|題名: ||中國大陸EMBA教育之研究 : 以中歐國際工商學院為例|
|其他題名: ||Study on EMBA in China : case study China Europe international business school(ceibs)|
|作者: ||傅韻芳;Fu, Yun-fang|
|關鍵詞: ||中歐國際工商學院;高階經營管理碩士;商學院;獨立辦學;創業模式;CEIBS;EMBA;BUSINESS SCHOOL;INDEPENDENT SCHOOL MANAGEMENT;BUSINESS CREATION METHODS|
|上傳時間: ||2010-01-10 23:33:35 (UTC+8)|
一、由研究中得知中歐國際工商學院的屬性，為採取「獨立辦學」以及「創業模式」的方式，擺脫了社會主義傳統的教育模式，才能在自由辦學的環境中獨樹一幟。二、雖因評鑑的單位不同，評鑑的指標各異，結果都是指出中歐國際工商學院EMBA佔優勢的一面，以及那些方面還可以有改善的空間。三、中歐國際工商學院佔優勢的項目包括：1.正逢大陸經濟起飛，私營企業家希望再深造時期。2. 校址設在上海這個易於吸收西方文化的城市。3.辦學理念持續化。4.中歐國際工商學院走的是專業、集中的路線，僅開辦MBA、EMBA及短期培訓經理人課程。5.應歸功於中歐國際工商學院擁有優良的師資。6 應歸功於中歐國際工商學院擁有完整的案例研討。7.並輔以國際一流的建築師設計的校舍，以及優良的教學設備。8.以及在各學習點畢業的校友全力的支持。9.更重要的是注重每一階段的細節。
National Taiwan University (NTU), the leading university in Taiwan, established the EMBA program in the School of Business in 1998. Almost at the same time, China also took its first steps in creating EMBA education. Consequently, in the 2005 top 100 international EMBA programs ranking, the NTU EMBA program did not make the cut, whereas its counterpart, CEIBS, in the short eleven-years of establishment, was able to place 13th among international EMBA programs. Also as impressive was the fact that while the prestigious Beijing University and Ching-hua University also had EMBA programs, both schools were unable to compete with CEIBS.
Hence this study seeks to understand the direction and traits of CEIBS, the international evaluation and opinions on CEIBS, and the strength of its program, to provide domestic programs with comprehensive analysis.
This study will focus on the management and administration of the CEIBS EMBA program, in order to understand its strong points. This includes the school system that was chosen, faculty and student recruitment methods, and course design as factors to understand the defining qualities and success of CEIBS. This study employs questionnaires to verify study results; subjects of questionnaires include the faculty and staff of CEIBS, in order to gain understanding of the workings of the school. To achieve comprehensive data, the opinions of the Chinese mainland education circle will also be gathered via questionnaire.
This study has the following conclusions:
1.The study understands that CEIBS is managed using “independent school management” and “business creation methods”. It is by this method, can the school break away from a traditional socialism education mentality and compete among an environment of independently founded schools.
2.Though the organizations providing the school analysis and their standards are different, the results all conclude that CEIBS has an advantage and room for further improvement.
3.CEIBS has advantages in the following areas: 1) It has encountered the era of great mainland economic growth where many private capitalists hope to further their business education. 2) They are located in Shanghai where western culture is easily absorbed. 3) A coherent and consistent method of school management. 4) CEIBS has a concentrated, professional direction of only having MBA, EMBA and short term management training courses. 5) Much credit must be given to their outstanding faculty. 6) Much credit must also be given to their complete collection of case studies for discussion. 7) They have superb facilities supplemented by excellent dormitories and buildings designed by internationally renowned architects. 8) The full support of every alumnus at each learning stage. 9) More importantly is their attention to detail at each stage.
This study has the following suggestions:
1) CEIBS may be able to use its advantage and further expand in the following ways: 1. Perhaps CEIBS can establish a learning branch in Taiwan. 2. With regards to the Chinese government no longer providing funding to CEIBS after 2005, perhaps CEIBS can contemplate establishing subsidiary businesses to cover the needed expenses. 2) Suggestions for Taiwan colleges and universities: 1. Follow in CEIBS’s footsteps by using “independent school management” and thoroughly “globalizing” by recruiting students abroad. 2. Faculty-wise perhaps it can be clearly stated that no less than one-third of the courses are taught by professors in leading schools internationally, thereby committing to the policy of introducing excellent international teaching staff..