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Transcript of Int Strategy Final v1.4
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7/30/2019 Int Strategy Final v1.4
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International
Strategy
Re-inventing HEC-ULg
BOUCHAT Maxime
DEOLIVEIRALEITE Rafael
HAJJAJI Clia
NDUWAYO Jean-Claude
RABHIOU AbdelTHERASSE Maxime
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Table of contents
Table of contents ...................................................................................................... 2
1. Strategic Position of HEC-ULg ............................................................................. 3
External Analysis .............................................................................................................. 3
PESTEL Analysis ..................................................................................................................... 3
Internal Analysis .............................................................................................................. 4
SWOT Analysis ................................................................................................................. 5
2. Reconsider the Mission / Vision, Goals and Objectives of the School within the
University of Liege .................................................................................................... 7
Mission reconsidered ....................................................................................................... 7
Key factors of change & success ....................................................................................... 8Reconsidered Vision ......................................................................................................... 9
3. Design and propose a strategic segmentation (the portfolio of Strategic Business
Units) of HEC-Ulg .................................................................................................... 10
Strategic Business Units ................................................................................................. 10
4. The strategy ....................................................................................................... 12
5. Actions to implement ......................................................................................... 13
6. Appendix ............................................................................................................ 15
Appendix 1 : Porters Five Forces .................................................................................... 15Appendix 2: Porters Value Chain ................................................................................... 18
Appendix 3: Strategic Business Units .............................................................................. 21
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1. Strategic Position of HEC-ULgExternal Analysis
We can easily understand the strategic position of HEC-ULg through its external
environment that is why we first made up the PESTEL analysis. For a better
understanding it is also advised to consider the Porter's Five Forces Model (appendix 1)
in order to detect all threats, power and rivalry on the market.
PESTEL Analysis
Political:
Here there is an international influence. The Belgium as other countries hassigned the Bolognas declaration. The Bolognas process has an objective to
ensure comparability in standards and quality of higher education
qualifications. This has created the European Higher Education Area and the
ECBE (European Council for Business Education)
Harmonization of the education system which have an impact of programdesign, students and teachers mobility and quality assurance throughout EU
member states and in other European countries
Other national policies for increasing competition among universities Public policy aspirations to place Belgium as a global centre of innovation in
knowledge for promoting the economy
Other common programs: Lifelong learning program, ERASMUS program andEducation and culture
Economic:
Financial crisis, slower economic growth and mounting pressure onGovernment budgets are the dangers of the development of the education
system.
Social:
The up to date tendency to prepare the new generation of leaders for anetworked globalised society: value creation and service to society to integrate
humanism into management education
The increasing ofunemployment rate discourage the younger to follow highstudies
Numerous partnerships with worldwide companies and universities andgrowing internationalization of its programs and faculty
The tendency of young people to not follow universities program
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Declining in birth rate reflecting the actual national trendsTechnological:
Development of the new information technologies and communication (digitallifestyle)
Increasing degree of research and development by introducing some courses asresearch-to-practice seminars
Environmental:
Transformation of management education to enable business managers andleaders to make a relevant contribution to resolving the worlds environmental
challenges (the education of corporate social responsibility, environmental
sustainability, social entrepreneurship and community involvement)
Legal:
The obligation of having European ECTS label for the assessment of studyperformance
The recognition of levels by adopting a system of easily identifiable andcomparable level
Immigration legislation that facilitate foreign students to follow studies inBelgium.
Internal Analysis
The internal analysis of HEC-ULg Management School affords us also to understand the
strategic position of the school. Through the Porter's chain value (appendix 2) we can
see the primary and support activities of HEC-ULg and so have a better understanding
of the strengths and weaknesses of the school that can be found in the next point with
the SWOT analysis.
The SWOT analysis is a good way to represent this external (opportunities and threats)
and internal (strengths and weaknesses) analysis of the management school.
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SWOT Analysis
Strengths Weaknesses
Education in English since the first year andclasses given in English from the third year.
Internship in 5th
year with the opportunity to
realize a Project-Thesis.
Good reputation Alumni network high-developed Good international network with Erasmus
students and partnerships with many
internationals universities
Good student folk to attract new students andget some practical experience though many
students associations and interest groups.
EPAS accreditation Strong international delegation Soft skills development through portfolios Many partnerships with local and national
companies
Many researchers Double degree in law and HEC Internet platform, which allow an easy
communication with students.
Good location nearby city center and studenthousing
Crossroad with Brussels, Paris, Maastricht butalso the Germany.
HEC Ulg is based in Lige, whichisnt really internationally famous as
Brussels for instance.
No master in digital area Very few native speakers among the
professors
Too many theoretical courses inbachelor, not enough practical
Not enough relationships with thealumni network
Imperfect Erasmus student ranking Not enough study rooms HEC-Ulg is not in the ranking of the
European business schools whereas
other Belgian schools are in.
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Opportunities Threats
More national and international partnershipswith companies and universities
Becoming an important business school at thelevel of Europe and be part of his intern
development
EPAS accreditation extended to engineeringdegree and doctorate.
Administration fees very low in Belgium(increase attractiveness)
Less autonomy (financial and/oroperational) from the ULg
Less subsidies from the Wallonia Other business schools in Belgium
and abroad
Financial crisis: business studies in 3years (for instance Sainte Marie in
Lige) are more affordable.
Sart-Tilman campus. Too far fromthe center. Not easy to deal with
the schedules.
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2. Reconsider the Mission / Vision, Goals and Objectives of the
School within the University of Liege
Mission reconsidered
According to the fact that the mission statement includes, within the statement, the
organization reason for existing but also the ways used by the organization that will
allow it to reach its purposes, we can highlight some key elements that drive the whole
organizational strategy. After that, we will be able to discuss their relevancy.
First of all, HEC aims to train creative and responsiblemanagers and emphasizes on
innovativestudent personal development practices. But, the university also values
research with socio-economic impact or with a focus on pedagogical innovation.
According to us, creativity and innovation seem to be essential for any business school.
A mission has to be brief but the university could point out that there are different
ways to reach these goals such as being a member of an association, participating to
portfolio or even in applying for a master in entrepreneurship.
In addition, speaking about responsibility, the school assumes the importance of
commitment to society. A good way to engage in life is to develop soft skills and to be
involved in projects. This appears in the declaration by these words true engagement
in actions and real involvement and should be definitely kept.
Then, the statement speaks about the future of businesses and organizations and
thecross-cultural world. These words underline the importance of the international
aspect within the strategy of the school and its awareness about the future.
We think that the school should be a bit more precise about the term future.
Nowadays, the world is in perpetual change and time is running out. One day, we
speak about globalization as the best way to increase the well being of the population
while the other day we will focus on local businesses as a solution to avoid
environmental damages.
For us, HEC has to be aware about all of these changes and trends. The future
managers will have to deal with this complexity. Or, the starting point to deal with
problems is to be informed about their causes. That is why we believe that our
executive School has to be, at least, up to date with these trends and define itself has a
flexible organization.
We also wonder why the ethic dimension doesnt appear in the statement while
sustainability has become a common word in our language.
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The cross-cultural world matches with the following dimension: active proficiency in
three languages. Today, we cannot imagine a manager that is not able to speak at
least two languages including English. The School should keep this in the statement
and, eventually, accentuate the importance of the language knowledge within the
educational program or more globally in our world.
The statement also mentions the peaks of excellence. This has to be kept. The school
could mention that among these peaks of excellence, it exists specific peaks of
excellence that are only given in HEC. As an example, this is the case with the Social
Enterprise master.
Finally, we appreciate the fact that HEC can think international as well as local: active
in the regional economic development. The stakeholders have to be in the
statement. But, HEC could show more interest for the need to build a network. Thisnetwork has to be as wide as possible but with close relations between the partners.
Partners could include alumni; local companies as well as international companies,
institutions and so on.
Key factors of change & success
KFS required: these allowed the company to survive in the industry
- Courses and training courses programs given in order to educate managers andeconomists.
KFS sufficient :these allowed the company to enhance the differentiation with the
rivals
- Alumni network developed.Accreditations (e.g.: EPAS)
- Peaks of excellence- Students associations, interests groups- Spirit of the school- Practical training programs
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Reconsidered Vision
HEC ULg, as European Management School, wants to become a benchmark actor
recognized and accredited for the high quality of its initial and continuous training, in
Belgium and in all the neighboring trans-frontier regions, in Germany, the Netherlands,
France and the Grand Duchy of Luxemburg.
Its ambition is that its research teams should enjoy a very good spontaneous
international reputation in its fields of excellence.
It wants to reinforce its international and national partnerships in order to consolidate
its positioning and to attract talent
HEC-ULg also aims to become a central, reputed actor committed to European
economic trans-regional development through transversal platforms.
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3. Design and propose a strategic segmentation (the portfolio of
Strategic Business Units) of HEC-Ulg
Strategic Business Units
A strategic business unit (SBU) is a part of an organization for which there is a distinct
external market for goods or services that is different from another SBU.
In the case of HEC-Ulg, we have first to define the demand side which is define as
follows:
- Regular students- Brigding Students- Erasmus- External students (out of hours)- PhD
And the supply side is all the courses of studies provided by HEC-ULg. In the appendix
3, the graphic shows the courses of studies for regular students, Erasmus, Brigding
Students.
Concerning the external students, HEC-ULg offers:
- An Executive Degree in Financial Risk Management, specializing in Analysis,Control and Audit
- An Executive Degree in Financial Risk Management, specializing in Finance- An Executive Master in Fiscal Law- A Master in Management Sciences with a specialist option in general
management
- Preparatory year for Master in Management Sciences (2 years) and a Master inManagement Sciences (60 credits - 1 year)
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1. Master in engineering
2. Master in entrepreneuship
Protect position
1. Master in social enterprises
2. ERASMUS
3. International students & peers
Invest to build
1. Doctoral programs (PhD)
Build selectively
Build selectively
1. Bridging students
2. Bachelor
3. Master in management
sciences
Selectivity
Limited expansion or harvest
Invest/Grow Manage for earnings 1. MBA
Invest / Grow Operate/DesinvestStatu quo
High Medium Low
Market position
Attractivenessofthemarket
Hig
h
Me
diu
m
Low
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4. The strategy
HEC-ULg, as a business school, is evolving in a global world. Clearly, HEC wants to grow and
to be a benchmark actor in term of high-quality study programs. But the School also wants
to be recognized abroad for its excellence. The main strategic objectives for HEC are to develop its international side, invest to improve
the quality of its peaks of excellence programs and enhance its reputation within the country
as well as abroad. HEC knows that its institution is playing in a global place. Nearly thirtypercent of its graduated is working abroad. As a matter of fact, building an international
network has been essential. That is why HEC works to build new partnerships in order to
attract and exchanges students, teachers or talents. The School wants to be a modal in the educational sector. HEC is working to enter into
different rankings (international or not) by applying to receive some accreditations. TheSchool also innovates and offers up-to-date studying programs. Then, HEC-ULg defends its spirit. HEC wants to build a strong community that strengthen its
reputation. To sum up, here is the strategy of HEC-ULg:
HEC-ULg wants to be one of the leaders on the education market. The school can be proud
of its peaks of excellence and its desire to be more international. To lead in the market, the
school will continue to maintain its actual network, build new partnerships, promote researchand exchange programs. Note that the School pays a particular attention to its reputation in
order to attract talents within the organization.
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5. Actions to implement
The School is proud of its internationalization aspect but there is a lack of courses given in
English. We deeply believe that some courses should be given in English in the early stage
of the formation (1st bachelor). That is already the case in some business schools abroad
and its a sign of excellence and awareness about the importance of English in trade.
HEC executive School should also integrate courses related with the peaks of excellence
within the bachelors programs. Indeed, as an example, some people decide to follow the
financial analysis and the audit master without even knowing what audit really is.
The Alumni network in Europe has not the same way to think than the American one.
Indeed, the business schools in the U.S receive amounts of money from their old students
(alumni). That is not common in Europe. If the school could change this, the university would
be less dependent on the State.
Concerning the master in management in social enterprises, the courses are not given in
English (only one). Thats a pity. The school should promote this master because it
accentuates the differentiation with the other business schools. Its also a sign of awareness
about environmental and social considerations.
The master in entrepreneurship has a good reputation, even abroad. But, nearly 5 students
from HEC can access to this master each year. This is not enough. We think thatentrepreneurship is one of the peaks of excellence of the school but this peak is not
developed enough.
We also think that it could be great to give the opportunity to the students to have training
during their bachelor years (in addition to the one they will have to achieve during their
master years). The practical aspect is important. Normally, the bachelor is based on
theoretical courses and the master on more practical works. A sign of change appears with
the portfolios. They are a good idea to develop soft skill but work has still to be done
because the workload and the attractiveness between them are too different to be really
efficient.
The School wants to be aware of its students. But the students would appreciate to have
tools to express themselves. Indeed, according to the school, the students will be the
managers of the future. But how can actually these managers propose and defend their
ideas? Its not always easy to know whom we should contact if we have something
important to say
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In this section, we will present more concrete actions to enhance the international aspect.
First of all, we have thought about a kind of patronage ( parrainage ) for all the erasmus
and/or international students. The idea is to promote integration of our Erasmus students.
This will enhance the cultural and language exchanges between the students. The system ofpatronage consists in assistance of an Erasmus or an international student during its trip. For
example, the tasks could include : giving a lift from the airport to the town, visit of our
town/school, present the associations and so on.
The host student can be rewared by credits or by a mention on his diploma. This could be
integrate in the portfolio program. In the last case, a selection of the candidates could be
done to ensure that the motivation is encountered.
But, to pursue this idea, we think that Erasmus students should not be able to pick up
specific programs for erasmus students. They have to be considered as regular students
during the whole time they spent in the university.Doing works with erasmus students force us to speak in english. That is something we dont
usually do if we have the choice even if we consider english or an other language as
something important.
Second, the school could launch the possibility for foreign people to register and learn some
courses online. This system exists in some school and is up-to-date. Once the platform
developed, the cost by user is very low. This is a good way to extend the network of our
students abroad without having to invest in facilities. E-learning could interest workers that
doesnt have enough time to reach the university but that would like to extend theirknowledge at the same time. This could also be a basis to build a network with external
professors. The idea is to promote exchanges between teachers between the universities.
Online courses could be a kind of advert of the quality our teachers could provide.
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6. Appendix
Appendix 1: Porters Five Forces
Threat of new entries:
A new university or school in Belgium may be founded by three main players: the
government, foundations or private educational groups. Given that the investment to set up
a university is really huge and the European economy is dealing with a struggled situation
that, in turn, has strongly impacted the economy of Liege, the risk of new entries in the
Belgian educational market should not be considerable in the coming years, especially if the
current situation get worst as the perspectives indicate. In other words, the economic crisis
will likely avoid growth on the government investment in education and will reduce new
private investments, given that a private company hardly will be interested in increasing the
product offer in a low demand market.
Threat of substitutes:
Although investments in new universities and schools that apply the traditional ways of
teaching will not likely be considerable as a threat in the coming years, the application of
technology to spread out the knowledge in a cheap way has become a reality. Someprestigious universities like Yale, Harvard and MIT have already offered on the Internet some
of their chairs for free, aiming at the increase of their worldwide reach. So many others
universities have already changed its business model to provide only online-based courses at
a less expensive cost and flexible way for the students. This trend may appear as a substitute
to the traditional way of teaching on which HEC Management School is based so far and will
make the competition global, given that a student may be able to attend an American MBA
program, for example, wherever he or she is.
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Supplier Power:
The main suppliers of a Management school, like HEC-ULg, are related to its primary
activities at the Porters value chain. As HECs activities do not require too many specific
external inputs, there are lots of suppliers that can meet its needs. Therefore, the supplier
power is considerably low and does not require complex analysis.
Buyer Power:
More different programs a Management School offers, larger is the range of buyers and,
consequently, it is less dependent on them. Hereafter, it is HEC Management Schools
products and its main customer targets:
Product Customer profile
Bachelor Degrees Students from 18 to 24 years oldinterested in entering on job marketMaster Degrees
Doctoral programs Students interested in research
development in a specific area
Executive programs Experienced professionals interested in
recycling their knowledge and
strengthening their network and
management abilities
At the Bachelor and Master degrees, HECs customer power is not so strong, given thatHECs brand is associated with quality and a good employability that are strong decision
factors for this public. However, at the Executive programs, the buyer power is significantly
higher due to several different reasons: Firstly, as these customers have already got a college
diploma, they are, in general, more demanding than the Bachelor and Master students. The
contents, for example, should be really focused on real situations applied to their jobs;
otherwise, they do not feel interested in it. Secondly, as there are lots of strong players on
this market is great, it increases considerably the competitiveness and thus the buyer power
in terms of price, quality requirement, and so on. The doctoral students are still a little group
compared with the others.
Industry Rivalry:
The HECs competitors can be divided according to the geographic location: national and
international competitors. Nationally, HEC competes against Management Schools that are
settled down in Belgium, not only in francophone zone, but also in the Flemish zone, given
that most of the universities offer degrees taught only in English, eliminating the language
barrier. Internationally, regarding the HECs customer targets, the main competitor s are in
Europe, especially in France, Netherlands and Germany. The first one due to the language
and in the last two countries, the main competitors are close to Liege. Some of the
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advantages of the international competitors are: better being in stronger economies than
the Wallonia one, which can increase student employability and opportunities of
partnerships with big companies and non-European universities; and being more attractive
to foreign students. In Netherlands and Germany, the better English level is also an
advantage for these competitors. On the other hand, HEC offers the opportunity of a bi-lingual life to the foreign students, with lectures in English and the day-by-day in French,
which is attractive for non-francophone speakers.
Some examples of competitors are: Solvay Management School, Maastricht University,
Louvain School of Management.
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Appendix 2: Porters Value Chain
Primary activities:
Inbound logistics: Here, in the case of HEC-ULg, we can consider as inbound logistics all
things that are upstream of the core activities of the school. Including for example: finding
good teachers, being and staying state of the art, planning the training programs, being
located at an appropriate place, Lige, the creative city in the heart of Europe, finding and
providing adapted equipment (amphitheater, blackboard, overhead projectors, computers,etc.).
Operations: The operations can be regarded as all the activities of the school such as
providing quality courses, providing knowledge, skills, reasoning in economic, business,
management, matching appropriate teachers with courses (theoretical courses, practical
lessons, portfolios, seminars, exchange programs), using equipment efficiently, educating
students, using pedagogical innovation, being specific (management, economic, RH,
marketing, audit,), using efficiently expertise (six peaks of excellence ensure the coherence
of academic research, teaching, and Socio-Economic expertise).
Outbound logistics: N/A
Marketing and sales: In the chain value, marketing and sales are the activities associated
with getting buyers to purchase the product. Here it includes the communication between
teachers, students, alumni, graduates, staff and partners, the participation at student fairs
like SIEP, the website and social networks, the word of mouth, the reputation through well-
known partnerships and sponsors like ArcelorMittal, Ethias, Deloitte,
PriceWaterHouseCoopers, through seminars and conferences, by publishing magazines like
Spirit of Management.
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Service: the service activities are these that maintain and enhance the product's value. This
category include: providing sessions of questions/answers, giving additional practical
exercises to help students to understand the theoretical concepts, the availability of
teachers when students have questions during the lesson but also outside of class time,
providing example of questions for exams or previous exams to prepare students to the final
exam, the e-learning platform lol@ which is very useful for student to find the coursesdescriptions, the contents, the objectives, the syllabus, the comments and announcements
of teachers, the agenda for all courses in which they are enrolled, the creation of
ID_CAMPUS which is a platform for collaborative and open innovation, the developed
alumni network (organization of events, newsletters) and the possibility to integrate the
students' association, interest groups and junior companies in which students can practice
what they are learning, can develop soft skills and can be well integrated in the school.
Secondary activities:
Procurement: Here are some figures of the core "raw materials" of the school that we can
more or less consider as the procurement in this value chain.
- Total number of students: 2,300
- Percentage of international students (not including Erasmus): 15%
- 89 professors (core faculty), 96 invited professors (adjunct faculty), 76 teaching & research
assistants/researchers (scientific staff)
- 70 students enrolled in the economic and management sciences PhD Program and 130
researchers under contract in 2009
- 13,000 HEC-ULg graduates
- 150 partner universities across 36 countries- Double-degree with Fachhochschule Aachen and negotiations for joint degrees with other
institutions and creation of joint Masters underway.
Technology development: HEC-ULg can be proud of their technology developments that
support its value chain activities. It includes particularly the transversal platforms to
embrace major societal challenges with ID-Campus (open and interdisciplinary platform) and
the educational resource platforms with the virtual campus LOL@ which is a complete e-
learning platform. By crossing competencies transversally inside and outside the boundaries
of the school and with the educational resources platforms designed to foster pedagogical
innovation, the management school try to be at the forefront and acquire accreditations.Moreover, the school is well equipped in term of technology, the Wi-Fi is available
everywhere in classrooms, and there is even a computer room. HEC-ULg acquires also
professional software like Belfirst.
Human resource management: While turning resolutely towards Europe and the world,
HEC-ULg also emphasizes the human dimension of the work environment, the regional focus
of its missions of service to the community, the managerial relevance of its teaching and its
applied research projects without forgetting the richness of inter-faculty partnerships. The
school has today 89 professors (core faculty), 96 invited professors (adjunct faculty) and 76
teaching & research assistants/researchers (scientific staff).
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Firm infrastructure:
General management: the specific governance which ensures its unique anchorage to the
economic world via an important presence of the enterprise in the school council, in charge
of strategic decisions, budget and programs and via a governance council, mainly composed
by enterprises representatives, national and international, in charge of evaluating thestrategic positioning for the school, and find adequate additional financial means.
Quality management: firmly committed to European values, it enrolled at the outset in the
Bologna process. It participates in European research and teaching programs. It is engaged in
quality assessment by the EUA since 1999. It has won several quality labels including ECTS,
Diploma Supplement and HRS4R labels and it is a EURAXESS center.
The 6 peaks of excellence are:
Asset and Risk Management Economic Analysis and Public Governance Human Resources Management and Organizational Change Social Enterprises and the Social Economy Supply Chain Management and Quantitative Methods Tax Institute
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Appendix 3: Strategic Business Units
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Business Ingeneering(120 ECTS)
FinancialIngeenering
PerformanceManagement
Systems
Supply ChainManagement
Intra-Preneur
BusinessIngeneering
Management Sciences (120 ECTS)
AuditMarket
ingHR Banking Law Social
Entrepreneurship
Management Sciences(60 ECTS)
ManagementSciences
Economic Sciences (120 ECTS)
Economic Analysisand Public
Governance
Economics andFinance
Finalit Didactique
EconomicSciences (60 ECTS)
EconomicSciences
Bridging Students
Erasmus Students (IN)
PhD
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Bibliography
http://www.enseignement.be/index.php?page=25837&navi=2503
Fdration Wallonie-Bruxelles, Enseignement et recherch scientifique, Bologne :
http://www.enseignement.be/index.php?page=26646&navi=3338
Alumni Matters2012: What Alumni Want, Carringtoncrisp, Executive summary.
EFMD Danos Speech 2013 Istanbul
http://lola.hec.ulg.ac.be/claroline/backends/download.php/RUZNRF9EYW5vc19TcGVlY2gyMDEzSXN0YW5i
dWwucGRm?cidReset=true&cidReq=GEST3029_1
HEC-ULg, Missions et valeurs: http://www.hec.ulg.ac.be/hec-ulg/missions-et-valeurs
The Future of Business Education, http://www.ft.com/intl/businesseducation/future-of-business-schools
Rankings by Financial Times http://rankings.ft.com/businessschoolrankings/rankings
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