EMBA DUBAI – OVERVIEW OF

PROGRAM

by Prof.Chris Abraham
 CONTENTS

PART 1 WHAT REALLY IS MANAGEMENT ALL ABOUT

PART 2 EVOLUTION OF EMBA CURRICULUM
PART 3 SPJAIN’s APPROACH TO EXECUTIVE EDUCATION
PART 4 LOGIC FOR DESIGN AND ARCHITECTURE OF THE EMBA
PROGRAM
PART 5 PEDAGOGY AND EVALUATION
PART 6 WHAT IT CALLS FOR FROM EMBA PARTICIPANTS
 

 
WHAT REALLY IS MANAGEMENT ALL
ABOUT?

•Is it an art or science?

•What does it involve
•Management processes
•Theories of management
•General principles of management
•Managerial transformation process
 
 Is it an art or a science?
• Is management an art or science
•Art
•Expression of creative skill in a visual form e.g. painting, sculpture
•Creative activities e.g. painting music, drama
•Subjects of study concerned with human culture
•Science
•Systematic study of structure and behavior of physical and natural world
through observation and experiment
•Organized body of knowledge
• How can art co-exist with science-How?
•Art makes use of organized knowledge i.e. science, applies it in the light of
realities to get desired result
•Diagnosing by book, design wholly by formula, managing by memorizing
principles
•One may have to compromise. The ability to compromise without least
Management Process

    Working with others.

   Working through others.

   Achieving organization objective.

  Working efficiently.
 How the management process
   is achieved
 Planning
 Staffing
 Organising
 Directing
 Controlling
 Development of management
theories
 Scientific management (Frederick Taylor)
One best way to perform jobs - specialization.
 Human Relations
Concerned with behavior of people (Elton Mayo,Follet)
Social factors more important to productivity than for
instance in a factory- lighting,rest etc.
 Systems approach
- holistic
- Input output model – Managerial transformation
SYSTEMS APPROACH TO MANAGEMENT
 GENERAL PRINCIPLES OF
MANAGEMENT
1.Division of work
 
•Specialization
2.Authority & responsibility
  •Related to one another. Authority is combination of ‘position’ &
personal intelligence,experience,moral worth, etc
3.Discipline
4.Unity of command
  •Orders from one superior only

  5.Unity of direction
•Each group of activities with same objective - only one head and one
plan
 
6.Subordination of
•Self interest secondary to organisation interest to general
interest
7.Remuneration
•Fair
8.Centralisation
•The extent to which authority is concentrated or
dispersed
9.Scalar chain
•Highest to lowest rank should not normally be departed
from but which can short circuited when following it is
detrimental
10 Order
•Organization in the arrangement of things and people
11.Equity
•Justice
12.Stability
•Danger and costs of people turnover of tenure
13.Initiative
•Permit subordinates to exercise it
14. Espirit de Corps
•In union there is strength - the importance of
teamwork and communication in obtaining it
GROWTH OF EMBA

 1st program by University of Chicago in 1940

 Only from 1990’s that real impetus of EMBA was

received

 Now over 120 programs all over the world + 50 in

USAm+20 in UK, Germany, Spain, Australia, France,
Brazil, India.

 Increasingly, corporates are appreciating the value of

experienced trained EMBA’s.
 Evolution of EMBA curriculum
•        1950’s - not academic enough.
• 1960’s – criticized for not being research oriented vague ,shifting.
• 1970’s – 90’s – raised admission & teaching standards, increased
• research, classic 2-year program.
• 1990’s – criticism too academic – less of practical skills.
• 2002 – Management Education Task Force Recommended inputs:
- basic management skills such as Communication,
Leadership
development.
- Change management capabilities.
- Prepare managers for global adaptability.
 SPJAIN’s APPROACH TO
MANAGEMENT EDUCATION
 
•SPJAIN’s entrepreneurial approach
•Risk taking
• Looking for opportunities
•EMBA in India targeted at large Indian corporate where
MBA’s from top 10 B-schools don’t go
•FMB at sons and daughters of those in family business
•Both niche areas
•Innovative ways of identifying and utilizing resources
•ADMAP in PG program
• Mentorship in EMBA, FMB
•Shortcomings of part-time EMBA programs
Concepts studied in class not reinforced
No experiential learning
Theoretical knowledge not applied
SPJCM AND THE EMBA PROGRAM

All the strengths acquired by SPJAIN in the

design, architecture and implementation of the
EMBA program are now available to SPJCM.

This therefore means that the SPJCM program

will be in outlook, have unique pedagogy, and
be innovative
LOGIC FOR THE DESIGN AND
ARCHITECTURE OF EMBA PROGRAM
•Education to be imparted
•Knowledge
•Skills
•Attributes
•Special emphasis
•General management capabilities
•Strong functional depth plus well-rounded general
management perspective
•Decision-making skills
•Customization 
•Learning to learn
•Architecture
•Phases
 THE EMBA CURRICULUM ARCHITECTURE

PEDAGOGIC KNOWLEDGE
OBJECTIVES SKILLS ATTRIBUTES

CORE SUBJECTS INTEGRATIVE COURSES

PHASE

Pre Foundation  Financial Accounting  Quantitative  CAPACITY AND DESIRE

 Economics TO LEARN
 Quantitative Techniques
 It in Business

 OPERATIONS  COMMUNICATION  CAPACITY AND DESIRE

MANAGEMENT  TEAM BUILDING TO LEARN
 MARKETING  LEADERSHIP
FOUNDATION
MANAGEMENT  DECISION MAKING SKILLS
 FINANCE MANAGEMENT - MARKSTRAT
 COST MANAGEMENT
 PEOPLE & PERFORMANCE
 BUSINESS ENVIRONMENT
 OPERATIONS  BUSINESS STRATEGY  DECISION MAKING SKILLS  SELF AWARENESS
MANAGEMENT  INTERNATIONAL  CURIOSITY AND
 MARKETING BUSINESS CREATIVITY
INTEGRATION
MANAGEMENT
 FINANCE MANAGEMENT
 PEOPLE & PERFORMANCE
 BUSINESS LAW
 ELECTIVE 1  DISSERTATION  DECISION MAKING  MANAGING CULTURAL
 ELECTIVE 2 THRUOUGH SIMULATION DIVERSITY
 •Pre foundation
Compulsory subjects
•Foundation
Compulsory subjects in functional areas
•Integration
Functional strategies plus integration of functional
strategy with overall business strategy
•Customization
•Compulsory skill enhancing subjects
•Electives
•Capstone dissertation
 PEDAGOGY AND EVALUATION

•Pre-class preparation (during off-contact period)

•Classroom sessions (during contact period)

•Lectures
•Concept discussion, clarification and synthesis

•Case discussion
•Experiential exercises
•Application exercises
•Group work

• Problem - solving
•Case - study
PEDAGOGY AND EVALUATION

 Assignments submissions (during off-contact period)

 Conceptual exercises
 Application exercises
 Use of technology

 Wireless Internet for projects / assignment submissions

 E library- EBSCO
 SMART Classrooms
 Video-conferencing
 Evaluation
•Normative & Applied subjects

•Quizzes
•Assignments
•Group – work

•Application exercises

•Exam
•Presentation/ viva-voce
•Project report  
 WHAT IT CALLS FOR FROM EMBA
PARTICIPANTS
•Scrupulously adhering to the pedagogy involving:
• Pre-class preparation
•Active participation in the classroom process
•Participation in the group-work process
•Application exercises during off-contact period
•Doing assignments on time without fail during off-contact period
•Smart /creative/timely data collection
•Analysis and problem solving

 
 WHAT IT CALLS FOR FROM EMBA
PARTICIPANTS
 Time management
 About 15-20 hours/week over and above contact classes

 How have SPJain's EMBA participants in India/Dubai

benefited
 Unanimous feedback - Learning enormous

 Young middle - managers being involved in strategy

formulation
 Fast - track promotion
 Lateral shift in functional area
 General management positions
Wish you all the best!!!!