——访华盛顿大学福斯特商学院院长詹姆斯·吉姆巴沃先生

　　编者按：1881年，宾夕法尼亚大学成立世界第一所商学院——沃顿商学院，1910年，哈佛商学院首次开设了工商管理硕士MBA专业。100多年来，美国的商学院为全世界培养了无数的企业家、政治家、学者。如今，在全球化的大背景下，在国际商业风云不断变换之际，商学院如何培养学生的各项技能？如何体现教学的价值？本刊特专访华盛顿大学福斯特商学院院长詹姆斯·吉姆巴沃先生，希望通过其多年的教学实践，为国内的商学院和企业提供参考。

　　《管理@人》：您是否可以介绍一下自从1917年华盛顿大学福斯特商学院成立以来的发展历程？

　　詹姆斯·吉姆巴沃：美国商学院有着悠久的历史，1881年，宾夕法尼亚大学成立世界第一所商学院——沃顿商学院，1910年，哈佛商学院首次开设了工商管理硕士MBA专业。1917年，福斯特商学院成立，并成为美国西海岸第二所最为古老的管理学教育机构。

　　美国商学院最初从经济系分离出来，因此商学教育一直都非常强调经济学传统。20世纪20年代以来，哈佛商学院开始把案例教学引进到商业教育之中，其他很多高校也开始陆续引进了这种有效的教学模式。20世纪50年代末，两部教育学经典著作陆续出版：其中一部是1959年由罗伯特。戈登与詹姆斯。霍威尔撰写的《商业高等教育》；另外一部是同年出版的由弗兰克。皮尔森等撰写的《美国商人教育：工商管理中的大学——学院课程研究》。这些研究都得到卡内基和福特基金会的资助，对商学教育产生了深远巨大的影响。其中一个重要的结果就是对当时商学院的批评，认为商学教育缺乏科学的根基。从此以后，商学院开始在教程中设置统计分析和决策科学等量化课程。20世纪60年代到21世纪前二十年成为商学院快速成长的时期。

　　如同成功的企业需要不断变革和适应其商业环境一样，这些年来商学院也在不断发展之中。为了让我们的学生更有效地应对真实商业环境中的复杂问题，福斯特商学院非常强调培养学生的战略思维和领导能力。例如，我们所有MBA学生在入学时都需要参加领导力测试。然后根据测试结果，给每个学生指定一名导师帮助培养和强化他们的领导技能。

　　《管理@人》：您认为商学院教育的主要特点和价值体现在哪里？商学院的价值如何评价？

　　詹姆斯·吉姆巴沃： 商学院教育的价值体现在通过教育可以教给学生有关商业运作的基础框架和理论，使他们在未来职业中获取成功。同时，商学教育还可以为学生提供实践和应用所学知识的机会。在福斯特商学院，我们的学生可以获得很多不同的课外学习经历。例如，鼓励学生参加商业案例竞赛，与世界各地其他大学的学生开展竞争。这些竞赛以团队为单位，队员都来自顶尖商学院，他们要在短时间内根据真实商业问题制定相应的解决方案。这种机会可以帮助学生把平时在课堂学到的技能和知识更好地运用到现实中，效果非常显著。

　　过去几年中，我们的学生多次在权威案例竞赛中获得奖项，包括Leeds Net Impact案例大赛（2011）、公司成长协会案例竞赛（2009），中国主办的首届中西方MBA全明星案例挑战大赛（2008）、Wake Forest市场营销高峰会（2008）等。对我们而言，这些都是教学内容和授课风格让学生能成功应对实践挑战的有力证据。

　　在评价商学院价值时不同机构发布的美国排名榜都是基于一些可以测量的项目，例如学生毕业之后得到的工作机会数量与起薪。我认为，有很多其他不可衡量的因素影响着商学院的价值，例如我们的毕业生对社会产生的影响（未必是金钱）。作为商学院，我们关注创造未来，改变学生的人生，而可惜的是这些无法轻易衡量。我们相信，关注排名和不同衡量标准也很重要，但是同样重要的是坚守对于学校和机构而言最为重要的准则，虽然有时候，这些准则与排名所用的标准之间并非完全一致。

　　《管理@人》：据我们的观察，与美国大学相比，欧洲大学似乎更加关注全球化。为了应对全球化，福斯特商学院采取了哪些措施？

　　詹姆斯·吉姆巴沃： 传统欧洲商学院确实拥有较高比例的国际学生，但是学生背景也许并非全球化的最重要标志。我们相信，从根本上帮助学生培养关键技能才是我们应该关注的，这些技能在他们毕业之后进行的全球商业活动中产生积极影响，而不管他们是本土学生还是国际学生。因此，福斯特商学院不仅把全球化视野整合到了整个课程安排之中，同时，我们还与许多全球公司、组织以及这些公司的领导者进行合作，让他们分享自己的知识，从而让我们的学生获得真实的商业世界感受。

　　我们还有联邦资助设立在整个美国33个顶级商学院的全球商业教育和研究中心（CIBER）。这样我们可以创造更多的机会，培育学生和教师队伍的全球化商业技能。例如，在全球化商业中心近来的努力下，每年46%的福斯特商学院MBA学生可以通过海外游学与交换项目等机会去国外进行学习。目前，每年约有30%的研究生都有留学经历。到2014年，我们计划将此比例增加达到50%.而全美高校仅仅由10.1%的研究生有机会获得海外学习经历。另外，我们每年都会主办两项全球竞赛：全球案例竞赛和全球社会创业家竞赛。自从1998年和2004年开始举办这两个竞赛以来，我们已经接待了来自54个国家的1000多名学生。

　　福斯特商学院与环太平洋地区多个国家之间有着深远的合作，通过他们来获得国际化生源，吸引经理人加入我们的项目。例如，我们开办了环太平洋银行家项目（PRBP），针对35个国家开放，到目前已经毕业2000多名学生。另外，我们的短期经理人教育项目每年都会在韩国、瑞士、台湾和泰国等地开发和实施多种客户化的国际教育项目。最近，我们开始了一项全球化EMBA项目，强化培训，为期一年。该项目所招收的学生都是资深的企业领导，来自世界各地。我们欢迎更多的中国学生参加我们的项目，领略我们学院教授和学生的风采！

　　此外，我们还与很多全球最有影响力的领导者和决策者建立了合作伙伴关系。在美国公司中，我们与微软、波音、星巴克、亚马逊等公司有密切合作关系，同时我们也与中国银行、中国钢铁、台湾水泥、韩国现代、泰国银行等公司有很强的合作关系。

　　《管理@人》：成为卓越的商学院，还需要做什么？

　　詹姆斯·吉姆巴沃： 世界上并不存在唯一“完美”的商学院模型。相反，学生需要认真研究每个商学院，从而找到最适合他们，并且可以帮助他们实现目标的学校。每个商学院都有自己独特的优势，并为了保持自己与众不同的优势，吸引学生与招聘者。在福斯特商学院，我们的优势在会计学、营销学、创业学、以及领导力和战略思维，我们持续不断地在这些领域保持并提高自己的优势。

　　附：英文访谈原文

　　Management@People： How has the University of Washington Foster School of Business evolved since it was founded in 1917？

　　James Jiambalvo： There is a rich history of business schools in the United States . In 1881 the University of Pennsylvania introduced the world誷 first business school， the Wharton School of Business， and in 1910 the Harvard Business School offered the first Masters of Business Administration. The Foster School of Business was founded in 1917 and is the second oldest institution of management education on the West Coast of the United States.

　　U.S. business schools initially formed as an offshoot of economics departments and there was a heavy emphasis on economic history in business education. In the 1920誷 the case-method of teaching was introduced by Harvard Business School and embraced as an effective teaching method by many other business schools. The 1950誷 ended with the publication of two major studies： Higher Education for Business （1959） by Robert Aaron Gordon and James Edwin Howell， and The Education of American Businessmen： A Study of University-College Programs in Business Administration （1959） by Frank C. Pierson and others. These studies， funded by the Carnegie and Ford Foundations， criticized business schools for lacking in a strong scientific foundation. The impact of the studies was immediate and substantial. Business schools began to incorporate statistical analyses and the study of the science of decision making to their curriculum. The period from the late 1960誷  through the first decade of the twenty-first century has been a time of spectacular growth for business schools.

　　Just as successful businesses change and adapt to their environment business schools have also evolved over the years. At the Foster School， in order to prepare our students to effectively tackle complex problems characteristic of what they will find in the business world， we emphasize strategic thinking and leadership capabilities. For example，  our MBA students  take a leadership assessment when they enter our program. Based on their outcome， each student is then given a roadmap to help build and strengthen their skills.

　　Management@People：In your opinion， what are the notable features and values of a business school education？ How to judge the value of business schools？

　　James Jiambalvo：  A business school education is valuable because it teaches students the essential frameworks and theories of business they need to be successful in the workforce. It then provides opportunities for the students to practice and apply their learning. At the Foster School， our students participate in many different learning experiences outside the classroom. One example is having students compete in business case competitions， in many cases at other universities around the world. These competitions feature teams of students from top business schools challenged with creating a solution to a real-life， current business problem in a short period of time. This type of opportunity helps students apply the skills and knowledge they誺e learned in the classroom， in a real-world scenario. The result has been extremely positive. In the last few years， our students have won prestigious case competitions including the Leeds Net Impact Case Competition （2011）， the Associate for Corporate Growth Case Competition （2009）， China誷 inaugural East-West MBA All-Star Case Challenge （2008）， the Wake Forest Marketing Summit （2008）， and others.  To us， these are proof points of how the teaching content and styles in the classroom are preparing our students for real world challenges.

　　In the United States rankings by various publications are based on measurable items such as how many of our students are offered jobs upon graduation and starting salaries. I would argue that there are many other things that make a school valuable which are not measurable， such as the impact （not necessarily monetary） our graduates have on society. As a school we focus on creating futures and transforming the lives of our students and that unfortunately is not easy to measurable. We believe that it is important to pay attention to rankings and the various measurable criteria， but it is also important to stay true to what is important for your school and your institution， even if sometimes， they may not align perfectly with ranking criteria.

　　Management@People： It is often noted that universities in Europe focus more on globalization than universities in the United States. What efforts has the Foster School taken in regards to globalization？

　　James Jiambalvo： European schools traditionally have a higher percentage of international students in their class mix， but to emphasize global education， it is important to focus on more than student demographics. We believe that， ultimately， it is about preparing students， whether they are domestic or international， to have the skills necessary to make a positive impact in the global business arena upon graduation. At the Foster School， therefore， we not only integrate global perspectives throughout our curriculum， we also partner with global organizations and leaders to share their knowledge so the students are able to gain real-world perspectives.

　　We are also one of 33 federally-designated Centers for International Business Education & Research （CIBER） at leading business schools around the U.S. This is important because it allows us to create learning opportunities that build global business expertise for our students and faculty members.  For example， as a result of the Center誷 current efforts， 46 percent of Foster School MBA students study abroad each year through study tours and exchange programs. For undergraduates， 30 percent currently study abroad each year. By 2014， we plan to increase that number to 50 percent. Nationally， only 10.1 percent of U.S. college undergraduates study abroad. In addition， we host two global competitions each year， the Global Case Competition and Global Social Entrepreneurship Competition. Since launching these competitions in 1998 and 2004 respectively， we have welcomed more than 1，000 students from 54 countries to our campus.

　　The Foster School has a long history of working with Pacific Rim countries and recruiting international students and executives into our programs. One example is our Pacific Rim Bankers Program （PRBP） which has been offered for almost 35 years and has over 2，000 graduates， primarily from Asia. In addition， our Executive Education department develops and executes several custom international programs each year for companies in Korea， Switzerland， Taiwan and Thailand among others.  Most recently， we launched a Global Executive MBA program.  This unique， one year program， recruits season managers from around the world. We welcome more Chinese students to join and experience our programs！

　　Furthermore， through executive education partnerships with organizations from all over the world， we are connected to many of the most influential global leaders and decision-makers. We have connections with U.S. leaders from Microsoft， Starbucks， Boeing， Amazon and international leaders from Taiwan Cement， China Steel， the Ministry of Economic Affairs in Taiwan， Hyundai in Korea， Bank of China， Bank of Thailand and others.

　　Management@People：What does it take to become a great business school？

　　James Jiambalvo： There is no one correct model for the 襭erfect？business school.  Rather， students must seek out the school that is the right fit for them and for what they want to achieve. Each business school has its own strengths and needs to strive to continually improve and build upon those strengths to make it stand out from the other schools and attract students and recruiters. At the Foster School our strengths are in accounting， marketing，entrepreneurship，leadership and strategic thinking. We continue to invest in these areas to ensure that they are outstanding.

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