With Covid, schools had to suspend international exchanges
Dec 19, 2023 19:50:32 GMT -8
Post by account_disabled on Dec 19, 2023 19:50:32 GMT -8
At the same time, partners no longer send their students to France. This model and its adaptation to the new “Covid” situation will necessarily be questioned in the months to come, particularly for trade outside Europe. In fact, those who have chosen non-European partners are more affected. Another constraint: all partners have quotas and, quite logically, students choose the same European schools so the pressure and competition between students is at its maximum. It also has the effect of increasing the pressure exerted by online training, MOOCs, Ed Techs and training offers from platforms such as LinkedIn Learning for example. The commodification of knowledge is clearly accelerating.
According to the latest report (October-November 2020) from the EFMD , the first impact Email Data of the crisis on business schools is financial: 43% of schools have a drop in turnover. 29% have a drop in students. 54% note a decline in job opportunities. Et 49% pressure on tuition fees. As a result, more than a third of them have focused more on their local markets. According to this report, the main internal challenge was having to create the conditions for “remote” teaching, all the more “challenging” as not all students have access to the necessary technologies. Among the key external challenges: recruitment of international students and student mobility (limits on international travel, quarantines, etc.).
The main scenarios in this situation: Adapting business models, disruption (73% of schools). Digital education (60). More collaboration for 91% but also even stronger competition for 90%. Demonstrate their impact on the world (66%). Click here to download The impact of the Codid-19 crisis on business schools . Digital therefore has an essential role to play in meeting all these challenges, in particular thanks to its potential multiplier effects on invested budgets in terms of ROI. The role of digital for business schools For a business school, digital intervenes on at least 3 levels. On the one hand on the teaching method (training courses, digital learning, blended learning, etc.), regardless of the COVID crisis; secondly on the mode of presence and participation of students (face-to-face/remote) and finally on the digital presence of the school.
According to the latest report (October-November 2020) from the EFMD , the first impact Email Data of the crisis on business schools is financial: 43% of schools have a drop in turnover. 29% have a drop in students. 54% note a decline in job opportunities. Et 49% pressure on tuition fees. As a result, more than a third of them have focused more on their local markets. According to this report, the main internal challenge was having to create the conditions for “remote” teaching, all the more “challenging” as not all students have access to the necessary technologies. Among the key external challenges: recruitment of international students and student mobility (limits on international travel, quarantines, etc.).
The main scenarios in this situation: Adapting business models, disruption (73% of schools). Digital education (60). More collaboration for 91% but also even stronger competition for 90%. Demonstrate their impact on the world (66%). Click here to download The impact of the Codid-19 crisis on business schools . Digital therefore has an essential role to play in meeting all these challenges, in particular thanks to its potential multiplier effects on invested budgets in terms of ROI. The role of digital for business schools For a business school, digital intervenes on at least 3 levels. On the one hand on the teaching method (training courses, digital learning, blended learning, etc.), regardless of the COVID crisis; secondly on the mode of presence and participation of students (face-to-face/remote) and finally on the digital presence of the school.