Innovation at BSL: GAME OVER? – Transforming the lives of the elderly

Edited by Dr. Aileen Ionescu-Somers

Blog Post by GFW Group 3 BSL students: Alexander Svetlitskiy, Amin Riaziat, Andrea Sacco, Deem Almuhaidib, Dmytro Kovtoniuk, Luis Miguel Becerra, Valentina Korobeynikova, Victor Gladskoy

Today, we are neglecting our elderly more and more as a society. Moreover, current retirement homes are not responding to the basic human communication needs of the elderly. There is also a need to incentivize the elderly to remain healthy as long as possible in both mind and body.

As Group 3 of 8 student groups overall during the Spring Gap Frame Week, we selected the “Quality of life” area of focus on Day 1 of the Gap Frame Week so that we could design a useful solution for the future. Our research on Day 2 provided us with significant insights into the “pain” of our stakeholders. By addressing the pain points identified, we felt we could provide an additional choice for the elderly to spend time in retirement, using a mobile application and developing a specialized community center for the elderly. During the rest of the week, we had a challenging time developing an early prototype of our concept, but it was a lot of fun at the same time. Click HERE to view our fun team video so that you can get a sense our positive collaborative spirit!

Our research revealed that many elderly people are suffering from loneliness. In many cases, the elderly have limited communications with other human beings and over time, they may engage in increasingly limited activities. Often, the highlight of an elderly person’s day is simply reading the newspaper. Retirement for many represents a “long wait for the inevitable”. We want to change all that by introducing an easy to use application, supported on all mobile platforms, called “Game Over?”. Our innovation aim is to create a tailor-made application that is extremely user-friendly and easy to navigate. The app would provide several functions – newspaper, TV, a net-working and communication platform, games, activity schedules and plans, with related activity sign-up sheets. Our idea is to provide an easy to use platform where the elderly can engage in a favorite activity such as reading the newspaper but also try other activities. For example, on the Game Over? App, the elderly will be able to play games especially designed to be beneficial to the health of the elderly. Playing video games increases brain stimulation, reduces arthritis, lowers the risk of Alzheimer’s, improves memory and attention, slows down the aging process, improves hand-eye coordination and helps with depression. To appeal to the target group, the design and interface of the App games will appeal specifically to the elderly.

We also discussed including a concept of related Game Over? community centers.  The idea is to provide a room for elderly citizens to enjoy gaming experiences and for those not yet initiated to gaming, provide an introduction class to new technology. Exploring our ideas further, we felt that the “Game Over?” community center could cover other aspects of elderly well-being. It could also have a meditation room and garden to hold meditation and or light yoga sessions with a meditation instructor. This would help elderly citizens learn the art of relaxation and good breathing techniques but also help retain a certain level of physical fitness. We also had the idea of equipping the community center with an emergency treatment room. Another idea was to provide a system whereby the elderly will be able to tutor young students for a profit, depending on their skills, potentially with the profit being used for our platform subscriptions. As we discussed and worked on our prototype, plenty of new ideas came up.

With the target market of elderly (aged 65+), our group felt that the App and linked community/activity center will not only make the lives of the elderly more meaningful but it will change and improve quality of life.

With Game Over?, we are reintroducing a selection of elements that complement and enhance quality of life. In our view, Game Over?, if developed fully,  has the potential to create a new found purpose in life for isolated populations of the elderly in Switzerland and outside. During the next GFW, we will be developing this prototype further, into as feasible a start-up idea as possible in order to attract the attention of potential (albeit hypothetical – for now) investors. Watch this space.

 

The wonderful world of online education

I am a big fan of online learning and have done many Massive Open Online Courses (MOOC’s) on Coursera (www.coursera.org).

Last year I participated in an online course in « Negotiation & Influence » at Yale University (http://sg.emeritus.org/management-certificate-programs/negotiation-and-influence/) thanks to the faculty development fund of BSL. It was my objective to update myself on these topics, because I teach a class on Business Ethics and Negotiation at BSL.

In addition to learning new fun stuff, this course helped me to put myself in the shoes of my students. I realized that I couldn’t always answer all questions in the weekly quizzes even though I had listened attentively to all the video lectures. This reminded me not to be disappointed when the same thing happens to my students. You just cannot expect students to remember or understand everything that you said just once in class. Of course, everything is crystal clear to you as a teacher, also because you are deep into your topic and have given the class before. Forgetting this is a common “déformation professionelle” of teachers. You always must try harder, repeat, document, and check if students have understood, let them repeat what the task was, be patient and never take it personally.

Besides this more general lesson in self-awareness, this course was extremely useful to get new ideas for my own course.

On the other hand, I was a bit skeptical: Can you really teach a highly interactive skill like negotiating online? Of course, in negotiation you must learn basic concepts like how to prepare for a negotiation, how to haggle, or how to close a deal, but in the end, you always learn the most if you actually negotiate. I was curious to find out how you could run role play negotiations in the virtual space.

It turned out that negotiating online is no problem at all. My fellow students and I met on a special online platform, or we negotiated via WhatsApp or Skype. Every week during this two-month course, we were assigned to classmates that were in our time zone. Of course, it was different from face to face negotiation, but I found it almost as good. Furthermore, in today’s world many negotiations do take place on the phone, on Skype or via email.

What I really liked about the course was its broad focus. As the title “Negotiation & Influence” implies, it went far beyond simply trying to get the biggest piece of the pie. Indeed, negotiation is so much more! It is basically a decision-making process that you need every time you cannot achieve your goals alone (this nice definition comes from the godmother of negotiation, Leigh Thompson, and is the foundation of the course I teach). In today’s business world, it is virtually impossible to achieve our goals alone. This is why negotiation is so important.

If we look at negotiation like this, it is also clear that things like relationships and trust are key. According to research, the “subjective value” of a negotiation (i.e. did I have a good relationship with my partner, did I feel treated with fairness, did I feel good during the negotiation) is even more important than the objective mostly monetary value I achieve in a negotiation.  Even if the objective value one gains from a negotiation is positive, this “victory” is not sustainable if you felt uncomfortable with your negotiation partner, or felt rushed or treated with disrespect.

However, if the partners both enjoyed the interaction, they have a great foundation for the future. One study even shows that job applicants that experienced positive subjective value during their salary negotiations were more likely to like their job and stay in their job one year after the job negotiations (http://web.mit.edu/curhan/www/docs/Publications/Curhan_Getting_Off_on_the_Right_Foot.pdf).

You did not only learn theoretically about this concept of subjective value in negotiations, but even found out how your negotiation partners experienced you with respect to the subjective value you brought to the table. After every round of negotiation, we filled out a questionnaire (http://www.subjectivevalue.com/) about how we felt about ourselves and our partners during the negotiation, and so did our partners. That way, we received a highly individualized feedback on how we were perceived as negotiation partners in comparison to how we experienced it ourselves.

Another highlight of this course was learning how to deal with difficult negotiation tactics like stonewalling, threats or insults. Here the key is not to succumb to the impulsive reaction of either surrendering to these tactics, mimic them or quit the negotiation. Firstly, you need to avoid emotional reactions and try to look at the situation with detachment. This strategy is called “going to the balcony”. It takes some practice, but once you created this kind of emotional distance it is much easier to either simply ignore the mean tactics or deflect them by either asking smart questions (Please explain to me why the price is suddenly so important?) or naming the game (We came here to negotiate with respect. You do not need to insult me. Can we please continue differently now?). We had to apply evil tactics in one of our role plays and this was especially eye-opening as we changed roles: First my partner tested all kinds of difficult tactics with me and I had to try to stay calm, detached and reasonable. Then we switched roles. I must admit that continuing to be evil was pretty hard, because my partner did a great job in staying calm and reasonable!

In conclusion, online courses are a great way to update yourself on the state of the art of your field, you get new ideas for your own teaching and you stay in touch with the students’ experience. I am already looking for my next MOOC.

 

Prof.-Bettina-PalazzoAuthor: Dr. Bettina Palazzo
Professor at BSL

Bachelor students successfully simulate Summit Conference

Conventional theories are presented and explored by our first-year students in the Bachelor of Business Administration macro-economics class. However, a substantial aspect of it considers alternative approaches to macro-economy.

The crowning of this wide-ranging approach took place during the last class of the semester, in which a global conference on sustainable development, along the lines of the United Nations Rio +20 conference, was simulated. Country representatives met in different task forces to demonstrate critical thinking and generate new ideas for solving the world’s economic challenges. Here is the inspiring outcome of their hard work.

The countries participating in the morning conference simulation were Switzerland, the Netherlands and the USA. The task forces on special topics, made up of country representatives, agreed on the following proposals:

  • Foreign Aid to reach the amount of 0.7% of GDP as proposed by the United Nations, achieved by raising the corporate income tax and re-allocating the public spending budget. Focus on food security in sub-Saharan Africa, including programs to educate farmers, because poor post-harvest handling and storage loss leads to a 10% loss of production.
  • Knowledge Transfer between MIT (USA), EPFL (CH) and Delft (NL), three science-based universities interested in innovative solutions to real-life problems. All knowledge shared will be protected by an agreement regarding Intellectual Property Rights, and the Erasmus program will be used as the framework for the exchange. In another program, knowledge could be shared on modern public transportation (from NL), space travel (from NASA in the USA) and nuclear research (from CERN in CH).
  • Climate Change to be firstly managed by increasing the use of renewable energy in the three countries mentioned above for transportation – Swiss Solar Impulse will work with Boeing (USA) and Fokker (NL) on solar-powered airplanes, and trains/buses will be promoted in the countries; secondly, by the introduction of Carbon Capture and Storage technology, developed in CH to collect CO2 emissions before they are released into the air and to re-use the stored CO2. In addition, society will be made climate-proof by being prepared for the harmful effects of climate change, e.g. flood protection.

The countries participating in the afternoon conference simulation were Chad, France and Canada. The task forces agreed on the following proposals:

  • Foreign Aid to achieve four objectives: firstly, Canada and France to channel more humanitarian aid to Chad to help feed and house the 300,000 refugees from Sudan, as well as to fight the outbreak of hepatitis E in the country. Secondly, ease visa requirements from Chad to France and Canada in order to improve work opportunities for Chadian workers – the three countries share the French language. Thirdly, France to build training bases for the Foreign Legion in Chad, which will create jobs and provide excellent training conditions for the Foreign Legion. Lastly, Chad to receive military support from France – a military school – and Canada – military equipment – in order to improve security in the region where there are numerous conflicts.
  • Knowledge Transfer to firstly raise the literacy rate in Chad from 40% today to 80% by 2030, with a program to recruit, prepare and retain teachers led by France and Canada; at the moment there are only 2 teachers per 1000 residents. Secondly, to extend the current exchange program for University of Chad students and French universities, running since 1971, to include Canadian universities. Thirdly, to install 100 MW of solar energy production by 2030 in addition to the 60 MW planned for 2020, because a good return on investment can be anticipated.
  • Climate Change agrees three objectives to deal with the serious desertification in the country and the drying up of Lake Chad, which some estimates claim has lost 95% of its water, all of which has raised tensions between the three countries making use of water from it. Firstly, to reverse the desertification, plant two million trees in addition to the 1.5 million planted by the UNHCR and use the French charity Friends of the Earth to clear away the silt in water channels. Secondly, use the Canadian charity Wateraid to improve access to clean drinking water and reduce waterborne diseases. Thirdly, to use the French charity Action Against Hunger to improve irrigation systems in the area.

The objectives and policies are marked by being linked to specific and concrete facts about the countries as well as to existing organizations and programs. Thus, the results of the simulation present an inspiring vision of what could be done for our collective future, while being practicable and realistic.

Author:

Benjamin Wall, Professor

 

My way into a Fortune 500 company

After finalizing a Bachelor in International Business and Management in 2016, my goal was to pursue a Master in Finance. But where? After extensive research, I chose Business School Lausanne, as this was one of the only establishments in Europe that offered a Master in International and Sustainable Finance. I was not very sure what Sustainable Finance meant, but after some digging I noticed a growing interest in it. This was the perfect opportunity to differentiate myself from regular Finance Masters. In addition, Switzerland has a very good reputation for education. The combination of these two factors led me to move to Switzerland.

The one-and-a-half-year program is divided into six periods. The first four periods are made up of courses in which I learned the specifics of International and Sustainable Finance. The best part of BSL are the professors: each of them is an expert in their respective area and they have a long history of practicing. Some professors even conduct their own business while teaching part-time at BSL. The expertise they offer in Econometrics, Statistics, Financial Markets, Corporate Finance, and more is incredible. In addition, as the curriculum matches a big part of the CFA exam, I used this knowledge to take the exam.

We had a lot of options about what to learn/develop during the last two periods. These options included: an applied business project, a case study, a master thesis, or a nanodegree for data analysis. I decided upon the nanodegree, thinking it would bring the biggest added value. Prior to the course, I did not have any programming experience, which made the program challenging at the beginning. However, the professor really took time to explain everything step-by-step in order for me to get the best out of the course. During this time, I learned essential programming languages like Python, R, and SQL and applied new programs such as Jupyter Notebook and Tableau.

How did this help me in landing a position in a Fortune 500 company? My new role requires the possession of a Master degree in finance and the understanding of programming. As previously described, my learnings at BSL resulted in a combination of business, finance, and programming knowledge – all very valuable in the current business world. Finance has become digital, but most programmers do not understand business and most business people do not understand programming. BSL gave me a chance to combine these elements, which eventually led me to find a job before my final exams. I can highly recommend students to enroll to the Data Analyst program at BSL as the world is becoming more digital and knowledge not only adds value to your CV, but to oneself too.

Author:

René Schoemaker, Master’s Student in International and Sustainable Finance

Alumni Mentoring Program – What is it all about?

Within the context of employability, I often hear people talking about their mentors and how such figures brought more clarity into their lives, on top of leading them to positive and sustainable decisions for their careers. But… what is it that a mentor really does? Does s/he coach? Does s/he train? Why is this role so important and how can we measure the impact a mentor has on a graduating student? I have been asking myself these (and more) questions while setting up the first Alumni Mentoring Program for Business School Lausanne. The answers? I will leave that up to the participants of the program who will be giving us their feedback once the hours of interactions will be completed.

At this point, you may ask yourself how the mentoring actually works.

Simply, fifteen students in their last stage of studies (across BBAs, Masters and MBAs) have been assigned ten hours of mentoring time – virtually and when possible, face to face – with fifteen experienced Alumni. Connections were established considering different elements: years of experience, industry, programs, general fit. In terms of the actual content of their interactions, mentors and mentees will be discussing career plans, professional development and hopefully other employability-related topics, over a period of three to five months. The agenda will be open and students will be able to add points they wish to discuss on the fly.

The aim of this initiative is to help students transitioning to the next phase of their lives, providing them with a safe space where to learn how to interact and network with seasoned professionals, and make the most of their one-to-one conversations.

Nevertheless, students will not be the only ones benefitting from this initiative: mentoring gives clarity also to those who mentor, in this specific case our Alumni. As per their own unanimous admission, their objectives are to learn and take their personal development to a higher level, while giving back to BSL in a constructive way, and to learn more about the employees of the future.

I asked all 30 BSL Community participants to enjoy their time together and to make it as constructive as possible for all parties. The idea is to touch base at the end of the program to collect success stories and learnings, in order to continuously improve the program in an organic and sustainable way. Stay tuned, I will be back with feedback in a few months!

Author: Daniele TicliCreating opportunities for Companies, Students and Alumni by addressing the needs of Education and Corporate world.

 

Looking for more meaning and impact in your life and career? Here’s how to start…

Recently a professional was feeling very frustrated by the fact that they were good at starting new projects but was frustrated because they inevitably ran out of steam before finishing them. This realization was causing self confidence doubt.

Another individual was very unsure about how to transition into a new career and was stagnating, unable to make a decision about their future.

Another young executive had recently realized that the shiny corporate job with all its “advantages” did not correspond to their values and was searching for ways to bring more meaning into his endeavours.

Today many young and seasoned professionals are asking tough questions and looking for answers that will allow them to expand their potential. Very often when people get caught up in their lengthy daily fast paced routines they lose sight of what they started out wanting to achieve. It’s difficult to listen, let alone hear what our heart is longing for when the mind is keeping us too busy.

The good news is, you can. Here are a few ideas to get you started:

#1 Feel Your Feelings…

Get angry or frustrated or confused or scared or excited…. It’s natural and healthy. No need for the stiff upper lip. Accept and love every emotion to create space. Respect your feelings, and then move forward. They provide insights around what you are resisting or longing for.

#2 The Value of Values

Discovering what we value can be elusive especially under the influences of the “shoulds” from society and loved ones. It can help to ask yourself, what is most important to me? Security? Creativity? Freedom? Independence? Money?

#3 Say “Yes” to Everything

Saying “yes” to all opportunities is a powerful expression of self-confidence. It attracts more (and better) opportunities and choices—you can always change your mind. Don’t wait for the “perfect” opportunity to appear, moving forward creates momentum and attracts other new opportunities. The things you say yes to should feel good, and even better, a little scary and exciting. This is a great sign that you are stretching your comfort zone and growing towards your full potential.

#4 The Secret to Reinvention

Don’t know what to “change into?” That’s okay. The only way to find out is to experiment. Volunteer, job shadow, temp or take part-time work in a field you’ve always been curious about as a career. The best place to start is to follow whatever you’re drawn to—trust your instincts.

#5 The “Crafting Life and career for more purpose and impact” Program

For over a decade we’ve been helping people tap back into their true North. We have now created a 2-day course to allow you to step back in a safe environment and have the conversations that you may not dared to have until now. Conversations that may be circling inside your head but you’ve not been listening hard enough to.

A unique experiential learning journey created for you combining assessment tools, reflection, peer to peer collaboration and discovery is planned.

Give yourself this time, to discover where you truly want to have impact and craft the life and career you believe will enable you to fully express your potential. Let yourself be surprised and come away feeling inspired and excited about creating your future.

Take a look at the program taking place on 26 March and give us a shout if you have any questions, we’d love to hear from you. If you are curious to find out more and would like to meet the lead professors, follow our Facebook Live broadcast on 19 February at 12h30 CET. Can’t make it live? Visit our Facebook page to view the recording at your leisure.

Authors:

Natalie Wilkins, BSL Professor

Nadene Canning, BSL Professor

 

Are you interested in having your community of learners fully engaged?

Three dimensional learning — I, WE and ALL OF US, pedagogy for Sustainability and Responsibility.

Are you interested in having your community of learners fully engaged? A good start could be to spell out the purpose of the education you want to be part of.

For us at Business School Lausanne (BSL) the purpose of education is to support and foster responsible leadership and sustainable business. Responsibility and sustainability are in no way similar to the typical functional business and management education areas such as finance, marketing, human resources, strategy, operations or others. In fact they add a layer of learning, even more than a layer, you can think of it as part of the DNA of the learning. How can you learn about business and management if you want responsibility and sustainability to be in the DNA of the learning you design?

I think most of us have experienced some great learning in our life. If such learning has stayed with you for long and has somehow helped your transformation, evolution, development, it may well have been what I call a three dimensional learning. The three dimensions I am talking about are the I, WE and ALL OF US. What does this mean?

It means that the transformational learning can only happen when we discover how what we are learning is connected to the three dimensions:

The I — How is this relevant to me? What are my own struggles with the topic? What is my emotional connection to it? Do I have personal experiences?

The WE — What are the main stakeholders related to the topic? What is their perspective? What do they know and how do they use their knowledge? Are there competing or collaborating views, or both? How do I work with them so that there is not them but only we?

The ALL OF US — What is the systemic use and impact of the topic? What scenarios does the topic create? How does it impact our world in some or all four dimensions — planet, society, economy and governance?

Learners that are taken through the three dimensions develop a comprehensive understanding of the topic from the systemic level (ALL OF US) down to the personal relevance (I), through the application in the relevant communities (WE).

Learning through the I dimension ensures that the learner explores and uncovers the areas of personal relevance of the topic. Here some suggestions for learning designers/facilitators who want to ensure a good dive into the I space:

  • Using blocks of 3 or more hours of learning experience ensure the right variety of activities can take place including reflective spaces.
  • Being a role model in the “I” space and finding the balance with neutral facilitating energy
  • Organizing regular self-awareness gathering for Faculty and Students (breakfasts, lunches, apero’, walks, etc.)
  • Circle sharing of personal check-in into the session/lecture/course with questions like:” What do I expect from this session?” (1 minute per person)
  • Trio-walks where 1 person in the middle has 5 minutes to share his/her personal reflections around the topic and 2 persons on the side are listening and providing 2 minutes feedback each (total 10 minutes)
  • Pair talks around deep questions where strangers get to know something very meaningful about the other (15 mins each). Each will then present the other in front of the audience (up to 90 minutes)
  • Speed dating with a few personal questions with 1 minute per exchange (30 mins)
  • Journaling activities to support acknowledgment of learning and walk-aways (ongoing)
  • Storytelling where a person stands in front of a semi-circle and share an insightful personal story around the topic (10 minutes per story + 10 minutes Q&A)
  • Group brainstorming using post-it to gather what each individual expect to learn and then cluster learning macro-areas
  • MANY OTHERS!!!

Learning through the WE dimension ensures that the learner understand the complexity of the topic by exploring the different interest and perspective of the multiple stakeholders relevant to the topic. The learner also understand the optimal ways to interact in the community. Here some suggestions:

  • Role play where each group of three learners must impersonate the role of one different stakeholder. 1 hour is dedicated to researching key information to understand the crucial points of this stakeholder perspective. The facilitator uses the following hour to host and moderate a debate around key targeted questions among the stakeholders. Finally an additional hour is dedicated to reflection activities and harvesting the complexity of the topic. (3 hours)
  • World cafe with different tables for different stakeholder perspective and teams rotating to ensure maximum contribution and learning from the different perspectives
  • Running Collaboratory dialogues inviting different representatives from all the various stakeholders
  • Certainly this is the space where business is learnt from a customer perspective, service provider, product manufacturer and so on. Most of more “traditional” learning happens in this space
  • Business simulation, gamification, etc.
  • MANY OTHERS!!!

Learning through the ALL OF US dimension ensures the learner can see the systemic dynamics that the topic triggers. Dimensions like planet, society, economy and governance are explored in their interconnections and relevance to the topic. Typical activities that a facilitator can run include:

  • Watching documentaries that beautifully show the complexity and interconnections of our world
  • Working with interactive scenario simulations
  • Connecting via Skype or other platforms with other learners from very different areas of the world where the topic is experienced in radically different ways and exchange experiences in forms of reciproc questions
  • Using Issue Centered Learning where the starting topic is always a major issue of the world that can be picked for instance on www.gapframe.org a very useful, tool we have developed at BSL. Learners are then invited to explore their personal connection with the issue. Business is then looked at as being part of the solution and/or part of the problem. Functions of business and management are then identified as instrumental to drive the shift from being part of the problem to being part of the solution. Business is then understood and appreciated for what it is, an incredible generator of solutions and — unfortunately too often, problems
  • MANY OTHERS!!!

Clearly all the above introduced dimensions and activities can be complemented with other forms of active and passive learning. Expert views and lectures can and should still happen but should be well integrated in the three dimensions and serve the broader purpose of each dimension. When designing learning spaces you can start thinking of different roles that should be present in the space. For instance:

  • The Expert. These can be faculty, researchers, entrepreneurs, citizens, students that have a deep expertise relevant to the topic.
  • The Facilitator. These are skilled facilitators who can ensure learning continue to evolve from activity to activity in the best possible self-organized way. Facilitators refrain from interfering with opinions and expertise, it is not their role.
  • The Coach. Learning happens so differently within all of us and often encounters any sort of barriers on its way. Coaches can be peer learners that simply have earned some skills to support others in their individual learning journeys. Coaching is about asking the right questions in these cases and also offering a listening partner.
  • The Participant. You can think of this category as the one closer to the typical student. Yet, there is no way a participant would be engaged in passive learning. Learning is participative and contribution is expected. The great opportunity is that participant can switch to coach, to facilitator or to expert at any given opportune time.

Hey, how are you after reading this? Did it move something inside you? Do you also think it is time and it is possible to redesign modern learning spaces that can help us taking care of ourselves and our dear world? If you are curious to know more and join a vision for a new business and management education, go and visit www.50plus20.org.

Let me know what you think and I would love to engage in conversations around reinventing education together.

Let a new purposeful market grow around jobs and competencies that count and will make the world a better place!

Note: this article has been published by Carlo Giardinetti on Medium

Author: Carlo GiardinettiActive in Program Development, Holacracy and directing the E/MBA programs Business 

Enabling Inclusion in Business – Politicians and Business people need to talk!!

Getting ready for our Enabling inclusion in Business was a very interesting experience for me – it made me rethink the situation of women in business yet again!

Having been very involved in the area of women in politics in the Canton of Vaud for the last 10 months, you might like to have a  look at the initiative of the CLAFV (www.clafvd.ch) and ADF (www.adf-vaud.ch) where these 2 associations have worked together with the Bureau of Equality to encourage more women to go into Swiss politics (www.politiciennes.ch).

This interesting initiative made it very clear to me that there is very little contact between the women politicians I talk with regularly and the women in business in Switzerland today! And this is a big problem.

Have you seen the Economist gender gap index?  It is nothing short of horrifying. Switzerland performs very poorly in comparison with the OECD average and the 21 countries considered in this study.  One big problem is the cost of child care, over 40% of the revenue earned.  Is it worthwhile, one might ask to go back to work considering this high cost.

Looking forward to talking about this and lots more tomorrow in BSL.  Updates of that meeting to follow!

 

Author: Mary Mayenfisch-Tobin, BCL, LL.M, Solicitor
marymayenfish

Swiss Democracy: Strengths, Weaknesses and Threats

General outlines

In many countries people vote to elect the President or Members of the Parliament. Swiss people don’t vote for the President, but elect the MPs, the federal government members including the President being elected by the Parliament.

Unlike in most of other countries, Swiss citizens are requested in addition to vote quite frequently on a wide range of topics at different levels (federal, cantonal or even communal). That is called direct democracy. These votes are the consequences of either an initiative (proposal to amend the federal constitution) or a referendum (opposition to a new law voted by the Parliament). The number of valid signatures required for an initiative to be submitted to the vote is 100’000. This number is currently debated because many citizens consider it too low in comparison with the total population of the country (just above 8’000’000 inhabitants). Another point currently debated is the fact that initiatives are written in quite general terms and that the application laws have not to be designed at that stage. Continue reading

Should I get an MBA?

In recent years, the MBA has become a buzzword – ambitious professionals from around the world find themselves almost obliged to consider an MBA as a next step in their professional development. Putting myself in the shoes of potential candidates, I can easily understand the confusion and uncertainty about answering this deceptively simple question – “Should I get an MBA?”. Try googling this and you’ll see that there’s an awful lot of controversial opinions – from praising the MBA as still the most valued degree and panacea to all career advancement to stating it’s lost its magic. The reality is that there isn’t one right answer. Continue reading