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The purpose of this paper is to codify a comprehensive array of executive education (EE) revenue growth ideas that are implementable in their own right or that spark other, related growth ideas.

The EE revenue growth ideas presented are an outgrowth of: a collective and personal “reflections from practice” process that embraced nearly a century of combined years in the talent management and EE sales, design, and delivery arena; and a focused “ideation” process sparked by the contemporary business literature devoted to profitable growth models.

In total, a robust list and description of 90 EE revenue growth ideas are succinctly chronicled.

The 90 ideas presented here, although rooted in nearly a century of the authors’ combined EE experience, are nonetheless limited by their experience. The array of ideas, and variants of those presented, are constrained only by the unique experience and creativity of other conscientious EE program designers and stewards. The inventory of 90 ideas is a robust start that can be extended, modified, and used as a catalyst for ongoing EE revenue growth discussions and research.

The growth ideas presented are immediately actionable and potentially galvanizing for EE providers. In addition, EE clients whose interest is piqued by any of the ideas, can approach their own providers to initiate a tailored talent development process rooted in one or more of the ideas. Of note, the extensive list has been crafted to have a long shelf life and thus this paper can effectively serve as a reference for ongoing use.

The authors are not aware of any prior articles presenting such a myriad of ideas for EE providers (and clients) to potentially renew and expand their portfolio of activities with the aim of revenue growth. Moreover, the paper is both an inventory of ready ideas as well as an array of catalysts for specific providers (and clients) to pursue their own related, or parallel, ideas.

This article highlights two potentially overlooked and undervalued features of custom management development program architecture that can facilitate and further the positive impact of program participants upon their return to work.

The insights presented are based on having worked with a number of large, custom management development program clients and seeking to foster greater, better, and a longer lasting impact accruing to the program sponsor when the program participants returned to work.

Two program design features are highlighted and discussed: (1) tiered critical mass participant throughput and (2) program transportability. A real-world based example is provided to depict these two program design aspects.

The two program design ideas presented are easily understood and immediately actionable for anyone engaged in responding to a custom management development program opportunity with an eye towards enhancing the impact for a sponsoring client.

Organizational sponsors of custom management development programs are interested in their program providers enhancing returning program participants’ ability to impact their work teams, departments, and business units with their program learnings. This article is unique in identifying and describing two potentially overlooked program design considerations that can aid in that pursuit.

This paper aims to present a useful framework for guiding HR leaders, and their executive education (EE) program providers, towards program assessments that focus on, and capture, information related to the enterprise‐level benefits created by a customized professional development education program.

This paper is the culmination of 40 years of working with corporations in the design, development, delivery, and assessment of EE professional development programs. It is also inspired, more recently, by the program assessment perspective that several larger corporate clients have sought and have most highly valued.

A guiding framework for enterprise‐level EE program assessment is presented.

The framework presented here is immediately and broadly applicable to those HR managers engaged in partnering with providers of custom EE professional development programs aimed at enhancing organizational‐level benefits. In addition, an example of a set of program assessment content prompts is provided in order to help HR leaders fashion their own IMPACT‐inspired assessment instrument.

Readers are provided with a field‐inspired framework for EE program impact assessment. The paper posits the framework as an alternative to a more traditional individual‐only impact assessment and to a more problematic finance‐based ROI approach to program assessment.

This paper provides a framework for thinking about the purposes and the conducting of a needs analysis task in preparation for crafting the design of a non‐degree management education program.

This paper is the result of numerous years of conducting needs analysis on numerous management education program clients.

Not applicable (not a research paper).

The field‐inspired needs analysis framework, along with the sample interview protocol provided, are immediately and broadly applicable to those charged with the design and delivery of non‐degree management education programs.

In a concise and comprehensive manner, readers are provided a framework for conceptualizing, planning, and executing a non‐degree management education program needs analysis task. In addition, an example of a needs analysis interview protocol is provided that is ready to use.

This paper presents a dozen ways for HR leaders to partner with their executive education leadership development providers in order to promote the tailored design, and most impactful delivery, of a custom leadership development program.

This paper is the culmination of numerous years of working with corporations in the design and delivery of executive education leadership development programs. More precisely, it is based on several recent leadership development client engagements where a number of these best practices have been embraced by the client with positive outcomes.

The 12 best practices outlined in the paper.

The contemporary, field‐inspired actions presented here are immediately and broadly applicable to those HR managers engaged in partnering with providers of custom leadership development programs aimed at enhancing organizational talent, expanding leadership skills and/or developing a cadre of high‐potential managers.

In a concise and comprehensive manner, readers are provided with a dozen concrete action items to insure the successful and impactful design, development and delivery of custom executive education leadership development programs.

The purpose of this paper is to present a number of ways organizations can collaborate with their primary, university-based executive education provider (EEP) in order to co-create learning and enhance a company's strategy-development and strategy-execution capability.

This paper synthesizes the multi-varied ways in which one leading, globally oriented business school has collaborated with a Fortune 200 company over the past eight years, involving over 1,200 of the company's managers.

In total, 14 fruitful ways to leverage an existing corporate/EEP relationship in order to foster a company's strategy-development and strategy-execution capabilities at the business unit level are presented.

The field-inspired ideas presented here are immediately, broadly, and beneficially applicable across the corporate landscape.

Readers are provided with a number of specific, actionable ways to tap into the often-underutilized capabilities of an existing EEP affiliation with the intent of transforming that affiliation into an on-going collaboration that enhances various corporate personnel, strategy, and operational capabilities.

This paper is intended to convey the importance of, and a framework for, crafting a memorandum of understanding (MOU) between an executive education (EE) provider and a client.

The paper presents general experience and case examples.

Through experience and over time, the authors have found certain potentially problematic issues that can be prudently and positively dealt with in an MOU, crafted early in an EE/client relationship. Those important issues constitute the framework presented in the article.

The framework presented in this article can be immediately and effectively used by practitioners in crafting useful MOUs.

The authors are not aware of any prior papers on the role of, and framework for, MOUs. This paper addresses the value of an MOU in fostering great EE provider/client relationships.

This paper presents the case for, and several templates for, the planning and monitoring of the key experiences status of a cadre of high‐potential managers seeking to become executive‐ready.

This paper is the result of numerous years of advising executive education corporate clients on the importance of key experiences to complete and complement a future executive's development.

Offers seven key experiences as examples of what a company might develop for its executive‐oriented, key experiences portfolio.

The field‐inspired tools presented here, are immediately and broadly applicable to those charged with the development of a pipeline of executive‐ready talent.

In a concise and comprehensive manner, readers are provided a framework for conceptualizing, planning, and establishing a key experiences portfolio for its high‐potential executives. It is also shown how such an inventory can be linked to a company's competency model and to an articulated set of personal learning objectives.

This paper posits that an organization's roster of managers slated to attend, or who have attended, an executive development program can be used as the starting point for: developing an organizational talent profile, and facilitating the initiation of, or re‐invigoration of, an entity's strategic succession planning process.

This paper is the culmination of over 40 years of working with corporations in the arena of talent development.

A practical, guiding framework for identifying the best candidates for succession planning purposes and tailoring their further professional development agendas is presented and discussed.

The approach, framework, and related benefits presented here are immediately and broadly applicable.

Readers are provided with a field‐inspired framework for identifying a succession planning managerial cohort and customizing their subsequent professional development endeavors. Moreover, it invites companies to leverage their executive education program rosters as a starting point for identifying the best possible succession planning cohort.

The purpose of this paper is to present a concise, robust talent development framework for summarizing and guiding the organizational activities pertaining to having the right people, at the right time, getting the right type of talent development experiences.

This paper is the result of over 40 combined years of advising and working with executive education corporate clients on the assessment of talent development needs and plans.

Four challenges underpin any approach taken to develop an organization's talent. Talent building endeavors should be business driven, future focused, integrated, and deliver measurable results. In response to these challenges, and based on our work with a number of corporate clients, we have created the talent development framework (TDF). It provides a lens through which to view, organize, and monitor talent development activities.

The experience‐based framework presented here is immediately useful to those responsible for developing and enhancing organizational talent.

The organizational endeavors pertaining to the monitoring, managing, and motivating of talent development are numerous and varied in their foci, timing, and purpose. This article presents an organizing framework for “seeing all the pieces” and how they fit together, and apply to various organizational populations for different purposes. As such, it provides a codified, organized approach to talent development.