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International Faculty Program



Why This Program? The IESE Standard Why an IFP Program at IESE? Topics Covered Faculty 12 General Information 14

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WHY THIS PROGRAM?
The International Faculty Program (IFP) prepares business school professors to make outstanding contributions to their institutions through the development of critical teaching and leadership skills. The program is comprehensive, covering a wide range of essential topics in a 3-week time frame. Led by IESE faculty members, the IFP includes participants from diverse countries who typically hold management roles at their institutions, thus providing a highly rewarding learning experience. The program takes place at IESE Business School's Barcelona campus, with two weeks of preparation time required before the program begins. · · · ·

The International Faculty Program (IFP) is aimed at developing first-class faculty members who can contribute effectively to business schools worldwide.

The IFP is designed to support faculty members in their ongoing goal of attaining teaching excellence. In pursuit of this objective, the program takes into account the following central activities of effective faculty leaders: Teaching/learning Institutional management External activities Career management and coaching

The amount of time dedicated to each of these activities will vary for professionals at different times throughout their careers. However, they are fundamental for individual, as well as institutional, success. To be effective and to ensure career flexibility, faculty members and institutions must seek to strike a suitable balance among these domains. While teaching and research are core activities for faculty members, professors must also have a solid grasp of institutional management skills and the ability to effectively liaise with the community and beyond. They must also have an informed view of academic careers so they can anticipate the opportunities and challenges they will face in the future.


Most faculty members spend considerable time developing high-quality research skills during their Ph.D. programs. However, they have usually dedicated far less time to other important areas such as teaching approaches, course design, leadership and managerial skills, and career management. Preparation in these areas is often left up to the individual. The IFP offers the frameworks and tools for improvement across all these areas. It also covers coaching skills so that participants can provide support for colleagues once they are back at their institutions.

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THE IESE STANDARD

IESE Business School has 50 years of experience delivering global management development programs that combine academic rigor with a practical focus.

A PIONEER IN BUSINESS EDUCATION
Established in 1957, IESE began to provide executive education programs at a time when such initiatives were scarcely known outside the United States. IESE created Europe's first two-year MBA program in 1964 under the guidance of the IESE-Harvard Advisory Committee. Today, the school maintains close ties with Harvard as well as alliances with other top U.S. schools such as Stanford, MIT Sloan, Wharton and Kellogg. In 2007, IESE was among the first European business schools to establish operations in the United States when it inaugurated its New York City offices.

FOCUS ON PEOPLE
IESE programs take a personalized approach to management education, for people lie at the heart of companies and their challenges. The ethical dimensions of decision-making processes, indispensable for personal growth and corporate sustainability, receive special emphasis.

"I have benefi ted beyond my expectations from the IFP. I was impressed by the effort that the faculty members made to ensure that the learning process was effective. In terms of feedback, I give it an A+."
Vinod Sople (IFP'09) Professor, Institute for Technology and Management, India

IESE is an initiative of Opus Dei, a personal prelature of the Roman Catholic Church. The school draws its values from the Christian tradition, emphasizing the intrinsic rights and dignity of all people.


WHY AN IFP PROGRAM AT IESE?

IESE faculty members have extensive experience guiding the growth of leading business schools around the world.

IESE Business School has been offering the IFP for 17 years. Graduates of the program come from a multitude of countries and institutions worldwide. One of the highlights of the program is the quality of IESE's faculty members, who reflect 29 nationalities and hold Ph.D.s from many of the world's most prestigious business schools. In line with the philosophy of the school, IESE professors place an emphasis on the personal growth and development of each participant, and they offer individual coaching to this end.

AN INSTITUTIONAL PERSPECTIVE
The IFP takes a "Dean's view" or global perspective of faculty in mind the needs of both the individual and the institution. Faculty members carry out their activities within the organizational structures of institutions, which need to be served. Therefore, the aim of the program is prepare faculty leaders so they can contribute toward organizational change and help their schools achieve key goals. For this reason, issues such as departmental management, program and institutional development, and faculty management are addressed in depth.

WHY A 3-WEEK PROGRAM?
Based on IESE's extensive experience leading faculty development programs, three weeks (23 days) is viewed as an ideal amount of time for fulfilling the objectives of the program in an intensive, yet refl ective, learning environment. Shorter programs tend to be narrower in scope.

"It is diffi cult to quantify the amount of experience I gained by attending the IFP in June 2008. I would say that it would have taken me 10 years under normal circumstances to gain the same insights."
Jako Volschenk (IFP'08) University of Stellenbosch, South Africa

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TOPICS COVERED
Case Study Method Prof. Carlos GarcÌa Pont This module is devoted to case teaching. Case teaching involves making the student an active participant in the learning experience; it assumes that students have more to offer than professors. The aim is to help students bring to the surface their individual knowledge and perspectives. In this way, learning becomes a collective experience, where the mental models and the frames of relevance that are brought into class are shared by all students. Students are encouraged to challenge their own models and attitudes as they take the viewpoints of others into consideration. Students take charge of their own learning processes. Cases are actual business situations, framed to address specifi c aspects of business. With this approach, theory becomes a cane that helps the student navigate through real business problems. The discussion of real-life situations provides students with a transformational experience. Students should emerge from the process with more questions than answers and increase their ability to raise relevant questions and formulate answers. The role of the professor leading a case discussion is significantly different from that of a teacher in a traditional classroom. The ultimate goal is not to transfer knowledge from teacher to student. Instead, the professor facilitates discussion so that mindsets are challenged and enriched. The objective of the module is to introduce professors to this way of teaching. Consistent with the case teaching approach, the students will experience different case method classes and find out what has worked and what has not worked in each one of these classes. The discussion of the case method base in a real classroom setting ideally helps professors grasp this approach and incorporate it into their teaching tool kit.

The program addresses a wide range of relevant subjects such as course design, teaching methodologies and coaching.

Case Writing Prof. LluÌs G. Renart The track on case writing aims to help participants learn how to write good teaching cases. In an initial lecture, we will review the case writing process by exploring the key success factors at each step of this process. Even though we will identify the key phases in the process, writing a case is a highly personal process. Different case writers may have different writing styles and may use different "tricks." Case writing experience varies and depends on the field of study. Thus, editing a marketing case may require different skills from an accounting case or a human resources case. For this reason, during the program, IESE professors from different academic departments will share their own personal experiences on case writing. Furthermore, lectures on Teaching Notes (TNs) writing will be included. Finally, an additional overview on how cases are handled at IESE will be offered.


Course Design Prof. Luis Palencia This seminar is based on the idea that every professor, at some point during his or her academic career, will have to design a course in his or her area of specialization. The main objective of the module is to provide a basic framework for course design applicable across different fields or disciplines, for courses that differ in duration (mini and full courses, seminars, workshops, distance learning, etc.), and in terms of the target audience (undergraduates, MBAs, executives). Although no universal method to course design exists (in other words, a "recipe book" is not available), we will address the issue of course design in a systematic way , following a hands-on approach where theory and practice are intertwined, and providing tools, tips and techniques to make the task of designing a meaningful course more efficient and enjoyable. As the seminar is based on a "joint learning approach," the contribution of the participants is critical for its success and the final outcome. As a first step, participants will have the opportunity to critique one or more course designs of their choice. In a second step, participants will design their own course, i.e., design a course from scratch or revamp an existing course. In a third step, participants will receive feedback from all the other participants on their designed course.

Leadership in Context Prof. Sebastian Reiche Leadership challenges are key to almost any subject matter in the field of management and organization studies. This course will therefore review the basic components of leadership. Using the case method approach, we will address the main challenges of leadership in different contexts and levels of the organization. These challenges include promoting commitment, coaching subordinates, managing individual careers and dealing with diversity. Specifically, the course intends to achieve three main objectives: · Understanding the difference between doing things and doing things through people. This understanding involves a deeper-than-conventional knowledge about what people are, what the basic motives are that drive their behavior and how these motives can be influenced. · Understanding correct and incorrect uses of power and influence, and learning how to create trusting interpersonal relationships (especially with subordinates). This also involves learning how different leadership styles affect these relationships. · Learning how the organizational structure and organizational career paths influence individual and group behavior, and how to make decisions in the political and cultural context of a group, a company and in cross-national and cross-cultural interactions. Through case discussions, we will also address issues of teaching preparation and also link case learning with theories and technical notes.

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Adult Learning Methods Prof. Javier SantomÀ How do adults learn? How can teachers better approach their students? What are the main features of adult learning? How can teachers take advantage of adults' experience? Much attention has been devoted to the learning process in the early stages of life, but many of the people attending business classes are adults. We need to analyze how the age and experience of our participants affect the learning process. In this module we will cover some of these questions.

Operations Management Prof. Marc Sachon The research and teaching environment at a universityaffiliated business school differs from that of a department of economics or sociology in that it is closer to the issues faced by business. Furthermore, a private university has to finance itself and cannot rely on government subsidies. Thus, research and teaching have to be of value to our clients, be they MBAs, Ph.D. students or executives. This provides a challenge and explains the concurrent focus on both academic rigor and practical relevance in our work. In this short module we will address the following issues: · What are the key elements of teaching the case method? (interested participants have the opportunity to teach a case) · What are the differences between teaching in a Ph.D., an MBA and an executive education program? · How can we use simulations as a teaching tool in operations management? · What are some "trade secrets" in executive education? · General reflections on working in a business school and using lectures, cases and simulations

Faculty Development Prof. Juan Carlos VÀzquez-Dodero The purpose of this module is to stimulate introspection about what it means to be an academic or a scholar , considering the broader context of the profession and how time influences what may be desirable at each stage in a scholar's career, and to encourage a quest for excellence in the profession. The module includes the following subjects: the scholar's vocation content and agenda, stages in the development of a scholar's career, the sense of serving society (ethics in academia), etc. At the end of the module, each participant is expected to submit a summary containing a critical self-analysis and an assessment of the module.

Coaching and Mentoring Prof. Alberto Ribera The current economic crisis is shedding light on the need for MBA and executive education programs to improve the way leadership skills, values and attitudes are taught. Character and positive habits are the core competencies of virtuous leadership. In order to foster these dimensions, management education must reach a higher level geared toward personal self-development (i.e., self-awareness, interpersonal savvy, contextual mindset, purpose and meaning, resilience, maturity, etc.). Motivation and practical tools for enhancing these competencies can be facilitated through coaching. This module presents some fundamental notions about coaching, namely, understanding oneself, understanding others and facilitating personal change.

Persuasive Communication Prof. Brian Leggett In today's companies, the ability to communicate persuasively has become an essential skill. Gone are the days of hierarchical organizations in which information was delivered top-down and there was little need to win over superiors and colleagues with your ideas and opinions. Indeed, gone are the days when employees accepted that their bosses were right. In this module, we will outline the three key elements of persuasive communication: credibility, environment and argumentation. We will also explain why rhetorical tools such as metaphors, examples, analogies and illustrations are essential in persuasive communication and how, as Aristotle pointed out long ago, an orator must be both a logician and a psychologist.


Institutional Management Prof. Carlos CavallÈ Prof. Pedro Nueno Prof. Albert FernÀndez Business schools are organizations that need to be managed. Very often management positions are fi lled by faculty members who, on occasion, devote a large share of their time to administrative tasks. We will hear from Several senior faculty members with extensive experience in business school management will share some examples of business school management, development (IESE has participated in the early stages of more than 15 business schools around the world) and program management (MBA, GEMBA, Executive Education).

Case Presentation Prof. Javier SantomÀ Participants will have the opportunity to prepare and teach cases during the program. a faculty member is available for the selection of the case, the preparation of the session and a debriefing on the session outcome. The case presentation is a unique opportunity for participants to put case teaching skills into practice and gain a sense of individual teaching style. analyzing different teaching styles is an enriching experience for participants. These sessions also help uncover common pitfalls in the early stages of case teaching. During these sessions, we will also cover the basics of case mentoring.

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FACULTY
Javier SantomÀ
IFP Academic Director Professor, Financial Management Ph.D. in Managerial Science and Applied Economics, Wharton School of Business

The program is led by IESE faculty members, who are internationally recognized as experts in their fields. All have taught and carried out research in many different countries.

Albert FernÀndez
Professor, Accounting and Control Doctor of Business Administration, Boston University

Rafael Andreu
Professor, Information Systems and Strategic Management Ph.D. in Management, Massachusetts Institute of Technology

Carlos GarcÌa Pont
Professor, Marketing Ph.D. in Management, Massachusetts Institute of Technology

Pablo Cardona
Professor, Managing People in Organizations Ph.D. in Management, University of California, Los Angeles

Brian O'Connor Leggett
Professor, Managing People in Organizations Ph.D. in Corporate Communications, Oxford Brookes University

Carlos CavallÈ
President, Social Trends Institute Emeritus Professor, Strategic Management Ph.D. in Industrial Engineering, E.T.S.I.I. Barcelona

Pedro Nueno
Professor, Entrepreneurship Doctor of Business Administration, Harvard University


Luis Palencia
Professor, Accounting and Control Ph.D. in Business Administration (Accounting), University of California, Berkeley

Alberto Ribera
Professor, Managing People in Organizations Ph.D. in Management, Universitat Internacional de Catalunya

Sebastian Reiche
Professor, Managing People in Organizations Ph.D. in Management, University of Melbourne

Marc Sachon
Professor, Production, Technology and Operations Management Ph.D. in Industrial Engineering and Engineering Management, Stanford University

LluÌs G. Renart
Professor, Marketing Ph.D. in Management, IESE Business School

Juan Carlos VÀzquez-Dodero
Professor, Accounting and Control and Business Ethics Ph.D. in Management, IESE Business School

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GENERAL INFORMATION
PROGRAM DATES
Class of 2010: May 31 - June 22, 2010 Class of 2011: May 30 - June 17, 2011

The program takes place on IESE's Barcelona campus, with accommodation available nearby.

TUITION FEE
Tuition fee: 5,000 Fee includes all course materials, academic activities and lunch on campus from Monday to Friday. Accommodation is not included in the tuition fee. Academic institutions from emerging economies may apply for partial financing for their candidates if justified. Accommodation (optional) Individual room: 1,800 Hotel Residencia Torre Girona May 30 - June 23, 2010 May 29 - June 18, 2011 The student residence is a 10-minute walk from IESE Business School. The number of rooms is limited. If you are interested in making a reservation, please contact us as soon as possible.

CANDIDATE PROFILE
· High-profile Ph.D.s with a clear vocation for teaching and institutional involvement. · Faculty members with positions of responsibility, such as board members, MBA program directors and department heads, who are interested in understanding and managing their faculty better. Candidates must be fluent in English to qualify. Preference will be given to participants with a strong commitment to the academic institution where they are employed.

ADMISSION DEADLINES
Class of 2010 First deadline: November 30, 2009 Second deadline: March 19, 2010 Class of 2011 First deadline: November 26, 2010 Second deadline: March 18, 2011 For reasons of capacity, we strongly encourage all candidates to apply prior to the first deadline.

For further information about the IFP please , visit us at www.iese.edu/ifp or contact: Izabela Kordecka International Faculty Program IESE Business School Av. Pearson, 21 08034 Barcelona, Spain Tel.: +34 93 253 42 00 Fax: +34 93 253 43 43 ifdpinfo@iese.edu www.iese.edu/ifp

ADMISSION PROCESS
Candidates should submit the following documents: · A completed online application form · One recent photograph · A nomination form completed by the dean or department head of the candidate's institution · One recommendation letter Admission will be determined by the Admissions Committee after evaluating each applicant, based on the information provided.


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IESE's mission is to transform business and society through management education and leadership development, and create a better world by creating better leaders: people with big aspirations and a spirit of service, equipped with the skills and capabilities to make a positive difference.

Av. Pearson, 21 08034 Barcelona Tel.: +34 93 253 42 00 Fax: +34 93 253 43 43

Camino del Cerro del àguila, 3 (Ctra. de Castilla, km 5,180) 28023 Madrid Tel.: +34 91 211 30 00 Fax: +34 91 357 29 13

www.iese.edu