EEUU RRRO OOPPPEEAAANNN...

WWWOOORRRKKKIIINNNGGG DDDOOOCCCUUUMMMEEENNNTTT

EEEUUURRROOOPPPEEEAAANNN GGGUUUIIIDDDEEELLLIIINNNEEESSS FFFOOORRR CCCUUURRRRRRIIICCCUUULLLUUUMMM DDDEEEVVVEEELLLOOOPPPMMMEEENNNTTT FFFOOORRR EEE---LLLEEEAAADDDEEERRRSSSHHHIIIPPP SSSKKKIIILLLLLLSSS Proposal for further development and

adoption by the ‘CEN ICT Skills Workshop’

January 2016

EUROPEAN GUIDELINES FOR CURRICULUM DEVELOPMENT FOR E-LEADERSHIP SKILLS DRAFT

CONFIDENTIAL 3 / 81

Content

1 Foreword ...................................................................................................................................... 5

2 Background and Overview ............................................................................................................ 6

2.1 e-leadership definition and concept ................................................................................................ 6

2.2 Background and problem statement ............................................................................................... 7

2.3 The role of and value proposition for education and training institutions and industry organisations ............................................................................................................................................ 8

2.3.1 Role of and value proposition for training providers ............................................................... 8

2.3.2 Role of and value proposition for industry organisations and associations ............................. 9

2.4 Proposed actions ............................................................................................................................ 10

2.5 Guidelines, Curriculum Profiles and Quality Label for training programme development – An Overview ........................................................................................................................................... 10

2.6 Guidelines for training course development for SMEs and Start-ups - an overview ..................... 12

2.6.1 Specific skill requirements of SMEs and start-ups .................................................................. 13

2.6.2 Learning requirements - Diverse and hands-on ..................................................................... 13

2.6.3 Need for focused, short, flexible and affordable formats ...................................................... 14

3 The European Guidelines for Curriculum Development for e-Leadership Skills Education and Training Programmes ....................................................................................................................... 15

3.1 Introduction .................................................................................................................................... 15

3.2 Scoping the guidelines .................................................................................................................... 15

3.3 Requirements for curriculum profile design .................................................................................. 16

3.4 The structure of a curriculum profile ............................................................................................. 17

3.5 Guidelines for constructing curriculum profiles ............................................................................. 18

3.6 Guidance for a portfolio of curriculum profiles ............................................................................. 21

4 Quality labelling for e-leadership programmes ............................................................................ 22

4.1 Introduction .................................................................................................................................... 22

4.2 The quality claim ............................................................................................................................ 22

4.3 Building on curriculum profiles ...................................................................................................... 23

4.4 Continuous improvement at two levels ......................................................................................... 24

4.5 Quality principles ............................................................................................................................ 24

4.6 A set of quality criteria for the quality label ................................................................................... 25

4.7 Label award procedure................................................................................................................... 26

4.8 Efficient assessment ....................................................................................................................... 26

4.9 Governing quality label award ....................................................................................................... 27

5 Gaining feedback from alumni e-leaders ...................................................................................... 28

5.1 Introduction and rationale ............................................................................................................. 28

5.2 Guideline overview ......................................................................................................................... 28

5.3 Content Guidelines ......................................................................................................................... 28

5.3.1 Design Guidelines ................................................................................................................... 30


CONFIDENTIAL 4 / 81

5.4 Process Guidelines .......................................................................................................................... 30

6 Web Portal for Online Transparency in e-Leadership Education and Training Programmes ............ 32

6.1 The e-Leadership Curriculum Profiles ............................................................................................ 32

6.2 Programme submission, review and approval ............................................................................... 33

6.3 Presenting conformant programmes ............................................................................................. 34

7 Guidelines for e-Leadership Training Course Development ........................................................... 35

7.1 Guidelines for designing e-Leadership training and education ...................................................... 35

7.2 What is an e-Leadership training offer? ......................................................................................... 36

7.3 Diverse pathways to e-leadership are indispensible ...................................................................... 37

8 Repository for e-Leadership Training Courses for SMEs and Start-ups ........................................... 40

8.1 Course submission, review and approval ....................................................................................... 40

8.2 Presenting courses ......................................................................................................................... 41

9 European e-Leadership Skills Governance and Service Body ......................................................... 42

9.1 Operational governance and service provision model................................................................... 42

9.2 Governance and service provision body ........................................................................................ 43

10 Annexes ..................................................................................................................................... 45

10.1 Annex 1: e-Leadership Curriculum Profiles .................................................................................... 45

10.1.1 e-Leadership Curriculum Profile: BEA – Business and Enterprise Architecture ..................... 45

10.1.2 e-Leadership Curriculum Profile: ITTI – Innovation and Transformation trough ICT ............. 48

10.1.3 e-Leadership Curriculum Profile: ISG – Information Security Governance ............................ 52

10.2 Annex 2: Examples of Pioneering e-Leadership Programmes ........................................................ 57

10.2.1 Overview ................................................................................................................................. 57

10.2.2 Examples of successful programme mappings ....................................................................... 58

10.3 Annex 3: Examples of pioneering e-leadership education and training courses and programmes addressed to SME ............................................................................................................. 59

10.3.1 New Bulgarian University (NBU) ............................................................................................. 59

10.3.2 Henley Business School .......................................................................................................... 61

10.3.3 IE Business School ................................................................................................................... 63

10.3.4 Antwerp School of Management ............................................................................................ 67

10.3.5 Aarhus University .................................................................................................................... 71

10.3.6 ISDI (Institute for the Internet Development) ........................................................................ 72

10.3.7 Algebra University College ...................................................................................................... 74


CONFIDENTIAL 5 / 81

1 Foreword

The present working document includes a proposal for further development of ‘EUROPEAN GUIDELINES FOR CURRICULUM DEVELOPMENT FOR E-LEADERSHIP SKILLS’ and later adoption by the ‘CEN ICT Skills Workshop’ following a formal process to become a CEN Workshop Agreement to be endorsed by the National Members of CEN.

It has been drafted on the basis of the developments and results of the European Commission DG GROW e-Leadership Skills Initiative carried out in several service contracts: ‘European Guidelines and Quality Labels for New Curricula for e-Leadership Skills’ (http://www.eskills-guide.eu) which was commissioned, to develop, demonstrate and disseminate European guidelines and quality labels for new curricula fostering e-leadership skills, and ‘e-Leadership Skills for SMEs’ (http://www.eskills-lead.eu) addressing the e-leadership skills requirements of SMEs and start-ups and developing, demonstrating and piloting suitable training programmes and courses for these target groups. Further input came from the results of the service contracts “e-Leadership: e-Skills for Competitiveness and Innovation: Vision, Roadmap and Foresight Scenarios” (http://www.eskills-vision.eu) and “Towards Quality Labels for Training Fostering E-Skills for Competitiveness and Innovation” (http://www.eskills-quality.eu).

Active cooperation with key stakeholders has taken place to ensure that the European guidelines and quality labels are effective and sustainable in the marketplace and that they result in an offer of a broad portfolio of quality-assured new curricula fostering an appropriate full range of e-leadership skills.

The list of individuals and organisations which supported the development of the guidelines and their demonstrations in the two above initiatives from 2013 until 2015 as well as the technical consensus represented by this working document can be made available on request.

The working document is proposed to the CEN ICT Skills Workshop for further development and approval.

Comments and suggestions from readers of this working document are welcome and should be addressed to: [email protected]

Acknowledgements: xxx to be done in final version xxx

http://www.eskills-guide.eu/

http://www.eskills-lead.eu/

http://www.eskills-vision.eu/

http://www.eskills-quality.eu/

mailto:[email protected]


CONFIDENTIAL 6 / 81

2 Background and Overview

e-leadership skills are the skills required of an individual in the modern economy to initiate and achieve digital innovation.

The term ‘e-leadership’ was coined by the European Commission and since 2012 its definition and concept has stepwise been further developed.

In the meantime it is undisputed that e-leadership skills are crucial for Europe to compete, grow and generate jobs in the 21st century.

2.1 e-leadership definition and concept

e-Leadership is seen a key ingredient to foster Europe’s competitiveness and innovation potential. If Europe is to compete, grow, and generate jobs in the 21st century, it must address the current acute shortage of talent capable of leading the innovation needed to capitalise on advances in new digital technologies. Economic growth to create jobs requires that digital innovation opportunities are identified and effectively exploited. This in turn demands good e-leadership skills. These are the skills that lead towards designing business models and taking advantage of opportunities, making best use of digital technologies, and delivering value.

e-Leadership skills are the skills required of an individual in the modern economy to initiate and achieve digital innovation:

Strategic Leadership: Lead inter‐disciplinary staff, and influence stakeholders across boundaries (functional, geographical)

Business Savvy: Innovate business and operating models, delivering value to their organisations

Digital Savvy: Envision and drive change for business performance, exploiting digital technologies trends as innovation opportunities.

These are depicted in the e-leadership triangle below.

e-Leadership triangle

e-Leadership is of crucial importance for companies and industry to excel in their business operation. e-Leadership is key to using new digital technologies for innovation and


CONFIDENTIAL 7 / 81

transformation, managed in a relevant organisational context and embedded in the business strategy.

2.2 Background and problem statement

If Europe is to compete, grow, and generate jobs in the 21st century, it must address the current acute shortage of talent capable of leading the innovation needed to capitalise on advances in new digital and key enabling technologies. Economic growth to create jobs requires that innovation opportunities are identified and effectively exploited. This in turn demands relevant e-leadership skills. These are the skills that lead towards designing business models and taking advantage of innovation opportunities, making best use of new technologies, and delivering value. They are the skills required of an individual in the modern economy to initiate and achieve innovation.

Leadership is of crucial importance for companies and industry to excel in their business operation and key to using new technologies for innovation and transformation, managed in a relevant organisational context and embedded in the business strategy. Latest forecasts of empirica for the European Commission already show that demand is growing throughout European industry to improve the quality of digital leadership. While no official statistics exist to date regarding the demand or supply of these skills, an estimate for the year 2013 quantifies the number of potential e-leadership positions in Europe to be in an order of magnitude of 568,000 individuals. Extrapolating growth trends, there are probably 620,000 such individuals in 2015. A majority of almost 60% comes from the business units in companies and not from IT departments.

Europe requires up to 200,000 e-leaders by 2020, i.e. 40,000 per year.1 Without further action Europe will not be in a position to create this number. There is strong agreement about the urgency in the digital age of a joint Europe-wide effort to scale up the e-leadership skills across all industrial sector and enterprises.

Currently available programmes and courses whether from universities and business schools or other training institutions do not yet offer what is needed or do not fully meet the requirements of an e-leadership programme. In 2013 only 21 programmes were found in Europe that deliver education and training programmes with a propensity to e-leadership as stakeholders had defined them – delivering the capability to lead experienced executives in business transformation.

A recent analysis of Higher Education Courses and MOOCs offered by Higher Education institutions targeted at SMEs or entrepreneurs and aiming at highly skilled professionals has shown that across the entire EU, only 56 programmes which meet all e-leadership criteria can be found. Of these, three are Executive Masters, four MBAs, 22 Masters of Science, 19 other Masters and eight non-Masters programmes. Only eight of them last only 12 months or less, and six of these are Non-Masters and two are Other Masters.

The lack of e-leadership education is striking, and so too is the limited offer of short targeted programmes meeting the needs of SMEs and start-ups.

1 Promoting e-Leadership Skills - Scaling up and broadening our ambition for Europe. Press realease 30

September 2015:

http://eskills-scale.eu/news/single-view/?tx_ttnews[tt_news]=1114&cHash=37ab23bf88ea3c9844a80deb2418162e

http://eskills-scale.eu/news/single-view/?tx_ttnews%5btt_news%5d=1114&cHash=37ab23bf88ea3c9844a80deb2418162e

http://eskills-scale.eu/news/single-view/?tx_ttnews%5btt_news%5d=1114&cHash=37ab23bf88ea3c9844a80deb2418162e


CONFIDENTIAL 8 / 81

2.3 The role of and value proposition for education and training institutions and industry organisations

Diverse pathways to e-leadership are indispensable. e-leadership skill profiles are usually the result of experiences during a career, education and training and informal learning such as mentoring and coaching.

As the depth of e-leadership skills evolves, companies’ needs will usually be either for further steps on the e-leadership ladder, or for diversifying and complementing existing skills at the same level.

Enterprise CEOs and entrepreneurs are being challenged more than ever to move fast to keep their organisations lean and agile. Therefore, investing and partnering in related training activities to efficiently and effectively strengthen leadership skills and strategic resources is essential. The role of the board members and shareholders is to guide the leadership in meeting these challenges.

2.3.1 Role of and value proposition for training providers

Higher and executive education and training institutions as well as the huge variety and number of further training providers in the market have a crucial role to play to ensure a sufficient number of appropriately qualified and skilled e-leaders become available.

Such training programmes and courses need to be addressed to companies and individuals at different stages of an enterprise life cycle and their own careers which could be seen as an e-leadership journey. The e-leadership journey may go from awareness and curiosity to a vision for digital transformation and its potential for innovation – which will then need translating into an implementation plan. Information events and open lectures familiarise larger numbers of individuals from target groups with the topic and stimulate their own vision. Subsequent more focused events and courses can cater for individual needs assessment. Further stages may include training in specific e-leadership skills and competences, through traditional education programmes, specific training courses, or coaching, consulting and the co-creation of knowledge.

Opportunities exist for providers of education and training to develop and offer suitable training programmes and courses for the different stages of this e-Leadership journey. In addition to universities and business schools, providers may include professional or industry academies, chambers of commerce, coaching and consulting organisations, and publishers.

Higher Education and commercial or semi-commercial training and learning material providers are well positioned to offer courses and programmes, online or offline. Consulting and coaching might be tailored to the specific needs of the enterprise.

The education and training systems of all EU Member States need to move quickly. MOOCs offer scalability and wide reach, but a survey showed only limited current coverage of e-leadership. The well-established market for vendor and product training and certification for professional further education does not cater extensively for e-leadership. The short courses of higher and executive education institutions that explicitly address e-leadership have only limited reach, and coaching and consulting services have high costs. Self learning should be considered as an option. The greatest scope for improving e-leadership education is currently seen in MOOCs and self-directed learning, Higher and Executive Education post–graduate life-long learning offerings, and in specialist training providers. It is in these areas where future markets for higher and executive education but also any other type of training providers will emerge. One can already today observe the emergence of new entrants into this market.


CONFIDENTIAL 9 / 81

However, and in order to cope with these new developments universities and business schools in Europe need to fundamental change to become academic level life-long-training providers for professionals as well as purely higher education institutions. Progress is slow and bolder actions are needed to deal with

new online-driven education providers entering the education and training market,

a diverse international student community with changing ‘shopping’ behaviour and

increasingly demanding training offered in specific modules that can be combined in a mix-and-match fashion (‘boutique students’), also asking for

hybrid learning models for a new learning quality (e.g. gamification, virtual collaboration environments, online examination and tests, personalised learning offers etc.).

Research has shown that e-leaders, in particular in SMEs and start-ups, are moving toward the so-called pull-learning strategy, and acquire the professional knowledge they need via a variety of channels, such as MOOCs, blended education, and short courses. It is important that these activities take place in close cooperation with industry, the clients of these desperately needed programmes and courses.

2.3.2 Role of and value proposition for industry organisations and associations

As outlined above industry has a vital interest in the development and offering of new and suitable digital and e-leaderdship skills education and training programmes. Research has shown that supply of e-leadership skills is well below demand and that there is a need for action.

It is against this background that industry is asking for a coordinated response in order to address this challenge. Industry and those associations and stakeholders representing industry at European and national level will have to closely cooperate with higher and executive education and training institutions but also the other already established training providers and newly emerging ones to tackle the shortage and help close the ever increasing gap of e-leaders likely to grow up to 200,000 in 2020 should no action be taken.

The industry interest is in developing and implementing coherent and efficient formats and models for cooperation between industry and training providers and coordinating stakeholders to develop suitable training programmes and courses meeting industry demands.

Industry should be interested to develop and work under a long-term perspective and the establishment of an efficient governance structure for digital and e-leadership education and training supply and its implementation and operation with relevant stakeholders from the training community. Ideally this is to be implemented at European level with representatives from the relevant European level industry associations – from IT industry as well as IT user industry -, those representing relevant occupations and target groups like for instance CIOs or ICT professionals to name just a few. There is no alternative for providing industry with the skills needed to compete, grow and generate jobs.

Promoting and developing cooperation between higher education and industry/business is at the core of the EU’s Agenda for Modernising Higher Education and a central feature of the Erasmus+ programme (2014-2020), in particular via the Strategic and Knowledge Alliances. These are designed to provide structured partnerships for collaborative projects between higher education and the business/industrial sector.


CONFIDENTIAL 10 / 81

2.4 Proposed actions

The European e-Leadership Initiative activities since 2013 including the precursor activities in 2013 and the in the meantime emerging EU Member State initiatives need a coordinated action to be implemented with key stakeholders throughout Europe joining forces with those already actively pursuing actions in this area. Such a coordinated, joint action will allow stakeholders to benefit across all EU Member States.

As described above there are significant challenges ahead of Europe’s industry and higher and executive education institutions and all other types of education and training providers but there are also huge opportunities.

A coordinated action does not need to start from scratch but can build on previous efforts of the European Commission from the e-Leadership Initiative which started in 2013 with a focus on e-leadership programme development mainly for large enterprises and was enlarged in 2014 to include course development guidelines and demonstrations primarily addressed to small and medium sized enterprises, gazelles and start-ups.

An important lesson learnt in this European initiative was that different approaches towards e-leadership skills training are needed depending on the target group, the life-cycle stage of an enterprise and its size. Therefore the guidelines for e-leadership skills training programme and course development meeting industry demands of both, large enterprises on the one hand and SMEs, gazelles and start-ups on the other are further described below separately.

In the remainder of chapter 2 an overview of both types of guidelines (for programme and course development and submission) is presented. In chapter 3 the guidelines for curriculum development for e-leadership skills education and training programmes primarily addressed to large enterprises are described while chapter 4 elaborates on those for quality labelling. Chapter 5 elaborates guidelines for gaining feedback from alumni e-leaders while Chapter 6 describes the design and functionality for a web portal providing online transparency in e-leadership education and training programmes. A pilot implementation of this web portal has been developed.

Chapter 7 then turns to the guidelines for e-leadership training course development mainly addressed to SMEs and start-ups followed by the specification of a repository for such courses in Chapter 8.

Chapter 9 elaborates on and presents a governance and service provision model needed to operate a European e-leadership governance and service provision institution or body. It not only describes a possible governance and service provision model but also elaborates on the possible roles and functions of such a body and partnerships and the types of stakeholders needed to ensure its implementation and operation and achievement of scalability and sustainability.

Finally, the Annexes are provided in Chapter 10 and include descriptions of the e-leadership Curriculum Profiles developed so far, examples of pioneering e-leadership education and training programmes which have followed the necessary procedures and carried out a self-evaluation mapping their programmes onto the e-leadership curriculum profiles.

All relevant stakeholders, governments, education and training providers, industry and professional associations, are invited to join forces in this initiative.

2.5 Guidelines, Curriculum Profiles and Quality Label for training programme development – An Overview

The European Commission DG Internal Market, Industry, Entrepreneurship and SMEs in 2013 launched a strategic initiative on the development for e-Leadership skills in Europe. As part of



this initiative, a services contract on ‘European Guidelines and Quality Labels for New Curricula for e-Leadership Skills’ was commissioned, to develop, demonstrate and disseminate European guidelines and quality labels for new curricula fostering e-leadership skills. Active cooperation with key stakeholders has taken place to ensure that the European guidelines and quality labels are effective and sustainable in the marketplace and that they result in an offer of a broad portfolio of quality-assured new curricula fostering an appropriately full range of e-leadership skills.

The prime objective of this working document is to prepare a working document in liaison with experts from the CEN ICT Skills Workshop including detailed specifications based on the guidelines and curriculum profiles with a view of preparing for the elaboration of a CEN Workshop Agreement which could be adopted by the CEN ICT Skills Workshop at the end of 2016.

The new curricula are firmly based on market needs and capitalise on current best practice, including work by multi-stakeholder partnerships, universities, business schools and industry led initiatives.

The target groups for the guidelines are:

ICT professionals and managers, entrepreneurs and freelancers (professionals who need e-leadership skills) and enterprises, SMEs and start-ups in all sectors with a particular focus on Chief Information Officers – CIOs - in larger enterprise;

Business managers and professionals who have hybrid skills and increasingly take a key part in e-leadership initiatives via roles such as business architects and digital business managers.

Enterprises in all sectors with a particular focus on "gazelles" seeking to develop cross-border business and/or competitive advantages with ICT.

New technological trends are thoroughly integrated in the whole approach.

All the activities have built on the findings and recommendations presented in the reports: “European Guidelines and Quality Labels for new Curricula Fostering e-Leadership Skills” (http://www.eskills-guide.eu), “e-Leadership Skills for SMEs” (http://www.eskills-lead.eu), “e-Leadership: e-Skills for Competitiveness and Innovation: Vision, Roadmap and Foresight Scenarios” (http://www.eskills-vision.eu) and “Towards Quality Labels for Training Fostering E-Skills for Competitiveness and Innovation” (http://www.eskills-quality.eu).

A central element of the Guidelines on fostering e-Leadership in Europe is a portfolio of e-Leadership Curriculum Profiles. The new concept of a Curriculum Profile is to capture the essential elements of any educational offer qualifying for e-leadership positions, in particular by specifying key learning outcomes. Those successfully completing a course of education compliant with a Curriculum Profile are expected to exhibit top performance in key e-leadership roles in the economy.

Curriculum Profiles are to have concise learning outcomes and to be mapped for transparency to the emerging standard European e-Competence Framework e-CF. Learning outcomes for a Profile are identified through analysis of the responsibilities and benefit delivery expected of the role. Experts in delivering best-practice programmes specify critical elements of the learning experience for successful delivery of the defined learning outcomes.

The portfolio of Curriculum Profiles is to reflect the sets of e-Leadership competencies required in a modern economy, and the portfolio is to increase transparency in the vast and increasing offer of programmes and courses by institutions of higher and executive education in Europe. Curriculum Profiles can be referred to by higher/executive educational institutions (HEEIs) wishing to implement new curricula or adapt educational offers delivering e-

http://www.eskills-guide.eu/

http://www.eskills-lead.eu/

http://www.eskills-vision.eu/

http://www.eskills-quality.eu/



leadership skills. Given compliance, they can be used as reference for positioning existing educational offerings.

The Quality Label is to be a tool for supporting the development, demonstration and dissemination of new curricula fostering e-leadership skills. Starting point for the label are specific quality criteria for educational offers that aim at enabling e-leadership performance of individuals. The adoption of widely agreed quality criteria when awarding a label for e-leadership education is expected to help to increase transparency for potential learners and their employers as well as their trust in what they get for their investment in e-leadership education programmes.

The Quality Label is designed to assure that education in e-leadership through a designated programme:

contributes sustainably to the acquirement of e-leadership skills and competences when successfully completed.

is regularly and effectively aligned to the needs of present and future employment and entrepreneurship markets as well as to predictable developments in science and technology.

is continuously improved including the relevant stakeholders from the point of view of the offering institution - at least teachers, learners and profession/employers.

Starting point for the Quality Label is the market demand for e-Leadership competency, the learning outcomes of education and training that enable the learners to be successful in an e-Leadership role. This aspect of the Quality Label makes use of the new e-Leadership Curriculum Profiles. In this way the Curriculum Profiles offer a reference for the quality ambitions of a programme or course. They are not intended to represent a complete set of quality criteria appropriate for the e-leadership curriculum quality label. These criteria have been developed in all of three key quality domains: market demand, academic rigour and transparency.

The requirements for curriculum profile content, the design of curriculum profiles and of the portfolio of such, and the design of the proposed quality label are described in the following sections in more detail.

2.6 Guidelines for training course development for SMEs and Start-ups - an overview

Skills requirements in general and especially those for digital leadership (e-leadership) differ between company sizes. Those in SMEs, especially small or very small ones, gazelles but also start-ups are different compared to those in well structured, large corporations with their much stronger division of work, well developed matrix organisation structures etc.

Recent research of successful SMEs and gazelles2 has revealed that learning requirements are diverse and much more hands-on. They need to be focused, short, flexible and affordable. It also became apparent that self learning dominates a very diverse and rich learning culture observed in SMEs.

2 for more details see: Hüsing, T., Dashja, E., Gareis, K., Korte, W.B., Stabenow, T., Markus, P.: e-Leadership

Skills for Small and Medium Sized Enterprises, Final Report for the European Commission, October 2015



2.6.1 Specific skill requirements of SMEs and start-ups

SMEs and entrepreneurs requirements of e-leadership education are very diverse, yet patterns emerge from the analysis. Fast growing SMEs and entrepreneurs have expressed many competence needs during the research phase that can be translated into training and education offers in the three skill areas that constitute e-leadership: digital savvy, business acumen and strategic leadership skills.

2.6.2 Learning requirements - Diverse and hands-on

The following figure contains the competence requirements gathered through qualitative research.

Entrepreneurial and fast growing SMEs’ competence requirements gathered through qualitative research

It show, regarding content of potential e-leadership education offers to be developed, that most SMEs actually need leaders with very strong, also practical, hands-on, digital skills. Whereas in the corporate world, the digital skills requirements of leaders often emphasize an excellent understanding of digital capabilities (knowing what is possible, being able to budget, source and allocate work to be done), leaders in SMEs are more closely involved in the production of digital products or services or digitally supported processes.

Another significant finding is that many SMEs rely heavily on outsourcing for their digital needs, to consultancies, vendors or other partner enterprises in the value chain. While the e-leadership definition includes being able to lead qualified interdisciplinary staff to exploit digital technologies best, an eminent finding for e-leadership requirement in SMEs therefore is to lead qualified interdisciplinary staff and consultants, contractors and vendors and other partners.

In terms of technical content needed most, cloud computing, big data/data analytics and mobile apps development have been mentioned as training and education needs for SMEs. Other more technical skills mentioned included software development, mobile application and web development including skills in specific programming languages and environments.



Digital management trainings that were found most useful include enterprise architecture, governance and management.

Regarding other e-leadership skills required, answers were quite diverse and trainings could cover a full range of topics. Communication skills were mentioned, an understanding of the customers and the market, as well as change management and project management, business development and sales and marketing.

2.6.3 Need for focused, short, flexible and affordable formats

A number of requirements regarding the format and operational details of training and education provision were evident from the qualitative research, namely the importance of self-learning, the day to day requirements at work allowing only short trainings, or even one-to-one coaching. Consultancy projects are often used to transfer knowledge and gain competences.

There is thus a preference for affordable training of a few days with flexible hours of attending, and much targeted towards currently acute business problems.

At the same time it should not be forgotten that founders and key employees often have a deep Higher Education background. Hence, both targeted training as well as a broad and deep foundational education is important in finding e-leadership.

The details of how to design e-leadership education and training for SMEs and start-ups and the different pathways to e-leadership in these organisations are described in the following sections in more detail.



3 The European Guidelines for Curriculum Development for e-Leadership Skills Education and Training Programmes

3.1 Introduction

Stimulating new curricula for programmes offered by higher and executive education institutes (e.g. universities and business schools) is to ensure an adequate flow of the e-leaders required to generate innovation in the European economy. The approach capitalized on best practice and successful e-leadership curricula.

e-Leadership curriculum profiles define programme learning outcomes which are a set of the e-leadership skills and competences in demand in a modern economy. They form a central part of the European guidelines for new curricula fostering e-leadership.

A curriculum profile constitutes a subject-specific, content-oriented reference framework suited both for the development of an educational offer, as well as for understanding, comparing and assessing educational offers.

3.2 Scoping the guidelines

The scope of curriculum profiles for e-leadership is set by the focus on e-leadership skills delivery for accelerated innovation, competitiveness, growth and employment. This scope is fully in line with previous work.

According to the definition in CWA 16234‐2 e‐leadership can be specified as the capability:

to exploit opportunities provided by ICT, notably the Internet;

to ensure more efficient and effective performance of different types of organisation;

to identify, explore and take advantage of possibilities for new ways of conducting business/administrative and organisational processes;

and/or to establish new businesses.

An important additional input was provided by the INSEAD report on e-Leadership, which defined a set of personal achievements rather than business outcomes:

Managing change and inventing

Developing a compelling vision

Building and aligning relationships across boundaries

Making sense of a situation/ experimentation

Stakeholders at a project workshop assessed the INSEAD and CWA approaches and combined the two into a succinct description of e-leadership skills. This remains centred on innovation outcomes and also highlights features of individual leadership - vision, initiation, guidance to success.

e-Leadership skills are described as a set of competences (knowledge, skills and attitudes) which an individual in the modern economy requires to initiate and guide innovation utilising ICT and includes the skills to lead qualified staff from different disciplines:

towards identifying and designing business models and

exploiting key innovation opportunities,



making best use of developments in ICT and

delivering value to their organisations.

The core skill elements, including the business and personal perspectives, to be addressed by an e-leadership curriculum can be described as follows. The description of an " e-Leader" is of someone who leads inter‐disciplinary staff and builds the capability to:

Innovate strategic business and operating models

Exploit digital trends

Envision and drive change for business performance and

Influence stakeholders across boundaries (functional, geographical).

3.3 Requirements for curriculum profile design The design of curriculum profiles also sets out from the premise that a learning process is more likely to deliver the defined learning outcomes if it is part of a properly designed programme implementing a coherent curriculum.

An e-Leadership curriculum profile is not intended to replace the documentation normally provided by educational institutes, e.g. in brochures or on their web site. Instead, the profile is to offer a concise overview of the curriculum, with a focus on the benefits for the attendees in case of successful completion.

Requirements for curriculum profiles include that the profile should

be informative for stakeholder organisations in their selection of executive training and in their hiring decisions and for this, contain essential learning outcomes for important e-leadership roles, (“profile learning outcomes”)

be inspiring to HEEI with new ideas and research in the field, minimise the level of prescription to HEEI (while remaining informative to stakeholder organisations), in particular, not contain all the information which an HEEI would publish on a programme in a brochure / on the web

show clear benefits for students / alumni

be free of intellectual property rights.

A curriculum profile should not contain details that should remain specific to the higher education institute offering compliant programmes. These include the way learning outcomes are assessed, teaching methods and formal admission requirements.

While accepting the value of differentiation of educational offers and their openness to local initiative and innovation, supported by autonomy in the decisions of higher education institutions, the curriculum profiles are to contribute to making educational offers in the field of e-leadership comparable from an outside perspective, from the perspective of those wishing to improve their e-leadership skills and those looking for improved e-leadership performance in their organisation.

A curriculum profile also does not reflect quality aspects of the institution, like personal experience of the teachers or internal quality assurance procedures.

Nevertheless, a curriculum profile covers essential quality criteria for an educational programme capable of delivering e-leadership capability, including:

the reflection of demand in large enterprise for e-leadership performance;

the application of academic rigour - this refers to the quality of the educational institute and its staff, e.g. the academic standards assuring the curriculum to be at Master’s level;



provision of transparency in the market for related educational offers.

3.4 The structure of a curriculum profile

The core of each profile comprises the learning outcomes from completion: the knowledge, skills and competences which a programme delivers to shape e-leadership skills.

All the profiles developed in the first phase of the initiative deliver the core competences for e-leadership in large corporations.

Learning outcomes are fully referenced to the e-Competence Framework, to offer maximum transparency and to leverage existing self-assessment and human resources planning.

Aligning programmes to curriculum profiles will accelerate skills flow, by meeting the requirements of stakeholders for:

• inspiring higher and executive education to develop new programmes

• leveraging academic expertise – don’t tell them how to teach,

• ... leave them to incorporate the latest research

• exposing the results wanted, the learning outcomes in demand

Adoption of the Guidelines and supply of conforming programmes will

• impact executive training and hiring decisions

• provide transparency to aspiring e-leaders and guide choice of further education

The approach takes full account of different sets of e-leadership skills for different roles.

Components of an e-leadership curriculum profile

In meeting the requirements set, key features of a curriculum profile are:

core learning outcomes

mapping to the e-CF



required e-leadership understanding

At the centre of a curriculum profile is the set of learning outcomes to be achieved. In this way learning outcomes, i.e. statements of what a learner knows, understands and is able to do on completion of a learning process are a central element of al l e -leadership curriculum profi les.

A standard taxonomy, based on Bloom, is used for learning outcome definition. Succinct descriptions of learning outcomes are not easy to create with the necessary high rigour and capturing al l elements of relevance. To systematise the approach, a hierarchy of skills was applied to learning outcome specification, using an updated view of Bloom’s taxonomy. The verbs prescribed for a learning outcome specification, from high-order to low-order skills are: create, evaluate, analyse, apply, understand and remember.

As an example, the learning outcomes of an educational programme implementing a curriculum in Business and Enterprise Architecture might be specified such that on successful completion of the programme, the then business architect will be able to:

Create architectural designs that help Innovate strategic business and operating models

Exploit digital trends to develop target model architectures

Envision and drive architectural change for business performance

Influence architectural stakeholders across boundaries

Build architectural capability and lead inter‐disciplinary staff

In addition to transparency of learning outcomes, transparency is additionally provided by mapping learning outcomes to the European e-Competence Framework (e-CF).

Both the notion of learning outcome and competency are related to the educational experience, the learning process:

Learning outcomes are statements of what a learner can be expected to know, understand or do after successfully completing the learning process

e‐Competencies are statements of what competences a student is expected to possess after successfully completing the learning process.

A curriculum profile contains a number of topics referred to as e-leadership understanding, which are referenced to competencies in the e-CF. In most cases the ability to act effectively in an e-leadership role also requires a good understanding of related areas. As an example, a Lead Business Architect will not need to be an e-leader in shaping the business strategy, but obviously would need to be able to contribute, and critically appraise work done to develop the strategy. In terms of the (revised) Bloom taxonomy, the knowledge and understanding of the topic IS and Business Strategy would need to be at least at the level of ‘evaluating’ (level 5).

3.5 Guidelines for constructing curriculum profiles

The e-leadership curriculum profiles, which are key to the guidelines on new curriculum development, are developed by a team of academics and industry representatives supported by education experts. The profiles provide comparability across programmes – bringing transparency into the e-skills ecosystem. They describe and expose demand for e-leadership skill sets, and help curricula to keep up with a changing environment.

The profiles are simple in structure and require few resources for maintenance and use - in line with the economic climate. Solutions today must be lightweight!



In creating curriculum profiles the following steps are required to be taken:

Identify a core set of skills expected to be required from all e‐leadership programmes

Translate the core skill set into learning outcomes for a sample role

Provide a complete curriculum profile for a sample role

A profile should be the result of consultation between qualified academics and industry. After consultation, the approach was refined in a number of ways.

The following are some practical guidelines in the effective mapping of the learning outcomes to the e-CF:

1. Document the details of the curriculum, like the title, short description, target group and prerequisites

2. Establish the main subjects in the curriculum. This often requires over viewing all modules and providing a high level description to keep the number of subjects below, say, 10 items.

3. Go through the list of e-competences and select those that seem to be covered by the curriculum (based on the information obtained so far in the previous steps)

4. Carefully compare the description of each e-competence in the e-CF with the evidence collected on the curriculum: Is there evidence at all the competence is covered?

5. Establish for every assigned competence the level at which it is covered by the curriculum by carefully comparing the level descriptions in the e-CF.



Example of an e-leadership curriculum profile: Business Enterprise Architecture

Users should note that as a result of this procedure, probably several competencies, referring to be important in the curriculum, will not be at level 4 or 5 for all graduates of the course. Several of these may however find their way into the list of topics of e-leadership understanding needed in for the typical multi-disciplinary background required for e-leadership roles. Also some learning outcomes (knowledge, skills, and competencies) might remain “unmatched”, where no corresponding e-competence has (yet) been defined within



the e-CF. If such learning outcomes are regarded as relevant to the e-leadership skill set under design, they can be included under the Main Topics heading.

3.6 Guidance for a portfolio of curriculum profiles

Industry and higher education have provided version 1 of three profiles:

Business and Enterprise Architecture

Information Security Governance and

Innovation and Transformation through ICT

Curriculum profiles adapt to shifts in requirements, and new profiles are generated where scope proves too narrow. Programme providers can analyse their offers and use a profile to adapt them, or design them from scratch, using a simple self-evaluation tool. The prototype of a tool is available to support the structured comparison of a single education programme against a curriculum profile, building on quality criteria and producing an assessment report on an education offer.

A higher and executive education institution can evaluate its programme and publish results on the web to inform aspiring executives and management recruiting or training e-leaders.

Though each curriculum profile is designed to specify adequately programmes of education which can deliver a full set of e-leadership skills, just one such profile is not adequate to the task. Instead, these guidelines suggest that flexibility, dynamic adaptation and coverage of the range of e-leadership roles there are are best achieved by maintaining a portfolio of such profiles. On this approach the portfolio of curriculum profiles should meet a number of requirements:

The portfolio of curriculum profiles should as a whole cover all sets of learning outcomes which make up e-leadership

There are to be no blocks to differentiation based on innovative approaches, allowing that two profiles may overlap in terms of learning outcomes. To meet this requirement it should be possible for educational institutions to propose an additional profile

A new profile must be accepted as a valuable addition to the portfolio from the point of view of employing (demand-side) stakeholders. To this end an executive organisation might be engaged by stakeholder organisations to organise profile vetting and acceptance. The organisations in question would be any employing organisation expecting to commission executive training or hire staff whose performance would be more valuable with e-leadership skills.

Proposals for e-leadership curriculum profiles can continue to be based on existing higher education programmes. Here the basic information - rationale, sample roles, related ICT-trends and main topics - can often be easily extracted from existing documentation.

The current guidelines focus on e-leadership in large enterprise. As the concept of e-leadership is extended, the following segmentation of e-leadership roles may be useful: executive, professional and entrepreneur types of e-leadership. For each, skills are related to deliverables to expose the opportunities for defining learning outcomes:

e‐Executives – evaluate and create business outcomes – typically C level

e‐Professional Leads – enable business outcomes by creating enabling solutions

e‐Entrepreneurs – create and evaluate new digital businesses



4 Quality labelling for e-leadership programmes

4.1 Introduction

A quality label for e-leadership programmes has been developed, to complement the guidelines on curriculum profiles and to further strength the drive for new curricula fostering e-leadership in Europe. This adds confidence, whereby the quality label has been defined based on lightweight independent assessment, reusing existing certification.

The adoption of widely agreed criteria for awarding a quality label for e-leadership education is to help increase transparency for potential learners and their employers as well as their trust in what they get for this further investment in their education.

The quality label is proposed as complementary to self-initiated registration and approval of programmes evaluated by the educational institution against an approved e-leadership curriculum profile. The requirement is to support the improved functioning of the e‐leadership ecosystem, acting as an additional communication tool between stakeholders. , registration / approval and quality label can act as a bridge between market demand and specific courses provided by institutions.

Curriculum profiles in conjunction with the quality label aim at improving links between the professional world and higher education in order to facilitate and accelerate delivery of higher education and training which enhances the e-leadership performance of individuals.

The outcome of an e-leadership educational programme comprises the knowledge, skills and competences each individual participant gains through it - the flow of participants achieving the learning outcomes of interest, e-leadership skills. Where the relevant learning outcomes are obtained by participants on successful completion, these alumni will prove able to sustainably deliver e-leadership performance.

The relevance of the learning outcomes achieved to performance in e-leadership in public and private office is ensured primarily by the processes of design of curriculum profiles. For optimal outcome, profile and educational offer should be regularly and effectively aligned to the anticipated e-leadership needs in employment and entrepreneurship. Thus effective processes of designing, running and enhancing educational offers are critical.

A major concern with the idea of a new, specialized quality label is the possible creation of isolated label procedures in parallel with existing national or international external quality assurance solutions. Such a parallel structure would signify inefficiency and additional cost for education institutions. Different – compulsory and voluntary – external assessments are carried out for different reasons but process similar data and using similar instruments in large part.

The quality assurance approach proposed is to bring as much transparency as possible while burdening educational institutions as little as possible in terms of resources. At the same time the approach is to be aligned to best practice of external quality assurance in education systems, including evidence based decision taking, not-negotiable reference criteria, independent third party assessment, on site visits and peer review.

4.2 The quality claim

A necessary baseline for the definition of any quality label is a clear claim to compliance with a defined set of quality criteria. In the current context, this claim should be in essence that an educational offer enables excellent e-leadership performance by those completing the education. An appropriate claim (this has been negotiated with key stakeholders) is:



Award of the Quality Label for Education and Training in e-Leadership confirms for the designated course or programme, that

(a) on successful completion a participant possesses a set of skills (e-leadership skills) that fully or partially correspond to the learning outcomes published in a e-Leadership Curriculum Profile, which is aligned to current and anticipated skill requirements for e-leadership in public and private office;

(b) effective continuous improvement processes are in place to take notice of and respond fully in a timely manner to

(i) research findings relevant to teaching and delivering e-leadership skills;

(ii) experience of teaching staff and participants.

Claims to quality are effectively made at two levels, the level of processes of crafting the individual curriculum profiles, and the level of the specific conformant programme offered by and educational institution. The quality label proposed applies to the second level. The quality of the first process is to be assured by proper governance of the generation and approval process. This portfolio process should include formal recognition of each profile, including using mechanisms for taking account of feedback from employers and alumni about the profile. The particular focus is on quality criteria related to intend learning outcomes. The latter quality level applies to claims made additionally by the educational institution. The focus here is on quality criteria associated with the delivery of actual learning outcomes.

To address the transparency goals set, the quality label is based on:

curriculum profiles for e‐leadership which define what the market demands plus

criteria that define how demands are assured through academic rigour

open communication and compatibility with industry frameworks to ensure transparency

4.3 Building on curriculum profiles

The quality label for e-leadership education builds on the curriculum profiles. A curriculum profile constitutes a subject-specific, content-oriented reference framework suited both for the development of an educational offer, as well as for understanding, comparing and assessing educational offers. Current profiles are designed to be complied with not by a single course or module but by an offer of a comprehensive series of modules in a formalized study programme. The relevant quality criteria could also be used for the assessment of single modules, given an appropriate curriculum profile.

The quality label approach focuses on evidence for the sustained, wide delivery of the learning outcomes defined in a curriculum profile.

In line with the guidelines, in defining quality criteria, these should allow educational institutions to develop different solutions in terms of specific educational offers - this should be independent of whether they are grouped in a number of single courses, modules or presented in a complete programme. At the same time, the quality criteria applied should ensure the claimed curriculum profile is complied with, so that this can perform as reference to compare the variety of solutions offered by educational institutions.

Questions relating the quality criteria centre on the issue as to whether the specific educational offer, the series of modules / programmes presented, complies with the selected reference curriculum profile, in particular covers the learning outcomes presented there. However, beyond this central content compliance criterion, criteria for the quality label also cover quality assurance processes expected to be in place to ensure intended learning outcomes are achieved in the maximum number of participants in a programme.



4.4 Continuous improvement at two levels

It is well understood that in order to maintain a high quality of programme outcome, an educational offer should be continuously improved. It is also undisputed that such improvement processes should include all relevant stakeholders, that is, teachers, learners and employers or leading professionals. The approach to quality assurance must also be compatible with the autonomy of higher education institutions to make their own decisions on structure and processes. The autonomy includes decisions to respond rapidly, with delay or not respond to requests and expectations of its stakeholders.

Given the new instrument of curriculum profiles, this continuous improvement takes place at two levels:

adaptation of curriculum profiles and updating of the portfolio

application of continuous improvement at the level of educational institutions

In awarding a quality label to a programme, this second level is applicable. External criteria are applied, and reponsiveness to stakeholders is assessed positively where the interests pursued by stakeholders are aligned to sustainable delivery of e-leadership performance.

4.5 Quality principles

The internal logic of the quality criteria and requirements is built upon the questions

what learning outcomes are intended to be delivered with an individual educational offer,

and consequently if these learning outcomes are achieved by a satisfactory number of learners

and what the education institution does for delivering and ensuring what is promised?

Therefore “mission critical” requirements presented within the quality criteria for the assessment of and the quality label for e-Leadership education are the following:

Compatibility of the intended learning outcomes of a module / series of modules or programme with typical e-Leadership skills (Innovate strategic business and operating models, Exploit digital trends, Envision and drive change for business performance, Influence stakeholders across boundaries).

Compatibility of the intended learning outcomes of a module / series of modules or programme with at least one e-Leadership curriculum profile

Reflection of the education institutions’ specific potential to contribute to e-Leadership education according to its mission and strategy.

With regard to methods and didactics: adequate possibility for learners to exercise professional practice related to the intended e-leadership performance and behaviour integrated in the course / module / programme.

With regard to staff resources: personal experience with science on and or performance and behaviour of e-leaders in professional life present among the teaching staff.

With regard to enhancement and quality processes for the individual educational offer within an education institution: an efficient, effective and sustainable process / mechanism for identifying, handling and taking into account

ICT-related trends in science and economy,

needs of potential employers,



needs of potential and present learners and teachers / professors,

when defining intended learning outcomes as well when developing a new offer focussing on e-leadership or when internally assessing and improving an existing one.

4.6 A set of quality criteria for the quality label

The following proposed quality criteria for the award of a quality label on e-leadership education are grouped according to the agreed categories of

Market demand

Academic rigour and

Transparency

The table below shows the topics on which quality requirements are set for achieving a label as well as the related criteria and descriptors in the curriculum profile template:

Quality criteria by learning outcome

Criterion* Corresponding field Curriculum Profile

template

Topics on which quality requirements are set for the quality label on e-Leadership education

Objectives, Content and their Applicability

MD + AR + T Learning Outcomes Intended learning outcomes

MD Rationale Needs of stakeholders

MD Sample Roles Labour market applicability

AR Core Content Content (curriculum / syllabus)

Methods and Didactics

AR + T n. a. Admission requirements

AR Learning Experience Teaching methods and didactic approach

AR Learning Experience Examination methods

Learning Environment: Structures, Organisation and Support

AR Learning Experience Structure of the education offer

T Learning Experience Work Load

AR n. a. Organisation of learner assessment (exams)

AR Learning Experience Support and assistance of learners

Resources

AR + MD n. a. Staff

AR n. a. Institutional setting, funding and equipment

Development and Enhancement of the module / course / programme

T n. a. Quality assurance – processes and results

T n. a. Involvement of learners and teachers

MD + T n. a. Involvement of profession / employers



Criterion* Corresponding field Curriculum Profile

template

Topics on which quality requirements are set for the quality label on e-Leadership education

MD + T n. a. Alignment to developments in science and technology

Documentation and Transparency

T n. a. Legal relationship with learners, rights and duties

T n. a. Relevant documents

T n. a. Certificate upon conclusion

[* MD =Market Demand; AR = Academic Rigour; T=Transparency]

4.7 Label award procedure

To complete a quality assurance procedure, the self-assessment documentation / report of a education institution together with the evidence material in a second step is reviewed by a group of independent, external experts who document their analysis and conclusions if and how far the quality criteria and requirements are met. This external assessment can

either be executed paper based (minimum requirement)

or include an on-site audit by the independent experts for visiting facilities and direct exchange with management, teachers, learners and other stakeholders of an education offer (standard requirement).

External assessment increases credibility while allowing the offering institutions to keep part of the evidence confidential, accessible only to the independent external peers. Furthermore it allows a detailed expertise-based feedback on a range of quality relevant aspects of an education offer, including expert recommendations that support continuous improvement.

4.8 Efficient assessment

Higher education institutions in Europe at present mandate regularly external assessment and certification procedures of different kinds e.g. for satisfying requests by national bodies or by international networks they belong to, for marketing reasons and or for aligning with professional and scientific standards within the respective professional/scientific communities.

When applying for a higher quality level or the quality label for e-leadership education, the providing institution will be asked to bring forward the results of other accreditation / certification procedures already gone through.

Thus two types of procedures are at disposal:

1. “piggy-back”-procedures relay on other external assessments or certification procedures of interest for the education institution offering e-leadership education. The responsible body or agent reviews each case brought to its attention and decides individually if and how far the attribution of a quality label can build upon the existing assessment results or to what extend additional checks need to take place.

2. “stand-alone”-procedures executed for the attribution of a quality level and or label would not rely on existing external quality assurance initiatives and their results.

Roles in the quality process include:

Programme Agent: an authorised representative of the educational institution offering

the programme for which a quality label has been applied for.



Assessment Agent: an independent third party recognized by the quality label owner as

expert in quality assessment and acting in quality assessment processes as authorized

agent of the label owner. The quality assessment agent will typically manage an

assessment process with the result of a recommendation to the label owner for label

award

Expert Agent: an (academic) expert, independent of the educational institution offering

the programme for which a quality label has been applied for, who has good

understanding of the subject matter of the education and of appropriate and effective

teaching methods for this subject matter. Such an expert agent may be engaged directly

by the label owner or by the quality assessment agent.

An authorised agent may offer combined external assessment and certification procedures to providers leading to different results and seals – among those the attribution of a quality level and or label. In any case the final decision on the attribution of a higher quality level (including the award of the label) is taken autonomously by the responsible owner body or by authorised agents and regardless if other labels and certificates were, are or would be awarded.

The evidence assessed in the process will include:

Certificates, reports and other documents generated by previous accreditation /

certification procedures which third parties can be given access to

Observations of management, academic staff and other staff at the educational

institution which can be elicited by interview by a third party, e.g. by assessment agent

or expert agent.

Processes at the educational institution which can be made accessible to observation by

third parties, e.g. by expert agents.

4.9 Governing quality label award

For governing the quality labelling system a series of functions need to be allocated in a sustainable institutional setting – such as an

organisation generating legal status and sustainability,

a permanent management structure,

a finance model / business case for sustaining the management structure and processes as well as non-for-profit bodies,

a permanent body constituted by stakeholder representatives from academia and professional world with experience in education and performance of e-leaders responsible for regularly revising the quality criteria, deciding on the attribution of a quality level and the quality label, authorizing third parties / bodies to decide on the attribution of a quality level and the quality label,

eventually authorised agents entitled to act in the name of the responsible body / “owner” in deciding about the attribution of a quality level including the quality label for e-Leadership education.



5 Gaining feedback from alumni e-leaders

5.1 Introduction and rationale

Guidelines have been developed to help educational institutions engage with and learn from alumni in the long-term and identify opportunities to develop an even more employable and enabling portfolio of competences for future participants. More specifically, these guidelines are intended to help education institutions develop their own systematic process for engaging with alumni to track demands for and benefits associated with having an e-leadership portfolio of competences. These guidelines were developed by Nils Fonstad (INSEAD)3 and Jette Lundin (It-vest)4 and successfully piloted with alumni from the Masters in IT Program within It-vest (Denmark), several months or years after individuals had participated in one or more modules provisioned by It-vest.

Long-term evaluations of alumni provide insights from the perspective of both their experience in the program and their professional experience since the program:

Overall, many educational programs collect feedback from participants immediately at the conclusion of an educational module and/or program. However, few if any engage with alumni several months (or years) after they participated in a program.5 The following guidelines are intended to complement short-term efforts to collect feedback from participants.

An advantage of a long-term evaluation – i.e., an evaluation of a program several months or years after having participated – is that participants can be asked for their own perceptions of the impact of their participation on their careers and responsibilities as well as for recommendations based on both their professional and academic experience for making the program even more relevant.

These guidelines provide a way for education institutions to complement immediate evaluations by systematically engaging with alumni in the long-term.

5.2 Guideline overview

The guidelines are organized into four interrelated types.

1. Content Guidelines are recommendations for what kinds of questions to include in the survey;

2. Design Guidelines offer advice on how to structure the questions and the survey; 3. Process Guidelines consist of proposals for conducting the survey; and 4. Meta Guidelines are suggestions for enhancing the broader context in which the

survey takes place.

5.3 Content Guidelines

1. Include a set of questions that enables key types of alumni to be identified and compared. What are the most important differences amongst your alumni, especially with regards to their needs from an educational program such as the one they participated in? Although

3 During this project, Nils Fonstad was Associate Director at INSEAD. As of July 1, 2014, he is a Research Scientist

at the MIT Center for Information Systems Research (MIT CISR). 4 We are grateful to Tina Jensen for her help with the analysis of the survey data.

5 Giangreco, A., Carugati, A. and Sebastiano, A. (2010). “Are we doing the right thing? Food for thought on

training evaluation and its context.” Personnel Review. 39:2. pp. 162-177.



there are many different types of participants in the Masters of IT Program, we focused on the following 6 types, based on 2 dimensions that we believed were most salient.

a. Which of the 3 tracks they were participating in (i.e., Software Construction; Interaction Design and Multimedia; and Organisations); and

b. Whether or not they have earned a Masters degree.

2. Include multiple ways to define and identify e-leaders. One of the most salient findings from this project was that there are multiple ways to define an “e-leader” and each will lead to a different (although not necessarily conflicting) set of insights. This is consistent with the breadth, variety, and subjectivity of definitions of leadership. Some definitions of leadership are based on formal power and consequently rely on the formal role and position of a person relative to others, as well as how many employees a person is responsible for. Other definitions are based on what a person has accomplished and rely on aspects such as the extent to which a person practiced specific capabilities, such as expertise in developing applications, expertise in business services, and developing a compelling vision. One of the objectives of this survey was to learn how participants from the Masters in IT Program became e-leaders. We discovered that there are different types and degrees of e-leaders.

3. Include multiple ways to estimate impact (rather than rely on a single question). a. Ask questions that enable comparisons of the conditions of participants before and

after participating. We asked participants to estimate the percentage by which their salary changed during the time they worked before and after participating in the program. We also asked them to describe their responsibilities at work before and after participating in the program.

b. Ask participants to estimate what percentage of any changes in their conditions was due to having participated in the program. There are several factors that could contribute to changes in conditions from before participating in a program to after. We asked participants to estimate what percentage of any change in their salary was due to having participated in the Masters of IT Program.

c. Ask alumni to describe in their own words the benefits of participating in a program. We asked survey participants to describe in 1-2 sentences the impact(s) (if any) that participating in the Masters of IT Program had on them. This enabled us to capture benefits that were specific to individual and their circumstances, as well as benefits that we did not anticipate.

d. In addition to inquiring about the benefits of participating in the program, inquire about the barriers and costs of participating in the program.

4. Keep the survey focused on gathering the absolutely essential data necessary to answer 3-4 core questions. Craft as small yet as diverse as possible a set of questions to collect sufficient data within 15 minutes. Throughout the process of developing the survey with It-vest, it was a constant negotiation between all the participating stakeholder groups to avoid expanding the set of core questions beyond 4 and to maintain the questions in the survey focused on only those that were absolutely necessary to address the set of core questions. Throughout the process, many excellent (as well as very poor) questions were proposed to collect very interesting data. However often, we had to prioritize. If a new question was going to be included, then an older one had to be removed, in order to maintain the survey at 15 minutes.



5.3.1 Design Guidelines

1. Include the most important questions at the front of the survey. What if someone only completes half the survey? Ideally, the survey will be designed in such a manner that even those who completed half the survey have provided useful data.

2. Taylor questions to capture different types of participants yet ensure there are enough common questions to control for different types of participants.

A participant’s choice of track signalled what general type of professional career s/he was keen to develop (developing software; designing digital interactions; or managing information systems)

3. Try to have participants both select a range (e.g., indicate a percentage or use a Liker scale) and indicate the relative importance of an option; Avoid soliciting binary responses (e.g., Yes/No). In the survey, rather than ask whether a participant’s salary changed, we asked the participant to estimate by what percentage their salary changed. In several questions, we asked participants to distribute 30 points across multiple choices. That way, we could identify both whether or not an option was viable, and if it was, how it compared to the others.

5.4 Process Guidelines

1. Piloting a survey is essential – to ensure both that the survey operates and flows correctly and that participants are interpreting the questions and providing responses consistent to what was intended.

2. Also pilot test the heading and invitations to ensure they are making participating in the survey as attractive as possible. Respecting the Danish culture of being very direct, we kept the invitation very short and to the point. We also emphasized the value of participating to the recipient.

3. Adjust the timing of the survey and reminders to the work rhythm of participants. Accommodate the availability of participating in the survey to the schedules of alumni.

a. We started the survey on a Tuesday, because from past experience, we knew that on Mondays, participants would most likely be busy catching-up from the weekend.

b. Nonetheless, to manage expectations, on Monday afternoon, we posted an announcement on LinkedIn informing participants that the following day we would be sending them an invitation.

c. We send the first invitation to participate on Tuesday at 11h30, because at that time, we knew that several participants would be finishing their morning tasks and may be willing to complete the survey during their lunch break.

d. We sent the first reminder on Friday at 11h30, to encourage people to either finish the survey before or during the weekend.

e. On Tuesday, a week after having sent the first invitation, we posted on LinkedIn a second notice, thanking those who had already participated and encouraging those who had not yet participated to do so.

f. On Wednesday, 5 days after having sent the first reminder, we sent the second and final reminder, letting participants know that we have extended the deadline so that people could complete it over the weekend.

g. On Friday, the last weekend to complete the survey, we posted a third and final notice on LinkedIn.



h. We kept the survey open for two weeks, including 2 weekends.

4. Be prepared to identify and respond to unanticipated errors. a. Several e-mails (about 20) bounced back. We immediately corrected those that had

been entered incorrectly and updated those that had changed where we knew the updated information.

b. We also discovered a mistake in our database where about 15 e-mails were associated with the incorrect name and corresponding set of courses. We also were able to correct that immediately.



6 Web Portal for Online Transparency in e-Leadership Education and Training Programmes

A prototype web environment demonstrates the guidelines and the new approach to curriculum transparency and comparability. This environment can support recognition, stakeholder interaction and feedback with a minimum of administration.

This web environment is made available to those parties and stakeholders interested in implementing and operating a governance and service provision body as outlined in the working document.

It addresses and covers fully fledged e-leadership-type programmes primarily addressed to large corporations but also other actors interested in this kind of comprehensive further education and training activities for developing specific types of e-leadership skills.

6.1 The e-Leadership Curriculum Profiles

Three curriculum profiles are presented so that anyone interested can access detailed specifications and full understanding of content.

The prototype web environment supports interactive presentation of each curriculum profile in the portfolio. Each profile conveys clear learning outcomes, and has a rationale and core content. It specifies the appropriate learning experience, shows the link between learning outcomes and the corresponding e-CF competency, and specifies under "e-Leadership understanding" the subject-matter the e-leaders must understand well enough to lead others in performance, rather than to perform themselves.

Publishing the complete curriculum profile increases transparency, and helps ensure it is kept up to date.

To reduce administrative overhead, logos and all material are provided directly by the educational institutions.

Programme owners also carry out evaluations, using simple tools to map their programme to a Curriculum Profile.



Employers and alumni can register to engage in collaborative improvement. Programme evaluations – and curriculum profiles - are exposed to feedback from stakeholders and knowledge holders.

The target is moving. With this direct feedback, maximum agility is maintained so that necessary changes can be quickly triggered.

Transparency through recognition

To ensure transparency of individual educational offers, institutions of higher education and business schools might register and submit an evaluation of their programmes against a curriculum profile. Each element of the mapping of individual programmes to a profile can be captured as fully or partially compliant, and this delivers transparency and builds a strong framework for comparability of educational offers.

Presenting the quality approach

In providing a quality label, the claim or standard for the measurement must be clear. The claim for programmes that are compliant with a recognised e-leadership curriculum profile is easy to accept.

Comparing recognised programmes

Once a programme has been evaluated and the evaluation accepted, it can be presented in full transparency making its compliance with the curriculum profile transparent to all interested parties.

As the guidelines are taken up and curriculum profiles develop, a complete system of curricula generation and delivery will

Deliver market transparency: certificates issued on successful completion of a

programme contain a clear set of learning outcomes easily understood by any employer

looking for candidates with e-leadership skills;

Encourage autonomous innovation in teaching: any European educational institution can

develop its own approach to meeting e-leadership curricula profiles in an employer-

verified portfolio, modified and extended on advice from education providers;

Adapt to changes in life-long learning trajectories, by allowing students that have

followed related courses for a recognised Masters Degree or MBA to receive full credit

for conformant learning outcomes.

New programmes built to meet e-leadership criteria replace earlier formats and content.

6.2 Programme submission, review and approval

The prototype web portal supports the processes of programme submission review and approval (or rejection) to be carried out by different roles. A submitted programme can have either of the following status at any time given:

Under review

Rejected

Approved

(Quality Labelled)

The roles needed for executing the necessary tasks and running the whole process which are supported by the web portal include the following:

Programme Owner [PO]



Programme Reviewer [PR]

Approval Authority [AA]

Programme Visitor [PV]

The functions implemented at present which are supporting necessary tasks in this process and the associated roles are as follows:

Create Programme (with Self-Assessment Tool) PO Create Details on Higher Education Institution [HEI] PO Edit Details on HEI PO Edit created Programme PO Review submitted programme PR Contact PO of a Programme AA, PR Delegate reviewed Programme to AA PR Approve reviewed Programme AA Delegate reviewed Programme to PR AA Create a new Curriculum Profile AA, PR Approve created Curriculum Profile AA Edit an existing Curriculum Profile AA, PR Ask PV for a Feedback PO Write Feedback on a visited Programme PV Select Visibility of a Feedback for submitted Programme PO

6.3 Presenting conformant programmes

A web platform is the ideal vehicle to provide information widely at low cost. Here, the provision is to be of trustworthy information about the quality of educational offers relevant for e-leadership performance and behaviour of individuals all over Europe.

Institutions can publically present their e-leadership education and training within a web-based register or repository. Compliant institutions would undergo and document regular self assessments of their programmes against curriculum profiles as described above.

An entry in the register/repository would be the result of self-assessment plus approval by the governing board for e-leadership education.

A submitted and approved programme may also acquire a quality label, which would be recorded in the register.



7 Guidelines for e-Leadership Training Course Development

Research and the activities of the European Commission e-Leadership Initiative have identified that different approaches towards e-leadership skills training are needed depending on the target group, the life-cycle stage of an enterprise and its size.

Fully fledged e-leadership further education and training programmes lend themselves mostly to large corporations. The corresponding guidelines for e-leadership curriculum profile and programme development are described in the previous chapters of this document.

SMEs and start-up companies show diversity in their technological, organisational and value chain set up, and hence have differing needs for e-leadership skills. Therefore specific guidelines – not following the Curriculum Profile approach, applicable to full training programmes from higher and executive education and training institutions - had to be developed. These allow for a better compliance with the needs of SMEs, gazelles and start-ups, i.e. the need for focused, short, flexible and affordable formats. There is a preference for affordable training of a few days with flexible hours and closely targeted on acute business problems. One-to-one coaching is important because only brief absences from work are possible. In addition, consultancy projects are used to transfer knowledge and gain competences.

At the same time these also need to be applicable to and offer opportunities for other types of training providers including industry/professional academies, chambers of commerce but also coaches, mentors and consultants since these are the training providers SMEs and start-ups typically make use of.

Finally, since self-learning is the most important way of learning and training in SMEs, MOOCs could play an important role in improving e-leadership education.

In the present chapter guidelines for e-leadership training course development addressed to SMEs and start-ups are outlined. This is followed by descriptions of a number of e-leadership courses developed by five pioneering universities and business schools which can help guide interested parties in this process. These courses address and serve different needs of target groups at different stages in what has been described as an ‘e-leadership journey’. In this ‘journey’ the needs vary from operational to strategic and from digital to business. Prospective learners with business or IT background may choose entry points at operational or strategic level.

7.1 Guidelines for designing e-Leadership training and education

SMEs and start-up companies are also very diverse in terms of technological, organisational and value chain set-up and hence differ considerably regarding their needs for fostering e-leadership skills. A framework for e-leadership offers has been developed taking into account the different strands of input to creating e-leadership curricula and offers for SMEs.

In line with the e-leadership skills definition, any education for e-leadership should obviously serve the first order goal of exploiting digital technologies for innovation. As e-leadership constitutes a merger of three competence areas, e-leadership offers may address all three areas, or focus on one or two of the areas when they complement existing skills and competences.

e-Leadership exploits nascent or emerging technological trends that are ready for deployment. Therefore, e-leadership adapts to the moving frontier of digital development



and experiments with its deployment in the market. Current major trends such as Mobility, Cloud Computing, Big Data analytics, Social Media Technologies, Internet of Things, Customer Experience IT and IT Security, will obviously need to be revisited and kept up to date on a continuous basis.

Research based foundation of the design of educational offers

These technology trends need to be discussed and consulted about with actual, successful SMEs, which are fast growing gazelles eager to expand their activities across borders. A theoretical notion, or definition, of e-Leadership and the emerging technological trends need to be confronted with real life leadership demands, SME needs for skills and analysis of barriers they experience to feed this insight into the design of educational offers.

7.2 What is an e-Leadership training offer?

e-Leadership can be described as a combination of leadership, business and digital savvy, whereby the traditional separation between IT and other business functions entails that often leaders have deep skills in one area and savvy in another.

What makes an educational offer an e-leadership offer? Three criteria are applied:

Target group fit: the offer is targeted towards business owners and entrepreneurs rather than junior professionals or students with no significant work experience. Where professionals are included, they are senior professionals with an advanced skills level and decision making powers. For medium sized enterprises, the target group is to be found at executive level.

Digital applicability: If the subject is not IT itself, its applicability to an IT based enterprise should be visibly part of the curriculum

Skill level fit: the learning outcomes are at a level above bachelor degree level, i.e. they might be (parts of) modules taught in an MSc course.

Additionally, at least one of the following criteria should be found in the education offer:

Definition

Digital innovation and

transformation

Digital savvy + Business savvy +

Strategic leadership skills

Breakdown in component skills

and competences: e-CF and others

Technology trends

Business opportunities and challenges of

• Mobility • Cloud

Computing

• Big Data analytics

• Social Media Technologies

• Internet of Things

Implications for practitioner and

e-leadership skills in SMEs and start-

ups

Industry needs

Tech trends applicability and

implications

Currents skills shortages and

gaps

Learning and training reality, skills acquisition

Experiences and requirements with

HEEI

Content & format wishes

Education

Existing courses and programmes

Existing policies and initiatives

Best practice and lessons learnt

Gaps betweenprogrammesupply and

demand



Innovation focus: the business innovation/transformation potential of a particular issue is part of the offer

Business relevance: rather than being a purely academic exercise, the focus is on application in a professional or organisational context

Strategic relevance: the strategic significance of technology for business is taught alongside its “technical” application.

7.3 Diverse pathways to e-leadership are indispensible

E-Leadership skill profiles of SME leaders can usually not be attained as the result of just graduating from an e-Leadership programme at a university. Rather, e-Leadership usually is the result of different working experiences during a career, of education and training and even of more informal learning experience such as mentoring and coaching.

As e-Leadership skills depth evolves and develops, enterprises’ e-Leadership needs will usually be either about taking the next step (sometimes leap-frog) on the e-Leadership ladder, or about diversifying and complementing existing skills at the same level.

The e-Leadership journey may go from awareness and curiosity raised through specific measures which serve as eye openers for trends and opportunities to developing a vision for digital transformation and innovation potential. Such a vision will have to be translated into a plan giving direction for implementation. Through information events and open (MOOC like) lectures larger numbers of individuals from the target groups are familiarised with the topic and develop their own vision. In more focused or customised events to follow, individual needs assessment based on the individual business case and skills portfolio may be undertaken. Further stages in this journey may include training in specific e-Leadership skills and competences through a variety of offers including traditional education programmes, specific training courses and – probably most applicable for SMEs – coaching, consulting and the co-creation of knowledge.

The courses demonstrated by institutions of Higher and Executive Education and described in Annex 3 map on this journey and serve different e-Leadership needs of SMEs and entrepreneurs at different stages. e-Leadership needs also vary between the more operational and the more strategic as well as between the digital and the business side of the continuum of course content or learning outcomes. Prospective learners with either business or IT background may choose various entry points, for instance deciding to improve on the operational level (a more conservative choice) or jump to the strategic skills (a more courageous choice).

There should be ample opportunity for education and training providers of different type to develop and offer suitable training programmes and courses for the different stages of this e-Leadership journey. Apart from universities and business schools, providers may include professional or industry academies, training providers of the chambers of commerce, coaching and consulting organisations but also publishers and other content providers as new players in this market.



Higher Education and commercial or semi-commercial training and learning material providers are well positioned to offer a variety of courses and programmes, online or offline. Consulting and coaching might be best suited to be tailored to the specific needs of the enterprise and are offered also by commercial enterprises as well as in the framework of multi-stakeholder partnerships.

The e-Leadership journey as a framework for e-leadership business demand and education and training offers

In order to respond to the large demand for e-Leadership skilled workers, the education and training systems in all EU Member States need to become active quickly. A mixture of means of e-Leadership skills provision seems to be appropriate including MOOCs which offer the highest level of scalability and potentially reach large numbers of individuals at a time. However, a survey of MOOCs currently available has shown that there is only limited coverage of the e-Leadership topic on the market right now.

Vendor and product training and certification constitute a well established market for professional further education, but e-leadership content fitness seems questionable as of today.

Some short courses of higher and executive education institutions which explicitly address e-leadership issues exist on the market but can only reach a certain number of individuals at a time, while dedicated coaching and consulting services also can exactly meet e-Leadership skills gaps but their costs naturally limit scalability and the e-leadership supply impact.

The development and provision of learning material supporting structured self learning should also be considered as a worthwhile option since self-learning is the by far most common way of learning in SMEs and start-ups.



The largest scope for improving e-Leadership education is currently seen in MOOCs and self-directed learning, Higher and Executive Education post–graduate life-long learning offerings, and for training providers specialising on SME and start-up clients.

e-Leadership training by labour market impact potential and enterprise life cycle



8 Repository for e-Leadership Training Courses for SMEs and Start-ups

For the demonstration of the guidelines and the new approach to curriculum transparency and comparability a prototype web environment has been developed which can support recognition, stakeholder interaction and feedback with a minimum of administration (see chapter 6).

This web environment is made available to those parties and stakeholders interested in implementing and operating a governance and service provision body as outlined in the working document.

It addresses and covers fully fledged e-leadership-type programmes primarily addressed to large corporations but also other actors interested in this kind of comprehensive further education and training activities for developing specific types of e-leadership skills. The approach described requires the implementation and operation of specific processes and procedures which are all supported by the web portal allowing for a very lightweight governance and service operation.

Given the nature and approach applicable to and taken for SMEs and start-ups, a comparable online environment could look much simpler and be restricted to a much smaller number of processes with the same associated roles as in the previous case.

The same institutions (as described above and below) could become the partners for the governance and service provision.

8.1 Course submission, review and approval

Like in the previous case on e-leadership education and training programmes a web portal on training courses especially for SMEs developed needs to support the processes of course submission, review and approval (or rejection) to be carried out by different roles.

Course descriptions need to be submitted in a specific format similar to the ones for the e-leadership Curriculum Profiles to offer a maximum of transparency as to the learning outcomes and competences and skills to be obtained when attending and passing these courses. Again, the e-CF will be used as the framework for the competence specification and mapping to learning outcomes. In the following figure a possible course submission format is presented.

Institution : << name of training provider >>

Title

Responding to which requirements

Participant profile at entry and aspired role

Rationale

Modules

Learning outcomes

E-Leadership learning outcomes and e-CF mapping

Teaching / delivery methods

Start

Costs



Institution : << name of training provider >>

Partners

Duration

Number of participants

Feedback process

Credits

Embededness into existing degree programmes

Certificate

A submitted course can have either of the following status at any time given:

Under review

Rejected

Approved

The roles needed for executing the necessary tasks and running the whole process which are ideally be supported by a web portal include the following:

Course Owner [PO]

Course Reviewer [PR]

Approval Authority [AA]

Course Visitor [PV]

The functions which need to be implemented to support necessary tasks in this process and the associated roles are as follows:

Process Associated role

Course submission Course Owner [PO]

Course review Course Reviewer [PR]

Course rejection / approval Course Reviewer [PR] / Approval Authority [AA]

Course viewing Course Visitor [PV]

8.2 Presenting courses

A web platform is the ideal vehicle to provide information widely at low cost. Here, the provision is to be of trustworthy information about the quality of educational offers relevant for e-leadership performance and behaviour of individuals all over Europe.

Institutions can publically present their e-leadership education and training within a web-based register or repository.

An entry in the register/repository would be the result of submission of a course by a Course Owner plus approval by the governing board for e-leadership education (Course Reviewer and Approval Authority).

A submitted and approved course may also acquire a quality label, which would be recorded in the register.

The associated processes would need to be defined in more detail.



9 European e-Leadership Skills Governance and Service Body

9.1 Operational governance and service provision model

A two-tier management structure is proposed, for strategic and operational management made up of two roles and functions: governance and service provision. The following architecture is no more than a proposal for discussion. Other routes could be followed to attain the same objectives.

Governance and service provision for both - e-leadership skills development based on education and training programmes (mainly for large corporations) and e-leadership skills development based on training courses (primarily for SMEs and start-ups) - could be handled and taken care of by the same partners/actors.

The current proposal envisages a strategic governance board from influential directors from across the range of stakeholders, including industry actors and representatives from large and small enterprises as well as start-ups (IT user industry as well as IT industry and their representations at European level), those representing relevant target groups and occupations (e.g. CIOs, high level executives, HR managers and executives, ICT professionals) at European and national level, renowned quality assurance and certification experts acting Europe-wide or globally and higher and executive education and training institutions and other training providers and their European associations.



9.2 Governance and service provision body

Triggered by the Commission, this new approach to fostering e-leadership skills in large corporations and developing and establishing an e-leadership governance and service provision model is under discussion with several relevant stakeholders.

Actors for the governance layer ideally include industry actors and those from European ICT industry and ICT professionals associations. For the service layer internationally renowned examination, accreditation and certification institutions operating worldwide would be the best fit. Membership in both layers – governance and service provision – should be open.

Candidates for the governance board include major European CIO associations, European associations representing Europe’s ICT industry and SMEs in the ICT sector, European e-Skills Associations and ICT professional associations.

Service provider candidates include EXIN, APMG International, ASIIN and EQANIE whose role would range from supporting e-leadership curriculum profile maintenance, the creation of further curricula to providing quality assurance on programmes submitted. They would need to be supported by a group of academic partners acting as Curriculum Profile owner as depicted in the graphic below.

European e-leadership initiative governance and service provision

It is expected that the same governance and service provision stakeholders could also act in their respective roles for fostering e-leadership skills also in SMEs and start-ups. Relevant European actors representing the start-up and young innovators community like the EYIF – European Young Innovators Forum may join the group of governance actors to best address the range of targeted SMEs, entrepreneurs and start-ups.

Governance and service operation need to be supported by the web environment developed and provided as prototype (see chapter 6). This web portal could be expanded to also cover and address e-leadership courses in addition to the programmes already hosted in the repository of the web portal prototype.

Governance:Running the initiative

European ICT industry

and ICT professionals

associations

Service Provision:Maintaining CPs

Creating New CPs

Providing QA on

programmes submitted

Service providers: Candidates: EXIN, APMG

International, ASIIN, EQANIE

Academic partnersCurriculum Profile

Ownership



The way all this could be implemented and operate is depicted in the following figure together with an outline of the distribution of roles and responsibilities is offered in the figure below.



10 Annexes

10.1 Annex 1: e-Leadership Curriculum Profiles

10.1.1 e-Leadership Curriculum Profile: BEA – Business and Enterprise Architecture

e-Leadership Curriculum Profile

Title Business and Enterprise Architecture

Market Demand

Rationale Companies, particularly those with international operations, need to deal with complexity since this increases risks and costs, and to be agile in reacting to market changes. Designing a business to achieve these goals needs both business and ICT architectural skills. The Business & Enterprise Architecture curriculum addresses these challenges and aims to increase the capability of experienced professionals to engage with key stakeholders in linking strategy, architecture, change and value. The focus is both on developing professional competence and enhancing behavioural skills.

Entry Profile

Programmes based on this profile typically require participants who already have practical experience in IT enabled business change roles.

Core Content

The lifecycle of a business and enterprise architecture as an enabler of business strategy and execution, with the links to inter-related functions:

• Strategy & Enterprise Architecture

• Enterprise Architecture Solutions

• Implementing Enterprise Architecture

Learning Experience

Combine theory instruction with facilitated group review of best practices strongly set within an organizational context

Provide opportunity for students to use experience and insights from the curriculum in their working environment

Sample Target Roles

Enterprise Architect Business Architect

Learning Outcomes

Create architectural designs that help innovate business and operating models

This includes the ability to:

design and select business and enterprise architecture models for organisational structures and business processes based on strategic goals

analyse the gaps between target and existing architectures

evaluate the critical architecture elements that support or endanger envisaged new business and operating models

Exploit digital trends to develop target model architectures




judge the potential impact of digital trends and emerging technologies on the market environment , sector and organisation

create an architectural design that supports the implementation of new technology platforms

illustrate risks and potentials of technology change and relate the reduction of risks to a target architecture model

Envision and drive architectural change for business performance


detect and illustrate economic, operational and business performance effects - including risks - connected to architecture related choices

create a roadmap for the future architecture landscape of an organisation, considering the key strategic choices

detect and explain interdependencies between a schedule of change programmes and an architecture roadmap

Influence architectural stakeholders across boundaries


identify the needs and interests of key stakeholders linked to architectural choices within an organization

evaluate and recommend architecture decisions and explain the results to executives, managers and professionals

specify the roles and activities of all relevant stakeholders in the development and implementation of architectural designs

Build architectural capability and lead inter‐disciplinary staff


identify and justify the capabilities and staff development needed to build the target architecture

select and integrate architectural methods and tools required to build and maintain a target architecture

analyze diverse personalities and working styles in order to select and guide interdisciplinary staff to build and utilize their expertise

e-CF competency Level

A.1 IS and Business Strategy Alignment 4

Anticipates long term business requirements, influences improvement of organisational process efficiency and effectiveness. Determines the IS model and the enterprise architecture in line with the organisation's policy and ensures a secure environment. Makes strategic IS policy decisions for the enterprise, including sourcing strategies. Provides leadership for the construction and implementation of long term innovative IS solutions architecture in line with the organization's policy. Makes strategic IS policy decisions for the enterprise, including sourcing strategies. Provides IS strategic leadership to reach consensus and commitment from the management team of the enterprise.

A.5 Architecture Design 5

Specifies, refines, updates and makes available a formal approach to implement solutions, necessary to develop and operate the IS



architecture. Identifies change requirements and the components involved: hardware, software, applications, processes, information and technology platform. Takes into account interoperability, scalability, usability and security. Maintains alignment between business evolution and technology developments. Provides ICT strategic leadership for implementing the enterprise strategy. Applies strategic thinking to discover and recognize new patterns in vast datasets and new ICT systems, to achieve business savings.

A.7 Technology Trend Monitoring 4

Investigates latest ICT technological developments to establish understanding of evolving technologies. Devises innovative solutions for integration of new technology into existing products, applications or services or for the creation of new solutions. Exploits wide ranging specialist knowledge of new and emerging technologies, coupled with a deep understanding of the business, to envision and articulate solutions for the future. Provides expert guidance and advice, to the leadership team to support strategic decision-making.

A.9 Innovating 4

Devises creative solutions for the provision of new concepts, ideas, products or services. Deploys novel and open thinking to envision exploitation of technological advances to address business/ society needs or research direction. Applies independent thinking and technology awareness to lead the integration of disparate concepts for the provision of unique solutions.

E.7 Business Change Management 4

Assesses the implications of new digital solutions. Defines the requirements and quantifies the business benefits. Manages the deployment of change taking into account structural and cultural issues. Maintains business and process continuity throughout change, monitoring the impact, taking any required remedial action and refining approach. Provides leadership to plan, manage and implement significant ICT led business change.

e-Leadership Understanding

A.3 Business Plan Development

Addressing the design and structure of a business or product plan including the identification of alternative approaches as well as return on investment propositions. Considering the possible and applicable sourcing models. Presenting cost benefit analysis and reasoned arguments in support of the selected strategy. Ensuring compliance with business and technology strategies. Communicating and selling business plan to relevant stakeholders and addresses political, financial, and organisational interests.

B.6 Systems Engineering

Engineering software and/ or hardware components to meet solution requirements such as specifications, costs, quality, time, energy efficiency, information security and data protection. Following a systematic methodology to analyse and build the required components and interfaces. Building system structure models and conducts system behaviour simulation. Performing unit and system tests to ensure requirements are met.

C.3 Service Delivery



Ensuring service delivery in accordance with established service level agreements (SLA's). Taking proactive action to ensure stable and secure applications and ICT infrastructure to avoid potential service disruptions, attending to capacity planning and to information security. Updating operational document library and logs all service incidents. Maintaining monitoring and management tools (i.e. scripts, procedures). Maintains IS services. Taking proactive measures.

E.2 Project and Portfolio Management

Implementing plans for a programme of change. Planning and directing a single or portfolio of ICT projects to ensure co-ordination and management of interdependencies. Orchestrating projects to develop or implement new, internal or externally defined processes to meet identified business needs. Defining activities, responsibilities, critical milestones, resources, skills needs, interfaces and budget, optimising costs and time utilisation, minimising waste and striving for high quality. Developing contingency plans to address potential implementation issues. Delivering project on time, on budget and in accordance with original requirements. Creating and maintaining documents to facilitate monitoring of project progress.

E.3 Risk Management

Implementing the management of risk across information systems through the application of the enterprise defined risk management policy and procedure. Assessing risk to the organisations business, including web, cloud and mobile resources. Documenting potential risk and containment plans.

10.1.2 e-Leadership Curriculum Profile: ITTI – Innovation and Transformation trough ICT


Title Innovation and Transformation through ICT

Market Demand

Rationale Today private and public organisations are not just experiencing change; they are faced with the need to transform. ICT has become a major enabler of such drastic, qualitative changes, creating possibilities for new products and services. The traditional role of the CIO, managing information and IT systems has transformed to be one of creating new competitive advantage and new business opportunities. The Innovation and Transformation trough ICT curriculum addresses these challenges and aims to increase the capability of experienced CIO's to engage with key stakeholders in linking strategy, ICT developments, change and value. The focus is both on developing professional competence and enhancing behavioural skills.

Entry Profile Programmes based on this profile typically require experience as a CIO.

Core Content ICT as an enabler of business strategy and execution, with the links to inter-related functions:

• ICT & Business Strategy

• Economics of ICT, Globalisation and Digital Markets

• Changing Business and Business Networks with ICT

• Role of ICT in Organisational Change

• ICT Infrastructure for Innovation



Learning Experience

Combine theory instruction with facilitated group review of best practices strongly set within an organizational context

Provide opportunity for students to use experience and insights from the curriculum in their working environment

Sample Target Roles

Chief Information Officer

Learning Outcomes

Lead interdisciplinary staff in initiating organisational transformation


identify and justify the capabilities and staff development needed to evaluate and implement an envisaged technology change

analyze diverse personalities and working styles in order to select and guide interdisciplinary staff to build and utilize their expertise

manage a project portfolio with multiple resource capabilities

identify and initiate suitable policies, structures and processes for managing cost-effective co-operation between in-house, outsource, contract and offshore staff

Exploit digital trends to innovate business strategy and policies


generate policies so that digital technologies are evaluated for suitability within the own enterprise / organisation

interpret and explain a new technology’s impact on the own enterprise / organization’s strategy and operating models

propose strategic decisions for an organisation based on comprehension of technology trends and their potential impact

Envision and drive organizational change for business performance


identify and illustrate risks and potentials of technology change and relate them to structural, operational or cultural barriers to change in the enterprise / organisation

initiate and produce strategies, policies and plans for the development and introduction of technology

apply organizational change management practices for technology change all over an organisation

resolve conflict of objectives between the needs of everyday operational requirements and the introduction of new technology

Influence stakeholders across boundaries


identify the needs and interests of key stakeholders in technology change within an organisation

integrate divers views on choices related to technology change in order to facilitate sustainable agreement among the affected stakeholders

explain technology change strategies, policies and projects as well as related decisions to executives, managers and professionals



e-CF competency





A.9 Innovating 4


D.9 Personnel Development 4

Diagnoses individual and group competence, identifying skill needs and skill gaps. Reviews training and development options and selects appropriate methodology taking into account the needs of the individual and the business. Coaches and/ or mentors individuals and teams to address learning needs Takes proactive action and develops organisational processes to address the development needs of individuals, teams and the entire workforce..


Assesses the implications of new digital solutions. Defines the requirements and quantifies the business benefits. Manages the deployment of change taking into account structural and cultural issues. Maintains business and process continuity throughout change, monitoring the impact, taking any required remedial action and refining approach. Provides leadership to plan, manage and implement significant IT led business change.






A.5 Architecture Design

Specifying refining, updating and making available of a formal approach to implement solutions, necessary to develop and operate the IS architecture. Identifies change requirements and the components involved: hardware, software, applications, processes, information and technology platform. Taking into account interoperability, scalability, usability and security. Maintaining alignment between business evolution and technology developments.





D.1 Information Security Strategy Development

Defining and making applicable a formal organisational strategy, scope and culture to maintain safety and security of information from external and internal threats, i.e. digital forensic for corporate investigations or intrusion investigation. Providing the foundation for Information Security Management, including role identification and accountability. Using defined standards to create objectives for information integrity, availability, and data privacy.



E.3 Risk Management




10.1.3 e-Leadership Curriculum Profile: ISG – Information Security Governance


Title Information Security Governance

Market Demand

Rationale Information has become a core asset of both private and public organizations and information security governance is required to develop a strategy to continuously assess opportunities and challenges for secure and innovative information services and develop and implement information security strategies. The Information Security Governance curriculum addresses this challenge and aims to increase the capability of experienced professionals to engage with key stakeholders in linking strategy, change and value to drive the information security strategy through an information security program. The focus is both on developing professional competence and enhancing behavioural skills.

Entry Profile Programmes based on this profile typically require participants who already have a technical background and practical managerial experience in an organization depending on secure information provision.

Core Content The lifecycle of an information security architecture as an enabler of business strategy and execution, with the links to inter-related functions:

• Information Security Governance and Strategy

• Information Risk Management and Compliance

• Information Security Program Development and Management • Implementing an Information Security Culture in an organization

Learning Experience

o Combine theory instruction with facilitated group review of best practices strongly set within an organizational context

o Provide opportunity for students to use experience and insights from the curriculum in their working environment

Sample Target Roles

Chief Information Security Officer Information Security Manager

Learning Outcomes

Create information security strategies, policies and standards aligned with innovate business and operating models




apply up-to-date security standards and frameworks, to identify the ones suitable for an individual enterprise as well as modify them according to this enterprise’s needs

produce an information security strategy in combining it with a chosen business development strategy as well as to design respective information security policies, standards and processes

evaluate information security policies and measures to mitigate risks related to working with multiple parties (both internal and external)

Raising awareness on security issues in higher and general management This includes the ability to:

summarize and explain a threat landscape and its implications for information security strategy, policies and processes - in a way understandable for persons from different backgrounds

propose and justify support for security initiatives taking into account perspectives of different stakeholders

Envision and drive risk analysis in a changing business This includes the ability to:

contrast business decisions with suitable (IT-)risk-assessment methodology and practice

produce and explain information risk scenarios related to plans for business innovation

Building a business case for security investments This includes the ability to:

perform business impact analyses for information security risks as well as to report their results

apply quantitative and qualitative measures to identify and evaluate information risks

detect and assess potential information risks relating them to financial impact with regard to business performance and investments

Influence stakeholders across boundaries This includes the ability to:

Make convincing arguments that secure support for information security initiatives – what’s in it for me

Produce information security plans that address all stakeholder requirements

Justify an information security steering committee in terms of business value

Explain information security strategy and policies to external stakeholders to fulfil compliance requirements



e-CF competency Level





A.9 Innovating 4


D.1 Information Security Strategy Development 4

Defines and makes applicable a formal organisational strategy, scope and culture to maintain safety and security of information from external and internal threats, i.e. digital forensic for corporate investigations or intrusion investigation. Provides the foundation for Information Security Management, including role identification and accountability. Uses defined standards to create objectives for information integrity, availability, and data privacy. Provides strategic leadership to embed information security into the culture of the organisation.




Assesses the implications of new digital solutions. Defines the requirements and quantifies the business benefits. Manages the deployment of change taking into account structural and cultural issues. Maintains business and process continuity throughout change, monitoring the impact, taking any required remedial action and refining approach. Provides leadership to plan, manage and implement significant ICT led business change.










E.3 Risk Management


E.8 Information Security Management

Implementing information security policy. Monitoring and taking action against intrusion, fraud and security breaches or leaks. Ensuring that security risks are



analysed and managed with respect to enterprise data and information. Reviewing security incidents and making recommendations for continuous security enhancement.

E.9 IS Governance

Defining, deploying and controlling the management of information systems in line with business imperatives. Taking into account all internal and external parameters such as legislation and industry standard compliance to influence risk management and resource deployment to achieve balanced business benefit.



10.2 Annex 2: Examples of Pioneering e-Leadership Programmes Several universities and business school throughout Europe have already have carried out a self-evaluation of some of their programmes which they believe have a propensity to e-leadership. They used a self evaluation tool (which will become available as an online tool as an integral part of a prototype web environment) which allows them to map their programmes onto the e-leadership curriculum profiles presently available.

10.2.1 Overview

No. University / Business School

Curriculum Profile Programme / Course

1 Int.

Henley Business School (UK), Tias Nimbas (NL), Technical University Munich (DE) (EuroCIO)


Business Enterprise Architecture

2 ES IE Business School (ES) Innovation and Transformation through ICT

El Programa en Dirección de la Innovación Digital y Gobierno TI

3 ES University of Applied Sciences Valencia (ES)


Master Universitario en Gestión de la Información (MSc in Information Management)

4 BG New Bulgarian University (BG)

none IT Project Management

5 IT University Pavia (IT) Business and Enterprise Architecture

Computer Engineering:Track Services Engineering

6 IT University Bologna (IT) Business and Enterprise Architecture

Laurea in Informatica per il Management (Bachelor level)

7 IT Università di Salerno (IT) Innovation and Transformation through ICT

Laurea Magistrale in Tecnologie Informatiche e Management (MIT)

8 DE Technical University Munich (DE)


Executive MBA in Business and IT

9 BE Antwerp School of Management (BE)


MEITA - Executive Master of Enterprise IT Architecture

10 CH Hochschule St. Gallen Innovation and Transformation through ICT

Executive MBA in Business Engineering

11 CH Hochschule St. Gallen Innovation and Transformation through ICT

Executive Diploma in IT Business Management

12 HU Central European University Business School (HU)


MSc in IT Management

13 NL TIAS Tilburg (NL) None Executive Master of Information Management

14 FR INSEAD (FR) None Data Analytics for Business (part of MBA and Executive MBA)

15 DK

it-vest with University Aarhus, University of Southern Denmark, Aalborg University (DK)


Master of IT

16 FR Grenoble Ecole de Management


Internet Strategy and Webmanagement



10.2.2 Examples of successful programme mappings

A selection of self-evaluation examples from universities and business schools have been made available for download:

IE Business School, Madrid (Spain)

University of Applied Sciences, Valencia (Spain)

It Vest, Aarhus (Denmark)

Technical University, Munich (Germany)

Hochschule St. Gallen (Switzerland)

http://eskills-guide.eu/documents/

17 BG Varna Free University "Chernorizets Hrabar"


Software Engineering

18 BG Sofia University Business and Enterprise Architecture

IT Services and Projects

19 NL Utrecht University of Applied Sciences (NL)


Master of Informatics

20 PL Wroclaw University of Technology


Management- Bachelor's degree- stationary



Management- Master's degree- stationary



Management- Master degree- BIS

23 BG Varna Free University Information Security Governance

Cyber Security

24 PL Wroclaw University of Economics


Business Informatics (BSc)

25 UK PA Consulting + Henley Business School


Business Design

26 BG Burgas Free University Innovation and Transformation through ICT

Marketing and Management Information Systems

http://eskills-guide.eu/documents/



10.3 Annex 3: Examples of pioneering e-leadership education and training courses and programmes addressed to SME

To address the lack of appropriate e-leadership education, five universities and business schools set out to engage with gazelle and entrepreneurial SMEs to discuss their training and education needs and to develop educational programmes accordingly. Following the above guidelines for designing e-Leadership training and education (see Chapter 7) they designed different types of programmes and courses and piloted and demonstrated these successfully. These are now offered to the public as part of their general education and training offers.

In the following sections the different approaches employed are described. For each university and business school one e-leadership course / programme example is provided. Further ones can be obtained from: http://eskills-lead.eu/fileadmin/lead/reports/lead_final_report.pdf

10.3.1 New Bulgarian University (NBU)

The NBU developed the Agile University Approach with a series of short e-leadership courses offered by the New Bulgarian University.

At the heart of the development work at New Bulgarian University (NBU) is the insight that

SMEs need the knowledge and skills the university offers but

Do not recognize the Higher Education institutions as life-long learning providers.

To tackle this challenge, course development focuses on continuous curriculum improvement based on an agile methodology of incremental innovation in sprints. The traditional approach following the waterfall model of career evolution impedes quick reaction to changing skills requirements.

SMEs need flexibility –so the Agile University will respond to these needs.

Instead of NBU offering two to four years of a fixed educational programme:

At the beginning of the educational process the SMEs will define their strategic goal and business needs.

SMEs will consult with the University and a short term educational offer will be prepared.

A modular list of potential offerings will be drafted.

SMEs select educational modules that bring the highest value to their business.

The "educational sprint" commences.

The sprint is followed by a sprint review to check what is accomplished and a sprint retrospective to analyse the process and propose improvements.

Then the business needs of the SME are re-evaluated against the strategic goal and

A new modular list of educational offers will be drafted that will face the new needs and bring the highest value for the SMEs business.

Sprint duration can be from a week to a semester.

This process of sprint and review may continue as the strategic goal evolves, in a life-long learning approach of SME-university cooperation.

A mix of hands-on, technical and strategy-related courses is envisaged, responding to the needs of the target group:

Strategy Development for Digital Intensive Organizations

http://eskills-lead.eu/fileadmin/lead/reports/lead_final_report.pdf

http://eskills-lead.eu/fileadmin/lead/reports/lead_final_report.pdf



Cyber Security And Resilient Business

IT Marketing

Cloud Technology

TSP (Total Software Process) Executive Strategy

Leading a Development Team.

Example of an e-leadership skills programme / course:

Institution New Bulgarian University

Title Strategy Development for ICT Intensive Organizations


Identified need of knowledge and skills about: Business and Strategic management skills

The course also meets the request for short and flexible programmes as it is designed as a modular programme.

Participant profile at entry

IT Professionals

Students with industry experience

First and second level leaders

Participant aspired roles

IT Professionals

First and second level leaders

Modules / classes / sessions

ICT enabled Balanced Strategy as a tool for achieving business success

Importance of strategy quality and strategy execution

Formulating, translating and agreeing on the strategy

Align the organization and ICT operations to the corporate strategy

Balanced Scorecard (BSC) implementation roadmap

Learning outcomes Strategic business and operating models


IS and Business Strategy alignment; A.1 (Plan)


Lectures + project

Including 1 short video – subject overview

10 hours lectures + 20 hours project work (new format for NBU)

Start 4 January 2015

Costs Standard university fee for 3 credits course

Partners

Duration 2 days (4 January, 11 February 2015)

Number of participants 44

Feedback process Standard NBU online feedback form

Credits 3


M.Sc. IT Project Management – I term

Certificate yes



Institution New Bulgarian University

Lessons learnt The feedback for the content and the new format was 88% positive. Short intensive learning formats are appreciated by the participants.

Continuity Sustainable. An agile approach to continuous adaptation is envisaged to be continued

10.3.2 Henley Business School

Henley Business School demonstrated e-Leadership education for fast growing and entrepreneurial SMEs in four different arenas.

The four-day programme “e-Leadership Skills: New Technology and Business Architecture” was fully developed targeting the needs of SMEs. Although not yet carried out as a real course, it will continue to be on offer at Henley and is currently marketed in a package with the other Executive education programmes “Be Exceptional”.

Furthermore, Henley decided on two staged workshops with the target group to demonstrate the application of e-leadership teaching in a real life situation.

Thirdly, a business and IT alignment course was redesigned to fit an SME audience as well.

Fourthly, a MOOC is currently being produced which introduces the target group to e-Leadership.


Institution Henley Business School

Title Business and IT alignment


IT capabilities are critical in any business organisations. Business effectiveness and efficiency will to a large extent reply on the IT capabilities in the organisation. A company sets its business strategies and objectives which IT systems are enablers for the company to realise. To make the company competitive, business and IT systems must be aligned. Such alignment takes place at strategic and operational levels.

This course aims to respond the requirements from companies in terms of understanding and appreciation of the importance of business and IT alignment; ability to analyse the requirements and gaps in the alignment; and techniques and skills in planning and implementation of business and IT alignment at strategic and operational level, specifically in terms of business processes and services.


IT professional, business manager, business analyst, graduate student


IT professional, business manager, business analyst, business architect, systems architect


Business strategies and operations

IT portfolio analysis and planning

Business and IT alignment

Learning outcomes Articulation of business strategies and operations

Capability and skills for analysing the current IT portfolio

Appreciation of importance of business and IT alignment at strategic and operational levels

Capability and skills for business and IT alignment



Institution Henley Business School


A.1. IS and Business Strategy Alignment.

Through the course we aim to bring the participants to the Proficiency Level 4 – to provide leadership to the construction and implementation of long term innovative IS solutions.


A mix of seminar, discussion, case studies and participative coursework.

Start 27 April 2015

Costs Equivalent to £2000

Partners Henley Business School with support from Cap Gemini

Duration 5 days


SME / entrepreneur participants include

OFCOM, PTT ICT Solutions, International Institute of Buffalo, BOX, PwC, IBM Lab Business Services & Solutions (China), ADP China

Feedback process Paper-based and digital evaluation form (through the use of Blackboard)

Credits 10 ECTs


Part of the MSc Business Technology Consulting, as well as a standalone module for Executive Education

Certificate Yes

Lessons learnt Most participants wanted to learn methods, techniques and skills that they can use in their practice. Therefore, we provided a rich set of “toolkits” (e.g. clearly designed processes of analysis and template) which they really welcome.

They liked to use a case study throughout the course, and worked under the supervision on the different stages of the “lifecycle”.

They liked group work to share experience and ideas between the participants.

Theoretical underpinning is important in the course to establish participants’ confidence in what they learn, but it must be highly relevant to the core and kept in good balance.

Continuity This course will be part of the programme of the MSc Business Technology Consulting which will be offered every year.

The course will also become a standalone CPD programme to be offered through Henley Business School’s Executive Educational portfolio to industry (including SME in particular) in the UK and Europe.

Marketing will be through the University of Reading’s paper-based and digital prospectus; as well as Henley Business School’s Executive Education Programmes.

The content will be reviewed and updated regularly by the teaching and research team. This module receives substantial input from Cap Gemini in terms of guest lectures, case studies and supervision to practical projects.



10.3.3 IE Business School

IE Business School developed an Eye-Opener MOOC and an SME executive course taught at Instituto de Empresa (IE Business School).

Digital technologies can help SMEs become more competitive through changes in strategy and direction, as well as improvements in efficiency and effectiveness. In this course, IE Business School reviews the IT value proposition and studies how transformation in technology provides value.

The course was taught face-to-face at IE Business Schools Campus in Madrid, and simultaneously broadcast as a MOOC. It was taught by three professors from IE Business School: Alvaro Arenas, Jose Esteves and Silvia Leal.

Based on empirical findings, the course “Management of Digital Innovation and IT Governance” was redesigned and adapted to the needs of the target group. The programme includes SPOCs (Small Private Online Courses) and classical blended teaching formats combining face-to-face and online discussion forums. The programme has been successful and will continue next year.


Institution IE Business School

Title Management of Digital Innovation and IT Governance


The traditional role of the CIO, managing information and IT systems has transformed to be one of creating new competitive advantage and new business opportunities.

The Innovation and Transformation trough ICT curriculum addresses these challenges and aims to increase the capability of experienced CIO's to engage with




key stakeholders in linking strategy, ICT developments, change and value. The focus is both on developing professional competence and enhancing behavioural skills.


Blended: face to face combined with e-learning. The programme includes SPOCs (Small Private Online Courses) and classical blended combining face-to-face and online discussion forums.

SPOC by Prof. Salvador Aragón, Chief Innovation Officer (CIO),

IE Business School, on Strategy and Governance

Discussion forum by Prof. Jose Esteves on Innovation Management

Start November 2014 to June 2015

Costs 15.900 €

Partners

Duration 7 months

Number of participants 20 participants




Students of the Programme attending a session


SMEs /Start-ups

AVANZA. Leading SME in the transport sector (http://www.avanzabus.com/web/default.aspx)

HDI NETSOFT. SME in the ICT sector.

INFOKODE CONCEPT. Spanish start-up in the IT consulting sector.

PAPELEA. Spanish start-up helping companies in managing governmental regulations (http://www.papelea.com/)

REALE SEGUROS. Insurance sector

Large Organisations

KPMG CONSULTING. Multinational in the consulting sector

LOGISFASHION. Leading logistic operator for the fashion and textile sectors.

QLIK. Multinational in the software sector

RICOH. Multinational in the printers and photocopy machine sector

TELEFONICA. Main Spanish telecommunication operator

Others

MADRID CHAMBER OF COMMERCE

Feedback process Survey at the end of programme, and for each course/subject

Credits No


No

Certificate Accreditation Diploma


IT Professionals (members of the technology departments as managers, project managers, Analyst, IT consultants, etc.). Professionals in the field of innovation


CEOs, CIOs, CTOs


Digital Strategy and IT Governance module.

The alignment of business and IT has long been recognized as a key issue for global managers. This course will explain how to do it efficiently by combining different perspectives: corporate, organizational, technical, economic and social. Besides other aspects, we will analyse the critical success factors to

http://www.avanzabus.com/web/default.aspx

http://www.papelea.com/




design and lead a technological strategy capable of generating new competitive advantages and successful business models. Sub-module 2 (Security and Technological Risks): Due to the increasing importance of IT security, the demand of professionals with the right skills is growing. This profile includes the knowledge and skills of defining, implementing and managing the security solutions, as well as the knowledge of how to design and implement security policies and procedures. This course will explain widely recognized standards and the best techniques for safe governability and also analyse the most recent trends through research cases and recent news.

Market Certifications for ICT Employability.

We offer the students an overview of the ICT certifications and train them to get two of them: Lean IT and Sourcing Fundamentals.

Digital Innovation and ICT Trends module.

In 2020, new ICT trends such as the Internet of things, Green ICT, Mobility, Big Data or social technologies will become areas of particular importance for business. This course will provide business and technology leaders with a deep analysis of the main IT trends and a profound understanding of how to use them to achieve business goals. Sub-module 2 (Digital Innovation): The organizational innovative potential needs to be handled efficiently to lead to excellence and to create new and disruptive business models. This course will provide the students with the required knowledge and tools to lead the innovation process in their companies or as entrepreneurs.

Digital Entrepreneurship.

The new ICT trends have got a key role on the global business and have become a very interesting playground for entrepreneurs. This course will offer students a complete understanding of these new trends, coming challenges and key players in this field, so they even can become one of them and start to write the future of this industry. Additionally, this module will prepare those students interested in creating their own companies to do it successfully and supported.

Become an e-leader.

This module provides methodologies and essential tools for entrepreneurs, managers and team leaders in need of inventing and reinventing to find the transforming boost in their own motor strength. In a few words, it includes the traditional teaching materials in soft skills such as communication or leadership, but also new methodologies in areas like stress managing and mindfulness.

Conferences and networking cycle.

The programme includes a conferences and networking cycle designed and executed with the collaboration of CIONET members. The objective is that students get not only the "traditional knowledge" but also the tips, best practices and advices from the first line of professionals in the market. Besides, they get interesting contacts for their adventures or new professional careers.

Learning outcomes How to generate new business with technology; understand the system of digital entrepreneurship; gain knowledge and experience in lean IT and outsourcing; understanding new ICT trends and how they are becoming the engine of generating new competitive advantages; and develop leadership skills.

E-Leadership learning outcomes and e-CF

Envision and drive organizational change for business performance.

IS and Business Strategy alignment; A.1.




mapping Business Plan Development; A3.

Architecture Design; A.5.

Technology Trend Monitoring; A7.

Sustainable Development; A.8.

Innovating; A.9.

Systems Engineering; B.6.

Service Delivery; C.3.

Information Security Strategy Development; D.1.

Purchasing; D.4.

Project and Portfolio Management; E.2.

Risk Management; E.3.

Business Change Management; E.7.

IS Governance; E.9.

Service Level Management; A.2.

Application Design; A.6.

Lessons learnt Students come to the programme with the main objective of receiving ICT training, taking advantage of the programme global vision, something difficult to obtain in their day-to-day activities. In other words, they come to supplement their knowledge, in particular in the ICT area. However, the final feedback is that the main outcome of the programme is to improve their ability to innovate and lead. A change in expectations occurs derived from their experience in the programme.

Continuity

This programme is part of the IE Business School’ executive education (http://www.ie.edu/es/execed/psidgti).

The Programme has been very successful and the Executive Education Department of IE Business School has already confirmed its continuity next year.

10.3.4 Antwerp School of Management

The dearth of offerings of short term, flexible courses in business critical IT is particularly acute for IT security, architecture and governance, and no offers exist specifically for smaller and younger enterprises.

At Antwerp Management School, the Executive Master programmes in IT governance and in Enterprise Architecture were not designed to cater to the needs of the SME and entrepreneurial target group.

By engaging in the SME research, Antwerp Management School was able to adapt the curriculum of the Master programmes and included a more interactive and customising approach to teaching an existing Masters programme.

Based on the research findings, it was decided to give individual coaching a larger share in the curriculum, locating the service closer to consultancy.

http://www.ie.edu/es/execed/psidgti




Institution Antwerp Management School

Title Executive Master of IT Governance & Assurance


Information Technology (IT) has become pervasive in current dynamic and often turbulent business environments. An increasingly educated and assertive set of stakeholders is concerned about the sound assurance and governance of IT, focusing at how business benefits can be realized out of IT-enabled innovation and how IT related business risks are managed. Despite the multitude of models and frameworks available in the professional domain around concepts as IT Governance, Management and Assurance, organizations also face the challenge of putting these ideas into practice. Because there are obviously no simple solutions, many organizations are looking for advanced expertise grounded in research. To meet this demand, the Antwerp Management School and Maastricht University School of Business & Economics have established a unique partnership to offer a state-of-the-art executive master in IT governance and assurance.

The demonstration is piloting an existing taught course/programme which has been revisited taking into account the results of requirement research


Interactive, focus on sharing experiences and translating knowledge towards the practice field through inclusion of SMEs in broader group, coaching, group assignments and master project. The program is delivered in a modular structure, to better reach out to the SME community (see figure below)

These programme shares modules with the Executive Master of Enterprise IT Architecture (see figure below).

Teaching is delivered in blocks of two days (Thursday, 14-22h; Friday, 9-17h), every three weeks.

Start Launched in 2001, revised based on Guide & Lead program in October 2014, addressing adherence to e-CF, coaching and modularity of the program to reach out to the SME audience.

Costs 19500 euro

Partners Maastricht University, TIAS, EuroCIO

Duration For full master degree: Two year, part-time

Participants can also enrol for separate module, each of about 10 days)

Number of participants The program has joint modules with other programs; target group is 25-30.


Examples of recent graduates and students :

NIBC Bank (+/- 550 employees) Banking

Digi-Consult (1 employee) consulting in digital challenges




Feedback process This program is accredited by NVAO and AACSB. Multiple quality and feedback processes are installed to ensure quality, assurance of learning and compliance with both academic standards and requirements of the professional field. Link to practice community is also ensured through the active involved of the alumni society around these programs.

Credits 60 ECTS


Very strong embededness into the existing Executive Master of IT Governance and Assurance. The applicability for SMEs is ensured through the individual coaching approach in the courses and the development of the master project. This master project needs to address a complex organizational challenge in the own specific environment of the SME, and is to be solved grounded in science and rooted in practice.

Certificate Master of Science


Professionals who are involved in IT governance and assurance such as: Business process owners, Business consultants, Operational auditors, IT auditors, IT assurance professionals, CIOs, IT managers, IT quality managers, Information security managers, Information managers and Business/IT relationship managers.


Management and leadership roles in IT governance & assurance.


Business and IT Strategy and Leadership

Corporate Governance, risk and control

Governance and management of IT

Information Security Management

Master project

Learning outcomes After attending this program:

You will have broadened and deepened your knowledge of general management and IT governance, management and assurance.

You can identify and communicate the organization's IT related business value opportunities and risks

You are able to prepare and make management decisions in the domains of governance, audit, control and security of IT

You can execute IT related governance, management and audit/assurance projects

You can apply the international IT governance and assurance framework COBIT 5

You will deliver a master project that will be relevant for your day-to-day work and grounded in research

You will receive an official and internationally recognized Antwerp Management master’s degree and a University Certificate of Maastricht University School of Business & Economics.

You will be prepared to successfully obtain professional certifications such as “Certified DEMO Professional” and ISACA’s CISA, CISM, CRISC and CGEIT


IS and Business Strategy alignment A.1 (Plan)

Technology Trend Monitoring A.7 (Plan)

Business Change Management E.7 (Manage)

Project and portfolio management E.2 (Manage)




Risk management E.3 (Manage)

Architecture Design A.5 (Plan)

IS Governance E.9 (Manage)

Relationship Management E.4 (Manage)

Information Security Management E.8 (Manage)

Process improvement E.5 (Manage)

Problem management C.4 (Run)

Information and Knowledge Management D.10 (Enable)

Personnel Development D.9 (Enable)

Needs Identification D.11 (Enable)

Information Security Strategy Development D.1 (Enable)

ICT quality management E.6 (Manage)

Product/Service Planning A.4 (Plan)

Service delivery C.3 (Run)

Innovating A.9 (Plan)

Application development B.1 (Build)

ICT quality strategy development D.2 (Enable)

Service Level Management A.2 (Plan)

Solution Deployment B.4 (Build)

Testing B.3 (Build)

Change Support C.2 (Run)

User support C.1 (Run)

Application design A.6 (Plan)

Documentation Production B.5 (Build)

Lessons learnt Testimonial

“SME’s have similar business functions and legal obligations as their corporate peers but often lack the transactional volumes to automate the processing of it which can underpin a business case. The availability of Management Information Systems for the SME market has come a long way since the beginning of the 21

st

century. The business model, by means of Cloud Services, is changing rapidly, allowing SME’s to adopt these systems in an ever increasing trend of digitalization and electronic collaboration. They will benefit most from cloud services integration over the various application domains that are aligned with their business functions. The governance, design and assurance of such business application architecture require a holistic approach of the enterprise the SME represents. The MITGA & MEITA tracks at the Antwerp Management School provide that holistic approach, allowing its graduates to guide SME’s with the business change resulting from the adoption to this new way of working.”

New initiative: Executive Master of IT Management

Based on the demand in the market, a new “major” of this program will be launched as of 2015, called “Executive Master of IT Management” (see picture above). This program will provide a bird-eye’s view on IT management, sharing modules from both the executive master of IT governance & assurance and the executive master of enterprise IT architecture.

Continuity Every academic year, a next group is launched. Participants can also enrol for one or more module.



10.3.5 Aarhus University

Modular half-day courses about SME growth, social media marketing and business analytics at Aarhus University were developed by Aarhus University as the ‘e-leadership series’ of four courses. Courses address the need for condensed knowledge transfer in SMEs – to achieve the desired learning outcomes in half-day courses. These courses were marketed widely among the University’s SME ecosystem and three courses could be piloted.

The aim is to continue to offer and adapt these courses.

The demonstrations developed by Aarhus University are:

Social Media Strategy

Business Analytics

Planning/Managing for Growth

Partner management/ virtual business networks.


Institution Aarhus University

Title Planning/Managing for Growth


The topic has been expressed as a skills requirement in the SME research prior to the demonstration planning.

Flexibility has been expressed as a design requirement in the SME research prior to the demonstration planning.

The course is designed as a modular program with 4 different tracks, of which participants can pick 2. There is no prior knowledge or education needed, nor are the tracks interdependent. Thus, practitioners can themselves flexibly identify what can be most helpful and directly applicable to their situation.


SME decision makers


SME decision makers


The main topics and concepts represented are as follows:

Risks and pitfalls for fast growing firms

Scalable management strategies

IS governance and strategy alignment

Learning outcomes Analyse the dynamic needs of a company in relation to its size and growth expectations

Decide on different IS strategies to support organizational growth

Create a scalable management model that allows growth


Exploit digital trends to innovate strategic business and operating models

Envision and drive organizational change for business performance

IS and Business Strategy alignment; A.1 (Plan)


The courses will be designed as a mix of theoretical learning blocks mixed with highly interactive, “hands-on” blocks (case-analysis, problem solving exercises, discussion groups).

A focus will be put on best practice cases, so that practitioners can immediately relate to their own situation.



Institution Aarhus University

External guest speakers (of successful SMEs) will be invited to give presentations about specific topics.

Cases will be drawn from the SME environment to make sure they are relevant.

Start 30.04.2015

Costs 950DKK (< 140 EUR)

Partners -

Duration 1/2 day



Tuan Do, direktør, Mediehus Danmark Aps

Denni Pultz-Gottfredsen, konsulent, Innovationsakademiet

Thomas W. Fagerberg, konsulent, SalgDanmark Aps

Povl Erik Rostgaard Andersen, direktør, Rostgaard Andersen Holding Aps

Morten Kragh Jensen, Indehaver, ProCore ApS

Driton Hyseni, AAK

Olga Sauer, Business Development Manager, TeeJet Technologies

Feedback process Standardized feedback forms and verbal feedback

Credits No

Embeddedness into existing degree programmes

The course is designed as a modular program with 4 different tracks

Certificate Certificate of participation

Lessons learnt Introduction to book ”ReStrategy” with a guideline how to strategize was considered very helpful by many participants

More real life examples would be helpful

Courses have to be “down to earth” with a clear toolset on how to approach problems in practice

Take-aways have to be clear and put into context of business problems

Continuity Feedback of course is used when designing future practitioner trainings.

10.3.6 ISDI (Institute for the Internet Development)

ISDI is a school for training professionals and entrepreneurs in digital business, using the latest methodologies and imparted by leading Internet professionals. It provides courses for CEOs and Director Generals as well as students, (digital) start up entrepreneurs and company employees. It was established in 2009. Already in September of the same year, the first course programme started: “Master of Internet Business”. Since then, a number of further training offers have been introduced (see figure below), including PADIB, the Top Management Programme in Internet Business), launched exclusively for Presidents, Director Generals and CEOs and offered in three editions per year (in February, May and November); and the medium-duration DIBEX (Digital Business Executive Programme), aimed at marketing, communication, media and advertising executives.



In 2011 ISDI signed an agreement with Deusto Business School in Bilbao and San Sebastián to provide digital strategy training to students and teachers as part of their MBAs.

The internetAcademi, launched by ISDI’s Business Angel Found in 2013, is a major e-learning platform for digital skills for Spain and Latin America markets. Its offer consists of over 50 online courses created by experienced staff using a unique methodology. Courses run over 30 days or six months.6

In the first half of 2014, ISDI in cooperation with internetAcademi taught the Google Mobile Experts Programme at ISDI’s so-called Digital Acceleration Centre (CAD) in Madrid. Financed by Google, the course is part of a programme for mobile transformation that turned about more than 200 professionals from the world of digital marketing into mobile experts. The course programme consisted of face-to-face and online seminars (3 modules à 5 hours) and online learning (approx. 120 hours).

In 2016 ISDI will be launching a new program on e-leadership called DiTex - Digital Talent Executive Program, oriented to HR directors who have to lead the digital agenda of the business and talent transformation.

6 http://www.isdi.es/en/node/106

http://www.isdi.es/en/node/106



10.3.7 Algebra University College

The lack of e-leadership education is striking, and so too is the limited offer of targeted programmes. University College Algebra, Zagreb (Croatia) is among the first in Europe having developed an e-Leadership MBA programme.

The idea of 2 years and 120 ECTS points program has been based on best practice MBA programs (with core MBA courses), but on top of them it adds:

• Proposed requirements set by new EU e-leadership initiative promoting e-leadership competences developed by IDC, INSEAD and EU Commission.

• AMBA criteria for the MBA studies accreditation

The study has total of 17 (+1) modules (courses) planned in duration of 40 contact hours each (total of 720 contact hours), case study and final thesis. In a nutshell, offered program includes all of the 1st year MBA core courses and a number of 2nd year courses that actually present framework in the tech field, following key e-leadership recommendations.

Institution University College Algebra

Title e-Leadership MBA





Organizations rely on Information and Communications Technology to operate their business processes in order to enhance productivity and competitiveness. As they invest more in business operations and technologies, it is expected that ICT leaders are more oriented toward business, and business leaders toward ICT. Organizations need a new type of leaders who will accomplish ICT objectives using technology. e-Leadership is therefore accomplishment of a goal that relies on the management of human resources and usage of ICT.


Lectures, classroom exercises, case studies, project work

Start September 2016

Costs 15.600 €

Partners

This MBA degree has been developed in cooperation with faculty members at the Kelley School of Business at Indiana University, one of the top ranked business schools in the United States.

Duration 2 years

Number of participants Up to 70 participants per academic year


Large Organisations

SIEMENS. Multinational in areas of electrification, automation and digitalization

S&T. Provider of comprehensive IT solutions in Croatia. One of the industry leaders in Central and Eastern Europe

KONČAR INEM. Leading regional manufacturer of electric equipment and electro-energetic plant.

ERSTE INSURANCE. Insurance sector, member of Vienna Insurance Group

SMEs , Start-ups and others (in alphabetical order)




Abrakadabra

APIS

Audio Video Consulting

Blink

Comminus d.o.o.

Dibs

Drap

EKOBIT d.o.o.

Entourage

Etna

Euroalba

Euroline

Imago

IN2

IN2data

Infigo IS

Istudio

Jedinica i nula

King ICT d.o.o.

Luminus studio d.o.o.

MojPosao

Neuralab

N-informatika

Nivas

Nova TV

Perpetuum d.o.o.

Polaris media

Prizma

Recro net

Span

SRCE

Mrežne tehnologije Verso

Vivera

Others

SRCE. The University Computing Centre

APIS IT. The information systems and information technologies support agency

Feedback process Survey at the end of programme, and for each course/subject, alumni population feedback, employers of the alumni feedback

Credits 120 ECTS

Embeddedness into existing degree programmes

Participants earns Master’s degree (Professional Master of e-Leadership), positioned at level 7 of European Qualifications Framework (EQF)

Certificate Professional Master Diploma


Min. entry requirements:

Bachelor's or university/professional degree (min. 180 ECTS)

evidence of competence in written and spoken English

relevant experience


Leaders in various industry fields or top corporate management members (e.g. founders, CEOs, CFOs, CIOs, CTOs etc.)


MBA Requirements and Value (an introductory course) This preparatory course is designed to introduce students to various areas of e-Leadership and business administration such as communication, organizational and consumer behaviour, accounting, information systems and data analysis, finance, marketing, strategic thinking, human resources, ethical decision making, etc. The objective is to motivate students to develop or enhance their leadership skills, recognize ethical, social, cultural and environmental values and to utilize student’s unique talents to extend their understanding of rational decision-making process needed to lead an organization trough crucial transformations.

Managerial Economics




The economics module comes in three parts. The first part offers instruction on balancing benefits and costs and efficiently allocating resources across tasks and over time. Course materials offer foundational knowledge of market structure, outline ways to interpret the impact on prices of enhanced competition and industry innovation, and define rules-of-thumb for business management that expand profitability. The second part provides guidance on how to be a good competitor. Development of basic skills in analysis of industry and market structure, employment of game theory in the construction of strategy, and determination of optimal prices for the sale of goods and services are the topics of study. The third part shifts attention to appraisal of a country’s economic environment. Cases and readings provide direction on how to take inventory of the nation's economic position, understand the impact of government actors, and forecast political and economic variables important to the firm.

Strategic Management Throughout this module the focus is on two different types of strategy. The first type of strategy, business strategy, answers the question: How should our firm operate within the business or businesses chosen? The second is corporate strategy, which answers the question: In what business or businesses should our firm operate? When combined with functional-level strategies, which will be covered in the other core modules, our sessions focus on the most fundamental aim of every company - achieving sustainable competitive advantage by delivering a unique mix of value to the marketplace.

Operations management In this class, we will develop frameworks to analyze the strengths and weaknesses of a firm's operations, and we will develop viable alternatives in pursuing firm goals and objectives. We will examine the tradeoffs that managers face in emphasizing one goal (such as high capacity utilization) as compared to another goal (such as minimum throughput time), especially in the presence of uncertainties. We will compare and contrast the strengths and weaknesses of different strategies and techniques, as determined by industry and global operating environments.

Financial Management The objective of the course is to provide an overview of the basic concepts and principles of financial management. The goal is to enable students to think through and come up with solutions to complex business problems from a finance perspective. Topics to be covered include the time value of money, the tradeoff between risk and return, valuation techniques, capital budgeting, and the role of financial markets. We will emphasize both the mathematical “tools” of financial decision making as well as the reasoning and concepts in appropriately applying these tools.

Critical Thinking & Creativity Are students and business executives objective, rational decision-makers who will appropriately use the analytical tools they learned in their MBA program? Although we hope so, a growing body of research confirms something our personal experience suggests: that much of the time, most of us are neither particularly rational nor particularly objective. The research shows that we tend to have a poor understanding of logic and of the basic principles of probability necessary for good decision-making, and that our reasoning tends to be flawed in predictable ways that reflect the influence of fallacies, biases, and mental shortcuts. It also shows that we tend to be overconfident in our own levels of knowledge and reasoning ability, and that we tend to have a poor awareness of our own reasoning processes. Students will be provided thinking techniques designed to counter the decision traps. Practicing these




techniques will enhance chances of becoming an effective manager and leader

Marketing Management Marketing is responsible with identifying and satisfying needs and creating a mechanism of value exchange between the marketer and customers. Customers receive solutions from the firm in exchange for monetary compensation for the solution. Marketing achieves these objectives using the Marketing-Mix: Product (i.e., customer problem solution); Promotion (i.e., communications): Place (i.e., distribution) and Price (i.e., economic and financial outcomes). In this module students will explore how Marketing can create, deliver and capture value.

Financial & Managerial Accounting First part of the module provides an introduction to financial accounting. The course takes a balanced approach across the economic environment in which financial statements are prepared and used, the measurement principles underlying the performance metrics constructed from the statements, and the mechanical processes leading to the preparation and analysis of the statements. Class sessions will be interactive and involve a combination of lecture, case discussion with an emphasis on real-world financial reports. The knowledge gained in this module will enable you to read, interpret, and analyze financial statements. Second part of the module covers Concepts and issues associated with the accounting of and management of business; particular emphasis is given to understanding the role of accounting in product costing, costing for quality, cost-justifying investment decisions, and performance evaluation and control of human behaviour. Enables the student to prepare, use, and critically evaluate management accounting information for purposes of planning and control, product costing, and performance measurement and evaluation. Analyzes the role of accounting information in making effective managerial decisions, both at the level of a particular department and of the enterprise as a whole.

Quantitative Methods This course provides an introduction to some fundamental tools used in business analytics. In the first part of the class, we consider different approaches to systematically explore and structure data and derive business insights. We start by considering simple but effective visualization and tabulation techniques. We then discuss tools from statistics and probability theory that describe characteristics of individual variables and relationships between different variables. Finally, we cover some introductory and more advanced aspects of regression analysis. In the second part of the class, we focus on how to use data and the derived structural insights to make better business decisions. We consider tools that facilitate structuring, visualizing and analyzing decision problems in the presence of uncertainty (decision trees, simulation). We also explore optimization techniques that allow deriving optimal solutions to complex and large-scale business problems.

Project Management

This course will introduce students to the state of the art techniques used in project management. We will introduce students to concepts regarding Project organizations, Project selection techniques, Project planning, Project scheduling, Resource allocation, and Project control. Project management software Microsoft Project and Primavera will be used as tools to illustrate the concepts. Optimization and Risk Management associated with project management will be modelled using Excel Solver and Risk software. The project selection techniques: Criteria for project selection models, Types and




nature of project selection models, and analysis under uncertainty. For example, GM wants to introduce a new car and built a new plant to produce it. The feasibility of the project will be addressed from the point of view of nonnumeric models (scared cow, competitive necessity, and product line extension) and numeric models (ROI, scoring methods, and optimization techniques).

Entrepreneurship & Innovation The purpose of this MBA course is to research and study the theories, principles, concepts, and practices of entrepreneurial development within organizations (Corporate Entrepreneurship & Innovation). A thorough examination of the latest research regarding corporate entrepreneurship & innovation as well as reviewing successful case studies will be the focus of this course.

Strategic Management of Technology and Innovation This course provides a forum for the in-depth examination of strategic management topics organized around two themes: (1) the technology-strategic management interface and (2) organizational innovation. The technology-strategic management interface is explored from two perspectives - an internal perspective that focuses on technology management issues, and an external perspective that focuses on the strategic implications of competing in advanced-technology industries. Organizational innovation is explored as a strategic adaptation mechanism that allows firms to effectively respond to the forces of technological change, and possibly to create such change. Case studies and readings are used to demonstrate the relevance of technology and innovation-related issues to the strategic management process.

Business Process Modelling There are many facets to an information systems project, from identifying the need for a project to implementation and support of the solution. In this module students will be exposed to the earlier phases of the systems development lifecycle (SDLC), from ideation to systems analysis and process modelling. Course covers business and solutions activities that span some of the most fundamental value-enhancing stages in the lifecycle of an IS project. Several approaches related to the analysis of the problem leading to the technology solution will also be covered. Students will be exposed and have hands-on experience with Business Process Modelling Notation (BPMN). They will have an opportunity to put in practice the in-class learning through exercises and a case that spans the module.

Information Systems in Modern Organizations Information systems and information technology (IS/IT) represent a key source of competitive advantage for firms. Today IS/IT no longer is simply used to support the business, but rather radically transform the very basis for competition. An understanding of existing and emerging information technologies, the functions of IS/IT and its impact on the organizational operations, and the issues and challenges associated with successfully incorporating IS/IT into a firm is a critical aspect of the knowledge base of manager.

Managing Information Risk and Security In this course, our objective is to gain a fundamental understanding of three inter-related areas of security: managerial policies, technologies, and legal/ethical issues. Taking a broad perspective, we will examine (a) what security is and why it is important, (b) legislation and standards, (c) computer and network vulnerabilities, (d) viruses and other malicious code, and (e) how policies and awareness can thwart security breaches, (f) risk management,




incident response, and contingency planning.

IT Service Management This module will explore the nature of a service, why it is important and how the specific services of an organizational service provider (IT) addresses the lifecycle of services ‐ planning, designing, development, operationally managing, measuring and improving. A service organizational model will be developed to provide operational context for the concepts explored during the symposium. Symposium concepts and principles will be applied through a case study. Through the use of simulation, students will also be able to experience an IT service organization in action. The focus of the course will be on the IT Infrastructure Library® (ITIL) though other Service Management frameworks will be explored, specifically COBIT 5 and ISO/IEC 20000 and how they all can serve as the backbone of good IT management practices. Finally, students will learn how the concepts in each of these frameworks are related to each other.

Managing Human Resources in a Global Environment Organizations must devise and effectively execute business strategies that are intended to attract, hire, lure, develop, retain, motivate and evaluate employees in order to achieve organizational objectives. Managing Human Resources in a Global Environment introduces students to key issues, practices and principles that help organizations to manage their human resources effectively. This course also emphasizes the practice of human resource management in a global marketplace.

New Products Management This course covers the management of new products development. Program strategy, opportunity creation, concept development, product testing, demand estimation, and evaluation are stressed. Lectures and case studies illustrate effective innovation practices. Course includes product policy, product development process and new product strategy, idea generation, prescreening and concept testing-tests using depth interviews, focus groups, and survey research techniques. Students will also learn about market testing and market analysis-use of controlled distribution tests (such as IRI) and test marketing.

Learning outcomes The study offers business administration knowledge together with technical and e-Leadership skills. Its comparative advantage is perceptible trough compliance with some of the best practice MBA & e-Leadership initiatives and criterions including:

1. MBA Program Learning Goals The relationship to a set of learning goals is critical to demonstrate what student should expect in terms of personal outcomes throughout the study.

2. e-Leadership Key Sets of ICT-related Activities proposed by new EU e-Leadership initiative Organizations are relying on e-leaders for eight sets of activities to maximize the benefits and minimize the risks from investments in ICT

3. AMBA criterions for the MBA studies accreditation An MBA programme should encompass relevant knowledge and understanding of organizations, the external context in which they operate, their stakeholders and how they are managed. Care should be taken to ensure that the academic programme is rigorous while properly related to the practical world of management. While a specific module is not expected for each of the below, all programmes should demonstrate that students acquire a significant understanding of the major areas of knowledge which underpin general management.




1. MBA Program learning goals

Students who earn the MBA degree will demonstrate a thorough understanding of the internal structures and operations of businesses ranging in size from small to multi-national.

Students who earn the MBA degree will demonstrate a thorough understanding of the relationship between an organization and its external market and economic environment. Furthermore, students will comprehend how management decisions affect relevant stakeholders inside and outside of the firm.

Students who earn the MBA degree will be able to integrate and apply the tools and techniques of business, drawing on a broad-based knowledge of the major functions (accounting, economics, finance, information systems, marketing, operations management, and strategy) to solve complex business problems and make sound business decisions.

Students who earn the MBA degree will demonstrate micro-social and leadership skills necessary for lifelong career success. These skills reflect effective self-assessment, communication, and collaboration within an organization.

Students who earn the MBA degree will think and articulate critically about ethical and legal considerations pertinent to the art of management and the execution of a business enterprise.

2. e-Leadership Key Sets of ICT-related Activities

Business development, sales and marketing. Activities related to entering new markets and developing new products and services.

Business process management. Activities related to conducting business analysis, designing/redesigning business processes; managing the implementation of business change.

Program and project management. Activities related to ensuring projects and programmes are completed successfully.

Global sourcing management. Activities related to procurement and management of external IT resources.

Enterprise architecture. Activities related to ensuring data, applications and systems are sufficiently integrated and standardized to support business operations.

Solution development and implementation. Activities related to creating, testing, integrating and implementing software solutions.

Information management and security. Activities related to data management and security activities

IT services management and delivery. Activities related to management of service delivery and the delivery itself of IT services, systems and assets to an organization to support business functions

3. AMBA criterions for the MBA studies accreditation

The concepts, processes and institutions in the production and marketing of goods and/or services and the financing of business enterprise or other forms of organization

The concepts and applications of accounting, of quantitative methods, and management information systems including IT applications

Organization theory, behaviour, HRM issues and interpersonal communications;




The processes and problems of general management at the operational and strategic level

Macro and micro economics

Business research methods and consultancy skills

The impact of environmental forces on organizations, including: legal systems; demographics; ethical, social, and technological change issues

Explicit coverage of the ability to respond to and manage change

Business policy and strategy

Leadership and entrepreneurship

An understanding of the impact of sustainability, ethics and risk management on business decisions and performance

further contemporary and pervasive issues, such as creativity, enterprise, innovation, e-commerce, knowledge management, and globalization

the international dimension to the above, including political risk and contemporary processes of regionalization, emerging markets, global governance and globalization


A.1. IS and Business Strategy Alignment

A.7. Technology Trend Monitoring

A.9. Innovating

D.1. Information Security Strategy Development

D.2. ICT Quality Strategy Development)

E.9. IS Governance

Lessons learnt e-Leadership skills consist of expertise in both using ICT systems and leading organizations, so called T-shaped portfolio of skills. A vertical set of skills represents expertise in: ICT, science, engineering, etc. A horizontal set of skills represents skills interrelated with: leading organizations, negotiation, coordination, critical thinking, business and entrepreneurship, etc. The distribution of expertise depends on what sets of activities an e-leader is responsible for. For example, one e-leader could be responsible for the overall development and management, while the other could lead the IT services management and delivery. E-leaders should be able to make sense of a situation (identify interdependencies) and be capable to identify risks and synergies out of them.

Continuity

This program is the successor to the highly successful MBA program at the International Graduate Business School (http://www.igbs.hr/en/programs/igbs-mba.html), which was a cooperative program with the Kelley School of Business.

Approximately ten years of IGBS Program with several hundred alumni is a solid pledge of successful continuation.

EEUU RRRO OOPPPEEAAANNN...

Documents

Transcript of EEUU RRRO OOPPPEEAAANNN...