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Establishing the presence of Georgetown University's School of Continuing Studies in the Russian Federation: a gap analysis

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Content Running head: ESTABLISHING THE PRESENCE OF GEORGETOWN’S SCS IN RUSSIA

ESTABLISHING THE PRESENCE OF GEORGETOWN UNIVERSITY’S SCHOOL OF
CONTINUING STUDIES IN THE RUSSIAN FEDERATION: A GAP ANALYSIS

by

Katerina Y. Kulagina

______________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2014

Copyright 2014 Katerina Y. Kulagina

ESTABLISHING THE PRESENCE OF GEORGETOWN’S SCS IN RUSSIA

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ACKNOWLEDGEMENTS
I would like to express my sincere and heartfelt appreciation to USC Rossier School of
Education's leadership for their time and commitment in developing the Global Executive
Doctorate in Education. This unique program would not have been possible without your vision
and dedication to solving challenges that education leaders face daily on a local and global scale.
A special thank you to my dissertation committee, Dr. Mark Robison, Dr. Michael
Diamond and Dr. Larry Picus, for providing timely and thoughtful feedback on my dissertation
progress. Dr. Robison: as my dissertation chair you guided, motivated and challenged me to give
100% effort in every stage of this dissertation. I will always be grateful for your wisdom. Thank
you to Dean Karen Gallagher and all Rossier faculty who shared their knowledge with our cohort
these past two years. You were amazing in the classroom and genuinely engaged in our learning
experience. Dr. Nadine Singh, thank you for the time you dedicated to assuring that this program
runs smoothly.
I am particularly thankful to my current and former colleagues at Georgetown University
for supporting my educational journey. There are many individuals to thank but I would
especially like to thank all senior leadership who participated as stakeholders in this case study.
My classmates: thank you for making the decision to join the first Global Ed.D. cohort!
I will always remember your encouragement during these past 25 months. I sincerely hope to
keep in touch and look forward to learning about the success of the gap analysis model and
KMO recommendations we developed in our dissertations.
Lastly, thank you to my wonderful, patient family for allowing me to grow professionally
and personally through this program. I hope my daughter takes inspiration from my experience
to pursue her goals in life.
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TABLE OF CONTENTS
Acknowledgements 1
List of Tables 3
List of Figures 4
Abstract 5
Chapter 1: Overview of the Study 6
Chapter 2: Review of the Literature 20
Chapter 3: Methodology 44
Chapter 4: Results and Findings 58
Chapter 5: Solutions and Implementation 101
Chapter 6: Evaluation and Discussion 124
References 140
Appendices 162
Appendix A: Knowledge, Motivation and Organization Tables 162
Appendix B: Survey 181
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LIST OF TABLES
Table 1. Responses to Interview Knowledge Causes Questions 72
Table 2. Responses to Interview Motivation Causes Questions 86
Table 3. Responses to Interview Organization Causes Questions 94
Table 4. Summary of Key Validated Causes for Knowledge, Motivation, and 102
Organization
Table 5. Summary of Causes, Solutions, and Implementation of the Solutions 119
Table 6. Organizational, Cascading, and Performance Goals for SCS Applied 121
Division Leaders
Table 7. SWOT Analysis Overview 132
Table 8. Comparative Matrix of Different Problem Solving Paradigms 135
Table A1. Organizational Mission, Global Goal and Stakeholder Goals 162
Table A2. Possible Causes of Performance Gap: Knowledge Skills 163
Table A3. Summary of Assumed Causes for Knowledge, Motivation, and Organization 164
Table A4. Gap Analysis Case Validation Method Worksheet 165
Table A5. Survey Builder Worksheet 169
Table A6. Interview Builder Worksheet 173
Table A7. Observation Builder Worksheet 176
Table A8. Document Analysis Builder Worksheet 179
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LIST OF FIGURES
Figure 1. The gap analysis process 46
Figure 2. Responses to the knowledge causes survey 61
Figure 3. Responses to the knowledge causes survey 63
Figure 4. Responses to the knowledge causes survey 65
Figure 5. Responses to the knowledge causes survey 67
Figure 6. Responses to the knowledge causes survey 69
Figure 7. Responses to the motivation causes survey 78
Figure 8. Responses to the motivation causes survey 80
Figure 9. Responses to the motivation causes survey 83
Figure 10. Responses to the organization causes survey 91
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ABSTRACT
This study applies the gap analysis model to clarify organizational goals and identify the gap
between the actual performance level and the preferred performance level within an
organization. The purpose of this study was to examine why Georgetown University’s School of
Continuing Studies Applied Division lacks an executive education presence in Russia, an
important emerging market. The study also provides recommended solutions to close the gaps
that may prevent senior leadership from successfully launching these programs. This qualitative
study used survey and interview data from a complete sample of 10 senior leaders at the School
who will be involved in developing custom programs for international participants. Findings
from this study indicate that the School’s leaders have limited information about Russia and the
educational needs of potential Russian clients. Stakeholders exhibited high levels of interest and
self-efficacy to offer custom programs to Russian clients. The study also revealed the need for
clearly stated organizational goals for country-specific executive education initiatives. The
recommended solution was to establish a senior level position for international strategy to help
increase country-specific knowledge, generate perceived value and develop a comprehensive
strategic plan for the new initiative. If successful, the School will increase relationship building
with Russian partners to contribute to the organization’s financial and mission-driven goals. The
study also creates an assessment of knowledge and motivation amongst leaders instrumental in
the successful implementation of the initiative. Other tertiary institutions may use the findings to
develop and implement strategic goals relating to executive education in emerging economies.
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CHAPTER 1
OVERVIEW OF THE STUDY
The Problem and Overview of the Study
For the last two decades the BRICS economies of Brazil, Russia, India, China and South
Africa (O’Neil, 2011) have been leading the global economic growth and represent an important
area for discussion among the world’s business community, governmental organizations,
academics, and society in general (Brookings Institution, 2012; US National Intelligence
Council, 2013; Baron & Holtbrugge, 2013; Michailova, McCarthy & Puffer, 2013). Until
recently, some foreign policy experts argued that the United States did not devote the level of
attention to Russia that is merited (Stent, 2014; Cohen, 2014). However, recent disagreements
between the two countries on political and social issues of global significance drew scrutiny to
the U.S.-Russia relations. Despite these differences education ties remain strong and represent
important areas for expanding collaborations between the two countries (U.S. State Department,
2013). This case study provides insights on how U.S. higher education institutions may
accurately navigate entry into an emerging market by using Russia as an example. The case
study also offers recommendations to leaders at Georgetown University on strategies to engage
in custom program education in Russia and in selecting official Russian university partners.
Russia is one of the world’s largest emerging and energy exporting market economies.
The country’s Gross Domestic Product in 2013 was estimated at $2.109 trillion, ninth largest in
the world (Statista Statistics Portal, 2014; CNN Money, 2014). In 2014 Russia’s economic
growth relies on increasing exports, strong consumer demand and improvement in the
investment climate (Ministry of Economic Development of the Russian Federation, 2014).
Foreign direct investments are projected to grow, considering Russia’s accession into the World
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Trade Organization in 2012, which represents an important step towards integration into the
world economy. Additionally, as part of its global engagement, Russia hosted the 2014 Winter
Olympics and will host the 2018 FIFA World Cup.
Despite Russia’s efforts towards integrating into the international community, high level
of bureaucracy and corruption may portray a negative image of the country. Still, the country’s
resources and strengths outweigh its liabilities and weaknesses. The U.S.-Russia Bilateral
Presidential Commission identified the expansion of educational opportunities between Russia
and the U.S. as one of its top priorities for cooperation. The business community also voiced
educational collaboration as one of the drivers for improving understanding between the two
countries, particularly in the field of professional education (World Russia Forum, 2014).
Although many U.S. higher education institutions offer traditional study abroad and dual-
degree programs in Russia, only a few non-degree executive custom programs represent
educational cooperation between Russia and the U.S. An emerging economy such as Russia can
be an attractive location that universities should explore for executive education before the
opportunity passes. At the same time, it is crucial to examine the right entry strategy and
consider institutional factors such as political stability, openness to foreign investment, the
strength of the rule of law (Price Waterhouse Coopers, 2013) and cultural attitudes towards
internationalization of higher education and partnerships with foreign education institutions. The
purpose of this study is to examine causes that prevent Georgetown University, one of the
world’s leading academic and research institutions, from establishing Russia-related custom
program opportunities and to provide recommended solutions.
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Context of the Problem
Georgetown University, a Jesuit university, was founded in 1789 and is situated in an
urban area in Washington, D.C. Georgetown offers over 160 study abroad opportunities in 40
countries and maintains 39 agreements with preeminent universities overseas (Office of
International Programs, Georgetown, 2013). Georgetown offers four year-round study abroad
opportunities for students in Russia: three in St. Petersburg and one in Moscow.
Georgetown’s School of Continuing Studies (SCS) is one of eight schools that fulfill the
university’s mission of educational outreach by offering a wide range of applied learning
experiences to a diverse community of learners. SCS currently has more than 375 faculty and
staff members and is continually growing to meet the exponential increase in student population
(SCS Dean’s Report, 2012). The number of students increased from 453 in the Fall 2005 to
1,539 in Spring 2012, which could be attributed to the School launching 10 new graduate
programs in the past seven years (SCS Dean’s Report, 2012).
Among the School’s portfolio of programs, SCS offers summer programs for high school
and college students, a Bachelor of Arts in Liberal Studies, Master of Arts in Liberal Studies,
Doctor of Liberal Studies and eight Master of Professional Studies (MPS) degrees. The 10 MPS
degree programs are Emergency and Disaster Relief Management, Human Resource
Management, Journalism, Public Relations and Corporate Communications (PRCC), Real Estate,
Sports Industry Management, Technology Management, Systems Engineering Management,
Urban and Regional Planning, and Hospitality Management. The Applied Division manages
eight out of 10 MPS degree programs, while Strategic Communication manages the remaining
two MPS programs, PRCC and Journalism.
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The School of Continuing Studies also develops a number of custom non-degree
professional certificates. Two divisions within the School offer custom non-degree executive
experiences: Master of Professional Studies Applied Division and the Center for Continuing and
Professional Education (CCPE). Both units draw from a pool of full-time Georgetown faculty
and adjunct instructors in Washington, D.C. metropolitan area to deliver custom programs.
According to the Bureau of Labor Statics (2012), this geographic area encompasses the District
of Columbia, adjacent counties in the Commonwealth of Virginia and Maryland.
Mission and Organizational Problem
Adhering to Georgetown 's Jesuit mission and international character, the School of
Continuing Studies aspires to offer a unique education experience that prepares the next
generation of global citizens to lead and make a difference in the world. SCS, through the Center
for Continuing and Professional Education, offers yearly custom programs to governments and
corporations from China, Mexico and Indonesia. While the Center offers custom programs to
international clients, to this day, Master of Professional Studies Applied Division has
predominately focused on offering such programs to domestic clients.
The organizational problem is that neither CCPE nor Applied Division has a significant
presence in Russia, a key market on the international arena. Since the School’s founding in 1956,
only two non-degree pilot custom programs for Russian government officials were implemented
in October 2012 and February 2014. It is important for the School to focus its attention on an
emerging market such as Russia in order to follow its Jesuit mission, increase its revenue goal
and not miss the chance to enter a new developing international market while it offers promising
opportunities for executive level training. Therefore, the innovation gap analysis model (Smith &
Ragan, 2005) is best suited to frame this problem.
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Organizational Goal
The goal for the School of Continuing Studies Applied Division is to establish a new
international market to train global leaders by end of 2015. Specifically, the School of
Continuing Studies, through the Applied Division, will expand into Russia and provide two
programs in Russia, Washington, D.C. or via distance learning, with a minimum of 15
participants per program during the first year.
The Senior Associate Dean of SCS Applied Division established this goal after having
productive meetings in December 2012 in Washington, D.C. with Russian universities interested
in partnering with Georgetown on custom program offerings. In January 2013 a delegation from
the division flew to Moscow for an exploratory visit. In July 2013 the Dean of the School of
Continuing Studies commissioned a webpage in Russian on the School’s website for prospective
Russian students and clients. In August 2013 Georgetown’s Provost signed the first
memorandum of understanding with a leading Russian university, the Russian Presidential
Academy of National Economy and Public Administration, therefore officially allowing the
School to pursue its goals. In October 2013 the Senior Associate Dean of Applied Division
visited the Russian Presidential Academy to discuss custom program opportunities.
The School currently does not offer custom programs to Russian clients on a regular
basis, therefore, the innovation gap is 100%. SCS will measure the achievement of the goal by
the revenue and the number of non-degree custom programs delivered.
Stakeholders
The stakeholders at SCS include future participants in international programming,
instructors and staff. Each stakeholder makes a unique contribution to achieving Georgetown’s
School of Continuing Studies goal of expanding into the Russian market. Potential Russian
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executive professionals from private, public and government sectors qualify as program
participants. Clients seeking custom training opportunities through Georgetown will identify
specific participants. For instance, if the client is the government of the Russian Federation, it
will identify the particular Ministry, the department within the Ministry and the level of civil
servants to participate in training.
Instructors encompass all potential custom program faculty classified as full-time
Georgetown faculty and adjunct instructors. Adjuncts are either existing instructors who are
already teaching for Applied Division degree programs or new instructors drawn from experts
working in the Washington, D.C. metropolitan area. A study released in 2012 by the Brookings
Institution indicates that Washington D.C. metropolitan area has one of the lowest
unemployment rates in the country and one of the highest educational attainments (Rothwell,
2012). This means that the School of Continuing Studies is able to hire from highly qualified
pool of candidates for adjunct positions who will uphold the university’s academic integrity and
teaching quality standards.
Staff stakeholders include senior management and administrative personnel who are
responsible for designing and delivering the custom programs. Two Associate Deans and six
Executive Directors out of the eight MPS degree programs report directly to the Senior Associate
Dean of Applied Division. The division also includes two Assistant Deans and several support
staff who also directly report to the Senior Associate Dean. All members of senior management
are seasoned professionals and joined SCS from their respective industries. Under the guidance
of the Senior Associate Dean, the senior management executes the design and delivery of custom
programs.
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Stakeholder for the Study
A joint effort from all stakeholders will be required to achieve the organizational goal of
expanding SCS non-degree custom programs for Russian clients. The most critical step in this
process involves studying the barriers senior leadership may face by expanding into the new
market. The primary stakeholder for this study, therefore, was SCS senior management,
specifically from the Applied Division. This team included the Senior Associate Dean, two
Associate Deans, six Executive Directors and two Assistant Deans. Since SCS is Georgetown’s
innovative unit, it is important for SCS to be a leader in carrying out the mission of expanding
into a new international market. Not solving the problem would impede the School’s long-term
revenue and mission-driven expectations.
Background of the Problem
Economists Pigou (1928), Lewis (1954) and Backer (1964) are among the few who
contributed to the initial development of Human Capital Theory, basic principles of which state
that investment in people via education and training enhances the potential for increased
productivity and profits. Today, this notion resonates with governments in both developing and
developed economies, especially as it pertains to investments made in higher education. For
example, according to Russian Prime Minister Dmitry Medvedev Russia will spend almost a
trillion U.S. dollars by 2020 to “improve its educational standards and promote the country’s
innovation-based development” (p. 1), matching what it will spend on defense (Astakhov, 2012).
If these sentiments are to become reality, a greater cooperation between the Russian government
and higher education institutions in other countries is needed in order to learn from best
practices.
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What do higher education institutions have to gain from such partnerships? Several key
factors drive internationalization efforts of for-profit and nonprofit institutions: enhanced
research and knowledge capacity, increased cultural understanding, and increased profit (Altbach
& Knight 2007; Connell 2003). Altbach and Knight (2007) argue that traditional internalization
efforts in the form of study abroad programs, establishment of branch campuses and dual degree
offerings “may enhance the competitiveness, prestige, and strategic alliances of the college but
they are rarely a profit-making activity” (p. 293). That is why universities are increasingly
turning to expanding “new products and services, generating new demands from new
consumers” (Tierney & Hentschke, p. 24).
These initiatives may take on different forms ranging from offering distance-learning
programs to developing custom program education for non-traditional clients. One of the
advantages of designing such programs is the ability to tailor the curriculum to the particular
needs of the client and find applied solutions to problems that program participants face in the
field. While executive education tends to generate high profit margins for universities, Altbach
and Knight (2007) warn that it is important to ensure that international higher education benefits
the public and not simply be a profit center.
To clarify, it is difficult to articulate a clear definition of an “executive” learner. Western
management models distinguish between top and senior management, senior executives who
work under top management, middle and lower management. Sometimes in large organizations
members of second and third level are also seen as top management. An executive is a leader
who managers others and has decision-making authority. They tend to be non-traditional
students. Horn (1996) defined the term "nontraditional student" on several characteristics. Such
students tend to be older, engage in work, family, and school activities at the same time.
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It appears that no official record tracks “executive” or “nontraditional” students
participating in custom education programs abroad. Organization of Economic Cooperation and
Development (OECD, 2013) classifies traditional undergraduate and graduate study abroad
students as international or foreign students. The “international” category classifies those
students who left their country of origin and moved to another country to study. The “foreign”
category classifies students who are not citizens of the country in which they are studying.
However, OECD does not report a category for executive or non-traditional learners
participating in international custom program training.
Business schools have traditionally pioneered different educational strategies, including
executive education, according to changes in global environment. Business schools emerged in
the U.S. in the early 20
th
century and the model was then exported to Europe where the majority
of business schools were set up in the 1950s and 1960s (Inguez de Onzono, 2011). Historically,
the most popular offering has been master’s degree programs, among them MBAs and masters in
management, followed by the development of the executive education segment.
According to the latest Business Week’s survey (2013), Harvard University is ranked first
in the field of non-degree executive education and Duke Corporate Education is ranked first by
Financial Times (2014). It is noteworthy that to be eligible to participate a program must be
accredited and must generate certain revenue. For example, Financial Times (2014) ranks
programs that generate $2 million in revenue from customized programs. A total of 80 programs
participated in the 2014 rankings. Further, for the first time since the establishment of the
Association to Advance Collegiate Schools of Business (AACSB) accreditation standards in
1919, executive education programs will be included in the review process (AACSB
International, 2013).
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No matter the ranking, universities offering executive education tend to greatly depend
on market conditions and the ability of the organization to fund such programs for its employees.
This does not apply to traditional graduate programs where individuals tend to pay for
educational expenses themselves. As conditions become more challenging, executive education
revenue can decline due to training budgets being frozen or reduced in reaction to an economic
downturn or geopolitics. Despite the global economic downturn in recent years, educators
believe that the popularity of university-based executive education around the world has
significant potential and its future will be shaped, among other factors, by increased
globalization and demands from emerging markets (Scalberg, 2013; Cramer, 2012).
Several examples of U.S. business schools gained momentum in executive education
training in Russia. Duke University established a representative office in St. Petersburg and has
been operating in Russia from late 1980s providing training to Russian business managers on the
principles of management in a free market economy (Duke University, 2013). Stanford
University and Harvard University also enjoy a long tradition of working with Russian business
and government executives. Massachusetts Institute of Technology (MIT) closely cooperates on
executive level initiatives with the newly established Skolkovo Moscow School of Management
and Skolkovo Institute for Science and Technology, two unique graduate research universities in
Russia with a strong emphasis on innovation and entrepreneurship (MIT, 2013).
International business schools offer Russian executives exposure to global best practices.
At a meeting organized by Russia’s National Training Foundation in May 2012, Andrey
Kortunov, Director General of the Russian International Affairs Council, stated that
internationalization is imperative both for growing Russia’s soft power and strengthening its
economic competitiveness (Lane & Kinser, 2012). Cramer (2012) postulates that key to
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successful executive education programs is finding the right balance of theory and practice that
will be useful for participants in their daily work life. The author goes on to say that theory
without practice is irrelevant but practice without theory is unsustainable.
The notion of executive learning outcomes was also explored in a study conducted by
Noda (2010) with a focus on Japanese government officials. Although continuing professional
education in this context was defined as graduate degree level study, the results were surprising
and should be noted for further analysis and applicability to short-term non-credit custom
programs. The study shows positive outcomes on cognitive and social domains as well as
networking opportunities of students who studied in the U.S. compared to those from domestic
programs. However, the study also revealed a loose link between participants’ outcomes and
their subsequent work. Given these results, it seems that U.S. higher education experts should
develop certain knowledge about the market for which they are launching customized learning
experiences so that the learning will be relevant and applicable for executives upon completing
the program.
In order for the Russian Federation to remain competitive in the 21
st
century global
marketplace, it must increase educational attainment for its citizens, particularly in the area of
professional development for nontraditional executive students. After the fall of the Soviet
Union, educational standards considerably deteriorated in Russia due to chronic under-financing
in the sector, which led to a large-scale “brain drain” from Russia in the mid 1990s. Today
education represents a high priority task for the Russian government. Similar to the needs of the
United States, Russia will require highly skilled, creative and innovative workforce to “secure
future intellectual leadership in the knowledge economy” (Wendler, Bridgeman, Cline, Millett,
Rock, Bell & McAllister, 2010, p. 57).
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Importance of the Problem
In the global economy of the 21
st
century financial considerations play an important role
in a university’s strategic plan. Therefore, it is important to understand the opportunities that
exist for higher education institutions to expand their innovative offerings to new players in new
markets. One way to increase the School of Continuing Studies’ revenue is by establishing a
presence in Russia via non-degree custom programs in traditional and online format.
Georgetown’s overall financial uncertainty and the School of Continuing Studies’ costly move to
a new space downtown Washington D.C., is exacerbated by the possible reduction of U.S.
government’s funding for the university. These events necessitate the School of Continuing
Studies to respond swiftly to monetary challenges. If the organizational goal of establishing
custom education programs for international clients, including Russia, by Spring 2015 is not
reached, it is likely that the School will seek to cut costs in vital areas. This may hinder the
School’s mission of offering quality education to qualified students at an affordable cost.
In the bigger picture, Russia has made progress over the last decade in improving the
quality of life of its citizens (OECD, 2013). If Russian executives are better educated, it is
assumed that they will be able to contribute to improving the quality of life of Russian citizens
and Russia’s relations with the global community. The School of Continuing Studies should not
miss the opportunity to take part in training Russian executives. Otherwise, it may negatively
reflect on the School’s Jesuit mission of global community service and the School’s bottom line.
Purpose of the Study and Questions
The purpose of this study is to conduct a gap analysis to examine the root causes of why
the School of Continuing Studies lacks presence in Russia. The analysis will focus on causes for
this problem due to gaps in the areas of knowledge and skill, motivation, and organizational
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issues. The analysis will begin by generating a list of possible or assumed causes and then by
examining these systematically to focus on actual or validated causes. While a complete gap
analysis would focus on all stakeholders, for practical purposes the stakeholder to be focused on
in this analysis is SCS’ senior management.
As such, the questions that guide this study are the following:
1. What are the knowledge, motivation and organizational causes that prevent SCS’
Applied Division senior management from establishing custom programs for the
Russian market?
2. What are the recommended solutions to close the knowledge, motivation, and
organization gaps that prevent SCS’ Applied Division senior management from
establishing custom programs for the Russian market?
Methodological Framework
In order to research the potential causes of and address potential solutions for establishing
SCS non-degree custom offerings for the Russian market, Clark and Estes’ (2008) gap analysis, a
systematic, analytical method that helps to clarify organizational goals and identify the gap
between the actual performance level and the preferred performance level within an
organization, was implemented. Assumed causes for the performance gap were generated based
on personal knowledge and related literature. These causes were validated by using interviews,
literature review and content analysis. Research-based solutions were recommended and
evaluated in a comprehensive manner.
Summary
Chapter 1 provided an overview of key ideas found in discussion of globalization,
emerging markets and higher education particularly as they pertain to Russia. Initial concepts of
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innovation gap analysis were introduced. The background, purpose, research questions and
significance of the problem were examined as they relate to the stakeholder of the study, senior
leadership at Georgetown University’s School of Continuing Studies Master of Professional
Studies Applied Division. The remaining chapters review current literature relevant to the study,
and explain the gap analysis methodology. The chapters also assess and analyze results of the
case study, offer recommendations and solutions based on literature review, provide an
implementation plan for the recommendations and addresses limitations of the case study using
the innovation gap analysis to develop SCS Applied Division’s entry into the Russian market
through customized executive non-credit training programs.
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CHAPTER 2
REVIEW OF THE LITERATURE
Introduction
According to the 2001 Goldman Sachs report the nations of Brazil, Russia, India, China,
and, most recently, South Africa, (BRICS) encompass 25% of the world's territory and 40% of
the world’s population (O’Neil, 2001). Based on these data, experts predict that there will be a
shift in global economic power away from the developed G7 economies towards the developing
world and that BRICS economies will overtake G7 economies by 2027 (Eurasia Center, 2013;
Price Waterhouse Coopers, 2013). Given these economic and population trends, executives
believe that expanding to emerging markets is a key strategic priority for organizations seeking
growth (Deloitte Consulting, 2013).
These new tendencies provide many new opportunities for BRICS and developed
economies to explore their cooperation beyond technical training, including the sphere of talent
management and leadership development. Emerging markets will soon provide the majority of
global talent (Deloitte Consulting, 2013). Therefore, there is an increase in demand among
organizations to address the specific educational needs of local talent.
Globalization offers new dynamic prospects for universities to explore. Focusing on
Russia, there are new opportunities for executive level training dictated by the changes in the
country’s economical sector and its active involvement on the global scene, particularly with its
accession to the World Trade Organization in 2012. While Russia is deemed to have a skilled
labor force with nearly 100% literacy rate (Ernst & Young, 2012), the need arises to have well-
trained managers in private and public sectors who can contribute to the modernization of
Russia.
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According to 2012 Russia attractiveness survey, 208 international decision-makers
identified renewal of training and education system as one of the top priority measures for
Russian government and society (Ernst & Young, 2012). Other top areas include improvement of
effectiveness of the rule of law, reduction of bureaucracy, improvement of transparency of
business regulations, promotion of small and medium enterprise development, stimulation of
innovation and lightening of legal obligations. All of these areas present an opportunity for U.S.
universities to engage in outreach with Russian counterparts for custom program education. An
emerging economy such as Russia can be an attractive location that U.S. higher education
institutions should consider for executive education before the opportunity passes.
Recent scholarship on globalization trends focuses on globalization in the context of dual
degree programs, study abroad experience, establishment of branch campuses, and other similar
“traditional” programs (Armstrong, 2007; Altbach & Knight, 2007; Armstong, 2007; Bloom,
2004; Friedman, 2011; Wilkins, Stephens & Huisman, 2012; Culver, Puri, Spinelli, DePauw &
Dooley, 2012). Universities are forcefully working to identify faculty and student knowledge
needed in order to develop a global perspective and to become contributing members of local
and global environments (Qiang, 2003, Wade, 2012).
While the focus of this study is on executive education, it is useful to have an
understanding of trends in degree programs in order to establish the context for discourse about
international expansion of non-degree executive level custom program education. The literature
review that follows first discusses globalization trends and its impact on higher education and
provides an overview of scholarship about executive education as a model in higher education.
Next, the discussion examines research about knowledge and skills, motivation and
organizational issues that senior leaders face in a global economy. Lastly, the review provides a
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summary of the key ideas from the discussions that contribute to the understanding of this
study’s innovation gap analysis.
Globalization: Trends and Impact on Higher Education
Over a decade ago, the UNESCO’s World Conference on Higher Education urged the
expansion of higher education globally because of the “unprecedented demand for and a great
diversification in higher education, as well as an increased awareness of its vital importance for
sociocultural and economic development” (p. 19). Since then considerable literature has
developed on globalization definitions, trends and strategies (Altbach & Knight, 2007; Scott,
2000; Spring, 2009; De Wit, 2010; Woolf, 2002). This case study adopted Spring’s (2009)
definition of globalization of education, which refers to globalization as “the worldwide
discussions, processes, and institutions affecting local educational practices and policies” (p. 1).
Spring (2009) suggests that a combination of several forces affect the four major global
education models of human capital, progressivism, religious and indigenous dimensions. They
include the work of governmental and nongovernmental organizations, the influence of
multinational organizations on education, and the challenges presented by global migration and
languages. These competing models depend on local peculiarities and their increasing
interrelationship with larger tendencies in globalization of education. Ball (2008) argues that the
meaningful integration of local and global forces allows nations to work collaboratively beyond
boarders and manage more skillfully their own economies despite the tremendous influence of
multinational corporations, the global financial markets, trade deregulation, advances in
information technology and international mobility of labor.
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The sections below examine the influence of higher education on human capital
development and economic performance as well as potential reasons for increased
internationalization efforts of universities and governments.
Knowledge Transfer, Economic Performance and Education
The linkage between higher education and the global market framework allows
individuals to compete and advance in the global knowledge economy (Mathisen, 2008).
Saginova and Belyansky (2008) additionally propose that emerging economies are characterized
by high level of complexity and, therefore, require a different scale of innovation in higher
education.
Knowledge transfer. Transition economies, including Russia, view education and
knowledge transfer as a means to change and improve their country’s human capital base, social
processes and economic status, which in time will have a profound impact on the global
economy. Becker (2006) refers to human capital as “the knowledge, information, ideas, skills
and health of individuals” (p. 292) and argues that the economic success of individuals and
nations rests on how extensively and effectively people invest in learning. Reed and Wolniak
(2005) share this point of view and suggest that human capital “raises earnings and productivity
mainly by providing knowledge, skills and a way of analyzing problems” (p. 2).
A country may integrate the knowledge transfer from foreign sources into the educational
training of its population. By doing so, the country must be mindful that knowledge acquisition
is not automatic, and such a process takes commitment from the government to integrate the
transfer into national development strategies. A nation will achieve success if it absorbs technical
expertise from higher-tech transnational corporations and focuses on growth and development,
not just growth, in its policies (Hanson, 2006).
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Knight (2014) points out that one of the benefits of cross border collaborations includes
the “production and exchange of new knowledge through academic/industry partnerships” (p.
11). For example, the United Arab Emirates (UAE), an emerging economy in the Middle East,
achieves this through partnering with a number of Western tertiary education institutions.
According to the Abu Dhabi Education Council (2014) the government’s investment in
international partnerships, expats and foreign students is directed towards increasing the
country’s human capital knowledge. The intention for this emerging economy is to prepare UAE
nationals to flourish in an interdependent and changing global economy, especially considering
the gradual shift from traditional revenue-generating energy production sources to
nanotechnology and sustainable energy development. Massachusetts Institute of Technology
(MIT) - Masdar Institute Cooperative Program and New York University-Abu Dhabi are a few
examples that show the government’s policy implementation in action aiming to produce
knowledge locally by learning from the Western style education model.
With regard to Russia and fifteen of its major universities, recent increases in government
funding warrant universities to participate in research and development projects in cooperation
with local and international high-tech companies (Vorotnikov, 2013). Higher educational
spending alone does not always equate to increased results (Hanson, 2006), while strategic
alliances, such as the Skolkovo initiative, provide a better model for success. In 2005, the
Russian government collaborated with the private sector to establish the Skolkovo initiative,
Russian aspiring Silicon Valley equivalent. The project consists of a western-style business
school, engineering school (MIT-like) and high tech research entrepreneurship incubator
(Skolkovo Innovation Center, 2013). Despite the recent corruption allegations surrounding
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Skolkovo, supporters of the initiative anticipate that Skolkovo and similar education partnerships
will boost the country’s performance domestically and globally over time.
Economic performance. With regard to a country’s economic performance, Bloom
(2004) argues that education and globalization are strongly linked. A more educated workforce
impacts productivity, the generation of new ideas and industrial capacity of a country. Therefore,
higher education institutions play a key role in promoting economic development in a knowledge
economy. Stromquist (2002) agrees, “in the era of globalization, a time in which a knowledge-
based economy is expected to be the driving force behind many applied developments, the
university becomes a special place from which to advance new visions and ambitions” (p. 103).
Still, research shows that societies around the world under-invest in education (Hansen,
2013; Keohane, 2013, Spring, 2009), particularly in non-BRIC developing economies. This
negatively impacts the country’s and the region’s economic performance and social change.
Dickson, Hughes and Irfan (2010) conducted a computer-based projection of education
indicators in 183 countries to 2060 to demonstrate that the level of positive economic
development corresponds to additional investment in education.
Applied education models. The results of the Dickson, Hughes and Ifran’s (2010) study
show prospects for various models, such as public-private partnerships, to take a leadership role
in closing the gap and increasing the positive return on investment in societies. Successful
models accomplish this goal through continuing education, apprenticeships, and curriculum
design that includes applied training for skills needed to function in a more complex global
environment (Hulten, 2013; Saginova & Belyansky, 2008). Such programs focus on developing
not only critical technical competencies but also interpersonal or “soft” skills that are in demand
in developed and transitional economies alike.
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Several successful university models already exist in the U.S. and Russia. These
programs engage students in on-the-job training by combining academic learning with
mentorship and applied internship experience (Georgetown University, 2013; American
University, 2013; George Washington University, 2013; The Russian Presidential Academy of
National Economy and Public Administration, 2013). In 2011 President Obama announced the
expansion of the 2010 Skills for America’s Future industry-led initiative aimed at dramatically
improving industry partnerships with community colleges and allowing students to gain new
skills to make America more competitive in the global economy (The White House Office of the
Press Secretary, 2011).
Reasons for Internationalization
The discussion about reasons for internationalization depends on two primary levels,
university and government. Educational institutions developing sound internationalization
strategies consider the effects of these two levels on their internationalization goals.
University level. The motivation for colleges and universities to move towards
internationalization varies. For scientists and university researchers around the world, cross-
boarder collaborations play an important role in facilitating understanding and contribution to the
local and global communities. Researchers describe academic, financial and mission-driven
goals as the top variables that motivate higher education institutions to engage in
internationalization aspects (Altbach & Knight, 2007; Armstrong, 2007). Among higher
education officials from BRIC countries a common sentiment emerges. They increasingly show
awareness and sensitivity to the fact that universities in English-speaking countries view
education as an export industry to generate revenue (Postiglione, 2009; Altbach, 2004).
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Another attractive opportunity why college officials decide to pursue internalization
efforts concerns the increased international visibility of universities that partner with foreign
governments or prestigious foreign institutions on activities of global dimension. When engaging
in such activities university officials inadvertently overlook or chose to ignore quality assurance
issues that may lead to unforeseen and unpleasant outcomes. Transitional economies still face the
challenge of building an academic culture that stresses teaching excellence and a commitment by
the academic faculty and staff to their universities, and to the highest standards of scholarship
(Altbach, 2012). For instance, problems exist with adequate faculty compensation, incentives for
research and publications in English, internal university governance and ethos of business
practices (Vorotnikov, 2013; Osipian, 2009).
Government level. The term “harmonization” describes the level and scale of integration
among states in regional cooperation. Knight (2012) purports that the degree of interaction
becomes deeper when moving from cooperation, collaboration and partnership to integration,
harmonization, community and interdependence. Integration of any level is based on the degree
of commitment between the parties (Woldegiorgis, 2013).
The process of harmonization of higher education systems is growing worldwide. One of
the most noteworthy developments towards regional integration began in Europe with the
introduction of the Bologna Process in 1999 (Keeling, 2006). Key provisions of this common
framework include the ability to reference comparable degrees, specification of undergraduate
and graduate levels and creation of the European Credit Transfer System. The general objective
of this particular harmonization process is to create a regional dimension of quality assurance
and eliminate remaining barriers to the mobility of students, faculty and graduates (Teichle,
2009; Chao, 2013).
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An increase in demand for higher education globally drives changes in government’s
internationalization policies. These trends lead to the rise in cost of education, including fees
beyond instructional costs, and produce new forms of cost-sharing. Johnstone and Marcucci
(2010) explain that cost-sharing is the policy shift of paying for higher education from
predominantly governments and taxpayers to parents and students. Governments are
experimenting with different forms of cost-sharing in various ways, one of which is modifying
extensive financial support to students as the U.S. has done. Also, governments are introducing
the student loan system as is the case in China and Russia, and implementing a loan system to be
repaid at zero real interest rate as is the case in the U.K. and Australia (Johnston & Marcucci,
2010; Chapman, 2006; Del Rey & Racionero, 2009).
Internationalization of Russian higher education. After the fall of the Soviet Union,
Russian educational standards deteriorated due to under-financing, particularly for teaching and
research, and resulted in large-scale emigration (Haupt & Janeba, 2009) from Russia in the mid
1990s (Latova & Savinkov, 2012). Today education represents a top priority for the Russian
government (Russian government, 2013). According to Prime Minister Dmitry Medvedev Russia
will spend almost a trillion U.S. dollars by 2020 to improve its educational standards and
promote the country’s innovation-based development (Astakhov, 2012). Under the Global
Education Initiative, the government will invest $130.4 million over the course of 2014-2016 to
sponsor 1,500 Russian citizens pursing graduate level studies in the world’s top research
universities (Agency for Strategic Initiatives, 2014).
At the same time, Prime Minister Medvedev announced a policy of modernization in
higher education focused on three themes intended to resonate with governments worldwide:
access, quality and equity (Johnstone, 2001; Johnstone & Marcucci, 2010; Telegina & Shwengel,
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2012; Kliucharev & Morgan, 2012; Woldegiorgis, 2013;). The fist phase of the modernization
process focused on the country’s alignment with the European higher education system. In 2003
Russia joined the Bologna Declaration and became part of the European higher education and
research area (Telegina & Shwengel, 2012).
Next, the government identified ineffective state run colleges and universities.
Researchers estimate that up to 30% of approximately 1,500 higher education institutions were
deemed as not conforming to modern education standards and will be closed by 2015 (Ministry
of Education and Science of the Russian Federation, 2012). Five evaluation indexes determined
the universities performance level (a) average percentile on the unified state examination; (b) the
number of research papers per faculty; (c) the percentage of international student alumni and
international partnerships; (d) faculty and staff salaries and (e) the level of the university’s
infrastructure.
The government is now developing a policy to reorganize higher education, whereby at
least five Russian universities would appear in 100 top world university rankings by 2020
(Vorotnikov, 2013; Polyakov, 2012). Ivanovsky (2006) argues that any change in the system and
aim towards achieving global standards should incorporate certain strengths of the existing
national education system without which culture and national identity would be lost.
Summary
Globalization in higher education serves as a medium for spreading democratic values of
cooperation, transparency, equity, inclusion and social cohesion. On the other hand, it is driven
by competition, individualism and the dominance of the market. On a country specific level,
cultural, political and economic factors affect internationalization efforts. The Russian
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government set forth ambitious goals for its higher education sector for the next decade and
committed substantial resources for successful implementation of these goals.
The following section examines the contribution of executive education as a model that
fosters change in the globalized economy. The section highlights current perspectives of the
executive education in the developed and transition economies.
The Executive Education Model
In the 20
th
century, training and lifelong learning became a central component of policy
in all advanced economies based on the capitalist economic model. The model dictates that
economic performance of a country depends on successful competition, which in tern depends on
building the knowledge base and human capital (Jessop & Sum, 2012; Rhodes, 2005).
Geroimenko, Kliucharev and Morgan (2012) argue that the scope of a country’s economic
development, cultural and historic heritage influences the scale of professional education and
training, and thus significantly varies country by country. The sections below focuses on
perspectives from the Western point of view and those of transitional economies, particularly
Russia.
Understanding Executive Education
To better understand the executive model, it is necessary to define who is considered an
executive learner and what conforms custom executive program education. A custom program
refers to an educational intervention developed specifically for a client-organization with
curriculum tailored to the current needs of the organization (Spearly, 2006; Vicere, 1989).
Traditionally, executives associate with heads of functional areas within organizations, often
referred to as upper-middle or senior-level managers (Vicere, 1989). Researchers and the
business community agree that executive education engages in transformational learning
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(Mezirow, 1997; Johnson, 2008) because it causes individuals to change their views and
behavior through a critical reflection of what was learned from past experiences.
When it comes to the choice of an educational program provider one of the driving forces
is the reputation of the provider (Spearly, 2006; Anderson & Wijk, 2010). Consequently, the
customer expects a high rate of return on the monetary investment and time commitment to
training. Recognizing the shift in the market for custom executive education in the last decade
major publications such as Business Week, The Economist and Financial Times, introduced
rankings for executive education programs. These rankings, while not without flaws, serve as a
barometer for providers and clients but predominately focus on the top 25 top-tier business
schools (Anderson & Wijk, 2010).
Executive education model in developed economies. Adult education plays an
important role in the Western society. The federal government and the corporate community
allocate millions of dollars annually to professional development. For instance, The American
Society for Training and Development (2013) shows that government, private, and community
organizations in the U.S. spent $164.2 billion on employee learning and development in 2012.
Governments and organizations invest in developing leaders with characteristics of adaptability,
self-awareness, purposefulness, decisiveness, collaboration and creativity (Tice, 2007).
To answer the needs of businesses and society in general, executive education is
undergoing a gradual but radical transformation through developing innovative, learner-centered
programs relevant to immediate market needs (Conger & Xin, 2000). Today a new emerging
form of customized executive education model has evolved. Anderson and Wijk (2010) refer to
it as “platform model” (p. 546). This platform “represents the emergence of new intermediaries
to link intellectual talent on the one side and client organizations on the other” (Anderson &
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Wijk, 2010, p. 546). The most prominent examples of such platforms include Duke Corporate
Education, the for-profit extension of Duke University, Lorange Institute, founded by the former
Dean of IMD Business School in Switzerland, and Executive Learning Partnership (Duke
Corporate University, 2013; Lorange Institute, 2013; Executive Learning Partnership, 2013). The
increase of intermediaries that bring together free agents and clients to deliver customized
executive learning programs may pose a growing challenge to the traditional model of most top-
tier graduate management schools.
Professional education motivation factors. What motivates professionals to participate
in continued education? A study among 427 participants (Hurtz & Williams, 2009) revealed four
top leading factors (a) attitude toward participation (83%); (b) prior participation (93%); (c)
supportiveness of a previous work environment (85%); and (d) learning goal orientation (95%).
Stanard’s (2013) study shows that four major factors influenced the decision of
employees to participate in government-sponsored leadership training. Out of 111 responses
received the major themes that emerged include personal growth, supervisor support, availability
of time, and selection. The results resonate with findings from Hurtz and Williams (2009) and
Henderson-King and Smith (2006) who identified personal growth as an enabler of participation.
The results also confirmed findings reported by Eggleston (2007) and Hurtz and Williams
(2009), who also cited lack of encouragement from leadership as a deterrent to participation.
Executive education model in Russia. Human capital theory research shows that
professional development provided by universities are prerequisites for economic development
and increased innovation, particularly in knowledge based societies (Rhoads, 2005;
Akhmedjonov & Nazarov, 2013). Using firm-level data for 1,399 firms in 25 transition
countries, Akhmedjonov and Nazarov (2013) examined the role of human capital on innovation
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among firms in Eastern Europe and the former Soviet Union. This study concludes that on-the-
job training is the driving force of innovation in transition economies. Executive education
developed by universities may fill the niche through carefully designed program offerings
targeted at businesses and local government authorities whose aim is to boost innovation
activities in their regions.
The policy of innovative modernization in higher education announced by the leadership
of Vladimir Putin and of Dimitri Medvedev in 2000s stimulated a demand for highly qualified
personnel. This policy created a challenge for Russian universities and other related institutions
who had little or no experience in providing professional education training. Today the emphasis
of universities is primarily on human capital development, including the achievement of high-
level professional education, vocational training, and adult continuing education. In the last
decade the attitude of education experts and government officials shifted in favor of such
modernization. While in 2005 less than 50% supported certain aspects of the modernization plan
by 2010, this percentage increased to more than 90% (Kliucharev & Morgan, 2012).
Summary
Higher education institutions created the executive education model to help businesses
and governments cope with various economic, political, cultural and societal pressures brought
about by globalization. In this new century, executive education has the potential to play an even
greater role as an essential driver to facilitate strategic change on a global scale. Executive
programs reset the global views of executive teams and align organizations to new directions
(Conger & Xin, 2000). As a constantly evolving field, executive education offers new forms and
welcomes new players to the market thus posing challenges to traditional university-based
models.
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The next section in the literature review examines the major challenges faced by
organizations in international expansion as they pertain to knowledge, motivation and
organizational culture factors.
Knowledge and Skills, Motivation and Organizational Barriers
Organizations often embark on a new initiative without determining the knowledge and
skills, motivation and organizational barriers affecting successful implementation and outcomes
of such initiatives (Clark & Estes, 2008). Results of these decisions could be detrimental not only
to the individual employee but also to the organization’s bottom line and culture. The sections
that follow examine contemporary research on critical factors influencing organizational
performance in the areas of knowledge and skills, motivation and organizational barriers.
Knowledge and Skills
What are the critical knowledge areas leaders need as they evaluate investment decisions?
One way to answer this question is to ask chief executive officers and other business leaders
about the challenges they face that may affect these decisions. The 2013 Conference Board's
CEO Challenge survey received 729 responses from CEOs from diverse industries and firm sizes
in Europe, Asia and the United States (Conference Board CEO Challenge, 2013). Overall, five
problem areas were found to be the most critical for their organizations in the coming year.
These top priority areas include human capital, operational excellence, innovation, customer
relationships and global political and economic risk. The other five priorities were government
regulation, global expansion, corporate brand and reputation, sustainability and trust in business.
These challenges represent a combination of internal factors that could be controlled by senior
leadership and external factors that are out of the organizations’ control.
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The report yielded results suggesting that growing talent internally is the top ranked
strategy to meet the human capital challenge in all regions. The need to provide employee
training and development is also highly ranked as is the need to develop close customer
relationships. In the U.S. CEOs highly ranked operational excellence by the ability of
organizations to control costs and raise employee engagement and productivity.
Additionally, management must have a clear understanding of the challenges associated
with global risk and government regulation that may constrain growth, as the recent study of
uncertainty by Baker, Bloom, and Davis (2012) suggests. One specific source of uncertainty
comes from the unpredictability of future choices by politicians that result in an economic and
investment downfall (Baker, Bloom, & Davis, 2012). The uncertainty of government policy and
the economic environment was also voiced by the CEOs in two other surveys in 2012, the
National Federation of Independent Business (NFIB, 2012) and the Fuqua School of Business at
Duke University (Duke University, 2012). The Conference Board CEO Challenge (2013)
indicates that senior leaders select a mix of strategies to cope with the global risk, including
implementing contingency plans for crises such as geographical, political, etc.
Meeting many aspects of these challenges involves investments in management’s
knowledge base about the new market. For instance, 62% out of 208 decision-makers are
uncertain about Russia’s political, legislative and administrative environment (Ernst & Young,
2012), largely attributed to the perceived high level of bureaucracy and corruption in the country
(Michailova, McCarthy & Puffer, 2013). According to the 2012 Corruption Perception Index,
Russia earned a reputation for high level of public sector corruption, ranking 133 out of 176
countries, but is showing signs of improvement from 2011 when it was ranked 154
(Transparency International, 2012).
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At the same time, Eastern Europe, Russia in particular, and Central Asia were ranked the
world’s second most business-friendly regions according to Doing Business indicators (World
Bank, 2013). Russia, with its vast natural resources and human capital capacity has the potential
to be an even greater global player. In 2011 the Russian government established a $10 billion
fund, managed by Goldman Sachs, for attracting foreign investment (Michailova, McCarthy &
Puffer, 2013) and simultaneously enacted laws to reduce regulatory and administrative barriers
to doing business in Russia. Clearly, management of organizations considering entry into Russia
should be educated about these interesting tendencies in order to alleviate anxiety and arm them
with necessary knowledge as they prepare to embark and expand operations in a new market.
It is equally important to convey to senior management at higher education institutions
the opportunities transition economies provide. Many companies operating in emerging markets
may not have the leadership cadre needed for growth. As more organizations expand into
emerging markets, the ability to develop local leaders may become a differentiator for them
(Deloitte Consulting, 2013). This trend will likely offer universities more opportunities in the
field of executive custom program education. In fact, 37% of executives recently surveyed by
Deloitte Consulting (2013) stated that designing talent management strategies for local needs is
the top priority when entering new geographies.
Research also shows that the effectiveness of a company’s management improves the
generation of new ideas (Bloom & van Reenen, 2007; Bloom, Eifert, Mahajan, McKenzie &
Roberts, 2012) and the opportunity for large short-term gains in transition economies. In the
study (Bloom, Eifert, Mahajan, McKenzie & Roberts, 2012), a randomly chosen subsample of
Indian textile plants received free management consulting advice, which led to a 17% increase in
the first year of the management performance compared to the set of control plants. The study
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conveys the need for a deeper understanding of the priorities and constraints perceived by
business leaders as they determine whether and where growth takes place.
Motivation
Motivation theory refers to the goals, values, beliefs, and expectations individuals and
teams hold that influence organizational performance (Clark & Estes, 2008). Drucker (2002)
states that knowledge workers are not only motivated by monetary incentives but also by values
and beliefs, social recognition and power. Earley and Ang (2003) found that higher interest leads
to higher motivation. For instance, if individuals and organizations are interested in exploring
and understanding new knowledge they will have higher levels of motivation; lack of interest
leads to decrease in motivation for exploration. Thus, individuals and organizations will be less
likely to adapt to new circumstances.
Institute of International Education (2011) surveyed 245 colleges and universities from
28 countries. The findings report an increase in the level of international collaborations among
institutions worldwide (Obst, Kuder & Banks, 2011). A vast majority of respondents, 91%,
indicated that key motivation for launching such initiatives, besides financial gain, appear to
revolve around advancing the internationalization of the campus and raising the international
visibility and prestige of the institution.
Organizational Stimulus
As noted earlier in the chapter, internationalization efforts lead to opportunities for
collaborative research, diverse learning for students as well as prestige for universities from
developed and transition economies (Altbach 2006). Recent financial difficulties experienced by
many education providers led Western universities to focus more on for-profit
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internationalization activities (Sriraman, 2013) to improve their bottom line. Ciuchete (2010)
argues that profits are the major force for international business expansion.
While financial considerations certainly play an important role, other compelling factors
motivate organizations to expand their activities abroad. For example, delivering unique services
or transferring knowledge not widely available in the new market may be a major stimulus and
an advantage (Ciuchete, 2010) for Western higher education institutions, particularly if they have
a reputation for being experts in a given field.
Another stimulus for international expansion involves the competitive advantage an
organization possesses in terms of special knowledge about foreign customers or market
situation. Typically, senior management generates this knowledge from insights within the
organization, solid research or simply being in the right place at the right time (Ciuchete, 2010).
For faith-based institutions, such as the 28 U.S. Jesuit Catholic colleges and universities,
motivation to expand international activities is rooted in their mission of promoting global public
good. These institutions are committed to “expansive and critical thinking, service to others in
the world, leadership and caring for the whole person” (Association of Jesuit Colleges and
Universities, 2013; Georgetown University, 2013).
Teamwork challenge. In addition to motivational strategies that work with individuals,
interdependent teams are most motivated when they trust other team members and believe that
their own contributions to the team effort are being constantly and fairly evaluated along with the
performance of the entire team (Clark, 2005; Dyer & Dyer, 2013). Additionally, team
competitiveness must be focused on opposing organizations that are struggling for the same
customer base, not on teams in their own organization (Clark, 2005). Dyer and Dyer (2013) also
provide insight about how high performing teams manage environments effectively.
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Management in high performing teams establishes measurable and clear goals, implements
reward systems that reward team performance and eliminates roadblocks to teamwork that
formal organization structures might create.
Globalization poses more challenges to teamwork in the future. Global demographic
trends indicate that teams of the future will be composed of more and more diverse members. As
more multicultural teams emerge, team building will become essential with a particular emphasis
on understanding how people value relationships, power, uncertainty, value of time and other
factors (Dyer & Dyer, 2013; Hofstede, 2006; Martin, 2006). Dyer and Dyer (2013) state that
“creating a context that creates incentives for team members to work together will be critical for
success, as will creating a common understanding among team members of what effective team
dynamics are and of how they should function effectively” (p. 275). Martin (2006) adds that “a
critical aspect of the future will be learning to use our time much better, maximizing how
worthwhile our life is” (Martin, 2006).
The key takeaway is that individuals and organizations are motivated to invest as much
efforts as possible when they see value and have interest in the initiative. The leadership is
responsible to provide the right work environment that foresters these dimensions in employees.
Organization and Culture
Research on organizational dynamics (Bolman & Deal, 2007; Clark, 2007; Senge, Smith,
Kruschwitz, Laur, & Schley, 2008) identified several social patterns common to organizations,
including organizational culture, values, and goals. Goals must be linked to the organization’s
mission and strategic planning process. They should be clear so individuals and teams can take
ownership and understand the direction towards which they are working. There are differences in
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the way individuals react to and internalize organizational goals that may result in either
insignificant or substantial effect on goal attainment.
Organizational culture is a powerful force in the work environment. Clark and Estes
(2008) describe culture as the “core values, goals, beliefs, emotions and processes learned as
people develop over time…” (p. 108), and suggest to examine culture through the lens of
environment, groups and individuals.
Environment. Pro-growth organizational strategies tend to rely on innovative business
models (Hulten, 2013), but at the same time innovation is perceived as a challenge for many
business leaders. The IBM 2010 Global CEO Study, a survey of more than 1,500 chief executive
officers from 60 countries and 33 industries, identified innovation as a fundamental challenge for
their companies (IBM Global CEO Study, 2010). The rapidly changing geopolitical, economic
and technological environment influences the organizations’ decisions to react quickly,
effectively and promote creative innovation. These organizational changes will almost certainly
involve supplemental knowledge-base investments in innovative competency (Hulten, 2013).
Top innovation strategies for U.S. CEOs include the application of new technologies, such as
products, process and information, engagement in strategic alliances with business partners and
creation of a culture of innovation by promoting entrepreneurship and risk taking (Conference
Board CEO Challenge, 2013).
Groups. For universities engaging in innovative international initiatives, in many cases
the organizational challenge lies in the lack of international capabilities among the senior
leadership team that has not been adequately prepared to be international savvy (De Meyer,
2012). They developed skills by effectively managing internal operations on the national or even
regional level but have little or no experience with international marketing, entry strategies into
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new markets or management of diverse workforces. Therefore, any globalization plans should
include a significant effort to equip the leadership team with the knowledge and necessary
motivational support to launch initiatives in new countries or continents.
Alon and Higgins (2005) purport that cultural intelligence influences leadership behavior.
The concept of cultural intelligence is fairly new and refers to an individual's ability to adapt to
and function effectively in culturally diverse situations (Lane, Distefano & Meznevski, 2000).
De la Garza and Egri (2010) found that cultural intelligence was positively related to corporate
reputation and employee commitment. If an organization has leaders who are culturally
intelligent, highly motivated and possess the necessary skills to develop cross-cultural
interpersonal relationships, they will be able to adapt to different cultural situations and serve as
models to followers within the organization. Thus, the behavior of other individuals to perform
successfully in globally diverse environments will change.
Individuals. According to Thomas (2006), Distefano and Meznevski (2000) in order to
have a better understanding of the behavior of others it is necessary to be aware of one’s own
culture and be willing to learn about other cultures. One of the important global mind-set
characteristics is inquisitives. This key international business characteristic has a positive impact
on the organization’s performance (Knight & Kim, 2009; Washburn & Hunsaker, 2011).
Curiosity allows individuals to explore new concepts, ideas and beliefs that eventually not only
shape one’s cultural perceptions but also help promote those ideas within the organization.
Resources. For universities custom executive education programs generate substantial
amount of revenue. Monetary gain from executive education depends on the amount of time,
effort and financial commitment of the university (Spearly, 2006). The choice of instructors,
duration, objectives, location, blend of topics, the pace, and the learning materials are all issues
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requiring careful consideration during financial planning, program design and implementation
(Haskins, 2012).
Summary
Team dynamics in organizations will become more challenging as more and more
members speak different languages, hold different views and beliefs about work culture. Clear
goal setting, fostering cultural intelligence and business competencies are important factors for
companies to consider as they encounter changing team dynamics. Culturally intelligent leaders
with the necessary skills and high motivation level will increase the organization’s ability to
succeed in the global marketplace.
Conclusion
Spring (2009) suggest that knowledge economy and lifelong learning are among the
major global educational discourses today. Globalization presents new opportunities for higher
education to train professionals who can work effectively in a changing global marketplace. The
views of the human capital theory support the notion that knowledge, information, ideas and
skills of the individual are key dimensions affecting economic success of both individuals and
economies, and universities play a key role in this process as noted by Etzkowitz (1994):
Virtually every country that has a university, whether it was founded for reasons of
education or prestige, is now attempting to organize knowledge-based economic
development…As the university becomes more dependent upon industry and
government, so have industry and government become more dependent upon the
university. (p. 149)
As universities seek to expand their international outreach for executive level training it
is necessary to consider the knowledge, motivation and organizational factors influencing
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43
individuals and teams tasked with these new initiatives. Chapter 3 investigates these factors more
closely as they pertain to this case study.
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CHAPTER 3
METHODOLOGY
Purpose of the Inquiry and Guiding Questions
The purpose of this study is to conduct an innovation gap analysis to examine the root
causes of why the School of Continuing Studies Applied Division lacks presence in Russia in the
executive education market by focusing on areas such as knowledge, motivation and
organizational issues. The gap, therefore, is 100%, suitable to be studied in the context of an
innovation gap analysis.
First, the analysis generated a list of assumed causes and then examined these thoroughly
to focus on actual or validated causes. Ideally, a complete gap analysis would focus on all
stakeholders. There were several stakeholders involved in the process of establishing non-degree
custom education courses. The key stakeholders were the participants, the instructors and senior
management. Stakeholder goals for members of each stakeholder group are listed in Table A1.
For practical purposes this analysis examined the senior management at the School of
Continuing Studies Applied Division. This bounded unit of analysis dictates that a case study
approach is best suited to provide an in-depth inquiry and description of the unit (Merriam,
2009). Given the small sample size, a qualitative approach was used to capture data and identify
the causes of the performance gap. As such, the questions that guided this study are the
following:
1. What are the knowledge, motivation and organizational causes that prevent SCS
Applied Division’s senior management from establishing custom programs for the
Russian market?
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2. What are the recommended solutions to close the knowledge, motivation, and
organization gaps that prevent SCS Applied Division’s senior management from
establishing custom programs for the Russian market?
Georgetown University’s School of Continuing Studies goal is to establish executive
non-degree custom program offerings in a new international market, Russia, by offering at least
two such programs by end of fiscal year 2015. The Senior Associate Dean of the Master of
Professional Studies Applied Division established this goal after meeting with key stakeholders
in Russia in January 2013 who expressed interest in increasing the skills of Russian
professionals. The Dean of the School of Continuing Studies supports these initiatives by
sanctioning a webpage in Russian on the School’s website and approving a second visit of the
School’s delegation to Moscow in October 2013. In August 2013 Georgetown’s Provost signed a
memorandum of understanding with a leading Russian university, which officially allows the
School to pursue its goals. The achievement of the SCS goal in this matter is measured by the
number of programs and the revenue earned from these non-degree programs.
Methodological Framework
In order to research the potential causes of and address potential solutions for establishing
SCS non-degree custom offerings for the Russian market, Clark and Estes’ (2008) gap analysis, a
systematic, analytical method that helps to clarify organizational goals and identify the gap
between the actual performance level and the preferred performance level within an
organization, was implemented. Assumed causes for the performance gap were generated based
on personal knowledge and related literature. Different methods were used to validate these
causes, including interviews, literature review and content analysis. Research-based solutions
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were recommended and evaluated in a comprehensive manner. The gap analysis process is
visually presented in Figure 1.

Figure 1. The gap analysis process (Yates, 2013)

Assumed Causes of the Performance Gap
When seeking solutions to problems, individuals tend to rely on their folk knowledge of
the problem and jump to solutions without validating their presumed causes. As a result of their
assumptions, people often omit root causes for performance gaps. Therefore, a thorough
investigation into the causes of performance gaps should include three components (a) informal
interviews with stakeholders; (b) learning, motivation, and organization/culture theory; and (c)
review of the literature on the specific topic under question.
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Scanning interviews. To have a better understanding of the problem, assumed causes
related to knowledge, motivation and organization are briefly discussed. They are based on
personal knowledge and informal interviews conducted.
Knowledge. From informal conversations and personal knowledge, the stakeholder--
senior management at the School of Continuing Studies Applied Division--currently lacks in-
depth knowledge about Russia’s political and economic environment, the government’s strategic
initiatives through 2020, the country’s business climate and work culture. Therefore, the
stakeholder lacks the knowledge necessary to understand the needs of the Russian government
and business community who are seeking to raise their competency in order to apply the new
skills to improve Russia’s performance domestically and the country’s image abroad. This lack
of knowledge may lead to ineffective design of custom programs to Russian clients. Based on
personal knowledge, the stakeholder has extensive knowledge about the United States and
experience how to design and deliver custom programs to domestic clients. These skills are
necessary but may not be adequate if the School of Continuing Studies wishes to expand
offerings to clients from transition economies such as Russia. Another matter that appears to be a
significant barrier is the lack of knowledge of how to monitor custom program delivery to
Russian professionals, managing their expectations and anticipating their demands during the
program. This is a key point as the level of participants’ program satisfaction may result in repeat
business for Georgetown or end the relationship with the client.
Motivation. The stakeholder made the choice to engage with Russia. Based on personal
knowledge, several meetings already took place with key potential Russian clients in Moscow
and in Washington, D.C. to discuss opportunities for custom program collaboration. However,
considerable efforts should be made to maintain the persistency and mental effort levels among
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senior managers to continue with Russian initiatives. Although senior managers may feel that
they have the necessary skills and knowledge to accomplish the initiatives, if the programs are
not successful in the first year, they may decide to limit or withdraw their engagement with the
Russian market. Success will be defined in terms of number of participants trained and the level
of revenue generated from custom programs.
Organization. From personal knowledge, for the past two decades Georgetown focused
on developing the China market. This external cause affected the School of Continuing Studies
as an organization in terms of no goals being set and no credible examples for launching
initiatives related to Russia at Georgetown.
Learning and motivation theory. Clark and Estes’ (2008) framework provides an
overview of the major learning and motivation theories that could inform the causes for the
innovation gap analysis. The theories are examined from three perspectives of knowledge,
motivation and organizational gaps.
Knowledge and skills. Anderson and Krathwohl’s (2001) taxonomy identifies the
different knowledge dimensions. They range from concrete (factual) to abstract (metacognitive).
The full list includes factual, conceptual, procedural, metacognitive and cognitive process
dimensions. To identify potential causes of this innovation gap analysis, it is important to
investigate all knowledge types.
Factual knowledge. Anderson and Krathwohl (2001) define factual knowledge as the
basic elements the learner must know in order to be familiar with the topic or solve problems
within the discipline. Assessing senior leadership’s prior knowledge about the concept of
executive education validated factual knowledge causes. Assessing prior knowledge allowed for
the development of solutions that ensure a bridge between what the learners already know and
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what they need to know to perform the task. Mayer (2011) proposes several methods that could
be used to assess prior learning. In this case study interviews were used to determine whether the
senior leadership can demonstrate their factual knowledge about executive education. This
method was selected to avoid anxiety among senior leaders who may perceive it as demeaning to
take a written assessment asking them to list or define terms.
Conceptual knowledge. Conceptual knowledge is defined by Anderson and Krathwohl
(2001) as the interrelationships among the basic elements within a larger structure. As with
factual knowledge, conceptual knowledge was validated by interviewing the stakeholder to
assess the ability to analyze concepts in a larger context and think “within” as well as “outside”
of the structures (Anderson & Krathwohl, p. 52). For instance, senior leadership was assessed on
their level of understanding about the impact of current U.S.-Russia relations on the level of
executive education programs that Georgetown’s SCS may offer to Russian clients.
Procedural knowledge. Procedural knowledge refers to the learner’s ability to use
subject-specific skills, techniques and methods to perform a task and is the result of using
conceptual knowledge (Anderson & Krathwohl, 2001). One way to assess the level of procedural
knowledge in a particular topic, such as knowing how to effectively monitor the delivery of
custom education to Russian clients, was to ask the respondent to provide solutions to a case
scenario.
Metacognitive knowledge. Metacognitive knowledge is the awareness and knowledge of
one’s own cognition, including the ability to apply strategic knowledge that is acquired through
experience and with age (Anderson & Krathwohl, 2001). Metacognitive knowledge is important
in terms of how it is used by learners to facilitate their own learning and can be assessed through
informal conversations or interviews.
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Possible causes of performance gaps in SCS Applied Division’s senior leadership are
identified accordingly and listed in Table A2.
Motivation. Schunk, Pintrich, and Meece (2008) describe motivation as the process
through which goal-directed activity is initiated and sustained. Clark and Estes (2008) provide
three motivational indexes that when effectively combined with knowledge and skills and
organizational processes will result in goal achievement. They are active choice to pursue a goal,
persistency in maintaining engagement with the work goal and the level of mental effort invested
in key work goals.
Through informal interviews and personal knowledge it was evident that until recently
senior leadership at SCS Applied Division has for the most part ignored the possibility of
expanding its activities into the Russian market. The recent directive from central university’s
administration to increase revenue strengthens senior management’s quest to explore all new
profitable opportunities. At the same time it is necessary to investigate individual motivational
constructs that may inhibit goal attainment. Mayer (2011) describes motivation as an “internal
state that initiates and maintains goal directed behavior “ (p. 39) and lists key variables that
influence the amount of energy and motivated performance one is willing to exert on an activity.
They are interest, beliefs, attributions and goals.
Organization. Different factors within an organizational structure contribute to
performance gaps at the organizational level. Clark and Estes (2008) suggest two primary
reasons affecting performance, these include lack of efficient and effective organizational work
processes and material resources (p. 103). Based on responses during informal interviews, this
was the case at SCS Applied Division. The unit has experienced growth in the last two years
with the addition of new programs and new senior leadership. Major changes were made within
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51
reporting structure for senior leadership as well as changes in operational and support staff.
Adding a layer of reporting between the Dean of the School and senior leadership caused over
reporting and was perceived as “busy work”, a roadblock to efficient and effective work
processes. As for material resources, senior leadership expressed concerns about freeze and in
some cases cuts in budget for expanding new initiatives and adding essential support personnel.
They felt they are stretching their capabilities with the resources available.
Organizations are comprised of individuals; therefore organizational problems lie not
only with processes and resources but also extend to culture. Beliefs held by senior leadership as
a team are part of the organizational culture and permeate every aspect of the daily activities and
operation of the organization (Clark & Estes, 2008). Bandura (1997) defined collective efficacy
as a “shared belief in its conjoint capabilities to organize and execute the courses of action
required to produce given level of attainments” (p. 477). Senior leadership’s belief in its ability
to achieve goals as they relate to expanding into the Russian market for custom program
education will produce increased initiative and persistency.
Assumed causes from the review of the literature.
Knowledge and skills.
Factual knowledge. Cognitive Load Theory (Chandler & Sweller, 1991; Sweller, 1988
and Sweller et al., 1998) demonstrates that learners process information more effectively by
actively engaging their working memory and limiting their input of extraneous cognitive load.
Sometimes this process is under the control of the learner but sometime it is not. If given the
opportunity, learners should not spend time and resources on processes that are not relevant for
learning and, therefore, should focus on tasks that reduce this type of load (Mayer & Chandler
2001; Mayer & Moreno 2002, 2003).
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Senior leadership at SCS Applied Division does not have access to just-in-time germane
information that is necessary to reduce cognitive load, build and elaborate on cognitive schemas
between new information and the learner’s prior knowledge as it relates to executive education
and Russia-relevant factual knowledge (Kester, Kirschner, Merriënboer & Baumer, 2001).
Additionally, it was important to assess prior knowledge senior leadership holds in order to
determine the gaps, connect prior knowledge to new learning and form more robust learning
(Ambrose, Bridges, DiPietro, Lovett & Norman, 2010).
Conceptual knowledge. Informal interviews with the stakeholders revealed that for the
most part stakeholders do not have an understanding of the interrelationship between U.S. and
Russian current events and their impact on SCS Applied Division’s ability to deliver executive
education programs for Russian clients. This may be due to the unit’s inattention to providing
opportunities to learn and teaching techniques that would allow stakeholders to embrace holistic
manner of learning and increase mental flexibility (Martinelli, Mento & Raymond, 1999).
Procedural knowledge. Social Cognitive Theory (Bandura, 2001) postulates that
individuals should be provided frequent access to peer models of the knowledge, skills, and
behaviors they are expected to learn. Not only do peer models help facilitate knowledge transfer
but also may increase motivation and self-efficacy (Bandura, 1997). Senior leadership at SCS
Applied Division currently do not engage with reputable models and experts on Russia who may
share their knowledge about setting up custom education programs in that emerging economy.
The benefit of informal learning is that, if designed correctly, it provides an opportunity for
learners to “interact and experiment freely with ideas and strategies while challenging their own
mental models, beliefs and assumptions” (Barnabe, Busco, Davidsen, Lambri & Zatta, 2013, p.
2).
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Metacognitive knowledge. Informal interviews and personal knowledge helped identify
that most stakeholders, with initial guidance, would be able to accurately self-monitor strengths
and weaknesses during program implementation. Metacognition should not be overlooked, as it
is a key factor in promoting development and transfer of learning (Pintrich, 2002). With
continued cultivation of awareness of themselves as learners and monitoring their own strategies,
senior leadership can more readily apply knowledge acquired in the Russia-related context to
another context, such as expansion into other emerging market.
Motivation. According to the Expectancy-Value Theory, behavior is a function of the
expectancies an individual holds and the value of the goal toward which one is working (Eccles
& Wigfield, 1995). While informal interviews and personal observations showed that senior
leadership at SCS Applied Division have strong self-efficacy, or confidence in their ability to
complete the task at hand, there needs to be further investigation into their perception of
expectancy outcome, in other words whether they believe the outcome will be successful. Mayer
(2001) lists interest, value, self-efficacy, attribution and goal setting as key motivational
variables. It was worth further investigating the level of interest and value that senior leadership
places on the new initiative. This will influence the level of motivation to engage in, persist at
and exhort effort at the activity, which will ultimately determine outcome.
Organizational Factors. High-performing organizations must change and adapt to new
conditions to continue to be effective over time (Dyer & Dyer, 2013). Change can be a painful
process for the organization and may influence the organizational culture (Clark & Estes, 2008).
Although changes in the organizational structure at SCS Applied Division took place recently,
the unit established an innovative organizational culture mirroring the overall SCS culture of
innovation. It is worth monitoring how senior leadership transfers their personal beliefs about
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work culture that will influence team dynamics and team-efficacy. A team's performance and
effectiveness depends on the creation of a context for incentives for team members to work
together and build a common understanding among team members about effective team
dynamics (Dyer & Dyer, 2013).
Summary. Specific assumed causes for the case study were converged from an expanded
list of assumed causes. In order to triangulate the data several sources were used. A summary of
the sources of assumed causes categorized as Knowledge, Motivation, and Organization is found
in Table A3. The sources were based on personal knowledge, literature review and learning and
motivation theory.
The assumed causes in Table A3 are validated in the sections below. These sections
describe sample and population size, instrumentation, process of data collection, and the data
analysis. Methods of data collection included surveys, interviews, observations, and document
analysis. The analysis of the data suggests solutions that, when implemented, should achieve the
organizations goal of establishing executive education program presence in the Russian market.
Sample and Population
The stakeholder group for this study, representing the sample and population size, were
10 senior managers from the School of Continuing Studies Master of Professional Studies
Applied Division who will be involved in creating and delivering the custom program education
experience for Russian clients.
The School of Continuing Studies is one of eight schools at Georgetown University that
offers, among other programs, graduate programs, over 25 professional certificate programs,
custom and corporate training and education. The School’s innovative Masters of Professional
Studies Programs create opportunities for students and professionals to connect with field and
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55
industry leaders through learning and service. SCS offers 10 MPS degrees that are overseen by
Associate Deans or Executive Directors. This study focused on these eight senior leaders and
analyzed two Assistant Deans who serve as senior administrators for the division, for a total of
10-sample and population size.
All participants were over 18 years of age and participation was voluntary. The
researcher, with over 12 years of full time employment at Georgetown University, including four
years at the School of Continuing Studies, took on the perspective as active-participant
researcher. For observation purpose the researcher acted as a participant-observer, where the
researcher’s observer activities were secondary to researcher’s participant role (Merriam, 2009).
Obtaining data from a small sample size and assuming the role of participant as observer
presented a challenge with maintaining anonymity and the depth of the information revealed.
Instrumentation
The gap analysis process investigated if the 100% innovation gap of establishing
executive education programs for Russian clients is caused by a lack of knowledge/skills,
motivation, or culture/organization of the SCS Applied Division. Instrumentation in the form of
interviews, observations and document review were used to measure if there is a gap in
knowledge/skill, motivation or culture/organization. The results revealed that several of these
variables cause the gap. The case study findings guided the solutions offered to close the
innovation gap.
Although all available instrumentation methods were used in the study, the small sample
size and population size dictated that the most effective way to collect information was through
semi-structured personal interviews. Open-ended questions were asked during semi-structured
interviews and observations to provide an opportunity for respondents to state a position in their
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own words (Merriam, 2009). The Gap Analysis Case Validation Method Worksheet, Table A4
lists the instrumentation type for each assumed cause.
Data Collection
Following the University of Southern California and Georgetown University’s
Institutional Review Board (IRB) approval, a survey consisting of 27 questions was administered
via email to 10 senior leaders at SCS Applied Division in September 2013. The University of
Southern California and Georgetown University’s IRB protocols were followed. To preserve
confidentiality survey results were stored in a secure location. Results did not identify the
respondents. Upon completion of the survey stakeholders were contacted for a 30-minute in-
person interview.
During the conversational interview, the goal of the interviewer was to minimize bias and
probe deeply allowing the interviewee to add what he or she deems important (Merriam, 2009).
The interview guide that was developed consisted of 10 questions based on the assumed causes
listed in Table A3 and categorized by knowledge and skills, motivation and organization issues.
The participants in the interviews were senior leaders of Georgetown University School of
Continuing Studies Master of Professional Studies Applied Division, and over the age of 18.
Interviews were conducted in person by a single person and were recorded and transcribed. To
maintain confidentiality and security, notes taken during interviews and transcripts were kept in a
locked file cabinet and password-secured computer.
In order to achieve a comprehensive analysis of Georgetown’s SCS Applied Division
unit, the following documents were examined and summarized: custom program proposals,
email communication regarding Russia initiatives, meeting agendas and minutes focusing on
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57
Russia activities, Applied Division’s fiscal year planning documents. Due to confidentiality
concerns, these documents do not appear in the Appendices.
Survey, interview, observation and document analysis questions are listed in Tables A5,
A6, A7 and A8, respectively.
Data Analysis
The unit of analysis of this study was senior leadership at Georgetown’s School of
Continuing Studies Applied Division. The purpose of this study suggests the use of a qualitative
methodology to investigate the causes for the innovation gap of senior leadership responsible for
developing and delivering custom education programming for Russian clients.
The text of the qualitative data collected through surveys and the semi-structured
interviews was transcribed and coded to represent categories of knowledge and skills, motivation
and organization issues. The data was used to capture and analyze relevant information and
identify assumed causes. If the gap was caused by lack of knowledge and skills, types of
knowledge were categorized as factual, procedural, conceptual and metacognitive. For
motivational causes, variables such as interest, self-efficacy, attributions, goal orientation, active
choice, persistence and metal effort were coded. For gaps associated with organization and
culture, policy procedures, resources, values and culture were analyzed.
For the qualitative data collected through observations, a checklist was utilized that
corresponds to assumed knowledge, motivational and organizational causes. The qualitative data
collected through document analysis provided a comprehensive way to add to the information
learned through observations and the interviews. Results of the data analysis directed the
solutions for the study.
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CHAPTER 4
RESULTS AND FINDINGS
This case study investigated challenges that may affect the successful launch of executive
education programs for Russian clients as Georgetown’s School of Continuing Studies Applied
Division seeks to expand its international initiatives. Assumed causes developed in Chapter 3
were categorized into knowledge, motivation and organization challenges. Multiple sources of
qualitative data were collected from SCS Applied Division’s senior management to validate the
assumed causes. Specifically, survey, interview, observation, and artifact data were collected.
With the exception of observation and document analysis, the data were collected from
October 8, 2013 through November 20, 2013. Observation and data analysis began in September
2013 through December 2013, following the University of Southern California and Georgetown
University’s Institutional Review Board (IRB) approval. Ten surveys were distributed and
received via email during the data collection period. Eight in-person interviews were conducted
after receiving surveys.
Survey, interview, observation and document analysis aided in data validation. One
formal staff meeting observation was conducted where the case study topic was briefly
introduced to participants. The reason for distributing surveys prior to conducting interviews was
to further acquaint participant stakeholders with the topic of the case study. Given the
anonymous nature of the survey it provided an opportunity for participants to express additional
comments in writing that could be helpful in triangulating data collected during the interview.
This chapter begins with an overview of the study population and then presents findings
from the data collection, organized around the themes of knowledge, motivation and
organization. The data suggest that participants have limited knowledge about executive
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education needs of Russian clients, receive little extrinsic motivation to engage in the new
initiative and limited awareness about organizational goals relating to executive education.
Participating Stakeholders
Ten senior leaders from the School of Continuing Studies Applied Division served as
stakeholders for the case study. The participants worked at Georgetown ranging from one to six
years. For all participants the School of Continuing Studies is the only School at Georgetown
where they worked since joining the university. Prior to joining Georgetown all participants
worked in the private sector in industries where they are considered experts. Demographic data
such as age and ethnicity were not collected due to concern that these questions may turn away
senior leaders from completing the survey and interview by placing them in an uncomfortable
situation. All ten participants completed and returned the anonymous survey. Eight out of ten
participants agreed to participate in interviews. Each interview lasted approximately 30 minutes.
Two participants declined the request for interview citing concerns with the lack of familiarity
with the topic and timing of the interview conflicting with work obligations.
Results and Findings for Knowledge Causes
Survey Results
Stakeholders ranked their knowledge and understanding about potential Russian
executive education clients and educational partners; the goals for Applied Division’s executive
education initiatives as they relate to Russia; content areas relevant to Russian clients and how to
connect SCS Applied Division’s content to the needs of Russian clients; the impact of US-Russia
relations on the School’s potential executive education engagement with Russia; and self-
reflection and self-monitoring in custom program implementation. The use of a six-point Likert
scale survey allowed for stakeholder participants to rank 24 questions in terms of their
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60
perspective about the topic of inquiry. The scale ranged from “Not at all,” “Somewhat,” and
“Very much” (Appendix B). Eleven out of 24 questions related to knowledge causes.
Figures 2-6 show average responses to assumed knowledge causes and provides a
reference to the item in the survey used to validate the specific assumed cause (Appendix B).
The knowledge types are listed in the parentheses as (F)actual, (C)onceptual, (P)rocedural, and
(M)etacognitive. Figures 2-6 indicate that most of the overall responses are below four points,
which refers to “Somewhat” on the Likert scale. This means that on average stakeholders hold
low levels of factual, conceptual, procedural and metacognitive knowledge about SCS Applied
Division’s executive education initiatives and their understanding of these goals as they relate to
Russia. Responses to knowledge causes survey are shown below in Figures 2-6, including most
noteworthy responses for assumed cause three and four. These responses refer to goals and
content areas for Russian executive education clients.
Survey responses to assumed cause three and four suggest that participants generally
have a low level of understanding about Russian clients executive education needs and low
awareness about the goals for executive education initiatives relating to Russia.
Each respondent was asked a series of questions, and the section below presents a
synthesis of the key themes in their responses.
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Assumed Cause: Stakeholders lack the knowledge or understanding about…
Assumed cause 1. Potential Russian executive education clients (F)

Assumed cause 2. Educational partners in Russia that could help source potential executive
education clients (F)

Note. Factual Knowledge =F.
Likert scale 1 and 2= Not At All. Likert scale 3 and 4 = Somewhat. Likert scale 5 and 6 = Very
Much.

Figure 2. Responses to the knowledge causes survey
0
1
2
3
4
5
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 18: What type of organizations should Applied Division be
targetting for executive education in Russia?
Higher education institutions
Large corporations
Small and medium size business
Non-profit organizations
Government sector
0
1
2
3
4
5
6
1 2 3 4 5 6 7 8 9 10 Response in Likert scale
Respondents
Question 19: What higher education institutions from Russia could
serve as potential partners for Applied Division's executive education
initiatives?
a.Russian Presidential Academy
b.Higher School of Economics
c.Moscow Institute of
International Relations
d.Skolkovo Business School
e.Other
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Knowledge survey question 18. What type of organizations should Applied Division be
targeting for executive education in Russia? Results of the knowledge survey revealed that
stakeholders believe that SCS should target Russian higher education institutions, large
corporations and the Russian government sector for executive education initiatives. These three
items received the highest ratings on the survey, while small and medium size businesses and
non-profit organizations received lower ratings. Stakeholders did not provide additional
comments to their responses to question 18.
Knowledge survey question 19 (a-e). What higher education institutions from Russia
could serve as potential partners for Applied Division’s executive education initiatives? As for
educational partners that SCS should engage, the stakeholders ranked the Russian Presidential
Academy and Higher School of Economics as top educational institutions. These ratings most
likely reflect the stakeholders familiarity with these two Russian universities through the
School’s recent international outreach initiatives. Two respondents wrote “Don’t Know” to all
items in question 19 despite ranking them. One respondent provided a comment adding
“Planning Institutes and Architecture/Engineering Schools” to the list of other possible partners.
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Assumed Cause: Stakeholders lack the knowledge or understanding about…
Assumed cause 3. The goals for Applied Division’s overall executive education initiatives and as
they relate to Russia (F, C)

Note. Factual Knowledge =F. Conceptual Knowledge =C.
Likert scale 1 and 2= Not At All. Likert scale 3 and 4 = Somewhat. Likert scale 5 and 6 = Very
Much.

Figure 3. Responses to the knowledge causes survey
0
2
4
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 6: To what extent do you have a firm understanding of the goals for Applied
Division's executive education initiatives?
0
2
4
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 7: To what extent do you have a firm understanding of the goals for Applied
Division's executive education initiatives as they relate to Russia?
0
2
4
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 8: To what extent do you have a firm understanding of the goals for your
department's (MPS proram) executive education initiatives as they relate to Russia?
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Knowledge survey questions 6, 7 and 8. Question 6: To what extent do you have a firm
understanding of the goals for Applied Division’s executive education initiatives? Question 7: To
what extent do you have a firm understanding of the goals for Applied Division’s executive
education initiatives as they relate to Russia? Question 8: To what extent do you have a firm
understanding of the goals for your department’s (MPS program) executive education initiatives
as they relate to Russia? Responses to Questions 6, 7 and 8 indicate that stakeholders do not
have a firm understanding of the overall goals for Applied Division’s executive education
initiatives. The stakeholder’s understanding of their program’s goals for executive education
initiatives as they relate to Russia are less than to the overall goals for Applied Division’s
executive education initiatives. One stakeholder commented to question 6 the need to “better
understand the goals and how this fits in with our programs, university and school mission.”
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Assumed Cause: Stakeholders lack the knowledge or understanding about…
Assumed cause 4. Identification of content areas relevant to Russian clients and how to connect
SCS Applied Division’s content to the needs of Russian clients (C, P)

Note. Conceptual Knowledge =C. Procedural Knowledge=P.
Likert scale 1 and 2= Not At All. Likert scale 3 and 4 = Somewhat. Likert scale 5 and 6 = Very
Much.

Figure 4. Responses to the knowledge causes survey
0
1
2
3
4
5
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 20: To what extent can you identify content areas relevant to
Russian executive education clients?
0
1
2
3
4
5
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 21: To what extent do you understand how to connect your
program's academic strengths to the needs of Russian clients?
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Knowledge survey questions 20 and 21. Question 20: To what extent can you identify
content areas relevant to Russian executive education clients? Question 21: To what extent do
you understand how to connect your program’s academic strengths to the needs of Russian
clients? Responses to questions relating to the extent stakeholders can identify content areas
relevant to Russian executive education clients (Question 20) and how to connect their
program’s academic strengths to the needs of Russian clients (Question 21) also did not produce
high responses. Without clear goals for executive education initiatives it is less likely that
stakeholders are able to identify the content and process of such initiatives as they relate to
Russia.
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Assumed Cause: Stakeholders lack the knowledge or understanding about…
Assumed cause 5. The impact of Russia’s overall political and economic climate, business and
management environment and trends in US-Russia relations on the School’s potential executive
education engagement with Russia (C)

Note. Conceptual Knowledge =C.
Likert scale 1 and 2= Not At All. Likert scale 3 and 4 = Somewhat. Likert scale 5 and 6 = Very
Much.

Figure 5. Responses to the knowledge causes survey
0
2
4
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 15: To what extent do you have an understanding about emerging markets of
BRIC countries (Brazil, Russia, India and China)?
0
2
4
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 16: To what extent do you have an understanding about Russian:
Political culture
Business practices
Socio-economic environment
Russia's global affairs
Education trends
US-Russia relations
0
2
4
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 17: To what extent does the state of US-Russia relations affect the level of
potential executive education engagement with Applied Division?
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Knowledge survey questions 15, 16 (a-f) and 17. Question 15: To what extent do you
have an understanding about emerging markets of BRIC countries (Brazil, Russia, India and
China)? Questions 16: To what extent do you have an understanding about Russian political
culture, business practices, socio-economic environment, Russia’s global affairs, education
trends, and US-Russia relations? Question 17: To what extent does the state of US-Russia
relations affect the level of potential executive education engagement with Applied Division?
These set of questions provided insight into the stakeholders perceived understanding of global
affairs, with a particular focus on Russia. Survey results indicated that on average stakeholders
ranked their understanding about emerging BRIC markets, Russian business climate and
educational trends as low. Responses to the state of U.S.-Russia relations received similar low
ranking, which means that stakeholders do not perceive that the state of U.S.-Russia relations
may have a great impact on the School’s successful engagement with Russia.
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Assumed Cause: Stakeholders lack the knowledge or understanding about…
Assumed cause 6. The level of self-reflection and self-monitoring in program implementation
(M)

Note. Metacognitive Knowledge=M.

Likert scale 1 and 2= Not At All. Likert scale 3 and 4 = Somewhat. Likert scale 5 and 6 = Very
Much.

Figure 6. Responses to the knowledge causes survey
0
1
2
3
4
5
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 24: To what extent do you monitor and adjust, if necessary,
the executive program during its implementation?
Seek feedback from clients
Provide guidance to program
staff
Communicate with faculty
Attend course sessions
Attend site visits
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Knowledge survey question 24 (a-f). To what extent do you monitor and adjust, if
necessary, the executive program during its implementation? The last survey question
investigated the metacognitive knowledge level, specifically to what extent do stakeholders
engage in self-monitoring and self-reflection during executive education program
implementation. Two items received the highest ranking, “Provide guidance to program staff”
and “Communicate with faculty”. Additionally, one respondent wrote “Monitor/seek feedback
from program staff” in the comments section to the survey item. “Attending course sessions”
received the lowest ranking.
Summary of Knowledge Survey
Stakeholders responded to factual, conceptual, procedural and metacognitive knowledge
questions relating to their knowledge and understanding of the topic of inquiry. On average,
factual, conceptual and procedural knowledge responses that received the lowest rankings related
to the stakeholders understanding of the overall goals for Applied Division’s executive education
initiatives; the extent stakeholders can identify content areas relevant to Russian executive
education clients and how to connect their program’s academic strengths to the needs of Russian
clients. Additionally, responses show low conceptual understanding about emerging BRIC
markets, Russian business climate and educational trends, and the impact of U.S.-Russia
relations on the School’s flexibility to offer executive education programs to Russian clients.
Findings from Interviews
The interviews asked stakeholders about their knowledge and understanding of how
Applied Division selects international clients for executive level training; the goals for Applied
Division’s executive education initiatives as they relate to Russia; managing personal requests of
executive education clients during program implementation; and ways that the stakeholder can
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contribute to Applied Division’s long-lasting relations with Russian clients. Four interview
questions investigated knowledge causes for stakeholders executive education activities with a
particular focus on Russia.
In general, the interviews showed common themes in conceptual, procedural and
metacognitive knowledge types. Generally, stakeholders have an understanding of the goals of
executive education initiatives. They would take similar approaches to helping executives with
personal requests during program implementation and understand how they may contribute to
building long-lasting relations with Russian clients, provided they are equipped with knowledge
about the country and its training needs. Factual knowledge type responses varied indicating that
the division does not provide guidelines for selecting international clients for executive level
training. The interview questions are listed below in Table 1, with knowledge types indicated in
parentheses as (F)actual, (C)onceptual, (P)rocedural, and (M)etacognitive (Anderson and
Krathwohl, 2001). Table 1 includes one of the fundamental questions related to assumed cause
two. The question refers to respondents understanding of the goals for executive education
activities at Applied Division.
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Table 1
Responses to Interview Knowledge Causes Questions
Assumed Cause
Stakeholders lack the knowledge
or understanding about… Interview Question
Response Rate
n=10
1. Selection process of clients for
executive level training (F)
1. How does Applied Division select
international clients for executive level
training?
8/10
2. The goal of executive education
activities at Georgetown’s SCS
Applied Division (C)
2. What is your understanding of the
goals for Applied Division’s executive
education initiatives as they relate to
Russia?
8/10
3. How to effectively monitor
program implementation for
executive level education for
Russian clients (P)
3. A group of program participants
requests you to organize a visit to a
museum or shopping center outside of
program hours. How would you
manage this request and similar
personal requests from participants?
8/10
4. Specific strategies to effectively
build relationships with Russian
clients in a global environment
(M)
4. What do you think are some of the
ways that you can help Applied
Division to build long lasting relations
with Russian clients?
8/10
Note. Factual Knowledge =F. Conceptual Knowledge =C. Procedural Knowledge=P.
Metacognitive Knowledge=M.

Interview responses to assumed cause two suggest that participants generally have a low
level of understanding about the goals for executive education initiatives relating to Russia.
Each stakeholder was asked four questions, and the section below presents a synthesis of
the key themes in their responses.
Knowledge interview question 1. How does Applied Division select international clients
for executive level training? It appears that SCS Applied Division does not offer specific
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guidelines on how to select international clients and partners for executive programs. Therefore,
interview responses varied from concrete answers to “I don’t know” responses. One respondent
provided a clear description of the selection process of clients for executive level training:
Associate Dean selects international clients based on a coupe of things: do we have
capacity to do the training (faculty, knowledge), site of the client (is it worth our time and
efforts to develop), is this area of new research, what can we gain about knowledge of the
organizational culture, geopolitical culture, how long will the relationship be?
Those stakeholders who responded “I don’t know” explained that they haven’t had the
change to incorporate executive education into their programs yet. Other stakeholders answered
that they work with various entities or individuals who help source contacts, including
corporations, communication firms and even Georgetown’s McDonough School of Business.
Another respondent indicated that clients come to Georgetown themselves because of the
“immediate relevance… and unique opportunity of being in Washington, DC.”
Knowledge interview question 2. What is your understanding of the goals for Applied
Division’s executive education initiatives as they relate to Russia? Most responses regarding the
goal of SCS Applied Division’s executive education initiatives as they relate to Russia may be
grouped into two themes. First, stakeholders indicated the goal is to increase the skill set of
participants and policy-decision making of emerging economies such as Russia through sharing
American experience in a given field. Second, respondents view the goal for the initiative is to
expand Georgetown’s footprint and business opportunities abroad. Additional comments
included the need to “build bridges of friendship” and spread “Jesuit values of educating the
whole person no matter where they reside”. Two stakeholders stated they do not know how the
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goals relate to Russia since they “do not have experience yet” running programs for Russian
clients.
Knowledge interview question 3. A group of program participants requests you to
organize a visit to a museum or shopping center outside of program hours. How would you
manage this request and similar personal requests from participants? Stakeholders responded to
a scenario that investigates how effectively they monitor program implementation for executive
education participants. Overwhelmingly, stakeholders answered that they would help program
participants with personal request outside of program hours, such as organizing a visit to a
museum or shopping center. Most stakeholder comments were quite enthusiastic stating that they
would approach this scenario “cheerfully” and will design the extracurricular requests around the
participants needs without thinking too much about program hours since “hours would not
matter” when delivering custom programs. One stakeholder described in detail how she would
approach arranging the extracurricular visits by splitting them into groups and obtaining
transportation. Two responses were more reserved citing personal time limitation outside of
program hours and the need to clarify with clients whether such repeated extracurricular requests
are “in or out of program scope”. One stakeholder was least enthusiastic stating that any such
requests would “go through usual policies and procedures to see if it’s feasible” due to concern
with liability issues.
Knowledge interview question 4. What do you think are some of the ways that you can
help Applied Division to build long lasting relations with Russian clients? This question asked
stakeholders to identify specific strategies to effectively build relationships with Russian clients.
Stakeholders shared what they thought are some of the ways that they can help Applied Division
to build long lasting relations with Russian clients. A common theme emerged indicating the
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need for more information about Russia, it’s “larger geo-political, geo-social environment,” and
the educational needs of potential Russian clients:
Learning about needs and interest to educate my team and myself. I would like to learn
more about what the needs are and actually where the are headed…business, finance,
technological needs?
Two stakeholders added that prior to building relationships with Russian clients they
would need “dedicated time to review objectives” and “to do a business plan”. The same
respondents who would like to do a business plan described herself as “proactive than reactive”,
while another respondent referred to himself as “reactive, not proactive” but “willing to open the
door and talk to clients” and improve follow up activities. These interviewees used reactive and
proactive descriptions on their own without probing questions.
Summary of Knowledge Interview
Stakeholders responded to interview questions relating to factual, conceptual, procedural
and metacognitive knowledge. Interviewees provided varied responses to factual knowledge
question relating to the selection process of clients for executive level training as SCS Applied
Division does not offer specific guidelines for international partnership engagement. Similarly,
SCS leaders did not provide unified responses to the metacognitive knowledge question relating
to specific strategies to effectively build relationships with Russian clients in a global
environment. Most respondents indicated they need more information about Russia, it is business
environment and educational trends.
Findings from Observations and Document Analysis
The intent for observations and document analysis was to validate factual, conceptual and
procedural knowledge causes related to executive education initiatives and to Russia. In
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September during a staff meeting for one of the Applied Division’s programs, staff were
introduced to the case study topic. It appeared that staff had little knowledge about pursuing the
initiative or the new market introduced to them at the meeting as they asked questions about
Russia and the types of executive education opportunities available in that market.
Document analysis for knowledge causes included meeting minutes, email
communication and SCS Applied Division’s fiscal year planning document. However, document
analysis was of limited utility because no internal documents were available specifically about
Russia during the data collection period.
Synthesis of Results and Findings for Knowledge Causes
Overall the factual, conceptual and procedural knowledge causes survey responses,
observation and document analysis revealed that stakeholders have limited knowledge and
understanding about executive education goals at SCS Applied Division and about Russia as a
market for executive education initiatives. As one stakeholder wrote “I could not answer
questions specifically related to Russia as I have no experience with those programs.” On the
other hand, it appears that stakeholders do have a firm metacognitive knowledge about executive
education program implementation based on the survey responses.
The interviews revealed that stakeholders share common themes in conceptual,
procedural and metacognitive but not factual knowledge type. An overwhelming majority of
respondents provided a similar answer to a conceptual knowledge type question about the goal of
executive activities at SCS Applied Division. The same results addressed procedural and
metacognitive knowledge type causes. Stakeholders responded how to effectively monitor
executive education program implementation for Russian clients and shared strategies how to
successfully build relationships with Russian clients.
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Responses addressing factual knowledge about the selection process of clients for
executive training produced varying responses. These varying responses most likely were due to
the fact that Applied Division does not provide explicit guidelines for executive education
engagement with international clients.
Results and Findings for Motivation Causes
Survey Results
The motivation survey asked stakeholders to rank their perception of incentives for
launching new program initiatives at SCS Applied Division; importance of one’s contribution to
program design, monitoring and implementation; and the purpose and value of launching
executive education activities at SCS Applied Division as they relate to Russia. The use of a six-
point Likert scale survey allowed for stakeholder participants to rank nine questions relating to
motivation causes. The scale ranged from “Not at all,” “Somewhat,” and “Very much”
(Appendix B).
Figures 7-9 show average responses and provides a reference to the item in the survey
used to validate the specific assumed cause (Appendix B). Responses showed the relatively low
incentives stakeholders receive for new initiatives but high interest and value that stakeholders
place on these initiatives. This may influence the level of motivation to engage in, persist at and
exhort effort at the activity, which will ultimately determine outcome. Figures 7-9 below include
questions related to assumed cause one and two. These questions refer to the level of extrinsic
motivation for engaging in executive education initiatives and the level of involvement in
executive education phases.
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Survey responses to assumed causes one and two suggest that participants receive low
level of extrinsic motivation to engage in executive education initiatives and do not view client
relationship building as the most important phase in executive education cycle.
Each stakeholder was asked a series of questions, and the section below presents a
synthesis of the key themes in their responses.

Assumed Cause: Stakeholders perceive low intrinsic and extrinsic motivation regarding…
Assumed cause 1. Level of incentives for launching new program initiatives at SCS Applied Division

Note. Likert scale 1 and 2= Not At All. Likert scale 3 and 4 = Somewhat. Likert scale 5 and 6 = Very
Much.

Figure 7. Responses to the motivation causes survey
0
2
4
6
1 2 3 4 5 6 7 8 9 10 Response in Likert scale
Respondents
Question 14: To what extent are you involved in executive education
activities at Applied Division?
0
2
4
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 25: What could help you to successfully launch Russia related
executive education initiatives?
Financial resources
Staff resources
Knowledge about the market
Dean's support
Other
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Motivation survey questions 14 and 25 (a-e). Question 14: To what extent are you
incentivized for accomplishing tasks relating to new initiatives? Questions 25: What could help
you to successfully launch Russia related executive education initiatives? Stakeholders believe
they are only being “somewhat” incentivized for launching new initiatives at SCS Applied
Division. In regards to what could help them to successfully launch Russia related executive
education initiatives (Question 25 a-e) all four answer options received high rankings, with
Dean’s support receiving the highest ranking. These items include financial resources, staff
resources and knowledge about the market. One stakeholder wrote “Communications Strategy”
while two others did not elaborate on their additional comments.
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Assumed Cause: Stakeholders perceive low intrinsic and extrinsic motivation regarding…
Assumed cause 2. Importance of one’s contribution to program design, monitoring and implementation

Note. Likert scale 1 and 2= Not At All. Likert scale 3 and 4 = Somewhat. Likert scale 5 and 6 =
Very Much.

Figure 8. Responses to the motivation causes survey
0
2
4
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 13: To what extent are you involved in exectuvied educatin activities at
Applied Division?
0
2
4
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 22: To what extent is it importan for you to be involved in all phases of the
executive education cycle?
Client relationship building
Program development
Program implementation
Program evaluation
Client follow up
0
2
4
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 23: To what extent are you involved is it importan for you to be involved in
the following aspects of the executive education cycle as they relate to Russia?
Client relationship building
Program development
Program implementation
Program evaluation
Client follow up
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Motivation survey questions 13, 22 (a-e) and 23 (a-e). Question 13: To what extent are
you involved in executive education activities at Applied Division? Questions 22: To what extent
is it important for you to be involved in all phases of the executive education cycle? Question 23:
To what extent is it important for you to be involved in the following aspects of the executive
education cycle as they relate to Russia: client relationship building, program development,
program implementation, program evaluation, client follow up?
These survey questions investigated the level of perceived importance of stakeholder’s
contributions to program design, monitoring and implementation. Respondents generally
perceive they are involved in executive education activities at Applied Division. When it comes
to the importance of their involvement in all phases of the executive education cycle,
respondents ranked program development and program implementation the highest, followed by
client relationship building and program evaluation. Client follow up received the lowest
ranking. In terms of the importance of the executive education cycle for Russian clients, a similar
trend emerged although with lower ratings for each item overall. Interestingly, stakeholders
perceived that involving in client relationship building with Russian clients is least important to
them, despite the fact that without this step it is difficult to proceed to further steps.
Two stakeholders provided additional comments to these survey questions. The first
comment, “I have no knowledge of the above”, is more relevant to the knowledge cause rather
than motivation, although it may affect the stakeholder’s level of persistence and mental effort
regarding Russia related initiatives in the beginning stage. The second comment, “ I could not
answer questions specifically related to Russia as I have no experience or involvement in those
programs”, indicates that the stakeholder possibly was not offered an active choice to participate
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in Russia related initiatives. However, none of the questions were specifically designed to
investigate the active choice factor for motivation cause.

Assumed Cause: Stakeholders perceive low intrinsic and extrinsic motivation regarding…
Assumed cause 3. Purpose and value of launching executive education activities at SCS Applied Division
as they relate to Russia

0
1
2
3
4
5
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 9: To what extent do you value the overall executive education
goals for Applied Division as they relate to Russia?
0
1
2
3
4
5
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 10: To what extent do you value the overall executive
education goals for your department (MPS program) as they relate to
Russia?
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Note. Likert scale 1 and 2= Not At All. Likert scale 3 and 4 = Somewhat. Likert scale 5 and 6 = Very
Much.

Figure 9. Responses to the motivation causes survey
0
1
2
3
4
5
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 11: To what extent do you value offering executive education
programs?
0
1
2
3
4
5
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 12: To what extent do you value offering executive education
programs to Russian clients?
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Motivation survey questions 9, 10, 11 and 12. Question 9: To what extent do you value
the overall executive education goals for Applied Division as they relate to Russia? Question 10:
To what extent do you value the executive education goals for your department (MPS program)
as they relate to Russia? Question 11: To what extent do you value offering executive education
programs? Question 12: To what extent do you value offering executive education programs to
Russian clients? Questions 9 and 10 compared the value stakeholders place on the overall
organizational executive educational goals as they relate to Russia to the value for the same
initiative at the program level. It appears stakeholders value their program’s executive education
goals as they relate to Russia more than that of the overall Applied Division’s goals relating to
Russia. Perhaps this stems from the fact that there are no clear goals established for the overall
Applied Division regarding this topic.
Questions 11 and 12 compared the value stakeholders place on offering executive
education program in general and specifically to Russian clients. While both survey items
received high ratings, stakeholders value offering executive education programs in general
slightly higher than specifically to Russian clients. One stakeholder elaborated about the value of
providing education opportunities to Russian executives stating that “there is great potential,
especially with respect to policy and practice at the municipal and state level”.
Summary of Motivation Survey
Survey responses showed that overall stakeholders perceive few incentives for launching
new program initiatives at SCS Applied Division. Overall, stakeholders do not believe it is
important for them to be involved in all phases of the executive education cycle and client follow
up received the lowest ranking compared to other steps. In terms of the importance of the
executive education cycle specifically for Russian clients, stakeholders perceive that client
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relationship building with Russian clients is least important to them, although this is generally an
important step in the process. Respondents value their program’s executive education goals as
they relate to Russia more than that of the overall Applied Division’s goals relating to Russia.
This may stem from the Applied Division’s lack of set guidelines for such incentives.
Findings from Interviews
Applied Division’s senior leaders made the active choice to engage with Russia.
Responses to two interview questions investigated motivation causes for stakeholders persistence
and mental effort levels to engage with executive education initiatives. Specifically, the level of
importance stakeholders place on pursuing executive education opportunities in Russia versus
other countries and incentives they receive for developing innovative executive training
programs.
The interview questions are listed below in Table 2, with motivation indexes indicated in
parentheses as parentheses as (P)ersistency and (M)ental effort (Clark and Estes, 2008). Table 2
includes one of the fundamental questions related to extrinsic motivation for engaging in
executive education activities.
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Table 2
Responses to Interview Motivation Causes Questions
Assumed Case
Stakeholders lack the persistency
and mental effort to… Interview Question
Response Rate
n=10
1. Contribute to executive
education initiatives due to low
extrinsic and intrinsic motivation
factors (M), (P)
1. How important is it to you to
pursue executive education
opportunities in Russia versus other
countries?
8/10
2. What incentives do you receive
for engaging in innovative
programs such as executive
education training?
8/10
Note. Motivation index persistency =P. Motivation index mental effort = M.

Interview responses regarding extrinsic motivation factors suggest that participants
generally view low level of extrinsic motivation to engage in executive education initiatives as
they relate to Russia.
Each stakeholder was asked two questions, and the section below presents a synthesis of
the key themes in their responses.
Motivation interview question 1. How important is it to you to pursue executive education
opportunities in Russia versus other countries? Four out of eight respondents stated that it is
“vital”, “very important” or “important” to pursue executive education opportunities in Russia
versus other countries because of the “trajectory of where Russia is going”, the opportunity to
“build understanding and bridges of friendships”, to work collaboratively, pursue financial gain
in the long run and satisfy personal curiosity. Additionally, one stakeholder views Russia as an
interesting opportunity because of the opportunity to “repurpose” existing degree programs.
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Two stakeholders responded that it is equally important to engage with other countries as
it is with Russia but added that Russia “is not any country…Russia is a BRIC factor”.
Economical factors are important so is knowledge about the country, including its “needs form
educational perspective.” One stakeholder gave a specific example of an initiative for which
Russia would be of particular interest for executive education versus other countries, that is
Russia is hosting the World Cup in 2018.
Motivation interview question 2. What incentives do you receive for engaging in
innovative programs such as executive education training? With the exception of three
stakeholders who mentioned an “honorarium” as an incentive they sometimes receive, all other
respondents indicated they do not receive incentives for engaging in innovative programs such as
executive education training. However, they expanded by saying that they are intrinsically
motivated by other factors, such as the learning environment, increasing personal skill set,
student and alumni-service oriented mentality, verbal affirmation, and simply “happy to help
out”.
Summary of Motivation Interview
Stakeholders responded to extrinsic and intrinsic motivation factors affecting their
engagement in executive education initiatives. Responses revealed that the majority of
stakeholders receive no or little financial incentives for new initiatives, however, they are
intrinsically motivated. One stakeholder summed up the current state of incentives for executive
education programs at SCS Applied Division stating that it is one of the areas that is yet to be
developed and “part of it is understanding where opportunities are, how we build from that.”
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Findings from Observations and Document Analysis
In September during one of the Applied Division’s staff meetings, staff was introduced to
the case study. They appeared interested in learning about the opportunities existing in executive
education in emerging economies including Russia and offered their help with launching the
initiative at SCS. The group did not discuss incentives for engaging in the initiative.
In November, the SCS Office of the Dean sent an email update to staff thanking a
particular unit for spearheading “a tremendously successful experience for visiting students from
Brazil.” The Dean’s update also stated that “such international exposure is fundamental to our
growth as a school…” indicating that the leadership of the school is interested in supporting
international activities.
Synthesis of Results and Findings for Motivation Causes
Based on survey results stakeholders do not believe that they receive high incentives for
launching new initiatives at Applied Division. However, they greatly value extrinsic motivation,
especially Dean’s support with any such initiative. Data analysis confirmed these findings.
According to survey findings and observations during a staff meeting it appears that participants
are intrinsically motivated to participate in all phases of the executive education cycle. When it
comes to Russian programs, survey finding showed that participants do not feel that client
relationship building is as important as other aspects of the executive education cycle. Lastly,
stakeholders are not intrinsically motivated to offer executive education opportunities to Russian
clients more than to other clients. Nevertheless, they value their program’s executive education
offerings to Russian clients more than the overall Applied Division’s executive education goals.
Interviews showed that stakeholders perceive it is important to engage in Russia and
other countries for executive training, with several enthusiastic responses describing such
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initiatives in Russia as “very important” and “vital”. Stakeholders saw no or little extrinsic
incentives for engaging in innovative programming such as executive education. While only
several received modest financial compensation for participating in executive education training,
all respondents are predominantly motivated intrinsically by other factors such as student-
oriented mindset, verbal affirmation and the opportunity to increase their skill set.
Results and Findings for Organization Causes
Survey Results
Stakeholders ranked their perceptions of organizational culture and performance as they
relate to new team dynamics, limited resources, lack of credible models and explicitly stated
goals relating to executive education initiatives. The use of a six-point Likert scale survey
allowed for stakeholder participants to rank questions in terms of their perspective about the
topic of inquiry. The scale ranged from “Not at all,” “Somewhat,” and “Very much” (Appendix
B). Four questions relate to organization causes.
Figure 10 lists assumed organization causes and provides a reference to the item in the
survey used to validate the specific assumed cause (Appendix B). The survey investigated
organizational work processes and resources as factors contributing to performance gaps at the
organizational level (Clark and Estes, 2008). Figure 10 below includes questions related to
organizational goals for executive education initiatives. These questions refer to the extent
executive education initiatives are discussed in Applied Division’s yearly strategic plan.
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Assumed Cause: Organizational issues associated with new team dynamics, limited resources,
lack of credible models and explicitly stated goals relating to executive education initiatives
affect…

Assumed cause 1. Organization’s collaborative culture

Figure 10. Responses to the organization causes survey
0
1
2
3
4
5
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 3: To what extent are other senior leaders at Applied Division
helpful to your department whenever collaboration is needed?
0
1
2
3
4
5
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 4: To what extent does Applied Division's organizational
structure help to reach its goals?
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Assumed cause 2. Organizational performance

Note: Likert scale 1 and 2=Not At All; 3 and 4=Somewhat; 5 and 6=Very Much.
Figure 10, continued
0
1
2
3
4
5
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 5: To what are executive education initiatives discussed in
Applied Division's yearly strategic plan?
0
1
2
3
4
5
6
1 2 3 4 5 6 7 8 9 10
Response in Likert scale
Respondents
Question 26: To what extent is it important to learn from credible
models from from peer institutions about launching executive level
training for Russian clients?
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Survey responses regarding organizational factors suggest that participants are not aware
of Applied Division’s goals for executive education initiatives overall and as they relate to
Russia.
Each stakeholder was asked a series of questions, and the section below presents a
synthesis of the key themes in their responses.
Organization survey question 3. To what extent are other senior leaders at Applied
Division helpful to your department whenever collaboration is needed? In-house resources and
collaboration are important for launching new initiatives at the organizational level. This survey
question probed stakeholders about new team dynamics and organizational culture. Stakeholders
responded that generally their colleagues are “somewhat” helpful to their department whenever
collaboration is needed.
Organization survey questions 4, 5 and 26. Question 4: To what extent does Applied
Division’s organizational structure help to reach its goals? Question 5: To what extent are
executive education initiatives discussed in Applied Division’s yearly strategic plan? Question
26: To what extent is it important to learn from credible models from peer institutions about
launching executive level training for Russian clients? These questions aimed to investigate the
extent to which stakeholders view Applied Division’s organizational structure helpful in
reaching the organizational goals (Question 4) and the extent to which executive education
initiatives are discussed in the division’s yearly strategic plan (Question 5). Both questions
produced a neutral, “somewhat”, response. One stakeholder provided an additional comment, “I
don't really have knowledge of the organizational structure and goals”. Stakeholders highly value
the importance of inviting credible external resources to learn about successful models of
executive level training for Russian clients (Question 26).
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Summary of Organization Survey
Generally, survey responses showed that stakeholders perceive their colleagues are
“somewhat” helpful to their department whenever collaboration is needed, with similar neutral
response to the extent Applied Division’s organizational structure helps to reach its goals.
Overall, stakeholders also perceive that executive education initiatives are only “somewhat”
discussed in Applied Division’s yearly strategic plan.
Findings from Interviews
Four interview questions investigated organizational work processes and resources as
factors contributing to performance gaps at the organizational level with executive education
initiatives as they relate to Russia. Table 3 below lists interview organization causes questions.
The interview responses varied but showed the greatest need in establishing clear goals for the
division’s executive education initiatives, financial and human capital needs.
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Table 3
Responses to Interview Organization Causes Questions
Assumed Cause
Organizational issues associated
with new team dynamics, limited
resources, lack of credible
models and explicitly stated
goals relating to executive
education initiatives affect… Interview question
Response rate
n=10
1. Organizational performance 1. As you know, Applied Division recently
restructured its operations, added new programs
and senior leadership. How do you think these new
team dynamics will impact organizational goals for
executive education activities?
2. What resources are available to you for
expanding executive education opportunities?
3. In your opinion, what are some of the major
challenges Applied Division faces in expanding
executive education offerings? What are the major
opportunities? How about for Russian clients?
8/10
2. Applied Division’s collective
interest in initiative
4. What is the value for Applied Division to
develop executive education initiatives? How about
for Russian clients?
8/10

Interview responses suggest that the biggest challenge for Applied Division’s executive
education is the lack of clear goals for such initiatives and the opportunity is in developing
financial and human capital needs for these activities.
Each respondent was asked four questions, and the section below presents a synthesis of
the key themes in their responses.
Organization interview question 1. As you know, Applied Division recently restructured
its operations, added new programs and senior leadership. How do you think these new team
dynamics will impact organizational goals for executive education activities? The first interview
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question asked the stakeholders about their perceptions of the new organizational structure at
SCS Applied Division. Stakeholders provided mixed responses about the effect of changes in
organizational structure, team dynamics and programming on organizational goals as they relate
to executive education initiatives. Most respondents see opportunities “to combine efforts,
resources, competence and focus on executive education” They also believe that “there could be
significant goals that could be established” relating to executive education. Four out of eight
responses were positive or hopeful in nature, citing that “restructure will make a difference” in
areas of program support:
I think with structure change and additional staff it opens up that opportunity. It gives us
more people to help us to develop these. Otherwise I’m developing myself! We have a bit
more support in that area.
The remaining four stakeholders expressed neutral or less optimistic view citing challenges with
collaboration within the division, “vertical, not horizontal communication”, lack of data or goals
to support concrete answer, and simply timing - “too early to tell”.
Organization interview question 2. What resources are available to you for expanding
executive education opportunities? This question investigated what resources are available to
stakeholders for expanding executive education opportunities. It appears that most stakeholders
either do not know what resources are available to them or have a limited awareness of the level
of resources available. In addition to responding “I don’t know” several stakeholders responded
with the resources they would like to receive, such as time, financial or human capital, the ability
to “experiment more” and to hire contract help.
Organization interview question 3. In your opinion, what are some of the major
challenges Applied Division faces in expanding executive education offerings? What are the
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major opportunities? How about for Russian clients? Stakeholders shared their views about
challenges and opportunities SCS Applied Division faces in expanding executive education
offerings, including to Russian clients. This question evoked the longest responses from
stakeholders compared to other interview questions in the case study. Responses to challenges
varied from “more support internally”, “internal and external competition” and “uncertainty with
new Dean to be named” to absence of an “appropriate message to appropriate audience”, lack of
“online learning” and dedicated staff to “work on developing new programs full-time”. One
stakeholder raised an important concern with “lack of incentive, awareness, understanding of
value and culture” to engage in these initiatives. Two stakeholders voiced their opinion regarding
bureaucratic and legal issues to get things done internally and, presumably, on the Russian end.
Two stakeholders would like more information about the market and the needs of the
client. One of them views this as an opportunity while the other as a barrier: “I don’t understand
what the need is in that market. Get basic knowledge and invest in a business plan – that would
be the barrier right now.”
In terms of opportunities, one stakeholder views underutilization of internal talent as a
missed opportunity and wonders “how to make decision-makers aware of that.” Another
respondent sees an opportunity during the interim Dean period not to “lose momentum”. The
same responded addressed the issue of organizational structure saying that while it is “extremely
invigorating” that SCS “does not fall under an academic institution’s same restrictions and
guidelines…sometimes you want structure.” Another stakeholder mentioned a marketing
platform as an opportunity to develop an “audience stakeholder map” for different type of
audiences and different countries, including Russia. Other opportunities mentioned during the
interviews were utilizing “internet, technology…and social media” in executive programs,
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introducing “financial incentives” for executive education programs, focusing on “sports,
Olympics and higher education institution” engagement with Russia, and making Russia
programs “customizable but adaptable to other things”. Lastly, one stakeholder commented on
increasing creativity in the unit and the importance of the Dean’s role in these initiatives, as a
“position that holds a lot of power”.
Organization interview question 4. What is the value for Applied Division to develop
executive education initiatives? How about for Russian clients? The last interview question
investigated the value for Applied Division to develop executive education initiatives, including
for Russian clients. Six stakeholders named financial, cultural, prestige value and the opportunity
for more academic learning as key aspects for general and Russia specific initiatives. Four
stakeholders perceive that executive education programs are extensions of master’s programs
and could serve as “feeder programs” for master’s programs at SCS. One stakeholder expressed
concern about the value for developing custom programs for Russia considering competition.
Summary of Organization Interview
Four interview questions asked stakeholders about their views on organizational structure
and culture as they relate to launching new initiatives. A common theme emerged relating to the
need to establish “significant goals” for executive education, provide information about the new
market (Russia), allocate resources, either financial or human capital in the form of internal
talent or contract help. Stakeholders also voiced concerns with collaboration and communication
given the new structure within the division.
Findings from Observations and Document Analysis
During the Dean’s Cabinet meeting in September senior leaders expressed their views
about renaming of the School and how the new name should incorporate the innovative, global
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and diverse content of all SCS programs that set the School apart from other schools at
Georgetown. Online initiatives and international aspects of programs were also discussed. SCS
Applied Division’s senior leadership appeared excited to share their views about new initiatives
happening at the program level and receptive to renaming SCS as it would send a strong message
to potential students and clients, domestic and international. These sentiments were confirmed in
a follow up email to the Dean’s Cabinet members in September.
Synthesis of Results and Findings for Organization Causes
Responses to the survey indicate that with the Applied Division’s restructuring and new
team dynamics stakeholders perceive the collaborative environment is slightly higher than
average. However, the same organizational changes have less effect on organizational processes,
specifically the awareness level about organizational goals and achieving those goals.
Stakeholders welcome outside resources that could serve as credible models about launching
executive level training for Russian clients.
Interviews revealed that stakeholders generally perceive there is a lack of explicit goals
relating to executive education initiatives and limited or no knowledge about the Russian market.
Perceptions about the effect of new team dynamics and organizational structure produced mixed
results. Some stakeholders view that the new structure will improve organizational efficiency
and performance while others expressed concerns about specific areas for improvements, such as
communication and lack of resources. Overall, stakeholders view positively Applied Division’s
engagement in executive education initiatives, including in the Russian market. They see
opportunities in online learning, developing targeted communication pieces, utilizing internal
talent and new space, and increasing creativity in programming. Stakeholders view the value for
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the initiative lies in financial and social dimensions as well as an opportunity to extend existing
program expertise.
Observation and document analysis reflected that clear goals for executive education
initiatives relating to Russia are not explicitly communicated at the organizational level.
However, the School is clearly interested in expanding international initiatives and engaging in
new program development. One of the goals for renaming the School is to increase such
engagement in the local and global communities.
Summary
Survey, interview, data analysis and observation results validated a list of knowledge,
motivation and organization causes. First, stakeholders do not have a firm understanding of the
overall goals for Applied Division’s executive education initiatives and executive education
goals as they relate to Russia. They also lack information about Russia and the educational needs
of potential Russian clients. However, they value highly learning from credible models about
these and similar topics that could help launch executive training for Russian clients.
Stakeholders do not hold a conformed view on the effect of changes in organizational structure
on executive education initiatives. This reinforces the conclusion above that there is a low
awareness level about organizational goals and achieving those goals.
Additionally, the organization receives little or no incentives at the individual or
organizational level for launching new initiatives at SCS Applied Division. They do not know or
have little awareness of the resources available to them for such initiatives. In terms of executive
education cycle stakeholders do not perceive client relationship building with Russian clients as
one of the important steps. They also do not value offering executive education programs to
Russian clients more than to they do to other clients.
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These findings will be further examined in the following chapter. Chapter 5 will present
recommendations for solutions for these causes based in empirical evidence.
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CHAPTER 5
SOLUTIONS AND IMPLEMENTATION
The purpose of this case study was to use the gap analysis process model (Clark & Estes,
2008) to examine why SCS Applied Division has not engaged in Russia, given the division’s
goal to expand international initiatives in custom program education. Towards this end, two
research questions guide Chapter 5, the solutions and implementation of this case study:
1. What are the knowledge, motivation and organizational causes that prevent SCS’
Applied Division senior management from establishing custom programs for the
Russian market?
2. What are the recommended solutions to close the knowledge, motivation, and
organization gaps that prevent SCS’ Applied Division senior management from
establishing custom programs for the Russian market?
Chapter 5 presents recommendations, based on the findings and a further review of the
literature, for addressing key validated knowledge, motivation, and organization causes reported
in Chapter 4. Multiple sources of qualitative data collected in Chapter 4 helped validate the
assumed causes. These data were collected via survey, interview, observation and document
analysis. In addition to providing solutions for closing the perceived gaps, Chapter 5 also
discusses recommendations for an implementation plan for the solutions.
Validated Causes Selection and Rationale
Data collection in Chapter 4 validated a list of assumed causes in the knowledge,
motivation and organization categories. Table 4 provides a summary of key validated causes for
knowledge, motivation and organization issues that will be further discussed in this chapter.
These key validated causes were selected by ranking survey and interview results. They address
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priority areas for SCS Applied Division in achieving its organizational goals pertaining to Russia
custom program initiatives.

Table 4
Summary of Key Validated Causes for Knowledge, Motivation, and Organization
Type of Validated Cause
Knowledge Motivation Organizational
SCS leaders have limited
information about Russia
and the educational needs
of potential Russian clients
to be able to connect SCS
capabilities with clients
needs
SCS leaders were somewhat
motivated to persist in
engaging in international
initiatives pertaining to Russia
SCS Applied Division lacks
explicitly stated organizational
goals and resources available
for country-specific custom
program initiatives, inhibiting
stakeholder participation in
such initiatives

The next sections discuss solutions for key validated causes summarized in Table 4.
Proposed solutions will contribute to the achievement of the organizational goal, which includes
expanding SCS international activities.
Solutions for Knowledge Causes
Research Question 2: What are the recommended solutions to close the knowledge,
motivation and organization gaps that prevent SCS Applied Division senior management
from establishing custom programs for the Russian market?
Anderson and Krathwohl’s (2001) taxonomy guided this investigation regarding different
knowledge dimensions identified as causes for the performance gap. Specifically, limited factual
and conceptual knowledge on the topic dominated the data analysis in Chapter 4. This section
proposes solutions for these identified knowledge dimensions.
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Factual and conceptual knowledge gaps: SCS leaders have limited information
about Russia and the educational needs of potential Russian clients to be able to connect
SCS capabilities with the clients’ needs. Factual and conceptual knowledge about the topic are
important basic elements that the learner must be familiar with to help solve problems and
understand interrelationships between issues within a larger context (Anderson & Krathwohl,
2001). Assessing prior knowledge allows for the development of solutions that ensure a bridge
between what the SCS leaders already know and what they need to know to engage in these new
projects. Qualitative data collection revealed that SCS Applied Management leaders have limited
fundamental knowledge about Russia to initiate country-specific program initiatives. They also
have limited awareness about organizational goals pertaining to the initiative, which will be
discussed in detail in the organizational solutions section.
Based on case study findings, solutions indicate a need for additional information to
educate SCS leaders about Russia’s educational needs, the country’s economic development,
political and business climate and other factors that may influence collaboration in the custom
program field. Education is “any situation in which people acquire conceptual, theoretical, and
strategic knowledge and skills” (Clark & Estes, 2008, p. 59). Educating SCS Applied Division
leaders regarding country-specific information may prove to be an effective solution to help
them recognize the relationship between their academic programs and the opportunities that exist
for custom program education.
Several opportunities exist for SCS Applied Division to provide professional
development opportunities, including workshops and peer-supported reflections.
Workshops. Georgetown’s location in the nation’s capitol provides a variety of
educational options. Workshops are an extremely flexible and effective method for learning and
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development (McCauley, Derue, Yost, & Taylor, 2014). SCS Applied Division may develop a
series of workshops using internal talent and offer this training at Georgetown’s Downtown
campus, home of the School of Continuing Studies.
Fortune 500 companies demonstrate how organizations can use on-the-job experiences to
enhance their leadership knowledge. For example, GlaxoSmihKline, Tata Group, National Grid
and Heineken, draw upon an internal community of leaders, an “unbeatable think tank and
knowledge base”, to serve as line experts and coaches (Thomas, Jules, Bellin, & Lynton, p.335).
These experts not only train entry and mid-level managers but also keep peer-to-peer senior
leadership on the cutting edge of their knowledge. At Tata Group, evidence of the effectiveness
of the program included written and verbal feedback from the participants. Subsequently,
additional 200 executives were nominated from six of the largest group companies to participate
in the community of leaders training.
A comparable option for workshop design includes inviting external guest speakers and
experts. For example, visiting faculty from Russian partner universities will not only increase the
knowledge base on relevant topics but also enhance the School’s research initiatives and overall
international strategy. Additionally, workshops taught by international visiting faculty will serve
as a networking tool that may lead to contacts for custom program initiatives.
Peer-supported reflection. It is also recommended to include peer-supported reflection as
part of professional learning opportunities. Groundwater and Smith (2013) postulate that
cooperative reflection “…in and on action in the context of practice can be said to be form of
practical philosophy” that helps individuals to learn based on interaction between thinking and
acting (p.13). Peer supported schemes should be firmly situated within SCS Applied Division as
they offer “opportunities for negotiation in order to develop and maintain professional identity
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through reflective practice” (Purnell & Monk, p.3830). One such effective platform is blogging.
Through blogging SCS leaders may reflect on their personal experiences administering custom
programs and encourage problem-solving. Blogging fosters unification of the community and
inspires staff to take responsibility for their professional development through continual
participation in the community. Blogging may be introduced as a formal or informal interaction.
According to Wenger (2002) learning does not always take place in a formal manner but
may simply occur as social learning when colleagues identify common interests in which they
wish to engage in order to develop their skills and understanding by “interacting on an on-going
basis” (p.4). The nature of community of practice is such that contribution of each member is
highly regarded and that it allows for continuous self-development (Yang, 2009).
By prompting individuals to work collaboratively and engage in critical reflection
organization’s results will be achieved more effectively (Pena, Bensimon & Colyar, 2006). The
reason for SCS Applied Division to include reflection is to reveal beliefs and assumptions
commonly held by the group. SCS leaders will work collaboratively to develop a better
understanding of why the organization engages in what it does (Sinek, 2011), find solutions on
how to improve organization’s effectiveness and reflect upon their goal attainment.
Reflection is especially relevant considering that SCS includes a reflective education
concept in its mission, “The School of Continuing Studies educates students to become more
reflective, active, purposeful citizens who strive to improve themselves and our shared world,
embodying Georgetown's Catholic and Jesuit values…” (SCS, 2013). The mission refers to
students but the same sentiment should be applied towards other key SCS stakeholders, including
leadership.
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To summarize, recommendations for the most critical knowledge gaps identified in the
second research question call for SCS to provide its leaders with information and education
(Clark & Estes, 2008). This solution addresses factual and conceptual knowledge domains. The
next section examines recommendations for increasing motivation based on the Expectancy
Value Theory (Wigfield & Eccles, 2000).
Solutions for Motivation Causes
Research Question 2: What are the recommended solutions to close the knowledge,
motivation and organization gaps that prevent SCS’ Applied Division senior management
from establishing custom programs for the Russian market?
Motivation is required to support the persistence within a team in the face of distractions
and competing work priorities. Clark and Estes (2008) described motivation as a factor that
influences a person’s active choice, persistence, and mental effort. Interestingly, survey and
interview results for stakeholder motivation revealed no significant gaps in these three
dimensions for engaging in Russia-related custom program initiatives.
In this case study, the Expectancy Value Theory of motivation (Wigfield & Eccles, 2000)
can provide the most insight into recommendations to sustain the overall high level of motivation
of SCS leaders. This theory asserts that peoples’ beliefs concerning the degree to which they are
confident in accomplishing task (self-efficacy) and the degree to which they believe that the task
is worth pursuing (value) are two key components for understanding peoples’ behaviors.
Data collection results show that SCS leaders hold relatively high attainment and intrinsic
value for engaging in new custom programs for international clients. In other words, these
initiatives are personally meaningful to the SCS leaders and they know they will perform them
well. These results are consistent with industry advice about conducting business in Russia.
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Country experts postulate that success in Russia stems from a combination of market knowledge
and a genuine interest in the country (Lawson, 2013). Stakeholders need a willingness to
participate in what can be a challenging business environment.
At the same time two other important dimensions of the Expectancy Value Theory
(Wigfield & Eccles, 2000) should be discussed. These include utility and cost value. These
dimensions are particularly important as they help determine the value for facilitating
stakeholder’s long-range goals, obtaining immediate or long-range external rewards and
perceived cost of engaging in Russia related initiatives. The section below discusses
recommendations for increasing utility and cost value among SCS leaders as they relate to new
custom program initiatives.
SCS leaders hold relatively high attainment and intrinsic value but low utility and
cost value to persist in engaging in international initiatives pertaining to Russia. Within the
Expectancy Value Theory (Wigfield & Eccles, 2000), utility, cost, attainment and intrinsic
values are considered four key components of task value. SCS leaders generally hold positive
beliefs about attainment and intrinsic motivation, which means they enjoy engaging in the task
for personal and professional reasons. They also identify with the Jesuit values of education that
includes international outreach. As one interviewee stated, SCS goal should be to “spread Jesuit
values of educating the whole person no matter where they reside”.
Although motivation was the highest of the constructs for the SCS Applied Division
leaders in relation to custom program initiatives for Russian clients, it still warrants
recommendations focusing on creating value on utility and cost dimensions.
Utility value. Utility value refers to the degree of perceived usefulness of the present task
to attain present and future goals. Utility value thus is determined by how well a task fits into an
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individual’s goals and plans. Building utility value will help SCS leaders in their willingness to
work for the institutional goal of increasing international outreach through custom program
education if it is linked to the growth of their academic program. To increase motivation on
utility dimension, the following activities are recommended:
Personal engagement. Applied Division should provide opportunities for SCS leaders to
participate in critical elements of executive education cycle, from client relationship building to
follow up. Despite the fact that client relationship building was ranked the lowest on the survey
among other executive education steps that the stakeholders value, it represents a unique
opportunity for stakeholder engagement. Development of business relationships requires
interaction between people. In Russia, managers have long relied on informal networks and
personal connections to conduct business (Puffer & McCarthy, 2011). Research on business
networks shows that interpersonal relationships are essential for building trust and reducing
uncertainties in business interactions, as well as for knowledge exchange and development
(Puffer & McCarthy, 2011; Lars-Gunnar & Saimi, 2013). As a result of personal relationship
building, SCS will earn trust and repeat business from clients. Moreover, these interactions may
produce new business prospects and research opportunities that would not have been possible
without the initial engagement.
Extrinsic incentives. Extrinsic motivation refers to peoples’ tendency to perform activities
for external rewards, whether they are tangible or intangible in nature (Brown, 2007). The results
of the survey and interview indicate that SCS leaders receive few external incentives, financial
and non-financial, to engage in custom program initiatives. One recommendation is to offer
extrinsic incentives in the form of honorariums for participating in custom programs as a guest
lecturer, but these rewards should be kept small and tied directly to the performance of a specific
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behavior. Drucker (2002) states that knowledge workers are not only motivated by monetary
incentives but also by values and beliefs, social recognition and power. Therefore, it is also
recommended to compliment financial incentives with verbal praise and public
acknowledgement for the work performed in order to increase the perception of utilization value
of future tasks. Additional nonfinancial incentives that motivate employees include challenging
and meaningful work as well as making a difference and contribution to the organization
(Jordan-Evans & Kaye, 2012). During interviews SCS leaders mentioned that they welcome
challenging projects including this new opportunity to further their departmental growth.
Research opportunities. Another recommendation is to offer non-tangible incentives. For
instance, SCS leaders may utilize custom programs as a platform for conducting research for
personal and SCS-related topics or engaging in developing online education. By holding
informal discussions SCS leaders may exchange ideas about desired research collaborations and
work towards implementing them into their strategic plans. They may also use the ideas to apply
for university-wide research grants. This type of extrinsic incentive may prove to be productive
in increasing the utility value for stakeholders as SCS looks to grow its research capacity and
become a leader at the university on emerging economy initiatives.
Cost value. Utility value or usefulness refers to how a task fits into an individual’s future
plans, for instance, engaging in Russia-related custom programs to fulfill the departmental goals
for international growth. Cost value refers to how the decision to engage in one activity, for
example country-specific custom programs, limits access to other activities, such as research,
curriculum planning for existing degree programs, alumni relations and other initiatives
(Wigfield & Eccles, 2000). People have limited time and energy and they must choose among
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activities. Building cost value for SCS leaders will help them understand the value of their time
and effort in creating custom programs for Russian clients.
To increase motivation on the cost dimension it is necessary to integrate it with the
knowledge cause recommendations. Clark and Estes (2008) suggest that integrating knowledge
solutions with motivational and organizational processes provides advantages over individual
solutions in terms of effectiveness, efficiency and ease of evaluation. Sharing information about
potential short-term and long-term lucrative opportunities in Russia will increase emotional
commitment and help realize that these activities are worthwhile. The School should offer
educational opportunities to SCS leaders via workshops, online webinars, blogging and group
meetings to help them understand the connection between custom programs and their academic
departments bottom line. It is also recommended to reward SCS leaders for their efforts in
creating an executive education strategy for their academic program. One way to approach this is
by connecting their evaluation to the work done in pursuit of helping SCS achieve its quest for
international expansion.
In summary, this study’s findings and the relevant literature show that utility and cost
values are two dimensions that require particular attention to maintain the motivation level of
SCS leaders in international initiatives. Cost value in particular remains unique because it
concerns with time and effort (Wigfield & Eccles, 2000), whereas the other motivation
constructs do not address either of these. The next section discusses recommendations for closing
organizational gaps relating to country-specific custom program initiatives.
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Solutions for Organization Causes
Research Question 2: What are the recommended solutions to close the knowledge
motivation and organization gaps that prevent SCS’ Applied Division senior management
from establishing custom programs for the Russian market?
The third area of the gap analysis process model (Clark & Estes, 2008) addresses
organizational issues. The concept of the organization is complex and includes tangible and
abstract aspects that permeate every aspect of job performance. Tangible aspects within an
organization most commonly refer to such concepts as the availability of human and material
resources and the implementation of procedures. Intangible aspects of an organization are often
described in the context of goals, values, and beliefs (Clark & Estes, 2008). If an organization
shows deficiencies in essential materials, processes or direction, even a highly motivated work
force with exceptional knowledge and skills will experience difficulty performing successfully
(Clark & Estes, 2008; Rueda, 2011). Analysis of surveys and interview data revealed that SCS
leaders identified organizational issues to be the most significant barriers to their ability to
engage in international custom program initiatives. Chief among organizational issues were a
lack of explicitly stated goals and resources. The following section relates to recommendations
for organizational dimension and integrates solutions for key knowledge and motivational gaps.
SCS Applied Division lacks explicitly stated organizational goals and resources
available for country-specific custom program initiatives, inhibiting stakeholder
participation in such initiatives. According to survey and interview results SCS Applied
Management leaders have little, if any, awareness about explicit goals for international efforts in
the realm of custom program education, especially as they relate to Russia. Therefore, SCS
leaders may have a challenging time meeting the general vision for the School’s international
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expansion. Since 2006 the School has experienced and ongoing, transformative process of
change, in its structure and growth. In less than a decade SCS has grown from a relatively small
summer school and liberal arts degree granting unit to offering ten internationally recognized
professional degrees in a new modern Georgetown Downtown campus. While SCS Applied
Division provides global perspectives through international study tours and course offerings, it
has not developed clear goals for its international custom program initiatives nor has it dedicated
centralized human resources for these efforts.
The School’s internal structure and leadership are two possible factors preventing
Applied Division from clearly stating goals and dedicating staff for these initiatives. First,
another unit within the School already conducts custom program and professional development
training for external clients. Second, for the past two years the School of Continuing Studies
operated under an Interim Dean’s leadership. Survey and interview data revealed that SCS
leaders share a general concern that internal competition for resources and uncertainly with
leadership may pose a challenge for launching new initiatives. SCS stakeholders clearly voiced
their sentiments with comments such as the need for “more support internally”, concern with
“internal and external competition” and “uncertainty with new Dean to be named”. Additional
comments include the absence of an “appropriate message to appropriate audience”, lack of
dedicated staff to “work on developing new programs full-time”.
It is important to identify how to provide the organizational support needed given the
current structure and leadership at the School. Clark & Estes (2008) suggest an integrated
approach by focusing on stakeholder’s knowledge, motivation and organizational capacity.
Sections below discuss two recommendations that SCS Applied Division should consider. These
include establishing internal goals and allocating dedicated human resources for the initiatives.
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Goals. Sinek (2011) suggests that in the “golden circle” of leadership the importance of
communicating “why” an organization does what it does is essential to its success, triumphing
over the “how” and the “what”. If the “why” aspect is communicated clearly it will affect SCS
leaders motivation to fully engage in custom program initiatives. However, the “how” and the
“what” aspects are critical for following through with the initiatives. Therefore, it is
recommended for the Applied Division leader to introduce clear goals and rationales for
international custom program initiatives, not only for Russia but other markets as well.
Identifying goals and how to measure them are key steps organizations must take prior to
launching into implementation and assessment of initiatives. Introducing solutions recommended
by Dixon (1994) allows SCS Applied Division to close potential gaps in establishing the
School’s presence in Russia and other countries for custom program initiatives. The first step
includes clear articulation of goals, and the process by which to measure progress towards
meeting these goals. Once goals and measures are established the organization should align its
structures to meet these goals and at the same time keep open lines of communication with all
key stakeholders (this includes senior staff at the School and central office so that the department
does not expend time and energy in directions not supported by central administration). The
organization should then ensure that key stakeholders have the knowledge and motivation to
accomplish the tasks set forth by the policy.
Human resources. Since learning is key for employee motivation (Jordan-Evans &
Kaye, 2012), SCS should consider various ways to promote it within the organization. Learning
most naturally occurs not in isolation but by teams of people working together trying to solve
problems (Jonassen & Rohrer-Murphy, 1999). If the budget of the School of Continuing Studies
permits, it is important to add capacity for assisting Applied Division to achieve its international
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expansion objectives, including learning opportunities for its staff. One possible solution to
increase knowledge and capacity of SCS leaders is to appoint a senior level leader responsible
for international strategy that will help navigate the international arena.
Although the survey and interview did not ask this specific question, informal
conversations with SCS leaders produced positive feedback with comments like “this concept
matches our skills and coincides with our international efforts” and “this policy proposal is the
perfect way to grow programs as we reach our capacity domestically”. Informal interactions are
an important aspect of organizational culture and are critical when it comes to the
implementation of new approaches (Spillane, 2012).
The new position should closely collaborate with the Dean, Senior Associate Dean of
Applied Division, Senior Associate Dean for Communications and Strategy and central office on
setting goals and strategy for international initiatives. In addition to addressing expansion to the
Russian market, the position will help drive revenue from international activities for SCS,
increase internal communication and collaboration, increase learning opportunities for colleagues
and promote intercultural understanding among students, faculty and staff. Specifically, the new
position should focus on:
• Generating new business opportunities in custom program executive education for
SCS
• Coordinating international residencies, from logistics to site tours
• Coordinating international faculty exchanges and research partnerships
• Advising SCS leadership on strategies to engage in international arena
• Provide policy evaluation and feedback on SCS international activities
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Higher education institutions tasked with internationalizing their campuses most
commonly use these areas of focus as a starting point for their initiatives. One of the most
important responsibilities of the new senior leadership position for international initiatives will
be to provide policy evaluation and feedback to the SCS Dean and other senior leadership at the
university. Howlett, Ramesh and Perl (2009) argue that any policy evaluation is impacted by
external variables including capacity of people and their intentions for conducting evaluation.
Given these forces the outcomes of evaluation maybe interpreted differently, whether the policy
is a success and may continue in present form; whether it is a complete failure and needs to be
discontinued or, most common; if it needs improvement with suggested recommendations for
reform. To avoid hastily starting new initiatives the incumbent will assess and create criteria for
policy evaluation in advance. The new senior leader will seek feedback from the various
stakeholders involved in decision-making process as the School moves towards new
international markets. This includes working closely with experts in the region to provide
feedback on SCS proposals before launching into them. This way, SCS may revise in advance
any culturally sensitive aspects in evaluation plans.
Bovans (2008) and Chelimsky (1987) argue that the politics behind evaluations and their
interpretation play an important role and that it is crucial for arguments to be heard “at the right
time, by the right people and in the right way” (Bovans, 332). These statements especially hold
true in the Russian culture that devotes much more attention to negotiation, discussion and
relationship-building before any policy is implemented. If SCS engages in custom program
initiatives with Russia the School should take these suggestions into account when implementing
policies and conducting evaluation. The role of the new senior leader for international strategy
will become crucial in this regard.
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The incumbent’s responsibility will include educating senior leaders about the
opportunities, benefits as well as risks that exist in the Russian market. While Russia is not yet
considered a “knowledge/innovation hub” (Knight, 2014), the Russian government is slowly
moving towards this direction by creating opportunities for innovation and transfer of knowledge
into different sectors of the economy. One of these efforts targets skills training and executive
education. As the Minister of Economic Development of the Russian Federation, Dr. Alexey
Ulyukaev, recently stated (2014) in his address to the Georgetown community, “the country has
plenty of economists and lawyers” and needs professional development programs for engineers
and technical staff.
Knight (2014) provides a list of benefits and potential risks for cross-border
collaboration. Conducting a cost benefit analysis will help determine the best combination of
cross-border education strategies for Russia in the custom program market. For instance, to
increase production and exchange of new knowledge through academic and industry partnerships
(Knight, 2014) the School should evaluate political, economic, cultural and social contexts that
may influence whether the benefits outweigh the risk or vice versa. SCS Applied Division has
limited prior engagement with emerging markets. Thus the new senior leader should create a
process for cost benefits analysis for cross-border collaborations based on various country-
specific context.
In summary, the organizational recommendations should focus on establishing clear
objectives and allocating human resources to further international initiatives, including custom
program growth. One of the proposed solutions is to appoint a senior level position at SCS
responsible for international strategy that will help navigate the international arena, contribute to
the institutions overall international initiatives goals and policy evaluation. The new senior level
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position is an important new role for SCS because of the need to grow new revenue to offset
financial losses being incurred by other Schools at Georgetown. The section below provides a
summary for the knowledge, motivation and organization solutions before outlining an
implementation plan for the case study.
Summary of Knowledge, Motivation and Organization Solutions
Chapter 5 examined solutions for validated knowledge, motivation and organization
causes in this innovation gap analysis. Survey and data revealed that SCS leaders have little
factual and conceptual knowledge about engaging in custom program education in emerging
markets such as Russia. Possible solutions to increase knowledge include providing education
opportunities and peer supported reflection.
The findings in Chapter 4 show that SCS leaders are generally motivated to engage in
new initiatives but it is important not to lose momentum and build utility and cost value
perception among stakeholders. In terms of organizational solutions, survey and interview
analysis validated the need for SCS Applied Division to clearly identify goals and dedicate
human resources to these initiatives. One possible solution is appointing a senior level
administrator responsible for international engagement. The new role will be responsible for
increasing knowledge on country specific strategies, promoting collaboration among SCS leaders
and driving revenue for the unit.
The next section discusses an implementation plan for solutions to key validated causes
summarized in Table 4. Proposed implementation plan will contribute to the achievement of the
organization’s goal as SCS Applied Division expands its international activities in the Russian
market and other emerging economies.
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Implementation Plan
According to Clark and Estes (2008) a successful implementation plan needs to integrate
knowledge, motivation and organization dimension. SCS Applied Division aims to expand
custom program initiatives to emerging markets such as Russia, which is not an easy task. The
solutions proposed will help SCS Applied Division achieve its goals. When the implementation
of the initiative begins, SCS leaders will be introduced to these solutions, which will help them
in entering the emerging market.
Table 5 summarizes the causes, solutions and implementation of the solutions to aid in
closing the gap for knowledge, motivation and organizational issues. Table 6 outlines SCS
Applied Division’s goal, which is broken down by short-term and long-term goals that will aid in
reaching the main goal of the organization. Table 6 also provides an overview of the
performance goal, time frame of the implementation and how the performance goals will be
measured.
Solution Integration
Integrating knowledge, motivation and organization solutions provides the basis for
successful policy implementation. By creating a senior level position for international initiatives
and strategy SCS Applied Division would address gaps in all three dimensions for reaching its
organizational goals. The new position will increase educational opportunities for SCS leaders
country-specific knowledge, generate perceived value in engaging in custom program education
for the Russian market, and, most importantly, establish clear goals for the new initiative. Table
5 provides a summary of causes, solutions and implementation of solutions that will aid SCS
Applied Division in achieving its goals.
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Table 5
Summary of Causes, Solutions, and Implementation of the Solutions
Causes Solutions Implementation
Knowledge
& Skills
Factual knowledge:
Limited knowledge
about Russia
Conceptual
knowledge:
Limited knowledge
about educational
needs of potential
Russian clients
Increase educational
opportunities within
SCS on country-
specific topics
Develop workshops led by
internal and external area
experts
Encourage conference, webinar
participation to boost
knowledge about opportunities
in emerging market
Introduce informal peer-
reflection to learn from each
other, i.e. blogs, e-mails,
“brown bag” lunches
Motivation Values:
Relatively low utility
and cost values to
persist in initiative
Increase utility and
cost value for
engaging in
international custom
program initiatives
Encourage personal
engagement in all aspects of
custom program cycle,
including client relationship
building
Introduce extrinsic incentives,
financial and non-financial, i.e.
honorariums, research
opportunities, public
acknowledgement of
accomplishments
Organization
Capacity/
Resources
Goals:
Lack of explicitly
stated goals for
initiative
Resources:
Lack of human
resources available for
initiative
Develop clear goals
for initiative tied to
performance
evaluation
Dedicate full-time
staff to work on
international
initiatives
Introduce goals for
international custom programs
initiatives in academic units
strategic plans
Create senior leadership
position at SCS to advise on
international strategy and
coordinate international
initiatives
Integrate implementation with
knowledge and motivation
dimensions
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For the solution integration to succeed, the implementation plan should also provide
short-term and long-term goals. The next section provides an overview of cascading and
performance goals recommended to the organization.
Stakeholder Cascading and Performance Goals
In order to meet the needs of institutions in a state of change Dixon (1994) recommends
that the organization must have clear goals and ways to measure progress. Part of the
conversation during interviews focused on the lack of clear goals for the organization’s overall
international initiatives, not to mention custom education for Russia-related programs. All
interviewees expressed the need for SCS Applied Division to establish and explicitly
communicate the vision for the new initiative to aid them with their work. Therefore, it is
important to create a hierarchy of cascading goals by creating concrete goals and setting intervals
that can be monitored. Long-term goals are more effective broken down into short-term goals as
they have a greater potential for being accomplished (Schunk, Pintrich, & Meece, 2008).
The timeframe of the organizational goal is one year and is expected to commence as
soon as possible but no later than the first quarter of Fiscal Year 2015. The plan includes
cascading goals that are months from being accomplished and performance goals that are clear
and concrete objectives. Performance goals provide the basis for achieving of a cascading goal
and ultimately the organizational goal. Based upon the implementation plan, the organizational
goal, cascading and sample performance goals for SCS leaders are summarized in Table 6.
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Table 6
Organizational, Cascading, and Performance Goals for SCS Applied Division Leaders
Organizational Mission
Adhering to Georgetown 's Jesuit Catholic mission and international character, SCS aspires to offer a
unique education experience that prepares the next generation of global citizens to lead and make a
difference in the world.
SCS Applied Division’s Organizational Goal
Increase SCS executive non-degree custom program offerings to international clients from emerging
market, Russia, to two programs by end of Fiscal Year 2015.
Stakeholder Cascading
Goal
Stakeholder Performance
Goal
Performance Goal Measure
1. SCS will create new
senior level position for
international initiatives and
strategy by start of FY2015
Identify internal or external
candidate in first quarter of
new fiscal year, by September
1, 2014.
Create and post job announcement by
July 15
Review applications and conduct
interviews with five top candidates by
August 1
Make offer by August 15
2. New SCS senior level
position will establish vision
and goals for international
initiatives, including custom
program education for
Russian clients in early
FY2015
Establish vision and goals for
new initiative by September
15, 2014 and adjust strategic
plan for FY 2015 to include
these goals
Consult with SCS Dean and Sr.
Associate Dean to determine revenue
goals for initiative, complete by
September 15
Determine financial and non-financial
incentives for SCS leaders to engage
in initiative,
complete by September 15
Research topic areas of importance to
the Russian market for potential
custom program needs,
complete by September 30
Identify strengths of SCS academic
programs applicable to Russian
clients needs by reviewing program
material, speaking with SCS
stakeholders (Dean, Associate Deans,
faculty),
complete by September 15
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Table 6, continued
3. New SCS senior level
position will increase
knowledge, motivation and
organization capacity for
international activities,
including custom program
education for Russian
clients, to achieve
organizational goal by end
of FY2015
Create educational plan for
SCS leaders to increase
knowledge on Russia-related
topics, complete by September
30, 2014
Develop communication plan
to share goals and incentives
with SCS leaders and to
increase perceived value for
engaging in initiatives,
complete by September 30,
2014
Work with partner institutions
on launching first custom
program by February, 2015

Establish weekly or bi-weekly
newsletter to inform stakeholders
about international topics, including
country-specific information, send
first newsletter by September 15
Create series of monthly workshops
on country-specific topics,
complete by September 30
Establish partnerships with Russian
institutions for visiting faculty
exchanges,
complete by September 30
Identify topics for joint research
opportunities with partner institutions,
complete by September 30
Identify local conference held in FY
2015 on BRICS,
complete by September 30
Create monthly informal
opportunities for peer reflection on
international initiatives, i.e. blogs,
brown bag lunches, online
workshops,
complete by September 30
Meet with partner institutions to
identify fist custom program and
discuss program details,
complete by October 30

The proposed implementation plan focuses on concrete goals that will help SCS
executive custom program offerings in an emerging market, Russia, to two programs by end of
Fiscal Year 2015. The first and most important cascading goal is to create a new position for
international initiatives at SCS that will ultimately integrate knowledge, motivation and
organization capacity for achieving the organizational goal.
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Summary
Chapter 5 provided potential solutions for the causes of the knowledge, motivation, and
organizational culture gaps related to SCS leadership involvement in establishing custom
program initiatives for the Russian market. The solutions were developed on the basis of the
findings presented in Chapter 4 and review of the relevant research literature. The following
chapter provides a summary of the results from the case study and offers an assessment and
evaluation plan of the proposed solutions. In addition, Chapter 6 highlights strengths and
weaknesses of the implementation and evaluation approach, discusses further research required
and addresses case study limitations.
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CHAPTER 6
EVALUATION AND DISCUSSION
In the past 10 years Georgetown University’s School of Continuing Studies experienced
tremendous growth and witnessed a change in its international business development strategy.
These changes have created an interest in expanding SCS activities to new markets, including an
emerging economy such as Russia. Currently, SCS Applied Division has little interaction with
Russian entities that represent possible clients for custom program education. In order to
establish a solid presence in Russia for custom programs SCS Applied Division needs to provide
tools to its leadership necessary to be successful with the initiative.
One approach that helps with problem solving in an educational setting is gap analysis
(Clark & Estes, 2008). This methodology relies on establishing, analyzing and measuring goals
pertaining to knowledge, motivation and organizational challenges that may prevent achievement
of the goal. This case study investigated SCS Applied Division’s goal to expand its presence in
custom program education in Russia. Data collection helped with analysis of each gap. The data
were presented as well as a plan for implementation and evaluation of solutions.
The focus of the gap analysis was on SCS Applied Division’s senior leadership.
Stakeholders should be prepared to engage in business development opportunities that meet SCS
goals for custom program initiatives in an emerging market. By using Georgetown’s School of
Continuing Studies as a case study, a better understating of a process to assess senior leadership
engagement and preparedness for the new activities was achieved. The findings from this study
may be useful to other continuing education divisions in higher education institutions seeking to
grow their custom program share in an emerging market. The process used in the case study may
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be also adapted to their own needs as they evaluate effective ways to expand into new, promising
initiatives in the global economy.
The final chapter of this case study, Chapter 6, provides a summary of key policy
takeaways and recommendations for evaluation, describes strengths and weaknesses of the
approach, discusses limitations of the study as well as opportunities for future research. The last
section draws concluding thoughts about the case study.
Key Policy Takeaways
One of the ways for higher education institutions to grow revenue is through custom
program education. According to a comprehensive study by PricewaterhouseCoopers (2010), the
global business community will face a significant growth in talent mobility by 2020 requiring an
increase in training and development programs for managers. Bersin by Deloitte (2013)
estimates that businesses spend approximately $135 billion worldwide on training with an
estimated 40% of the training outsourced to executive education providers (Scalberg, 2013). The
training market is growing across online, hybrid and traditional modes of delivery.
Georgetown’s School of Continuing Studies is one of the university’s most innovative
and revenue-driven divisions. In fiscal year 2015 the university expects the School to exceed its
profit target from the prior year. To achieve this goal, SCS will develop programs in existing and
new geographic areas. As SCS becomes more internationally connected, it should focus on
knowledge, motivation and organizational challenges (Clark & Estes, 2008) that may prevent
SCS leaders from effectively growing programs globally, including executive education in
emerging economies such as Russia. If successful, SCS leaders will increase interactions and
relationship building with Russian academic and industry partners to contribute to organizational
goals.
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Based on this case study’s validated causes in knowledge, motivation and organizational
dimensions, one of the recommended solutions for SCS is to establish a new position to advance
international initiatives. The new senior international affairs officer will work closely with SCS
colleagues and other key university leaders to strategically increase Georgetown’s outreach
around the world by:
• Increasing educational opportunities for country-specific knowledge among SCS
stakeholders
• Generating perceived value in engaging in custom program education in emerging
economies
• Establishing clear goals for the new initiative
In the long-term the incumbent will develop a comprehensive strategic plan for engaging
in Russia and other emerging markets. In the short-term the new senior leader will conduct
country-specific research and develop a series of workshops to address topics relevant to the new
market. In addition to generating new business opportunities in custom program education by
leveraging SCS academic strengths, other areas of focus may include developing international
residencies for students, establishing international faculty exchanges and research partnerships,
and providing policy evaluation on SCS international activities.
As a result, the proposed recommendation will impact the School’s ability to quickly
respond to global trends driving private and public sector training needs, thereby enabling SCS
to contribute more effectively to the university’s fiscal expectations.
SCS leaders who participated in the case study expressed a shared view of the challenges
they face when approaching international initiatives. The new position will provide guidance to
SCS stakeholders on policy, creativity, problem solving and complexity (USC, 2014) of entering
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a new market grounded in research and evidence-based best practices. Consequently, the School
will grow its presence in emerging economies, increase revenue from innovative programming
and support the university’s Jesuit mission of global engagement.
Recommendations for Evaluation
The chief recommendation that emerged from the gap analysis was to create a new senior
level position responsible for designing and implementing an international business development
strategy, including expansion into the Russian market through custom program education. This
position will establish concrete and measurable goals for achieving the SCS objective and
coordinate efforts at SCS in increasing stakeholders knowledge, motivation and organizational
effectiveness pertaining to the initiative. Once the position is created and the right individual is
hired, further recommendations for an implementation plan to close gaps may be constructed.
One such recommendation stems from evaluating the political, economic and social
context of the new market. The incumbent should conduct a cost benefit analysis to determine
whether to target academic and industry partnerships or the government sector first, depending
on the current climate. Despite the direction chosen, as the first step in implementing this
recommendation the new senior leader should design country-specific workshops for the
stakeholders to help increase knowledge about Russia. The private sector offers valuable advice
in this regard. Senior private sector leaders agree that Russia offers tremendous opportunity but
at the same time they insist that decision makers should extensively study the country and its
needs prior to engaging in the market (DeBeer, 2012; Lawson, 2013).
In the beginning these workshops should target SCS Applied Division senior leadership
tasked with developing internationalization initiatives in their programs. The workshops should
and address cultural, political, economic, business customs and other topics relevant to the new
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market. For example, one of the workshops could focus on introducing stakeholders to the
Organizational Cultural model (Hofstede, 1980; Hofstede, Hofstede & Minkov, 2010) that
explains how values in the workplace are influenced by culture. The model features four
dimensions of national culture that distinguish country cultures from each other, and include
power distance, individualism versus collectivism, masculinity versus femininity and uncertainty
avoidance. A series of workshops on this topic could increase the level of awareness SCS leaders
hold for engaging with Russian and other international clients. The Goals Grid approach (Nicols
& Ledgerwood, 2006) is particularly useful in planning workshops. This assessment tool consists
of four categories - achieve, preserve, avoid and eliminate- and shows thought progression for
goal-development and decision-making.
The final phase in the gap analysis process (Clark & Estes, 2008) is to evaluate and
assess the workshop implementation plan devised by the new senior leader. Kirkspatrick’s
(2006) four-level evaluation system could be used to assess the impact of the proposed solution.
The four-level approach gained popularity in 1970s and remains a cornerstone in the education-
training sector. Human resource managers and organizational leaders use this model to measure
the effectiveness of the proposed training programs. While the model does not prescribe a
uniformed approach to designing an evaluation it provides useful techniques for conducting the
evaluation based on an organizations specific needs. The four levels are described below and
include reactions, learning, transfer and impact.
Level 1: Reactions (Did the stakeholders like the intervention, find it valuable)?
Level 1 evaluates reactions participants have towards the workshop (Kirkpatrick, 1998).
Before and after each workshop SCS leaders will be asked to fill out a brief survey with
questions regarding the value and effectiveness of the program. The survey will measure
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motivation, values, emotional reactions, and impact on persistence. The survey will also include
a few questions on a Likert scale about how much they enjoy the program, what knowledge they
are applying, and how confident they are in applying the new content to their work environment.
If the workshops offered are effective, the survey results will indicate positive feedback from
participants.
Level 2: Learning (What did the stakeholders learn?)
This level evaluates whether the workshop is effective in transmitting knowledge. The
workshop should engage stakeholders in applied practice of what is being learned so they may
later transfer the knowledge to their work. One such useful method is a case-scenario where the
stakeholders should react based on the knowledge learned thus far. It should be noted that while
“practice promotes (but does not guarantee) learning and training” (Clark & Estes, p.131) it
provides an opportunity to improve future workshops. Case scenario questions during this phase
should address SCS leaders ability to apply the critical components of the workshops to real life
situations. Additionally, questions should help determine if SCS leaders are more motivated to
implement these components to new international initiatives. If the implementation is successful,
SCS leaders should demonstrate increase awareness of critical Russia-related knowledge useful
for custom program implementation and be able to incorporate these components into custom
program lifecycle and curriculum planning.
Level 3: Transfer (Are the stakeholders applying the knowledge after training is
completed?)
A necessary step in the process is to evaluate if knowledge has been transferred. The
transfer refers to whether participants can apply what they learned in the work setting.
Observation is the best way to assess this transfer (Kirkpatrick, 1998) and should take place on-
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the-job within an established timeframe after the training. The new senior leader of international
initiatives should observe formal and informal interactions of SCS leaders with potential clients.
These observations should analyze whether SCS leaders incorporate the culturally sensitive and
content relative information from the workshops in their interactions with potential Russian
clients. Observations could provide an opportunity to determine what aspects of future
workshops should be enhanced. If the solution offered is being effective, SCS leaders will show
evidence of mastering the content by continuously integrating the knowledge in their business
interactions with Russian clients as well as an increased use of resources available to them via
training.
Level 4: Impact (Is the gap closed?)
The last level evaluates whether transfer contributed to the achievement of organizational
goals. The organizational goal is measured by the revenue and the number of non-degree custom
programs delivered. Level 4 should determine whether the proposed solutions contributed to an
increase in the number of partnerships secured and the revenue derived from Russia related
custom programs in a given timeframe. Additionally, this evaluation may help identify the
impact of the solution on increasing motivation level among SCS leaders to engage in Russia
related custom programs and decreasing organizational barriers associated with the initiative.
To determine whether the solution is successful, SCS Applied Division should gather and
track data on workshop participation to determine whether SCS leaders who utilize the workshop
content are more likely to incorporate the knowledge in their interactions with international
clients. The Goals Grid (Nickols & Ledgerwood, 2006) maybe a useful strategic planning tool to
help track progress and make decisions on future workshops based on four categories, which
include achieve, preserve, avoid and eliminate. In the end, if senior leaders will increase
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interactions and relationship building with Russian academic and industry partners that result in
achieving the program outreach and revenue goals, then the proposed solution will have proved
to be a success.
As SCS develops, implements and assesses the effectiveness of its international business
strategy pertaining to custom programs, it is further recommended that the School’s leadership
work closely with the University Professional and Continuing Education Association to collect
and benchmark data with other continuing education units in the US higher education system.
Additionally, SCS stakeholders may arrange site visits to peer institutions that have successfully
established presence in Russia for custom program education to make recommendations for
continued success. Data analysis revealed that SCS leaders value learning from peers and this
suggestion may be well received if implemented. Lastly, solutions to gaps in knowledge,
motivation and organizational challenges relating to any changes should rely on empirical
research to have a higher chance of being accepted by other stakeholders at the School and the
university (Clark & Estes, 2008).
Strengths and Weaknesses of the Approach
Having a realistic ability to reach identified goals allows SCS to enhance its reputation in
the international arena, secure more business and earn higher profits. The gap analysis (Clark &
Estes, 2008) provided Georgetown SCS decision-makers an overview of the areas the
organization should focus on to meet its objectives relating to custom program initiatives in an
emerging market. Specifically, the framework analyzed through a qualitative approach the
knowledge, motivation and organizational challenges that SCS senior leaders face with the new
initiative. This methodology is most useful in the beginning stages of launching the project as it
helps SCS executives to make informed decisions about allocating resources by taking into
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account its main concerns. The gap analysis approach was chosen because it aims to improve
organizational performance by enhancing existing deficits.
As with every methodological approach, the gap analysis (Clark & Estes, 2008) has its
weaknesses. One of the deficiencies of the approach is its exclusive focus on internal evaluation
to identify challenges of reaching an organizational objective. The approach foregoes evaluation
of the external environment, a critical element to this case study, considering SCS goals for
international expansion. Including a complimenting methodology, such as the Strengths-
Weaknesses-Opportunities-Threats (SWOT) analysis (Kotler, 2000), would enhance this case
study and provide evaluation of different aspects influencing the organization. SWOT analysis
remains one of the most useful elements of the strategic planning process (Helms & Nixon,
2010). SCS leaders may use results from one approach as input for another, and vice verse. Table
7 provides an overview of the SWOT analysis to illustrate how this approach compliments the
gap analysis (Clark & Estes, 2008).

Table 7
SWOT Analysis Overview
Helpful
in achieving the objective
Harmful
in achieving the objective
Internal Forces
Attribution of the
organization
Strengths
Advantages the organization has
over competitors
Weaknesses
Areas that need improvement
compared to competitors
External Forces
Attribution of the
environment
Opportunities
Trends and market gaps to fill
Threats
External factors that can threaten
the initiative
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In summary, the gap analysis is an internal, targeted evaluation that identifies specific
performance deficiencies while the SWOT analysis provides a comprehensive evaluation of
many aspects of the external environment, including competitors. In terms of timing, the gap
analysis if often conducted to reach short-term goals while SWOT helps with long-term
planning.
Other Methodological Approaches
The gap analysis approach (Clark & Estes, 2008) and SWOT analysis are two of the most
common frameworks available for diagnosing and solving performance problems for
organizations and individuals. Table 8 lists additional problem solving paradigms that
incorporate qualitative research and data-driven processes. These frameworks include
Benchmarking (Tucker, 1996), Community Action Research (Stringer, 2007), Positive Deviance
(Sternin, 2003) and Policy Analysis (Bardach, 1996). A common theme in these approaches is
their focus on clearly defining the problem, identifying the tools required to achieve the goal and
providing recommendations for solving the problems.
These methodological approaches generate ideas, promote discussions and self-reflection
on how to better link theory and practice. However, they may be time consuming and costly for
the organization to implement. Typically, an organization will hire a consultant to perform the
assessment. Nevertheless, participation in the project takes valuable time away from employees
work duties, including managers who must monitor the progress and evaluate results of the
study.
If cost is a concern it may be more cost-effective to engage internal leadership on
performing the analysis and identifying areas of deficiencies. Using internal resources versus an
outside consultant may also boost morale and decrease apprehension with the overall goals for
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the study, especially if the analysis involves skill evaluation. Individuals should be given an
opportunity to work with the study team and encouraged to lend their expertise by serving as a
liaison for the unit.
Evaluation of strengths and weaknesses associated with the gap analysis approach (Clark
& Estes, 2008) confirms that it was suitable for this case study. Due to time limitation the gap
analysis focused only on one stakeholder. However, conducting a cost-benefit analysis would
help determine whether a full gap analysis would be a worthwhile undertaking and if other
methodologies would help enhance the gap analysis results.
As part of the process, SCS leaders should analyze the time and resources available to
conduct the study against the value of the benefits that would be achieved. For SCS leaders, the
benefits would include higher levels of knowledge, motivation and organizational support that
could impact executive education offerings for clients from a new market.
The last sections of Chapter 6 discuss areas of the case study that could have been
improved to provide better results, address further topics for research and provide a summary of
key aspects of the study.
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Table 8
Comparative Matrix of Different Problem Solving Paradigms
Key features Prerequisite conditions Sample problem Sample inquiries
Benchmarking
(Tucker, 1996)
Allows to compare a like-
organization with
successful outcomes that
are of interest to your
organization, learn from
the partner what they are
doing differently in
achieving the success and
try to change your
organization’s processes
based on finding in order
to improve your desired
outcomes.
Clearly identify
problem(s) to benchmark
Identify key people to be
on the team
Study your own
organization
Identify benchmarking
partner, and have access
to partner
Assemble data, evidence
Competitor university
increased their
participation in custom
programs in Russia by
10% last year.
Georgetown would like to
investigate what factors
attributed to this growth
and whether key staff was
well prepared for this
expansion.
What processes are in place
for competitor university to
operate in Russia?
How does competitor
university evaluate key staff’s
knowledge about Russia when
launching new programs?
What support does staff
receive when engaging with
new Russian clients?
How is staff motivated to
develop new business
opportunities in Russia?
Community
Action Research
(Stringer, 2007)
Organization builds close
relationship with the
community stakeholders.
The subjects (participants
or stakeholders) take part
in identifying the problem
and provide local action-
oriented strategies in
helping to solve the
problem.
What is it that we really
want to know about the
problem?
Open communication
Inclusivity and consensus
Look, Think, Act
approach
Data, evidence
Georgetown SCS
currently lacks
professional development
opportunities for senior
leaders in the area of
cross-cultural
competencies.
Georgetown approaches
internal or external
stakeholders to design
such a program for SCS
leaders.
What are key challenges
leaders face in developing
cross cultural competencies?
What knowledge do SCS
leaders currently have about
the topic?
What are successful strategies
experts are using in teaching
about cross cultural
competencies?
Positive Deviance
(Sternin, 2003)
Allows to study deviants
that are like everyone else
but have positive results
in the area of inquiry.
Focus on behavior
strategies that could be
transferred to others in
the at risk group. Arrive
at a data-based decision.
Define the problem
Identify the Positive
Deviance group and
uncover the differences
between the research
study group and PDs
Data, evidence to actually
realize for sure that PDs
exist
Georgetown SCS custom
programs on real estate
topics for Russian clients
decreased by 5% from last
year. Georgetown wishes
to analyze the behavior of
the PD’s in SCS Applied
Division to apply to the
declining custom
program.
What are the PDs in the SCS
Applied Division doing
differently?
Do faculty engage PDs
differently in the academic
setting?
Do SCS leaders get involved
in customer relationship
building?
How does political or
economic climate affect PDs
at SCS Applied Division
versus other programs?
Policy Analysis
(Bardach, 1996)
Evidence-based policy
development that consists
of an eightfold process
for analyzing policy.
Clearly define the
problem
Assemble evidence,
construct policy options
and evaluation criteria
Ideally, a policy should
not yet exist
Georgetown SCS leaders
lack extrinsic incentives
for engaging in new
initiatives. As of January
1, 2015 SCS leaders will
receive honorariums for
leading custom programs,
including for international
clients
($X per program)
Why is there a need for the
new policy?
Will new policy motivate
leadership to increase
productivity?
What ramifications will the
new policy have on the
School’s budget?
Are there alternative options
to compensate SCS leaders
for custom program
initiatives?
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Limitations of Study
There are several limitations to the study. First, the researcher served in a senior role at
the site of the case study, therefore the study may not have been as objective (Patton, 2002).
Additionally, the researcher is originally from Russia, thus the potential for bias does exist. In an
effort to reduce the bias, the interviews were structured in a way so as not to allow the researcher
to ask leading follow-up questions regarding stakeholders perceptions, negative or positive.
Second, the population and sample size included all 10 senior leaders at Georgetown’s
School of Continuing Studies. The comprehensive Clark & Estes (2008) gap analysis would have
included all stakeholders, including operational staff, faculty and students. The responses of
additional stakeholders could have potentially influenced research results on the knowledge,
motivation, and organizational culture constructs. Operational staff and faculty play a major role
in designing and delivering custom programs for domestic and international clients. Their
opinions would impact motivation to engage in initiatives with new international clients and
organizational culture and support.
Finally, availability of additional artifacts, such as strategic plans, would have
strengthened the validity and reliability of this case study. Without these additional qualitative
measures, the study utilized only surveys and qualitative interviews.
Future Research
This case study provided recommendations for SCS Applied Division to achieve its goals
for establishing a presence in Russia for custom program education. Areas of future research
would involve conducting a gap analysis that engages a wider stakeholder base and incorporates
research questions addressing other emerging economies. Another possible area for future
research could involve conducting a comprehensive SWOT analysis. This methodology
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evaluates external factors such as competitors and force majeure circumstances that could affect
the launch and implementation of the proposed initiative.
In addition to a full gap analysis and SWOT analysis, a benchmarking study of peer
institutions that have developed entry strategies to Russia and other emerging economies would
assist SCS leadership in implementing its executive education goals. A benchmarking study
would allow SCS to determine how peer institutions identified the knowledge, motivation, and
organizational challenges and how those were overcome.
This case study recommended appointing a senior leader for international initiatives. This
individual would play a key role in leading a comprehensive gap analysis and other future
research to achieve organizational goals. Other institutions confronting similar
internationalization challenges should consider solutions unique to their own environments.
Their study may focus on a different stakeholder more relevant to the organizations needs for
expanding to an emerging market. For example, faculty play an important role in the process of
transformative change, including in meeting institutional global goals (Wade, 2012). They must
be equipped with the knowledge and skills and motivation not only to create new curriculum but
also contribute to business development initiatives of the organization. A more in-depth analysis
focusing on faculty as an organizational stakeholder would provide the organization with a better
understanding of institutional challenges that exist in the implementation of the gap analysis
(Clark & Estes, 2008).
Conclusion
This case study applied a methodology for innovative problem solving, the gap analysis
process, developed by Clark and Estes (2008). The study focused on a continuing education
division of a major liberal arts and research university, Georgetown University. The past 10
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138
years for the School of Continuing Studies could be described as transformational. Having grown
from a liberal arts grating division to offering 10 professional masters programs and a robust
custom program portfolio for domestic clients, the School is well positioned to expand its
educational offerings to international markets and serve the needs of the global community. With
the rise of expectations for additional growth also comes the need to provide resources to SCS
senior leaders to help reach the School’s goals. It makes sense for SCS to invest in a new senior
leadership role in order to help decision-makers gain a better understanding of international
strategies.
This case study may be used as an example to inform Georgetown and other colleges and
universities on how to develop effective implementation of strategic goals relating to executive
education in emerging economies. It provides a process for assessment of the knowledge and
motivation of senior leaders who are instrumental in the successful implementation of the
initiative. The process also measures the organizational culture and support that SCS leaders
have in meeting the School’s objective. In addition to examining challenges that exist across the
constructs of SCS leaders knowledge, motivation and organization support regarding
establishing custom program initiatives in Russia, the study allowed to present recommendations
to help achieve the School’s goals.
The decision to use Georgetown’s SCS was intentional. SCS has experienced significant
growth in program offerings in the past 10 years. Georgetown relies on SCS for revenue growth
and development of innovative programming at a rapid pace to capture a wider range of non-
traditional students and custom program clients. This process provided a unique opportunity to
examine the perceptions of SCS leaders on elements contributing to the initiatives success.
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Finally, it should be noted that force majeure circumstances, such as geo-political events
and natural disasters, influence any policy initiative at any given time. However, these
transformations should not deter higher education institutions from pursuing their goals. With the
right leadership, human resource capacity and support organizations will achieve their
institutional long-term goals.
Georgetown‘s School of Continuing Studies should focus on closing gaps in knowledge,
motivation and organizational support and creating a plan to build a comprehensive custom
program education strategy for Russian and other international clients. If these areas are
addressed the School will not only increase its financial capacity but also educational
opportunities for individuals from an emerging market. By doing so it will continue
Georgetown’s Jesuit mission of engaging in the world. Ultimately, SCS goal of establishing a
presence in Russia will benefit the university and through people-to-people interactions help
bridge gaps and reduce misunderstandings between the U.S. and Russia.
By equipping their leaders with the right knowledge, identifying appropriate motivation
tactics and providing needed organizational support, other higher education institutions will
achieve positive return on investment in Russia related initiatives. As Russian President Vladimir
Putin (2014) said when asked to send a message to the international business community at the
St. Petersburg International Economic Forum “I have a very simple message — think about your
profits and the possible dividends from work in Russia…do not succumb to pressure but go your
own way and you will achieve success and we will help you along the way.”
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APPENDIX A
KNOWLEDGE, MOTIVATION AND ORGANIZATION TABLES
Table A1
Organizational Mission, Global Goal and Stakeholder Goals
Organizational Mission
Adhering to Georgetown 's Jesuit Catholic mission and international character, SCS aspires to
offer a unique education experience that prepares the next generation of global citizens to lead
and make a difference in the world.
Organizational Global Goal
Increase SCS executive non-degree custom program offerings for Russian clients to two
programs by end of Fiscal Year 2015.
Participants
By Spring 2015, 100% of
participants will complete
program deliverable for first
custom program.
Instructors
By Spring 2015, 100% of
instructors provide feedback
to staff and participants on
participants’ final deliverable
for first custom program.
Staff: Senior Management
By Spring 2015, all senior
management at Applied
Division will demonstrate
100% of Russia-specific
knowledge necessary to
launch custom non-degree
programs for that market.
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Table A2
Possible Causes of Performance Gap: Knowledge Skills
Type of Cause
Knowledge Type Example
Factual Identification of characteristics of possible Russian executive education
clients and knowing educational partners in Russia that could help source
potential executive education clients;
Knowing the goal of executive education activates at Georgetown’s SCS
Applied Division and the process of the executive education cycle.
Conceptual Understanding the impact of Russia’s overall political and economic
climate, business and management environment, and trends in US-Russia
relations on the School’s potential executive education engagement with
Russia;
Understanding how to connect SCS Applied Division’s content to the
needs of Russian clients and the selection process of clients for executive
level training.
Procedural Knowing specific strategies to effectively build relationships with
Russian clients.
Knowing how to effectively monitor program implementation for
executive level education for Russian clients.
Metacognitive Understanding the importance of self-reflection and self-monitoring in
program implementation.
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Table A3
Summary of Assumed Causes for Knowledge, Motivation, and Organization
Type of Cause
Knowledge Motivation Organizational
1. Lack of knowledge of
potential institutional
partners in Russia for
executive level training (P)
1. Lack of intrinsic and
extrinsic factors lead to
uncertainty in expectancy
outcome for new initiative (P,
T, L)
1. New team dynamics may
affect organizational culture
(P, T, L)
2. Unclear on goals and
purpose of executive
education at SCS Applied
Division (P, L, T)
2. Higher levels of interest
and intrinsic value will
motivate senior managers (T,
L)
2. Lack of explicitly stated
organizational goals relating
to Russia initiatives may
decrease unit’s interest in
activity (P, T, L)
3. Lack of understanding on
how to monitor program
delivery for Russian clients
(P)
3. Clear and measurable
performance goals will
motivate individual
stakeholders and team (T, L)
3. Innovative organizational
culture positively affects
organizational performance
but uncertainty with the
amount of resources allocated
to new initiative may
negatively affect
organizational outcome (T, L)
4. Globalization trends affect
executive education
strategies (L)

Note. P = Personal Knowledge; L = Literature; T = Learning and Motivation Theories
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Table A4
Gap Analysis Case Validation Method Worksheet
Assumed Cause Survey/ Assessment Interview Observation
Document
Analysis
Knowledge
Identification of
characteristics of
possible Russian
executive education
clients
Survey to determine
factual knowledge
about topic
-- -- --
Knowledge about
educational partners in
Russia that could help
source potential
executive education
clients
Survey to determine
factual knowledge
about topic
-- Observation
during staff
meetings to
determine if
stakeholders can
identify potential
Russian
educational
partners
Meeting
minutes, if any
Emails to
validate
findings
Knowledge about the
goal of executive
education activities at
Georgetown’s SCS
Applied Division
Survey to determine
factual knowledge
about topic
In-person
interview to
determine
factual
knowledge
about topic
-- Review fiscal
year planning
document to
determine if the
goals for
executive
education are
explicitly stated
Understanding the
impact of Russia’s
overall political and
economic climate,
business and
management
environment, and
trends in U.S.-Russia
relations on the
School’s potential
executive education
engagement with
Russia.
Survey to determine
the stakeholder’s
level of
understanding of the
connection between
general knowledge
on work specific
outcomes.
-- Observation
during staff
meetings to
determine if
current events
are discussed in
the context of
how they will
affect executive
education
activities.
Meeting
minutes, if any
Emails to
validate
findings
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Table A4, continued
Assumed Cause Survey/ Assessment Interview Observation
Document
Analysis
Knowledge
Understanding how to
connect SCS content
to the needs of
Russian clients.
Survey to determine
general level of
conceptual
knowledge
--

--

--

Understanding the
selection process of
clients for executive
level training.
-- In-person
interview to
determine the
level of
understanding
and uniformity
in answers
among
stakeholders
Observation
during staff
meetings to
determine how
stakeholders
select executive
education clients
Meeting
minutes, if any
Emails to
validate
findings
Knowledge about
specific strategies to
effectively build
relationships with
Russian clients.
-- In-person
interview to
determine the
strategies for
building
relationships
with
international
clients,
including from
Russia
Observation
during staff
meetings to
determine if
stakeholders
have procedural
knowledge
Meeting
minutes, if any
Emails to
validate
findings
Knowledge of how to
effectively monitor
program
implementation for
executive level
education for Russian
clients.
-- In-person
interview to
understand the
stakeholder’s
metacognitive
processes
Observation
during staff
meetings to
determine if
stakeholders
have procedural
knowledge
Meeting
minutes, if any
Emails to
validate
findings
Understanding the
importance of self-
reflection and self-
monitoring in program
implementation.
Survey to determine
the level of
understanding and
self-reflection
In-person
interview to
understand the
stakeholder’s
metacognitive
processes
--
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Table A4, continued
Assumed Cause Survey/ Assessment Interview Observation
Document
Analysis
Motivation
Stakeholder sees little
value in launching
new initiative as it
relates to overall
organizational goals
(Understanding the
role of incentives for
launching new
program initiatives at
SCS Applied
Division.)
Survey to determine
the value level
stakeholders hold in
organizational goals
relating to executive
education
In-person
interview to
determine
interest level in
Russia projects
Observation
during staff
meetings to
determine if
incentives are
clearly
communicated
Meeting
minutes, if
available
E-mails to
determine if
incentives are
clearly
communicated
Stakeholder sees little
value in own
contribution to new
initiative
(Understanding the
importance of one’s
contribution to
program design,
monitoring and
implementation.)
Survey to determine
the value level of
stakeholders hold in
personal
contribution to
executive education
initiatives
Interview to
determine if
stakeholder has
intrinsic
motivation to
engage in the
new initiative
and/or if
extrinsic factors
exist
Observation
during staff
meetings to
determine if
stakeholders
proactively
engage in
discussions about
Russia initiatives
Meeting
minutes, if
available
Emails to
determine the
level of
stakeholder
engagement and
response to
program needs
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Table A4, continued
Assumed Cause Survey/ Assessment Interview Observation
Document
Analysis
Organizational
Understanding the
purpose and value of
launching executive
education activities
at Georgetown’s
SCS Applied
Division as they
relate to Russia
given current level
of organizational
support.
Survey to determine
the level of
understanding about
the organization’s
purpose, value and
support for
executive education
initiatives
In-person interview
to determine the
level of
understanding and
uniformity in
answers among
stakeholders as
they relate to
organizational
purpose, value and
support for
executive education
initiatives
Observation
during staff
meetings to
determine if the
purpose and
value of
launching
executive
education
activities for
Russian clients
are clearly stated
Meeting
minutes, if
available
E-mails to
determine if
the purpose
and value are
clearly
communicated
Awareness about
new team dynamics
on organizational
goals for executive
education activities
-- In-person interview
to determine the
level of awareness
and uniformity in
answers among
stakeholders
Observation
during staff
meetings and
informal
gatherings to
determine
stakeholder’s
view of team
dynamics about
new executive
education
activities
Meeting
minutes, if
available
E-mails to
evaluate the
level of
stakeholder’s
team
engagement
Awareness about
importance of
credible models
from peer
institutions for
launching executive
level training for
Russian clients
Survey to determine
whether
stakeholders place
value on peer
institution as
credible models for
Russia related
executive education
programs
-- Observation
during staff
meetings and
informal
gatherings to
determine if
stakeholders
mention credible
peer institutions
engaged in
executive
training for
Russian clients
Meeting
minutes, if
available
emails to
evaluate the
level of
stakeholder
awareness
about peer
institutions
and their
engagement in
executive
education with
Russia
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Table A5
Survey Builder Worksheet
Assumed Cause Knowledge Motivation Organization
Identification of
characteristics of
possible Russian
executive education
clients
What type of organizations should
Applied Division be targeting for
executive education in Russia:
higher education institutions? large
corporations? small and medium
size business? non-profit
organizations? government sector?
-- --
Knowledge about
educational partners in
Russia that could help
source potential
executive education
clients
What higher education institutions
from Russia could serve as potential
partners for Applied Division’s
executive education initiatives:
Russian Presidential Academy?
Higher School of Economics?
Moscow Institute of International
Relations? Skolkovo Business
School? Other? Don’t Know
-- --
Knowledge about the
goal of executive
education activities at
Georgetown’s SCS
Applied Division
To what extent do you have a firm
understanding of the goals for
Applied Division’s executive
education initiatives?
To what extent do you have a firm
understanding of the goals for
Applied Division’s executive
education initiatives as they relate
to Russia?
To what extent do you have a firm
understanding of the goals for your
department’s (MPS program)
executive education initiatives as
they relate to Russia?
-- To what extent
are executive
education
initiatives
discussed in
Applied
Division’s yearly
strategic plan?
Knowledge of the
process of the
executive education
cycle.
-- -- --
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Table A5, continued
Assumed Cause Knowledge Motivation Organization
Understanding the
impact of Russia’s
overall political and
economic climate,
business and
management
environment, and
trends in U.S.-Russia
relations on the
School’s potential
executive education
engagement with
Russia.
To what extent do you have an
understanding about Russian political
culture, business practices, socio-
economic environment, Russia’s global
affairs, education trends and US-Russia
relations?
-- --
To what extent does the state of US-
Russia relations affect the level of
potential executive education
engagement with Applied Division?
-- --
To what extent do you have an
understanding about emerging markets
of BRIC countries (Brazil, Russia, India
and China)?
-- --
Understanding how to
connect SCS Applied
Division’s content to
the needs of Russian
clients.
To what extent can you identify content
areas relevant to Russian executive
education clients?
To what extent do you understand how
to connect your program’s academic
strengths to the needs of Russian
clients?
-- --
Understanding the
selection process of
clients for executive
level training.
-- -- --
Knowledge about
specific strategies to
effectively build
relationships with
Russian clients.
-- -- --
Knowledge of how to
effectively monitor
program
implementation for
executive level
education for Russian
clients.
To what extent do you monitor and
adjust, if necessary, the executive
program during its implementation?
-- --
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Table A5, continued
Assumed Cause Knowledge Motivation Organization
Understanding the
importance of self-
reflection and self-
monitoring in program
implementation.
-- -- --
Understanding the role
of incentives for
launching new
program initiatives at
SCS Applied Division.
-- To what extent are you incentivized for
accomplishing tasks relating to new
initiatives?
What could help you to successfully
launch Russia related executive
education initiatives?
--
Understanding the
importance of one’s
contribution to
program design,
monitoring and
implementation.
-- To what extent are you involved in
executive education activities at
Applied Division?
To what extent is it important for you
to be involved in all phases of the
executive education cycle?
To what extent is it important for you
to be involved in the following aspects
of the executive education cycle as they
relate to Russia: Client relationship
building? Program development?
Program implementation? Program
evaluation? Client follow up?
--
Understanding the
purpose and value of
launching executive
education activities at
Georgetown’s SCS
Applied Division as
they relate to Russia
given current level of
organizational support
-- To what extent do you value the overall
executive education goals for Applied
Division as they relate to Russia?
To what extent do you value the
executive education goals for your
department as they relate to Russia?
To what extent do you value offering
executive education programs?
To what extent do you value offering
executive education programs to
Russian clients?
--
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Table A5, continued
Assumed Cause Knowledge Motivation Organization
Awareness about new
team dynamics on
organizational goals
for executive
education activities
To what extent are other senior
leaders at Applied Division
helpful to your department
whenever collaboration is
needed?
To what extent does Applied
Division’s organizational
structure help to reach its goals?
Awareness about the
importance of credible
models from peer
institutions for
launching executive
level training for
Russian clients
-- -- To what extent is it important to
learn from credible models from
peer institutions about launching
executive level training for
Russian clients?
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Table A6
Interview Builder Worksheet
Assumed Cause Knowledge Motivation Organization
Identification of characteristics of
possible Russian executive
education clients
-- -- --
Knowledge about educational
partners in Russia that could help
source potential executive
education clients
-- -- --
Knowledge about the goal of
executive education activities at
Georgetown’s SCS Applied
Division
What is your
understanding of the
goals for Applied
Division’s executive
education initiatives as
they relate to Russia?
-- --
Knowledge of the process of the
executive education cycle.
-- -- --
Understanding the impact of
Russia’s overall political and
economic climate, business and
management environment, and
trends in U.S.-Russia relations on
the School’s potential executive
education engagement with Russia.
-- -- --
Understanding how to connect
SCS Applied Division’s content to
the needs of Russian clients.
-- -- --
Understanding the selection
process of clients for executive
level training.
How does Applied
Division select
international clients for
executive level training?
-- --
Knowledge about specific
strategies to effectively build
relationships with Russian clients.
What do you think are
some of the ways that
you can help Applied
Division to build long
lasting relations with
Russian clients?
-- --
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Table A6, continued
Assumed Cause Knowledge Motivation Organization
Knowledge of how to
effectively monitor
program implementation
for executive level
education for Russian
clients.
A group of program
participants requests
you to organize a
visit to a museum or
shopping center
outside of program
hours. How would
you manage this
request and similar
personal requests
from participants?
-- --
Understanding the
importance of self-
reflection and self-
monitoring in program
implementation.
-- -- --
Understanding the role of
incentives for launching
new program initiatives at
SCS Applied Division.
-- -- What resources are
available to you for
expanding executive
education opportunities?
Understanding the
importance of one’s
contribution to program
design, monitoring and
implementation.
-- What incentives do
you receive for
engaging in
innovative programs
such as executive
education training?
--
Understanding the
purpose and value of
launching executive
education activities at
Georgetown’s SCS
Applied Division as they
relate to Russia given
current level of
organizational support
-- How important is it
to you to pursue
executive education
opportunities in
Russia versus other
countries?
What is the value for
Applied Division to develop
executive education
initiatives? How about for
Russian clients?
In your opinion, what are
some of the major
challenges Applied Division
faces in expanding
executive education
offerings? What are the
major opportunities? How
about for Russian clients?
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Table A6, continued
Assumed Cause Knowledge Motivation Organization
Awareness about new
team dynamics on
organizational goals for
executive education
activities
-- -- As you know, Applied
Division recently
restructured its operations,
added new programs and
senior leadership. How do
you think these new team
dynamics will impact the
organizational goal for
executive education
activities?
Awareness about the
importance of credible
models from peer
institutions for launching
executive level training
for Russian clients
-- -- --
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Table A7
Observation Builder Worksheet
Assumed Cause Knowledge Motivation Organization
Identification of characteristics
of possible Russian executive
education clients
-- -- --
Knowledge about educational
partners in Russia that could
help source potential executive
education clients
Observation during staff
meetings to determine if
stakeholders can identify
potential Russian educational
partners
-- --
Knowledge about the goal of
executive education activities
at Georgetown’s SCS Applied
Division
-- -- --
Knowledge of the process of
the executive education cycle.
Observation during staff
meetings and informal
discussions to asses level of
understanding about executive
education process
-- --
Understanding the impact of
Russia’s overall political and
economic climate, business
and management environment,
and trends in U.S.-Russia
relations on the School’s
potential executive education
engagement with Russia.
Observation during staff
meetings to determine if
current events are discussed in
the context of how they will
affect executive education
activities.
-- --
Understanding how to connect
SCS Applied Division’s
content to the needs of Russian
clients.
-- -- --
Understanding the selection
process of clients for executive
level training.
Observation during staff
meetings to determine how
stakeholders select executive
education clients
-- --
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Table A7, continued
Assumed Cause Knowledge Motivation Organization
Knowledge about specific
strategies to effectively build
relationships with Russian
clients.
Observation during staff
meetings to determine if
stakeholders have
procedural knowledge
-- --
Knowledge of how to
effectively monitor program
implementation for executive
level education for Russian
clients.
Observation during staff
meetings to determine if
stakeholders have
procedural knowledge
-- --
Understanding the importance
of self-reflection and self-
monitoring in program
implementation.
-- Observation
during staff
meetings to
determine if
incentives are
clearly
communicated
--
Understanding the role of
incentives for launching new
program initiatives at SCS
Applied Division.
-- -- --
Understanding the importance
of one’s contribution to
program design, monitoring
and implementation.
-- -- --
Understanding the purpose and
value of launching executive
education activities at
Georgetown’s SCS Applied
Division as they relate to
Russia given current level of
organizational support
-- Observation
during staff
meetings to
determine if
stakeholders
proactively
engage in
discussions about
Russia initiatives
Observation
during staff
meetings to
determine if the
purpose and value
of launching
executive
education
activities for
Russian clients are
clearly stated
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Table A7, continued
Assumed Cause Knowledge Motivation Organization
Awareness about new team
dynamics on organizational
goals for executive education
activities
-- -- --
Awareness about the
importance of credible models
from peer institutions for
launching executive level
training for Russian clients
-- -- Observation during staff
meetings and informal
gatherings to determine
stakeholder’s view of team
dynamics about new executive
education activities
Observation during staff
meetings and informal
gatherings to determine if
stakeholders mention credible
peer institutions engaged in
executive training for Russian
clients
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Table A8
Document Analysis Builder Worksheet
Assumed Cause Knowledge Motivation Organization
Identification of characteristics of
possible Russian executive
education clients
-- -- --
Knowledge about educational
partners in Russia that could help
source potential executive
education clients
Meeting minutes, if any
Emails to validate
findings
-- --
Knowledge about the goal of
executive education activities at
Georgetown’s SCS Applied
Division
Review SCS MPS
Applied Division’s fiscal
year planning document
to determine if the goals
for executive education
are explicitly stated
-- --
Knowledge of the process of the
executive education cycle.
-- -- --
Understanding the impact of
Russia’s overall political and
economic climate, business and
management environment, and
trends in U.S.-Russia relations on
the School’s potential executive
education engagement with Russia.
-- -- --
Understanding how to connect
SCS Applied Division’s content to
the needs of Russian clients.
Understanding the selection
process of clients for executive
level training.
Meeting minutes, if any
Emails to validate
findings
-- --
Knowledge about specific
strategies to effectively build
relationships with Russian clients.
Meeting minutes, if any
Emails to validate
findings
-- --
Knowledge of how to effectively
monitor program implementation
for executive level education for
Russian clients.
Meeting minutes, if any
Emails to validate
findings
-- --
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Table A8, continued
Assumed Cause Knowledge Motivation Organization
Understanding the importance
of self-reflection and self-
monitoring in program
implementation.
Meeting minutes, if
any
Emails to validate
findings
-- --
Understanding the role of
incentives for launching new
program initiatives at SCS
Applied Division given current
level of organizational support
-- -- --
Understanding the importance
of one’s contribution to
program design, monitoring and
implementation.
-- -- --
Understanding the purpose and
value of launching executive
education activities at
Georgetown’s SCS Applied
Division as they relate to
Russia.
-- Meeting minutes, if
available
E-mails to determine if
incentives are clearly
communicated
Meeting minutes, if
available
Meeting minutes, if
available
E-mails to determine
if the purpose and
value are clearly
communicated
Awareness about new team
dynamics on organizational
goals for executive education
activities
-- E-mails to determine
the level of
stakeholder’s
involvement and
response to program
needs
Meeting minutes, if
available
E-mails to evaluate
the level of
stakeholder’s team
engagement.
Awareness about the
importance of credible models
from peer institutions for
launching executive level
training for Russian clients
-- -- Meeting minutes, if
available Emails
to evaluate the level
of stakeholder’s
awareness about
peer institutions and
their engagement in
executive education
with Russia
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181
APPENDIX B
SURVEY
1. How many years have you been employed at Georgetown? ______ (round up)

2. How long have you been employed at the School of Continuing Studies? ______

Directions: Please answer the questions below in terms of your perspective about the topics of
inquiry.

Not at all Somewhat Very much
3. To what extent are other senior leaders at
Applied Division helpful to your department
whenever collaboration is needed?
1 2 3 4 5 6
4. To what extent does Applied Division’s
organizational structure help to reach its goals?
1 2 3 4 5 6
5. To what extent are executive education
initiatives discussed in Applied Division’s yearly
strategic plan?
1 2 3 4 5 6
6. To what extent do you have a firm
understanding of the goals for Applied Division’s
executive education initiatives?
1 2 3 4 5 6
7. To what extent do you have a firm
understanding of the goals for Applied
Division’s executive education initiatives as they
relate to Russia?
1 2 3 4 5 6
8. To what extent do you have a firm
understanding of the goals for your department’s
(MPS program) executive education initiatives
as they relate to Russia?
1 2 3 4 5 6
9. To what extent do you value the overall
executive education goals for Applied
Management Division as they relate to Russia?
1 2 3 4 5 6
10. To what extent do you value the executive
education goals for your department (MPS
program) as they relate to Russia?
1 2 3 4 5 6
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182
Not at all Somewhat Very much
11. To what extent do you value offering
executive education programs?
1 2 3 4 5 6
12. To what extent do you value offering
executive education programs to Russian clients?
1 2 3 4 5 6
13. To what extent are you involved in executive
education activities at Applied Division?
1 2 3 4 5 6
14. To what extent are you incentivized for
accomplishing tasks relating to new initiatives?
1 2 3 4 5 6
15. To what extent do you have an understanding
about emerging markets of BRIC countries
(Brazil, Russia, India and China)?
1 2 3 4 5 6
16. To what extent do you have an understanding
about Russian:

a. Political culture? 1 2 3 4 5 6
b. Business practices? 1 2 3 4 5 6
c. Socio-economic environment? 1 2 3 4 5 6
d. Russia’s global affairs? 1 2 3 4 5 6
e. Education trends? 1 2 3 4 5 6
f. US-Russia relations? 1 2 3 4 5 6
17. To what extent does the state of US-Russia
relations affect the level of potential executive
education engagement with Applied Division?
1 2 3 4 5 6
18. What type of organizations should Applied
Division be targeting for executive education in
Russia:

a. Higher education institutions? 1 2 3 4 5 6
b. Large corporations? 1 2 3 4 5 6
c. Small and medium size business? 1 2 3 4 5 6
d. Non-profit organizations? 1 2 3 4 5 6
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183
Not at all Somewhat Very much
e. Government sector? 1 2 3 4 5 6
19. What higher education institutions from
Russia could serve as potential partners for
Applied Division’s executive education
initiatives:

a. Russian Presidential Academy? 1 2 3 4 5 6
b. Higher School of Economics? 1 2 3 4 5 6
c. Moscow Institute of International
Relations?
1 2 3 4 5 6
d. Skolkovo Business School? 1 2 3 4 5 6
e. Other? 1 2 3 4 5 6
Don’t Know
If you selected “other” with these
choices, please specify:

20. To what extent can you identify content areas
relevant to Russian executive education clients?
1 2 3 4 5 6
21. To what extent do you understand how to
connect your program’s academic strengths to
the needs of Russian clients?
1 2 3 4 5 6
22. To what extent is it important for you to be
involved in all phases of the executive education
cycle:

a. Client relationship building? 1 2 3 4 5 6
b. Program development? 1 2 3 4 5 6
c. Program implementation? 1 2 3 4 5 6
d. Program evaluation? 1 2 3 4 5 6
e. Client follow up? 1 2 3 4 5 6
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184
Not at all Somewhat Very much
23. To what extent is it important for you to be
involved in the following aspects of the
executive education cycle as they relate to
Russia:

a. client relationship building? 1 2 3 4 5 6
b. Program development? 1 2 3 4 5 6
c. Program implementation? 1 2 3 4 5 6
d. Program evaluation? 1 2 3 4 5 6
e. Client follow up? 1 2 3 4 5 6
24. To what extent do you monitor and adjust, if
necessary, the executive program during its
implementation:

a. Seek feedback from clients? 1 2 3 4 5 6
b. Provide guidance to program staff? 1 2 3 4 5 6
c. Communicate with faculty? 1 2 3 4 5 6
d. Attend course sessions? 1 2 3 4 5 6
e. Attend site visits? 1 2 3 4 5 6
f. Other?
If you selected other, please specify:
25. What could help you to successfully launch
Russia related executive education initiatives:

a. Financial resources? 1 2 3 4 5 6
b. Staff resources? 1 2 3 4 5 6
c. Knowledge about the market? 1 2 3 4 5 6
d. Dean’s support? 1 2 3 4 5 6
e. Other?
ESTABLISHING THE PRESENCE OF GEORGETOWN’S SCS IN RUSSIA

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26. To what extent is it important to learn from
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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Kulagina, Katerina Yourievna (author)

Core Title Establishing the presence of Georgetown University's School of Continuing Studies in the Russian Federation: a gap analysis

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Publication Date 09/15/2014

Defense Date 07/15/2014

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag BRICS,business education,continuing education,country-specific knowledge,custom programs,Education,emerging economies,emerging markets,executive education,gap analysis,Georgetown,global economy,global education,global initiatives,global markets,Higher education,innovation gap analysis,international education,international initiatives,international strategy,Jesuit,KMO,Knowledge,knowledge assessment,Motivation,motivation assessment,OAI-PMH Harvest,organizational goals,organizational issues,private university,qualitative study,Russia,Russia challenges,Russia education,Russia opportunities,self-efficacy

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Robison, Mark Power (committee chair), Diamond, Michael A. (committee member), Picus, Lawrence O. (committee member)

Creator Email katerina.kulagina@yahoo.com,kulagina@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-479013

Unique identifier UC11286950

Identifier etd-KulaginaKa-2943.pdf (filename),usctheses-c3-479013 (legacy record id)

Legacy Identifier etd-KulaginaKa-2943.pdf

Dmrecord 479013

Document Type Dissertation

Format application/pdf (imt)

Rights Kulagina, Katerina Yourievna

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA