Executive DEVELOPMENT Developing Leaders Issue 27: 2017 | 35 However, CarringtonCrisp’s 2015 study with business school Deans found that 60% believed “MOOCs will be mainly used as brand building tools”. Instead, SPOCs (Small Private Online Courses) and a host of other digital interventions are contributing to the rise of blended approaches in executive education. In Australia, the Global Executive MBA at the University of Sydney has embraced both internationalism and technology, with a curriculum that includes five two-week teaching periods around the world with online learning in between each face-to-face encounter. The pace of technological change is leading to some interesting changes in how business schools operate. The fact that participants from around world can be brought together online for all or parts of an open or custom programme leads to questions about building design and physical requirements for a school, where faculty are based and what geographical markets a business school can legitimately target. Schools are able to move from a FIFO model for faculty (fly-in, fly-out) to a LILO model (log in, log out). The great challenge with technology of course is that it is available to all, so it is how it is utilised and has an impact with clients where there is a source of differentiation. For example, how does the school genuinely blend online and offline learning? How is the technology combined and embedded within client organisations? How does it offer opportunities for continuous improvement beyond the end of a programme? How can it contribute to the assessment of learning impact on individuals and organisations? Global shifts in power Since the first business schools appeared in the early 20 th century, the model and methods of teaching have been overwhelmingly Western. Many of the major schools have been based in the United States and Europe and they have dominated the industry, growing large international cohorts. The number of overseas students doubled during the 2000s, averaging a growth rate of around 7 per cent. However, the pattern of internationalisation is changing, with schools from other parts of the world becoming major players. One has only to look at the movement of positions in the FT Custom Rankings for example as evidence of this. Schools such as CEIBS from Shanghai have a presence in Ghana and in late 2015 announced the acquisition of the Lorange Institute of Business in Zurich.