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Human Centered Management in Executive Education

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Human CenteredManagement in ExecutiveEducationGlobal Imperatives, Innovation and NewDirections

Edited by

Maria-Teresa LepeleyGlobal Institute for Quality Education, USA

Ernst von KimakowitzHumanistic Management Center, Switzerland

and

Roland BardyFlorida Gulf Coast University, USA

Selection, introduction, and editorial matter © Maria-Teresa Lepeley,Ernst von Kimakowitz, and Roland Bardy 2016Individual chapters © Respective authors 2016Foreword © Jürgen Strube 2016

All rights reserved. No reproduction, copy or transmission of thispublication may be made without written permission.

No portion of this publication may be reproduced, copied or transmittedsave with written permission or in accordance with the provisions of theCopyright, Designs and Patents Act 1988, or under the terms of any licencepermitting limited copying issued by the Copyright Licensing Agency,Saffron House, 6–10 Kirby Street, London EC1N 8TS.

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First published 2016 byPALGRAVE MACMILLAN

Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited,registered in England, company number 785998, of Houndmills, Basingstoke,Hampshire RG21 6XS.

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ISBN 978–1–137–55540–3

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Library of Congress Cataloging-in-Publication DataHuman centered management in executive education : global imperatives,

innovation and new directions / [edited by] Maria-Teresa Lepeley,Ernst von Kimakowitz, Roland Bardy.

pages cm. — (Humanism in business series)Includes bibliographical references.ISBN 978–1–137–55540–3 (hardback)1. Management—Social aspects—Study and teaching.2. Executives—Education. 3. Humanism. I. Lepeley, Maria Teresa,editor. II. Kimakowitz, Ernst von, 1971– editor. III. Bardy, Roland,1942– editor.HD30.4.H85 2015658.4’07124—dc23 2015026462

Contents

List of Figures, Tables, and Boxes viii

Foreword x

Preface xii

Notes on Contributors xv

Part I Introduction: Why Human CenteredManagement in Executive Education? 1Maria-Teresa Lepeley

1 Management and Executive Education in Italy:A Multi-Stakeholder Perspective 16Manuela Brusoni and Niccolò Cusumano

2 Dual Demand for Executive Education and Training:Individual Needs and Institutional Demand in Chile 30Massiel Guerra, Vesna Mandakovic, Olga Pizarro, and

Maria-Teresa Lepeley

3 Soft Skills: Demand and Challenges in the United StatesWorkplace 49Ronald W. Tarr and Joseph A. Weeks Jr.

4 The Gulf Cooperation Council’s Public Sector ExecutiveEducation: Relevance, Trends, Challenges, and Opportunities 61Mhamed Biygautane

5 A Human Centered Approach in Executive Education atESAN Graduate School of Business in Peru 82Lydia Arbaiza

6 Mental Models Matter: Ways to an Intercultural ExecutiveEducation 96Claus Dierksmeier, Katharina Hoegl, and Michael Wihlenda

v

vi Contents

Part II Introduction: What Content and Curriculum forHuman Centered Management in Executive EducationIs Needed? 111Ernst von Kimakowitz

7 Driven by Customers or Driving Customers? What ReallyMatters in Executive Education 115Wolfgang Amann, Shiv Tripathi, and Shiban Khan

8 Innovation in Sustainable Development and ManagementEducation in India 124Subhasis Ray

9 Training in Public Administration for Globalization and aKnowledge-Based Society with a Humanistic Orientation 138Eugenijus Chlivickas and Borisas Melnikas

10 Teaching Human Centered Management to EngineeringStudents: A Personal Account 156Nicolas Majluf

11 Fostering Management Education for Professional Integrity:Case Study at University Center for Economic and ManagerialSciences, University of Guadalajara in Mexico 171José Vargas-Hernández and Carlos Rivera

12 A New Approach to Humanistic Management Education Basedon the Promotion of Justice and Human Dignity in aSustainable Economy 182Ricardo Aguado and Laura Albareda

Part III Introduction: How Should HumanCentered Management in Executive EducationBe Delivered? 203Roland Bardy

13 Action Learning: Lecturers, Learners, and Managers at theCenter of Management Education in Brazil 209Anielson Barbosa da Silva

14 A Soft Skills Training Model for Executive Education 222Maurizio Massaro, Roland Bardy, and Andrea Garlatti

15 Educating Educators: A Case Study on Human CenteredManagement Education 242Mary Lopez Holly

Contents vii

16 Proposal for Online People-Centered Management ExecutiveEducation: A Case Study at ESAN University in Peru 258Oswaldo Morales, Julio Puertas, and Hugo Vertiz

17 Conjoining Competition and Morality: Six Teaching Blocks forBuilding Human Centered Organizations 273Roland Bardy

Index 291

Figures, Tables, and Boxes

Figures

I.1 The 7 Management Areas of the Human Centered QualityManagement Model 10

I.2 Sustainable Quality Cycle IPIEI 111.1 Management education and the economy (average yearly

turnover and faculty of ASFOR affiliates and Italian GDP andinternal demand; index number 2002 = 100) 19

7.1 Distribution of sales staff members across energy groups 11912.1 The main dimensions of the Ledesma–Kolvenbach model 18813.1 The action learning system for education in management 21214.1 Soft skills evolution in management literature 22414.2 Soft skills evolution of main concepts according to literature

review 22814.3 Most frequent words in curricula of business schools 23014.4 Soft skills proxies by most frequent words in business

schools’ curricula 23114.5 Incidence of soft skills in business schools’ and EE programs’

curricula (order of appearance follows literature review inFigure 14.2) 232

16.1 Participants’ level of satisfaction (2013–2014) 26317.1 Rankings of value-driven leadership determinants 27517.2 Building up shareholder and social value-added 284

Tables

3.1 PPS – Soft skills matrix 523.2 PPS – Assessment scale rubric 584.1 GCC states’ populations and numbers of locals and

expatriates in the public and private sectors 684.2 Socioeconomic indicators in the GCC region 694.3 Government institutions offering EE programs in the GCC

region 737.1 Key questions for EE’s success 1228.1 Curriculum outline 130

11.1 Ranking of concerns 17712.1 Main characteristics of the “Responsible Sustainability and

Innovation in an Interconnected World” course link to theL–K model 192

viii

List of Figures, Tables, and Boxes ix

12.2 The “Responsible Sustainability and Innovation in anInterconnected World Course”: Curriculum design,pedagogical approaches, and outcomes/impacts 196

14.1 Soft skills: Literature review 22514.2 Soft skills: Details of Figure 14.2 on main soft skills attributes

according to literature review 22915.1 Themes and findings matrix 25216.1 Courses taught in 2013 26216.2 Courses taught in 2014 26216.3 Participant questionnaire 26316.4 Assessment questionnaire regarding courses and professors

(scale from 1 lowest to 5 highest) 26716.5 Average of participants’ satisfaction in all courses in 2013

(scale from 1 lowest to 5 highest) 26816.6 Average of participants’ satisfaction in all courses in 2014 26816.7 Evaluation system of model class for aspiring professor

position 269

Boxes

1.1 ASFOR activities 171.2 ABB and SDA Bocconi: A 20-year partnership 24

Foreword

Thirty years ago, Peter F. Drucker wrote The Effective Executive. This bookhighlights the shift from manual labor to knowledge work, from efficiencyto effectiveness. The executive is expected to get the right things doneand to get results: not by himself, but by people. Drucker identifies “thesocial need for executive effectiveness”: “The cohesion and strength of oursociety depend increasingly on the integration of the psychological andsocial needs of the knowledge worker with the goals of organization and ofindustrial society”. Beyond economic rewards, the knowledge worker “needsopportunities, needs achievements, needs fulfillment, needs values”.

In our period of globalization with its complexity, ambiguities, and uncer-tainties, executive development is no longer an issue of just providingtechnical knowledge and state-of-the-art techniques for decision making andstrategy development. Executive development must also give guidance to awide range of leadership capabilities. But how to teach leadership? And whatis leadership, anyway? This book gives an answer to both questions. Its rangegoes beyond Peter Drucker’s “A leader is someone who has followers” andBill Gates’ “Leaders will be those who empower others”. It defines leadershipas a process of social influence that maximizes the efforts of others towardthe achievement of a common goal. With this, we are at the human side ofthe enterprise. The book collects a significant amount of evidence on howhuman centered programs in management and executive development havebeen helping to form the leadership of today. Examples are drawn from 15countries in four continents. They give a unique vision of the challenges andachievements that the editors and the authors consider critical to build anddevelop people skills, technical skills, leadership styles, and collaborationpatterns across national borders.

Social responsibility is also discussed in the book, an important dimen-sion of business more and more recognized worldwide. But corporate socialresponsibility is still far from reaching desirable standards that will bene-fit business, people, and society at large. There are many examples of greatenterprises which are on this track. However, the process has to becomebroader and more continuous. The book contributes to this objective.It points out that executive development programs must be forward-lookingand anticipate the growing challenges leaders will face in rapidly changingbusiness environments.

Many chapters in the book explain the paradigm shift that is required toshape a human centered focus on executive development. Educators andexecutives must bridge the gap not only between theory and reality butalso between employees with diverse backgrounds, experiences, and ideas,

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Foreword xi

and the needs of diverse stakeholders. We may live in one world – butnot in a uniform one. As one consequence of that leadership culture dif-fers significantly between the regions. Therefore, being a role model is themost decisive leadership characteristic of executives if they want to estab-lish a high performance culture and a spirit of success in their companiesworldwide. The book assists educators and executives to develop globallyoriented concepts of education recognizing that businesses and all kinds oforganizations exist to serve people and society.

I have been asked by the editors to contribute this brief foreword, andI have gladly followed their plea. My own business experience convincesme that Human Centered Management in Executive Education addresses theseissues with a very appropriate vision that is timely and relevant. The bookbuilds on Drucker’s insight that the knowledge worker as an executive is“rapidly becoming the major resource of the developed countries” (which inmy opinion as well applies to developing countries) and that “he (or she) isbecoming the major investment”.

Prof. Dr. Dr. h.c. Jürgen StrubeHonorary Chairman of the Supervisory Board, BASF SE

Preface

In the 21st century, executive education (EE) has the crucial responsibilityto train leaders who will direct all kinds of organizations, from business togovernment, in the private/productive and public sector, in non-profit andfor-profit entities.

The speed of change in technology, the global economy, and national soci-eties is such that on the supply side it compels EE providers to be not onlyat the top in innovation to satisfy the needs and demands of customers, butalso highly alert at monitoring the impact of EE programs – through theirgraduates – in the economy and society.

And on the demand side, businesses and organizations that hire EEproviders must be aware that efforts and investments directed toward devel-oping effective leadership are increasingly focused in the human centeredparadigm founded on the ethics and quality principles and commitmentthat underline leadership responsibilities in societies worldwide.1

This book, Human Centered Management in Executive Education, projects aunique global scope integrating the studies and experiences of distinguishedscholars who are working in the development of theories, practices, assess-ment, and innovation in management and EE. Their joint endeavors pro-mote and strengthen the overdue shift from the updated process-centeredmanagement-by-objectives industrial tradition to advance and consolidatethe human centered management paradigm.

Understanding the implication of the human centered paradigm is essen-tial because in spite of ample evidence that EE has a significant influenceon decisions that executives and upper managers make in organizations,there is very limited research and literature on effective management prac-tices that can successfully integrate the human dimension in the training oforganization leaders.

The contributions of 33 scholars from 15 countries in North and SouthAmerica, Europe, the Middle East, Asia, and Africa cover the human centeredmanagement paradigm in a well-balanced and comprehensive diagnostic.The rich diversity of visions of 16 scholars from Europe and the United Statescompares and contrasts with those of 17 scholars from developing countries,and combines experiences of 10 women and 23 men who reach a uniquealignment of the principles and practices that are impacting managementand EE today.

The main theme that emerges across regions and different approachesplaces the human being at the center of organizations. Valuable insightscollect and integrate a broad range of personal experiences, a constructivecombination of research interests on decisions and actions about program

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Preface xiii

design, delivery, learners’ participation, analysis of the complexity of thedemand, and the rapidly changing supply of EE worldwide.

The editors selected contributors who deliver real messages. In some cases,they are passionate about values and causes leading to genuine arguments offaith and focus that trigger discussion of important subjects from differentslants. Like EE itself, the 17 chapters congregate in a balance of opinions,conceptions, and considerations of the local environments and nationalcontexts in which they have been conceived.

The book is organized in three parts. Each part addresses needs, chal-lenges, and expectations embedded in the human centered paradigm in EEfrom different but complementary angles. Each part starts with an introduc-tory section written by the editors in charge to provide a framework for thetheme.

• Part I focuses on why management and EE benefit from the humancentered paradigm.

• Part II addresses what needs to be done in EE in terms of curriculum andcontents to expedite change.

• Part III deals with how EE can advance the paradigm shift with newdelivery methods.

The contributions from authors were processed through a set of scrupulousreviews. However, some terms that are used by one contributor may havea different meaning when used by another. For example, the editors avoidusing the term human resources because this concept ranks human beingsin equal standing with other physical and monetary resources, instead ofas the main reason for organizations to exist. But the editors are awarethat human resources is still common in the business jargon and litera-ture, so no imposition was made to homologize terminology throughoutthe book.

Anybody who studies business management or economics has encoun-tered the phenomenon that some scholars continue to use terms followingtradition rather than adjusting to the need for change and innovation. Thiscontroversy is important, of course, but we consider it to be material for aseparate business discussion.

Nevertheless, the editors draw attention to the need to revise and renewmanagement concepts that no longer fit, because they devalue and hinderthe human centered paradigm. A common understanding of emerging con-cepts is essential to improve organization behavior and attain a sustainableframework.

This is a task that executives and leaders need to enforce because a straight-forward vocabulary is the base for effective knowledge management. Druckersaid: “. . . just as an orchestra can sabotage even the ablest conductor [. . .]

xiv Preface

a knowledge organization can easily sabotage even the ablest executive”(Drucker, 1998).

The editors are grateful to Professor Strube, Honorary Chairman of BASF,for the Foreword of this book and to a very large number of colleagues,family, and friends around the world, who in one form or another haveinspired the editors to undertake this human centered endeavor. We hopethat executives, EE program providers, and all our readers enjoy and benefitfrom this human journey.

MTL EvK RB

Notes

1. For additional information on the human centered management paradigm, pleasesee: www.humanisticmanagement.org; www.globalqualityeducation.org

References

Drucker, P. F., Management’s New Paradigm. Forbes Magazine, 1998, Issue 10.

Contributors

Editors

Roland Bardy is owner of BardyConsult in Mannheim, Germany, wherehe engages in management education, and he serves as Executive Professorof General Management and Leadership at Florida Gulf Coast University.He worked in finance and administration at BASF SE, the German multina-tional chemicals manufacturer, until 1999. After retiring from BASF, Bardytook up teaching and consulting, starting as an adjunct professor at GoizuetaBusiness School, Emory University. His areas are accounting, supply chainmanagement, leadership, business ethics, and sustainable development. Hepromotes the philosophy and implementation of responsible leadership andaccountability through, among others, the Wittenberg Center for GlobalEthics (www.wcge.org). He has published, in English and in German, onmanagement accounting, leadership, business ethics, knowledge manage-ment, and sustainable development.

Maria-Teresa Lepeley is president and founder of the Global Institutefor Quality Education, US. Her past positions include director of theInternational Institute for Executive Management Education, Universityof Connecticut, US; director of the Division of Executive Education inApplied Economics, School of Business and Economics, Universidad deChile; president of Entrepreneurial Education College, where she developedEE programs in Quality Management and entrepreneurship and createdthe first program for women in entrepreneurship in Chile. She was CEOof an international technology company in the US and a member of theBoard of Examiners of the Baldrige National Quality Award program inthe US and NQA in Chile and adviser to NQA programs in Latin America.She publishes on human capital, economic development, people centeredmanagement, leadership, Quality Management, sustainability standards forbusiness and education, women in entrepreneurship, and Human CenteredIntegral Sustainable Development (ISD). She is a consultant and visitingprofessor at universities worldwide.

Ernst von Kimakowitz is founder and director of the Humanistic Manage-ment Center, a Swiss-based think-tank, learning institution, and advisoryfirm on business ethics and corporate responsibility. He is director of EthicsFirst, an Executive Education joint venture with the Global Ethic Insti-tute at the University of Tübingen in Germany and a founding memberof the Humanistic Management Network. In addition to general questions

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xvi Notes on Contributors

of business ethics, his topical foci are humanistic management, stakeholderengagement, development theory, and impact investing. He researches, pub-lishes, teaches, and delivers advisory services on these topics. He is Lecturerin Leadership Skills at the Universities of St. Gallen in Switzerland andTübingen in Germany. He is a guest speaker and lecturer around the globe toa wide range of audiences from students to senior executive teams and holdsvarious board member and reviewer positions. Previously, he has workedin strategy consulting with a leading management consulting firm based inLondon, England.

Contributors

Ricardo Aguado is an assistant professor and academic coordinator at theDepartment of Economics, Deusto Business School, University of Deusto,Bilbao, Spain. He collaborates with the Basque Institute of Competitive-ness (ORKESTRA). He explores relationships between economic growth,sustainability (social, economic, and environmental), human dignity, andwell-being, at a macroeconomic level and at the level of the firm. He is afounding member of the Global Center for Sustainable Business at DeustoBusiness School. He is a representative of Deusto Business School at thePRME program of the UN, in the International Association of Jesuit BusinessSchools (IAJBS), and in the network of Jesuit universities in Spain (UNIJES)in the field of Catholic social thought. He is a lecturer in graduate, postgrad-uate, and doctoral courses in different universities in the US, Latin America,and Europe. He is a member of the doctoral commission of the University ofDeusto.

Laura Albareda is an assistant professor at Deusto Business School, Univer-sity of Deusto, Bilbao, Spain. She is a lead researcher at the Global Centerfor Sustainable Business at Deusto Business School and a visiting professorat Lappenranta University of Technology. She was a visiting researcher atExeter University Business School, a postdoctoral fellow at Carroll School ofManagement of Boston College, and visiting researcher at Boston CollegeCenter for Corporate Citizenship in the US. She was a research fellow andassistant lecturer in the Department of Social Sciences at ESADE BusinessSchool. Her research focuses on corporate responsibility and sustainability,governance/politics and the theory of the firm, innovation for sustainability,and humanistic and responsible management education. Currently, sheworks on studies on humanistic management and management education.Her articles have appeared in the Journal of Business Ethics, Business Ethics:A European Review, Journal of Corporate Citizenship, Corporate Governance: TheInternational Journal of Business in Society and Business and Society Review.

Wolfgang Amann is Professor of Strategy and academic director of SBUMand EMBA at HEC Paris, Qatar. He has published 15 books for executives and

Notes on Contributors xvii

compiled more than 100 case studies for his EE seminars. He previously con-sulted for and trained executives at Allianz, Arthur Andersen, China Devel-opment Bank, Daimler, Deutsche Bahn, Deutsche Bank, Deutsche Telekom,Dixon/DSG, Dupont, European Venture Capital and Private Equity Associa-tion, Evonik, Festo, Ford, Generali, Hilti, JPC, Malteser, IBM, IFC/Worldbank,Ikea, Marsoft, Mitsubishi, UN Global Compact/PRME, Office Depot, Proctor& Gamble, Sanofi-Aventis, Qatar Exchange, Tetra Pak, UNICEF, W. L. Gore& Associates, Inc., and several UHNWI and family offices. He is a frequentspeaker at international conferences and has been a guest professor at HoseiUniversity in Tokyo, Japan, Tsinghua in Beijing, CEIBS in Shanghai, China,the Indian Institute of Management in Bangalore, India, ISP St. Petersburgin Russia, Corvinus University in Hungary, Mzumbe University in Tanzania,Warwick and Henley Business School in the UK, and Wharton in the US.

Lydia Arbaiza is director of Institutional Programs and is an associateprofessor at ESAN University, Peru. She teaches strategic management,organizational behavior, and management and organization. She has partic-ipated in international seminars in the microeconomics of competitivenessat Harvard, Management at UCLA in the US, and strategic management andcybernetics in Stuttgart, Germany. She is a consultant in strategic manage-ment and organizational development, and has worked at MiVivienda Fund(on the Board of Directors), Proinversión, Graña y Montero EdificacionesSA in Peru.

Anielson Barbosa da Silva is Associate Professor of Human Resource Man-agement and Leadership at the Federal University of Paraíba (UFPB), JoãoPessoa, Brazil. He is a member of the School of Graduate Managementin Administration (PPGA). He is a chief researcher in the learning andknowledge research group (www.ccsa.ufpb.br/nac) at the Brazilian researchagency (National Council of Technological and Scientific Development).He has authored more than 40 scientific articles in specialist journals, 80articles in national and international conferences, 3 books, and 7 bookchapters. He is a member of two editorial scientific boards in Brazil. He hasreceived ten awards and titles. His research interests include leadership, expe-riential learning, education in management, managerial competence, andorganizational behavior.

Mhamed Biygautane is a research associate in the Government and PublicManagement Program at the Mohammed Bin Rashid School of Government(MBRSG), Dubai. He specializes in talent management, training in the pub-lic sector, governance, public management/administration, and sustainableeconomic growth for the UAE and wider Gulf Cooperation Council’s (GCC)region. He also serves as a Middle East and North Africa (MENA) expert in the

xviii Notes on Contributors

European Geopolitical Forum, where he provides strategic advice on the eco-nomic development of the GCC and MENA region. He has published morethan 70 studies on political economy of development, knowledge manage-ment and training in the public sector, and modernization and the reformof public sector organizations.

Manuela Brusoni is Senior Lecturer in Public Management and Policy atSDA Bocconi, Italy. She is involved in major networks of international man-agement education and is a member of the Board of Directors and presidentof ASFOR Master Accreditation Commission, Association for ManagementEducation in Italy; she was delegated by the president of ASFOR relationshipswith ENQA. She is the author of numerous publications on national andinternational relations on issues of private and public procurement, localdevelopment, and project management of public projects.

Eugenijus Chlivickas is Professor of Social Sciences at Vilnius GediminasTechnical University, Vilnius, Lithuania, and vice-minister for state gov-ernance and public administration in the Ministry of the Interior of theRepublic of Lithuania. He is a member of the Lithuanian Public Adminis-tration Training Association, where he served as president. He participatesin international projects and programs of OECD, SIGMA, PHARE, SIDA,European Institute of Public Administration, Finnish Institute of Public Man-agement, The National Tax Board of Sweden, US Department of Treasury,and US Agency for International Development (USAID). He is a memberof the editorial board of the journals Public Policy and Administration, Pub-lic Administration, and Journal of Security and Sustainability Issues. He is theauthor and coordinator of more than 200 scientific and methodologicalpublications in Lithuania and abroad. He is a member of the InternationalAssociation of Schools and Institutions of Public Administration (IASIA),Brussels, Belgium, The Network of Institutes and Schools of Public Admin-istration in Central and Eastern Europe (NISPAcee), Bratislava, Slovakia, andthe UN Public Administration Network (UNPAN), New York.

Niccolò Cusumano is a PhD candidate and research fellow at IEFE (ResearchCenter for Energy and the Environment), Bocconi University, Italy. Heteaches issues of public procurement policies to promote renewable energyand public private partnership. From June 2013, he has been engaged atSDA Bocconi Lab for Impact Investments. He has written numerous papers,books and book chapters, and has made presentations at conferences in Italy,Canada, and China.

Claus Dierksmeier is Director of the Global Ethic Institute at the Uni-versity of Tübingen, Germany. He previously worked as a distinguishedprofessor of Globalization Ethics and was a co-director of the Sustainable

Notes on Contributors xix

Management and Measurement Institute (SUMMIT) at Stonehill College, US.He has accepted professorships at the University of Jena, Germany, and atStonehill College, and held positions as visiting professor and research fel-low in Spain, Uruguay, and Argentina. His areas of expertise and academicwork include political, economic, and religious philosophy with particularfocus on the theories of freedom and responsibility in the age of globality.He serves on the Board of Directors of The Humanistic Management Net-work and is academic director of The Humanistic Management Center inSwitzerland.

Andrea Garlatti is Professor of Public Management at Udine University. Heis also director of Udine University Interdepartmental Center for Researchon Welfare and a coordinator of the Accounting and Management Controlsection within the Department of Economics and Statistics. He has wideresearch and teaching experience in the fields of public management andwelfare.

Massiel Guerra is an economist and entrepreneurship instructor in sev-eral universities in Chile, including Universidad del Desarrollo, where shelaunched and was executive director of the Doctoral Program in SocialComplexity Science at the School of Government. She is a research asso-ciate at the Center for Entrepreneurial Studies on Women at Universidaddel Desarrollo and an economic consultant in international organiza-tions including the UN’s Economic Commission for Latin America andthe Caribbean (ECLAC) and Inter-American Development Bank (IDB). Herresearch focuses are economics of natural resources, technologies that fosterdevelopment, and integration of women in labor markets.

Katharina Hoegl is a research assistant and project coordinator at the GlobalEthic Institute, Tübingen, Germany. She has worked for the Canada-EuropeTransatlantic Dialogue, an international research network dedicated to theexchange and dissemination of best-practices and information in the areasof environment, culture, politics, economics, and law for practitioners frompolitics, economics, and academia.

Mary Lopez Holly is an independent educational speaker and writer, andfor decades has been an advocate of keeping ethics in the classroom and co-learning teaching methodologies alongside her students to improve studentoutcomes. She holds a PhD in education from Drexel University.

Shiban Khan is a research fellow at the Institute for Supply Chain Man-agement: Procurement and Logistics, at EBS Business School, Germany,where she concentrates on the institute’s India-focused research portfo-lio. Her projects include sourcing in India, supply chain security andsustainability, and comparative procurement practices of German and

xx Notes on Contributors

Indian companies. Her expertise lies in theories and cultural implications ofCSR and sustainable business strategies, management in India, and globalsourcing. She has been a visiting tutor at the Henley Business School ofthe University of Reading, UK, and has lectured on sustainability and theBRIC countries at the University of St. Gallen, Switzerland. She has alsobeen a visiting scholar at the Indian Institute of Management, India, andHosei University, Japan. She is a co-founder of the Humanistic Manage-ment Network and has previously been the executive director of OikosInternational.

Nicolas Majluf is an emeritus professor in the Department of Industrial andSystems Engineering at the Catholic University in Chile. He specializes instrategic management, organizational design, management control, finance,and education. His publications include three books and papers written withProfessor Arnoldo Hax from MIT in strategic management. He is a memberof the boards of numerous large Chilean corporations.

Vesna Mandakovic is an assistant professor at the Business School,Universidad del Desarrollo, Chile. She was one of the founders and firstdirectors of CEEM (Study Center of Women Entrepreneurs, Universidad delDesarrollo-Mujeres Empresarias). Her research interests are focused on firmdynamics, firm growth strategies, and labor decisions.

Maurizio Massaro is a lecturer at Udine University, Italy. Before joiningacademia, he was founder and CEO of multiple consultancy firms. He hasalso served as a research center vice-president in the field of metal analysis.He has been a visiting professor at Florida Gulf Coast University, US, andLeicester University, UK, and enjoys several contacts and research partner-ships with universities in the US, continental Europe, UK, and Australia. Hisresearch interests include entrepreneurship, knowledge management, intel-lectual capital, and sustainability in international business. He is author ofnumerous journal articles, book chapters, and conference presentations onthese subjects.

Borisas Melnikas is head of the Department of International Economics andManagement, Vilnius Gediminas Technical University, Lithuania. His previ-ous professional activities included assignments at the Scientific ResearchInstitute of the Lithuanian Planning Committee and the Lithuanian Insti-tute of Economy Specialists Training. His teaching and research activities arein international economics and management, globalization and Europeanintegration processes, transformations in the eastern and central Europeancountries, public governance and business management, and innovationmanagement.

Notes on Contributors xxi

Oswaldo Morales is director of Distance Education at ESAN, Peru. He hasconducted studies about organizational culture and climate in companiesof different sectors and is a proponent of the importance of organizationalculture as a factor in business strategy.

Olga Pizarro is director of Graduate Studies at Universidad del Desarrollo,Chile and a professor of the School of Business at graduate and undergradu-ate level programs. Her area of specialization is gender and entrepreneurshipand she has been a visiting professor and keynote speaker in congress andpanels on women entrepreneurs around the world.

Julio Puertas is an industrial and systems engineer and a coordinator ofDistance Education at the University of Piura, Peru. With experience in man-agement of LMS and synchronous platforms, he has participated in systemsconsulting.

Subhasis Ray is a professor at Xavier Institute of Management, XavierUniversity, India. He is also the founder-coordinator of the Center forResettlement, Rehabilitation, and Corporate Social Responsibility (CRRCSR).His research and teaching interests are in the area of sustainability andmarketing.

Carlos Rivera is a student research assistant at the University of Guadalajaraunder Dr. José Vargas-Hernández. He has co-authored and published eightscientific articles with Vargas and has been twice recipient of the MexicanAcademy of Science Award. He holds a graduate degree in internationalcommerce from the University of Sinaloa.

Ronald W. Tarr is director of Advanced Performance Technology and theRAPTER Lab at UCF’s Institute for Simulation and Training (IST) and seniorresearch faculty at University of Central Florida, US, with a joint appoint-ment in the Department of Civil Engineering. His research includes analysisof human performance, design of web and simulation applications, devel-opment and assessment of advanced learning technology prototypes, andnon-traditional, adult learning programs, especially for dynamic situationsand the use of soft skills. He is adviser to the director of National Cen-ter for Forensic Science and National Academy for Emergency Managementsimulation programs in transportation.

Shiv Tripathi is a professor at Mzumbe University Dar es Salaam Cam-pus, Tanzania. During his career as a management educator, he has serveda number of academic institutions and universities in India and Tanzaniain different capacities. He has published widely including two books onmanagement education. He is a member of UN PRME.

xxii Notes on Contributors

José Vargas-Hernández is a research professor at the University Center ofEconomic and Managerial Sciences, University of Guadalajara, Mexico, aswell as a visiting scholar at various institutions such as UC Berkeley, CarletonUniversity, and Universidad de Colima. He is also an independent con-sultant, ex-director of Centro de Capacitación y Adiestramiento, generalmanager of Patronato del Instituto Tecnológico, CEO of Novacal SA, andmanager of the Consejo de Colaboración Ciudadana.

Hugo Vertiz is a coordinator at Distance Education, ESAN, Peru, and a vis-iting student at the School of Economics and Management (SEM), TsinghuaUniversity, Beijing, China. He is experienced in implementation and admin-istration of Oracle Siebel CRM On Demand content and LMSs Moodle andBlackboard.

Joseph. A Weeks Jr. is assistant vice-president of Bank of America, associateprofessor at Wilmington University, US, and associate professor at GoldeyBeacom College, US. He teaches financial management at WilmingtonUniversity, and corporate finance at Goldey Beacom College. His researchinterests include multigenerational leadership, multigenerational influenceson leadership transition, adult learning styles, regulation of banks andfinancial institutions, corporate finance, and credit risk and valuation ofcorporate debt.

Michael Wihlenda is the founder of the School for World Citizens at theGlobal Ethic Institute, a project that aims to empower students to educatethemselves in the humanistic tradition.