Management Education

Dean Kim Brooks – Welcome to a New Academic Term

September 7, 2021 rbudd Leave a Comment

Kim Brooks
Dean, Faculty of Management
Purdy Crawford Chair in Business Law

As we approach the start of a new academic term, I am always filled with enthusiasm. I love the idea of fresh starts: the promises we make to try harder, study more, go to the gym, and be a better academic peer and colleague.

I’m filled with that same enthusiasm this September. I’m excited to meet some of you in person, to hear about your aspirations and hopes, and to watch how our programs press you in unexpected ways and challenge you to rise to the best versions of yourselves.

But I want to temper that September message a little this year. For all kinds of global and local reasons, it’s been a year of realizations and change; a year of challenges and new possibilities. Maybe go a little easy on your expectations for yourselves and for others in the face of that. September brings promise and hope and new commitments, but you don’t have to be perfect. Find some time to drink coffee and to enjoy the changing colours of the leaves (if you are in Canada, at least!).

I always love hearing how things are going. So, find me – whether in person or by email (kim.brooks@dal.ca) – and let me know. Until that happens, embrace the start of a new semester and know that we are rooting for you.

Best,

Kim

Kim Brooks (she/her)
Dean, Faculty of Management
Kenneth C. Rowe Management Building
Dalhousie University
6100 University Ave, PO BOX 15000,
Halifax, Nova Scotia, Canada, B3H 4R2

Dr. McLarney on Marks vs. Scholarship

October 1, 2019 rbudd 2 Comments

Dr. Carolan McLarney
Professor
Faculty of Management
Dalhousie University

International Business was my opening MBA (FS) course. In my first e-mail to Dr. McLarney back in 1999, I asked how would I know whether I was on track with my studies. Rather than highlighting “marks,” she suggested that I give voice to my ideas, solutions, arguments, which were to be based on solid research and objective analysis but tempered with humanity and compassion. It was a liberating answer.

Fast forward to 2017, I asked Dr. McLarney to recall her advice on the importance of scholarship. She graciously agreed to share her thoughts in an open letter to our alumni community.

Hello Everyone,

I first want to congratulate everyone who has made CEGE Connection a reality. This is a great opportunity for our alumni community to share knowledge and experiences.

Rebecca shared with me the email below that I had sent her in the early days of her first course: International Business. As I read what I had wrote to her I began reflecting on my time here at Dalhousie as an educator, researcher and scholar. I have included both the original email and my current thoughts on “marks vs. scholarship:

From Fall 1999:

“A discussion on marks vs scholarship really struck a chord within me. Not for the obvious reason, my profession, but rather I was reflecting on my days as a doctoral student.

When I had made the decision to pursue a PhD. I really had no real clue what I was getting myself into. I remember my conversation with David, my Managing Director, centered on my desire to teach. He said I could stay with the firm and teach part-time if I wanted to, or I could pursue a doctorate and come back and consult and teach. So, for me I had a wonderful safety net in my toolbox as I entered my PhD. Once I entered the program, it quickly became evident to me that completing a PhD had nothing to do with teaching and we were told very early on to drop that dream. My office mate Ed, who now is my writing partner also wanted to teach, so we became this little band of undercover teachers. All these years later Ed and I still write and still teach with passion and commitment.

Being a doctoral student is a terrifying but freeing experience. An MBA does not prepare you in any way for a PhD. It is never about marks or assignments. When I started, the course syllabus was often a list of 50-70 books, 300 articles and this sentence “On (insert last day of class) you will submit a journal ready article”. It was expected that you would then submit that article the next semester to the journal you had chosen. It was a daunting experience, but one that was the best training as a researcher. My work was about creating new knowledge, defining my scholarship – not about getting an A. That was a major paradigm shift for me.

My hope for MBA students is that they will experience a “shift” when they engage in their studies. And for a vibrant alumni community I send out this reminder: that we are continually challenged by measurement systems. Instead of reaching for the mark, reach for a greater prize: scholarship. That choice has made all the difference in my world.”

Fast forward to Winter 2017

“I am now 25 years into my career as an academic and the one thing that I know is that you never finish anything completely. This may seem strange, but for me I feel I am a “practicing academic”. No lecture or paper is ever perfect; they can always be improved.

My teaching has evolved, and hopefully improved, to address the ever-changing student body. When I began teaching in the MBA-FS program the majority of the students knew of a life before the internet, today the majority know of no life before Google or Amazon (not the river). When I began, students in our program “faxed” their assignments into the OEGP office, today everything is done thorough our learning platform Brightspace. I have had to adapt and to adopt new ways of teaching and connecting with students. What has not changed is my belief in the power of ideas, the written word, and setting aside time to think. I always start the intensive for capstone course with this: “What I want this week to be is a time for reflection, a time to think about the past number of years you have spent in the program, and time to ponder the challenges and great opportunities that lay ahead.” This is what I hope for our Alumni, that you have continued to carve out time to think. Time to sit with a problem, an issue, an idea. Time to let your thoughts percolate. Time to let your mind wander.

When I look at my research over the years, I also see it has evolved. My early days were spent trying to get parts of my dissertation published. My dissertation was the largest research project I had ever completed. It was also the worst because it was the first. Today, and three dozen articles later, and I can say I am better. I am better at articulating my ideas, better at structuring research studies, better at reaching my intended audience. My doctoral supervisor once said to me that I was entering the most wonderful profession, “They are going to pay you to think, to write and to disseminate what you find.” He was right, but what he failed to tell me was the enormous obligation to get it right. So, I continue each day to “practice”. To think and re-think an idea. To write and re-write and re-write, again, a paper. To present paper after paper until my ideas are heard.

To all of our students and Alumni, I want to encourage you to continue to practice all that you learned in your time with us. Always take the time to reflect and appreciate all of your accomplishments.”

Take Care

Dr. M

Dr. C. McLarney
Professor
Faculty of Management
Dalhousie University
Halifax, Nova Scotia, Canada

From the CEGE Connection Archives: First published March 21, 2017

Dr. Carolan McLarney: Home and Away -The Effective Use of Simulations in Graduate Blended Learning Programs

July 2, 2019 rbudd Leave a Comment

“The one lesson I wanted to share with the audience is that simulations are a powerful tool, but they only work if all parties, both students and instructors, are fully engaged. This requires a combination of vigilance and enthusiasm on all sides.”

Dr. Carolan McLarney

Dr. Carolan McLarney was the keynote speaker at the 7^th Teaching & Education Conference organized by the International Institute of Social and Economic Sciences

Dr. Carolan McLarney:

On May 21st I was honoured to give the keynote address at the annual International Institute of Social and Economic Sciences Conference held at the University of London in London, England. The speech was entitled Home and Away: The Effective Use of Simulations in Graduate Blended Learning Programs.

It was centred on the concept that simulations can be effective tools in creating deeper learning. “It is a technique to replace and amplify real experiences with guided ones, often “immersive” in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion.” (Lateef, 2010).

The first part of the talk explored the impact of three factors (individual, group and organization) on the overall efficacy of the simulation. Each of the factors can singularly effect simulation outcomes, but often they work in tandem. For instance, systematic biases at the individual level can exacerbate issues of team effectiveness. Similarly, an ineffective team would have difficulty overcoming organizational complexity. This means that instructors must be cognizant of the possible deleterious effects of the three factors on the simulation and on the desired outcomes for the course.

Dr. Carolan McLarney

In the second half of the presentation I walked through the four different simulations I have used in the MBA(FS/L) program beginning in 1999. They vary in delivery mode (paper to on-line) and in timelines (an afternoon to full semester).

The Kalimantan Paper Project is a paper-based, three-hour negotiation simulation where groups of students work to create a “sellable” deal. The Global Shoe Company is an on-line competitive simulation that we have run over the course of a four-day intensive. We have used the Everest: Leadership & Team Simulation in the Capstone Strategy Class for the past number of years. It is an on-line interactive simulation where teams attempt to climb Everest. Finally, GLO-BUS is a full semester on-line competitive simulation where teams try to win global market dominance in the Drone and Wearable Camera industry. Interestingly the first year we ran the simulation our winning team went on to eventually becoming the 2018 GLO-BUS BSI “Grand Champions”.

The one lesson I wanted to share with the audience is that simulations are a powerful tool, but they only work if all parties, both students and instructors, are fully engaged. This requires a combination of vigilance and enthusiasm on all sides.

Dr. Carolan McLarney

Dr. C. McLarney

Faculty of Management
Dalhousie University
Halifax, Nova Scotia, Canada

Editor’s Note: The Centre for Executive and Graduate Education (CEGE) provides opportunities for deeper learning by delivering robust course content in ways that engage students to study, integrate and apply what they have learned. Deeper learning fosters competencies required to participate within our social milieu: critical thinking, collaborative and communication skills. CEGE’s commitment to their students was dramatically evidenced in the GLO-BUS Simulation introduced by Dr. Carolan McLarney in the 2018 winter semester of International Business.

Dr. James Barker: Being the Teacher, my students need me to be…right now

May 14, 2019 rbudd 1 Comment

Sundari Pashupathinathan, Dr. James Barker, Dr. Vivian Howard, Photo Credit Nick Pierce

Dr. James Barker was a recipient the 2018 Dalhousie Faculty of Management Teaching Excellence Award, which celebrates teachers who, per the award’s guidelines, “display the qualities of superior teaching, excellent understanding of the subject area and interest in the needs of the students.”

Just recently, Dr. Barker was presented with the A. Gordon Archibald Teaching Excellence Award for the 2018 – 2019 academic year. The Archibald Award celebrates the art of teaching, of embracing a deep and profound commitment to knowledge, exploration, research and excellence. In his congratulatory announcement, Dr. Benoit Aubert, Director of the Rowe School of Business, Dalhousie University, stated that the A. Gordon Archibald Award committee was especially impressed by Dr. Barker’s variety of approaches, strategies, and the diversity of knowledge sources used to create an exceptional learning experience for Dalhousie students.

CEGE Connection reached out to Dr. Barker for his thoughts on receiving these two teaching awards.

Dr. James Barker, Photo Credit Nick Pierce

Dr. James Barker:

First off, I am deeply honoured to have received both awards, The Management Teaching Excellent Award and the A. Gordon Archibald Teaching Excellence Award from the Rowe School of Business. To receive the recognition of both peers and students is truly gratifying and a profound validation of my philosophy of teaching.

Whenever you put together a package to be reviewed for one of these awards, you are asked for your philosophy of teaching. My philosophy is to be the teacher my students need me to be, right now. While this may appear to be quite simple, it is a difficult proposition to implement. My philosophy challenges me to keep moving forward and continually incorporate newness and adaptability into my classes. So, to be the teacher my students need me to be, right now requires me to work, not just in the present moment, but also to think about where, in the future, my students need to go and what they need to do.

At Dalhousie, I have the privilege of teaching four different types of students: our undergraduate Bachelor of Commerce students; our Corporate Residency MBA students, the direct entry from a Bachelor program into the MBA program; our traditional MBA students, those who have been in management for several years; and our Executive Education students.

A key way that I can be relevant to these students is to adapt to what those students need across a timeline. Each program requires that I work within different time horizon. For example, I work with a five-year timeline for the undergraduate Bachelor of Commerce students. My goal is to offer knowledge and training that can be useful to them for the next five years, as well as position them to pursue advanced studies, in the future, such as an MBA. The five-year timeline works well for them. And again, I base this on feedback from students. There is a lot of calibration that goes into this ongoing dialogue.

The Corporate Residency students – those direct entry students – require a longer timeline because they will attain their MBA, but will not have a depth of experience. My goal is to offer appropriate experience opportunities and the training to position them to take the greatest advantage of this experience. For these students, I work on a five to seven-year time horizon.

The traditional MBA students, those who have substantial management experience, are generally preparing themselves for more senior management roles. They require positioning and leveraging skills required for them to thrive within a more complex work environment. I work with a two-year time horizon because these students will move into senior positions that will mandate their continual change and adaptation.

The Executive Education students – their time horizon is the next business day. They need something with immediacy, something that I can give them that they can take and put to work the next time they go to work, whether that be the next business day or the same evening after class.

Consequently, to be the teacher my students need me to be, right now, I must, not only adapt to those needs of where the students are right now, but where they are going out into the future. My mission is to position students for the future so they can leverage and apply the knowledge that they need to succeed within an evolving work environment.

I started out by saying that my philosophy is challenging for me because it calls for me to adapt, both in the present moment, which we all do as teachers, but also to adapt to what those students need in longer term. As I prepare for classes and gather materials and examples, I am cognizant of the two timeframes. It is imperative that I stay current, both knowledge-wise and technology-wise. To be the teacher my students need me to be, pushes me to keep myself on top of where the pedagogy is for the areas in which I teach. Most importantly, I must be fully committed to practice what I teach in my classes.

A focus point for my leadership and management programs, an element that I build my classes around is to encourage my students to be the leader that their organizations need them to be, right now. Be the leader that your organization needs you to be, in this present moment. It is a different way to think about leadership or management than how we are usually taught to think. When you focus on the organization, on the collectivity, you change dramatically the tactics, the strategies and various elements that you use in leadership and management.

Now, I wish that I had coined the term, be the leader that your organization needs you to be. That came from a mentor of mine, Jim Parco, who introduced me to complexity thinking. I think that Jim would be quite honoured to see what I have done with his idea.

These two awards are very important to me. I appreciate the honour for they are a validation of my philosophy of teaching, of being the teacher that my students need me to be. When I embody my philosophy, I will be a better teacher. And if I am a better teacher, then my students will do better in those time horizons for which I prepare them. That is what teaching is all about.

Students that graduate from the Dalhousie Rowe School of Business will take their place on the world’s stage and make a difference at the appropriate time. That is what my colleagues and I, as teachers, are all trying to do. Preparing our students for the work they will undertake in the years ahead – that is our motivation and focus.

Dr. James Barker, Sundari Pashupathinathan, Photo Credit Nick Pierce

Dr. Carolan McLarney: Keynote Speaker, 7th Teaching & Education Conference London, UK

March 5, 2019 rbudd 2 Comments

Dr. Carolan McLarney

CEGE Connection is pleased to announce that Dr. Carolan McLarney will be the keynote speaker at the 7^thTeaching & Education Conference organized by the International Institute of Social and Economic Sciences to be held May 21 – 24, 2019 at the University of London, United Kingdom. Dr. McLarney received her PhD at York University, Ontario, Canada, and MBA in International Business at University of Windsor, Ontario, Canada. She is a Full Professor at Dalhousie University and specializes in International and Strategic Management.

Dr. McLarney keynote speech is titled: “Home and Away: The Effective Use of Simulations in Graduate Blended Learning Programs.”

Students enrolled in the MBA(Financial Services) and MBA(Leadership) Programs have benefited from Dr. McLarney’s expertise in using simulations to create deeper learning. As a graduate of the MBA(FS), I have personally benefited from this methodology:

International Business 1999 – At my first intensive, Dr. McLarney orchestrated an international trade negotiation. I was the representative from Guatemala.

Strategic Leadership Capstone 2003 – Dr. McLarney introduced a simulation during the intensive. Our class was engaged with a computer-based simulation where we ran an international shoe manufacturing company. Four-member teams competed in a complex, highly competitive environment.

Fast forward to 2018:

International Business 2018 Denise Hinds and Patrick Law were grand champions of a prestigious competition between several universities, an outcome of Dr. McLarney’s GLO-BUS simulation that was conducted virtually over the four-month period.

The Centre for Executive and Graduate Education (CEGE) provides opportunities for deeper learning by delivering robust course content in ways that engage students to study, integrate and apply what they have learned. Deeper learning fosters competencies required to participate within our social milieu: critical thinking, collaborative and communication skills. CEGE’s commitment to their students was dramatically evidenced in the GLO-BUS Simulation introduced by Dr. Carolan McLarney in the 2018 winter semester of International Business.

The Centre for Executive and Graduate Education (CEGE) is renowned for creating a dynamic environment where learning can be fully integrated and shared beyond the walls of academia. Kudos to all CEGE professors who share their knowledge and experience within a virtual environment.

Rebecca Budd MBA(FS) 2003
CEGE Connection, Editor & Blog Coordinator

Golnaz Zilabi: Opportunities, Innovative Thinking, Building Resilience

January 3, 2019 rbudd 3 Comments

“I was amazed by the level of energy that I had when striving to achieve my goals. I embraced a flexible mindset and enjoyed collaborating with my classmate. Being receptive to other point of views opened opportunities for innovative thinking. It all came down to being adaptable to my new lifestyle and including time-management strategies into daily routines. The outcome of my studies has been increased resilience and well-being.”

Golnaz Zilabi Class of 2019

Golnaz Zilabi, MBA(FS) Class of 2019

Golnaz Zilabi, Portfolio Analyst at RBC Wealth Management Private Banking, was a member of “IRIS Cameras,” International Business class team that finished 1st place in the GLO-BUS simulation exercise conducted during IB Winter 2018.

In a recent virtual interview, Golnaz shared her thoughts on accepting the challenge of a robust academic journey and how her studies influenced her personal and career goals.

Golnaz Zilabi:

My reasons for pursuing MBA studies were both personal and work-related. I recognized the MBA(FS) brand and Dalhousie’s prestigious reputation meant nationwide recognition of my credentials and an enhanced business and career standing within my profession. My position as senior account manager and extensive experience in the financial services industry provided an excellent foundation upon which to broaden my knowledge and strategic mindset. I am curious and have an infinite interest and appetite for deeper learning that opens new possibilities and career opportunities that come when interacting within large business networks. I appreciate connecting with other finance professionals and executives. Accepting an academic journey satisfied my innate need to explore new ideas and challenge myself to attain a greater understanding of our complex world.

There is no limit to what you can accomplish with an MBA(FS), given the variety of courses and material covered during the program. Students are furnished with solid basis of business fundamentals, specifically in financial industry. The future promises astonishing changes within our work forces and job functions. Professors create learning environments that promote vibrant dialogues and inspire leadership qualities. I always had a goal to take my career to a new direction and pursue opportunities and challenges which I had previously never encountered.

I viewed the MBA(FS) as an investment in myself with the aim of developing another versatile and valuable career path within my existing organization. My academic journey has influenced my career path even as it has transformed my personal outlook. I have developed my autonomy and strengthened my analytical skills and knowledge which I adhere in my day-to-day routines as a Portfolio Analyst. My management and communication skills have been heightened, adding personal credibility in my chosen career path.

As a Mother of two small children, I tackled the challenges of balancing my studies, career and spending quality time with my family. I received inspiration from my beloved husband and truly treasured his ongoing support and encouragement. The flexibility of program was invaluable. I appreciated how the Centre for Executive and Graduate Education tailored the courses to my individual needs and enabled me to develop a plan that fulfilled my commitments. I learned how to proactively prioritize and schedule my time. As soon as I figured out my rhythms, I was able to assign my times accordingly. I also considered my learning style and developed a model which worked for me most effectively. I used every resource available to me as a student and adapted to my new lifestyle.

I was amazed by the level of energy that I had when striving to achieve my goals. I embraced a flexible mindset and enjoyed collaborating with my classmate. Being receptive to other point of views opened opportunities for innovative thinking. It all came down to being adaptable to my new lifestyle and including time-management strategies into daily routines. The outcome of my studies has been increased resilience and well-being.

CEGE Connection is pleased to advise that Golnaz has graciously agreed to be a repeat contributor on CEGE Connection.

Professor Gregory Adolphe-Nazaire: To teach or not to teach: Some thoughts on higher business education.

December 6, 2018 rbudd Leave a Comment

“Education, like the entrepreneurial process, is a journey rather than a goal fixed in one particular time period. The process of teaching new concepts and helping students discover a new world doesn’t revolve around reading slides and it doesn’t stop after class hours. As instructors, we contribute to building the character that makes students the leaders and experts of tomorrow, which makes the teaching method a critical component of the education process.”

Professor Gregory Adolphe-Nazaire

Professor Gregory Adolphe-Nazaire (Photo Credit: Timothy Richard)

The first time that I encountered Professor Adolphe-Nazaire, was through Nicole Maunsell’s Dalhousie News post announcing that he had received the prestigious A. Gordon Archibald Teaching Excellence Award for the 2017 – 2018 academic year. The Archibald Award celebrates the art of teaching, of embracing a deep and profound commitment to knowledge, exploration, research and excellence.

CEGE Connection reached out to Professor Adolphe-Nazaire in a telephone interview, with one question: Why do you teach? Professor Adolphe-Nazaire’s passion and enthusiasm for teaching was evident throughout our conversation, clearly demonstrating his dedication to his students.

Professor Adolphe-Nazaire’s vision for authentic education is unmistakable. His call to action motivates as well as challenges. “If life is generous enough to give you what you need to succeed, you should be willing to give back to the community.”

A special thank you to Professor Adolphe-Nazaire for his generous willingness to join the CEGE Connection conversation and share his insights into teaching and creating environments that foster a powerful desire to discover and learn.

Rebecca Budd
Editor & Blog Coordinator,
CEGE Connection

Professor Gregory Adolphe-Nazaire:

Professor Gregory Adolphe-Nazaire with members of the Archibald family. (Photo Credit: Timothy Richard)

It is almost a cliché to quote John Dewey: “Education is a social process. Education is growth. Education is not preparation for life; education is life itself.”

However, in that very famous quote, the three definitions lead to one term: a dynamic. Education, like the entrepreneurial process, is a journey rather than a goal fixed in one particular time period. The process of teaching new concepts and helping students discover a new world doesn’t revolve around reading slides and it doesn’t stop after class hours. As instructors, we contribute to building the character that makes students the leaders and experts of tomorrow, which makes the teaching method a critical component of the education process.

We, the instructors, are considered a key part of the process and should strive to create an environment that fosters participation and encourages students’ critical thinking, even when it is sometimes deeply buried. We should also motivate them to go beyond buzzwords, faceless concepts and academic platitudes so they can put whatever they learn in proper context. Therefore, the dynamic should be based essentially on inspiration and mentorship.

However, whether it is in a classroom setting or online, one cannot become inspiring without being truly passionate about a subject. As William Arthur Ward put it so eloquently: “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”

Indeed, an instructor’s passion and enthusiasm for a particular subject never goes unnoticed. That desire to share information and knowledge can create an atmosphere in which students feel they are celebrating learning instead of enduring it. It may also help if students align their personal goals with the material being thought (e.g., personal life and financial planning or home economics) and thus have a sense of purpose rather than just aiming to pass the class.

As for the mentoring aspect of teaching, I believe that interaction with students and continuous feedback are paramount. My teaching approach at its core is dialogic rather than authoritative, horizontal rather than vertical—a philosophy shaped by my own experience with mentors both academic and professional, and where my journey as an apprentice was casual rather than formal.

However, we should bear in mind that setting that conversational and inclusive atmosphere in the classroom is like walking a fine line between making sure we have the necessary rigor for the conceptual framework while having students feeling empowered to participate and not intimidated. For instance, teaching a complex subject like finance requires an open setting where students are actively engaged in class discussions and are empowered to think critically rather than learning how to memorize.

At this point one needs to assess the social and emotional dynamics in the class carefully in order to avoid any misstep. Starting with anecdotes or stories about sporting events is helpful for creating a comfortable and collaborative environment in which to initiate that dialogue.

While for some topics it is easy to shift from one educational paradigm to another, it can be onerous or almost impossible to deviate from the orthodoxy in subjects like hard sciences. This is the case in some schools such as engineering, military or police academies.

Another key point of the mentoring aspect is the importance of feedback. Effective teaching has to be a two-way channel: you don’t just teach, but you learn as well. While I consider the Student Rating of Instructors (SRI) to be of crucial importance, it is essential to have casual and sometimes regular feedback from students, which gives me a much better portrait of the class’s evaluation of my methods. To receive honest and relevant feedback one must build a trusting relationship with students where they feel empowered and confident about expressing their opinion. It can easily be done by showing understanding and compassion while emphasizing a strong work ethic.

Throughout my career I have been very fortunate to meet extraordinary individuals such as my mentors. Their generosity and compassion have taught me one thing: if life is generous enough to give you what you need to succeed, you should be willing to give back to the community. This has profoundly shaped my approach to teaching and mentoring. So, if you show that openness and generosity, students will be comfortable enough to tell you what you need to know to teach them better.

View more photos on the Rowe School of Business Facebook page.

Denise Hinds & Patrick Law: Grand Champions, Deeper Learning

September 18, 2018 rbudd 2 Comments

Denise Hinds

The Centre for Executive and Graduate Education (CEGE) provides opportunities for deeper learning by delivering robust course content in ways that engage students to study, integrate and apply what they have learned. Deeper learning fosters competencies required to participate within our social milieu: critical thinking, collaborative and communication skills. CEGE’s commitment to their students was dramatically evidenced in the GLO-BUS Simulation introduced by Dr. Carolan McLarney in the 2018 winter semester of International Business.

GLO-BUS is an International Business Strategy Simulation. Participants run companies that compete for global market leadership in two product categories: (1) wearable video cameras that deliver stunning video quality and have powerful photo capture capabilities (comparable to those designed and marketed by global industry leader GoPro) and (2) sophisticated camera-equipped copter drones that incorporate a company designed and assembled action- capture camera and that are sold to commercial enterprises.

Patrick Law

Denise Hinds, Patrick Law and Golnaz Zilabi were members of “IRIS Cameras,” the class team that finished 1st place in the GLO-BUS simulation exercise conducted during IB Winter 2018. In late July, an invitation was given to “IRIS Cameras” to participate in the GLO-BUS Best-Strategy Invitational (BSI), an event to manage a GLO-BUS company in competition against companies from 10 to 11 other universities and business schools. The Invitational was to be conducted online from July 30 – August 18 and entailed a 10-round playing of GLO-BUS among participants from universities worldwide. Denise and Patrick accepted an invitation to represent Dalhousie University.

Dr. Carolan McLarney is delighted to announce that Denise and Patrick, under the company name ‘Jenuine Cameras’ won first place on August 10, 2018, becoming the 2018 GLO-BUS BSI “Grand Champions”.

CEGE Connection reached out to Denise and Patrick for their insights into the BSI Invitational:

Denise Hinds & Patrick Law:

“Successful people are always looking for opportunities to help others. Unsuccessful people are always asking, ‘What’s in it for me?’”

Brian Tracey

When we set out on the BSI journey, we agreed that we must believe that the product or service of our company would benefit others and be good for the world. We decided to name our company ‘Jenuine’ as a play on the word ‘Genuine’ and a way to represent our business beliefs. In addition, we were drawn to the meaning of “jen” which signifies “the cardinal Confucian virtue of benevolence to one’s fellowmen.”

“Begin with the end in mind.”

Stephen Covey

From the start, we worked with two principles to give us the edge over the other schools:

Long-term fundamentals beat short-term decisions every time: Other competitors will focus on short term gains because it feels good “in the moment” but does not guarantee long-term results. We used this knowledge to our advantage and directed our efforts on choosing sustainable strategies.
Measure what matters and ignore what doesn’t: Rather than revisiting past trends to determine whether our strategies were working out, we stayed focused on our competitive advantages. In the end, our company fundamentals were the most important benchmarks of our performance and success.

“In business, I look for economic castles protected by unbreachable moats.”

Warren Buffett

Speaking of competitive advantages, we wanted to set up a “moat”. We realized early on that our product had to be as different as possible in good ways. As Sir John Templeton once wrote, “If you want to have a better performance than the crowd, you must do things differently from the crowd.” We focused on developing a long term durable competitive advantage by selling/producing our products with larger margins than our competitors. To learn more on this topic, there is a great article on moats (durable competitive advantages): Measuring the Moat by Vishal Khandelwal.

“…investing isn’t about beating others at their game. It’s about controlling yourself at your own game.”

Benjamin Graham

We did several things to buy into the inherent margin of safety, from our high cumulative R&D approach; our sensitivity analysis activity; to the number of workstations added and robotic upgrade investments. Of course, forecasting and competitive assumptions played a significant role, as did marketing our product well. We agreed with Henry Ford, that “stopping advertising to save money is like stopping your watch to save time”.

The best way for us to strategize our next move, was to try to understand our competitors by preparing for every round. This in turn required us to review the competitive intelligence report, financial statistics, benchmarks pages to see if we were meeting or beating our targets (in order of importance). In the words of Warren Buffett, “risks come from not knowing what you’re doing.”

What do business students need to know?

“Integrity without knowledge is weak and useless, and knowledge without integrity is dangerous and dreadful.”

Samuel Johnson.

In everything we do, we must do it with integrity. As business students, we need to make long-term decisions for those long-term benefits. As students in the MBA (Leadership) stream, we chose to get involved in an extra-curricular activity to showcase our talents and education. We discovered that the GLO-BUS Best Strategy Invitational was not just about business strategies, ethics, marketing, competitor assumptions, financials, or player psychology. It was about a deeper, more profound recognition that we are involved within a global community that requires our highest participation and best efforts.

Dalhousie University and, in particular, the Centre for Executives and Graduate Education (CEGE) offers students the required lessons, the deeper learning to thrive within the competitive world of business. More importantly, CEGE creates an inclusive environment that fosters critical thinking about engaging within a world that offers many opportunities and possibilities.

Dr. Sylvain Charlebois: Welcome to a New Year of Learning

September 5, 2017 rbudd Leave a Comment

Dr. Sylvain Charlebois
Dean, Faculty of Management

Welcome to a new year of academic excellence. Whether you are a new or returning student, we look forward to your contribution within our community. You will be joining other like-minded individuals who share our vision of inspiring transformative solutions for society.

CFAME Connection outreach modality connects our students, alumni and stakeholders. These past months, graduates and professors have discussed themes ranging from virtual teams, and information management to scholarship and deeper learning. This demonstrates a values-based approach to management education and research.

This year, the Faculty of Management marked its 50th year anniversary. Thank you to our engaged alumni. You make us proud. As the leaders and managers in the business sector, public sector, and civil society your influence within a complex global environment has been extraordinary.

Dalhousie’s Faculty of Management has a unique approach to education. We integrate four disciplines which encourages and promotes knowledge exchange: the Rowe School of Business, the School of Information Management, the School of Public Administration and the School for Resources and Environmental Studies. This allows us to collaborate, prosper and contribute within a wider milieu. Business education is more interesting and relevant if you bring business education beyond the borders of a normal business school.

In 2018, we will celebrate Dalhousie’s 200th anniversary, beginning this month until December 2018. We invite you to share your stories with us on CFAME Connection. We are witnessing the beginning of Dalhousie’s next century, an era that promises unimaginable possibilities and opportunities. This is the time to build upon Dalhousie’s 200-year legacy and inspire a new generation of students.

We look forward to the ongoing conversations on CFAME Connection.

Dr. Sylvain Charlebois
Dean, Faculty of Management
Dalhousie University
September 2017

Dr. Sylvain Charlebois is Dean of the Faculty of Management at Dalhousie University in Halifax and Professor in food distribution and policy in Dalhousie’s Faculty of Agriculture. Dr. Charlebois is an award-winning researcher and teacher. His current research interest lies in the broad area of food distribution, security and safety. He is currently writing a fifth book on global food systems. Dr. Charlebois has graciously agreed to share his research in future posts.

Panel Discussion: The Influence of Deeper Learning

August 1, 2017 rbudd Leave a Comment

6100 University Avenue, Halifax

“My Dal years continue to leverage my strategic mindset; at the same time, it has given me insight into the need to participate and contribute within a complex, global community.” Tyler Saito

Deeper learning has invaluable outcomes for those who engage in this form of education. We live in a world that offers contradictions and paradoxes. This complexity requires a strategic approach and a rich understanding of the human experience. Deeper learning provides a dynamic milieu in which to explore new ideas, methodologies, diverse perspectives and alternative possibilities.

How does deeper learning influence our personal experience?

This question was given to a panel of CFAME Connection contributors: Tyler Saito, Joyline Makani, and Martine-Durier-Copp. Please join the discussion by adding your comments. We would love to hear from readers.

Martine: We have found that deeper learning occurs when we work within a team that encourages and respects diversity. There are challenges and opportunities, of course. When we learn something new, there is a feeling of discomfort with underlying dissonance notes until we recognize the potential of adapting to new ideas, processes and ways of thinking.

Joyline: Deeper learning is the opposite of group think because it demands open and honest dialogue. Diverse positions are welcomed and cultivated.

Martine: We have made excellent progress in integrating deeper learning in CFAME’s on-line/blended learning programs. We are modeling the adaptive behaviours espoused by deeper learning. Even now, we are researching innovative ways to increase this concept within our course delivery.

Tyler: My decision to enter CFAME’s MBA(FS) program, provided me with the opportunity to engage in deeper learning. I continue to hone and develop the competencies that I gained during my studies in a variety of capacities. At present, Coast Capital is focused on the future of wealth management within a changing regulatory landscape and increasingly digital environment. My purpose is to help our members achieve what is important in their lives. As we shift our culture to a more qualitative experience, I have employed significant portions of what I learned in change management, digital tool deployment, and human resource management.

Joyline: Tyler has identified the meaning of education. Learning is about change, which will be reflected in our decisions, choices and reactions to events. Deeper learning heightens those outcomes because there is an increased focus on skills and knowledge that reinforce the learning process. An open and curious mindset is ready to entertain and develop fresh capabilities.

Tyler: Joyline and Martine’s comments resonate. I apply the skills developed during my Dal studies to my volunteer outreach such as coaching in my local fastpitch organization. As well, CTV Morning Live is a way that I can to share vital knowledge. People reach out and ask for more details. It is satisfying to know that I have a positive impact on the well-being of listeners. My Dal years continue to leverage my strategic mindset; at the same time, it has given me insight into the need to participate and contribute within a complex, global community.

Category: Management Education