
附：英文訪談原文
Management@People： How has the University of Washington Foster School of Business evolved since it was founded in 1917？
James Jiambalvo： There is a rich history of business schools in the United States . In 1881 the University of Pennsylvania introduced the world誷 first business school， the Wharton School of Business， and in 1910 the Harvard Business School offered the first Masters of Business Administration. The Foster School of Business was founded in 1917 and is the second oldest institution of management education on the West Coast of the United States.
U.S. business schools initially formed as an offshoot of economics departments and there was a heavy emphasis on economic history in business education. In the 1920誷 the case-method of teaching was introduced by Harvard Business School and embraced as an effective teaching method by many other business schools. The 1950誷 ended with the publication of two major studies： Higher Education for Business （1959） by Robert Aaron Gordon and James Edwin Howell， and The Education of American Businessmen： A Study of University-College Programs in Business Administration （1959） by Frank C. Pierson and others. These studies， funded by the Carnegie and Ford Foundations， criticized business schools for lacking in a strong scientific foundation. The impact of the studies was immediate and substantial. Business schools began to incorporate statistical analyses and the study of the science of decision making to their curriculum. The period from the late 1960誷 through the first decade of the twenty-first century has been a time of spectacular growth for business schools.
Just as successful businesses change and adapt to their environment business schools have also evolved over the years. At the Foster School， in order to prepare our students to effectively tackle complex problems characteristic of what they will find in the business world， we emphasize strategic thinking and leadership capabilities. For example， our MBA students take a leadership assessment when they enter our program. Based on their outcome， each student is then given a roadmap to help build and strengthen their skills.
Management@People：In your opinion， what are the notable features and values of a business school education？ How to judge the value of business schools？
James Jiambalvo： A business school education is valuable because it teaches students the essential frameworks and theories of business they need to be successful in the workforce. It then provides opportunities for the students to practice and apply their learning. At the Foster School， our students participate in many different learning experiences outside the classroom. One example is having students compete in business case competitions， in many cases at other universities around the world. These competitions feature teams of students from top business schools challenged with creating a solution to a real-life， current business problem in a short period of time. This type of opportunity helps students apply the skills and knowledge they誺e learned in the classroom， in a real-world scenario. The result has been extremely positive. In the last few years， our students have won prestigious case competitions including the Leeds Net Impact Case Competition （2011）， the Associate for Corporate Growth Case Competition （2009）， China誷 inaugural East-West MBA All-Star Case Challenge （2008）， the Wake Forest Marketing Summit （2008）， and others. To us， these are proof points of how the teaching content and styles in the classroom are preparing our students for real world challenges.
In the United States rankings by various publications are based on measurable items such as how many of our students are offered jobs upon graduation and starting salaries. I would argue that there are many other things that make a school valuable which are not measurable， such as the impact （not necessarily monetary） our graduates have on society. As a school we focus on creating futures and transforming the lives of our students and that unfortunately is not easy to measurable. We believe that it is important to pay attention to rankings and the various measurable criteria， but it is also important to stay true to what is important for your school and your institution， even if sometimes， they may not align perfectly with ranking criteria.
Management@People： It is often noted that universities in Europe focus more on globalization than universities in the United States. What efforts has the Foster School taken in regards to globalization？
James Jiambalvo： European schools traditionally have a higher percentage of international students in their class mix， but to emphasize global education， it is important to focus on more than student demographics. We believe that， ultimately， it is about preparing students， whether they are domestic or international， to have the skills necessary to make a positive impact in the global business arena upon graduation. At the Foster School， therefore， we not only integrate global perspectives throughout our curriculum， we also partner with global organizations and leaders to share their knowledge so the students are able to gain real-world perspectives.
We are also one of 33 federally-designated Centers for International Business Education & Research （CIBER） at leading business schools around the U.S. This is important because it allows us to create learning opportunities that build global business expertise for our students and faculty members. For example， as a result of the Center誷 current efforts， 46 percent of Foster School MBA students study abroad each year through study tours and exchange programs. For undergraduates， 30 percent currently study abroad each year. By 2014， we plan to increase that number to 50 percent. Nationally， only 10.1 percent of U.S. college undergraduates study abroad. In addition， we host two global competitions each year， the Global Case Competition and Global Social Entrepreneurship Competition. Since launching these competitions in 1998 and 2004 respectively， we have welcomed more than 1，000 students from 54 countries to our campus.
The Foster School has a long history of working with Pacific Rim countries and recruiting international students and executives into our programs. One example is our Pacific Rim Bankers Program （PR
BP） which has been offered for almost 35 years and has over 2，000 graduates， primarily from Asia. In addition， our Executive Education department develops and executes several custom international programs each year for companies in Korea， Switzerland， Taiwan and Thailand among others. Most recently， we launched a Global Executive MBA program. This unique， one year program， recruits season managers from around the world. We welcome more Chinese students to join and experience our programs！
Furthermore， through executive education partnerships with organizations from all over the world， we are connected to many of the most influential global leaders and decision-makers. We have connections with U.S. leaders from Microsoft， Starbucks， Boeing， Amazon and international leaders from Taiwan Cement， China Steel， the Ministry of Economic Affairs in Taiwan， Hyundai in Korea， Bank of China， Bank of Thailand and others.
Management@People：What does it take to become a great business school？
James Jiambalvo： There is no one correct model for the 襭erfect？business school. Rather， students must seek out the school that is the right fit for them and for what they want to achieve. Each business school has its own strengths and needs to strive to continually improve and build upon those strengths to make it stand out from the other schools and attract students and recruiters. At the Foster School our strengths are in accounting， marketing，entrepreneurship，leadership and strategic thinking. We continue to invest in these areas to ensure that they are outstanding
2012-11-26 01:50:20