25TH ANNIVERSARY OF CEEMAN
ENGAGING THE WORLD 2008-2012
PART II

SECTION 1 - introduction
CEEMAN Meetings, Programs and Annual Conferences 2008-12
CEEMAN Annual Conferences 2008-2012
CEEMAN membership jumped from 159 to 212 in the period 2008-2012, further extending its global reach into Japan, Brazil, and African countries Tanzania, South Africa, and Congo. Armenia and Azerbaijan were also added to the membership roster. Explaining this growth trajectory, Danica Purg remarked, "CEEMAN originally focused on management schools operating in economies in transition. In the course of time the focus on the issues of transition widened and covered the phenomena of change in general. This resulted in a growing interest from emerging economies, where schools are facing similar challenges and opportunities, but also from most developed world economies, which are increasingly interested in the change phenomena and the implications for business and management development. The new members from outside CEE have widened our horizons and made us more confident, seeing that many other regions are facing the same challenges. Our experience and the lessons we have learned we can share with people from all over the world."

In this spirit, CEEMAN published a booklet of dialogues with thought leaders that appeared in CEEMAN News from 2006 to 2008. Key ideas pertaining to developments in CEEMAN and CEE from contributors Danica Purg, Derek Abell, Andrzej Koźmiński, Leonid Evenko, and Ichak Adizes have been noted throughout this report. In "Developing Intellectual Entrepreneurship on the Euro-Asian Interface," Sergey Filonovich noted, "the main competence that the new generation of managers and leaders has to develop is …intellectual entrepreneurship. This competence is composed of five qualities: intellectual fearlessness, informational literacy, tolerance for information overload and uncertainty, ability to engender new knowledge, and strong motivation to engender that new knowledge. Managers who can develop this competence will be able to generate a continuous flow of new ideas and provide their companies with new competitive advantages, which, as we all know, now have a short life-cycle."

"In this respect I think that managers from Central Asia have one serious advantage: Asian cultures are based on right-brain thinking. So, combining that with the Western analytical (left-brain) thinking, one will have an advantage in the creation of new ideas. It is obvious that it is much more difficult to reproduce an idea based on right-brain thinking than to follow the logic of analytical thinking. If we value holistic thinking, we understand the importance and potential benefits of the Euro-Asian interface."

The volume also included dialogues with non-CEE participants in CEEMAN annual conferences including Charles Handy, W. Chan Kim, David Meister, and Peter McKiernan (See Sidebar on Sages on Management Education).
Sidebar: Sages on Management Education
Charles Handy
Thirty years ago I suggested in my book Gods of Management that organizations needed a mix of at least four organizational styles or cultures to do their best work – different styles for different functions. I gave these styles the names of the gods of ancient Greece. I still believe this to be so but organizations typically find it easier to work with one or, at most, two of the styles, usually a mix of the autocratic Zeus style and the bureaucratic Apollonian one. These can work well in a stable world but to cope with change and creativity the looser styles of the team-based Athenian culture or the individualistic Dionysian style are needed. The opportunity for organizations in the emerging economies is to bypass the old-fashioned ways of the older economies and build looser more flexible structures and procedures. It requires courage to discard the old and explore the new, but that way the future lies.

Federal models of organization, where power is dispersed so as to be nearer to the action, have to be the way forward because they allow decisions to be taken closer to the end result. Once again, businesses in the emerging economies can bravely go where their older competitors fear to tread.

Most crucially, however, the opportunity is there to reinvent capitalism as something that is good for all society, not just for the favored few at the top. Business is increasingly seen as self-interested and its leaders as selfish, linking their rewards to the shareholders' interests rather than those of the customers. The implicit social contract under which business is allowed the huge privilege of limited liability in return for the benefits it brings to the rest of society is under threat.

W. Chan Kim
Many business schools are swimming in the red ocean of bloody competition by bench-marking and imitating one another – especially the practices of top Western business schools. A good example of such red ocean practice is a typical MBA classroom discussion based on a paper case originated by Harvard Business School. Assigning a paper case to both executives and MBA students in preparation for classroom discussion is ineffective. Reading over 100 pages a night is difficult for most students, as it slows down the uptake of information and the rate of learning.

Business schools in emerging economies should apply the same principles to create their own Blue Oceans. They should not try to mimic or benchmark ''best practices'' because in doing so they are placing themselves squarely in the red ocean where boundaries are defined and competition is global.
David Maister
I do not think many business schools really want a relationship with business. I cannot speak for all countries but in most places I go to, I see that business schools are still predominantly ''academic'' institutions – with scholarly values – not places filled with people who really want to engage with business. Oh yes, business schools want to study business – but from a detached point of view. Business school faculty want to be professors, they do not want to be managers. They want to be observers, not participants. Most of them are like anthropologists, studying mysterious tribes but making no effort to join the tribe. Business schools pretend that they are preparing people for business careers but the truth is that they provide a very one-sided preparation. This is what I wrote in a recent blog post of mine, called ''Why Business Schools Cannot Develop Managers''.

As I have often reported, I have every business degree the planet has to offer, and even taught at the Harvard Business School. Yet at the end of all that I knew quite a lot about business and nothing about managing. ''Business'' as a subject (and a degree program) is all about things of the logical, rational, analytical mind: Mike Porter's five forces, the numerous Ps of marketing, Maslow's hierarchy of needs, etc., etc. It is about knowledge.

Managing, on the other hand, is a skill, and has nothing to do with rationality, logic, IQ or intelligence. It is a simple issue of whether or not you can influence individuals or organizations to accomplish something. It is about influencing people, singly or in groups (or in hordes.)…

Peter McKiernan
Globalization will have impacts in two ways. First, many of its attributes are unique in our experiences and so they will emerge in ways that we cannot know yet. This is the domain of uncertainty in which the strategy tools of foresight like scenario planning that embrace uncertainty can be of great utility.

They can help mangers and educators explore the impact of key drivers and how these might shape their forward context. Such techniques handle the complexity well but they depend upon our ability to spot the soft warning signals early so that strategies can adjust quickly. Hence, management development programs should incorporate foresightful techniques into their strategy courses and so urge our managers of the future to become more sensitive to the future impact of what is happening around them now.

Second, globalization has had impacts already that we know and understand well. In supply terms, we can see its impact through the use of technology, on the reconfiguration of supply chains e.g., outsourcing, off shoring, etc. Moreover, we have seen the turbulence in labor markets as these activities have been implemented. For management development, this necessitates an exposure to flexible operations and flexible work policies.

Development also means improving upon an existing state and, as competition continues to intensify, managers must strive to think creatively in improving supply issues while retaining quality of product or service. For developmental courses, this means the inclusion of courses on cognition, on creativity, on enterprise and on innovation. The issue is not the study of these subjects per se but the exposure to the type of thinking processes that underlie the relevant actions taken, say, by risk-taking entrepreneurs.

One advantage that Europe has compared to the USA is the eclectic nature and tolerance of a wider variety of methodological approaches to management research, influenced by major historic phases like the Renaissance and the Enlightenment from which grew fresh approaches to the political and economic sciences. European researchers should be very well equipped theoretically to cope with the changing nature of the management scene for years to come.

Kakha Shengelia, Danica Purg and Buba Lezhava at the 19th CEEMAN Annual Conference in Tbilisi, Georgia, 2011

SECTION 2
Sharing Experiences and Lessons
"Executive education is the fastest-growing market in business education today. It provides the best opportunity for all learning partners involved to make the highest impact and act as change agents."
The sharing of experience and lessons increased at pace in 2008-'09. On June 26-27, 2008, CEEMAN co-organized its first forum on executive education in Moscow with RABE and the Academy of National Economy. A total of 94 participants from 72 organizations in 18 countries participated. The conference was chaired by Sergey Myasoedov, Rector of IBS-Moscow, Russia. Opening the forum, Danica Purg and Leonid Evenko, presidents of two of the co-organizing associations, emphasized the main motivation for organizing the event: "Executive education is the fastest-growing market in business education today. It provides the best opportunity for all learning partners involved to make the highest impact and act as change agents."

Evenko expanded on the situation in Russia by noting, "It is important for Russian business schools to develop formal strategies in detail, with substantial depth, and to consider this strategy formation seriously. Until recently business schools were mainly reactive and focused on a short-term perspective. But now every school should clarify its strategy in the context of the choice of a particular model for its institution and decide what strategic goals to be achieved and what to do in the long run."

"The demand for business education is changing as well as the business environment in our countries and around the world. Supply is following demand and Russian business schools are becoming more and more client-oriented." He then went on about the need to tailor theory-building and practice to country and institutional contexts:
I am a strong supporter of contingency or contextual theories in management and in education. Every concrete managerial form of organization or system depends upon such contextual characteristics as environment, technology and people at a minimum. The set of characteristics creates a general framework for development of specific 'models' of different kinds.
Leonid Evenko
Other contributors to the conference included scholars Andrey Volkov, SKOLKOVO Business School, Russia; Jacob Urinson, RAO ES, Russia; Pavlo Sheremeta, then of KMBS, Ukraine; Olga Udovicheko, GSIM, St. Petersburg; and Russian business leaders Rusian Ilyasov, Eldorado; Marina Pakhomkina, TNK-BP; Kesnia Yudaeva, Sberbank; and Boris Scherbakov, Oracle, Russia. Summing up the experience, Evenko marveled, ''CEEMAN became a real player in the business education movement in the world with its own face and policy values. ''

Building on momentum in this space, CEEMAN sponsored the second forum in Trieste, Italy, on November 26-27, 2009, on Executive Education and Entrepreneurship Development, hosted by Vladmir Nanut, of the MIB Business School, who had been recently named President of the Italian Association of Management Development Education (ASFOR). Setting the stage for the conferees, Danica said, "The current global crisis indicates that the need for innovation, creativity, and new market solutions is higher than ever. The same applies to the need to accelerate the process by which scientific developments and R&D efforts can be commercialized. This calls for a new momentum in entrepreneurship development." Contributors included Bert Twaalfhoven, Enrico Tommaso Cucchiani, Chief Executive Officer of Intesa Sanpaolo, Andrea Illy, CEO of Illycaffè , and Sandi Češko, Founder and Chairman ofStudio Moderna Group, Slovenia.

18th CEEMAN Annual Conference, Caserta, Italy 2010

SECTION 3
Pan-European Connections
"...it was a general management alternative [to the European Group on Organizational Studies and the Academy of Management]..."
As for pan-European connections, the European Academy of Management (EURAM) hosted its eighth annual conference Managing Diversity: European Destiny and Hope on May, 14-17, 2008 in Ljubljana and Bled, Slovenia, for the first time in CEE. Milenko Gudić was conference chair. Peter McKiernan, the president of this association offered this backdrop on EURAM, "it was a general management alternative [to the European Group on Organizational Studies and the Academy of Management] reflecting the great variety of European approaches to business and management research and method." EURAM hosts annual conferences featuring scholarly papers and symposia, runs consortiums for doctoral students and early career faculty, and publishes European Management Review.

Its 2008 conference would bring together management scholars from throughout Europe (and other parts of the world) including a large segment of CEE. Speakers included Jean-Pierre Lehmann, Slavoj Žižek, the Slovenian sociologist, postmodern philosopher and cultural critic, and Janez Potočnik, then European Commissioner for Science and Research. Speaking of Europe, Janez noted that "whether you refer to peoples, language, cultures, or experiences, variety is one of our defining characteristics. The author Milan Kundera got it right when he said that 'Europe is the maximum of diversity within the minimum of space'."
First EURAM Conference in CEE, Bled, Slovenia 2008
Milan Kundera went on, "alongside the freedom of movement of capital, goods, services, and labour, we're creating a fifth freedom: the freedom of knowledge. This encapsulates the notion that ideas, technologies, innovations and knowledge workers should be exchanged and flow and spread throughout the EU, boosting our ability to compete globally and develop in a sustainable and equitable manner." Connecting this to the theme of the conference, he added, "research suggests that in a culturally diverse environment people are more creative, and creativity is one of the main sources of innovation. Consequently (diversity) can serve as an engine of growth."

In his turn at the podium, Ichak Adizes added "European companies should be multinational and multicultural. They should build complementary teams and leapfrog over American theory and practice to management. People like you should develop a management theory and practice on how to manage diversity of cultures…. and how to do it without destructive conflict. To do so, you need to start your own thinking and stop importing!"

In his closing reflections on the conference, and the work ahead, McKiernan stated, "I believe that organizations like EURAM and CEEMAN can and should shape their contexts to make their ambitions and their destinies what they want them to be. Working together, I suspect they will do more shaping and make more destiny than if they acted alone."

Program Management Seminar professors team - Dianne Bevelander, Mike Page, and Don Nightingale, Bled, 2009

SECTION 4
10th Anniversary of IMTA and Beyond
The dominant motivational factors for attending IMTA have been to improve teaching skills (79%), case teaching (73%) and learning new teaching methods (70%).
IMTA celebrated its 10th anniversary in 2009, having trained 347 management educators from business schools, universities, and management development institutions from 32 countries in its first 10 years. Those figures would increase to 473 faculty from some 142 institutions based in 38 countries over the next years. IMTA alumni conferences would continue to be held annually in Ljubljana, Slovenia (2008), Montenegro (2009), Iasi, Romania (2010), Moscow, Russia (2011), and Vilnius, Lithuania (2012).

A survey of CEEMAN IMTA alumni, completed by over 130 alumni from 28 countries (44% of the total graduates over IMTA's first ten years), gave the program high marks. According to the survey, the dominant motivational factors for attending IMTA have been to improve teaching skills (79%), case teaching (73%) and learning new teaching methods (70%). The networking aspect was also highly recognized (55%). In turn, more than 28% of respondents reported that the program went beyond their expectations, while 55% found their expectations fully met. None said the program was below their expectations. This helps to explain why all the respondents were glad to tell other people about the program with sevenin 10 talking about IMTA to more than 10 of their friends and colleagues, including those outside their respective institutions.
IMTA participants, Bled, 2008
Almost 89% of the respondents use the case method in their teaching while 22% base their teaching exclusively on the case method. When it comes to the use of cases from various sources, 33% of respondents use cases from IMTA, while 14% get it from other CEEMAN sources. IMTA alumni are quite active in research and publishing, including working papers (57% of respondents), books (34%), book chapters (41%), journal articles (68%), and other articles (50%).

CEEMAN's annual case writing competitions also continued over these years. Many of the best cases now get global exposure through a direct link with the Emerald Emerging Markets Case Studies collection. To support scholarship and recognize winners, the total CEEMAN/Emerald award prize pool is now worth over €10,000, including €4,000 in prize money. Reflecting CEEMAN's global reach, cases also increasingly center on organizations outside CEE. The awards for 2012 went to: first place - Thai Beverage Public Company Limited: Thailand Leader, Global Challenger by Amonrat Thoumrungroje, Assumption University, Thailand and Olimpia Racela, Mahasarakham University Business School, Thailand; second place - An Old Bank in a New Country: Restructuring Nile Commercial Bank of South Sudan by Veit Etzold, ESMT--Germany; and third place - Kraft Foods Argentina: The H1N1 Disparity by Susan Myrden, Memorial University of Newfoundland, Canada and Kathy Sanderson, Faculty of Business Administration, Lakehead University, Canada.

Program Management Seminar participants 2012 at the Bled Island

SECTION 5
CEEMAN Research: CSR and Poverty Reduction
CEEMAN launched a series of studies of pressing management and management education issues.
Capitalizing on its growing and worldly membership, and further development of multinational scholarly cooperation and indigenous scholarship in CEE, CEEMAN launched a series of studies of pressing management and management education issues. In 2008, CEEMAN undertook a survey on Management Education: Corporate Social Responsibility and Poverty that was presented at the first PRME Global Forum, New York, 2008.

The on-line survey, developed by Al Rosenbloom, Dominican University, River Forest, US, and Milenko Gudić, was designed to tap into how professors were incorporating CSR and BoP issues in their curricula. It was completed by 154 faculty from schools located in 33 different countries covering clusters in CEE, Western Europe, Central Asia and one school each in India, Oman, Colombia, Canada and Singapore. Some 69% of survey respondents self-reported being CEEMAN members; 31% were not.
Sidebar: Selected Finding of the Survey
Management Education: Corporate Social Responsibility and Poverty, 2008
The vast majority of respondents reported that corporate CSR was always (72%) or sometimes (23%) included in their school's business ethics course.

When asked whether CSR was covered in foundation business courses, 37% said CSR was "always" covered in these courses. The majority of respondents (57%) reported that CSR was discussed "sometimes" in foundation business courses, while six percent said the topic was "never" discussed in foundation courses

Exactly two thirds (66%) of the survey respondents said global poverty was "a very serious problem." But respondent views varied widely as to the seriousness of poverty in the country where they taught.

When asked whether global poverty was a legitimate topic that should be included in a management education curriculum, almost three-quarters (72%) of respondents said "yes;" 8% said "no" and 20% were "unsure."
More than three-quarters (76%) of respondents reported that issues of global poverty were discussed in selected courses and classes. Only 13% said that global poverty was discussed across the entire curriculum in their schools.

In their comments, many respondents opined on the importance of addressing CSR and poverty in their schools, saying "management education is an important part of sustainable development" and managers "import values and attitudes from management education" into their organizations and practices. One said about global poverty: "Ignoring the problem will only delay discussing it. The private sector has an important role, so managers should be aware of the dependencies they can influence."

Yet there were also cautions and limitations expressed: "Managers-to-be should receive information about the problem of global poverty, but that probably shouldn't be a core topic of their education." Whether or not CSR and poverty issues should be a part of the curriculum seemed to hinge on faculty having the knowledge and resources to teach about them and "the level of development of the country where the school is located." One respondent stated, "Business courses like finance or accounting are doing their part in this by showing how firms are set up to maximize shareholder return. Everything taught applies to rich or poor countries equally. I would not immediately see why combating poverty would require a change in subject matter."
Following the first PRME Global Forum, the PRME Secretariat established the Anti-Poverty PRME Working Group, which developed its vision statement and a general plan of work aimed at helping business schools and management educators integrate poverty-related discussion into all levels of management education worldwide. The Working Group has grown to nearly 90 members from 68 institutions in 35 countries from all the continents.

The Working Group designed and administered the 2010 CEEMAN/PRME Survey on Poverty as a Challenge to Management Education to capture innovation and creativity in teaching about poverty and the responsibilities of leadership in management education. The 2010 survey included 377 respondents, from all levels of management education in 51 countries. The survey results, which were presented in the second PRME Global Forum in New York in June 2010, highlighted numerous innovations taking place across all major segments of management education programs. The PRME Steering Committee invited the Working Group to conduct a broader study and present the results of its work for the third PRME Global Forum, to be held in Rio de Janeiro, Brazil in June 2012 in conjunction with the Rio50+20 Meeting. Additional support came from EQUAL, the association of European management associations involved in improving management education.

A total of 435 individuals from 70 countries responded to the survey in this third wave of data collection. A respondent from Russia laid out the logic behind focusing on global poverty as a faculty member: "The first step is personal - whether I believe this subject is worth being taught. The second is intellectual - how does it fit to a broader philosophy of business education? The third is properly institutional - what measure should we take on the level of programs, courses, syllabi and cases?"
Third PRME Global Forum, Rio de Janeiro, 2012, announcing CEEMAN's Bled 2013 Conference
More than 300 deans and faculty members from all over the world met in Rio in 2012 to discuss what management educators could do to promote a healthier, more equitable and prosperous world for all. The forum was held at the Rio+20 Conference that involved close to 50,000 representatives from government, NGOs, farmers, youth, scientists, business, academia, and other sectors. The third Global Forum marked a new stage in PRME's evolution. Its participants agreed on concrete strategic outcomes to carry forward. Among the main recommendations were to form a leadership group to incentivize PRME signatory schools on their implementation of sustainability principles, and to launch PRME chapters to better engage management education communities on a local and regional level. The Forum also approved the Rio Declaration on the Contribution of Higher Education Institutions and Management Schools to the Future We Want: A Roadmap for Management Education to 2020.
There were two deliverables from the CEEMAN-led PRME Anti-Poverty Working Group: a report on Fighting Poverty Through Management Education: Challenges, Opportunities and Solutions, and the related Collection of Best Practices and Inspirational Solutions. In his opening address to the Forum, Georg Kell, Executive Director of the UN Global Compact, referred to these deliverables as "phenomenal work", while Angel Cabrera, Master of the Ceremonies, invited all members of the Working Group to stand up from their seats in the conference room to receive an applause of recognition for their contribution to PRME.

In closing the session, Danica Purg announced that the 2013 PRME Summit, to be co-organized and hosted by CEEMAN, would provide an excellent opportunity to show that business schools are "not afraid of taking action" on this front, and also to demonstrate that they are true change agents for creating a better and more sustainable future. Specifically, this charge involves finding new ways of developing socially responsible leaders - the topic of the PRME summit to be held in June, 2003 in Bled, Slovenia. Danica also became the 2013 Chair of the PRME Steering Committee.

Members of the PRME Anti-Poverty Working Group at the Third PRME Global Forum, Rio de Janeiro, 2012

SECTION 6
Hidden Champions in CEE, Turkey, and Kazakhstan
Hidden champions - a phenomenon specific to Germany or German-speaking countries?
Beginning in 2009, CEEMAN also began an in-depth study of "hidden champions" among small- and mid-size businesses in CEE countries, Turkey, and Kazakhstan. The study was based on the work of Hermann Simon, who is recognized as the world's leading authority in identifying the secrets of success of medium-sized companies that have become global leaders and dominant players in their respective niches. Simon, Chairman of Simon-Kucher & Partners, strategy and marketing consultants, also has experience in academe as a professor of marketing at the Universities of Mainz and Bielefeld and as a visitor at Harvard Business School, Stanford, London Business School, INSEAD, Keio in Tokyo, and MIT. He has published over 30 books in 22 languages, including the worldwide bestseller Hidden Champions (1996), an update, Hidden Champions of the 21st Century: Success Strategies and Unknown World Market Leaders (2009), and Hidden Champions - Aufbruch nach Globalia. Die Erfolgsstrategien unbekannter Weltmarktführer (2012).

Reflecting on the study in CEE, Simon recalls: "When I started my hidden champions research in the late 1980s I was often asked whether the hidden champions are a phenomenon specific to Germany or German-speaking countries. At first my answer to this question tended to be "yes". Over the years, however, I found out that hidden champions with very similar strategies and cultures exist all over the world. I found them in the US, South Africa, New Zealand, Japan, China, and many other countries. The main difference between countries was not in the character of these companies but their number and prevalence, which were very different from country to country. It's fair to say that the hidden champions phenomenon is truly global"
"It usually takes decades rather than years to achieve a position of global leadership. [...] I was therefore astonished to find numerous hidden champions in countries such as Poland, Hungary, or Slovenia, to name just a few."
"When I started to look at the transformation economies, I was skeptical whether I would find hidden champions there. My skepticism was not based on a suspected lack of competences but on the aspect of time. It usually takes decades rather than years to achieve a position of global leadership. The bottleneck is not technology but the establishment of a global market presence. I was therefore astonished to find numerous hidden champions in countries such as Poland, Hungary, or Slovenia, to name just a few. What surprised me even more than the number of companies was the quality and qualifications of these hidden champions. I found companies of truly global excellence in sectors such as pharmaceuticals, building technology, and even nuclear science."

"A major constraint in transformation countries is the lack of international experience. While people in the West could make ample use of the freedom of foreign studies, work, or travel, even if only for holiday trips, the opportunities to gain international experience were much more limited for people in transformation economies. The relevance of what I call 'mental internationalization' must not be underestimated when it comes to building a global company."
Study project leader Melita Rant and Marek Dietl, a researcher from Poland who helped CEEMAN in the initial phase of the research, enlisted some 50 researchers (scholars and market experts) from 18 countries. A research report, Hidden Champions in CEE and Dynamically Changing Environments, explains their purposes: "Especially after 2009, politicians and business people became seriously worried about the dynamics and stability of the CEE region, and its losing relevancy in the globalized world. Many saw the reasons in a weak SME sector and in the lack of entrepreneurship. Also the global business press did not or could not publish distinctive business success stories from the region. Even quite recently some international consulting firms predicted that no important international industrial players in terms of size will emerge in CEE in the medium term. A study of hidden champions from this part of the world could have an important influence on its potential and image."
Key findings include:
All of the 165 hidden champions identified over the course of 16 months in countries of CEE, and in Kazakhstan and Turkey, are innovative either in product areas and production processes, or in business models; all of them have been growing over the last decade despite being in the midst of an economic recession. They are mainly originating from ICT and nano-technologies, industrial machinery/equipment, as well as electrical/ electronic industries, and are generally unknown to the general public due to operating mainly in the B2B segment.

Being from young market economies, hidden champions from CEE are on average much younger, smaller, and have more regional focus. On average, the CEE hidden champions grow faster and exhibit a higher return on investment (ROI); however, the variability of the ROI is also higher, implying a higher business risk.

Their success can be traced on several dimensions, such as market positioning, innovation behavior and sustainability. Such companies exhibit much lower export rate volatility to global recessions and financial shakeouts; they are the growth engine of the economies by creating new employments with an above average rate, and their sustainability of business growth and success is preserved over a much longer period than that of average companies."
A report of the findings was presented at the CEEMAN International Conference on Hidden Champions, in Vienna, Austria, November, 2011, to over 130 business leaders and thinkers, investors, deans of business schools, researchers, policy makers and media from 31 countries. A researchers' panel with representative hidden champions CASON (Hungary), DOK-ING (Croatia), EXECOM (Serbia), and STiM (Belarus) agreed that clarity, speed, knowledge and leadership are key to becoming a hidden champion, while innovation, as a crucial competency, needs to occur at both the levels of processes and culture.

The report concluded that leadership succession, financing, management of growth, and internationalization are the biggest challenges CEE hidden champions face; however, their future looks bright "as they have major, often high-tech products at the early [growth] stage and still many foreign markets to conquer." (SEE Sidebar on Hidden Champions).

The book Hidden Champions in CEE and Turkey - Carving Out a Global Niche was published by Springer at the end of 2013.
Sidebar: Hidden Champions in CEE and Dynamically Changing Environments
Beginning in 2009, CEEMAN undertook an in-depth study of "hidden champions" among small- and mid-size businesses in CEE countries, Turkey, and Kazakhstan. Study Project Leader Melita Rant enlisted some 50 researchers from 18 countries to identify hidden champions among small- and mid-size businesses in their nations. These include a Latvian firm that manufactures wind tunnels, a Croatian firm leading with mining technology, and a Slovene enterprise that has developed the lightest plane in the world.

Why is research like this worthwhile? Often business innovations come not from the big firms or start-ups, but from mid-size enterprises that develop products at a technological edge and that secure market leadership based on quality, rather than cost, and superior customer service. Many midsize companies in the CEE region face a choice on how to grow: by winning in a market or by becoming a small part of a multinational company's supply chain. The latter option, while surely a challenge, can become "soulless" over time, focusing management on incremental process improvements. The champions that Rant, Dietl, and their team studied have bigger ambitions but need a new generation of leaders and managers to continue innovating and to diversify.

A 2011 research report, Hidden Champions in CEE and Dynamically Changing Environments, edited by Danica Purg and Melita Rant, includes the following contributions:

- Albania: Vasilika Kume, Anisa Kume–Faculty of Economics, University of Tirana;
- Belarus: Pavel Golenchenko, Evgenia Boidak–IPM Business School; Bosnia and Herzegovina: Nenad Brkić, Denis Berberović–School of Economics and Business in Sarajevo, University of Sarajevo;

- Croatia: Mislav Ante Omazić, Rebeka Danijela Vlahov-Faculty of Economics and Business in Zagreb;

- Estonia: Rein Riisalu, Anu Leppiman-Tallinn School of Economics and Business Adminsitration, Tallinn University of Technology;

- Hungary: Miklós Stocker–Corvinus University of Budapest, Faculty of Business Administration; Kazakhstan: Ozat Baiserkeyev–International Academy of Business;

- Latvia: Arnis Sauka-Stockholm School of Economics in Riga; Macedonia: Ljubomir Kekenovski, Mijalce Santa-Faculty of Economics-Skopje, University Ss. Cyril and Methodius;

- Poland: Marek Dietl-Dietl & Associates; Romania: Bogdan Rusu–Gh Asachi University of Iasi, CETEX;

- Russia: Irina Skorobogatykh, Zhanna Musatova, Olga Saginova–Plekhanov Russian University of Economics;

- Serbia: Vesna Rašković–Faculty of Technical Sciences, University of Novi Sad, Marija Todorović, Sanja Marinković–Faculty of Organizational Sciences, University of Belgrade;

- Slovakia: Janka Táborecká-Petrovičová-Faculty of Economics Matej Bel University, Tamara Bobakova-Simon-Kucher & Partners Luxembourg;

-Slovenia: Melita Rant–IEDC-Bled School of Management;
-Turkey: Dilek Cetindamar, Turkan Yosun–Sabanci University, Faculty of Management;

-Ukraine: Nataliia Palii–International Management Institute MIM-Kyiv, Viktor Okseniuk–Kyiv Mohyla Business School.
Mamphela Ramphele and Danica Purg, at CEEMAN Conference in Stellenbosch, South Africa, 2012

SECTION 7
Developments Within CEEMAN
The period 2008-2012 saw more schools earn CEEMAN IQA accreditation.
The period 2008-2012 saw more schools earn CEEMAN IQA accreditation. These included: School of Management, St. Andrews University, Scotland (2008); International Academy of Business (IAB), Kazakhstan (2010); Warsaw School of Economics (SGH), Poland (2011); European University, Spain, Switzerland and Germany campuses (2011); and the J.J. Stossmayer University, Faculty of Economics, Croatia (2011). The celebration at IAB in Kazakhstan was particularly significant as IAB was the first Central Asian school to be accredited by IQA. CEEMAN President Danica Purg used a video address to congratulate IAB President Assylbeck Kozhakhmetov, IAB Board members, faculty, staff, alumni, and students on their achievement.

CEEMAN's then current IQA team included Derek Abell, Committee President, Jim Ellert, Committee Director, and members Hans Buss, Irina Sennikova, and Sergey Mordovin.

In 2010, the association also introduced annual CEEMAN champion awards.

As Derek Abell put it, "The CEEMAN Champion Awards were created for two reasons: first, to recognize outstanding achievements of individuals from our member institutions in teaching, research, and institutional management respectively; second, to point to contributions that have made, or have the potential to make, a real difference in CEE and in dynamically emerging economies in general." Later an award was established for an individual in fostering responsible management education. Winners for 2010 and the next years, and their exemplary contributions, are featured on the CEEMAN website.

In regard to other honors, Danica Purg was named "International Educator of the Year" by the Academy of International Business (AIB) and featured in media around the world for that achievement. Irina Sennikova was named Chairperson of the EQUAL Board.

Deans and Directors Experiential Workshop by GIBS, Johannesburg, South Africa, 2012

SECTION 8
Deans and Directors Meetings
Management Education Institution Building – Transition to Phase 2,
Tirana, Albania, 2008.
Ichak Adizes spoke about movement from "pioneering to prime" for business schools and Krzysztof Pawlowski about new demands on management development institutions. A panel on leadership succession included Danica Purg, Pavlo Sheremeta, and Virginijus Kundrotas.
Global Crisis and Business School Responses,
Riga, Latvia, 2009
Deans and Directors were briefed on the CEEMAN Survey on Business School Responses to the Global Crisis by Milenko Gudić and Al Rosenbloom and discussed its implications. Manuel Escudero, Head of the UN Global Compact's PRME Secretariat spoke about PRME's response to the crisis.
New Performance Challenges for Management Development Institutions,
Caserta/ Naples, Italy, 2010
Six panels addressed pressing topics facing the deans and directors: New customer demands by Rafal Towalski, Warsaw School of Economics (Undergraduate Programs), Sergey Myasoedov, IBS Moscow, (Postgraduate Education) and Richard Lamming, University of Exeter Business School, UK (Executive Education). The rest addressed teaching, research, introducing EURAM President Morten Huse, business school ranking, including Della Bradshaw of the Financial Times, accreditation, by Randy Kudar, newly named CEEMAN IQA Director, and public relations, introducing Katrin Muff, Dean, Business School Lausanne, Switzerland.
Tbilisi, 2011
There was no formal Deans and Directors meeting prior to the 19th annual conference in Tbilisi, Georgia. Instead, those who arrived early had the chance to visit local businesses. Danica briefed everyone on the upcoming conference on hidden champions in Austria.
Management Development Institution Building in Growth Economies,
Johannesburg, South Africa, 2012
This year's Deans and Directors meeting was held in Johannesburg at the Gordon Institute of Business Science (GIBS) of the University of Pretoria. Delegates had the opportunity to experience the school's infamous learning journeys by traveling together to Alexandra Township, meeting local entrepreneurs in the commercial and social sector, and reflecting on their experiences. Jonathan Cook, Director of GIBS, described how another learning journey to the Voortrekker Monument in Pretoria enables students to confront his nation's legacy of apartheid and questions of diversity and inclusion in the classroom and in their organizations

Dancing at the 20th CEEMAN Annual Conference, Stellenbosch, South Africa, 2012

Credits
Text — adapted from the book "CEEMAN - 20 Years of Creating History" by Philip H. Mirvis and Arnold Walravens, 2013

Production and Design — Artyom Ushnichkov, 2018