如今，在全球化的大背景下，在國(guó)際商業(yè)風(fēng)云不斷變換之際，商學(xué)院如何培養(yǎng)學(xué)生的各項(xiàng)技能？如何體現(xiàn)教學(xué)的價(jià)值？本刊特專(zhuān)訪華盛頓大學(xué)福斯特商學(xué)院院長(zhǎng)詹姆斯·吉姆巴沃先生，希望通過(guò)其多年的教學(xué)實(shí)踐，為國(guó)內(nèi)的商學(xué)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(xué)福斯特商學(xué)院成立以來(lái)的發(fā)展歷程？
詹姆斯·吉姆巴沃：美國(guó)商學(xué)院有著悠久的歷史，1881年，賓夕法尼亞大學(xué)成立世界第一所商學(xué)院——沃頓商學(xué)院，1910年，哈佛商學(xué)院首次開(kāi)設(shè)了工商管理碩士MBA專(zhuān)業(yè)。1917年，福斯特商學(xué)院成立，并成為美國(guó)西海岸第二所最為古老的管理學(xué)教育機(jī)構(gòu)。
美國(guó)商學(xué)院最初從經(jīng)濟(jì)系分離出來(lái)，因此商學(xué)教育一直都非常強(qiáng)調(diào)經(jīng)濟(jì)學(xué)傳統(tǒng)。20世紀(jì)20年代以來(lái)，哈佛商學(xué)院開(kāi)始把案例教學(xué)引進(jìn)到商業(yè)教育之中，其他很多高校也開(kāi)始陸續(xù)引進(jìn)了這種有效的教學(xué)模式。20世紀(jì)50年代末，兩部教育學(xué)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�(xiě)的《商業(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(xiě)的《美國(guó)商人教育：工商管理中的大學(xué)——學(xué)院
課程研究》。這些研究都得到卡內(nèi)基和福特基金會(huì)的資助，對(duì)商學(xué)教育產(chǎn)生了深遠(yuǎn)巨大的影響。其中一個(gè)重要的結(jié)果就是對(duì)當(dāng)時(shí)商學(xué)院的批評(píng)，認(rèn)為商學(xué)教育缺乏科學(xué)的根基。從此以后，商學(xué)院開(kāi)始在教程中設(shè)置統(tǒng)計(jì)分析和決策科學(xué)等量化
課程。20世紀(jì)60年代到21世紀(jì)前二十年成為商學(xué)院快速成長(zhǎng)的時(shí)期。
如同成功的企業(yè)需要不斷變革和適應(yīng)其商業(yè)環(huán)境一樣，這些年來(lái)商學(xué)院也在不斷發(fā)展之中。為了讓我們的學(xué)生更有效地應(yīng)對(duì)真實(shí)商業(yè)環(huán)境中的復(fù)雜問(wèn)題，福斯特商學(xué)院非常強(qiáng)調(diào)培養(yǎng)學(xué)生的戰(zhàn)略思維和領(lǐng)導(dǎo)能力。例如，我們所有MBA學(xué)生在入學(xué)時(shí)都需要參加領(lǐng)導(dǎo)力測(cè)試。然后根據(jù)測(cè)試結(jié)果，給每個(gè)學(xué)生指定一名導(dǎo)師幫助培養(yǎng)和強(qiáng)化他們的領(lǐng)導(dǎo)技能。
《管理@人》：您認(rèn)為商學(xué)院教育的主要特點(diǎn)和價(jià)值體現(xiàn)在哪里？商學(xué)院的價(jià)值如何評(píng)價(jià)？
詹姆斯·吉姆巴沃： 商學(xué)院教育的價(jià)值體現(xiàn)在通過(guò)教育可以教給學(xué)生有關(guān)商業(yè)運(yùn)作的基礎(chǔ)框架和理論，使他們?cè)谖磥?lái)職業(yè)中獲取成功。同時(shí)，商學(xué)教育還可以為學(xué)生提供實(shí)踐和應(yīng)用所學(xué)知識(shí)的機(jī)會(huì)。在福斯特商學(xué)院，我們的學(xué)生可以獲得很多不同的課外學(xué)習(xí)經(jīng)歷。例如，鼓勵(lì)學(xué)生參加商業(yè)案例競(jìng)賽，與世界各地其他大學(xué)的學(xué)生開(kāi)展競(jìng)爭(zhēng)。這些競(jìng)賽以團(tuán)隊(duì)為單位，隊(duì)員都來(lái)自頂尖商學(xué)院，他們要在短時(shí)間內(nèi)根據(jù)真實(shí)商業(yè)問(wèn)題制定相應(yīng)的解決方案。這種機(jī)會(huì)可以幫助學(xué)生把平時(shí)在課堂學(xué)到的技能和知識(shí)更好地運(yùn)用到現(xiàn)實(shí)中，效果非常顯著。
過(guò)去幾年中，我們的學(xué)生多次在權(quán)威案例競(jìng)賽中獲得獎(jiǎng)項(xiàng)，包括Leeds Net Impact案例大賽（2011）、公司成長(zhǎng)協(xié)會(huì)案例競(jìng)賽（2009），中國(guó)主辦的首屆中西方MBA全明星案例挑戰(zhàn)大賽（2008）、Wake Forest市場(chǎng)營(yíng)銷(xiāo)高峰會(huì)（2008）等。對(duì)我們而言，這些都是教學(xué)內(nèi)容和授課風(fēng)格讓學(xué)生能成功應(yīng)對(duì)實(shí)踐挑戰(zhàn)的有力證據(jù)。
在評(píng)價(jià)商學(xué)院價(jià)值時(shí)不同機(jī)構(gòu)發(fā)布的美國(guó)排名榜都是基于一些可以測(cè)量的項(xiàng)目，例如學(xué)生畢業(yè)之后得到的工作機(jī)會(huì)數(shù)量與起薪。我認(rèn)為，有很多其他不可衡量的因素影響著商學(xué)院的價(jià)值，例如我們的畢業(yè)生對(duì)社會(huì)產(chǎn)生的影響（未必是金錢(qián)）。作為商學(xué)院，我們關(guān)注創(chuàng)造未來(lái)，改變學(xué)生的人生，而可惜的是這些無(wú)法輕易衡量。我們相信，關(guān)注排名和不同衡量標(biāo)準(zhǔn)也很重要，但是同樣重要的是堅(jiān)守對(duì)于學(xué)校和機(jī)構(gòu)而言最為重要的準(zhǔn)則，雖然有時(shí)候，這些準(zhǔn)則與排名所用的標(biāo)準(zhǔn)之間并非完全一致。
《管理@人》：據(jù)我們的觀察，與美國(guó)大學(xué)相比，歐洲大學(xué)似乎更加關(guān)注全球化。為了應(yīng)對(duì)全球化，福斯特商學(xué)院采取了哪些措施？
詹姆斯·吉姆巴沃： 傳統(tǒng)歐洲商學(xué)院確實(shí)擁有較高比例的國(guó)際學(xué)生，但是學(xué)生背景也許并非全球化的最重要標(biāo)志。我們相信，從根本上幫助學(xué)生培養(yǎng)關(guān)鍵技能才是我們應(yīng)該關(guān)注的，這些技能在他們畢業(yè)之后進(jìn)行的全球商業(yè)活動(dòng)中產(chǎn)生積極影響，而不管他們是本土學(xué)生還是國(guó)際學(xué)生。因此，福斯特商學(xué)院不僅把全球化視野整合到了整個(gè)課程安排之中，同時(shí)，我們還與許多全球公司、組織以及這些公司的領(lǐng)導(dǎo)者進(jìn)行合作，讓他們分享自己的知識(shí)，從而讓我們的學(xué)生獲得真實(shí)的商業(yè)世界感受。
我們還有聯(lián)邦資助設(shè)立在整個(gè)美國(guó)33個(gè)頂級(jí)商學(xué)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(jī)會(huì)，培育學(xué)生和教師隊(duì)伍的全球化商業(yè)技能。例如，在全球化商業(yè)中心近來(lái)的努力下，每年46%的福斯特商學(xué)院MBA學(xué)生可以通過(guò)海外游學(xué)與交換項(xiàng)目等機(jī)會(huì)去國(guó)外進(jìn)行學(xué)習(xí)。目前，每年約有30%的研究生都有留學(xué)經(jīng)歷。到2014年，我們計(jì)劃將此比例增加達(dá)到50%.而全美高校僅僅由10.1%的研究生有機(jī)會(huì)獲得海外學(xué)習(xí)經(jīng)歷。另外，我們每年都會(huì)主辦兩項(xiàng)全球競(jìng)賽：全球案例競(jìng)賽和全球社會(huì)創(chuàng)業(yè)家競(jìng)賽。自從1998年和2004年開(kāi)始舉辦這兩個(gè)競(jìng)賽以來(lái)，我們已經(jīng)接待了來(lái)自54個(gè)國(guó)家的1000多名學(xué)生。
福斯特商學(xué)院與環(huán)太平洋地區(qū)多個(gè)國(guó)家之間有著深遠(yuǎn)的合作，通過(guò)他們來(lái)獲得國(guó)際化生源，吸引經(jīng)理人加入我們的項(xiàng)目。例如，我們開(kāi)辦了環(huán)太平洋銀行家項(xiàng)目（PR
BP），針對(duì)35個(gè)國(guó)家開(kāi)放，到目前已經(jīng)畢業(yè)2000多名學(xué)生。另外，我們的短期經(jīng)理人教育項(xiàng)目每年都會(huì)在韓國(guó)、瑞士、臺(tái)灣和泰國(guó)等地開(kāi)發(fā)和實(shí)施多種客戶(hù)化的國(guó)際教育項(xiàng)目。最近，我們開(kāi)始了一項(xiàng)全球化EMBA項(xiàng)目，強(qiáng)化培訓(xùn)，為期一年。該項(xiàng)目所招收的學(xué)生都是資深的企業(yè)領(lǐng)導(dǎo)，來(lái)自世界各地。我們歡迎更多的中國(guó)學(xué)生參加我們的項(xiàng)目，領(lǐng)略我們學(xué)院教授和學(xué)生的風(fēng)采！
此外，我們還與很多全球最有影響力的領(lǐng)導(dǎo)者和決策者建立了合作伙伴關(guān)系。在美國(guó)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(shí)我們也與中國(guó)銀行、中國(guó)鋼鐵、臺(tái)灣水泥、韓國(guó)現(xiàn)代、泰國(guó)銀行等公司有很強(qiáng)的合作關(guān)系。
《管理@人》：成為卓越的商學(xué)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(xué)院模型。相反，學(xué)生需要認(rèn)真研究每個(gè)商學(xué)院，從而找到最適合他們，并且可以幫助他們實(shí)現(xiàn)目標(biāo)的學(xué)校。每個(gè)商學(xué)院都有自己獨(dú)特的優(yōu)勢(shì)，并為了保持自己與眾不同的優(yōu)勢(shì)，吸引學(xué)生與招聘者。在福斯特商學(xué)院，我們的優(yōu)勢(shì)在會(huì)計(jì)學(xué)、營(yíng)銷(xiāo)學(xué)、創(chuàng)業(yè)學(xué)、以及領(lǐng)導(dǎo)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(shì)。
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