Millward Brown’s BrandZ survey results for 2011 contained no fewer than 12 Chinese companies in the top 100 most valuable in the world. No mean achievement, but for Chinese companies to remain dominant in an increasingly open domestic marketplace and to succeed internationally, the country needs to produce more managers who have the skills and knowledge for business expansion.

　　明略行(Millward Brown) 2011年BrandZ全球最具价值品牌百强排行榜上的中国企业不下12家。成绩斐然，但中国企业要想在日益开放的国内市场上保持主导地位并在国际上取得成功，中国需要培养更多具备商业扩张知识和技能的经理人。

　　Yet there is a dearth of Chinese managerial talent, especially on the international stage.

　　然而，中国欠缺管理人才，尤其是在国际舞台上。

　　What can business education in China offer to fill this yawning gap? Nearly all of the 100 or so universities in China appear to have a business or management school not too dissimilar to those of the west. However, it is only the top 10 per cent of these institutions that have made serious attempts to replicate the western business school learning experience and its more modern business school curriculum.

　　要填平这道鸿沟，中国商学院教育可以做些什么？中国大约有100所大学开设了商学院或管理学院，看起来几乎全都与西方商学院差别不大。但其中只有排在前10%的院校在认真效仿西方商学院的学习经验及其更加现代的商学院课程。

　　But, even at these leading Chinese business schools, the learning environment falls some- what short of that at comparable US institutions. This is despite the fact that many Chinese schools have brought in world-renowned academics.

　　然而，即使是在这些顶尖的商学院里，学习环境多少也是赶不上同类美国院校的，尽管许多中国商学院都延揽了世界知名学者。

　　Although finance and economics will always play a key role in business education, business and management today are more about communication, creativity, teamwork and cultural understanding, with decision making increasingly based on judgment and intuition and less on rational, analytic, quantified outcomes.

　　虽说金融和经济学将始终在商学院教育中占据关键地位，但如今的商业和管理更着重于沟通、创造、团队合作与文化理解，决策越来越依据于判断和直觉，而不像以往那么依赖于理性、分析性和定量考量。

　　Business education in China therefore, needs to place people-oriented skills and cross-cultural management ability at the heart of most programmes. This means going beyond placing modules such as the management of change and entrepreneurship at the core of a programme.

　　因而，中国商学院教育需要把以人为本的技能和跨文化管理能力作为大多数课程的核心内容。这意味着不再只是把改革管理和创业才能等内容作为课程重点。

　　There also needs to be a fundamental change in the teaching approach, especially where Chinese teachers are concerned. Organisational and consumer research in today’s volatile world favours qualitative (focus group, depth interview) rather than quantitative (structured questionnaire) techniques, yet Chinese business schools still focus on quantitative research and advanced statistical analyses far too much.

　　教学方法也需要根本变革，特别是中国教师。在当今这个多变的世界，组织学和消费者研究更加侧重定性分析（重点群体、深度访谈），而非定量分析（结构式调查问卷），然而，中国的商学院依然过多地把重点放在定量研究和高级统计分析上。

　　Even though leading Chinese business schools have sent their academics to top US schools and have tried to replicate the US business education model, typically with a 20-30 page case study, far too little critical analysis and feisty in-class debate and discussion takes place. In typical western business schools a presentation merely whets the appetite of the argumentative and eager students watching. While the professor taking the class sees it as their responsibility to generate critical assessment and feedback. The end of the formal presentation is just the beginning as the team then starts to defend whatever arguments, judgments and decisions it proposed. Students learn so much more during heated debate and disagreement. Such a learning environment helps develop communication, team building and general managerial skills, as well as detailed knowledge.

　　中国顶尖的商学院派遣学者到美国院校取经，试图复制美国商学院的教育模式（其特点是案例分析通常长达二三十页），但尽管如此，批判性的分析和激烈的课堂辩论在中国却少之又少。在一般的西方商学院，教师的讲演不过是为了激起勤奋、好争辩的学生的兴趣。授课教授把激发批判性意见和反馈视为己任。他们正式讲演的结束才是一个真正的开始，因为团队接着就开始为自己提出的论点、看法和决策进行辩护。学生们在白热化的辩论和争执中受益匪浅。这样的学习环境有利于培养沟通能力、团队合作精神和一般的管理技能、以及详实的知识。

　　Chinese academics need to be shown how to generate a lively, critical thinking, learning environment. In my experience, Chinese business students, when asked if they have any questions, appear shy and retiring. There is rarely a totally right or totally wrong answer for most business and management case study analyses and therefore, plenty of opportunity to air opinions.

　　中国学者需要领略的是，如何创造一个活跃、具有批判性思维、充满学术气氛的环境。根据我的个人经验，中国商学院的学生在被问到是否有问题时，总是表现得腼腆而害羞。在大多数商业和管理案例分析中，很少有完全正确或完正错误的答案，因而存在大量表达观点的机会。

　　Chinese academics hold the key. They need intensive training in order to develop an ability to generate a lively, almost electric learning environment, in which students are empowered to challenge each other at all times and feel comfortable and confident when taking on their own professor.

　　关键在于中国的教师。他们需要强化培训，以期具有能力创造活跃、几乎是刺激的学习环境。在这种环境中，学生们无时无刻不在相互挑战，即使和自己的教授意见对立也能坦然、自信地应对。

　　It is time for business education in China to follow the rest of Chinese society and move into the 21st century. An initial influx of western academics whose sole responsibility is to observe and then tutor leading Chinese academics is the urgently needed first step in what may be a long road.

　　中国商学院教育应尽快跟上中国社会其它方面的脚步，踏进21世纪。这可能是一段漫长的路程，亟需的第一步便是大量引入西方学者，而他们唯一的责任是观察、继而辅导中国的优秀教师。