Добавил:
ivanov666
Опубликованный материал нарушает ваши авторские права? Сообщите нам.
Вуз:
Предмет:
Файл:English of Global Economics. Учебное пособие
.pdf
250
Supplements
***
Идеально устроенный и абсолютно индивидуальный че
ловеческий мозг значительно превосходит традиционные
средства производства — сырь¸, рабочую силу и капитал.
Попытайтесь назвать хотя бы одну крупную современную
компанию, чей успех базировался бы исключительно на му
скульной силе е¸ рабочих.
Определ¸нно это не та компания, которая производит
автомобили. Чтобы сохранить свои преимущества в новом
тысячелетии, производителям автомобилей нужно обладать
ноу-хау в области логистики, уметь быстро разрабатывать и
запускать в производство новые превосходные модели, знать,
как обеспечить послепродажное обслуживание и эффектив
ный обмен информацией как внутри компании, так и с
многочисленными поставщиками и покупателями. Ценность
представляет уже не металлический корпус или двигатель.
Совсем наоборот, ценными оказываются неосязаемые вещи.
Приблизительно 70% стоимости нового автомобиля приходится на его нематериальную, интеллектуальную, часть. В результате наилучший производитель обанкротится самым
первым. Производство автомобилей — это не бездумный,
бесконечно повторяющийся конвейер.
Целые страны вс¸ больше и больше конкурируют на
ниве знаний. Оглянувшись назад, мы увидим, что благополучие стран исторически строилось на сочетании природных, финансовых и трудовых ресурсов. Если заглянуть
впер¸д, то станет очевидно, что эти факторы уже ничего
не значат. Hельзя добиться процветания только за сч¸т
природных ресурсов. Природные ресурсы, рабочая сила и
капитал теряют свою значимость.
Превосходство в знаниях — это последнее оружие, ос
тавшееся в конкурентной борьбе. Роль знаний в деле из
влечения прибыли давно известна. В 1455 году человечество
находилось на заре первой интеллектуальной революции.
Изобретение печатного станка сделало информацию доступ
ней, чем когда бы то ни было. Через 500 лет, когда в нашу
жизнь вторглись радио и телевидение, произошла вторая ре
волюция. Поразительно, но уже в начале девяностых нас
настигла третья волна. Сегодня вместо 500 телевизионных
каналов мы имеем доступ к миллионам интернет-сайтов.
-
-
-
-
-
-
-
THE NEW ECONOMY
251
Скорость и размах — вот отличие третьей интеллектуаль
ной революции от предыдущих. Если сосчитать всех уч¸ных, когда-либо живших на планете, обнаружится, что 90%
из них — наши современники. Размах перемен и масштаб
открывающихся возможностей делают эту революцию бес
прецедентной. Сегодня знания и лучшее из мировой прак
тики бизнеса распространяются по всему миру быстрее, чем
когда-либо.
Новое поле брани для конкурентных сражений — это
не качество двигателя или кондиционера, а дизайн, гаран
тия, обслуживание, имидж и финансирование, интеллект и
неосязаемые активы. И конечно же люди. Люди делают
вашу организацию, ваши продукты или услуги уникальны
ми. От того, как вы руководите людьми, от того, как вы
организуете ваши операции, зависит конечный успех всего
3
вашего предприятия
мускульная сила brawn; интеллектуальная сила, интеллект brain; логистика (оптимизация потоков производства) logistics; послепродажное
обслуживание after-sales service; неосязаемые (нематериальные) активы
intangible assets; размах и масштаб scale and scope.
.
-
-
-
-
-
HIGHER EDUCATION
The university is one of the world’s most ancient institutions,
older indeed than the nation-state itself. The first true university
was founded at Bologna in the 11th century, those at Paris and
Oxford in the 12th. These ancient foundations, and thousands
of imitators, continue to grow and prosper. Although they have
changed, they have not changed beyond recognition. The students
are no longer mainly monks or medics, as in the middle ages.
The curriculum is no longer made up of grammar, logic, rhetoric,
geometry, arithmetic, astronomy and music, as in the 18th century.
All the same, the modern university is recognizably the direct
descendant of the institution it was nearly a millennium ago.
That is by any standard a formidable success: something to bear
in mind whenever yet another book or essay pronounces that the
academy is in crisis.
Needless to say, no institution lasts nine centuries without
adapting. Universities nowadays celebrate their achievements as
producers of useful knowledge. Moreover, it is increasingly as
producers and disseminators of such knowledge that they justify
their claim on the public purse. Many modern universities were
created expressly on these utilitarian grounds. The formal mission
of America’s land-grant colleges, for instance, was to improve
the performance of agriculture and the mechanical arts. Even
ancient foundations have now come round to this way of thinking.
In Britain Oxford took a deep breath, held its nose, and decided
after much prevarication to accept an endowment from a Saudi
millionaire to establish a business school, of all things. Cambridge,
its rival, brimmed with pride when Bill Gates chose it as the site
for Microsoft’s first extramural computer-science laboratory.
Two powerful forces — one intellectual, one political — lie
behind this transformation in the purpose and self-image of the
HIGHER EDUCATION
university. The first is the triumph of the natural sciences. Science
has been burning so bright in the 20th century that it has become
difficult even to argue that the university needed merely to cultivate
the intellect. Who would want to do physics without also inventing
the silicon chip? The intellectual achievements of science have been
so large, so clear to all, that it has dethroned the liberal education
in the arts and humanities which dominated the university in
the past.
The second big force for change in the university has been the
rise of democracy, and the demand for mass education. For most
of their long history, universities were the preserve of a small
elite. Through the whole of the 17th century fewer than 600 men
attended Harvard. But in the 130 years between 1840 and 1970,
when America’s population increased twelvefold, college enrolments
rose 417 times. By the middle of the 1990s, the United States
contained nearly 4,000 accredited colleges and universities.
This huge growth is both universal and self-reinforcing. As an
increasing proportion of a country’s citizens go on to post-school
education, so possession of some tertiary qualification becomes
the indispensable passport to a decent job. And once attending
college or university becomes the norm, people who want to
stand out from the crowd, conscious that higher education has
become a sorting machine for employers, must ensure that their
own degree is awarded by an elite university rather than the college
down the road, or pursue further degrees.
These two forces — the triumph of science and the demand
for mass higher education — account for much of the university’s
success and durability in the 20th century. Between them they
have brought about a vast expansion in the number of universities,
created hundreds of thousands of academic jobs, and sucked
large amounts of public money into the higher-education system.
The success of the 20th century science, and in particular the
contribution of university science to the war-fighting capacity of
the allies during the second world war, have persuaded governments
in most countries to become the prime sponsor of such research
and therefore, indirectly, of the university itself.
For much of the 20th century, science and democracy have been
the main forces shaping the university. Now, however, a new set
of ideas is beginning to win the attention of both academics and
politicians. In time these may also come to have a large impact
on both the structure and the spirit of the university. Grouped
253
254
Supplements
loosely under the heading “the knowledge society” and sometimes
“the knowledge economy”, they portray the university not just as
a creator of knowledge, a trainer of young minds and a transmitter
of culture, but also as a major agent of economic growth: the
knowledge factory, as it were, at the centre of the knowledge
economy. In such an economy — one in which ideas, and the
ability to manipulate them, count for far more than the traditional
factors of production — the university has come to look like an
increasingly useful asset. It is not only the nation’s R&D laboratory,
but also the mechanism through which a country augments its
“human capital”, the better to compete in the global economy.
The globalization of the world economy, together with declining
demand for manual labour and the simplistic belief that this
must put nations increasingly in competition with one another,
has lately given investment in knowledge a political resonance it
lacked before. Policymakers the world over have noticed and
envied the contribution of Stanford University to the creation of
Silicon Valley, and that of the universities of America’s “research
triangle” to the economy of North Carolina. They want some of
that sort of action themselves. As this sort of thinking takes hold
among politicians, the university moves ever further from its origin
as a sanctuary from the worldly society around it. A recent
OECD study defines the university as a part of the “national
innovation system”: not so much a moral or cultural force, more
an incubator of new industries in a technology-dominated
1
economy
.
List of Words
academy çä. высшее учебное заведение
disseminator of knowledge распространитель знаний
dissemination распространение (знаний, идей)
to disseminate распространять (знания, идеи)
expressly определ¸нно
land-grant college àìåð. колледж, созданный на средства, полу
ченные от продажи земли, предоставленной государством
mechanical arts ðåì¸ñëà
prevarication уклонение от прямого ответа
endowment [in!daum
extramural computer-science laboratory заочное учебное заведе
ние по информатике
ənt] дар, пожертвование
-
-
HIGHER EDUCATION
computer science информатика
silicon chip кремниевая микросхема
liberal education гуманитарное образование, широкое общее об
разование
elite [ei!li:t] элита
tertiary qualification образование третьей ступени (высшее об
разование)
indispensable необходимый, обязательный
academic [
ный сотрудник высшего учебного заведения
R&D (Research and Development) laboratory научно-исследова
тельская лаборатория
to augment увеличивать, прибавлять
manual labour физический труд
rescarch triangle (park) треугольник науки (исследовательский
центр, расположенный между тремя университетами)
resenance [!rezn
sanctuary çä. храм науки
kə!demik] (n) преподаватель, профессор или науч
!
əns] резонанс
Questions
1. What was typical of ancient universities? What was the
curriculum and what subjects did the students learn?
2. How do modern universities differ from old ones? On what
grounds were most of them created?
3. Why do you think famous universities like Oxford seem reluctant
to establish a business school or to be the site of Microsoft’s
extramural laboratory?
4. What are the two forces that make the universities change?
5. How would you explain the fact that higher education has
become a sorting machine for employers?
6. What was the contribution of universities to the war-fighting
capacities of the countries during the second world war?
7. What is the role of education in the knowledge-based economy?
255
-
-
-
-
Task 1. Read the following text and exchange opinions on the problem
of business education.
The demand for business education has certainly grown at
a phenomenal rate. American universities award more than
100,000 MBAS a year. And business education is booming in places
where it hardly existed a quarter of a century ago. In Britain,
256
Supplements
for example, enrolment on MBA courses grew by 35% in five
years in the late 1990s and business schools have become one of
the country’s top 50 exporters. China now has at least 21 MBA
programs run with American partners, and another 40 or so run
by Chinese universities alone. In Russia and central and eastern
Europe, more than 1,000 new business schools sprang up during
the 1990s.
Why the boom? After all, in America at least, there are fewer
jobs for middle managers. The answer may be that people yearn
for the riches that they think a business career will bring. A hungry
young doctor or lawyer may see an MBA as a short-cut up the
corporate ladder. Business schools sell themselves as a way for
students to raise their incomes.
Vigorous though the market for business education may be, it
is no longer the traditional full-time MBA that is driving the
growth. In all but the smallest programs that source first lost
momentum in the early 1990s and then stalled by the late 1990s.
In response, schools found all sorts of ways to supplement the
core business of the conventional MBA. However, some of these
activities are now under threat, for various reasons.
Thus 15 years ago, schools launched executive MBAS, charging
premium prices and suggesting to companies that such programs
might be a handy tool to retain itchy-footed high-f liers. Whereas
individual students usually carry the cost of an ordinary MBA,
companies often finance an EMBA. However, employers have since
grown wary of sending good managers on a course from which
they may be poached by a rival or where they may suddenly
decide to make a career change and leave to start their own
business. But now applications for executive MBAS are 15—20%
lower than they were in 2003.
More successful are evening and part-time MBAS, often
backed with distance learning to allow students to pursue the
course off-campus. There are now significantly more evening MBA
programs than full-time ones. More than 48 American business
schools now offer outline MBAS, among them upstarts such as the
universities of Phoenix and Webster, both with annual enrolments
of around 4,000 and 7,000 full-and-part-time MBA students
respectively.
The other big money-spinner has been foreign students, who
account for 20—30% of students on many American MBA
programs. At the top European schools, the proportion of foreign
HIGHER EDUCATION
students is much higher; at IESE in Barcelona, for instance,
Spanish students account for only around 20% of each year’s class,
a proportion that is carefully managed to retain the international
flavour of the school. American business schools face a threat
from the squeeze on visas to study in America. For example, 25%
of the students in Tepper’s (one of top schools which turn away
far more applicants than they accept) current first-year class
come from abroad, well down on two years ago when the share
was 36%.
The biggest of all the revenue boosts has been executive
education: short courses that do not lead to accreditation, but
offer mid-career training to company managers. They are handily
pro-cyclical — companies spend on them in boom years — so
that they offset the counter-cyclical swings in demand for MBAS.
They have expanded hugely, and now often account for over half
of a business school’s revenues. Some top schools, such as MIT
and Stanford, do little executive education; others, such as Columbia
in New York, INSEAD in France and IMD in Switzerland, do
lots. Harvard Business School offers no part-time or executive
variations on the conventional MBA program. But it does offer
executive education, despite grandly turning down most of the
companies that want its academics to work with their staff and
refusing the usual quibbling over fees.
Off-the-peg (or open-enrolment) courses are harder to sell these
days. They face competition from, among other things, companies’
own “universities”, of which there are now some 1,600 in America,
more than the 1,300 or so conventional universities offering
undergraduate business degrees. “There has been a huge swing to
custom program. The market is very aggressive, very competitive
and the power is with the buyer”, says the executive director of
Unicon, a group of about 75 business schools around the world
that offer executive education. A survey of about 40 members
found that three-quarters of them said overall revenues had grown
between 2002 and 2003, but the remaining quarter said they had
declined. Looking to this year, most saw growth coming mainly
from customised education tailored for one company.
The trouble with executive education is that it draws faculty
away from teaching MBAS and doing research. It also brings
business schools into territory that is under attack from a host of
commercial competitors, such as consultancies, private-education
firms and executive coaches.
257
258
Supplements
That in turn raises questions about paying faculty. Faculty are
paid extra for work on customised programs, but not for teaching
open-enrolment courses. Companies increasingly buy their executive
education through purchasing organisations, which treat it like any
old commodity and demand complicated contracts with lots of
targets and conditions. They increasingly want evidence of a return
on their investment.
But it is not just executive education that is becoming more
competitive. In future, the market for MBAS may well polarise.
At one end will be the elite schools, fighting furiously for their
place in the various ranking tables. The top American schools
survive on the strength of vast endowments and lavish gifts from
alumni. At the other end of the scale are the universities with
modest entrance requirements and no expensive research staff to
finance. And in the middle there are schools attached to American
public universities which often use their business schools as cash
cows, creaming off some of the high fees that students pay.
While competition grows, so does criticism. Business schools
now find themselves criticised from several (sometimes conf licting)
directions: for paying too much attention to the return on their
students’ investment, for example, and yet for not giving value for
money; for being too academic; and for being too concerned with
teaching basic practical skills.
The most commercially wounding criticisms are those that
appear to contradict the claim that an MBA enhances career
prospects. Of course, business schools may be important mainly
as a screening mechanism — their basic skill may be choosing
students, not teaching them. Once in, and the vast bill paid, few
are ever thrown out for failing their exams even though they are
much more likely to cheat than students in other disciplines.
Moreover, business schools certainly work extremely hard —
much harder than other educational institutions — at getting their
students into the job market. They employ squads of recruiters.
Harvard, for instance, has 17 full-time staff and 24 part-time
counselors to help 900 students find glamorous jobs. Even if the
school taught students nothing, they would still be buying the
finest job marketing imaginable.
A different complaint is that business schools fail to teach their
students the right things. Some argue that conventional MBA
courses offer specialised training in the functions of business, not
general educating in the practice of management which is a craft,
HIGHER EDUCATION
requiring zest and intuition rather than merely an ability to analyse
data and invent strategies. The students are often too young and
inexperienced to learn skills that, in any case, are often easier to
acquire in the workplace than sitting in a classroom.
Some business schools seem to be trying to meet such criticisms.
They have launched new courses that encourage students to learn
to collaborate with each other and work in teams; they offer
executive coaching rather than just lecturing; they create ambitious
new courses in leadership. All are attempts to bridge the gap between
the academic classroom on the one hand and the more practical,
hands-dirty approach of commercial management development.
A surprising number of business schools were founded by
people who wanted to improve the ethical sensitivity of managers.
Lots of them now offer courses on ethics, surely a key attribute
of professionalism. Students are not always enthusiastic. Besides,
the overall impact of a course may teach a different lesson.
In 2002 the Aspen Institute surveyed 2,000 MBA students and
found that their values altered during the course. By the end,
they cared less about customer needs and product quality and more
about shareholder value. Management research tells a similar tale.
Perhaps the professionalisation of management teaching has
now gone too far. Perhaps management education would beat off
its critics more effectively if it went back to its beginnings, and
got more corporate managers to teach. It might be easier to train
them to communicate properly with students than to get professional
management academics to teach students to be good managers
259
2
.
MBA (Master of Business Administration) степень магистра управления
бизнесом; executive MBA (EMBA) степень магистра высшего звена
управления бизнесом; enrolment зачисление (в вуз); vigorous market
растущий рынок; to lose momentum замедлять рост; to stall прекра
щать, останавливать рост; to retain удерживать; itchy-footed high-fliers
жаждущие высокого положения честолюбцы; to poach присваивать,
захватывать; in outline в общих чертах; money-spinner источник дохода;
accreditation право учебного заведения выдавать дипломы и присваи
вать уч¸ные степени; handily умело; procyclical усиливающий цикличе
ские колебания; counter-cyclical swings антициклические колебания;
customized education индивидуализированное образование; faculty (pl)
профессорско-преподавательский состав; alumni [
ə!lmnəs]) выпускники, бывшие студенты; recruiter вербовщик, специ
[
алист по поиску и найму квалифицированных сотрудников-профес
сионалов; zest энергия, жизнелюбие, энтузиазм; hands-dirty approach
деловой подход.
ə!lmnai] (pl îò aluminus
-
-
-
-
-
Соседние файлы в предмете [НЕСОРТИРОВАННОЕ]