The Business School Impact System (BSIS) scheme is designed to determine the extent of a school’s impact upon its local environment – the city or region in which it is located. The scheme was initially designed by FNEGE (the French National Foundation for Management Education) and is already well established in the French higher education arena.
The BSIS process has been adapted for an international audience and is now offered in a joint venture between EFMD and FNEGE as a service to EFMD members in any part of the world.
This new service was formally launched during the EFMD Deans and Directors Meeting in Gothenburg at the end of January 2014.
The Scope of the BSIS Scheme
The BSIS scheme identifies the tangible and intangible benefits that a business school brings to its local environment.
For example, a school spends money in its impact zone; it provides jobs and pays salaries that are partially spent in the zone; and it attracts faculty and students from outside the zone whose expenditures contribute to the local economy.
Beyond this measurable financial impact, a school contributes to the life of the community in numerous ways. Its faculty generate new business creation through entrepreneurial projects and support local business needs through professional training. Its students are a source of dynamism in the life of the region and are a valuable talent resource when they graduate.
A business school also provides an important intellectual forum for the introduction of new ideas in a wide variety of social, cultural and political areas of concern within a region. Last but not least, it contributes to the image of the city or region.
The Benefits of BSIS
At a time when all organisations, public or private, are being held accountable for their activities, there is a need to demonstrate the impact that they are having on their immediate environment. This is particularly the case when they are financed or politically supported by local stakeholders.
In pursuit of this objective the BSIS system intervenes at two levels.
First, it guides a business school in the difficult task of extracting the relevant data from its existing information base.
Second, the review provides an external analysis of the existing evidence carried out by two experts with broad international experience. The written report will serve as an objective document in a school’s communication with its local stakeholders.
The BSIS scheme is, therefore, to be seen as an instrument for identifying the factual elements that characterise a school’s local impact. It is not an accreditation system based on qualitative assessment. A business school cannot fail BSIS. Neither is it a ranking system attempting to position institutions at different levels or comparing them one to another.
The BSIS Process
Once a business school has applied to enter the BSIS process the first stage is to define the impact zone for the analysis. The next stage is the data collection process during which the school works closely with the BSIS experts to prepare the documentation required before the on-site visit.
At the heart of the BSIS process is a two-day on-site visit during which the team of experts interviews a carefully selected group of key players within the school and a range of external stakeholders. These meetings are the occasion to confront internal perceptions regarding the school’s impact and external expectations. Measuring the gap between the two is a significant outcome of the process.
Following the on-site visit the BSIS experts draft a report setting out the findings related to the assessment framework, the school’s own input and the input from the interviews. The report will highlight areas in which the school’s impact is strong while also drawing attention to the areas in which it remains limited.
|BSIS Brochure||BSIS Process Guidelines||BSIS Assessment Criteria Guide|
BSIS in the Press
- Forbes Article: Should Business Schools Localise Rather Than Globalise?
- Global Focus Article: How Being Embedded in your Region Helps Growth