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International workshop: developing a business school international strategy
This workshop will examine how to keep your international strategy relevant in a changing and competitive market.
De Montfort University, Leicester
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Deans and Directors' Development Programme
This programme is now full. To express an interest in 3DP 2021, please contact Pritika Pau…
Development Programme for Directors of Research
Designed for those holding a Director of Research post, or those aspiring and working towards the position.
Leaders in Teaching and Learning
This programme provides professional development and support for Directors of Learning & Teaching and other managers…
Reflections on managing equality and diversity from some aspiring Deans and Directors
Professor Sally Everett shares her insights from the recent Deans' and Directors' Development Programme.
Build excellent practices to enhance your personal effectiveness and the reputation of your business school
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CMBE
Certified Management & Business Educator
The CMBE gives business and management educators a recognised professional designation and a framework for continuous professional development. The scheme supports educators to further develop their teaching practice and helps to advance the quality of business and management education in higher education.
Why become a CMBE?
The CMBE is your commitment to advancing the quality of learning and teaching in the fields of business and management education.
Benefits for business schools
The CMBE advances the development of business and management educators on an ongoing basis through a commitment to continuous professional development.
Eligibility & application
The scheme is for those who teach, or lead learning and teaching activities, in the fields of business and management.
Professional Managers' Annual Conference 2020
Bringing together heads of administration, faculty managers, school administrators, senior operations staff,…
Workshop on Tools for Diversity in Business Schools
Workshop on Tools for Diversity in Business Schools Wednesday 26 February 2020, King's College…
James Clerk Maxwell Building, King's College London, London SE1 8WA
Equality, Diversity and Inclusivity using Lego (R) Serious Play (R)
A team of 2018 Chartered ABS Scholars are pleased to present this opportunity to experiment with teaching contentious…
University of Greenwich, Old Royal Naval College, Park Row, London, SE10 9LS
LTSE 2020 Submissions Portal
Presenting at LTSE is a great way to receive constructive feedback about current research, develop knowledge and ideas,…
09:00 on 12 May - 15:00 on 13 May
ICC, Belfast
Inclusive Teaching Practices for Diverse Cohorts
Inclusive teaching practices for diverse cohorts Wednesday 3 June, Leeds University Business…
Leeds University Business School
Build your networks and knowledge through our conferences and events.
Perspectives On: Intellectual Challenge in Business Schools
What does "intellectual challenge" mean in modern HE, and how can business pedagogy legitimise it?
National Student Survey 2019: Results for Law
National Student Survey 2019: Results for Law The results from the 2019 National…
National Student Survey 2019: Results for Business & Management studies
Our analysis of the results of the 2019 National Student Survey.
Degree Apprenticeships Resources and Guidance for Business Schools
Degree Apprenticeships Resources and Guidance for Business Schools These resources are…
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Making diversity everyone's business: multi-level changes in institutional policy and practice
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Academic Journal Guide
The Guide outlines the range, subject matter and relative quality of journals in which business and management academics…
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Ethics Guide 2015: Advice and Guidance
This Guide offers a practical framework to help individuals in business schools make informed and transparent decisions…
Annual Membership Survey 2016
Annual snapshot of the trends and challenges in UK business schools
Tool for professional development reviews and staff development
The Chartered ABS Professional Managers' Committee has produced this Professional Development Matrix, which shows the…
View our latest publications, the Academic Journal Guide and impact case studies from the business school community
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Research Funding & Collaboration
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Westminster Business School students raise over £7,000 for charity
Teams of MSc students use their business skills for a good cause.
Claude Littner Business School recognised as THE Awards Business School of the Year 2019
The school was recognised for it's work in reducing the BAME student attainment gap.
Professor Palie Smart appointed Head of the University of Bristol School of Management
The University of Bristol has appointed Professor Palie Smart as Head of the School of Management, ahead of its formal…
View the latest jobs in our member business schools
We work with government and other bodies to create the best possible environment for our members to thrive. These pages provide information and guidance on policy areas which affect UK business schools. You will find our research, consultation responses, useful resources and links.
Read about the work Chartered ABS and BAM are doing to make the case for greater investment in business & management research.
A rapidly growing area of provision with new challenges and opportunities for business schools.
Explore the opportunities for business schools within the government's plans for the UK economy.
Small Business Charter
Revisiting the One-Minute Paper in the Digital Age
Can a Digital One Minute Paper help support teaching, especially in large multi-national classes?
Push Me, Pull You: Personalising the Learning Experience in Higher Education
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Getting Personal – grading self-reflection
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Gearing up towards 2020 – report of the October meeting of the Professional Managers' Committee
The Professional Managers' Committee met on 4 October, our first meeting of the new academic year. On this occasion we…
How can Business Schools best support the 'outsider student' in their transition to Higher Education?
Academics could help vulnerable students by focusing on valuable relationship-building.
Making group projects work for both the students and the lecturer
Dr Adam Frost details the benefits and limitations he's found in using online tools to facilitate student group work.
Opinion, analysis and case studies from across the business school sector and beyond
The CMBE wins Best Professional Development Initiative award
The CMBE has won the Association Awards' 'Best Professional Development Initiative 2019'.
Call for nominations for the Chartered ABS International Committee 2020
Apply by Friday 7 February 2020.
Professor Robert MacIntosh appointed as Chair of the Chartered ABS
The Chartered ABS is delighted to announce the appointment of Professor Robert MacIntosh as its new Chair.
Featuring news from Chartered ABS, member business schools and key stakeholders
The Role of Graduate Employability in Economic Productivity in the UK
LeadershipproductivityLearning & TeachingEmployment
Homogenisation vs. Innovation in employability
A range of graduate employability interventions exist across the UK Higher Education (HE) sector, involving experiential learning, skills development and on-the-job training among others. Employability is already high on the agenda for universities and the notion of graduate employability is further amplified through awards and rankings channelled at the recognition of employability efforts of universities – one example is THE's Global University Employability Rankings.
Amidst this context of the growing significance of graduate employability, questions arise on whether the UK HE sector does enough to ensure that graduates are workforce-ready. In 2016 the UK experienced a 2.2% drop in the number of 21 to 30-year-old graduates in skilled work compared with a year earlier. About one-in-five graduates were in low or medium skilled jobs on average across the whole of the working population.
What is evident from the wider HE sector responses to date is that employability interventions often focus on homogenisation as opposed to experimental innovation. By this we mean that employability 'offers' often centre on generic skill development, a standardised careers service, generic employability modules in the curriculum and so forth.
Rarely, does one see a massified personal approach to enabling bespoke personal and professional development. Innovation is required in future provision – curricular and service level – to ensure that academic journeys develop in parallel to career journeys for each one of our graduates. These observations toward a lack of innovation are supported by our prior research into the UK HE sector's employability provision across 35 institutional employability programmes conducted earlier this year.
Having said that, there are a few examples of small-scale innovations, which have the potential to disrupt the graduate employability landscape, as we currently know it. Such examples of small-scale innovations include the World of Work at LJMU, the Global Leaders Programme at Coventry and of course, BU's very own Global Talent Programme to name a few. However, more needs to be done to ensure that this good practice and innovation is multiplied across the whole of the UK HE sector to support economic productivity across the UK.
The correlation between graduate talent and economic productivity
The contribution of skills to productivity growth has been emphasised by the UK government as part of their UK Skills and Productivity in an International Context paper and more recently by the 2017 Industrial Strategy Green Paper where developing skills is seen as a key pillar that will shape the future strategy.
At least one-third of the UK's productivity growth in the decade to 2005 can be attributed to the substantial accumulation of graduate skills in the labour force so graduates do play an important role in economic productivity, not just on a regional but also on a national level.
The House of Commons Business, Innovation and Skills and Education Committees also highlighted the strong links between graduate skills and economic performance and productivity. Econometric analysis for 15 countries (including France and Germany as well as the UK and US) suggests that a 1% increase in the graduate share of the workforce is linked with 0.2–0.5% growth in long run productivity levels.
Higher education plays a pivotal role in this process, not only in the UK but also further afield. Germany and Sweden, alongside the UK, experience high rates of productivity partly through the provision of good education and skills development opportunities.
The existing evidence points to a strong correlation between graduate talent and economic productivity, but the UK has a productivity problem as highlighted by Chris Clegg. He suggests that on average, British workers were around 30% less productive than those in the US, Germany and France.
Ideas for the future
The 2017 Global Skills Index suggests that the UK has improved its overall skills position but further work needs to be undertaken to address the talent mismatch. The UK Commission for Employment and Skills (UKCES) estimates that by 2024, 46% of all UK employment will exist within highly skilled occupations – this can further amplify the widening talent mismatch problem and it's subsequent influence on economic productivity.
We feel that the UK HE sector can rise to this challenge in one of the following ways:
Create an integrative relationship with employers – Unless employers and universities join forces in shaping the next generation of talent in our classrooms, the graduate talent mismatch will be even more notable as the gap between the skills available in the workforce and the skills required by industry is likely to widen even further.
Nurture skills such as entrepreneurship and innovation at every subject level – not only do we want to develop confident job seekers but also job creators, who will be able to provide more graduate-level opportunities which, as current research suggests, is a challenge leading to many graduates engaging in non-graduate level jobs.
Develop academic staff talent - there is a significant opportunity to up-skill and re-skill our academic staff through carefully tailored and orchestrated capacity building interventions staff are at the heart of this success as they are responsible for educating the next generation of graduates and prepare them for the world of work in partnership with employers.
Harness the power of Big data and predictive analytics – Big data can join forces with predictive analytics in order to help us understand current and future skills and talent trends so that we can fine-tune our curriculum and pedagogic practice in order to develop future-proof graduates, who are equipped with the skills, competencies and attributes to succeed on a global stage.
Dr Dean Hristov, Global Talent Research Analyst, Bournemouth University
Dr Sonal Minocha, Pro Vice-Chancellor (Global Engagement), Bournemouth University
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