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To help Chinese CEOs operate more effectively in the global economy, HBS has teamed up with two other business schools to develop the Global CEO Program for China (GCPC), an Executive Education offering consisting of four week long modules. The first two sessions took place in February and March in Shanghai at the China Europe International Business School. With the third module completed at IESE Business School in Spain in April, HBS will host the final session, and its 34 participants, later this month.

“CEOs in China must maximize their potential for coping with a competitive and changing environment, managing across business disciplines and country borders, and providing organization-wide leadership,” says HBS professor Krishna Palepu, who codirects GCPC along with colleagues from the other two institutions. “HBS is proud to help provide Chinese CEOs with the tools and expertise needed in today’s global economy.”

The GCPC addresses current business and management demands on Chinese CEOs, focusing on the effects of country differences on decision-making and organizational competitiveness. The program aims to increase participants’ business knowledge and help them develop a strategic vision and actionable ideas for their firms.

Next month, the School will host a third offering of its Program on Case Method and Participant-Centered Learning for some seventy business-school educators from Singapore and Greater China. (In previous years, the School has hosted groups from Eastern Europe and Latin America.) Notes HBS professor Thomas Piper, who, with HBS professor Steven Wheelwright, is the program’s cochair, “This is an important part of the School’s international outreach.”

The program addresses the need for quality MBA programs in Asia by imparting to participants best practices in management education and case-method teaching. During their stay on campus from July 30 to August 11, participants learn how to design a course, research and write an effective case, and lead case-based discussions. They also examine ways in which they can institutionalize a more participant-centered learning experience when they return to their universities.

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