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Executive Education Post-Pandemic: Some Reflections on the Role of Technology-Mediated Interactions Going Forward

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Abstract

Attempting to predict the future is a perilous exercise. In fact, it is probably a sure recipe to look like a fool more often than not. Nonetheless, you will find in this chapter IMD’s perspective on the future role of technology-mediated interactions in executive education. Time will tell how far off the mark we are, but in the meantime these reflections will hopefully help stimulate your own.

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  • DOI: 10.1007/978-3-030-82343-6_25
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Fig. 25.1

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Notes

  1. 1.

    For more on this hybrid technology discussion, see my article commentary on “Hybrid Classes Transform Learning” by Ted Ladd and Johan Roos, EFMD Global Focus (Vol. 15, #1 [January 2021], pp. 38–39).

  2. 2.

    This point actually raises an interesting research question related to the optimal intensity of sessions over time. What will be more effective between, say, 5 mornings in one week vs. 5 mornings spread over two weeks, vs. 10 sessions of 90 minutes spread one per day over two weeks or two per week over 5 weeks? Actually, this question is unlikely to have one simple universal answer independent of the organizational context and other aspects of the program design, including for example the topics being covered, the kind of additional support provided between sessions or the level of peer accountability integrated in the program design.

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Correspondence to Jean François Manzoni .

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Manzoni, J.F. (2022). Executive Education Post-Pandemic: Some Reflections on the Role of Technology-Mediated Interactions Going Forward. In: Iñiguez, S., Lorange, P. (eds) Executive Education after the Pandemic. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-82343-6_25

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