ࡱ>  %` bjbjNN q,,<Q@0$ LLLPTLND pXT\Y(YYY]`^L^([p]p]p]p]p]p]ptshu]pa&]]aa]p  YY4rpnnna<YY[pna[pnn KF@GZYLT `Lb/MG^p0pMb vcvlGZGZ8vZ^f_hn_T"`^^^]p]pi^^^paaaa   :L   L    REVIEW OF MBA AND SPECIALIST MASTERS PROGRAMS FINAL REPORT PROFESSOR ROBIN KRAMAR ACTING DEAN AND DIRECTOR OF ACCREDITATION MGSM MACQUARIE UNIVERSITY CRICOS Provider Code: 00002J NEXT GENERATION MANAGEMENT SCHOOL MGSM IN 2012 MGSM VISION Our vision is to be Australias premier graduate management school for leaders of business and the community, with a global reputation for teaching and research. MGSM MISSION MGSMs mission is to provide internationally recognised post-experience graduate management education to enable people of high potential to become successful leaders who bring prosperity to their organisations and communities, and to support these objectives by combining rigour with relevance in the School's research and teaching. Our degree programs and public executive and corporate customised programs embody values of professional practice and sustainability grounded in scholarship, with the aim of achieving assured learning outcomes, enhanced career opportunities for graduates and an active, high calibre alumni network. IMPLEMENTATION This review envisages MGSM as a Next Generation Management School. This means providing integrated, high quality, flexible business education leading to a variety of qualifications and experiences relevant to people throughout their working lives. The offerings will be high quality, based on scholarship and foster networks and relationships among the many stakeholders of MGSM, who will contribute to the continuous learning experience. These include full time faculty, support faculty, alumni, members of the business community and students. When people think of MGSM, they will see a partner in continuous learning and development. They will think of scholarship and evidence-based learning which contributes to professional practice. The Next Generation Management School is depicted in the following diagram. MGSM is a community striving for continuous development, enhancement of professional practice and sharing and creation of knowledge through international networks and high quality research and teaching. NEXT GENERATION MANAGEMENT SCHOOLCONTINUOUS LEARNINGFulltime Faculty, Adjunct Faculty, Alumni, Visiting Professors, Members of the Advisory Board, Partner Organisations, Emeritus Professors, Visiting Scholars, on-lineA TASTE OF MGSM 2 DAYS Skills Knowledge Networking ReflectionACCREDITED PROGRAMS MBA Masters of Management Postgrad Diploma Postgrad Cert. Single UnitsEXECUTIVE EDUCATION Open enrolment programs Customs programs Management developmentLEADING EDGE UPDATES Business breakfasts Alumni eventsMGSM NETWORKER Enterprise developmentCORPORATE PROGRAMS eg QANTAS, Woolworths AIM CertificatesRESEARCH PhD, DBA, 3 Research Centres, informal groups eg Richard Badhams Performance and Practice group, some individual research and scholarshipMGSM EXPERIENCE High quality, research-informed, enhance professional practice, continuous learning, networking, international exposure, integrated NEXT GENERATION MANAGEMENT SCHOOL THE MGSM EXPERIENCE FINAL REPORT page Reasons for the review 5 Scope of the Review 6 The Review Group 6 Processes for Undertaking the Review 7 Principles to Guide the Review 7 Methodology 8 Issues 8 Recommendations 10 Conclusion 17 Appendices 19 FINAL REPORT REVIEW OF THE MBA AND RELATED AWARD PROGRAMS A review of the MBA and related award programs is being undertaken by MGSM as part of a number of actions to deliver on its strategic priorities and to create the conditions for a more robust, long term revenue stream, relying not just on student enrolments but on customized programs, corporate philanthropy and other sources. REASONS FOR THE REVIEW Changing global and domestic market for postgraduate management education globalization of business and student population, new approaches to management and leadership and changing expectations among students. Volatility in MBA enrolments since 2003 challenges in marketing the MBA as general management degree, but at same time the newly introduced full-time MBA has attracted high calibre students from over 40 countries. New requirements of firms and organizations review of content and structure of the MBA and related award programs to meet the needs of the stakeholders and develop a differentiated product. In addition: Macquarie University is undertaking a curriculum review in 2008, the University is to be audited by the Australian Universities Quality Agency (AUQA) and MGSM is seeking AACSB international accreditation while also retaining EQUIS accreditation SCOPE OF THE REVIEW This is outlined in the following agreed terms of reference: Review the changing market and future trends in postgraduate business education, with a specific emphasis on the MBA and Masters programs in Australia and globally Assess the strengths and weaknesses of MGSMs current curriculum structure, including individual programs and subject offerings Recommended changes to the curriculum structure of the MBA and Masters programs, having regard to external demand, internal expertise and global trends Consider the viability and relevance of new offerings in collaboration with other divisions and centres at Macquarie University Recommend new directions or approaches for MGSM as appropriate Consider use of different technology methods as a part of delivery of the program. THE REVIEW GROUP The Review Group in 2007 consisted of Dr Bill Beerworth (Chair) Prof Judyth Sachs (DVC Provost) Prof Robin Kramar (Deputy Dean) Assoc Prof Guy Ford (Director, Academic Programs) Assoc Prof Sandy Burke (Director MBA) Prof Tyrone Carlin Prof Richard Badham A sub-committee of Robin, Richard, Guy and Sandy was also formed to further the review in 2007. In 2008 the sub-committee consisted of Robin, Guy, Richard, Donald Ross and Elizabeth More (Director of MBA). PROCESSES FOR UNDERTAKING THE REVIEW The review process was to be led by the Review Group. The processes used in the review operated according to the following principles: Consultative and open to input from MGSM PL Board, Alumni Association, MGSM Faculty, business community Decisions will be based on information and evidence about matters such as emerging trends impacting postgraduate management education, our competitors, potential alliances, knowledge about the competencies desired by students and employers Conduct of the review will occur within a specified time frame and timelines will be developed The reasons for decisions will be explained in terms of the evidence from the research undertaken and in terms of MGSMs strategic priorities Individual members will take responsibility for particular actions specified at the conclusion of each meeting Timeframes for the implementation of the Review Groups recommendations will be specified and the individuals responsible for implementation identified. PRINCIPLES TO GUIDE THE REVIEW The following principles inform the Review Groups deliberations: MGSMs brand International reputation as a high quality postgraduate qualification Consistent excellent teaching and learning High quality research in a number of areas Interdisciplinary approach Innovation Further the vision of MGSM ( see Appendix 1) Quality indicators recognised by various accreditation and other bodies Business and community engagement. METHODOLOGY Stage 1 Faculty teaching the core Marketing, Organisation Behaviour, Human Resource Management and Operations Management were asked to meet and ensure that their courses were revised to ensure reduced perceptions of overlap and other issues raised by students in the SETS. The staff teaching these courses undertook this review in preparation for term 1 in 2008. Stage 2 A number of processes were used during this stage. The range of stakeholders consulted included MGSM faculty, key informants in the business and MBA education community, MGSM Alumni and students. Data was collected about emerging trends in MBA education and specialist Masters Programs, desired attributes of MBA graduates in 2008 and in 2013. Attention was also paid to the developments around education for and about sustainability which are currently being sponsored by the Federal Government. Information was also collected about our competitors and environmental influences. Teams of MGSM faculty made recommendations about particular aspects of the MBA Review (Appendix 6). Appendix 3 details these activities. ISSUES ARISING FROM REVIEW MGSM is known for being high quality challenge to maintain standards in student quality in terms of employment experience and academic results. Full-time MBA as separate cohort has had success but softness in student numbers emerging in 2008. Strengthen even more the network of students and alumni throughout experience with MGSM to create sense of cohesion. Encourage further esprit-de-corps among students and members of MGSM. The value of the MBA credential is changing worldwide and MGSM is being affected by this development. Increasing competition from overseas providers, both in local and international markets. Known for face to face class interaction, with predominantly good lecturers, but also need for technology support. Flexibility of delivery is important implications for incorporation of on-line and blended learning solutions. Half-life of knowledge and requirement for life-long learning. Specialist Masters still appropriate need for modernisation eg sustainability, people and performance. In 2012 managers and leaders will need skills in areas such as people management, knowing themselves, managing rapid change, being proactive, managing technology, globalisation, managing business partners, cross-cultural skills, persuasion and negotiation skills, corporate social responsibilities, ability to learn in addition to functional skills such as finance, human resources, marketing, IT. Marketing of all programs, rather than MBA many students come through the articulation pathway. RECOMMENDATIONS This section will include recommendations, activities to be undertaken and allocation of responsibilities RecommendationActivitiesResponsibilities and Issues1.Improve and maintain high quality courses and programs Teaching and Learning Processes Introduce assurance of learning processes into some courses in 2008 (ambitious) Peer involvement in course development, delivery and review Mentoring adjuncts (Supporting faculty) and Faculty (Participating faculty) Director Teaching and Learning and Faculty members Director Teaching and Learning and Faculty members Clusters of faculty including adjuncts (Supporting faculty), professionals and alumni, and members of Advisory Board involved in development, review and delivery Implications for structure of MGSM content specialist areas and responsibilities for mentoring faculty  Entry standards retain requirement for significant management experience Students without this experience should not be admitted into Masters degrees Evaluate selection criteria for student entry into programs in 2008 at end of term 4 2008 High standards maintained for articulation from certificates and diplomas into Masters and MBA eg minimum of average credit grade Progression through core courses in systematic sequence Students be required to undertake core courses in a particular sequence to enable the development and building on skills and knowledge in previous coursesDirector Student Admissions, Director of Academic Programs and Directors MBA, Masters of Management, Postgraduate Diplomas and Postgraduate Certificates Implications for student admission processes and standards Implications for responsibilities for MGSM programs Implications for English language requirements for admissions APC and Director Student Services Implications for enrolment procedures Evaluation of core courses for MBA against matrix of outcomes expected from MGSM courses Revision of core courses in the light of this assessment Review of the core courses in the specialist Masters in the light of the assessment of the core courses in the MBA This evaluation will include requirement to address MQ policy about internationalisation and sustainability outcomes Evaluation will also include some assessment of the way learning from the group work component in courses could be integrated in some coursesDirector of Teaching and Learning and Deputy Dean to construct matrix based on AACSB, EQUIS, MQ requirements, and the desired outcomes of MGSM programs this will include internationalisation of curriculum Faculty to review their courses in terms of this matrix At least one afternoon each year when faculty meet to explain what they do in their core courses and the way they further MGSM vision, mission, brand and experience. This will enable faculty to understand the content and delivery mechanisms and assessment procedures used in each course. It will also facilitate sharing of knowledge Implications for performance management outcomes expected of faculty Implications for overseas offerings in Hong Kong and elsewhere2.  A Taste of MGSM/ Orientation Currently MGSM has a marketing workshop which provides a taste of MGSM as a two hour session and An orientation workshop to the courses The proposal is to provide a more comprehensive orientation to the MGSM experience for students of accredited, corporate and ExecEd programsIntroduction to students, staff, alumni of MGSM and skills, knowledge required as part of MGSM and to MGSM experience Cover areas such as critical thinking skills, presentation, writing skills, numerical and quantitative skills, speed reading skills, research skills and information sourcing Introduce emerging issues in management eg innovation, sustainability and managerial finance and other issues Social event enabling networking with alumni, faculty, staff Two day experience with guest speaker at a lunch and an alumni speaker to discuss the MGSM experience Provision of high quality materials and participant list to attendees Alternatively this orientation could be developed in terms of the suggestion of Option 2 described in the Appendix Models of MBAs and associated structuresDirector of Academic Programs, Director of Student Admissions, Directors of MBA and other programs, faculty (PF and SF), ExecEd, Presenters in continuing education courses and alumni Implications for performance management, timetable, fees and costs3.Life-long relationship with MGSMReposition MGSM as more than just a provider of separate programs such as postgraduate accredited programs, corporate programs and ExecEd, and alumni activities but as an experience in continuous learning and networking, as well as career development Emphasise the integration of research and teaching Continuation of the existing articulation model fits this well Require students to attend some of the alumni events such as breakfasts, evening talks as part of their courses; this participation could be integrated into assessment Develop study tours for accredited, corporate and ExecEd studentsExecutive Team Implications for Marketing, Information evening content, publicity and brochures Implications for delivery of all courses could require introduction of more flexible delivery methods, but still retaining MGSM experience - sharing with experienced managers in classroom and beyond4. Integration of expert content research clusters and interest groups eg Performance practice group into MGSM offerings and additional sequences of specialist MastersDirectors of Centres, Director Academic Programs and Deputy Dean develop a stream of specialist courses based on existing courses in the first instance that provide specialisations in research clusters of MGSM by October 2008 These specialisations will be available for Masters and MBA students from 2010, but not marketed until 2009 marketing campaign Topics undertaken by doctoral students consistent with these research specialisations to be formalised by October 2008 Proposal to APC and then faculty for specialist streams Reconsider the offering of courses that could also be packaged as sequences of courses leading to specialities in areas such as IT, people and performance (HRM), marketing and financial management Examine the links between MGSM specialist Masters in financial management and offerings in new faculty of businessImplications for marketing, performance management, ExecEd programs, Continuous learning offerings, corporate programs. Implications for Hong Kong and other potential overseas offerings Implications for supervision and topic allocation for doctoral students. Director Higher Degree Research and Director of Research APC, Director Academic Programs Director of Academic programs and Director of Teaching and Learning5.Develop explicit ability to integrate, apply and critique theories, concepts and research to practical situations in an international context using research skillsRequire all students in the MBA and Masters to undertake one or two courses which enable them to synthesise the courses studied in their program Existing courses providing this opportunity are Research project, Managerial and Consulting project, study tours Develop a research component that all students are required to undertake (see Appendix 7) Projects could be done in groups in these capstone courses Implication for core courses (see Report on models of MBA option 2APC and Directors of programs and convenors of courses Implications for existing structure which includes subject convenors and MBA Director, but other program Directors such as Master of Management Director is not used. Require larger more informal groups of faculty responsible for subject areas. 6.Synergies between ExecEd, Accredited and corporate programs and faculty and facilitators on these programs developedResearch clusters involved in developing links with ExecEd about research that could be developed as ExecEd programs Research that could be integrated into accredited courses and corporate programs Involvement of all faculty and ExecEd presenters in aspects of course and program developmentDirectors of Centres, Director ExecEd, all faculty, ExecEd presenters Implications for performance management, reward structure, role loads7. Review support structures and policiesCosting of programs and evaluation of programsEvaluate costs of support and delivery of all programs P/T, F/T, Hong KongDirector of FInanceMarketing and salesReview marketing focus on MBA large numbers of students articulate from Masters, diplomas, etc Promotion of MGSM as a New Generation Management School through its marketing activity All administration staff in MGSM (CBD and North Ryde) to be trained twice a year about MGSM products and services so they are able to provide information when enquiries are madeDirector of Marketing and Executive All administration staffManagement of Programs, student admission, student complaints, academic responsibility for coursesStreamline the existing distribution of responsibilities in these areas Description and communication of these responsibilities to students and staffDirector Human Resources, Deputy Dean, Executive in consultation with APC and faculty and administrative staffReview relationship between the use of faculty on ExecEd programs, corporate programs, continuing education and accredited programs Enable all faculty who are interested in teaching across these three areas to be given the opportunity to develop and teach across all programs Provide development opportunities to enable this to occurExecutive Director ExecEd and staff Enhance the opportunities for enhanced student, staff and alumni interaction Enhance involvement of staff in continuing learning opportunities eg breakfasts Enhance engagement of alumni in mentoring of students, providing guest lectures, providing access to organisations for studyManager Alumni APC and Manager Alumni Use technology to provide more flexible teaching and learning opportunitiesConsider different methods of delivery of reading materials, exercises, etc Technology as part of classroom experience eg simulationsDirector Teaching Technologies and Director of Teaching and Learning8. Review and plan (if appropriate) how MGSM will deliver its desire to have a strong reputation in Asia PacificDevelop criteria for appropriate strategic alliances globally and in Asia Pacific Develop priorities in this area and how to achieve, and if this is possibleExecutive and Director International9.Develop joint Masters programs with the healthcare and engineering schoolsEstablish course outcomes, content, assessment and delivery requirements Availability to deliver these requirementsDirector of Teaching and Learning, Director Academic Programs and APC involvement10. Engagement and mentoring of supporting facultyEstablish a formal induction program and allocation of responsibilities for mentoring adjuncts to content experts Review of responsibilities for engagement of supporting faculty with MGSM Director Human Resources and Deputy Dean Director of Human Resources and Deputy Dean CONCLUSIONS THE NEXT STEPS Faculty: participating and support Final report to faculty on 17 June 2008 Director Teaching and Learning and Deputy Dean to work on the matrix for course assessment by end of August 2008 Half day when faculty share information about their courses later in 2008 Faculty, participating and supporting review course content of core courses in light of the matrix and accompanying material by 30 September 2008 Faculty review courses and outlines in the light of assurance of learning requirements 30 November 2008 Interested faculty consider revised courses as a basis of sequences of majors in management eg in sustainable leadership, financial management, entrepreneurship and innovation by 30 November APC consider the structuring of existing courses such as the research project, consulting project as an integrating final course with a research methods component, by 30 November Faculty consider how they could enable students enrolled in their courses to integrate participation at breakfasts, seminars etc as part of their learning in their accredited courses by November 2008 Director Academic programs and Director MBA to pursue the joint programs with other parts of MQ eg engineering and advanced medicine with a report to APC by 30 November 2008 Three research clusters develop a business plan for their centres and communicate this to an Academic meeting on 14 October 2008. In addition these clusters could involve identification of research topics for doctoral students, capstone courses, material that could be integrated into MGSM courses and potential ExecEd programs APC with ExecEd develop a Taste of MGSM program with any interested faculty Support services and processes APC and HR staff review structure for managing quality of courses, teaching, student complaints and the implications for role descriptions and responsibilities and rewards in September 2008 Director Admissions review admission criteria for Full time MBA candidates in 2008 in September 2008 APC and Director ExecEd develop a process and timeline for greater integration between accredited, corporate and ExecEd programs and the support mechanisms necessary for this to happen eg a budget to train faculty by November 2008 Director Learning Technologies in conjunction with other interested faculty continue to explore the way learning technologies could enhance the delivery of programs in all areas in 2009 and 2010. Propose applications, cost requirements and training. Director of Marketing to review full time program in terms of costs per full time students, relative to part time students; effectiveness in improving the ratings; quality of full time students to part time students by 30 November 2008 Alumni Manager continue to work with students, alumni and the Student Liaison Committee to enhance networking and learning between full time and part time students, alumni and all faculty Marketing, CBD, reception and SSC staff trained in MGSM products by 30 October 2008 and this is to become part of new staff induction program and an annual event for all staff. Director Academic programs and Director ExecEd to run these sessions for one and a half hours at North Ryde and in the CBD Director of Research foster scholarship in MGSM through sponsoring research seminars, research training and encouraging preparation of manuscripts for publication in high quality journals by 30 November 2008 PROFESSOR ROBIN KRAMAR, ACTING DEAN AND DIRECTOR OF ACCREDITATION 25 SEPTEMBER 2008 APPENDIX 1 VISION Our vision is to be Australias premier graduate management school for leaders of business and the community, with a global reputation for teaching and research. MISSION MGSMs mission is to provide internationally recognised post-experience graduate management education to enable people of high potential to become successful leaders who bring prosperity to their organisations and communities, and to support these objectives by combining rigour with relevance in the School's research and teaching. Our degree programs and public executive and corporate customised programs embody values of professional practice and sustainability grounded in scholarship, with the aim of achieving assured learning outcomes, enhanced career opportunities for graduates and an active, high calibre alumni network. APPENDIX 2 EMERGING TRENDS Persistent and comprehensive flight to quality in both full-time and part-time MBA market segments Development and consolidation of international alliances among leading business schools, with an increasing role in the Asia-Pacific region Importance of research and research training as a signifier of quality, including scope for enhanced institutional collaboration and externally funded centres for excellence Growth of some, but not all specialized Masters programs, often in collaboration with social science, law and engineering faculty Widespread use of technology in the classroom and in distance and blended learning programs, though with mixed results in some cases Increasing demand for customized corporate programs, in both public and private sectors, across the spectrum of short programs and longer term partnerships Continuing reinvention of open enrolment executive programs, including growing interest in industry specific consortium programs. (Deans Report February 2007, MGSM P/L) APPENDIX 3 Activities undertaken to conduct the review Consultation With MGSM faculty Andrew Heys facilitated two afternoons seeking faculty input for the review Workshop with Richard Badham and discussion among faculty in November about vision and mission with Alumni. MGSM Alumni Association Advisory Council submitted a document on the core curriculum of the MBA. It was based on interviews with 9 Alumni. MGSM has more than 11,000 alumni. A workshop was held on 27 March with almost 80 Alumni to review the MBA. Teams consisting of all faculty were established at the end of November 2007 to consider Assurance of Learning and Outcomes of MBA and Masters; models of MBAs and associated structures; technology and learning; specialist Masters. These teams were to report on their preliminary findings at the Academic meeting on 12 February and submit a draft report on 3 March 2008 10 key informants (experts in business, MBA education and areas of research clusters) were interviewed in March and early April 2008. Milton Blood AACSB EQUIS Seminar 27 October 2007 Information Issues and complaints raised by graduates (2006, 2005 surveys) MGSM and MU student experience survey SETS data core MBA courses 2005-2007 Review of Master of Management (HRM) Emerging trends in postgraduate management education (see Appendix 2) Identification of strengths and constraints/weaknesses of MGSM (minutes of Review Group 28 March and 2 May) Anecdotal information about other MBA courses in Australia eg AGSM, UTS (see minutes Review group 2 May) Reports from 2 previous MBA reviews Requests to faculty about how the core courses they teach contribute to the MBA (4 people respond) Examine MBA structures in universities in UK, Europe and the USA MGSM Marketing Plan 2006 Timelines Timelines were developed, but in view of the MQ curriculum review in 2008 and the decision to continue our quest for AACSB accreditation and the MBA Review in conjunction with each other . We need to develop another specific timeline Decisions and reasons for decisions MBA should include core courses. These courses will aim to contribute to students ability to think and act strategically Information was collected about competitors, developments in MBA and specialist Masters programs in order to inform how we differentiate ourselves APPENDIX 4 GUIDING PRINCIPLES AT MGSM Brand High quality, flexible, professional International reputation Consistent excellent teaching and learning MQ at 50: research-linked teaching (a)cademics who are doing scholarly work at the cutting edge of their disciplines make the best teachers. They convey the excitement of their fields to their students and they are less likely to become jaded than teachers who are not research active (Schwartz, 2007, 1) will aim for leadership in the use of technology in education, in work-related teaching, and in providing students with an international experience and provide opportunities for students to serve their communities and develop their leadership skills (Schwartz, 2007, 4) AACSB EQUIS Assurance of learning requirements High quality research in a number of areas. Three research clusters were established in January 2008. These are Sustainable leadership Innovation and Entrepreneurship Managerial Finance Interdisciplinary approach Innovation Further the vision of MGSM APPENDIX 5 PHASED APPROACH The Sub - Committee made the following recommendations on 25 July 2007. The MBA Review needs to be considered in terms of two stages. Stage 1 Existing courses will remain as core courses for 2008 and 2009 Some courses will require some revision Marketing (820) the course has been revised and the new course needs to be implemented by marketing staff Operations management broaden the focus HR and OB deal with overlap issues Economics- one view was that the format should be revised Electives for 2008 have been streamlined. However, students doing particular streams require some electives to complete their specialisations. Stage 2 We are uncertain there needs to be a major restructure of the MBA and the Masters programs. However, there are indications that developments such as A need to develop a differentiated product Globalisation of business and our student population Business need for differentiated products (see Appendix 2) require a more wide ranging review to be undertaken. This will involve thorough stakeholder consultation, active faculty involvement and incorporation of the processes required by AACSB and EQUIS. The processes to be used for this wide ranging review will be based on an action learning approach and will include The formation of teams of faculty from different areas. These teams will be required to develop a number of models of the MBA and other award programs. Faculty involvement will be considered to be part of their performance assessment in 2008. If a faculty member chooses not to be involved in the process of development of the models and revised MBA and award programs, they waive their rights to comment on the proposed revised model Consultation with stakeholders about these models and their views about the desirable outcomes of an MBA for them. Reasons for this two stage action learning approach are as follows: Stage 1 No complaints from existing students or Alumni that there is a deficiency in the existing structure of the core courses (MGSM Alumni Association Advisory Council 14/8/06 Report; student feedback to Director Academic Programs). Evidence of a need to revise some courses (see above). (Alumni 14/8/06; student feedback to Director Academic Programs) Stage 2 Some universities in Europe, the United States and Asia are restructuring their MBA degrees in radical ways to meet the changing needs of business and these changes could indicate a need to change our MBA model (Yale; Columbia; Stanford; Tuck; IMD; ESSEC; INSEAD ). It provides the opportunity to integrate and leverage off the research strengths in MGSM. The creation of two or three research centres will provide the opportunity to integrate research into our courses and the opportunity to provide specialist streams of courses. The review needs to be conducted in accordance with the processes required of AACSB. A broad ranging review requires a clear statement about the mission and vision of the MGSM. These are in the process of refinement and will be refined as part of the AACSB accreditation process (AACSB Self Evaluation Report Guidelines). There is agreement our programs are designed to enable our students to become general managers with problem solving, strategic thinking and people management skills (MBA Taskforce Report 2003). An effective change process requires stakeholder engagement, particularly faculty, alumni and the business community. It also requires time to reflect on the changes, modify the proposals and refine further (Riding et al, An action research approach to curriculum development, Information Research, 1995). Active faculty involvement will provide an opportunity to build awareness about the contributions of each discipline to the MBA and also increase the awareness of the connections between different offerings (MQ@50). APPENDIX 6 Existing Programs Master of Management (Human Resource Management) Master of Management (General Management) Master of Management (Financial Management ) nothing submitted Proposed Programs Master of Management (Sustainable Leadership) Master of Management (Entrepreneurship and Innovation) Master of Management (Financ ial Management) nothing submitted Models of MBAs Teaching and Learning Learning Technologies Existing Program Master of Management (Human Resource Management) REINVIGORATING MASTER OF MANAGEMENT (HUMAN RESOURCE MANAGEMENT) AIMS Aims of the reinvigoration process Contribute to the broader MBA review with a view to the contribution of P & O courses Attracting more students into the Master of Management (HRM) Retaining students in the Master of Management (HRM) Increase the number of students enrolling in P & O courses Increase the knowledge among HR practitioners and other managers of the expertise of the staff in the P & O discipline Increase the knowledge of the courses offered by members of the P & O discipline among MGSM students METHODS Methods to achieve the aims of the reinvigoration were diverse and sought market demands for curriculum outcomes. The approach was holistic and innovated, rather than building on incremental change. Methods used included Identify existing and predicted future market needs for HR & OB courses in a Master of Management (HRM) Identify preferences for courses to satisfy these needs Identify how these courses fit into an MBA at MGSM Entice the potential market of Master of Management (HRM) students to view our Master of Management (HRM) as a competency and career enhancing program Entice students already enrolled at MGSM to enrol in P & O courses Enhance the profile of staff in the P & O so it is known as an area of expertise in People, HRM, Leadership and performance areas. This proposal identifies ways to achieve the first three aims identified in the above list. Seek information about the competencies (skills, knowledge, values) that a graduate with a Master of Management (HRM) would have to make them attractive as an employee to the following of groups what competencies would a line manager seek to develop in a Master of Management (HR) what competencies would an HR manager seek to develop in a Master of Management (HR) what would a graduate with a Master of Management (HRM) to be able to do once they had completed the course Seek information about the changing corporate context of people management relationship between HR and line managers key HR issues emerging HR issues preferred title for the Master of Management (now known as HRM) eg People and Performance This information would be sought from a number of groups Individual HR Executives (20) Line managers (20) Executive Development and Leadership (5) More junior HR people (10) Advisory Board on Masters of Management(HRM) Talkpoint HR Directors This information would be sought through individual semi-structured interviews lasting about 1 hour. The information would be recorded by taking notes and in some instances recording. Full-time P & O staff would undertake the interviews. The interviews would serve as a source of data collection and also as a way of marketing MGSM and its Master of Management (HRM). The sample of people selected for interview would be selected on the basis of the characteristics of their employing organizations Location: North Ryde, CBD drawing area Industry Sector: public/private Size Review existing specialist Masters in HRM and similar areas area available in Australia and particularly the Sydney metropolitan area. Such a review would enable us to determine in what ways we want to differentiate the curriculum of MGSM from the competition, and MGSM graduates from other graduates. Consult with AHRI, AIM and Craig Donaldson at Lexus Nexus about any reviews they have undertaken and the people management competencies required in the workplace and particularly of line managers, HR practitioners and HR Managers now and in the next 5 10 years. Sports science used to be dominated by biometrics and physiology. The thing that really makes the difference is psychology. So, its a bit like HR. Psychology has now risen to the top in sports science because it makes the difference. HR makes the differences to businesses. Executing business strategies PROGRESS A number of methods have been used to gather information to be used as a basis for recommendations for a revised Master of Management (HRM) degree and Core P & O courses in the MBA Methods Interviews, 1- 2 hours each 26 Human resource executives, directors, group managers and managers 15 Line managers 6 leaders, development, consultants 3 junior HR practitioners These interviews cover organizations in a range of industries covering more than 200,000 employees 3 academics responsible for revision of HR Masters programs at UNSW, Sydney Uni and UTS Professional Development Manager, AHRI AIM Curriculum Development Manager and Management Development Manager Advisory Board meeting, 1.5 hours each 5 senior HR managers/directors Meeting, 2 hours each 60 HR managers and practitioners at St George Bank 6 senior HR Executives at Talkpoint 1 Research Literature on future of HR and HR education Papers from Academy of Management symposium on Future of HR and HR education Other Masters HR programs Results The results discussed represent the broad trends identified and as well as some of the issues/debates involved in designing a course designed to develop competencies. This data derives from specific questions about the present and future roles and competencies required of HR and line managers. Competencies (skills, knowledge, values, abilities) required by HR manager, professional in 5 years Understanding the strategic and operational purposes, superior skills involved in the processes and skills of HRM eg recruiting, selecting, performance feedback, improving performance, identifying training needs and designing training programs, making reward decisions, legal risk eg discrimination Understand and demonstrate how these have an impact on commercial outcomes and business success These are the business decisions being made, how can HR help HR needs to know more than the line manager Interviewees repeatedly stated a need for graduates to be competent in experiential and process work as well as cognitive HR understandings An issue involved in developing these competencies is the different levels of skills and knowledge possessed by students in the class Strategic thinking, visioning, thinking outside the square, different sphere of thinking Demonstrate an ability to build strategy for the next 3-5 years and to effectively implement a people strategy Demonstrate a lateral way of thinking Research skills and building argument on people management initiatives as a business case for CEO and Board level Build culture of engagement Relate this ability to how structure HR and people management eg outsourcing The organization capability and competency structures and issues The work eg terms of engagement, off shoring Issue about how relates to strategic management People management and workplace and interpersonal skills Counselling, lead a team, conduct performance review, specify clarity of roles, giving feedback, negotiation, conflict resolution and management, persuasion, coaching, creative problem solving, engage employees, knowledge sharing, workplace learning Understanding how these skills involve a dynamic between the manager and the individual, politics and influence in organisation Managing across generations and people with different expectations Understanding the theory underpinning these skills Self knowledge, self awareness EQ, understand values, character, insight into different personality styles, preferences, diversity in the broadest sense), assessment of own abilities, self reflection, communication skills, interpersonal skills, influencing skills, selling skills, consulting skills Leadership in terms of going to the Board, executive presence, engage people Awareness of different skills and values required in different culture Awareness about how your behaviour impacts other people and the reasons for this; awareness of the different impact you have on different people Issues associated with develop these skills include assessing the students ability, knowledge and skills at the beginning of the course and development during and at the completion of the course Talent Management Attraction, induction, retention, succession planning Could include knowledge management, learning processes, marketing processes fostering Employer of Choice Skills developed through experimental, project based action learning techniques Business acumen skills Budgeting skills Consider from business point of view, understand the business in a holistic way Ability to situate people management as a strategic issue Quantitative acumen skills Understand methodologies, analysis tool and survey results so that appropriate decisions can be made when reading articles and buying products and services pertaining to people management Appreciation of the role of IT Able to recognize the capability of IT in the HR function Using IT to further HR/culture goals and activities in organization The way most organizations talk today is through IT and youve got to use it An issue in developing this skill and knowledge is deciding the depth of the It capability that is developed Understand the context of the business and organization from a macro and meso perspective Economics, law and regulations, international Issues include the depth of knowledge required eg in law . Just need to know enough to be able to brief lawyer Research skills Ability to correctly identify the problem or issue Knowing where to source information Techniques to be used assess information Analysing information Reporting findings Compile information as an argument and/or as a business case In addition to the above competencies the following were mentioned frequently as desired outcomes of a Masters of Management (HRM) Achieve results, drive the process of change and ensure change is effective Measure results, business case techniques, metrics Understand intangibles in people management (management, measurement, reporting of intellectual capital) Work with line managers Critical and analysis skills Able to collaborate and facilitate collaboration Generate options and share ideas Foster learning attitudes and processes internally and externally Build enduring relationships with customers Build processes within an organization (upwards) to ensure good governance Able to be the custodian of the values of the organization Awareness of international context, need to adapt HR processes to diverse legal, cultural, economic environments Manage HR function as a strategic function Ability to recognize external drivers influencing HR role Understand and skills in workforce diversity and cross cultural issues Industrial relations and employment relations Recommended techniques used in a course Case studies Potential value of using an integrating case study across a number of units case studies specially written for units and have guest speakers from organisation come out to talk to class Emphasis on experiential and action learning Skill development (eg: interviews, give feedback, conflict resolution) Consulting skills undertaking projects in organizations Work in teams and reflect on the learning from the team (use the literature to facilitate learning) Outcomes of course Able to demonstrate what actions they can take to execute strategy and improve business performance eg merger and acquisitions, talent management, building culture, engage people in their work and the organisation, knowledge management, off-shoring, expanding the business internationally, structuring HR; communicate and persuade the actions to the Board, the benefits to the business, metrics for measuring success, etc Able to demonstrate how they can assist line managers to manage their people (problem solving, counselling, mentoring, coaching around HR techniques and policies, speak their language, risk management (legal issues), feedback, conflict management, diversity management, interviewing, selection, appraisal, motivating) Able to do demonstrate an understanding of their own strengths and weaknesses as well as preferences of how these interact with other people and how they contribute to a team Able to modify and apply frameworks as the basis for analysis and strategy development Able to explain the impact and influence of external conditions on HRM (legislation, operating in other countries such as China, cross-cultural factors, currency changes, labour market changes, technological developments) Able to demonstrate an understanding of strategic business drivers (demographical, technological, etc) Able to use accounting and financial statements, quantitative skills, IT applications and capability in HR Able to drive change in an organization and involve people in the process Able to demonstrate how the operation of the business and the way people are managed reflects values, and how these impact on the organisations reputation Able to explain when bring in experts(lawyers, IT, consultants) and be able to brief them on strategic specific HR matters Name of course Preference for People and performance Not Human Capital Management Possible People and Leadership Human resource management Differentiator with other Masters courses MGSM provides courses in the core in accounting and finance, marketing, strategic management, IDA no other Masters in HRM or related specialization does this Students requiring students to have 3-5 years work experience is a strength Provides, in one sense, a more homogenous student group Other universities suffer issues associated with running classes successfully with no experience overseas students and mature, experienced local students (different market segments) Strength of MGSM courses in providing theory and practice in classes and also requiring work based projects application of theory as a way of understanding application of frameworks as a basis for strategy development other Masters programs have been reviewed in recent years but in 2006 MGSM is the only Masters program where the academics have gone to the market to find out the needs and views of HR practitioners and line managers about their needs this has built links with industry as well as goodwill which will facilitate the further development of courses, case materials and access to guest speakers This research is strengthening transformational change, rather than incremental change of the courses alerted to some of the issues that undermined change eg at UNSW politics and self interest undermined 2 core units developed as part of the revised Masters of Management classes include people with experience managing people and some HR professionals Issues for MGSMs Master of Management (HRM) What is our target market? HRM professionals, line managers, HR Directors Consultants Public, private sector, Small, medium, large business Profit, not for profit Domestic, overseas What will we name degree? What is our brand? MGSM offered Masters in 2006, but market knows MGSM for its MBA Marketing of programs What will the structure be? core courses in MBA consider articulation processes between programs core courses in specialty program eg Masters of Management (HRM) electives in MM(HRM) double majors in MM? What will the role of P & O in determining the future of MGSM program courses eg curriculum? What supporting resources will be required for development of new or substantially revised courses, including writing case studies, involving practitioners in assessment processes and as guest speakers CONCLUSION Two questions are central to the review of the Masters of Management (HRM) 1. Are HR competencies an essential part of managers roles now and in the future (HR and line managers)? The evidence from this research indicates managers (both line and HR managers) require substantive knowledge and skills in the HR area. Is there a market for a specialist Masters in HR? The evidence indicates that there is a market provided graduates are able to apply their knowledge, skills and capabilities in the workplace after they complete the course. RECOMMENDATIONS In this section I identify two major issues which I think we need to make recommendations on. These are: Contribution of P & 0 to MBA review Possible structure MBA Type of people focused courses in MBA The character of MM(HRM) Structure Course content Content development eg case studies, experiential exercises, diagnostics Marketing the reinvigorated program The research indicates the following ideas to these issues. Contribution to MBA Core units in P & O course built around knowledge and skills about managing people processes and policies (suitable for line and HR specialist). The research results provide evidence of the knowledge and skills that should be included in these courses (see previous sections). Character of MM(HRM) Designed so suitable for line and HR professionals Both groups of students do core units Opportunity in the electives for line and HR professionals to specialize Involve practitioners in development of materials, guest lecturers, case study development Include experiential activities and case studies in courses Marketing We (us) need to market to existing students and potential eg write pieces in BRW, media releases, visit other courses MGSM needs to be known for more than MBA Robin Kramar Peter Steane 20 September 2006 Existing Program Master of Management (General Management) Master of Management in General Management Review Progress report 12 February 2008 Members: Bob Hunt, John Croucher, Robert Spillane The committee has some difficulty in addressing any issues in the Master of Management in General Management without knowing the results of the MBA review. However, the committee has started to look at a number of issues around the MMgt qualification. They are listed below to give a flavour of the issues we are thinking about: without reaching conclusions yet. Strategic issues The PGDips, MMgt and later the PgCert and Single unit options were all designed as awards in their own right and through articulation to strengthen our flagship product the MBA. As such they provided a strong portfolio of articulating award programs that widened our marketing net. This was a very successful strategy, which insulated us from periodic downturns in specific markets and gave the opportunity for specialists in faculty to get involved in the marketing to their specialist constituencies. However, starting in about 2001, apparently on the wave of strong enrolments, executive decided to de-emphasise these award programs by stopping their promotion, and to focus attention primarily on the MBA; making MGSM basically a one product enterprise. Buoyed by the ongoing strong enrolments, this position was re-affirmed and intensified in the strategic review of 2003. With the benefit of hindsight, this one product strategy further intensified by the introduction of a full time MBA and large focus on obtaining international accreditation, just at a time when the world wide MBA market was taking a steep decline has arguably led us into our current situation where we have had to virtually gut our organisation and even defend our very existence. An analysis carried out in 2006 (see attachment 1) estimated that if we had continued to promote the these award programs as we had in the 1990s we would have had an extra income in excess of $9 million per annum through direct enrolment and from the high percentage of articulations into the MBA. At current unit prices this figure would have grown too close to $11 million p.a. Such an income stream would have allowed us to continue to grow as a school despite the general MBA downturn, and have obviated the need to spend so much of our dwindling resources justifying our very existence. Role of the MMgt in General Management Major source of enrolments into MBA According to the 2005 data in attachment 1, 54% of Master of Management students articulate to the MBA: each bringing in $18,900 extra revenue into MBA on top of their $31,500 for their Masters course; 48% of PGDip students articulate to the MMgt: Assuming the same articulation rate of these into the MBA, in todays terms they bring in $18,900 directly for their PGDip plus almost $11,000 through articulation into MBA (across all MMgts (Im waiting for 2007 figures) Based on enrolment level then, bringing new enrolments in these programs up to 1999 levels (when we promoted these programs) would yield extra revenue of ca $10.7m. (Im waiting on 2007 figures) Terminal program in their own right The PGDip and MMgt in General Management may be seen as Claytons programs (compared with the specialist programs). They allow students to do a generalist course if they cant decide which specialist Masters to do. They (the Gen Mgt PGDip and MMgt) are seen as not as big a financial and other resource commitment as the MBA. Students always have opportunity to upgrade to MBA (subject to standards) Currently approx 50% of MMgt enrolments are in the General Mgt stream. (Im waiting for confirming data) Structure of MMgt in General Mgt Currently 6 core plus 4 elective Inner core: Accounting for Mgt (Managing Money), Marketing Management (Managing Markets), and Organisational Behaviour (Managing People). Outer core: Hr Mgt, Information and Decision Analysis, Strategic Mgt (supposed capstone) Core reduction (to gain extra flexibility for specialisation in streams through electives) Again, hard to make progress without knowing what is happening to the MBA core. Alumni Report 2007 seems to be pretty happy with the core units (of the MBA) and is not proposing any radical changes, so why try to change it? Alumni report 2007 mentions that OB and HR could possibly be rationalised into a single core unit focussed on Managing People. This issue probably needs to be addressed by the P&O academics and the MBA review team Strategic Mgt as Capstone looks logical Originally when the MBA was conceived, it was theoretically based on four Pillars of Management as the basic functional core. Somehow, the fourth pillar got lost over the years. There is good theoretical reasoning for re-introducing the fourth pillar (see for instance submission made to MBA review in 2007 Attachment 2). - Topic raised but not discussed in depth. Popularity of core units in the SETS evaluations is often discussed as a basis for deciding what should or should not be in the core of programs. This seems a rather dangerous yardstick to use: Statistical analysis has shown there is a strong correlation between rating of the lecturer and rating of the unit ie if a lecturer is outstanding, then irrespective of the unit, students will think the unit is good too. Conversely another lecturer presenting the same material who has a relatively poor SETS rating will tend to have his or her unit rated lower too. Ideally an important subject should be rated as important by the students irrespective of who teaches it. Topic raised and briefly discussed MACQUARIE GRADUATE SCHOOL OF MANAGEMENT MACQUARIE UNIVERSITY Memo to: Roy Green From: Operations and Technology Management Discipline CC: Robin Edwards, MMgt and PGDip Director, Academic program Director Date: 25 May 2006 Subject: Master of Management and Post Graduate Diploma Programs strategy We have carried out some analysis which indicates that MGSM could increase its award program revenue in Australia by more than $9 million, with almost all of it going direct to contribution. In the last several years we have seen enrolments in our Master of Management and Post Graduate Diploma programs drop right away, as we focused almost exclusively on promoting the MBA. Some statistics are quite revealing: Using 1999 as a base and comparing to 2005, based on figures supplied by the Student Services Centre: The good news is that MBA enrolments have increased slightly. Up from 282 to 300 (6%) The bad news is that in terms of direct entrants from outside, MBA enrolments have in fact declined! From 258 to 200 (-28%). The good news is that the modest net increase in total enrolments in the MBA has come from us doing a better job in convincing Master of Management and PG Dip students to articulate. Up from 24 to 100. Articulation rate from MMgt to MBA has increased from 13% to 54%: Articulation rate from PGDip to MMgt has increased from 1% to 48% The bad news is external enrolments in the Master of Management and Post Graduate Diploma programs have dropped drastically. MMgt down from 188 to 76 (-60%), PGDip down from 381 to 190 (-50%) The very good news is that if we can: Develop a strategy to bring external enrolments in MMgt and PGDips up to 1999 levels Maintain current articulation rates Then at $2800 per unit we would enjoy: $3.1m from 112 new MMgt enrolments each year $3.2 million from 191 new PGDip enrolments each year $3.2m from students who articulate from PGDip or MMgt programs to the next higher level. This is a total of $9.5 million!!! Recommendation: MGSM should develop a strategy to actively promote our Post Graduate Diploma and Master of Management programs as specialist programs for aspiring students to bloom where they are planted, with the option that further down the path they could easily upgrade their qualification to an MBA. An implementation idea to explore Appoint champions/ program Directors for our MMgt and PGDip programs. Engage a marketing professional (desirably one of our alumni who has been through the PGDip and MMgt programs and articulated to the MBA) on a contract basis to promote the MMgt and PGDip programs with support and guidance from the program champions/directors. Task the marketing person and Program Directors with targets and an incentive scheme to achieve them. $500 each per program enrolment The benefit of 1 extra student: MMgtDirect fees: 10 units x $2800/unit$28,000Articulation to MBA:- 54% x 6 units x $2800/unit$9,070Total extra fees$37,070PGDipDirect fees: 6 units x $2800/unit$16,800Articulation to MMgt:- 48% x 4 units x $2800/unit$5,376Further articulation to MBA:- 54% x 48% x 6 units x $2800/unit$4355Total extra fees$26,531 Dear Colleagues The MBA Review has as its focus to two main objectives: 1. fine-tuning a product that in general work wells and is well received, and 2. consideration as to whether it is necessary to restructure the program to address changing strategic and environmental demands In regard to the former, the MBA Review Team would be helped greatly by those who teach core units identifying what they see to be the strengths, weaknesses, issues and concerns in regard to how their unit fits into the existing curriculum. The following first 5 questions are designed to help reflection on these issues, and your answers will provide us with helpful information. The questions are specifically in regard to fine-tuning an existing product rather than radical restructuring. The team is also interested in any more general concerns and interests that you have concerning the nature and role of core units if the MBA were to be radically restructured. Please feel free to make comments in this regard if you feel like doing so. For these purposes, we have added two supplementary questions on your views of the curriculum overall. QUESTIONS Fine Tuning With respect to the core unit Operations Management that I you teach: 1. How does the core unit extend the knowledge and/or skills base of individuals who possess management and/or professional experience? I use a number of frameworks to enable students to see how operations fits in with the other core units they do, and how it adds value to their personal and professional life.  SHAPE \* MERGEFORMAT  One useful simple framework is the popular Balanced Scorecard that most students have heard of and applies to all organisations. I explain that in order for any organisation to be sustainably successful, it needs to be able to perform on all four areas of the BSC (what I call the basic foundations of Management). There is in fact a causal chain through the four foundations, and if one is weak then the whole suffers. In order to achieve our vision we need to be financially successful, this requires us to satisfy and delight customers better than the competition. This in turn requires value adding processes, routines and systems that consistently deliver the value to the customers, and to do this we need to have the right people and culture. All this of course need to be coordinated and integrated via an overarching strategy. In this framework Operations Management is seen to be the Value adding/value transformation foundation, which typically employs most people in any organisation. However, one cannot talk about this in isolation from the others. So the unit is all about how these value adding/transformation processes/routines/systems - Operations - support, enable and often drive strategy and sustainable performance. Students learn many frameworks, tools and techniques that enable them to design, plan, control and continuously improve the way they and their organisations and the business networks within which their organisations work create and deliver value. The attached course outline for my most recent course gives a more detailed idea of the concepts covered and the student outcomes aimed for. Perhaps one gauge of the way the unit extends the knowledge and skills of our managerially or professionally experienced students is summed up by the following text from an unsolicited email I received a couple of days ago: This is subject number 14 for me, and there has definitely not been another subject so far that Ive been able to apply so much immediately at work. I really feel we are doing a great job at MGSM when I get feedback like this. 2. What aspects of the unit distinguish it from versions taught in commerce programs or other business schools? I believe some of the distinguishing ways that I teach it at MGSM compared with many other schools is: Firstly that it is completely generic and applies to all organisations and their networks, and you can even apply it quite effectively at a personal level. Secondly, it is theoretically strong, but grounded in practicality where students actually get to hear from guest lecturers and visit sites how the concepts are realised in real life, and get to think how they might be creatively applied in their own domain. 3. How does the unit integrate with others (core and electives) in the program? Does the unit complement others? You can see from the BSC framework that this unit integrates seamlessly with the other basic core units. The remaining four core units can all build upon this base. For this reason I believe that Operations Management would be better placed as one of the first four subjects taught, rather than as subject number 9 in the Full time program for instance. 4. Do you believe there are core or elective units that carry unnecessary overlap in content with the units in which you teach? Please elaborate. Some academics and students seem to be a little agitated about apparent overlaps between units. I am not one of these. The metaphor I like to use is that of the elephant. We are all teaching management (the elephant), and in any one unit we will focus on particular aspects, but as the BSC makes clear, you cant talk about only one aspect in isolation. So it is absolutely necessary to refer back to other parts and project forward to still others that will be covered in more detail elsewhere. I think a lot of the apparent overlap will disappear if we enforce a sequence in at least the basic 4 foundations, and preferably all of the core. That way lecturers will be sure that students have covered the basics from the other core units that go before, and not be met with blank faces when they mention a term from another core and find out that half the class havent come across it before. 5. Do you face any constraints with respect to delivering the unit (content, assessment, etc) that you feel result in less than optimal outcomes? I might make just one comment here: Outcomes I think that our excessive focus on SETS results rather than student outcomes has led us down a dangerous path that has been made even more dangerous by relating financial rewards to them. Lecturers must be very tempted to entertain their students and give them a light load. Perhaps we should stop rewarding on the basis if SETS and look to outcomes instead. Workload Related to the above, I carry out my own student surveys prior to the SETS surveys so I can continuously improve each element and the whole course. One of the questions I ask is what the total workload is in the unit. This typically comes out in the 120 to 160 hours range, which is what the student handbook says all units should be. However, in the SETS students always say that the workload in the unit is higher than other units. This is confirmed by anecdotes from students that such and such a unit is a walk in the park. Lecturers should perhaps plan B. Restructuring 1. What do believe to be the strengths of the core curriculum? I wouldnt advocate any radical restructuring of the core for the MBA, other than a more consistent sequencing within it. For the MMgt and PGDip programs of course we need to focus on the foundation core as set out in the BSC above. 2. How do you believe the core curriculum can be improved? Im sure there will always be improvements that can be made, but I dont see anything major at the moment. Please add any additional comments or suggestions. Thank you for your input and please forward your comments to me by 10 September. Sorry these comments are short and perhaps not set out well Robin, but I hope it makes sense to you. Robin Kramar on behalf of MBA Review sub-committee (including Guy Ford, Sandra Burke and Richard Badham) Existing Program Master of Management (Financial Management) nothing submitted Proposed Program Master of Management (Sustainable Leadership) Draft - Proposed Masters Degree (Leadership and Sustainability) Introduction: Key questions A subcommittee of faculty was formed asked to develop a proposal for a Master of Leadership and Sustainability in the context of the MBA review. The committee identified the following key questions to be addressed in the proposal The appropriate name for such a degree based on the contention that it should only have leadership in the title if it could demonstrate substantial leadership content. The appropriate structure for such a degree a new program structure or the existing Master of Management with sustainability and leadership electives. The appropriate content for such a degree with a special desire to develop a collaborative model with the Graduate School of the Environment A marketing Strategy for the degree, which would ensure that the degree would bring students to MGSM that would otherwise not have come, rather than cannibalising existing programs Evidentiary base The committee determined an inquiry process that would inform these questions including a benchmarking exercise and a focus group exercise. The programs that were captured in the benchmarking net included the University of Technology Sydney, Latrobe University, the University of Nottingham (UK) the University of NSW, the Macquarie University, Graduate School of the Environment, Sydney University and the University of Gloucestershire (UK). While these are just a small selection of universities that provide sustainability related programs, they represent a variety of models and quality standards. The focus group consisted of members of the Alumni Council who are at the top level in their organisations and other Alumni and current students, who while perhaps less senior, represented a variety of sustainability and CSR interests within their organisations. Notes from the focus group are attached. In addition, we also consulted other potential stakeholders including Glenn Weir, Sanjay Prasad (MGSM Finance), Peter Nelson (Dean, Graduate School of the Environment) and Wendy Goldstein (Convenor of GSEs Master of Sustainable Development). Models The UTS is currently developing an in interdisciplinary degree which would involve subjects drawn from all faculties. This model is both impressive and ambitious. It is due for launch next year and will give UTS the first mover advantage for a business degree in the Australian market. The major delaying issue for UTS, and perhaps the most difficult issue for an interdisciplinary program, is that of which faculty will provide a home for the degree and be responsible for its success. Our committee was both sceptical and suspicious about the Latrobe model, which is a Graduate Certificate, where four day workshops conducted by an independent body, the Centre for Corporate Social Responsibility, will be given credit in the Latrobe program equal to one unit. This credit will follow the completion of a 3000 word reflective assignment and the payment of $500. The University of NSW has a Master of Environmental Management in good repute. However, the exclusive focus on the environment is too narrow and the approach too technical for our students, who have broader strategic interests. Sydney University and the University of Nottingham claim to have mainstreamed sustainability throughout the curriculum. Closer investigation of the curriculum reveals that the Sydney University example is tokenistic rather than embedded. Nottinghams attempt is more genuine. The University of Gloucestershire program could also be said to be mainstreamed in the sense that it is focused on change management in general and action inquiry in particular as a fundamental management approach that yields more sustainable outcomes. Indeed sustainability is not an explicit part of the curriculum but rather a rationalisation for developing change management skills. While the focus group did not address the Gloucestershire model, many pointed to the fact that change management and leadership are so fundamental as to constitute the DNA of the ideal program rather than part of the outward visage. The benchmarking and focus group data suggest the following models, which are surveyed below, together with discussion of pros and cons. Option 1 - Mainstreaming Into the MBA The mainstreamed model is the most intellectually appealing and appears to represent best practice. The focus group strongly endorsed it as an ideal. Sustainable Management would be the management paradigm underpinning the rethinking of every subject. However, we would need to market the MBA as the sustainability based MBA. Its sustainability basis would need to become widely understood so that sustainability was a fundamental semantic feature of the brand. Some have used the term Green MBA to achieve this rebranding, but the balance of opinion favours a broader CSR focus that includes environmental responsibility, a long term focus, stakeholder engagement, critical self reflection, contribution to broader community objectives and collaboration. Attractive though a fundamental mainstreaming of sustainability as the next evolution of the MBA might be, such a move would require consensus across the faculty and collective will, which is absent at this point in our history. It may be more feasible to set up a dedicated degree, with a highly symbolic name that would teach current subjects, contextualised in sustainability issues as well as explicit sustainability and leadership units (e.g. Managing Sustainable Organisations, the Euro Study Tour, Leadership and Motivation, Change Management). This would be an intermediate step and would act as a light house. Its success in terms of take-up by students would attract the interest of less committed staff. The way it would operate would be to offer deliveries of the standard subjects that have been revised to contextualise sustainability (i.e. with case studies, problems and worked examples). In each of the current MBA areas there is at least one member of staff that has the commitment to do this. The deliveries would be marketed as sustainability focused versions of the standard subjects. Students could take these subjects and still retain the flexibility to move in and out of the sustainability stream because their subjects would retain their original course coding and remain creditable to any stream within the program. There are of course some subjects that already develop leadership capabilities that have been associated in the literature with enhanced sustainability and do this without any specialised badging or marketing: e.g. Foundations of Management Thought is already designed to develop critical thinking and Managerial Self Development is designed to promote critical self reflection. Mainstreaming sustainability and leadership within the MBA would require no MU accreditation process, because we would be using the existing program as the vehicle. However, a specialist degree of the same size as the MBA would require a new dedicated program structure: this would take perhaps 18 months to go through the entire MU process. Should we decide to do this one of the models below could be implemented alongside this process as an interim measure that would enable us to capture the first mover advantage. This model would later be absorbed within the new degree. Option 2 - Master of Management (specialist stream) An option that could be implemented without special accreditation, and with nothing more than inclusion in our marketing brochure, would be to construct a specialist stream within the Master of Management. There are precedents in the current brochure that have as few as four core subject and therefore as many as six electives. Such a program could thus accommodate a substantial selection of electives from both MGSM and the GSE. In addition, the sustainability content could be further concentrated by making sustainability the context for particular deliveries of the existing core units: i.e. by using sustainability case studies, problems etc. This option would be relatively easy to implement, but would not so easily merge with the existing MBA, since the basic structure of ten subjects differs from the 16 subject structure of the MBA. Option 3 - Master of Sustainable Business The focus group liked the name Master of Sustainable Business. Some argued that the term Administration was a turn off. Similarly, they argued that leadership is a term which unfortunately has been used in a tokenistic way so widely that it might look as though it had been airbrushed onto the degree. The focus group also wanted any new degree to take on a valuable characteristic of the MBA: i.e. that it forces people skilled in one area of management practice into a dialogue in other areas e.g. HR to confront skills in other areas e.g. accounting, operations and marketing. While a new degree could offer specialist technical options (e.g. life cycle assessment, environmental and social impact assessment) drawn from GSE, and the focus group was positive about access to GSE units, it should not be so technically concentrated as to lose the cross disciplinary focus that is so valuable in the MBA. Financing Issues In any of the models above we should include a cross accreditation agreement with the Graduate School of the Environment, which will enrich the suite of choices for our students. The Graduate School of the Environment charges domestic full fee paying students $480 per credit point and each of its subjects constitute four credit points, giving a total of $1920. MGSM cannot allow its students to pay this amount for a subject at the GSE and use it toward one of our credentials without creating a stampede and a substantial loss of income. Conversely, if we were to charge GSE students our $3000 rate we would create a barrier to their participation. Therefore we suggest that any MGSM student electing to do a GSE subject be charged the normal fee of $3000. $1920 would then go to GSE and the residual $1080 would be kept in trust to provide a scholarship for the GSE students. Since the GSE students would be inserted into existing deliveries, the marginal cost of educating the extra student would still be zero. The scholarship money would come back to MGSM. Such a scholarship could be accounted for to the University as a community service contribution that enables environmentally focused professionals to gain an enhanced managerial skill base. We want to emphasise that the funding model that we propose is designed to allow this student exchange to occur at no cost to MGSM. The funding model is not by itself a revenue enhancement. The big revenue enhancement comes with the attraction of students who would not otherwise have chosen Macquarie University for their business education. We have consulted with Finance officers of MGSM, including Glenn Weir and Sanjay Prasad, who declare it to be workable. We are particularly grateful to Glenn for the idea of reframing the money in trust as a scholarship. Wendy Goldstein of the GSE has given the model cautious support, although she has asked us to consider whether students will compare their price of admission with those who got the subject at a cheaper rate and develop negative feeling. She has also raised the issue of HECS based students participation. HECS funded students would provide a stronger draw on the scholarship fund since they are only changed $900. The fact of differential payments by students in the same class is not the issues it seems. MGSM students are accustomed to differential payments by members of the one class, since we have adjusted fees on an annual basis and since some have scholarships while others pay from their own pocket. The co existence of fee paying students and HECS based students in GSE subjects means that their students are also acclimatised to the reality of different deals. However, the situation of the HECS students raises a limitation. We would need to maintain a limit on GSE places such that the ratio of courses taken at GSE by MGSM students to MGSM subjects taken by GSE students not exceed to accumulated money in the scholarship fund. To put this in an alternative light, the number of GSE students that we could accept would depend on how attractive GSE could make its electives to MGSM students. Marketing Issues Both the subcommittee of faculty and the focus group have raised the need for a specialised marketing program. A mainstreamed option would require a reworking on the MGSM brand such that sustainability would become a feature of the way in which MGSM is perceived. The advice of the focus group was that if we were to opt for a badged program (i.e. not mainstreamed), we should niche market into organisations that are actively trying to change their cultures to give sustainability a high priority. There are plenty of these currently in the market place. If we target organisations where students with sustainability interest might be concentrated, the option of using an alumni member within the organisation becomes viable. The alumni member could be paid a small commission for any member of the organisation who enrols in some part or the entire program. Such commission should be small, such that the alumni member becomes a contact point rather than a strongly motivated sales person. The commission would be an acknowledgment of time spent discussing the program with fellow workers rather than an incentive to actively solicit. Proposed Program Master of Management (Entrepreneurship and Innovation) Revised Draft 5 December 2005 Original 19 May 2004 Proposal for an MGSM Master of Management and MBA Specialisation in Entrepreneurship, Innovation, and Leadership at MGSM Aim of this document This is a discussion document for comment. It will then be developed into a formal proposal to go to APC, then Faculty and then to MU PG Studies for approval. The intention is to have a program up and running for 2006 or 2007 in Sydney and, if feasible, in Singapore and Hong Kong. Comments to Chris Hall  HYPERLINK "mailto:100231.1327@compuserve.com" 100231.1327@compuserve.com please. This document was first drafted in 2004, but progress was held back while the Macquarie Institute for Innovation (MII) formalised its programs. The MII program is now set out at Appendix B. Background There has been some interest in developing programs in entrepreneurship at MGSM for some time. However, it is not entirely clear just how big the market for entrepreneurship education at graduate level actually is. For that reason this proposal seeks to combine three areas where MGSM already has strengths, ie entrepreneurship, leadership and innovation. These three areas overlap and complement each other a fair bit, and also complement the programs now being proposed by MII. For example, some businesses starting up may really need a strong leadership orientation (especially if starting up within an existing business), others may need a very strong innovation management aspect, others are just vanilla entrepreneurship. The proposal focuses on existing subject offerings at the outset. If the market proves to be viable, then we may develop additional specialised offerings. Anyone can start a business and many do; this does not require a Masters degree or MBA. It takes about 1,000 hours to get from the bright-idea stage to a functioning business. Only about 20% of start ups survive for more than five years. Most Venture capital does not go to seed or start- up, it goes to MBOs and LBOs, ie to reinventing existing businesses. The main contribution of an MBA or MMgt in this area is: to help someone have more foresight as to where opportunities, and pitfalls, lie; give them the knowledge of how to build a management team and garner the resources required to create a suitable venture, and give them the confidence that they can manage a complex venture to capture those opportunities. This is the main focus of the proposal. It is not a degree in how to start up a business. There are plenty of programs and resources available to help people do that (such as the enterprise workshops, etc), and this program will tap into those as appropriate. Program objectives The aims of the MMgt and MBA in Entrepreneurship, Innovation, and Leadership at MGSM are to: establish MGSM as a leader in graduate management education this area in the Asian and Australasian region. At present neither of the other two top tier graduate schools in Australia (AGSM and MBS) have offerings in this area. A survey of offerings (appendix A) in Australia and Asia shows that the possibility exists to take a lead in this respect. build on the strengths of our existing offerings. This allows us to minimise costs of development, and thus minimise risks. This is important given the persistent financial issues facing MGSM. test and grow the market for such a degree. The market for entrepreneurship education is a difficult one to tap. Entrepreneurs do not usually have the time or the money to undertake MBAs. If the market is promising, then it may be possible to undertake further development of new courses, for executive education and for MBA electives. build on the momentum and publicity associated with recent developments in Entrepreneurship at MGSM and Macquarie, in particular the MGSM Entrepreneur Network ( HYPERLINK "http://www.mgsmnetworker.net" www.mgsmnetworker.net) and the MII. Target market and entry requirements The target market overlaps the existing market for our students, but has a particular focus on students who want to actually go out and DO SOMETHING for themselves, who want to capture opportunities, and who are willing to take risks and manage the uncertainty that is associated with setting up and growing a venture. This might be, for example, as a stand-alone venture, or as a reworking of an existing business, or a spin off from a larger company. Students seeking entry to the program would need to meet the usual MGSM entry requirements, but would also need to submit a short proposal and project management plan for developing an opportunity into a viable business venture. This plan would need to be updated every six months in conjunction with the Program Directorate, and students would have to show that their elective choices, their assessment program and project work was appropriate, and on track to achieve agreed targets for capturing the business opportunity. It is to be expected that the opportunity they identify will not be set in concrete, but will shift as they get further into the degree and they discover more. Students within the existing MBA could apply for entry at any time, subject to them submitting an acceptable business proposal and project management plan, and being able to meet the elective requirements of the specialisation. Proposed structure and key features The basic structure of the Master of Management in EI&L can be summarised as follows: Core = 5 units + 2 unit research project = 7 units Electives = 3 electives which are chosen from a constrained choice set, or are of demonstrated relevance to the students proposed venture.  This structure consistent with that of other MGSM Masters degrees, and it allows a specialisation within the MBA in Entrepreneurship Innovation and Leadership. In more detail: Core of five units, four of which are existing core subjects for the MBA: 820 Marketing Management 840 Accounting for Managers 870 Organisation Behaviour 890 Operations Management (Note that this would be contingent on this subject becoming much more oriented to service ops management) 859 New Enterprise Management A requirement that all students undertake a significant applied research project equivalent to two units. This would need to be focussed on the development of an identified business venture or opportunity. It might take the form of: background research; specific research (eg market research, or technology research); feasibility assessment; a business plan. Three Electives drawn from: 816 Marketing Research 839 Entrepreneurial Finance 866 Managing Change 876 Leadership and Motivation 897 Management of Innovation 896 Technology Strategy 985d Competitive Intelligence for Global Business 987 Law and Management 985f Insolvency and Restructuring. INOV802 Intellectual Property Management INOV805 Biotechnology Entrepreneurship or other electives as can be justified by the student as particularly relevant to their business proposal. Approval for nominated units in MII would be automatic, but for other non-MGSM electives would require special permission. Arrangements over fees and payment will need to be resolved between MII and MGSM. If the program proves viable in its own right, then it may be worth developing further specific MGSM electives - eg Managing Fast Growth Firms, possibly as joint MGSM MII offerings. A typical part time program might look like the following: Term 1820 Marketing Management 840 Accounting for ManagersTerm 2870 Organisation Behaviour 890 Operations ManagementTerm 3859 New Enterprise Management electiveTerm 4859 New Enterprise Management (cont) elective research projectTerm 5elective research project (continued)Term 6 and onto complete the MBA, the 6 remaining core subjects (or in Singapore and HK, 5 remaining core + one more elective) Students would not necessarily be bound by this sequence. It may also be possible to offer a Graduate Diploma in Entrepreneurship, based on Core: 820 Marketing Management 840 Accounting for Managers 870 Organisation Behaviour 859 New Enterprise Management plus 2 electives drawn from the above list. The MGSM Entrepreneur Network and the Nanyang Hatchery It is proposed to explore three new approaches within the development of the degree/specialisation: The existing MGSM Entrepreneur Network is already providing good opportunities for students to get in contact with experienced entrepreneurs, financiers etc. It is proposed that students enrolled in the degree would be expected to take an active part in the Entrepreneur Network, to help organise meetings and events etc so they get greater experience and exposure. Alumni who have experience in setting up and running businesses would be invited to register on a panel of advisers. This advisory panel would play an active role as reviewers (either anonymously or on a face to face basis) of business plans, and as a network resource to be contacted when a student needs some relatively simple advice or contacts on specific issues. This will complement and extend networking infrastructure being developed within the MGSMNetworker. If it is feasible, we may seek to explore the development of a virtual hatchery and nanyang. The nanyang would be to provide seed funds. People in the alumni and student body would be invited to put up relatively modest sums (say around $5,000 ~$10,000) which would then be pooled. Once or twice a year, there would be a competition for the pooled funds. This would require lodgement of business plans and supporting documentation. This would be open to any students or immediate alumni of MGSM, not just the students enrolled in the EI&L specialisation. These plans and documents would be reviewed by a panel of reviewers (some of whom may be external to MGSM, and some of whom would be from the advisory panel). The opinions of the reviewers, their rankings, and the business plans would then be placed on a secure website for potential investors to assess and express interest in. Access to the secure website would be by the subscribing of the modest sum. It would then be up to the subscriber as to which potential businesses they would subscribe, if any. Different business ventures may have different conditions for subscription; some may prefer convertible debt, others direct equity, for example. A limit (say 10 subscribers to a business) would mean a maximum of around $50,000 to $100,000 in seed equity to any successful applicant. These subscribers would then become an active part of the development of the new venture, but would not necessarily have board places. There are legal issues related to the pooling of funds which need some careful examination, so this needs more research. This leads to the hatchery part of it. A hatchery is one step back from an incubator. It is intended to get a business up and running to a point where it can go to an incubator, or out on its own. Business concepts which are successful in getting past reviewers and attracting funds would have some public credibility. They would be entitled to some nominal assistance from MGSM for a development period, say of six months. This might involve such things as use of office space, phones, access to and collaboration with MGSM for publicity purposes, etc. There are obvious spin off benefits to MGSM from this sort of activity, and again it would not take a lot of MGSM resources. Resource requirements and timetabling implications The Masters degree or the specialisation in the MBA does not require any new units to be developed. The only resource implications are thus: development of marketing material and publicity, most of which would only involve minor changes to existing brochures and web material. some slight modification of existing subject assessment procedures to allow students enrolled in the specialisation to focus their assessment on their chosen business concept. appointment of a Director, and small directorate to support the liaison with the advisory panel, and management of students. This might be something in the order of an offset of on one unit of teaching per year. There are no major timetabling implications. All the units in the Masters and MBA specialisation are already offered once a year at least, and all core MBA subjects are offered at least once a term in Sydney. If there is sufficient demand some offerings may have to be increased. If the specialisation and degree is offered in Singapore and/or Hong Kong, then there may have to be some consideration as to the pattern of elective offerings. Appendix A. MBA Entrepreneur Programs in Australia, Singapore and Hong Kong Purpose: This document summarises the main Entrepreneurship PG programs currently on offer in Australia, Singapore and Hong Kong. There are some other programs (notably in WA) which have been omitted from here. The purpose is to explore what is on offer and what the implications are for MGSM in setting up a designated program in Entrepreneurship, Innovation and Leadership. Key Points: None of the "first tier" business schools have programs in entrepreneurship at present. MBS has canned its MMT, but now offers a Certificate in Innovation. In the Second tier, Swinburn and QUT are the main providers. QUT offers an MBA specialisation in Entrepreneurship, based on a Masters in Entrepreneurship and Innovation. Swinburn also has a Masters in Entrepreneurship and Innovation, which is made up of nested Grad Certs etc. Bond offers a specialisation as part of its MBA, oriented to Family Business. The IGSM at Uni of SA is offering a Grad Cert in Entrepreneurship and Innovation, which is done in parallel with the Enterprise Workshop Competition. In Singapore and Hong Kong there is surprisingly little on offer in terms of MBA programs in Entrepreneurship. There are no specialisations, and only a limited number of electives. The cost of the MBA with a specialisation in Entrepreneurship is about $33,000 at most of the other schools in Australia, well below the $45,000 or so for MGSM. Implications for MGSM: MGSM could be the only/first GS in the top tier in Australia to offer a Masters or MBA qualification in Entrepreneurship, and could take a lead in our Asian markets. MGSM has sufficient subjects on offer now that it could offer a credible specialisation as part of the MBA and a MMgt without any additional resources. We need to be careful in defining the market. The market is not really entrepreneurs. Most real entrepreneurs will have neither the time, nor the money to enrol in a one or two year PG program. The Angels/Finance Providers/Banks/VCs who provide capital to them will not be interested in giving them money if they just use it to go to school. I am already seeing a significant number of students in NEM who are interested in developing the skills to run their own business. These people often are a bit older, and need a lifeboat if their job gets restructured. Others just realise that the MBA corporate ladder is not for them, and want to pursue their own business, but find that the MBA does not always gear to the holistic approach they need for their own business. Others realise that within their larger organisation the only way to get ahead is to run with an idea and develop a new venture. I think this is the primary market we should be aiming for at the outset - ie sub groups within our existing MGSM catchment. There are then a number of secondary markets which we could target at minimum marginal cost with a designated Masters in Entrepreneurship nested into the MBA, particularly if we could offer some of these as single unit. For example, Fund managers, people responsible for new business development in larger organisations, etc. Using a degree and the staff resources at MGSM to "incubate" a new venture is attractive to some students, and gives good publicity to MGSM. We already (in NEM and Entrepreneurial Finance) encourage students to undertake a significant project. Australia SWINBURN Course Fees - Citizens and permanent residents  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/0/eb5dbbaa4e6e62ceca2569520019d384?OpenDocument" \l "top#top"  INCLUDEPICTURE "http://domino.swin.edu.au/cd31.nsf/top.gif" \* MERGEFORMATINET A$30,800 (incorporating Grad Cert and Grad Dip) from the year 2006 HELP The Higher Education Loan Program (HELP) is a suite of income contingent loans for Australian citizens and holders of Australian permanent resident humanitarian visas. FEE-HELP (previously PELS) is for eligible fee paying undergraduate and postgraduate students. It provides students with a loan to cover their tuition fees (lifetime maximum $50,000 indexed annually). Note: New Zealand citizens and holders of other Australian permanent resident visas do not have access to HELP loans. These students must pay their student contributions or tuition fees up front without a discount. For further information on your support and study options visit the 'Going to Uni' website at:  HYPERLINK "http://www.goingtouni.gov.au" http://www.goingtouni.gov.auCourse Fees - International students A$35,000 total course fee for 2006 Description  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/0/eb5dbbaa4e6e62ceca2569520019d384?OpenDocument" \l "top#top"  INCLUDEPICTURE "http://domino.swin.edu.au/cd31.nsf/top.gif" \* MERGEFORMATINET The Swinburne MBA not only offers the opportunity to acquire contemporary management knowledge and skills, it also provides students with the ability to apply that knowledge in an innovative, creative and entrepreneurial way. The Swinburne MBA's overarching themes of entrepreneurship, innovation and international business address the transitional realities of moving from the old to the new economy in four key areas: Leadership, Strategy, eBusiness, and Finance. Specialisations in these four key areas are offered through advanced electives and an integrating project.Aims & Objectives  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/0/eb5dbbaa4e6e62ceca2569520019d384?OpenDocument" \l "top#top"  INCLUDEPICTURE "http://domino.swin.edu.au/cd31.nsf/top.gif" \* MERGEFORMATINET The Swinburne MBA is designed to: * Develop the capacity to successfully start new ventures and manage enterprises that operate in a complex, global and competitive environment. * Meet the demands of business and industry to achieve and sustain international competitive advantages. * Apply the theory to 'real-life' situations. * Offer small, highly interactive and dynamic classes, delivered by commercially experienced practitioners and academics carefully selected for their practicality, excellence in teaching and outstanding performance in both intellectual and business practice. At the completion of the program, it is expected that graduates will: * Have a deep understanding of innovation processes and what it takes to commercialise and manage the practical application of innovation. * Be recognised for their hands-on leadership ability, enhanced by an experiential understanding of the multifaceted factors that are required to develop new initiatives or to transform mature enterprises. * Have a clear understanding of the new realities (old versus new economy) facing enterprises and be capable of operating effectively in such an environment. * Have the capacity to develop and maintain an organisational culture which values creativity, diversity and a cross disciplinary approach to managing organisational effectiveness. * Have a range of skills and knowledge that enhances business communication and leadership. * Be renowned for their capacity to 'make a difference'. Subjects  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/0/eb5dbbaa4e6e62ceca2569520019d384?OpenDocument" \l "top#top"  INCLUDEPICTURE "http://domino.swin.edu.au/cd31.nsf/top.gif" \* MERGEFORMATINET Stage 1 Graduate Certificate  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/78e54d7956de6797ca256952002cf3ea?OpenDocument" HGM502 Product and Market Strategy  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/7f5cbf8a8744934bca256952002e50ed?OpenDocument" HGM503 Financial Data and Decision Making  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/1dc197f48a627ab3ca256952002f2b3f?OpenDocument" HGM505 Opportunity Evaluation  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/1db1ffb86414529eca256952003050e8?OpenDocument" HGM506 Leading, Following and Team Dynamics Stage 2 Graduate Diploma  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/1c0de27c18d3d8f8ca25695200310ed0?OpenDocument" HGM552 Finance for High Growth Businesses  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/c1b1e7bbbc1a0771ca25695200791d83?OpenDocument" HGM553 Business Strategy  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/1d7a53060b6878a9ca256952007bdf91?OpenDocument" HGM554 eBusiness Design for Competitive Advantage  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/c32068d2cb72efe7ca256952002ab869?OpenDocument" HGM555 Organisation Dynamics  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/e7668025d07b4a71ca256952007dd994?OpenDocument" HGM604 Corporate Strategy  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/6814a582ccec53ffca256952007ea72b?OpenDocument" HGM605 Innovative Leadership Stage 3 Master HGM6XX Advanced Elective 1 HGM6XX Advanced Elective 2  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/94a07792b0b736a1ca256952007cb172?OpenDocument" HGM601A Integrating Project (half subject)  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/94a07792b0b736a1ca256952007cb172?OpenDocument" HGM601B Integrating Project (half subject)  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/94a07792b0b736a1ca256952007cb172?OpenDocument" HGM601C Integrating Project (full subject) OR HGM6XX Advanced Elective 1 HGM6XX Advanced Elective 2 HGM6XX Advanced Elective 3 HGM6XX Advanced Elective 4 Advanced Electives include:  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/f6b80bc0e7bef91dca256952007faca3?OpenDocument" HGM606 Consulting Processes for Organisations  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/35fca1a4a0a72d57ca2569520080744b?OpenDocument" HGM607 Organisational Change Management  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/8eb37f384e1c0587ca256aa30008e48a?OpenDocument" HGM608 Entrepreneurial eBusiness and Strategic Transformation  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/61b09a10afd79c02ca25695200828f1f?OpenDocument" HGM609 Building an Integrated eBusiness Infrastructure  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/29454434d9e72b75ca2569520083939d?OpenDocument" HGM610 Strategy for Competitive Advantage  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/5e33532aad09d846ca2569530000614c?OpenDocument" HGM611 Management and Innovation  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/035fa9519a0285cfca25695300010cda?OpenDocument" HGM612 Capital Markets and Tax for High Growth Business  HYPERLINK "http://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/25e7e3ed035e8fddca2569530001be5b?OpenDocument" HGM613 Finance Risk Management QUT International fees (per semester):2005: A$11,500; 2006: A$11,500 (subject to annual review)International entry:4 entry points per yearCourse duration (full-time):4 semesters (2 years. Study will not be undertaken during Summer Program)Total credit points:192Standard credit points/full-time semester:48Course coordinator:Dr Lyndal Drennan, MBA Director: Telephone (07) 3864 1419, Fax (07) 3864 1299, email: mbadirector@qut.edu.auCampus:Gardens Point MBA with major in Entrepreneurship EntrepreneurshipCore Units: HYPERLINK "http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN410" GSN410 Entrepreneurship HYPERLINK "http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN416" GSN416 Business Plans 1 HYPERLINK "http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN460" GSN460 Creative Problem SolvingRequired Units: HYPERLINK "http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN420" GSN420 New Venture Strategy HYPERLINK "http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN426" GSN426 Business Plans 2 HYPERLINK "http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN429" GSN429 New Venture Marketing HYPERLINK "http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN430" GSN430 New Venture ResourcingElective units:Choose 18 credit points from the following elective units: HYPERLINK "http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN427" GSN427 Financial Statement Analysis 2 HYPERLINK "http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN431" GSN431 New Venture Growth and Transitions HYPERLINK "http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN432" GSN432 New Venture Leadership and HRM HYPERLINK "http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN434" GSN434 Venture Capital HYPERLINK "http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN479" GSN479 Spreadsheet Modelling for Managers HYPERLINK "http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN494" GSN494 Innovating for Business CompetitivenessNote: For students commencing from 6TP1 2005 the core unit GSN460 Creative Problem Solving is included in the Entrepreneurship major. For students continuing under the old core unit structure, while GSN460 is not a required unit, it may be included as an elective unit under the previous Entrepreneurship major structure. MBS Certificate of Innovation Program Structure The Certificate of Innovation is a four subject program. Students complete two general management subjects, and two specialist subjects relevant to their area of interest. This program is offered on either a full-time or part-time basis. Full-time study may be completed in one term (13 weeks), part-time study may be completed in two terms (26 weeks) and must be completed in a maximum of four terms. Subjects In addition to specialist innovation and entrepreneurial subjects, the Certificate requires the completion of general management subjects. This requirement offers students the opportunity to develop managerial skills in areas of personal interest or of benefit to their organisation. The table below lists the subjects we are intending to offer in 2005. This list is subject to change. Detailed subject descriptions of all subjects offered at MBS are available in the Course and Subject guide: http://www.mbs.edu/downloads/csg/CS_ Guide_2005.pdf The Course and Subject Guides also lists subject prerequisites (if applicable). New Subjects Funding Entrepreneurial Ventures (half subject) This subject is designed to teach would-be entrepreneurs and those who work with them, various ways of funding a venture and how different classes of investor will evaluate their project. Managing commercialisation Will teach students how to go about commercialising new technology. Organising for Innovation What do you need to know, as a manager, in terms of organisational design, to take something from an idea for adding value to a finished project? Covers topics such as the management of innovation in start-ups, organisations, and joint ventures, the management of complexity, ambiguity, and risk, and strategies for managing pipelines of projects. Strategic Management of Intellectual Property (half subject) After introducing relevant legal concepts, this subject will focus on how to manage organisational knowledge so as to build a manageable, defensible, and cost-effective intellectual property portfolio; how to investigate and respond to other companies; IP portfolios; and how to build IP into your overall business strategy. Program Fees (compulsory) The Certificate program fee is $9600 ($2,400 per subject) in 2005*. Fees are paid per subject, per term, in advance and students are notified of payment deadlines before starting their program. Program fees at Melbourne Business School are inclusive of The University of Melbourne Student Charges (the Amenities and Services Fee) and MBS course materials (reading packs). AGSM has no entrepreneurship specialisation but offers 2 electives Entrepreneurship and StrategyThe primary aim of the course is for students to develop the skills to commercialise a business opportunity by writing a business plan, based on the principles of entrepreneurship and strategy. In doing so it is intended that the course will both demystify the entrepreneurial process and help students understand how to be a successful entrepreneur. Managing the Entrepreneurial FirmCourse Objectives: Taken from the perspective an entrepreneur operating her/his business, that is, integrating planning, strategy, marketing, human resources, finance and production, the overall objective of the course is to develop, in the nascent entrepreneur, the insights and approaches required to structure and come to grips with messy, real world operating problems. Given these tools, the entrepreneurial manager will be capable of developing meaningful analyses and an understanding of the dynamics of the situation facing her/him - at whatever stage of the venture. The desired end result is to prepare the student to be an effective, powerful entrepreneur. In short, an entrepreneur whose business perspective is as broad as her/his analytical skills are deep and one where both are effectively integrated by a sensitivity to the various currents and forces in her/his ventures operating environment. By the same token, the course will deepen an understanding of the risks and critical success factors, found in operating entrepreneurial endeavours, for those students who plan careers on the other side of the table as lenders, investors or consultants.  BOND Fees in 2005 Grad Cert in Entrepreneurship and Family Business $11,000 MBA $33,000 Structure of the MBA 12 units totalFoundation Subjects (8 subject equivalent) All students must complete the following subjects Full-unit subjects: HYPERLINK "http://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ACCT71-500" ACCT71-500 Accounting HYPERLINK "http://www.bond.edu.au/bus/subjects/subject.asp?SubCode=MKTG71-500" MKTG71-500 Marketing  HYPERLINK "http://www.bond.edu.au/bus/subjects/subject.asp?SubCode=MGMT71-504" MGMT71-504 Managerial Role in Organisations HYPERLINK "http://www.bond.edu.au/bus/subjects/subject.asp?SubCode=MGMT71-701" MGMT71-701 Corporate Strategy  HYPERLINK "http://www.bond.edu.au/bus/subjects/subject.asp?SubCode=FINC71-500" FINC71-500 Financial Management HYPERLINK "http://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ECON71-500" ECON71-500 EconomicsHalf-unit subjects: HYPERLINK "http://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ACCT70-504" ACCT70-504 Controllership HYPERLINK "http://www.bond.edu.au/bus/subjects/subject.asp?SubCode=BUSN70-501" BUSN70-501 Business Analysis Methods HYPERLINK "http://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ENFB70-200" ENFB70-200 The Entrepreneurial Process HYPERLINK "http://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ENFB70-204" ENFB70-204 Business Planning for Entrepreneurial Ventures Entrepreneurship & Family Business (all half-unit subjects) HYPERLINK "http://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ENFB70-201" ENFB70-201 Professionalising Family Controlled Businesses HYPERLINK "http://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ENFB70-202" ENFB70-202 Management of Innovation HYPERLINK "http://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ENFB70-205" ENFB70-205 Financing the Entrepreneurial Venture Adelaide GSB Entrepreneurship HYPERLINK "http://access.adelaide.edu.au/courses/details.asp?year=2005&course=001262+1+2539+1" \t "_blank" Entrepreneurship New Venture Set Up Entrepreneurial Finance Business Growth and Exit Strategies CSU Extended version of the MBA Students choosing this option will be transferred into the 128 point program following their application to complete two specialisations in the extended version of the MBA. Where two specialisations are chosen that share common subjects, the student will be required to undertake substitute subjects (with the approval of the MBA Director) to make up a total of eight specialisation subjects. Upon completion of the extended MBA, students graduate with both specialisations in the nomenclature of the award on the testamur, e.g. Master of Business Administration (Accounting/Finance). Core subjects  HYPERLINK "http://www.csu.edu.au/handbook/handbook03/subjects/MGT501.html" MGT501 Management Theory & Practice  HYPERLINK "http://www.csu.edu.au/handbook/handbook03/subjects/MKT501.html" MKT501 Marketing Management  HYPERLINK "http://www.csu.edu.au/handbook/handbook03/subjects/ACC501.html" ACC501 Business Accounting & Finance  HYPERLINK "http://www.csu.edu.au/handbook/handbook03/subjects/MGT510.html" MGT510 Strategic Planning  HYPERLINK "http://www.csu.edu.au/handbook/handbook03/subjects/HRM502.html" HRM502 Human Resource Management  HYPERLINK "http://www.csu.edu.au/handbook/handbook03/subjects/ECO501.html" ECO501 Business Economics Students who complete this specialisation graduate with the award Master of Business Administration (Electronic Commerce) MBA(ElectCom). Entrepreneurship specialisation  HYPERLINK "http://www.csu.edu.au/handbook/handbook03/subjects/MGT520.html" MGT520 Entrepreneurship and New Venture Development  HYPERLINK "http://www.csu.edu.au/handbook/handbook03/subjects/MGT535.html" MGT535 Developing and Managing the Enterprise  HYPERLINK "http://www.csu.edu.au/handbook/handbook03/subjects/MGT536.html" MGT536 Leadership and Entrepreneurship  HYPERLINK "http://www.csu.edu.au/handbook/handbook03/subjects/MGT537.html" MGT537 Entrepreneurial Project Uni of SA. MBA (Entrepreneurship) Students wanting to specialize in Entrepreneurship, can choose their specialized post-graduate courses from those offered by the Centre for Entrepreneurs ( HYPERLINK "http://business.unisa.edu.au/management/" \t "_blank" School of Management) , as part of their Graduate Certificate in Entrepreneurship. In 2006, those courses are likely to include Entrepreneurial FoundationsBUSS 5298Entrepreneurial PlanningBUSS 5315Entrepreneurial MarketingBUSS 5299 The 2006 timetable for these courses is available from the Centre for Entrepreneurs, and enquiries about enrolment in these courses should be directed to Mr Peter Balan on 8302-5121 or by email to  HYPERLINK "mailto:peter.balan@unisa.edu.au" peter.balan@unisa.edu.au. MBA (Entrepreneurship) Students wanting to specialize in Entrepreneurship, can choose their specialized post-graduate courses from those offered by the Centre for Entrepreneurs ( HYPERLINK "http://business.unisa.edu.au/management/" \t "_blank" School of Management) , as part of their Graduate Certificate in Entrepreneurship. In 2006, those courses are likely to include Entrepreneurial FoundationsBUSS 5298Entrepreneurial PlanningBUSS 5315Entrepreneurial MarketingBUSS 5299 The 2006 timetable for these courses is available from the Centre for Entrepreneurs, and enquiries about enrolment in these courses should be directed to Mr Peter Balan on 8302-5121 or by email to  HYPERLINK "mailto:peter.balan@unisa.edu.au" peter.balan@unisa.edu.au. SINGAPORE NUS The NUS MBA does not have any specialisation in Entrepreneurship. There are some stand alone electives, eg BMA 5404 Entrepreneurship This course aims to provide an introduction to the high growth venture creation process. It provides an overview of the major elements of high growth entrepreneurial activity, including evaluating and planning a new business, financing, team building, typical marketing and management issues, models for revenue and growth, and exit strategies. The course covers a wide span of business subjects. Students with no business training are expected to read up on their own additional background materials, or consult and learn from their classmates, where necessary. The course utilizes lectures and class discussions of weekly assignments. Discussion of assigned cases and a field project are integral to meeting the course objectives The NUS Entrepreneurship Centre (NEC) is offering an exciting range of Technopreneurship courses as electives. We welcome graduate students from Business, Engineering, Science and Computing to enrol for the following electives:  HYPERLINK "http://www.nus.edu.sg/nec/education/courses/pdf/TR5105Technopreneurship.pdf" TR5105/ BMA5108- Technopreneurship  HYPERLINK "http://www.nus.edu.sg/nec/education/courses/pdf/BMA5251Management_of_Technological_Innovation.pdf" BMA5251- Management of Technological Innovation SMU does not currently offer an MBA, nor any entrepreneurship program. Does have some staff who could offer an entrepreneurship program and is well located. NTU does not have any specialisation in entrepreneurship. Does have a couple of electives: B6054 Entrepreneurship The course is designed to cover both the theoretical aspects of the discipline as well as the practical aspects of "Entrepreneurs in Action". Topics include an examination of entrepreneurship as a discipline, venture creation and management, the development of enterprising culture and the continuing pursuit of opportunities. B6089 Technopreneurship and Venture Creation We are living in the midst of a new revolution - the technology revolution. This revolution has an impact on all aspects of our life: health, education, administration, communication, business, recreation, and others. The main revolutionary forces are the increasing number of large and small innovative companies. These have created a demand for competent and well-educated entrepreneurs and managers with the ability to recognise opportunities and lead in the complex and challenging technology-based business environment. Another important characteristic of the technology revolution is its global facets. Success in technology requires today, more than ever, a broad international perspective. Innovation, talent and entrepreneurship know no boundaries but only well prepared entrepreneurs and managers will be able to lead successfully in the "global village". This course focuses on the major challenges and issues a technopreneur is likely to face in real life and reflects not only the latest thinking in specific areas but also the practical experience and lessons learned in the real business environment of today's high technology revolution. HONG KONG HKU no specialisation, one unit in entrepreneurship PMBA2337:Entrepreneurship, Creativity and Innovation City U HK no evident entrepreneurship electives Chinese U HK no specialisation, two electives MGT 6820Entrepreneurship and Value Creation (1.5 units)MGT 7560Global E-Entrepreneurship (3 units) Baptist U no entrepreneurship HK Polytechnic has MBA in innovation and design Part Two includes4 Concentration Subjects andan Elective Subject that are designed to enhance your knowledge on the management of innovation and design. The4 Concentration Subjects include Brand Experience Management for the PRC, Consumer as Producer: Critical Trends in Product Development & Consumer Culture, Globalisation & Design, Innovation Tools for Strategic Design, Innovative Products & Services Development, Strategic Design: Regional Case studiesand Strategies for Sustainable Product-Service Systems. The Elective Subject can be selected from a common pool electives,including Entrepreneurship, Financial Integration between the Chinese mainland and Hong Kong, Integrative Fashion Studies, Managerial Economics, Services Marketing and System Dynamics for Business Policy. Appendix B - MII Program POSTGRADUATE CERTIFICATE IN ENTREPRENEURSHIP The postgraduate certificate in entrepreneurship is the entry-point postgraduate coursework qualification whose aims and objectives are to provide participants with the understanding and skills required to make decisions about their future involvement as entrepreneurs or as members of an early-stage entrepreneurial venture. It has been designed for students across all discipline backgrounds who aspire to develop skills and expertise in new enterprise creation and innovation. Our units will target those wishing to start new initiatives or business ventures, those responsible for developing innovative new divisions within established corporations, or those serving as change agents in corporate or not-for-profit environments. MIIs Graduate Certificate in Entrepreneurship can be undertaken on a part-time basis and completed within a 12-month period by successfully completing three units (each worth 4 credit points) within the following options: Two units to be selected from: INOV801 Principles of Business Management (Semester One Mondays 6-9pm) INOV802 Intellectual Property Management (Semester One Tuesdays 6-9pm) INOV803 Resourcing Entrepreneurial Activities (Semester Two Mondays 6-9pm) And one unit to be chosen from: INOV804 Technology-based Entrepreneurship (Semester Two Tuesdays 6-9pm) INOV805 Biotechnology Entrepreneurship (Semester One 10am-1pm) INOV806 Social Entrepreneurship (Semester Two Wednesdays 6-9pm) In successive years, students may take additional units in order to articulate to a Graduate Diploma in Entrepreneurship and a Masters in Entrepreneurship by Coursework and Project (being approved to commence in 2007). In addition to the University fees payable for each unit ($1700), candidates for the postgraduate certificate need to pay student activities fees of $180 per semester. Students seeking direct entry into the Postgraduate Certificate should possess an undergraduate degree. (Those who have experience equivalent to a first degree and wish to enrol should contact MII for advice.) Master of Management (Financial Management) Nothing submitted Models of MBAs MGSM Master of Business Administration Review 2008 Report of task force on Models of MBAs and associated structures and alliances 3 March, 2008 Taskforce membership Gayle Avery, Sandra Burke, Guy Ford, Andrew Heys Background The taskforces work fell into four parts: Examining the context in which MBA programs around the world operate; Summarising information about the Top 50 MBAs; Identifying issues for MGSM to consider in relation to its MBA; Proposing two alternative structures for consideration. As part of its main activities, the taskforce has circulated a request to the entire faculty for suggestions about programs to include in its deliberations. collected and examined information about a number of other MBA programs. identified context and threats to MBAs program, along with strengths and opportunities. developed two alternative structures to address MGSMs particular circumstances. This work is regarded as preliminary because structure typically follows function, rather than coming ahead of the objectives. MGSM has special needs and circumstances that may not apply to other programs. For example, we are a much smaller and more cost-constrained business school than we were several years ago, and than some of our competitors appear to be (eg Sydney University and AGSM). These constraints influence the kind of MBA structure that we can afford and staff under AACSB and other accreditation requirements (eg in Hong Kong). Approaching the work How the new MBA is to function is expected to emerge from the work of other taskforces. Therefore, the ideas presented here should be regarded as preliminary until the MBA has been fully reviewed. Three strategies that the taskforce considered in recommending structures for the MBA at MGSM are: Find an appropriate structure to copy from among the thousands of other business schools. However, simply copying someone else would probably result in an imperfect fit for MGSM. Develop a structure that suits the specific vision, values, resources, markets and needs of MGSM as identified by the other taskforces and the MBA review committee. This was not feasible without the input from other taskforces. Suggest some options that appear to address some of MGSMs current constraints, strengths and opportunities. This approach was adopted. Under Strategy 3, the adopted approach, a review of the present status of the MBA in its context and relative to other business schools, and two options have been put forward. This report is structured to cover where the MGSM MBA is at, MGSM student evaluation data of core units between 2005-2007, core curricula units at the Top 50 US business schools, curriculum redesign at business schools, value of ratings, followed by two options for a new structure. THE MGSM MBA: WHERE ARE WE? This section examines the context and market in which MGSM is operating, differentiators of our MBA, sources of growth and weaknesses and threats. Context General Management Admissions Council (GMAC) reports that in 2006 there were 927 business schools in the United States, 658 in Europe and 953 in India. This represents significant growth over the preceding five years. The majority of new full-time programs are shorter in length than the standard two-year MBA model taught in the US, with many offering one-year programs. Five of the top 15 Schools in the Financial Times (FT) rankings in 2007 have programs shorter than two-years. Eight of the top ten US Schools in the FT rankings have endowments of at least US$200 million. Many Business Schools have large undergraduate business programs which provide a feeder of students for Master programs and a substantial funding base for their more costly MBA programs. What is the market looking for? Management education versus technical business education insight into the shifting context of modern business and the art/practice of management. While building of skills in finance, marketing and other core business disciplines remains central to most MBA programs, recruiters are demanding MBAs who are better communicators, team-builders, leaders and creative/strategic thinkers. Reputation of program and high calibre teaching. Access to a powerful network of contacts and integration with the business community. Strong career support and an entry point for national and international managerial labour markets. Ability to specialise beyond the core targeted elective streams in finance and marketing are proving popular with full-time students who tend to be younger than our part-time students and who are looking to build a base for career change. Asia-Pacific/global focus it appears from student feedback that we do not deliver in this area. What are the differentiators? Quality students MGSM is recognised for having more mature/experienced students, and this reflects in the consistently high rating for student quality in the Economist Intelligence Unit Survey. Single MBA the School has resisted temptation to grow though executive MBA offerings or other game breakers which history shows are short-lived and carry the potential to devalue the core product. One-year time span for the full-time MBA is cited as key attraction for international students, although more restrictive visa requirements mean those who wish to extend their studies to slow the pace or take on study tours/exchange programs now find it difficult to do so. Previously students carried a free option to extend their studies to 15 months, and this suited some students and proved to be an effective marketing tool. We are exploring options with the International Office that will allow students to extend their degree to 15 months. Study Tours have been popular but require considerable effort on the part of program leaders. Articulation path has provided a feeder of students into Diplomas, Masters and MBA programs. MGSM has a high articulation rate (around 90%) positive reinforcement of the quality of our programs and the value of the qualifications we provide. What are the sources of growth? Availability of faculty and quality adjuncts places some restrictions on growth. There are some views that the high growth in student numbers in 2002/3 resulted in student dissatisfaction and this has impacted on some ratings over recent years. Full-time program has been the source of growth over recent years and has supplemented declining numbers in the part-time program. Focus has been on key regions in Latin America and Europe, and solidifying relationships with agents. Students are willing to recommend MGSM and this has resulted in a growing number of referrals. International alumni also willing to attend recruitment exhibitions with MGSM staff. A new position has been created in the SSC which is entirely devoted to managing relationships with alumni of the full-time program. Potential to grow existing part-time program overseas, interstate and through reverse scholarships. Currently the ANZ Bank, Westpac and General Electric are sending part-time students to MGSM under the reverse scholarship program. It is too early to gauge the success of this initiative, but it has given MGSM significant internal exposure in these firms and has secured attendance of these firms at proposed recruitment functions. Students who articulate will result in incremental business to MGSM, with virtually no costs to the business while capacity exists in classrooms. MGSM Board has expressed a desire that the global MBA proceed (entailing students studying at MGSM and two other international business schools). Discussions with Fairfax are ongoing with the potential to develop a co-branded Masters program with a blend of face-to-face learning and on-line support. Fairfax wishes to maintain a long-term partnership with the MGSM. MBA programs in collaboration with other corporate sponsors such as the successful Woolworths Academy-MGSM relationship. Weaknesses and threats Resource constraints at MGSM. The AGSM now has access to sizeable funds through the Australian School of Business (including a large undergraduate student base) and can draw on the data of the entire School when it comes to international surveys. Both AGSM and MBS are now recruiting international students in some of our key markets. Entry of Sydney University into the market with an open chequebook for marketing, facilities and faculty recruitment (including potential for poaching MGSM faculty). Small faculty makes it difficult to qualify for some key ratings research output in terms of publications in key journals is proving to be an inhibitor. Our program has come under heavy criticism for content overlap in a number of core units. Despite alumni surveys and other written evidence from students, some faculty consistently deny there is a problem in their area. Inconsistencies in content and assessment still exist in some core units. Silo approach of disciplines structure of core related more to historical/political issues regarding equal representation of disciplines. Perception that MGSM should have GMAT as mandatory for entry into MBA program, despite the fact that MGSM has the high entry hurdles for management/professional experience. Given the one-MBA philosophy of MGSM, GMAT would need to be implemented in both full and part-time programs, with questions over impact on entry to diplomas, certificates, Masters and subsequent articulation paths. Heavy reliance on some key adjuncts such as Graham Millet, Rod Lopez, Tom Valentine and Lynda Spillane. In some cases these individuals carry a higher teaching load than some full-time faculty, exposing the School to significant risk should one or more unexpectedly become unable or unwilling to teach. Faculty in some disciplines refuse to teach in full-time program this means we have to place adjuncts into these key classes where the preferred option would be to have full-time faculty engagement. Law not in core this recommendation consistently appears in Alumni Surveys and course evaluations. Negotiation theory and practice not in core (as above). Restrictions on extension of visas means we are can only issue one-year visas to students given this matches the minimum period over which the full-time program can be completed. While the one-year degree attracts many students, our inability to extend the visa by three months means we may lose prospective students who would like to extend their study period to take internships, study tours or reduce their unit load to three units per term. A potential solution is to establish a second full-time program that can be taken over 18 months this program could include a specific research component (formal research reports, consulting projects, etc). Students who wish to extend their program could switch to this program. Schools such as the Bocconi School of Management in Italy headline a one-year full-time program in general management with specialist elective streams and a 13-month specialised MBA in International Economics and Management. Registering two full-time MBA programs (a one-year program and a 15 month program with research component) may be worthy of consideration for the MGSM. Resources at all levels are stretched by overseas teaching in Hong Kong and Singapore. However, this also provides desirable internationalisation of MGSMs programs, which could be built on further eg by actively encouraging students to take classes at different campuses. MGSM STUDENT EVALUATION DATA: CORE UNITS 2005-2007 The MGSM requires student evaluation of all classes. The following data applies to the core over the period 2005-2007, in the following segments: A Overall teacher rating B Overall unit rating C I acquired useful skills or knowledge that I expect to use in the future Standard deviation in brackets and sample refers to number of classes. ClassesABCMGSM800 Human Resource Management 21 4.26 (0.37)3.97 (0.40)4.13 (0.40)MGSM820 Marketing Management324.24 (0.34)4.07 (0.34)4.11 (0.29)MGSM835 Financial Management214.80 (0.16)4.55 (0.18)4.50 (0.11)MGSM840 Accounting for Management354.76 (0.23)4.49 (0.25)4.49 (0.14)MGSM845 Economic Context of Management214.05 (0.42)3.83 (0.37)3.95 (0.26)MGSM860 Strategic Management244.25 (0.32)4.16 (0.24)4.22 (0.23)MGSM870 Organisational Behaviour304.23 (0.33)4.06 (0.32)4.16 (0.25)MGSM880 Foundations of Management Thought144.63 (0.32)4.36 (0.40)4.08 (0.31)MGSM890 Operations Management214.03 (0.61)3.89 (0.52)4.05 (0.40)MGSM960 Information and Decision Analysis264.24 (0.42)3.94 (0.41)4.05 (0.32) The above table highlights that finance and accounting were perceived as providing the most useful skills or knowledge that students expect to use in the future, followed by strategic management, organisational behaviour and human resource management. Overall unit rating was highest for financial management, accounting, and foundations of managerial thought, followed by strategic management. Only economic context falls below 4.0 for providing skills and knowledge that students say they expect to use in the future. In terms of unit rating scores, those falling below 4.0 are: HR, economics, operations management and IDA. The content of these courses could be reviewed in the light of these statistics to see if their value to students could be increased. CORE CURRICULUM AT TOP 50 BUSINESS SCHOOLS The composition of the core curriculum at the top 50 US Business Schools is as follows: Strategy and Tactics Strategy 92% Macroeconomics 66% Tools Quantitative Analysis (Statistics/Decision Analysis) 94% Managerial Economics 92% Functional Operations Management 96% Marketing 100% Financial Accounting 98% Managerial Accounting 66% Finance 100% Information Technology 50% Organization and Leadership Organisational Behaviour and Leadership 90% Human Resource Management 28% Political/Regulatory Business and Government 28% Ethics 40% This table indicates that MGSM is reasonably aligned with the top 50 Business Schools in the United States with respect to the content of core. Interestingly, Macroeconomics features in only 66% of the top 50 Schools, while Managerial Economics is taught in 92% of programs. The unit Economic Context of Management tends to focus on macroeconomic factors and this may explain the relatively poor scores achieved by the unit in the categories of overall unit rating and usefulness of skills acquired in the previous table. Human Resource Management appears in the core in 28% of programs. Note that MGSM does not have ethics in its core although 40% of the top 50 schools do. CURRICULUM REDESIGN AT BUSINESS SCHOOLS An examination of changes to curricula at international business schools over recent years suggests that schools, in large part, are responding to the same market trends, and as such are making similar choices in their program restructures. Without doubt, the focus of changes has been to produce graduates with skills that are marketable to recruiters schools are taking a product development approach to education, revamping their curricula to meet the skill sets and career paths most sought by organisations that employ their graduates. This path also supports the goal of achieving high ratings in MBA surveys given the proliferation of surveys that put heavy emphasis on measures of reputation and recruiter assessment (although one can question whether these measures are accurate representations of program quality). The essential features of the redesign of the MBA curriculum at a number a business schools over the last three years are summarised as follows: Focus on core and industry-specific courses and activities, offered in a sequence designed to build skills over time. Some programs consist of interconnected courses in which the lessons learned in one are applied or expanded in another consecutively and simultaneously. Students are required to work in teams for a semester, and in some cases, over the entire program. Wharton is a good example of this, with the first year structure progressing from foundations of learning (pre-term) to units around leadership essentials, followed by units around analytical foundations, followed by core business fundamentals (strategy, finance, accounting, operations and marketing). The second year of study is dedicated entirely to electives. Some programs require students to choose a specialisation in their first year of study students are essentially required to plan for their future career at the time they commence their studies. In some cases the core has been condensed into just one semester (Sloan School of Management at MIT). Students are increasingly required to take electives at predetermined times in their programs, based on their chosen specialisation. Introduction of interdisciplinary programs of study that work across public and private sector boundaries and address the demands of both internal and external constituents, with courses carrying titles such as employee, investor, state and society. This requires faculty to work in teams to integrate several disciplines in a single course or project. Development of communication and career management skills throughout all courses in the MBA program, instead of as a separate course or activity. Facilitation of mentors, executive coaches and industry leaders to give students advice and feedback from the start of their programs, in contrast to the current practice of staff-provided career counselling to students in the second year of their program. Attention to helping students become better problem-solvers and decision-makers by requiring students to complete at least two company projects, in addition to compulsory internships. Compulsory study tours in a limited number of revamped programs, emphasising commitment to a global MBA program. Commentary The trend towards career-path specialisation evident in the redesign of many MBA curricula is transforming programs into something akin to a two-year job search. There is a danger that restructuring programs solely to cater to more job offers to students (or to meet external accreditation requirements or achieve high ratings in the survey of the moment) may compromise the quality of education provided to students sacrificing a broad understanding of core business ideas and principles. If the objective of the MGSM is to take experienced individuals and transform them into competent managers and leaders, then the trend towards silo-like, specialised MBA education should be resisted in any program reorientation. A more vocationally-orientated degree may be suited to younger students looking for an entry-level job in marketing or finance (typical of US programs), but at the cost of detracting from the ability to develop the whole person and their leadership and management capabilities. The MGSM MBA should not be seen as a passport to a glittering business career (despite the expectations of some full-time students), but rather, an academic challenge providing opportunities for career reorientation and managerial/personal development. In keeping with the trend to hire external consultants to mentor students in careers and other areas, MGSM does provide external careers support to students, although this has largely been in the form of advice on the preparation of CVs. The appointment of a full-time Careers Manager is the first step towards developing a fully-integrated careers function which, in addition to student recruitment initiatives, should facilitate internships that are better suited to the experience and aspirations of our full-time MBA students and cement relationships with the external business community. There has been some integration of content in the MGSM elective stream. The elective Strategic Finance was developed specifically to bridge the divide that typically exists between corporate finance and corporate strategy in MBA programs. This unit teaches students how structured financial analysis can be used to support decision-making when current investments interact with future investments (growth options), confer strategic advantages, or impact (or are impacted by) the actions and reactions of competitors and other external parties. A proposed new Masters of Management in leadership and sustainability represents an attempt to integrate material across disciplinary areas, as do individual units such as Managing Sustainable Organisations, the study tour in Sustainable Leadership and Doing business in China, and Management Consulting and Research. Further, it has often been recommended by students that the core Strategic Management and the elective Corporate Acquisitions be taken concurrently given the synthesis of content across these two areas. Research report electives are becoming increasingly popular with full-time students and can be used tactically to support career aspirations or as an adjunct to internships or entry to doctoral programs. Over recent years a number of full-time students attracted to the private equity market have worked on research propositions related to specific aspects of the market, such as incentive design, deal structure and performance measurement. This provides a win-win situation in which students are able to develop and enhance research skills while orientating their learning with their career goals. In one case the research report became the hub for a relationship between the MGSM, a corporate entity (ANZ Bank) and the student a research question was set in conjunction with the Bank and the research completed by the student (with access to data and staff in the corporate entity). The bank provided a letter to the student providing positive commentary on the project and this was used as evidence of business engagement when the student sought work overseas. RATINGS The Dean has established a task force to examine why the MGSM fails to achieve a rating in the top 100 global MBA programs in the Financial Times Survey. Rankings produce different results because there is no consensus on how to measure the success/quality of a MBA program. Within the context of the MBA Review, this raises the question as to whether any changes to the curriculum are warranted in order to increase the likelihood of entry into the global MBA rankings. To address this question, consider the key elements of each of the major MBA Surveys in which Australian Business Schools feature: Financial Times Global Top 100 This survey is compiled from a survey of alumni who graduated three years previously, plus school data and an assessment of research. The three pillars of the ranking are career progress of alumni, the global focus on the program and the generation of intellectual capital (publications in specific journals by faculty and students). MGSM is at a disadvantage given the size of the faculty and the number of faculty who are not research-active. AGSM is at an advantage given the research output of the entire faculty of the School of Business (previously Faculty of Commerce and Economics) can now be included in the data capture there is little doubt that the AGSM (and other larger Schools) will use this advantage to game the measure and inflate their rankings. Economist Intelligence Unit Global Top 100 The EIU publishes an annual ranking for full-time MBAs based on a survey of alumni and students and on data supplied by the Schools. The ranking examines how Business Schools meet the expectations of Students. Research output of faculty does not feature. MGSM has achieved a ranking in the survey over the last five years. POSSIBLE STRUCTURE FOR THE MBA: OPTIONS 1 AND 2 In this section, two options are presented for a new structure for the MGSM MBA. Both options share similar premises and are intended to address the call for more creative thinking, teamwork, integrative thinking and internationalisation in graduates. As part of the process of benchmarking models of the MBA from around the world our group noticed that many high ranking MBAs have some organising logic to their curriculum, which provides continuity and a statement of purpose that links to educational outcomes. MGSM does not really have any logic or positioning of why we offer the courses we do other than perhaps to manage people, manage money and manage markets. This is really more of a marketing device and reflects outmoded function or discipline centric learning. We discussed ways to meet the challenge of a more logical, purposeful organisation of our MBA curriculum. Option 1 is described next, followed by Option 2. Option 1 Created in discussions between AH, SB & GF, apology overseas from GA Option 1 follows and builds on our existing lockstep tradition, trying to eliminate repetition. It aims to build a solid foundation at the start of a students postgraduate study in the same way that an undergraduate degree builds fundamentals in the early stages of a program of study. The first layer.business fundamentals. We feel that a foundation level should underlie all that we do at MGSM. This underpinning might be called business fundamentals. This is different to our managing people, managing markets and managing money foundation which we argue is more tactical. This layer of study could have several distinct but interconnected themes for example: The Competition Understanding the competition and the competitive environment Strategic Marketing Understanding Markets Competitive intelligence Understanding the Customer Clients Perception of Value Developing a Strategy The whole of business approach embracing ideas such as Developing and implementing strategies Aligning an organisations culture to its strategy Understanding business metrics Strategic management disciplines Operational Imperatives The Context of Business The operating environment of a business International business Globalisation Ethics Law and Management/Governance Economics for business D. Managing Self and Others, Effective Communication Leadership Culture Managerial Soft Skills Business Communication This might consist of three units to allow for the certificate qualification to remain intact or it might consist of more units. The key point is that at this level students would be exposed to many of the major ideas/theories which any postgraduate management student should master, for example, major strategy concepts (Porters differentiation/cost/niche idea), key theorists (Mintzberg) and so on. All teachers at MGSM could then be sure that students have a working understanding of key concepts and ideas, a shared vocabulary from which to develop more advanced study or applications of these key ideas. For example theories of motivation might be covered in a foundation course and applied to performance management or conflict resolution in a more advanced course. This would eliminate the need for many of us to teach fundamentals in the context of more applied or advanced units. This would also relieve perceptions of repetition. We could even incorporate some distance learning or pre-course options at this stage of the program we could use technology to deliver or support the learning of some of this material. The second layer could be more tactical and functional.. This level could reflect our markets money, operations and people approach but this could be taught in a more tactical way. It would require some revision of our core courses and perhaps some integration of two or more existing courses, for example: Accounting Financial Management, Business Performance Metrics-IDA Operations Project Management Human Resource Management, Organisational Behaviour, Leadership and Motivation Marketing for Management, Services Marketing, Strategic Marketing This might mark the completion of the PGDip The third layer higher level skills The third layer would involve taking students to higher skill levels with an expectation of advanced study, project work, analytical & reflective activities for example we could still have a core here for the MBA and some elective options Foundations of Management Thought Managerial Psychology, Executive Coaching Mergers and Acquisitions New Enterprise Management Managing Sustainable Organisations Advanced HR - Negotiation Competition in the Asia-Pacific Public Performance For Management International Study Tours A final advanced layer At the advanced level we might offer talented or highly committed students a further option post completion of their MBA. For example, entry into an Executive Cohort for an additional 6 months of specialisation in streams such as: Consulting Research Intensive Pre PhD or DBA work or applied industry research Leadership Sustainability Entrepreneur Option 2 At the faculty meeting held on 1 May, 2007, faculty discussed a very different structure for MGSMs MBA from the existing degree. This is developed and presented here as Option 2. This option is similar in structure to Option 1 in many ways, comprising a foundation level of fundamental knowledge that MBAs are expected to have in order to go into the second, more focused layer of functional electives. Finally, students complete the MBA with units that demand integratively-complex thinking, team-taught by cross-disciplinary faculty. This approach is designed to provide general competency in the basics of management at the first level, while enabling students to pursue their own personal career aspirations at the second level. Finally, the third level stimulates and stretches students ability to integrate and deal with the complex issues found in the workplace, as required of senior executives and strategic leaders. This proposal addresses some problems inherent in the current MBA structure: MGSM has become a smaller school and its faculty are overextended. MGSM needs to watch its costs closely, and using fulltime faculty to teach elementary subjects is expensive. Our current flexibility means that the same subject can have students at different stages of their MBA courses, making it difficult to pitch content at an appropriate level. This proposal retains flexibility but in a modified form, and allows students to exit at different stages as they currently can. Complexity faces managers and leaders in todays organisations, and learning in a complex and interdisciplinary environment prepares students for these challenging roles. Competitors have redesigned their programs for more integration across functional units, to prepare students for working in todays organisations, just as the highest level subjects in this proposal do. structure of option 2 Option 2 consists of three levels: the foundation, functional and complex thinking levels. Foundation level What? At this level, students demonstrate that they have acquired, through a variety of means, basic knowledge on which later subjects can build. Content covered at this level would include the fundamentals of accounting and finance, marketing, statistics, economics, HR, OB, business law, technology and operations, as well as critical thinking and business philosophy. A standard of required knowledge would be established and students invited to demonstrate their achieving that standard through examination or other forms of assessment. How would it work? Some students would bring the required standard of knowledge in some subjects with them at entry. For example, business degree graduates would be expected to have covered most of the basics of marketing, economics, business law etc in their first degrees, just as CPAs have covered accounting now. Where students want to gain new knowledge or update past learning to meet the set standard, MGSM can offer inexpensive faculty as tutors (eg HDR students) in conjunction with e-learning or face-to-face classes or students can get up to speed through self-learning. The important thing is that students demonstrably meet the standard before progressing, irrespective of how they get to the standard. Why? The foundation layer could be taught a) inexpensively for students as a pre-MBA preparation; b) inexpensively for MGSM by using HDR and adjunct tutors and alternate learning modes rather than expensive faculty; c) all students entering the second level of the MBA would meet defined standards of basic knowledge enabling faculty to build on this instead of having to work to the lowest level of knowledge in the class; this would raise the level at which these subjects could be taught; d) as a flexible mode of learning what a student does not already know, rather than requiring students to sit through classes they have attended before, eg in an undergraduate degree; and e) by making use of modern educational technology. Exit award: Students exiting at this level would receive a certificate or diploma in management depending on the breadth of subjects taken. Functional skills level What? At this level, students choose a combination of electives (possibly some cores not covered at the foundation level might be specified, such as ethics and leadership) to focus on their own professional and personal development and interests. Teachers of these subjects would assume fundamental knowledge from the foundation level, and build on it to enhance students management capability. Interpersonal skills would be emphasised in all classes through a continued focus on group learning and teamwork. How would it work? All students would bring the required standard of knowledge in the foundation units at entry to the functional skills level. Subjects at this level would be taught by MGSM fulltime faculty in line with the expertise of the faculty member concerned. Students could pursue concentrations of subjects or spread their interests across a range of topics. Why? The functional skills level could be taught a) at a higher level than current MBA subjects because all students have reached a minimum standard; b) expertly by MGSM fulltime faculty, which justifies use of high level and expensive faculty; c) to enable students to gather higher level functional knowledge; d) to allow students to pursue many of their own interests; and e) enable specialisations similar to those found in the existing Master of Management. Exit degree: Masters of Management 3. Integratively complex thinking level What? At this level, students engage in complex activities that foster integrative thinking. These include strategic projects, research projects, international study tours, consulting projects, and other challenging experiential subjects. The focus is on linking experiences from the outside world and relevant theories and models, to promote evidence-based leadership and management. Integratively complex thinking is essential in strategic leadership roles and would distinguish MGSM graduates from others. How would it work? All students bring considerable functional knowledge from the second level and apply it together with critical thinking processes to challenging problems. Some or all subjects at this level are taught by MGSM fulltime faculty working in teams. This makes teaching at this level more expensive than teaching at the other levels but the benefits of team teaching would be restricted to those students who have passed the previous levels to enter Level 3 of the MBA. Learning is generally project and group-based, and applied to real problems. Students have considerable choice in pursuing topics of their own interest at this level, promoting personal development. Emphasis is on developing strategic leadership skills and thinking. Why? The integratively complex skills level is taught a) at a higher level that current MBA subjects because all students have reached a minimum standard and covered some common material; b) across disciplinary silos; c) by cross-disciplinary teams of MGSM fulltime faculty; d) to enable students to develop higher level integrative thinking and strategic skills, which requires input from multiple high level and expensive faculty; e) enables students to be able to pursue their own interests f) since integration and complex thinking are essential in strategic leadership roles, this level of learning distinguishes MGSM graduates from others. Exit degree: MBA, with research skills to prepare for doctorate level work. Teaching and Learning Interim Report on Learning and Teaching for the MBA Review This report identifies the assessment approach recommended for a comprehensive review process for MGSMs core and elective subjects, so that the MBA Review is able to consider the quality of learning and teaching at MGSM in a fashion that articulates with Macquarie Universitys learning and teaching goals as well as best practice in teaching and learning for business schools, as set out in AACSBs Assurance of Learning Standards. Currently, MGSM relies primarily on a single measure of teaching effectiveness, namely the Student Evaluation of Teaching Scores (SETS) questionnaire. It has been developed in-house with its most recent revision in 2006. Although it is the instrument by which we live or die as teachers, it does not articulate with Macquarie University policies on measuring student learning and teaching effectiveness. It also falls well short of the multifactor methods of assessment identified as best practice in assessing learning and teaching in business schools. Over the last year, new initiatives have substantially broadened the scope for evaluation of MGSMs Learning and Teaching measures. We are now expected to articulate with the Macquarie @50 policy and the new Macquarie University Learning and Teaching Plan. In addition, as MGSM is currently seeking AACSB accreditation we will have to demonstrate our adherence to the AACSBs Assurance of Learning Standards. Macquarie @50s primary thrust in respect to learning and teaching is its focus on research-linked teaching. This is based on the premise that (a)cademics who are doing scholarly work at the cutting edge of their disciplines make the best teachers. They convey the excitement of their fields to their students and they are less likely to become jaded than teachers who are not research-active. As such, we can expect that MGSM will be required to demonstrate how our teaching is being informed and enhanced by our research. In addition to the increased focus on research-linked teaching, Macquarie @50 also states that Macquarie University will aim for leadership in the use of technology in education, in work-related teaching, and in providing students with an international experience and provide opportunities for students to serve their communities and develop their leadership skills. Progress towards these learning and teaching goals will be assessed using robust quality assurance processes and managerial oversight. The new Macquarie University Learning and Teaching Plan states our students develop a comprehensive range of generic, analytical and critical skills, as autonomous and independent learners. Macquarie graduates will be lifelong learners, with the skills and competencies to succeed in the dynamic and changing world of work. They will be capable of engaging in local and global communities with energy and integrity. As leaders in their professional fields, they will be ethically, socially and environmentally aware. Two of the Plans priorities of special importance to our MBA Review are to review... postgraduate coursework. and assessment in light of the Graduate Capabilities Project and to enhance learning through the integration of ICTs (information and communication technologies) and a variety of pedagogical strategies. The Plan sets out Macquarie Universitys Goals most of which are directly linked to quality learning and teaching practices, a culture of continuous improvement, and goal-linked learning and teaching assessment. AACSBs Assurance of Learning Standards are primarily geared towards goal driven assessment. That is, each subject should articulate its learning and teaching goals to those of the MBA (or other) course, which are, in turn, linked to MGSMs goals and mission. Assessment can be defined as a continuous, systematic process, the goal of which is to improve student learning. It requires MGSM to (a) identify learning goals and objectives for programs and courses; (b) set meaningful expectations and make them public; (c) systematically gather, analyse, and interpret evidence to determine how well performance matches those expectations and standards; and (d) use the resulting information to document, explain and improve performance. Carrying out this assessment approach to learning and teaching requires faculty and administration support, shared values with respect to program goals and expectations for student learning, the allocation of resources, and information technology for storing, processing, reporting, and managing assessment data and formation. The goals and objectives set drive the curriculum alignment and the assessment methods used.  Assessment of learning and teaching is expected to be multifaceted in approach. Clear direction is provided by AACSB with respect to how student learning is to be assessed, with primary emphasis being placed on direct assessment of students demonstration of their knowledge or skills. Direct assessment might be course (subject unit) embedded or program (MBA course) embedded, with authentic (real world) tasks being preferred in the assessment of business student learning. Indirect approaches using surveys are not likely to be sufficient to meet emerging standards for the assessment of learning. Given the above, it is clear that MGSM will have to move to a student learning centred mode of assessment when reviewing its MBA course and constituent subjects. This will involve a substantial commitment of resources over a relatively tight timeline. A/Prof. Suzan Burtons Actions to Achieve A Fully Implemented And Integrated Evaluation and Feedback System, as prepared for the AACSB sets out our recommended approach. It is attached below. A/Prof. Donald Ross Associate Dean (Learning and Teaching) Actions to achieve a fully implemented and integrated evaluation and feedback system. The implementation of the Assurance of Learning Plan is being conducted in tandem with a review of the mission and vision of the School, and a review of the objectives of different subjects. The model aims to: Identify learning goals and objectives Ensure our curriculum is aligned with these goals Identify instruments and measures Collect, analyse and disseminate assessment data Use the assessment data for continuous improvement ActionResources availablePerson/s responsibleBy whenReview school missionSenior management, faculty time, led by Richard BadhamDean, faculty, led by Richard BadhamFebruary 2008Obtain agreement by a large majority of faculty with the School vision and learning goalsSenior management, faculty timeDeanFebruary 2008Review program learning goals and objectivesSenior management, faculty timeDean, faculty, AD L&T, Director of Academic Programs led by Richard BadhamMarch 2008Matching of learning goals against program objectivesSenior faculty timeSubject convenors, led by AD L&T, Director of Academic Programs, teaching facultyMarch 2008Matching of subject assessment against core subject objectives Senior faculty timeSubject convenorsApril 2008Matching of subject assessment against learning goalsSenior faculty timeAD, L&TMay 2008Assessment of any gaps between subject and learning goalsSenior faculty timeFaculty, led by AD, L&TJuly 2008Action plan to address any gaps between subject objectives and learning goalsSenior management, faculty timeDean, Deputy Dean, AD, L&T, Director of Academic ProgamsSeptember 2008Development of matrix of achievement of subject objectives across facultySenior faculty timeSubject convenors, teaching facultyNovember 2008Analysis and comparison across faculty of attainment of objectives Senior faculty time, admin staff timeAdmin staff, AD, L&TJanuary 15Review of process and learningsSenior faculty timeDean, Deputy Dean, AD, L&T FacultyMarch 15, 2009Extension of matrix matching of learning goals to non-core subjectsSenior faculty timeAll faculty teaching non-core subjectsAugust 2009 This plan relies on timely completion of all steps of the process. Completion of all steps will require substantial time by faculty, attendance at sessions as required, and timely response to requests for information. This is only likely to occur if compliance with requests is considered to be a critical part of the performance management system, and it the Dean takes personal ownership of the process, and is prepared to personally intervene if some faculty do not co-operate with the process. Learning Technologies MBA-08-Review Technology & Learning Focus Group Date & Time:Thursday, 7 February 2008, 3pmMeetingLocation:MGSM1Convenor: Members:Paul Nesbit Elizabeth More, Yiming Tang, Norma Harrison, Sheri Evans  Overview An MBA review commenced 6 months ago. As part of the review sub-committees are being asked for input. The terms of reference are flexible regarding, content, direction, and scope. The importance of technology in teaching has been widely accepted by government, educationalists, quality organisations and other key stakeholders. Aim The aim is to provide recommendations on the role of technology and learning for the MBA. Rationale Starting with the questions, What should a modern MBA graduate knowledge base and skill set comprise?, and, To what extent should an MBAs knowledge and skills incorporate technology knowledge and skill competence?, the focus group took the view that firstly, technology knowledge and skills are essential, secondly that a balance needs to be struck between face-2-face (f2f) teaching and online/ blended learning delivery, and thirdly that technology should support, not replace, MGSMs dominant face-to-face teaching paradigm which underpins its brand. Finally, it was noted that technology has some presence in the MBA through online student resources; curriculum content, course materials, outlines, fees, results, email, and library access. Therefore extending technology use is regarded as evolutionary not revolutionary in the MBA. It is essentially a matter of maintaining f2f delivery as dominant pedagogy but balancing it with an appropriate technology focus in content and delivery of education and learning. Implications Two major technology implications arose in the discussions by the MBA Technology and Learning Focus Group. Firstly technology has implications for the design of curriculum content, there are implications for the education delivery process. The extent and scope of any curriculum changes therefore should consider inclusion of options ranging from allocating technology as a core unit and/or as a theme throughout all units and/or a mandated online unit/s as a compulsory requirement. Resourcing and supporting staff will need to be considered, particularly assistance with online curriculum design and delivery, on-going training, development, monitoring and review. Delivery of content of programs is currently being addressed with the planned implementation of Blackboard for all Sydney course units from term 3 2008 and in Hong Kong and Singapore from term 1 2009. Additionally, wireless broadband access for students at the Ryde and CBD campuses is expected early in 2008. These two initiatives provide opportunities for increasing sophistication use of technology in course delivery. Training and support for academic staff to take advantage of these initiatives is however a high priority. Recommendations On the basis of discussions about implications for the MBA review arising from technology the technology and learning Focus Group proposes the following recommendations to the MBA review committee. Content Four (4) core units should be developed and offered online in the MBA. Specifically, it is recommended that the subjects, Organisational Behaviour, Accounting for Managers, Marketing Management, and one other subject from the broad discipline of operations, have online versions in addition to the f2f version. Mandate that all students must do one online unit/s of study in the MBA. Develop a MBA Super Case curriculum based approach by developing and integrating the Super Case thematically as subsections which are applicable to each cluster area. Generic contexts: innovation, knowledge management, globalisation to be incorporated. Involve a corporate sponsor/s eg McGrawHill, Cisco, IBM, Oracle, Johnson & Johnson. Leverage content and technology capability to reach a global MBA market. Build collaborative flexible MBA degree content with specialised sub-discipline areas via partnerships eg health & medical, entertainment & event management. Develop and offer one online Research Methods for all and use as pre-entry for the DBA Process Build blended learning capability through staff development, training, and resourcing. Build blended learning delivery capability by standardising Blackboard/WebCT and wireless. Build partnerships that leverage MGSMs core strengths and build competitive global reach. In conclusion, the Technology and Learning sub-committee agreed that technology in the MBA curriculum is important and should be recognised. Recognition should translate into changes to both MBA content and process. Furthermore MGSM should focus on building its own capability achieved via integrating online/ blended pedagogy generically, and specifically in areas including; knowledge management, innovation, globalisation. Moreover technology and learning initiatives should leverage opportunities beyond the MBA to executive education and pathway options: single unit, postgraduate certificates, diplomas, master of management, DBA. APPENDIX 7 PROPOSAL FOR AN MBA UNIT ON RESEARCH METHODS ENTITLED RESEARCH METHODS FOR MANAGEMENT STUDENTS (Steven Segal) Research methods contain a valuable set of tools for management students, enabling students to develop the skills and practices of checking, questioning and demonstrating proof of policy, consultants reports, or research projects that they may need to develop or evaluate. While managers need to demonstrate the skills of being able to argue for a particular case or perspective, they also need, as Mintzberg has maintained, to be able to falsify decisions that they have made as a way of checking on the reliability and validity of their perspectives. In a similar way, Peter Drucker has claimed that managers need to be able to abandon their cherished theories of the business in order to critically assess their business. Managers also need to know when and how to use empirical and when and how to use logical evidence. Practices for questioning, checking, and demonstrating proof of visions, strategies and management decisions is not an arbitrary activity but is contained in a practical appreciation of the methodologies, methods and theories of research which underpin the sciences and the social sciences. It is crucial that managers who are considerate in their vision and strategy development and execution have an understanding of research methods. It is also crucial for managers to know which kinds of research methods to ue with which kinds of problems. For many mistakes have been made when managers use quantitative or qualitative methods inappropriately for their subject matter. A course in research methodology does not only give managers a set of specific tools to analyse and validate information. It gives managers the flexibility of designing the tools themselves. Furthermore, in times where organizational and environmental sustainability is such a central issue it is only prudent that managers develop practices of critically assessing their strategies. Such research methods will enable managers to: Read and evaluate research projects, policies and reports Develop policies, strategies and reports in methodological ways Developing practices for turning organizational problems into researchable opportunities. Develop an understanding of how to ask and frame research questions Develop an appreciation of the significance of research practices for managerial practice Developing the sensitivity for matching of research method with research problem and context Appreciate the stages in the research process Develop an objective and rigorous perspective towards their own theories Appreciate the role of empirical methodologies in research Appreciate the role of interpretation in research In this course we will look at The Role of Method in Research and Strategy Development History of Method as a basis of research and strategy development Scientific method Statistical analysis Social Science as method Interpretative methods Critical Theory as Method Action research Grounded theory Textbook: Walliman N (2005) Your Research Project London: Sage Publications  Navarro (2005)  Schools reviewed include the Ivey School of Business, Madison at University of Wisconsin, Yale School of Management, Sloan School of Management, Dartmouth Tuck School of Business, Columbia University GSM, Kelly School of Business at Indiana University, Wharton School of Business, Tepper at Carnegie Mellon, Le Bow at Drexel, Fox at Temple, Washington Business School, Lally School of Management, McComb School of Business at the University of Texas and the Terry College of Business at the University of Georgia.  MGSM features in the EIU Top 100 while the AGSM and MBS do not.  Schwartz, S., Macquarie @50: 100-Day Report to Council and Staff, Macquarie University, 2007, p.1.  Ibid, p.4.  Ibid, p.14.  Office of the Macquarie University Provost, Learning and Teaching Plan, p.1,  HYPERLINK "http://www.mq.edu.au/provost/planning/landt-plan.html" www.mq.edu.au/provost/planning/landt-plan.html, downloaded 27/2/2008.  Ibid, p.2  Martel, K. and T. Calderon, Assessment in Business Schools: What It Is, Where We Are, and Where We Need to Go, in Martel, K. and T. Calderon (Eds), Assessment of Student Learning in Business Schools: Best Practices Each Step of the Way, The Association for Institutional Research and AACSB International, Vol 1, No.1, (Assessment in the Disciplines) 2005, p.2.  Ibid, p.9.      PAGE \* MERGEFORMAT 9  PAGE \* MERGEFORMAT 123  This model is based on the model discussed by Martell K, and Calderon, T.G. Assesment in business schools: what it is, where we are, and where we need to go nowCh 1 in Martell K, and Calderon, T.G, (Eds) Assessment of student learning in business schools, 1, 1, pp 1-26. Analysis discussed at LOT Discipline meeting and given to Discipline Convenor to progress Attachment 1 Response to MBA review team questions posed in September 2007 Attachment 2  .<=?]ceh, - : ; G \ l v x & . 0 3 7 B -FS hi+h6 hi+h: hi+h3mN hi+h; hi+hM@M hi+hu hi+hCDz hi+hChw hi+hXhmhmCJhMch -h> hi+h3=4 hi+hMc hi+h4 hi+h's hi+h'n2./<=>?@ABCDEF % ; !gd%gd's$a$gdM@M$a$gdM@Mgdm$a$gdMc$a$gd'n3IST^ !5?JRVZk9:;KU]^sXdLMdexy 45E\ hi+hY3hlV hi+hRT hi+hCDzhd hdhd hhd hlV>*hdhd>* hi+h's hi+h% hi+h6 hi+h3mNhw hi+h4h5 hi+h: hi+hM@M hi+h; hi+ha_2!:;]^r{i$$If^a$gddm$lkd$$Ifl6^7 t0644 laytd$$If^a$gdlVm$gd%rs$$If^a$gddm$jkd$$Ifl6^7 t0644 laytd*18BMXlttttta$If^`gddm$$If^gddm$$If^gddm$jkd$$$Ifl6^7 t0644 laytdlp0>MdM$If^`Mgddm$$If^gddm$M$If^`Mgddm$$If^`gddm$ dexH6$d$If^a$gddm$$$If^a$gddm$kd$$Iflr  +6      t0644 laytd4}kY$$If^a$gd5 m$$$If^a$gddm$jkd$$Ifl6^7 t0644 laytd$d$If^a$gddm$45E$$If^a$gddm$jkd$$Ifl6^7 t0644 laytd$%Kn "gd$a$gd$a$gdi+jkd$$Ifl6^7 t0644 laytd%;J^m~  !"1>LMXtu%DEW!"%;<KvwNj hi+hM@M hi+h~ hi+hq hi+hY3 hi+hyhi+ hi+h4;O hi+h\ hi+h[~hdh? hi+h~m hi+htL hi+h3 hi+h@ hi+ha_ hi+h hi+h>6"Nv$%< & Fdgd[~gdy & Fdgd[~ & Fdgd[mgd[~$a$gd[~$a$gdi+gd![z{{, 4 5 ##4$b$%V%w%x%y%z%{%|%%&&&.'1'2'Q'`'a'''ֵּ֮Χh5 hi+hyd" hi+hI hi+h? h?4 hi+h@ hi+hRThsV\h hi+htL hi+hrvD hi+hy hi+hY3 hi+hq hi+h[~@$<{!Aa] !" & Fdgd[~^gd[~ & Fdgd[~gd[~ & Fdgd[~""####$$c$$$$$%V%y%z%{%%%&&.' 8^8`gd?^gd?48^8gd[~ & Fdgd[~gd[~ & Fdgd[~'''''S((((>)?))))) *!***+*>*A*t*u*v*w********M+N+O+++++++),R,S,T,U,,,,,---.-7-8-I-i-v-w--ǹǹՠhWh`D hi+h`D hi+h Nh] hi+hrvD hi+hRT hi+h hi+h hi+h`[ hi+h< hi+hhsV\ hi+hIh hi+htL hi+hyd"<.''?))))v**O+++U,,9-y--r////P0Q0`0k0 $Ifgd CV & Fgd4q^gdyd"^gdtL & F gd{4  & F `gd?-------a.r..../Q/q/r//////O0P0`0j0k0{0000000000000011(141q1z1{1Τ} hi+hm hi+h>Lh - hi+h hi+hyc hi+h# hi+hc9 hi+h~m hi+h hi+hy hi+hCDz hi+h\W( hi+hrvD hi+hlq$ hi+hSD hi+hh hi+hRT hi+hh5 .k000000[PP:md$If^`mgd $IfgdrDkd0$$Ifl\ %6aM0`74 layt - $Ifgd CV0051q111111'221323zd$IfgdrD & Fd$IfgdrD & Fd$IfgdrD$hd$If^ha$gdrDd$If^gdrD & FWd$If^`WgdrDhd$If^hgdrD {1111111111&2'2b2|222221363~3333333334!4%4&44444444}56666 77*737h7i7j77ĶįĶ˯ཙĒċh- hi+hU hi+h[m hi+h<hv| hi+h+vzh5 hi+hRT hi+h>L hi+h | hi+h hi+hv| h h hi+hCDz hi+hc9 hi+h#h - hi+hm hi+h>z42333536333&4dYYG55 & Fd$Ifgd & Fd$IfgdrD $IfgdrDkd$$Ifl\ %6aM0`74 layt -&444}56Q6666 7 & FWd$If^`Wgdhd$If^hgdrD & Fd$Ifgdd$If^gd & Fd$Ifgd 7 7 77j778dYP666 & Fd$If^`gd $Ifgd CV $IfgdrDkd$$Ifl\ %6aM0`74 layt -777778K8o8p8899/9K9n9v9y999999#:$:-:.:/::::o;;;;;;;<<<e<f<<<<3===>??2?g??L@AA;AEAFAҽҽҽҽĶĶįĖ˯Ė˖ hi+hKF hi+hhV hi+h N hi+hV hi+h-, hi+h? hi+hc9 hi+h< hi+h | hi+h hi+h+vz hi+hkyh5 hi+h[m hi+hX;8899#:p;;; & Fd$Ifgdd$If^gd & Fd$If^`gd;;;<~<<d[O== & Fd$Ifgd4q d$IfgdrD $Ifgd CVkd|$$Ifl\ %6aM0`74 layt -<<3==W>>?h??L@AFA & Fd$Ifgd4q d$IfgdrD & Fd$Ifgd$d$Ifa$gd d$Ifgdd$If^gd FAGAJAkAfBBBCCd[[IIIII & Fd$Ifgd4q $Ifgd CVkd@$$Ifl\ %6aM0`74 layt -FAGAIAJAjAkAeBfBBBBBCCCCDDDDDDDDD,E4EREeEfEEEEEEgFwFxFFFFMGnGGGGGGGAHGHkHlHrHȶȮȠ hi+hh - hi+h\W( hi+hRT hi+h:h-h(S4h hi+h N hi+hS hi+hEU hi+h5t hi+hSD hi+h+vz hi+hV hi+hK hi+h< hi+hc95CC"DDDDEULC $IfgdS $Ifgd CVkd$$Ifl\ %6aM0`74 layt - & F$Ifgd4qExFFoGGlHHWIIJ hi+hi h(S4 hi+h\W( hi+h G1QQQRRRRCkd $$Ifl\ %6aM0`74 layt - & F$Ifgd4q & Fd$Ifgd4qRR?SSSETFT8kd` $$Ifl\ %6aM0`74 layt - & F$Ifgd4q & Fd$Ifgd4q $Ifgd(S4FTGTTT]UUUUUd$Ifgd(S4 & Fd$Ifgd4q $Ifgd(S4UUU V\VVVdYI777 & Fd$Ifgd4q & Fd$Ifgd4q $Ifgd(S4kd$$$Ifl\ %6aM0`74 layt -VWWWWOWG>. & Fd$Ifgd4q $Ifgd CVkd$$Ifl\ %6aM0`74 layt - $Ifgd(S4 & Fd$Ifgd4qOWWWXXXE: $Ifgd(S4kd$$Ifl\ %6aM0`74 layt - & F$Ifgd4q & Fd$Ifgd4qXXX+YPYQYTYD9 $Ifgd(S4kdp$$Ifl\ %6aM0`74 layt6F & Fd$Ifgd4qd$Ifgd(S4TYYYZfZgZlZD9 $Ifgd(S4kd4$$Ifl\ %6aM0`74 layt6F & Fd$Ifgd4qd$Ifgd(S4lZZ [X[[[[[D?gdc9kd$$Ifl\ %6aM0`74 layt6F & Fd$Ifgd4qd$Ifgd(S4[[[[[[[[[[\\t\\\\\\\R]^]d]]^^ _/_?_`s```0a5a7aaaLbMbpb}b~bb)c*c>cEcScrc|cccvdde(epe[f\fffgg$hChDhiii-i3iZiѿѿh$ hi+hV hi+h hi+h+IhW hi+ha< hi+hF%\h 3P hi+hh - hi+hyP hi+h;2h(S4G[[[[\\\d]]^?_``aMblb*ccvdpe\fgDh & F7gd4q & F8gd4q & F9gd4q^gd & F6gd4qh`hgd[~gd 3PgdVDhiijiuiviwi~i j!j)jlllll$mm^nngop & Fdgd[~^gdIgd3=4 $h`ha$gd3gd3h`hgd;2h`hgd[~ & F7gd4qZicihiiijiuiwi(jllllnnppppppppWq_qdqsqqqqqQrprrrCsJsss-ttttttww໷°ఉష{tt hi+h5! hi+hM@M hi+h^ hi+hog h(S4hog h(S4h(S4 h(S4h^h(S4 hi+hI hi+h h5 h 3Ph[~hi+h[~6hi+hE`6 hi+h3 hi+h3=4 hi+h[~ hi+hE` hi+h;2 hi+hVh$-ppppppWqqr-ttttt1uWu|uuuSvvvDw & Fdgdog & Fdgd[~ & Fdgd[~gdIgd[~ & Fdgd[~Dwwwwwixxx4yyyyyyyyz6zazgdgd[~gdP dgdP dgd & Fdgd  & Fdgd[~ 8d^8gd 3P & Fdgd[~wwwwwxx4yCyyyyyyyyyyyyyyzzzz{{u||||||}}I}_}`}}}}}}}}}}}}}}ԻԴԴɩɩԚ““ hi+h^ hi+h^hhog hi+hP hi+hogh5 hi+h@ hPh hi+hE` hi+h~mh8m hi+hhPh5 hi+hIh(S4 hi+h[~ hi+h h 3P7azz{.||||||I}`}}}}}}}}}}gd[~dgdP dgdP d^gdP & F dgdPgdP & F dgdP & F dgdP & F gd{4};~y~~~~Wpx9nnLT8n^ngd8m & F gd{48^8gd^ & F gd{4 & F gd{4 & F gd{4 & Fgd{4gd^́с>@uTU67Noߋߌ/5XYcdyz$%*.6c}~noabәԙͫ hW^J h^JhlWh^JhlWh5^JhIPh'^hql5CJhEhql5CJaJhEhE5CJaJhql hi+h*hV hi+hVh* hi+h hi+hM@MhP hi+h^58ÇΈ$ӊߌ/YۍSTcdz dgdqlgdVgd* dgd*gd8m & F gd{4 & F gd{4z$%*N & FKdgd4qgd$a$gd $da$gdqlgdVRɐ.6}“Egʖ & FJdgd4q & FJdgd4q & FLdgd4qgd & FKdgd4qpǗڗKcՙY՛֛ & FMdgd4qgd$a$gdh^hgd & FJdgd4q & FJdgd4qԙȚ,3֞מ؞ߞҠՠ۠qrs}DԤ5$]hVW֪תLl&/asg~5߱LMԲղGXسѷhlWhW^JhlWh6^J h~n!5^JhlWh5^J h5^J h5 ^Jhh^J h^JhlWh^JH؞ASwLtKs}D & FOdgd4q & FNdgd4q & FNdgd4qgd & FMdgd4qԤ5t.5[ƨ#$]Wתp^pgd & FOdgd4q & FOdgd4q & FOdgd4q & FOdgd4qgdMlyƬ asg~߯5L߱M & FO @ OOd^O`gd4q & FOdgd4q & FOdgd4qղHXس@ôBõ2t'÷ & FPdgd4q & FOdgd4q & FOdgd4qس޳´ôABµõuBDtuv18pz (23wT\ʿ)2s|D#$+1STU!"# h5^Jhh^JhlWhW^JhlWh56^JhlWh5^JhlWh^J h^JLEtudعv1p wU*t & FRdgd4qgd & FQdgd4q & FQdgd4q hh^h`hgd^gd & FPdgd4qtD3l$s & FTdgd4q & FTdgd4qgd & FVdgd4q^gd & FRdgd4q ^`gd & FRdgd4q:3bn>Uq & FUdgd4q & FUdgd4qgd & FTdgd4q & FTdgd4q #LNYu+Qjt-AB & FSdgd4q & FSdgd4qgd & FTdgd4q & FTdgd4q#LMNuBVWXmSTVWɸzi hEh'^5B* CJaJph6] hEhE5B* CJaJph6]hEh'^56^Jh'^hlWhW^J hW^J hW5^J h6^JhlWh6^J h5^JhlWh5^JhlWh56^Jh56^Jhh^J h^JhlWh^J(BXmk)RSTUVWdr$a$gd'^8^8gdE & FXdgd4qgd & FWdgd4qRH>b,;# Ab & F;gd4qgd'^ & F:gd4qgd'^!$a$gd'^$a$gd'^`H$'>b+- A߬gHjhh'^5B*CJOJPJQJUaJmHnHphsH tHu>jh'^5B*CJOJPJQJUaJmHnHphtH u4hh'^5B*CJOJPJQJaJnH phtH h5 hWh`Dhhr'h'^5h'^hE h'^CJ( hi+h4h'^h'^5CJaJ#bEZF dgd'^ $da$gd'^$a$gd'^^gd'^ & F;gd4q8^8gd'^ & F;gd4q^gd'^ 6d-OnE^89:?浜朵朵p`jh7UmHnHtH u+h+B*CJOJPJQJaJnH phtH +hB*CJOJPJQJaJnH phtH 1hhWB*CJOJPJQJaJnH phtH +hWB*CJOJPJQJaJnH phtH 4hh'^5B*CJOJPJQJaJnH phtH 1hh'^B*CJOJPJQJaJnH phtH hiLM] ef & F<dgd4q & F>dgd4q dgd'^f(-$d$Ifa$gdd$Ifgd hd^hgd'^ & F=dgd4q dgd'^y$d$Ifa$gdd$Ifgdgkd$$IflFu t6    44 layt<Cy$d$Ifa$gdd$Ifgdgkd2$$IflFu t6    44 laytCDEV^yy$d$Ifa$gdd$Ifgdgkd$$IflFu t6    44 layt^_`aby$d$Ifa$gdd$Ifgdgkd$$IflFu t6    44 laytbciy$d$Ifa$gdd$Ifgdgkd$$IflFu t6    44 layty$d$Ifa$gdd$Ifgdgkd $$IflFu t6    44 layty$d$Ifa$gdd$Ifgdgkd$$IflFu t6    44 layty$d$Ifa$gdd$Ifgdgkd$$IflFu t6    44 layty$d$Ifa$gdd$Ifgdgkdl$$IflFu t6    44 layt08yy$d$Ifa$gdd$Ifgdgkd$$IflFu t6    44 layt89;<=y$d$Ifa$gdd$IfgdgkdX$$IflFu t6    44 layt=>?P[JLi{{{{{{i{{{ & F?ddd[$\$gd4qddd[$\$gd'^ hd^hgd'^gkd$$IflFu t6    44 layt ?NPQERZ[klrt67JIJԿu^C5high'^5>*CJOJPJQJ\^JaJnH tH ,h+h'^CJOJPJQJ^JaJnH tH 5h+h'^5>*CJOJPJQJ\^JaJnH tH .h+h'^5CJOJPJQJ\aJnH tH ,highWCJOJPJQJ^JaJnH tH (jh8h'^UmHnHsH tHu(high'^CJOJPJQJaJnH tH ,high'^CJOJPJQJ^JaJnH tH LMdefghTѺѺюvvU=v/jDh'^CJOJPJQJU^JaJnH tH @jhK_uh'^CJOJPJQJU^JaJmHnHsH tHu/jh'^CJOJPJQJU^JaJnH tH /hK_uh'^5CJOJPJQJ^JaJnH tH &h'^CJOJPJQJ^JaJnH tH ,high'^CJOJPJQJ^JaJnH tH (high'^CJOJPJQJaJnH tH 2high'^5CJOJPJQJ\^JaJnH tH iK s}     :C}higd'^ddd[$\$gd'^T ŭؘiiؘQi<(hhWCJOJPJQJaJnH tH /hh'^5CJOJPJQJ^JaJnH tH ,high'^CJOJPJQJ^JaJnH tH /h=h'^5CJOJPJQJ^JaJnH tH (high'^CJOJPJQJaJnH tH /h@h'^5CJOJPJQJ^JaJnH tH hhLh'^B* phI}h'^B* phI}&h'^CJOJPJQJ^JaJnH tH &h`DCJOJPJQJ^JaJnH tH   | }     8Z|~IJIJĉuauL2Lu2high'^5CJOJPJQJ\^JaJnH tH (high'^CJOJPJQJaJnH tH &h`DCJOJPJQJ^JaJnH tH &h'^CJOJPJQJ^JaJnH tH ,high'^CJOJPJQJ^JaJnH tH "h`DCJOJPJQJaJnH tH "h'^CJOJPJQJaJnH tH (hh'^CJOJPJQJaJnH tH (hhWCJOJPJQJaJnH tH "hWCJOJPJQJaJnH tH DdhiӿӪhQhJF:hV$hV$5CJaJh hd_lh'^,h1oh'^CJOJPJQJ^JaJnH tH ,high'^CJOJPJQJ^JaJnH tH (h|vh'^CJOJPJQJaJnH tH +h<{h'^5CJOJPJQJaJnH tH (high'^CJOJPJQJaJnH tH &hCJOJPJQJ^JaJnH tH &h'^CJOJPJQJ^JaJnH tH /h<{h'^5CJOJPJQJ^JaJnH tH iT0^!gd$a$gd'^^gd'^ddd[$\$gd'^/_$%>??D???O@Q@e@@@@@QAjAAABKBLBMBQBBBBBCC6CTCC DEDDjExGGwIIIIIIIﵩh5CJaJhh5CJaJhEh5CJaJhEhE5CJaJ hRK#h h'x]hhWh`D hE5CJ h5CJhh5CJhhV$h5CJaJ9Py/@1 !."$&%L%J(0) /M11 4448gd & F5gd4qgdgd88/;=>jADD(GqIsItIuIvIwIIIIIImJJLLLWPgd$gd$a$gd$a$gd'^gdgdIIIIJJ&J5JmJKKK KYKeKKKKKKKKKLLL;MEMMMMMMNNFNHNNNOOOOWPyPPP QHQyQzQQQQQQQQ9RMRNRYRRRRRRR-S.SmShW hC?hWhC?h6hp#h0J&jhUjhUhmH sH hC?hmH sH h hC?hFWPQQQORR.S8TLTT VV%XY?Y[]^^_L__ $Ifgd$ & FBda$gd4qgd$ & FFda$gd4qgdmSnSSSSSTUTUaU V;VVVVVVV%XXXXXXXYYYYZZ[[6^R^^^__A_K________z`{`````Baaaaab bbbb3c4c5c hC?h@+hC?h6 hC?hV$hV$hUGhWhC?h0J&jhC?hUjhC?hUh@h6 hC?hhB___{````` a'aaaqccccc d^gd@+$d^a$gdV$$ & FEda$gd4qgdhkd$$Ifl8  t0644 layt aabbb c$c7cScTckcccccc d7dZdddd%d^`%gd@+$d^a$gdV$$ & FEda$gd@+ d^gd@+5c6c=cScTcjckcccd d6d7dYdZddddefggJhQh^hchhhhi`iiii7jFjSlYlmmmmooIpZpqqqqq rss tt9ttt)uxuuuuXvvwwxxdyeyyhih5hC?h6hUGhC?h5hkVqh5 hC?h@+ hfsh hC?hV$h hC?hh@+HdeffffgggQ}kd"$$Ifl0$ # t0644 layt@+d$IfgdV$ $Ifgdgd^gd ^gd@+g9gSgTg[gyggvm $Ifgd}kd$$Ifl0$ # t0644 layt@+ $IfgdV$ggggggvhhhd$IfgdV$ $IfgdV$}kd\$$Ifl0$ # t0644 layt@+gggggvhhd$IfgdV$ $IfgdV$}kd$$Ifl0$ # t0644 layt@+gghyhvhd$IfgdV$ $IfgdV$}kd$$Ifl0$ # t0644 layt@+yhzh{hh ii*iFiaiiizuul^^^^^ d^gd@+^gdgdgdV$}kd3$$Ifl0$ # t0644 layt@+ iiIjkkmvvRwwxdyey#{p{y{||}O$ & F@da$gd4qgdE$ & FDda$gd4q^gdUG & FCdgdUGgdgdyyy5zzz-{.{0{o{p{y{{{ |'|,|1|||||W}e}k}}"~B~N_ :GRa KCHFRPQRϹϹ*jhhB*CJOJQJUph*jhhB*CJOJQJUph!hhB*CJOJQJphhmH sH  h@+5hC?h5 hC?hh< LTKkdn$$If<.=,  634<ap yt $Ifgdgd$gd$ & FAda$gd4qgdRƌnj  /012ج{e{eTe{LhmH sH  hh>*B*CJ^Jph*jhhB*CJU^JaJph!hhB*CJ^JaJphhhCJOJQJaJ!hhB*CJOJQJph*jhhB*CJOJQJUph*jhhB*CJOJQJUph*jhhB*CJOJQJUph!hhB*CJOJQJph  0`Kkdb $$If<.=,  634<ap yt $IfgdKkd$$If<.=,  634<ap yt012  IVPkd%$$If<.{  634<ap yt $IfgdgdKkd $$If<.=,  634<ap yt2=DE  ܏ޏHIJbcАѐҐ"#$%&'ĮxgggxĮQ*j&hhB*CJOJQJUph!hhB*CJ^JaJphhhCJOJQJaJ*jV!hhB*CJOJQJUph!hhB*CJOJQJph*jhhB*CJOJQJUph*jhhB*CJOJQJUph!hhB*CJOJQJph'hh5B*CJOJQJ\phIJ'(VPkda'$$If<.{  634<ap yt $IfgdPkdI&$$If<.{  634<ap yt'(IJّڑBCpqsuEFfg–Ö {|}͗ΗϗЗїҗӗϱϱt*jU(hhB*CJOJQJUph!hhB*CJOJQJph*jhhB*CJOJQJUph*jhhB*CJOJQJUphhmH sH !hhB*CJOJQJph!hhB*CJ^JaJphhhCJOJQJaJ'җӗצVKkd($$If<.=,  634<ap yt $IfgdgdPkd'$$If<.{  634<ap ytӗۗpq?@AB™ߙab)*STUVW֛כrs&'CíííííííËԋíííííí!hhB*CJ^JaJph hh>*B*CJ^Jph*jhhB*CJOJQJUph!hhB*CJOJQJph-hh56B*CJ\]^JaJph'hh5B*CJ\^JaJph6CDEFGƝǝbcƞǞȞGHdestu !"͠ΠРѠ!"<>YZȣȌ-hh56B*CJ\]^JaJph'hh5B*CJ\^JaJph hh>*B*CJ^Jph!hhB*CJOJQJph!hhB*CJ^JaJph*jhhB*CJOJQJUph7Z[ڡۡ   45rstu+,-.פؤ٤ڤYZz{|}4567զ֦צئCDٹh'rhCJOJQJaJh'rhCJOJQJhmH sH hhCJOJQJaJ hh>*B*CJ^Jph!hhB*CJOJQJph*jhhB*CJOJQJUph4צئ٦ڦܦC $Ifgd $$Ifa$gdgdgdKkdm)$$If<.=,  634<ap yt CDFG\^v\P $$Ifa$gd9kd+$$Ifpp634ayt $Ifgd_kd)$$IfFrpp6    34aytDEFGvwxyz6789:cf٨ڨҰҟҎq`XhmH sH !j1h'rhCJOJQJU8h'rh5B*CJOJQJ\fHphq f!jT0h'rhCJOJQJU!j.h'rhCJOJQJU!j`-h'rhCJOJQJU!j+h'rhCJOJQJUh'rhCJOJQJaJh'rhCJOJQJ!jl*h'rhCJOJQJU!vwyz\P $$Ifa$gd9kd,$$Ifpp634ayt $Ifgd_kda+$$IfFrpp6    34ayt\P $$Ifa$gd9kd-$$Ifpp634ayt $Ifgd_kd,$$IfFrpp6    34ayt136\P $$Ifa$gd9kdv/$$Ifpp634ayt $Ifgd_kdU.$$IfFrpp6    34ayt679:NP\P $$Ifa$gd9kd0$$Ifpp634ayt $Ifgd_kd/$$IfFrpp6    34aytɨ˨٨\P $$Ifa$gd9kdj2$$Ifpp634ayt $Ifgd_kdI1$$IfFrpp6    34ayt٨ڨۨܨ $Ifgdgd_kd2$$IfFrpp6    34ayt"#$ũƩǩȩMNTUjkl*+,ҫӫԫYZ`avwx !ɭʭݭޭǶֶǶֶǶֶǶֶǶֶǶֶǶֶǶ$hk@th>*B*CJOJQJph!jhk@thCJOJQJUhk@thCJOJQJaJhk@thCJOJQJ8hk@th5B*CJOJQJ\fHphq @"#Ʃ8nkd3$$If0T !634apyt $IfgdPkdH3$$If  !634ap ytƩǩXj $Ifgdnkdn4$$If0T !634apytjk $Ifgdnkd5$$If0T !634apyt* $Ifgdnkd5$$If0T !634apyt*+ҫ $Ifgdnkd`6$$If0T !634apytҫӫdv $Ifgdnkd7$$If0T !634apytvw $Ifgdnkd7$$If0T !634apyt ɭ $IfgdnkdR8$$If0T !634apytɭʭ̭ݭ $Ifgdnkd8$$If0T !634apytݭޭ $Ifgdnkd9$$If0T !634apytή $IfgdnkdD:$$If0T !634apytήϮЮUV\]  678İŰٰڰ۰`aghJK˲m}ijοοοοοο΢΢οh4hB*^Jphh4h^JmH sH hmH sH 8hk@th5B*CJOJQJ\fHphq hk@thCJOJQJaJhk@thCJOJQJ$hk@th>*B*CJOJQJph!jhk@thCJOJQJU1ήϮ` $Ifgdnkd:$$If0T !634apyt6 $Ifgdnkd;$$If0T !634apyt67Ȱٰ $Ifgdnkd6<$$If0T !634apytٰڰk $Ifgdnkd<$$If0T !634apyt!J $Ifgdnkd=$$If0T !634apytJKM $Ifgdnkd(>$$If0T !634apytij0Uq״gdgdnkd>$$If0T !634apytij[d۷&-L567Qǽ +,yldN?h_hCJOJQJaJ+h_h5B*CJOJQJ\aJphfffhmH sH h \hB*^Jph)$%h \hB*^Jph!h hB*CJOJQJph)$%%h hB*CJOJQJaJph)$%h4hWB*^Jph)$%hWB*^Jph)$%h4hB*^Jph)$%h4hB*^Jphh`DB*^JphDZih4h`DB*^JphDZih4hB*^JphDZi״4N[d?n޶5V{۷Cjgd׸6Py͹&MsDn67QwӼgdӼ>kǽȽͽν  +,.d$9DIfgd>kdt?$$If634aytdJ$9DIfgdgdgd,.\^FG)*¬ٙ‘p_P_P<_<'hnoth5B* CJ\^JaJph3fhnothCJOJQJaJ!hnothB* CJ^JaJph3fh5B* CJ\^Jph3f#hnoth5B* CJ\^Jph3fhWmH sH %h_hWB*CJOJQJaJphfff+h_h5B*CJOJQJ\aJphfffhmH sH h_hCJOJQJaJ%h_hB*CJOJQJaJphfff%h_hB*CJOJQJaJphfffF_QQd$9DIfgd>kdI@$$If634aytdJ$9DIfgdgdNkd?$$If06634aytFGHIJOP]dd$If[$\$gdgdgdNkd@$$If06634ayt +tddd$If[$\$gdAkd}A$$IfT-2*634-aytT $Ifgd?kdA$$IfT-2*634-aytT*+,BCEFnoef    ]^wxyz|}ɸɸɸɸɸɸɸɸ hnoth>*B*CJ^Jph*jhnothB* CJU^JaJph3fhnothCJOJQJaJ!hnothB* CJ^JaJph3fH+,.BCE_TkdOB$$IfT-062*634-aytT $IfgdAkdA$$IfT-2*634-aytTLTkd=C$$IfT-062*634-aytT $IfgdTkdB$$IfT-062*634-aytTLTkd+D$$IfT-062*634-aytT $IfgdTkdC$$IfT-062*634-aytT LTkdE$$IfT-062*634-aytT $IfgdTkdD$$IfT-062*634-aytT   yz|LTkdF$$IfT-062*634-aytT $IfgdTkdE$$IfT-062*634-aytTqrtLTkdF$$IfT-062*634-aytT $IfgdTkd~F$$IfT-062*634-aytTHIopqrtu(BCEF&'JKL|ffUf|ffUf hHh>*B*CJ^Jph*jhHhB* CJU^JaJph3fhHhCJOJQJaJ!hHhB* CJ^JaJph3f'hHh5B* CJ\^JaJph3fhmH sH hnothCJOJQJaJ hnoth>*B*CJ^Jph*jhnothB* CJU^JaJph3f!hnothB* CJ^JaJph3f!BCEXDkdG$$IfT-1*634-aytT $IfgdgdTkdlG$$IfT-w062*634-aytTLMOLTkdH$$IfT-02*634-aytT $IfgdTkdKH$$IfT-02*634-aytTLMOPbcst@Aʹ񱙊tctRtcNFNFjhUh h%h>*B*CJ^Jph3f!h%hB*CJ^JaJph333*jh%hB*CJU^JaJph333h%hCJOJQJaJ/h%h5B*CJOJQJ\^JaJphDfhmH sH  hHh>*B*CJ^Jph*jhHhB* CJU^JaJph3f!hHhB* CJ^JaJph3fhHhCJOJQJaJTH d$Ifgd;kdI$$If<v 634<aytd$@&IfgdgdgdTkd9I$$IfT-02*634-aytT2@k_*gd(gd)gdgdgdKkdJ$$If<v   634<ap ytklrsHIOPkl^OPVWBCIJcr$%˺*jh+hB*CJU^JaJph!h+hB*CJ^JaJph'h+h5B*CJ\^JaJph h6hmH sH hjhUh0J&PJ@cder d8$Ifgd d8d\$gd3@&gdgdgd*gd %gh|}45YZ !NOghk`auv  wwhwWHh!wahCJOJQJaJ!h!wahB*CJ^JaJphh!wahB* CJ^Jph3*jh!wahB*CJU^JaJph!h!wahB*CJ^JaJphh!wahCJaJh+hCJOJQJaJ!h+hB*CJ^JaJphh+hB* CJ^Jph3*jh+hB*CJU^JaJph!h+hB*CJ^JaJph*4}qq d8$IfgdkdJ$$If0f'00064abpyt45OY}qq d8$IfgdkdWK$$If0f'00064abpytYZk }rmraa d8$Ifgdgd d8d\$gdkdL$$If0f'00064abpyt  #-}qq d8$IfgdkdL$$If0f'00064abpyt -.RSGH`adnT~θθΥyfQyB6hWCJOJQJaJh`hCJOJQJaJ)h'hB*CJOJQJ^JaJph%h'hB*CJOJQJaJph!h'hB*CJOJQJph%h'hB*CJOJQJaJphhmH sH hh!wahB* CJ^Jph3*jh!wahB*CJU^JaJph!h!wahB*CJ^JaJphh!wahCJOJQJaJ!h!wahB*CJ^JaJph-.HR}qq d8$IfgdkdM$$If0f'00064abpytRSdnrsT}rmhcccccccgdgd$gd d8d\$gdkdoN$$If0f'00064abpyt <?./9e $Ifgd$gdgdgd & FGddd[$\$gd4q dd[$\$gd9:<=>?kF-/8޼޼ϴ{oo`\H'h^Uh5B*CJ\^JaJphhhZhCJOJQJaJhWCJOJQJaJh0J+CJOJQJaJhCJOJQJaJhH}hCJOJQJaJhH}h5CJOJQJ\hmH sH $hh>*B*CJOJQJphhhCJOJQJaJ%jhhCJOJQJUaJh`hCJOJQJaJ89def01+Oo"6KȻȟ}wk_w}SJSAh5CJaJhW5CJaJhhW5CJaJhCJOJQJ^JhWCJOJQJ^J hCJhCJOJQJhWCJOJQJhhCJOJQJhhCJOJQJhn>hCJOJQJaJhn>hCJOJQJhmH sH h^UhCJOJQJaJ'h^Uh5B*CJ\^JaJphh^UhCJOJQJefgqr $IfgdgdgdNkd5O$$IfK086634Kayt  0}} $IfgdxkdO$$IfTZ0 L634Z` apytT012<=RSTcd||j & FHddd[$\$gd4qgdgdxkdiP$$IfTZ0 L634Z` apytT  T Onogd^gd^gdgd$a$gdgd79:;<K,-/:gd$a$gd$a$gdgdKL-/:    Y`%&F)G)--11C DJJLLUUUU=UbUcUVVVVTYnY4ZGZK____l`s`u`x`aaaaatcucȥhhW hUGhhi+hmH sH jhi+h0JU hi+hWh5 hhi+h>*hi+h6 hi+hhi+h;h5CJaJ?:fVW>  Hhi^gdgd  & F*dgd4qh^hgd  & F(dgd4q h^hgdm$ & F)dgd4qm$gd567STf3~o  & F gd4q  & Fgd4q dgd^gdgd       1w `axypn   & F&gd4q  & F%gd4q  & F$gd4q dgdgd 0Aq:) !q!r!"""4""""""" (($IfgdZk dgdgd  & F&gd4q"""""";kd&Q$$Iflrb |P|| t0J!644 laytZk$(($Ifa$gdZk"""###### #'#$(($Ifa$gdZk (($IfgdZk '#(#0#E#H#M#K>>..$(($Ifa$gdZk (($IfgdZkkdQ$$Iflrb |P|| t0J!644 laytZkM#T#Y#`#e#l#m#;kdR$$Iflrb |P|| t0J!644 laytZk$(($Ifa$gdZkm#u#########$(($Ifa$gdZk (($IfgdZk ######K>>..$(($Ifa$gdZk (($IfgdZkkd{S$$Iflrb |P|| t0J!644 laytZk#######;kdBT$$Iflrb |P|| t0J!644 laytZk$(($Ifa$gdZk#$#$&$+$2$7$>$C$J$$(($Ifa$gdZk (($IfgdZk J$K$S$h$k$p$K>>..$(($Ifa$gdZk (($IfgdZkkd U$$Iflrb |P|| t0J!644 laytZkp$w$|$$$$$;kdU$$Iflrb |P|| t0J!644 laytZk$(($Ifa$gdZk$$$$$$$$$$$(($Ifa$gdZk (($IfgdZk $$$%% %K>>..$(($Ifa$gdZk (($IfgdZkkdV$$Iflrb |P|| t0J!644 laytZk %%%%#%*%+%;kd^W$$Iflrb |P|| t0J!644 laytZk$(($Ifa$gdZk+%3%I%L%Q%X%]%d%i%p%$(($Ifa$gdZk (($IfgdZk p%q%y%%%%K>>..$(($Ifa$gdZk (($IfgdZkkd%X$$Iflrb |P|| t0J!644 laytZk%%%%%%%;kdX$$Iflrb |P|| t0J!644 laytZk$(($Ifa$gdZk%%P'Q'((((((H)I)e)r))))))))**,*F*S* &gdgd dgdgdS*n*o******++++$-%----%1&11144J6K6gd h^hgd  & F!gd4qgd &gdK677?8@9A999m:p:{:|:m?n?AAFF*hhi+h6 hi+h41kklllmm.m/mOorFrrr tttuuuuwyEyy z^gd & F.dgd4qgd  & F-dgd4q zNzzzz {5{6{3}%\;ځ$a$gdgd6F ^gd6F d^gd6F`gdgd^gd[ 9ӈ7 2  & FIdgd4q $da$gd,gd dgd$a$gd2d &$d$Ifa$gdZk  & FIdgd4q&'=t[MMMMd$IfgdZkkdY$$Ifl\Ou$N  t0$644 laytZk"'5[MMMMd$IfgdZkkdwZ$$Ifl\Ou$N  t0$644 laytZk56cΝٝ[MMMMd$IfgdZkkdA[$$Ifl\Ou$N  t0$644 laytZkbcȡ֡[z{~Ƥ   his%%2ޫޯȸyyyyhWh hi+huCJOJPJQJaJ hi+hCJOJPJQJaJhi+h^J hi+hhi+hCJOJQJ\aJhi+hCJOJQJaJhi+h5CJOJQJaJhi+h45CJOJQJaJhhCJOJQJaJ hi+h4 hhhh!Y hDhhDhB* phI}ٝڝ$v[MMMMd$IfgdZkkd \$$Ifl\Ou$N  t0$644 laytZkž֞[MMMMd$IfgdZkkd\$$Ifl\Ou$N  t0$644 laytZk*>FO[MMMMd$IfgdZkkd]$$Ifl\Ou$N  t0$644 laytZkOP[MMMMd$IfgdZkkdi^$$Ifl\Ou$N  t0$644 laytZk/hw[MMMMd$IfgdZkkd3_$$Ifl\Ou$N  t0$644 laytZkwx ֠[MMMMd$IfgdZkkd_$$Ifl\Ou$N  t0$644 laytZk LMs[MMMMMd$IfgdZkkd`$$Ifl\Ou$N  t0$644 laytZkȡ[MMMMMd$IfgdZkkda$$Ifl\Ou$N  t0$644 laytZk?Sz[MAAA d$IfgdZkd$IfgdZkkd[b$$Ifl\Ou$N  t0$644 laytZk{~ƤӤ[VVNF= $Ifgdra$a$gd$a$gdgdkd%c$$Ifl\Ou$N  t0$644 laytZkӤ  Ykdc$$IfTl  F -6Z z0  6    44 laytraT $$Ifa$gdra $Ifgdra  !-fghkbbbbbb $Ifgdrakdd$$IfTl4  F -6Z `z0  6    44 laf4ytraThijs%$%kcccccccccc$a$gdkdbe$$IfTl4  F -6Z z0  6    44 laf4ytraT %2ޯ߯?wϴдش/cdefghgdVgd & F2dgd4qgdgdgdޯϴشcdp{V%&#½vcdpq~}sososososososogogjh@+Uh@+jh@+0JUhi+hc{>* hi+hM hi+hu hi+hc{ hi+hpz hi+h hi+hV hi+hCJOJPJQJaJhi+hCJOJQJaJ-hi+h5CJOJPJQJ\^JaJhhi+h^J hi+hCJOJQJ^JaJ(hijklmnopڸ$%ɾJyNIw-. & F3dgd4qgdc{gdV.N9JZdcp~[g dgd4gddgd5 & F4dgd4qgdc{BC[\ghX    *+./23456GHIش묠؃ hi+hpzjfhK_uh@+UhC,h@+mH sH hC,h@+6mH sH h@+mH sH jh@+0J/UhmmHnHuh-mHnHujhE UhE h@+6jh@+0JUh@+jh@+Uhrgh@+0J&. 0123HIgd'^-gd$a$gd&$a$gd& dgd4dgd5 gd'^ 8 01h0:p5qA .!"#$% 51h0:pCDzA .!"#$% $$If!vh5^7#v^7:V l t065^7/  ytd$$If!vh5^7#v^7:V l t065^7/  ytd$$If!vh5^7#v^7:V l t065^7/  ytd$$If!vh5 5 5 5 5 #v #v :V l t065 5 / / ytd$$If!vh5^7#v^7:V l t065^7/  ytd$$If!vh5^7#v^7:V l t065^7/  ytd$$If!vh5^7#v^7:V l t065^7/ ytd$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt -$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt6F$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt6F$$If!vh55a55M#v#va#v#vM:V l0`755a55M4yt6Ft$$If!vh555#v#v#v:V l t6555ytt$$If!vh555#v#v#v:V l t6555ytt$$If!vh555#v#v#v:V l t6555ytt$$If!vh555#v#v#v:V l t6555ytt$$If!vh555#v#v#v:V l t6555ytt$$If!vh555#v#v#v:V l t6555ytt$$If!vh555#v#v#v:V l t6555ytt$$If!vh555#v#v#v:V l t6555ytt$$If!vh555#v#v#v:V l t6555ytt$$If!vh555#v#v#v:V l t6555ytt$$If!vh555#v#v#v:V l t6555ytt$$If!vh555#v#v#v:V l t6555ytDd0D  3 @@"?DyK 100231.1327@compuserve.comyK Dmailto:100231.1327@compuserve.comDyK www.mgsmnetworker.netyK <http://www.mgsmnetworker.net/$$If!vh5#v:V l t065ayt$$If!vh55#v#v:V l t0655ayt@+$$If!vh55#v#v:V l t0655ayt@+$$If!vh55#v#v:V l t0655ayt@+$$If!vh55#v#v:V l t0655ayt@+$$If!vh55#v#v:V l t0655ayt@+$$If!vh55#v#v:V l t0655ayt@+Dd #R  S .toptopx$$If!vh5.#v.:V <  65=,34<p ytx$$If!vh5.#v.:V <  65=,34<p ytx$$If!vh5.#v.:V <  65=,34<p ytx$$If!vh5.#v.:V <  65=,34<p ytyDdZX  c 4Atoptopb3 %bk:!n3 %bk:PNG  IHDR .PLTEwAbKGDH cmPPJCmp0712Hs&IDATW- @w*} BȌ쿮cp/"IENDB`x$$If!vh5.#v.:V <  65{34<p ytx$$If!vh5.#v.:V <  65{34<p ytDd #R   S .toptopx$$If!vh5.#v.:V <  65{34<p ytx$$If!vh5.#v.:V <  65{34<p ytDd #R   S .toptopx$$If!vh5.#v.:V <  65=,34<p ytx$$If!vh5.#v.:V <  65=,34<p yt$$If!vh555#v#v#v:V p6,55534 ytDd%<P  3 3"((W$$If!vh5p#vp:V p6,534 yt$$If!vh555#v#v#v:V p6,55534 ytDd%<P  3 3"((W$$If!vh5p#vp:V p6,534 yt$$If!vh555#v#v#v:V p6,55534 ytDd%<P  3 3"((W$$If!vh5p#vp:V p6,534 yt$$If!vh555#v#v#v:V p6,55534 ytDd%<P  3 3"((W$$If!vh5p#vp:V p6,534 yt$$If!vh555#v#v#v:V p6,55534 ytDd%<P  3 3"(( W$$If!vh5p#vp:V p6,534 yt$$If!vh555#v#v#v:V p6,55534 ytDd%<P  3 3"(( W$$If!vh5p#vp:V p6,534 yt$$If!vh555#v#v#v:V p6,55534 yt~$$If!vh5!#v!:V   !6,534p yt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pyt$$If!vh55i#v#vi:V  !655T34pytd$$If!vh5 #v :V 6,534ytm$$If!vh5 5-#v #v-:V 6,534ytd$$If!vh5 #v :V 6,534ytm$$If!vh5 5-#v #v-:V 6,534yt]$$If!vh5#3#v#3:V -*6534-ytTg$$If!vh5#3#v#3:V -*6,534-ytTg$$If!vh5#3#v#3:V -*6,534-ytTu$$If!vh5q51#vq#v1:V -*6,534-ytTu$$If!vh5q51#vq#v1:V -*6,534-ytTu$$If!vh5q51#vq#v1:V -*6,534-ytTu$$If!vh5q51#vq#v1:V -*6,534-ytTu$$If!vh5q51#vq#v1:V -*6,534-ytTu$$If!vh5q51#vq#v1:V -*6,534-ytTu$$If!vh5q51#vq#v1:V -*6,534-ytTu$$If!vh5q51#vq#v1:V -*6,534-ytTu$$If!vh5q51#vq#v1:V -*6,534-ytTu$$If!vh5q51#vq#v1:V -*6,534-ytTu$$If!vh5q51#vq#v1:V -*6,534-ytTu$$If!vh5q51#vq#v1:V -w*6,534-ytTf$$If!vh52#v2:V -*6534-ytTu$$If!vh5Q5#vQ#v:V -*6,534-ytTu$$If!vh5Q5#vQ#v:V -*6,534-ytTu$$If!vh5Q5#vQ#v:V -*6,534-ytT_$$If!vh5 #v :V <6,534<yt~$$If!vh5 #v :V <  6,534<p yt$$If!vh5'5#v'#v:V 006,55/ 4pyt$$If!vh5'5#v'#v:V 006,55/ 4pyt$$If!vh5'5#v'#v:V 006,55/ 4pyt$$If!vh5'5#v'#v:V 006,55/ 4pyt$$If!vh5'5#v'#v:V 006,55/ 4pyt$$If!vh5'5#v'#v:V 006,55/ 4pytu$$If!vh551#v#v1:V K6,5534Kyt$$If!vh5K5#vK#v:V Z L6,5534Z` pytT$$If!vh5K5#vK#v:V Z L6,5534Z` pytT$$If!vh55|5P5|5|#v#v|#vP#v|:V l t0J!655|5P5|ytZk$$If!vh55|5P5|5|#v#v|#vP#v|:V l t0J!655|5P5|ytZk$$If!vh55|5P5|5|#v#v|#vP#v|:V l t0J!655|5P5|ytZk$$If!vh55|5P5|5|#v#v|#vP#v|:V l t0J!655|5P5|ytZk$$If!vh55|5P5|5|#v#v|#vP#v|:V l t0J!655|5P5|ytZk$$If!vh55|5P5|5|#v#v|#vP#v|:V l t0J!655|5P5|ytZk$$If!vh55|5P5|5|#v#v|#vP#v|:V l t0J!655|5P5|ytZk$$If!vh55|5P5|5|#v#v|#vP#v|:V l t0J!655|5P5|ytZk$$If!vh55|5P5|5|#v#v|#vP#v|:V l t0J!655|5P5|ytZk$$If!vh55|5P5|5|#v#v|#vP#v|:V l t0J!655|5P5|ytZk$$If!vh55|5P5|5|#v#v|#vP#v|:V l t0J!655|5P5|ytZk$$If!vh55N5 5#v#vN#v #v:V l t0$655N5 5ytZk$$If!vh55N5 5#v#vN#v #v:V l t0$6,55N5 5ytZk$$If!vh55N5 5#v#vN#v #v:V l t0$6,55N5 5ytZk$$If!vh55N5 5#v#vN#v #v:V l t0$6,55N5 5ytZk$$If!vh55N5 5#v#vN#v #v:V l t0$6,55N5 5ytZk$$If!vh55N5 5#v#vN#v #v:V l t0$6,55N5 5ytZk$$If!vh55N5 5#v#vN#v #v:V l t0$6,55N5 5ytZk$$If!vh55N5 5#v#vN#v #v:V l t0$6,55N5 5ytZk$$If!vh55N5 5#v#vN#v #v:V l t0$6,55N5 5ytZk$$If!vh55N5 5#v#vN#v #v:V l t0$6,55N5 5ytZk$$If!vh55N5 5#v#vN#v #v:V l t0$6,55N5 5ytZk$$If!vh55N5 5#v#vN#v #v:V l t0$6,55N5 5ytZk$$If!vh55N5 5#v#vN#v #v:V l t0$6,55N5 5ytZk$$If!vh5V 5-!5 #vV #v-!#v :V l0  6,,5Z5 5zytraT$$If!vh5V 5-!5 #vV #v-!#v :V l40  6+,5Z5 5zf4ytraT$$If!vh5V 5-!5 #vV #v-!#v :V l40  6+5Z5 5zf4ytraTDd 1!7==e   HmAObject 1#"PK!^[Content_Types].xmlAN0EH] tA*ٓj2<&i˂E,-ZQy*@2:k}*da< us}UmYdCJAk6N8Af=UYi)!"-^@t+ S6ƕoQ9JBLVM\sUysnJ7U|Il2\PU&<.~[m'E;Vx PK!8! _rels/.relsj0 }qN/k؊c[F232zQLZ%R6zPT]( LJ[ۑ̱j,Z˫fLV:*f"N.]m@= 7LuP[i?T;GI4Ew=}3b9`5YCƵkρؖ9#ۄo~e?zrPK!A}=drs/e2oDoc.xmlr;&1qhYJUYeV&FvyyI@fK-/dJADž9?t7M,Ӡi 'u|UhEI!Iv{Z?~v6Β! HZuqY޼~]c:%ٌpSR¯aNnao|8˳Xhh\~ ZIׄ}+Ϝb?_leF#o~0+nXiİw= =)c8Q}!+ءaۀ]/jUN7t4ġ^B⨫wS8'f\h k^gcJoR-^ݞeCЕˌ_-kzx^ mɛY^i65؋A!7E)vZ}$ Ը횑\[2p&)'aG}K2Ikؗ$e[|j!/nOGy.޳!,4nv?$nqxח\՗Qw<*ưծyQ)q64nq3u.~!LJXl0&3ڤX@!%E9(_$Akx>K,ei"z1{:Kuũ[Y'>k.9, y翰,=JO*grH _:dm%*ąC^q!xiwJ Ii7&9| -q]uĴ29(S%LL)2Ĵ2y(SLL)d0*Lo| PIŔK"h|bJI¥hX>^j'JT x ݸ֘TbUa93]t5iXV>pfI13N{QHFSl--}k_N1>}0zfi:<'9aܭwv BXCm#T,s`O7dX-v"G+a Xa=@BЊ D>њ%E\]W,@LaWC0 I q`"%E%"~׉#jq-*o+YdX+dĕw'n Z k$j$7íJ;僝Ca ۩ΎB)\ʹR1ʹj!pbH r\ `(W=&JNwW=?+e91ET~ ȯfTש>_0iFTc,L jqz٭o:#)a!? IԸIZllHM!}~j1hMRwiv" ֎~͠uHX .2@-@4hu<ٹ/2rNn(N51 [1 UN(F(XP= {aܿuߵA넮_nw"ῂ&gyN5qH{([lf x:Hq:)NHqZ)NHq G8BSkmR$^}h g,'1?x50J YъHLm-hb-Khhvx5=| ) B4S^j-l9\oOO_z'2w?4ΰݐW{NYB!v%+W+gE%AMZvՎdsaC΋,Դʉ0BDPS AMA,5jr,h,Y')ϋƜ7 ؎elZy6];IYVξP4&鐦PUQ10HudV-+"'G$C4;/$VoQ便NӶF-5r;ld)@`L/fMmDnlY tlv1JՅ= F+ڣ-|(< "KȆ+= L6c_})ygY$,HfxH僊l=*AReNNn] 9vQ9o#OגlWRkEzlh~w8tߕ%~(s$w;gbM< щKb2؊68:4.Ȳu1\P-%4n1?ݲV|q6,at-qa*FN{[ôIL呼EL$-X=LvvU@j7Z೥״혒aZ#[_@F =ˆkyCU6;؄ Q%9^'t $_øN|lY^i65؋ӸEnNRZ-SkTMHDvpɅnՂ~[A<\]?VR `qZSVʉz bXq b0ܜc㇮-~u1LQiy<Ɇ߆Er/ A*FD6C6tJ\c"i d3r") B6S LAv6cΔTX] frMya$st0u4dV_aN^&"U* VRm=U|Mg$JٯՆ vB FaTNZVXQUQSVAJӄDM:Ew OaDMlUNDM1.X b!j* jn1s?˘t^5]Lȗlvچɓ%rVIIs#LfȒf euHk娄߫3Z,"z"z[=< {=SA,DODOQU%^V[ԄP iI+~9|?,2K*򚬶M#jP @eCuKu9 :`ÀXіI3Ȇ:D[R+ jmIA)XȆ b!*Ά;fݼ "6Is:`IlQ% ;U?wdl4l4xg$kWsE Ly@YY4r T.ᖂ`I2dy'j2Hp P "'4}Reʎ龹m3܂}d\5k)Ao{@MaN5~JoZDMaԈXo b= /ln0 EEZqՈ NBbl$Hk}ࡓHKކW!|닛~ (n4! j{؄NѱRK%#>J@ ˁ> [WfZ|LzP7¿ˑXpv>a%L)Zv %w 5_{{GJC&#&W3:87ckk<ѐDPK!=)drs/downrev.xmlLOK0!MT(6]*zlɤ4m^~SNv@X|"&$.e#ˋ fz}jP,PCXHz0Z vjprR/t8ڧ5o;ymsK3Fe"%>CLp"_,5dR RPK-!^[Content_Types].xmlPK-!8! ,_rels/.relsPK-!A}=+drs/e2oDoc.xmlPK-!=)drs/downrev.xmlPKb9 n0$>:VBa\fn  n0$>:VBaPNG  IHDRuUPsRGBgAMA a cHRMz&u0`:pQ< pHYs&?yIDATx^E#l C$+ nw8p'd8www"gw.}:wЪXwwR]zNΝw^iы-ȲK,̜"]:+@2iif/i]^lƻ79uv*Eo7NNSj.4aZ]Sg!b,e>ͻ5PY /sw-sR],ЌR0cOg/3iNSg2ܩg/sS (cYhE.Щ yL1c{tqLҍw;w=},?;ɱk[% ;Q.7@=S~ gcuvYiȯ.ytp;X0X`/SYfiIM]$XbƢfwYėyY_U[ۥǫYhntij j!=幜IMMr_ׅ:-եBb v23@nbXt]|ҝ~MK~XmѮ\tZ"2u_^|VC{}˩&+ܟ.w9fJ,"3j}BE.Mc.}9‹c)3zl?O퀊Cֺf)IN- $[Js'u stK,i+Ygm]kًtq>:i潛aK١f]1ꈲacSydhy`/[Oy*ݲaOeҊOJ+3kydh)}*F[Rû5ރ/骫6<ISNǯէ液mN*lw}ʺWq%i(F/%J3Ǖ ?UZ~|Y<\UQ["|.,6 WZNurҡ#lqmuC7]9POEeUok?--cTޥfzÔg̺Ckwy[uCGgx!*TVjϾˆlv;_WYҎg1JkNUQX*z Rs|>1JQ,aOKkHV}3;JvVfֽwn!z]9wz lPȹvh_V}9ks-qOϪQeAP7WQkwKEÏZ=V6{l>OP}2lٰ\y|μ{ڞI / <^džCwӽwC4J{z@+ٺzp<}=s]C6 ˚3gF{}4fqodk{~٫Ȅ78a0dHf4}^U{7ʆuxmN_Z1=]3zmwڷw| n U=_~C^Qi+}h_ZY=d#Izn=b9ϩ=3l2i%!oMv]Q}FQaP.Ծ[\I}3<b5 hۙCʴ&>n[5ߨ]p-m{ ?]pzC:eiŨ <[qkZ/XSDaCF vjE״WUioa {<[{Fּa'~{ZcЍn_nwZqfIŨ. :E&L;vpn-q }5fCk7fQ"ﶧP_Z^[a*+>lۓg V,&R-`JF?"B*3%rv$NZ|TEҊFDri_awSod$l;(=Xw@Em%1K Gho}^[\TԬޫj%5-n)׬[9u{*Ԣx64η,iSj*QO^+>i klRR9bvƎ[au5>kGyf~k@tŹH^r۝xzP/3{B/VR>[Aԯ/t I埯jc87{u^esy NIUeۜlӵ;}HQ;鹹tKQecX힪>UI[zbvs۞y/3Y ]+D.sϥ:Ù.W-{!4aIiGD6;*"ͽ=ga3ZJ+_;7.zWi3kȈ : TW"/bSVU]oyOwgJ>nώ-Z*Fy`{\~NV'B,=,s+ύoޕ֋oZ0'i'ϳ'3O5W@?jC'MSUe>72嵀:i{{gq ]mF4"n;k^WIC{l5j=%湭>3)>Lsm\Լ7)?_sm9{Y&UwoHˆ4=+N jvH؎:"ZxoJ/[yM<[HIZ}ӑ+$Ss'I(鐮{oΜN|e|*Η^0%KH?WK*^?#,v/!E9b#K$:{']ԄE/^/ϳqz]JJMe#uy->?&#MgS:t|N(@+T>ς , IwXs] tQe4)mOSN.l**XVmEc^Ѝݏ =Q54EH?Go_R?-?gI]6t2{?la\1ŞnSV8?1豮5y<!5v}FԳ|FHmE~ֽ}(B6fEX3OL0=+?BJի!"(ܫ4eh~o\^Uiz ;EmN 7pװc >mi$],$&IVPLJ/H!uU5<[H>wTv,Y5I|FO_}"|j0mhCtςsRej}ƣU]zkC^{BcyͤCW)OпaE[z:z ]^mI}!uLƵ s-Oƒ9_hT9"Y{OSyG|_)RP͆b@Wzaq3kVdyRƒ M[kҐ ,]K5S[J*FɩI gH*mCT}O(S-eϐls.sBzP ӢB McrxYI]If:8CA^.fRG^IJ/F_T՞I>X0|܆Ή]8rJ!%eݥKCG,k7t4Ѣs?4fZNR8c!Z3*zJUO- ëզ"uð iUrQ9B[N]*4qʩ˫vIkdB#uޭ\fR*}^wDXʕ**E\k꾑}SͩN|l37DR^e1꺨1߷ Lu$^6PJ2玲zDcf/G=wPV}8]mK8:3QWj4Qe=~iHv~!R' 򴤎5:aCKg6 6<_J_x#6cT{ Q%ԚB*z~HKD$^&}w8c|Vfho[רd%u5k Z-WğRO?:Ѭxa .FBc.RBBJJ%w: <wpj2_c? 4˪Ua5k@QŜZcs'M65OÍs3L_)HH i4X!y,2IMڱn - KacoB%G;nO$P? )%CG+XTu?$=k뫕&dfAi\gpS4|VAW?&˯Rya,ahW^GBCH à  I(fp\i|g-uhB5F҆ޕR]uHg!-c~q(}3҂hS8n+OKxr@4>Z|0^Be9`7]3:E "462}>#tH->Мobs36;eH=i6 atHm}i߭TB5)h(sXR/)vʻvojz!D/yҙ3/)nQ)UiRA}ڽOf .ܝU+v1kyBmȘ6*;K@kIR6GB\v ÍH4DpM4Ni8+봩zBi"uKCꊵ׮wPv'P{N^^J"?eg=,aFKƯ$ ӕQYOP_,493hAv Yv[lh/.2I :5Y.Y˷N;X>a6ޖ i#iZIR#Tv\tEG59ur'$jH%Y8R<3g^ +{ sd7 !ux LUe# h R=˷QWTxНyNHKdI]∏zE#/z >vew܈;##ueG8IBl4AƯ΋9yyWFjمAD$,({quOwHD܏М_Z)aIp܏RK95`ԁ 5se=gdgQJ(dE $Gdh_d2iFI>`0lɲA?*.m CzqYiC4Vgl8JiH*ڔ`z⩹'I@'2ݺV*ŕ5o ͐1-A갭ac^Z;*~#uMy'ZYMs ƿQ] MjHNMnm`C$u -j&tgh.;b̹ .i@kjRUTK-43^ĽUqةJs>OԹɧ B^b:RN$4T]1 4NUaLb4XRł^&NU}]^E]vU Wվ;"sU4'}{ WzX<)Jd; mh#ȞN5#Cۀ< "uOo96(f_ԡ$sY4V5-e[]:ѹ j\Q>8̴F:者%5 `R"YnUl'5u5%Bvj|(⍱)Ivb6%No(I+5FDrW9{pyߩܕLZy,tEQ>D=+].B:ZQ}_7S:""DZX$uI }I㓵 sQHZ ǎG}OIQa{ =+Jig1©mXQHjPg~IwDͅ_ {zRyp s̗gN*!:}} fkݼH&"z{LK|u[Ћd}"T0oOsUf6&7%sT$uڮ8+z2/o#p{שV>]#u"kgR,֎b=w]y5>$ Vm{T G:4!Pil1~#?^SVE JX_1,9,E{$uZ |3ϙuI]ͅIZPO˶;-rq\(uR&]=/`*ufW^N='UY恙<p3'[GR/G?f>cS⓳Vԫnfԥ9v 0bς;Zcwg.YbBHϳ +Pv6x>YեzNr{ctski{4H?>ΒN>`'IKi/P^[&9R')bVmwϖ= ˦$uΖ|5<{P9Vn[Ftn쮺' Wu&zi/8lE?#uNW>y:\Ֆ(whM(Ig@C_,䝵؜tRǁ/GȦ,i jc(;J7&=?9Ac Saub6ԅ!,;_TwӷiL0H}bP€N5掳<͊@փY#$y3*H:i,ym~QLE7c!lFy5Ն:wL?4ߜ6oLs G#/5#1ث[/Ejfw f v\y3TFs5ԥ=>4ܢ!:POgNu/hHTu=Hψ9Q@#uig=K7pǞ:KxjcvIK:,McUIv:Fýu[\P,=V>5>Vz?q̮,Ωs6:\C= g$jThatB w(.혧QH;H;Bz[ھlzRܨLnv}ny uJ*Q5\(B56ˏ};foȽgp$_Wj_4h á!fiIJø Uw_p!Z&ЗR ea'8gрd mhPC1WYYt`0G8xs udjsц|m&O^"'8VuӐ1Bu7ՑrU/}`l]Dk+HY[⇏;\]GE{bUC%u޻38N "s jBn{p,Y4tT^g^'G*iG (JupODSxi_g"X>QI ~Igx=vKVO[ILf]>M(d{xq*dTN$sO7C,ᛑtf%#)ty1RΫ&{W:ҭ7Z.0$l#w0jA!QKX u΃9R巄] v̿/C΃n>pvw+iD,1H\ܺvcӖ{} ,_qwR⮛ Ʊn1)S|=Uj_!)x@;Q2xT9sˆ5 9צ)"tc/\fLNG@ D^QJ;kӪj/gXA6u<K}f^Vlywj;uI;KjZ=e5DM+)T:]/;/y; JTGHARb/ݹrZ!5YDd_wP1͙۬$ׂ:#)ż>NXo_yS[6洏R#uP,ۯ t,ȝW%4!T{Vbsvs+2w6~*! I%ièJ=שo4gzZmjs9AoNrd|N G"maf{._n 6S1t'NS:FUYGˡ6ԇbeeiS!gM6Λ.*$j0qz%:*ŠPӤx;sO ,o[XQՄ#i1, Vr퍤Lҧ!ux&DwSf(|5օI/&|JbO@RdOETX56D+ۖ-#peˑ@/.'*`͎Nu=JeUե,c [ծZiHgL鸋KJ߻3,FB긇Xm|h:.Z{Im`^sH[I)iPBuW1RC-hЬ5Yf qN %ue?\ OW:F4<]R]s{hYn !u%+/~uH]g?کUjHm%(|^DHǮ3֋uIIp$[PjlPR{K.k>J}o ;,+YB9Ž{šulkd'XP AGrʚ,GR +~:G!1m/|^R^hCjvlk9NX!gk+G]\qҧ=Y[ʴ#z.k y=%3C֞8,!)!uC$ټPm01NY)6WF#rNz4d1NDOŤuh&KTAծts>ekne/VƗuR\nQQ-}Il6W~U/{w&ԖtDPwI :+N=\ۼ:SSөҟŸ>N-96{t{yMKZ,"tީv~[(p֌Tݬ4w<pq"3!u4%;j# :KpS9?i㴹H ziQ'ͻiH}Ri@p͸cjt|̖(8 'i]*I]v~tCۃE8o(fǿ: uLIF\ysʓsf.tLS«<E$)G[Xc Cm8z+K=L:t1Kq+@ggPQ#O^JUV{z#7i/e+J/Ozj% bsM!; zcICxJe$JY c$t͉#+c<%a1^` ok8~6CX`/np6#mG/$nSӺFO>S}^ {B"YAW X 9y3ľr\S[8- YUd.cYV -*JEYr&0|P*=@㲑ϼ15i& iFzg5f) VE9MTپP_ p툚,3x=7s-Lfcm[Xc1 y8EYjG;żƳa^uQgFZf;tyhjެ't}l!A#>}xxsxtxڮEWzt曹Y!c$dά!}{rTsSֵ}~RWuze H`8I3g%ٵcOVJs%uI l0\lr8ҢQ3wѽG/g a"6erV4P?,SӢ6u8Ҹ2Uv@肂u%i ɚOfd 'uh(nQ.-yNsYv^E+%[gF!XqVvu%f@%u43gZ;9樶U A㈂6S?9R̄|]^R>='7΋HF#s^AU!wB"/`a!̹rj2r$|V%u"wkA2%+BXr ]KjlԎWKW+a]R51zg!a> iCb+y;zL! ,,%ԑ$iL^-wԵO;LH^:\ϛ6̈́Ҳw5:‘.ԙDnz ?jz9\yG)NxH$MG/'-H!^vW5X^/գ 9IAccq$'Aؓ;g7Z9^Ş)$N;-~{Σ %u8dU^a%W;:JzqdSAlgGN$2 61i0gVdZoc0}Z%.&04H{{[:C $lt3>WoTiX9yUKp]>b[TҘМ]ݹ )@0BČ:A @Z¢,hbͽp3oN6ШuWTsq1%K/0OUv*%^<vTdʹ&RtA_GQN=8 ; 8|TZg÷ )<(T֊2b:#J1GQp-檝 xHϪeTw=<Ճ:'xS!_F7dap;e{|b|Qh_5y+8fmpH"^Q .ҽIz(4 Q+3qGW oxQcIx#1K^iLVB$NQRby8rw}O+=+r: iԫzWOs=Gv_=S;E($9QWLcђ86*a^INfS&X嘗}.܏=H%i7筴saRuݍ]\jltqsH]X">57"N  ܈:Wgԟis]-ѫyvyx8f@󱤏yb~G|:Y6rb{[9mo;gyyI RmjYq\?}@xZjsοf{PE@sًJ|PJSbxf:k?]#f@#e쾊u֙*݇CI݋Hj7TvzlyyNyO2Nbvս z7ոɫ!n&sX^pkGѪ6w ׺1Ϥiipp+9W:{N r[s >kqr1锻X5ܤ'ڻE rR-5a}X:lS}dq:dGs%:υݢ^CFl?:kjva1ǚF}"zPؘ>փuZΩyvt';|4ɢmgڽwO63Ѿ0f5|w-Mn}g8ԈɵmXtlCT_Yup)x%Snj.jnI͠~{Ca{1|WyG ΔGO[88nyd8MZBݳ͂yxdTs$7bÁ JbNȽ?/PW_e_Ҫed׽t?ER?lyqv&>m7~Yyyl&HBݼR;WP}I99f3SHU[lhY/ĐU]8^^3r4}Rȵ>w޹J򼾫tN 1my9jlT{mSfQ47w^4w[VdteF8ELbQW,\ύIJrq̷WB43F>.7J1^>ƴ/'S[HsZS^ύ7qIXVö:Ms5fW٢n=6tnU=wY1tР{o0Qԯg Hc!x޴靺uG_EG"RuLmjc|'jlkԞNCDȧxxa.d3h':Uι"&iҪ?{E656|Ek3WFq8e^XUR4*lXDD:͵r({heZ|@_s4cBY{e 9NY3;'z~m Iv}Mع/ed,J9iCvs۱EOQrBSlͬΰj9|ZZQ_wwXr - csG7vdU$ "BYy (hpca&/pRi7+߁ēg Gpt;ruwu;3 RiIDuvךhcy}d٩cGY{ b#'`+gjvv_Dm(K:Y9mQI"tHzU~g,Tsϡw`xp3V}7|_KydIvc 垵}6Nre۟~O{.K}bϥBNs &=i=fٹt:9 P(u"液ao=;e"6ڭb⼜} 3sW+yA=<e;#Gygr)^7kn`̍6*5*?zh^tu2g5V=^7syO<)LکDvȶl yo˼ܛ_]9j}y8U:_Y^*6L,)ui̮MX_efI{(kP{!i ]ha2yIlHyVp RaT<4e3nҜZgC0 C0 &GH]Cj!Ե!`!`$#КI]5yumw cF S)c}_2,g/4+)nUW욢 l!}[Jy{E*vKY?P,rU\H9Kv; 5$5RF`!`!0OfR9:\qbj}%MerBD,?u^tBx(NYU$FZhX[ C0 C0@k&uth[!iҾ ׅ1bK HƎQ@d<~~t*BbeX -Xia -)`6kcyVH]+k!`!`@h'6*=sB?}"E)>l$t&HVIXyϤi`vH VH=!7{Y|8c #8>HH_TG#B*qҭ Ʀl}?uB@GaR= 8C.5b@,!`!`!RGP/P?Du?؟C1R Yy3"a H]?Q_Xi%8QK$S&b>ߐh0RW }n!`!`!w ]C$dSL +F$O{WbΥg!RǸ`b81 /U'"%JקaxQr#u c!`!`41m!uz@ !EQ,tPwcI]t\x"(á1+Dpu~'yLs+DU9!)ze1RG)3H#uiF!`!`͈@[$uHD;Z߿I*ELMA"Cu>O >M"u+RgZiCC7eG/uTҐ:uc#e`ˈ}!_#c C0 C0 &@-:=F{WߗW|2=2!B!R2b9uDlJ^a;eCIji4w1 C0 C0LQ<  DElfDC')|9i4aG>eIo?St(th9{IǁM[ ?A?8‚!`!`!&h)y"I&y~CCXާEH6t]( QJqZ¡hQFqm%H 42pR( ݃FrZ:[S#ui4-!`!`B::JbD%?@@u/Ѐik4?y x2PImhhL;;v=GΆi~7R7z C0 C0 @ +#`u0 C0 ?0 C0 C#`u`0R7YVC0 C0 ց1֊AH]n!`!`4!FL+!` 50 C0 C :':2F:[ C0 Ch'k'ihFe2 C0 ChMkMam߈[}!`!`M& lCkCeM5 C0 CHFH#uy!`!`<Ǻa4aJ(>ِL0 C0 ChMxR7I:^pA I顴!`!` A`pQ¢aQXZC0 C0 C5!_bapR} fy^PZ[ C0 C0 C [O%!`!`!`iXHF(8A2M&Kc!`!`!:X_x7$usyҭi C0 C0 C0 B  w>2Qqo0 C0 C0 C#Wѷbi˵[ C0 C0 C MZסo!`!`!`v6QC w+;a3 C0 C0 C#":͙gs fҺxwX C0 C0 C#n\B0oQ7@C0 C0 C0: ' tu l!`!`!`zR ?JI v*i!`!`!A~QcMOw\\ߗ X7 C0 C0 Chs`_mRK50 C0 C0 (Zz3X C0 C0 C!`퍙0 C0 C0 Ff0 C0 C0 C #` 50 C0 C0 #uv!`!`!І0R׆Ϛn!`!`: C0 C0 ChkÃgM7 C0 C0 CH!`!`!`aԵ!`!`!`C0 C0 C00FY C0 C0 C0Rg!`!`!`m#umx醀!`!`!`{0 C0 C0 668x衇,vt`F %1 C0 ChZr+hV!^3gN4R״f!`! e4 ݻ.DcI C0 C0#uͲܷB;Fob C0 C0#`#c `.Dc) C0 C0#uͲܷB;Fob C0 C0#`#c `.Dc) C0 C0#uͲܷB;Fob C0 C0#`#c `.Dc) C0 C0#uͲܷB;Fob C0 C0#`#c `.Dc) C0 C0#uͲܷB;Fob C0 C0#`#c `.Dc) C0 C0#uͲܷB;Fob C0 C0#`#c `.Dc) C0 C0vEΝ||{￟>6mZ?q;ԩS>̵wu,(z?C~>t&Lp~7i|)Sv c=w}WݴQ\mnhO>֬YBWFob C0 C0#ЮHĉm&ѣGн{`W VXa\ܚ駟viKJJ??q={lApw 'ON;4f5t-_;]9%lm&6lV3h׆C&MJ,󩧞 6|sne Yf`s>s݇~إ۷op饗3fH,L_\v}r/?>Xo\w\:kzԥh,!`!`@!ЮHҬ+oxۃ>K7f̘r)2_:ȥ[r%~;/gw}7`țO?ud)ڗ#}zb;׿)sW4_@ɦl"YlH]MLV!`!`@z矝4 Ұ?Nsw}w/ yk׮'#u3"%_<8ꑺC=ԥC }Gfm!|-B{]ԑ6چnݺ\sM=RntHݢno{J09^:6lX\p"",}ى馛ti}'YpEUP[;3R~!`!`͇@%u;s_PA ![n#K|4hIaV]yN1DGyH !II]iiKWYYsW_ IE=;#I ! +'b[lQO5R|l!`!qhDr+;ꨣÇ;bK8[0 dHy&H1@,:'g]xEIR:FB`:.\>q@]Q|G1Rq'!`!`@!nIBK`i$u#G 묳#-nHIHCH3B OkE +F%uw^pEQۣaZ`\ .w( +F dBrӵ^*IH]=V!`!`@Eݒ*-cPWDiHݱ r#urHAKlpӓn㸀 .y='uxĻ%y(Fl HIO[ J-BP']~[ne؅rWk]ϩ i5h9\T<[q<9iA4֕xݰ/Wsմfo͈gsf-İ'ocBMTc!` ;R$Mtc~{w*߂{AK/~QFVQ 2zv$x8 :b`9 >a OD6'msv ,I]%ԥTñP[YWP\4u /l-b >o  >lWr_ŝ!w C0 Ch.@GFA<`s^!<@?3Bz'uZ]?餓pҮ^8|QIYg̜9Es&}r9bWks"u)zrKp7:0i'#u^JšZgB.o0}m13}nhdþ_Yμf[Kq>WPWVqrx.-zbL>W_}u^Rw7ҏ=9nywo=gꪫ'u8Lc^yw:uDI:_H r(&+$učr9T/g\H]'2i͛؝$յu;}n֗)a_窭"sS-T/Ah]ǫ(WaYC90 C0R"H? &-j9eOz޽{S4RiG.!nIaEyi )\PG]st{) ӏ}2 kO3ꡐnn0E{ RɋH6^~P\X㿅ym4(V&רkފ^5OCI6ew Pc<[J0)ExR v%nb!2]glU1,^}үDMM"#ʊmU\d8!`!м[R;](4y س`A*J+Q|뭷8cIΨ߿:'C>R$wzԦnΜ9Ppܸqyူ'u}|"q>4':r:$ԇ(p_[x8_V64K^(Y߇*^.=ߨh':!>,/8.{^,=Hnwc(1Bs❑|y)!w2 Ip~L ]R uѻbmb>=Ri}E/>Rƽi=^ X>v"*YqDEOl껗"ZEXR`3Icn'J,EEo61Sm!`y0REE׮]O>9G@G%u%\`F$xaC-@*"Cֈؼ]ƑlAҐ:R&ɝAہjQ_G;[3f8G/G5#uޏaW*_|QO]w]Ι Im-Dh[ D 4I QHE1c AER}*ri}-sDE$/^E> j+;C{FU{aYH ʼ=,称;8WksHAAQD e!hW1uAH9!> |2, >,Q9[D A!qZi2$ *8R<`H[#_ Fo8PATxC']Ie"恰"c5>A:TؒQh!`!`[RgƆH a^TA88svΓ2$n+<0H +L 𪫮J$u8hNB зuo6W_~AϞ=smEb8vXSOuAQ夬|-?\;tH"uHs k+ΩB#M0IN>GT/Q$,d *1>>yw^i+P]kIe@v5W(!6hQ>$#Ud!EE !Yc BO{(NV!>p!|ΕG% S$;cɒ+x2x^(EG%oB:i# C0 C O9'"Æ +Jx)'uVr/Rhڈ]q7^xᅜmGxIlG+;wv 2$'DUV4@ؐ.R6`O@xD5s%L$ j~yϛ/S7:}c'G=Lna)HCH"F)FU)t #A{" {f}AnsB<\G?"}6#IDrV H"$_^5vTy?ʄB,-!,HİkV(d:xG57enH_xI(mxB=~;JO/J|~hbEOl{TĔtu"v}[RC"uЯrCo !`!vER2TTjD _]gu=qBr=t8 N( i_Ҡgx<䓮LhSO= I}j>ɡ5uF#NWrBKf"uY>dh\BDآ!CRANytiXܣQct S#=vz2 [W+泱\lQD:FڄDg~@}QiP6U"}޸[tp{rI8m0 C+R" iҦ-')ڼqč>Gt 0bc/-1eNL 6T߰?bk?`/TΓ'һ ]#¼!B.^$I[WKyUB Y$(w뀀" ,TPB#m{+ B 8x$^b xA4~ߨbWLɘA&i!5=ԱI*$}4ZC0 CHqC4YL~|BZ"%0pebQC1jsBY@jf $Z񪇔QLEVHQ6a l M* O{+"MlHB!G,y' |C!!>Pu^xBÓpA /09N'<6}01*%4l4" '$v`O] 4vuopF {ށ ^ӧ8z+Į2!`!`AH]#hRҧIQ?Hp*$@馸 qR:38w^ y,*zPU:Ұ@HE}g+>B2!i/:͐Q0#s#RJ<)H"ţMH!"iI@YòH3PPlAvG~A׸"RM~Tȇͣ'HdBpOT,/QkGiHdkHΆya]MJW qn!`D0Rgh$@vӳQ)Qtbbq̫E4jY#H,QId\mH{D-dJh$RQuNAb|_paBbkuEdKꂾT-$mH:d!_!~rW ˡ]9B ᥋+ns0mAb-;BžolhP[|"= !#Avp* fbih^`̢}}wl_Jm"%~ uP_n\>H?>P\KӞz^<#)SRӧ=衇tPP[[~W_}̝;7X߂}+) &7pCpgw\pGUW]|.)DnK,[o5\ƒ>;6˃/"ϕuyAwҎ7.xݾ~>IӒH]d!`!jRwob\eU?3$elA|2/R.k,y󔕕#G }z 2LзozYdN &M`9WOOXO/|/kg}y;/bC-XGt,j!g}\>0x'SsL.6r֬Yvm2'@҇䱥&8C0 C0 F!ЪI%/x0p`Ȑ![/XxݵZ+x7r_~%ppms|#$?!.'|]:,Zyyy7A.Xs5ÇnKoOry;\^{\]w\oYn喹>m~}Q~l=̵_~O`Hyܵ=Iאi@up >?$ڵk뮻p-pi?TW/bB -jM]~,F&wm1Vqke5ô\na۷ 4sSU곴u r 7 7/6a!`@2ynaϢ;tR@AΝuc:$OHD uH|Y_~˃RM6][i|׺u<kx]w_u?ܥ$}ݹ>;_\HD=,+EtW^٩F TlذaNHq\sΨ˧QR裏_wޮn(^z.S:0G]|Slma8Nqfy 4l;Fq&W a}O)ZH> R曟 sQB?(v C0 C>m!1®-b9XQRWUU),s$V{w(_#X.OXcItz!  Xb ׾W\1n-)Ou47tS믿> eaIӵ^[Ai8޽{PW[Z;ԕh\> K-$t[SP\>5Sօ˓G|+ ti3)7ag 0 C0h3G$./mO??J=z+sV2^xDuWU3y.NT b.{l#^mId!…sO VgN,"ԑ }2v|^ Y::25vN6}ދ9IQSϐö-Xy>ˤo3r"W4nSy"RG !`!B RT˫= 9{nРANBMؙEU)/J:d[.00-*LJB8kI]̗G[!.k/*m2'EMknR1)HoSk]z饝Jf4q'NO:Ϊ_?/I'z* #8좒? (.U`^G'= ) ;h LS| >W]ZeH -uRo;6rң|XE@^Q-1#=ݴ'gl~l"m"}u㊳ ֹ~ (_!`!Д RٽȐBa 9D RIEDD>5h!~ >l6h#gz&-eЄy03)JDYQҋtr%tЮD0 i Rv@Vo &cG,IyQE'eqBCiݐ4mԱxBGх? |%| YBw"3HIrzf)bE=qg ؑ=E⾊+HHPDEX;<9lD% a7)ruWRqaYZ7~}넜J?DB!YES"TE$]6>h*{(bF&(^"AO?RÁ`@X&NVP1xzBjM]4@RhMRx/C0 C}#&H2pĆx ъO%u=e!u8(:A >@j*$(.LC\Q=ܓ#ߐVޙԁ/XA 9-OHhޑN\ڀ}瓶xI7T|0C>Xў)B`ENR(/>p-,W營#@"IHO|wHY*B?=T[8A<(7 ~l vQ[$g+z|\-!`@!&HDIBqjQQˍ7D$yl|Gu/N˩nf.o@"M/JM>AXvqG^?{۞A0Q,ԧ8k)I}Ʃ GR8_#=|Anj㼘BtG"ے:= i ꎨAj KHVwURHc2UD*"Y#ds'#|(B kWA -H(sEEu%e"Y *Hd G|"8 YWX&dogE/тx{:p!wHie TD261s[;>_8RWd!ѣO?C*/g%R=_"1`M% &Ăj$HܰŃ'uH4b6B"_6rHâN0ooCj|@ϓGQD):!yXz o$+ɀpLQJ!G P߼L2I;Pe;ʣ\giF*.r)jgQynK!q"N*e~BVa\$I|[XĜqZ0 C0 V@ uHtp'nV /A,PN ꘞAH`>TqtrzR@"ДU0Zk0EBtxTRgӬ$ +xB' RԊtjE!X\NѫAG(Ӑ+*ȃ='M%?7dԓh!{턀<IQBo cZ%Ad֓:ҡJGC}"D1JGMѓ0ҐEoV\4z% Wd|7-b9N[F$IINdY !`!ЊhG s8ꀈIDrg9 *:lPԘ9>|$= CG9G+zBSqL*Q qz)#m8.(?a#M)II?o߾62eTR*Mi/j~&TL I 7x8xU=k5 A"Ճ$EN2Xࣦx`xRĖ ?$u5F;1 Bh@ po!8X}AQ' FŨ%*/徦O$Xo/G}ꗨHzj3'$F ԇ=`iKk=_ZAu0}ƫ^Y쪈j(j.$i| ݴ C0 C!bqW3JSF ui,M:QB8`wo}O犋SyM6mP^z80$T%a-I<6xثA|q*H$}>-р'FH)z0N ], !M~tPU i'oa\\}zg38RQHWϤ{$SB}Rք dġݣGvƙojHÈ .\? lrmܸqy<&j:-V<`?t49KC"s EQ, ]Oo܃ 1/H7(z2Ov @$wB2uWrU~ *U!2Leя C|FOL(öb#y tޖU^51JփUKy!y"R3 2 a]{E_Q"e7$OpdM i}/C0 Cb8^N$Ub&u@"HMg)- {T'}y\Z4@j HPyK/(BP^RS/,ŝ{!Hva98b,߾q s!9G):]1~xK }^祀=[\mNAyI%a4QH=/@/@oRDR{&uMc? C0 B@R6ID.Jcf][6@ׂnyRqJw. !qr3l4Qx@Ri"vg{ )nB^H AEU!giPk9!/2T !J(nďp/ҮpE$\sTLi3vI+yQD[h]x<"!2kk4:q|؆ayi!`@~V:;~綡kϬ֬R9!`!`4!:?Q>r7I#uͺ3F2XZC0 C0:&`;``=["`ӎ3 C0 Cc MąjORwxtAH].L90 C0 )+wmXdԵga}kV5vڱ|!`!`o{\ sQ:s6]A#uͺ3Fdl3 C0 C1p/ g&y⸡&{^:o͊y~,!`!` ;7RE; 0R׬~+=#` f +0 C0 vn\Qˁ*rP#uuXߚ#u:X~C0 C0>ߌ9/UUqD7H].y~,!`!`m~&WV]CԵga}kV͇ʪ0 C0 C#p}{B3mYVx{FH|*C0 C0Z-cSa>H]{fַfEH|:C0 C0Z˩ g+NNGm4R׬~+=#`f,0 C0 DC¯T#t7wbI H]{fַfEH] ZV!`!`-yEOUT0R׬~+=#`-0 C0 #sY9ג]'?S0k֬? BH]KN]V!`!`%x"}R\l4`-ԍ7.c=+"={[r-{i|.gܹ'|\{w휑V0Y C0 ChF8TE8Mq~A{/{,W^_~e+RϺ~#tP0r+Gw뭷vXp|pp3fh,'h~sqj`̙-0#uiKc!`@C`!5y/݋uݐ:H 'R9/̙zA.]w9;Nv!{7߿|j?hz'O^r%F6Rf3k!`!`M*půo&h7w zW_wqG++bpE]wK袋3?^>`a<ߡ-A~[/\T>r!E-ΖH]SOGV!`!`-@7U?ZBǡklnH*ݻwwdss7lW_q믿߻wOwdk׮N7}z\N;+)S2SL"TM9m4WԩSS񜆖-4_6 ij,C0 C0@w9]1~dlwbF9RB -mo~Z?_7]y7h࣏>K eee.";餓I$P3fLpQG8vo:eC^xGpw:u7|38쳃N×o^ ?ppw\pG: /0x7){)8bJzl..r§~\ve/g*;2!}v=裉 &7pCP[['\;H$m%_Ӕc!`@"[_ qE\q~Ko7ϖÆ 6ts;IKJJJ'x‘EYč7\@iEZ/z+)sM6qw"%u%>`sAQ]p]O(v2[; C0 Ch|xwb٢;<{gS&j+fmHĐBH]$?K K[n+gvˑ(CUs9s!d-#H KPC?r<lҐ:/C-5joGQRD[VX_4Or:M#u-:wY冀!`!`4 k W#tISO=8R60J ۚC B1TˆxTԡuBpZ#m(Cw}wp;Q®Hpy9Q|衇Io?~7]PLRIG)> I Tlb'3g!R;=Y%:H5\aH}=Hü󔥗^6 $oعyΆ*% 㤎38@||Qw\BK|kc9 C0 C ;J+8WQD-\F3Rq@hD IdyCHak9O믿{g|IDC҅$R1g2/^{QʠA\ DlPDM#cqDګW/W7Нw9@Zt>`k%s]FTl!`!8`9Fc|+2R!u_u*@:wCЄseY;\@伐:O|端zYz#q' 19IS:-?vDK'\0Sk'qk550 C0 ,+g+NL tW~;#uRGs¸WVVky?'LT@yB#A8|xwr]P)=$PNh)*ZRI=P'?H%u;Z0Rf@!`!`kVRP#t"EoC:Lc\ET3H7\?|R>8l|vm'ҟSA ;~^%P("X38byv%zS6UL"q6L<?ޢAư/H 6u ?ίRPTB%o}_j/Ìb}0 C0 C GIqfMSWh%lftHRalZj# or*/|NAb%#??$O^u@n."w9.9CȢ?''s(<~QGFyR!Io@ G@8r8:GQTUJ0I]SLAV!`!`M*cq4}-Zb$utAxp8%mH# `TE 6'Z>?jH.K/ uC8D7swH8rꫯv߻INO8?`%RF42HϖA[_Np>y|=Ω mOq8G0@ι0l+V8SעSUn!`@2F9T|v\$um54QCof__T/-D]SC*HݨBj@gN/k64WY&k3u0 C04Uj+ :ΥS-Af@5׊ jmQp嗻sP=yu?M~8*g"馛\ )!H ū'mE0k4S1 C0 CEBPԵfDmlrHPNXP<Ü _sxss-#{[>έ}`=O7C0 Ch+,i j+vkK,bڊC O8$;'s5\L8qJ/!xaˈ#_6x-H<<0 C0 &@'#M twuPւ60Y C0 C"S;]qrk^;/#umPX[#uh!`@BLLCsCثUc幁"`'(0 C0 812n6J(-8cZ C0 CEXSߕ@~5 hZr#u- m#u-7qY͆!`!@]~,}UlgХi#umPX[#uiKc!`!E7S|5}8T#u- m#u}!`@s#*Auq7wHF(f<F,g4 C0 6"j>_GY C0 C EQZJa kv#`j,C0 ChSl>#s8GIToZFZL6-σ1;w&L>nJp#u-3iY!`!~@>R\tY{b. ~֬Yaƌͥ={v0f̘`M6 <믿L}FmI\`#u:7Yᆀ!`!E{;Ѝ۷7uV#F;Cv;Sp;R({l..k m*̙3 wl$`wtw{Fz: C0 C# m_ŏoˎBH]uA߾}gݻwڼ T'7n9͜9s]w"W_}n5\Qζ&8C0 Ch`w G){Fb,o Zk1Yi+_9dz>#t뭷^袋7|s[( jO? :SNqyy`\r *%6R '{/ \venͥ%R_>x饗lZ#u-9uۺV  %Twӧ?uC|Doqյ|%ZD/ܒ ChZqb^g>Uq6.#uHd裏> v[w4eĉpm}Qf\R7~x2D>Zjܽ[{oM P$B !ӧOO L`7w)<.G@0Iuh@/\\sM0zK.y7n\~gqF%i m64ӵykB}\/37slj \OAu? vR3\V!`=&ߦ87NGdjL:Ν;묳Nr@vF鮭S W+b=Ip .l H HÇzlu<],UrذaNF{^x`g|d&y}JQ$tNҶ>*o,8 Jݍ9D57RdKb߯FމO$Mg}?JE^c|볼零P|^!5l $Xޤ/C0ʘ#ወW(vmlF L&㮢RYZZI'&X-9j+B=RskR1\a[m5ʍJ oFِ6 %ىKIrjAG@_;ǵn5m:QU&(N fH%u aӫ^.g4[XKJ;Okk$L_Q i@EWb/.&OwWd'B!`qs~8•W^CϤ{Iy?zdJ8gSɓ?[c5s'{]tqE9v aSGY4OS@9%%%bZY`Fn"rlo^}.g("Y%u{xElΏWy عa TIyeuEu/׏V_Xvݍ,,{F]$,L.:wJqX^B5Į7 ӀvFҢbI83< HSK `@[,c20xDmD_g|>u6,!b0WP1wwh!uMP\hv$#;اA%uH8GuT=*ԏHT3QRw9V"$y828oq S&8cw}S>_dE;9_en\YvZC[cԵɱz1z1+ "}5xEѓ:HaZ%xH]|QBzɊKQDw7 2wӰy's}!ǝ5!~>O 5[Kݓ{Ҏ,Br)Wo?vŮH? el4' XDR&'?MѫBS[OQN9s ߆!мE(_Yh!uSLq)x jOx;GG!JnV7j;sARq a_#u8JzHBiGb!aÎC}ׯS<묳rm'RB?x;ĩ5Why&^" $jw=ϡ3 D'E<ꢒ1H 4+~o# zjVMMW'E_Ίъ)B6 )"ćHoyR|;lҮ3y?kb::>+҆T/n&^B@h_TU+*B jF )QtN5wK_! (F"!`̓M Ϡc"m0RP{DG%hܡI. #^0;C\x56#u71u43xn^iD $@E xe@VȆv $bOX+YSҦQ&D2$v(zt R5RO, ۆ#S.E@A/|Rx /{G@QH 'prN.e!$חD҉O QIaFcvB_ pWpYİ^$'o{s:)Gf&evn߭c*t-4/FR:q#Q&I9{䬸Hڕ}' _A60H b-)epu~CH]NN(jW07(SȂRE$MaU lF%Eؐ]G*wbT[-O=AА)dG:I"R51@м )BR!<!9z:;oAb!{QAO֐y<uS,}:?!IVX@ia*2H) H0IGFTc'c Cgx1󅎸dbCe B#`L`F%|cj+wS_PDqРADo s&$rFtP:M"RGοn |ū"Y柠:` QRw$4HL>6c8@ij"&EݒsHYƌ.v^!SK _ !`DҊT+ o/Y=!دnO(Kg@c##QBdуY?K u/GU1*H} 9C1y䑜#G|@2wE9Fݻ;O8"A򇃕9)y_}`WvurF\ܦ#ppg);S$R6u߻k{j]w]t[>Ct1͟IՂIS,E 9$zuD-!^Oy%zZ5ŸAi;{z'R1Ɖ':g.,8#,GH:PmކYAj;t<^u{6JTImZ uG׫:"R$/ $D>@ UћS_ʱ{XkJIT i۵H5lTmXzD<-dPa#*$?(>r#-PH-R?ڏK!yWH*x\]Xv0 &AR"n4IeVHj[v|xyEMUN FR*p^xIWb+uV%u'|"A^RF+aOP dHʃLy;cqE/=qۼ$<#"hpp. 裈 !J6y2 {>D!_ȕk)zRT^B] vB]AAub Ņ2^H)Ө6ݖ0 N7bw :c+uNVx^Q|IdՁj;?DZ+ uYFi d4(F UdžאmMXo烊hٌSBD=ш'$a 5ǸyAyY'QK5al 6\. B'b󪬐ayQ;u 6p'q{=v5'&K(3oSG;^Hȼ;K1 Epp#E3J)90I,iG(ZVҊlCI|G֘d 3㍴;PlKՌ$NwBq'+z}f mx"EHjS^rC2}XF_ ˁ ߄yX:$)ROC<>^bt Vh?bd{"NPHy"L 6T5oK+`=_WB$OjNЖI/w =TQjԠbbΏ8YbE'x  ÖEHQ:O?=˂~2RײTǫ-6DqB؟̃[(m8y[?ꃔ6t&?Zl'mRΊQuO}YEbE9;yp`Sؠ9& C$7~a&}od+mt3TN 267r;*IB%ue7B@HQCuLb ChwC/Bj4G'ZOx, u}ø>"HD_Pyi\.CM404"*80;¾gX=H *K5'bzBHzF9vHSE#>\Cd}`lE-sTwG~Bh;'ҢL`)⹇Ϩ$1b=bI*`߷r(7)`"z̃q>F/]橦ͳN%tj<ZFꌛDH]̬5!0S1\D3)`txB$P˺3}_bV gq $F>?]^[ĤPXW!-͔VyѩDCCE\F˾o +їmC5L\JpnQB?qdۅG G(b XFN]‚vhZ68.m\'z.ewqϐ1cG(nAQq"b OoXBcYڇ9zxuۆa *u}&0Z1vD|Zk5rAo #uuZv@1XCvX!Ȣ:=khz+csaLU XIHEpчFƒrSdyAuKŇ%R3zQ/V|-,!igm}Mayx=WH"R(i{A yDORLyG唴wux =:y SRߨ"e妊Qk\C|WϷk)ޮ}@w(z2s_!Ʉ3\{ l}59u}?$luba; ʣo|'  DI?pŸvuHqCku50R"`q_ xإ.TT[5/Cu"R$S,"Q#jAbWI <@@QF.:wH kBnֵ)CG yrCy"YeH)TE}T uWBTXA!s^Š4XH`TJ"R-c[F\g{ʤAZPRA,(rE kJ$HآuʉazWDe.TC,!!=Y#Mbď2# AR uD ,(z5>oH8?GH+^._<ީb!"HDWTiDR4먖ac ^Uqd}jgu0>Hl0 Ҽ "ɣ}(D>[-6ZQ7]^X;O_TH^'! }*`~>:RMT5)U YU<>'0Hp-~71?Y C ]+4;?BƬpW` U9eGEH8c<B񒝤(uCH{w /q˓x^JIH$rQ.[KXT/V^mUKlcsXʱT<*r}}B2 <@Z_ӐEvmQ=)/4?qЦTR`e\ =R h}*zv|l1^ Ň{aD﨑F.-!`OC"p:D BK kOoC&V CB #yə!C„yU<\E;,bCiY<"5 _"Q'꡴gLF*'*6z D߶=.- vC!A}HI8EaF՗3&O?갔>y{G$w5{ |OnAԓ`4c닀 ?>IK %aG(&Q=_RW_<^L^~G j( <: Flv4ZW #l h \֧a;J5W2Y/Σ{‘V`{DZD4 EE>xHW|Hy{ Hr|䑅wݫAآqE(UB"ؠsBxR aų<1l|%2)$JM-=Q>;^LJu `U(c4P12![AXc,ġ"BB6s@LWQ/ۓb@2r!H|;#%2lr\X0Rgh$FZg-4LWb^f-z^z7*`m:\^HAaXOHl_9l gBRTt,"Di#V_H^ED!u򪃱b$^KRvak(BD:@{ !UĎ FY| R-㤌9)(K[dm`RbvB A UH+j^rޓ=ebFB*Y DDIB ;) "y*!EE$O$"ZN1@vCbU;JyZFDŕXq'tT?H?c)q (?vnVs?fzi}bBcu'~\P잤*_Hz,< j3 5Rgh$F:i=@0aMt{nlJPDH-d5,| 4k GX6$A,3 X[bW@T!FE a %Qu8/"?ηHh_C*Q B⡛@yj.}[je y ŀx_!䏎foE0er!D?cQ0f}a &q@!\G*m.SdW1H\SD2ݱAQα6 *O^7/*1N&z8E1yaAZkm#` zfkۓE`osn4谾ͷYץ vpo7Q*PoO~Sg7Ef!\5iH hq zQ}[]1=cLʧ}Id>dkH0:u ~ERP%iw_'lR{ɮ'u鿨*k{ǡHqCkӣ`i̙*bR Ÿ0h{\ JppX&=lBGNd Q{_MFfS}hȻ{XGɇpL !YG9*rw=wC%˅8wWONٵV3tLuz q>ＦˡjոW5! R&\\\hglA;bfwi֧0DhiZ?O"MFaߠΩLF88\F\lBL )ޜ[Y1DQC]34ݹEgiP:y12f(CJB@t)n +o1R7]KiԉQ 4Aj~FKHŐAX d/e rA3f)_]2>3&p):f"Aq1k]1!]~PXI ny"U *&C" $&Į"YqWa`|9%-! 6u., I8Q\DjЫ܅Q3+~HcfЁU) vh$NAiEK۸&K IIx~Z /Y )xg/&B[\MZ*jB,I8KƈM\R, ! uŋE') R'n"jD@NkTm+cZ]v,|Nh1$u"d~U$(o\xf+l8m+p!ai 2ܛ> 78Hge)4M3+mtK.@Wx-r!BH]zU"uj2C`_4'xz&!e C}R@<#X8dB}V~\ij{PDHW\͜ll sK\"lJƯ2B@t -,ō74k:"u&BFD괖 @lǫ- /ȍ%..UO6,<]3eQs4KI NQuC\6r5=uP$%ƁN5&=_SՇtr$TEqB%lGgjY PE87n}Bj^|Blj>xkRDjЫ랅R3HaG \\%!l؟ T٧peHجYbP,!@wOu7uو#2$G)kx넼ʹFsq`¸PrCY|qB?H6Ҫ.3FsNYƃ_ʇ3 S;xYek ˸7 Fde>{]MR! R'n"jD@L͸fqÆTm>P )ď28H1H#6v?A*aꚴ1]~5<5i'`By^'2BiC}0 BEbIwʘ,$G*/KWbx%r2xx,:eeyA羟Pܚa RW^ՄH]V0 @5˄PB"L_Lilfsi[ mL$mqʀ 5$xd\ZmTy˻ 1 5] calBKx%!PZ7N8y]~]ԀS ~hXT."h"}_Bdz#ފR" R'n"jD@{N\!8hKu,oB4@ {jL(>{Dg瓇EjЫ1! *CbB.\BFz!nxǡ$2l/3qh W%҅ #UD9"q#"uyO! Y E\&G9u2SCBwl%V6E@ 6]4l! N&b  9T4!/xzDe:<PcDӦ6wb5+10_.#}Ӵap:ͦnb\>ԃBc ɼ .WX%[ @uH`ɡJB D@NDԈHT! @X ς#BV>r^Ga6giBP$؇lFq4YBJ56u0 5ÂVq6' ?H ~X.4!OJ0nrhC䘠5 oX _4! :P|@zAPĖ 6ӡtsՃx}VkHPJ 9ʲ9NOp}D\^Ry.ϐ)*<"Sj #C~+%bMyDa«&}gbwE]i wM7{㢽\F4LrKH0qxnHCBwsRqCjB@B@|!QV mqb6uCޕaM[\*ulM)$q /4;n0'll/OH7P8 vIzf wHB3\2Ps8)a!SP mubi©JVBbF1.qWJC][Is%3B@! 3>ۦm9!=!I]?eO! 9G'uY0wFb]I2 'B@ND'ua0{_>DxrN\%5'! B@mTu_;Pw`ɜ5,:Ó:C ze]nmGntUWŘ 4(;/-+'RW*bB !ukf˾X+x꫒j9Re! r@ImݖL0A?*n/}6N7xя??'jI&$!?SԧOژ{qBx*1gqeY&{#M>Ӣv T}]*|R-r 4H#%u矟YmEcyuQoVX!`M?1y|gʶ"u9^:hh"uG@VCMER4agg1_?r1njfAt}% 1#uM6YE'^>hB,*!fV'u|I4W\r{D?C4?h 'L7?=83r-\0/=Ʒ[$ʰ*2aÆ]zhqǍ߿G}1$yM"uZ\H]^W-k2>&ulg}ﮘԡ~y'Ǫ~|I'nBR(&c IV[mգ>*Hfi@L!9~ I[lTBU {駣Yg52:Ɵz:Zk2(q߷zk/*\Czsk C q"u]JjB@@Im&K$KRg}^{U]g}wOFaŴ2DZ+0`@YRG٣>-bmcMkF5P:_lgMƂqǂɼ&`]0W[ R(@%u1l௾LRѨ&. #oI5QQTJꮽhI'DBO̠bʵy'zGzLޤuRuSN9e#IDAT:(qS *+RE5~:f,SC kI99묳"D/bѻ0$usNk E}:ҹ.m"vh:H 7ϻ+78rIH 46^;MZgԩ*&t_u"u9X`"u^4# R(@%uYp7#f:#YCoz! =I'_~hfp #ʐ*!u!@"F]mO{*%\2b~7%y&" ڂ~Ś? >eN￟EOTB?O`&\\8_Y4 ;i.ؘX0\A[[6g\D@jge V/0m97H]3)!@ȵkyT֑qBzRCdzcSW-EVJ wv-]z4[n:aʸo~6δ쭐!#>Ll.$uHzX1'.Gy^; > /~\!1s9gW/RG(O<1c;C7^7pRË6H /\wmXg,&ga {E O+baf-\8p]dΜN%<2 覗78)/XYs ><:k/:xrmQb'Њ[ VIMQhR#'~YH?\ի($uZRuyyrJ|5Eww;L}[,RK'$ܸ}Rv)Kri5ݰ"uXԇ9@H>,v,I]߾}RmjHeM;y@r6x۰l,H00Gp=Xw'&CXmCM퇃j$d:#@ U VAXo2UE6uB[ve i{H* -ѐCN&+AްC^dYgp~dz?#~z,eg!!im"uHl!@ͯ7^1TX,PmdAe2]tPL6*IՐ:1WNL6Mcu|laHGy)9Y]iiT1Sԡ*~=3Ke'uL^a}>DμaP gRkf,SC tI^}FH0V ޝV۴ry%Tc6hȋ%H;rV@'&(g "vgMmsߌCc4( ϛxlr!q=%\RaLH)L- 9-IBf!묳N<$`]0\:NcJޤz: BbpB@؜nxKjHYpfB>6vai9n3< N i;Kn"uAlSJqm9.X%5E! @餎DaQmXQgS.)j{Va-cM+__0-}s=$iD8 :dD%zHVq$tK9L^~^/`6Lِ|"a$oHf +Rw '/_H>ػ#!8@Ƣ<:$,,B8E'șJl*!d ۿ<ˋ5cRB@Bpja PY+mTC섊K͝;)s_RN䨃QT048 sT CԲT`yꩧ*Cc'<$.X%5E! Z"1z REA#xPm VIN:餤(ꇨ\1q+۷i{WdԡCo!PID%ƒs(PHpjl;$;)*%u̿B:b8gl#Ϥ#z,ƥk2>5;`]0\: uf ݵ^[Q,ءWHl̹ jYieYb]rKHp9BzU. # C5C;$& `Ll^w!8H1RGPo$nR%:5!զ0AHpjcBztH]Եe:-@ W_,"JqG6dȐ?B ʶn] [o5[]7kk2>5Ţ~:`]0ܑ:R.Cb$"c{$r[mU!CrG#8xf//q-l$)a(ѻc }`o;ځHeȸ/2ZRv!Nɜ6mFMpi}R.&)XOto! -:3dR9IC $~3u*) !6:4lʽ{pf6lذiY;xJ7꤬ %n,h/]3-Ia9*l|ZՓEV g]Ax>x≊5w0Ԃ|꣍K&jim#upi18#KicxF{~ rv)T4a~$[iD6\* j"R,>`Wb:' Bc{Ҁ6P-0ETkX=\k2>m!MJp!%$"-ᄰJ& &~ kfhNiփ 6?p_vec4_fRg9 Ld%NK8i>d_'u>h)5Ȧ=0[u'R(Îw&l8є<6(j}:-@ ~x9:b1u]'lR)9 qAB-D1ڹ b2WJoA ĨyI[pr-'ntA1&D^:#E]@!Zv EꮿQ 8N=)$^B[DꚱL! r@ۑ:\Gs0L\VjHFHBR:簒ذDڸ {IcՐ:4T:JSP{ƾa6X|ţi&pPgw9a:H#OaVS.+X ! f" R(@[Jf5DD7xlHu]8̅Ꞑ38#!uĹ>|xvN}<l ?!* DruD}[H]m)ƌpaӧO=Ct^v3V. p~'M?UCc8bCUJA0k0ၜ>Bq*!_uxƤyV#fp)i-TйHf RWQE@"uXԇ9@$u>An:A);P7UEs D,:RR7 3ĪC0Rm'4 6,5CvuXjY>R#H}駱}A ^HFU*ԙ&i+"waHOŒՅx}qN8!G\4uCH\<"cN Zȇ\m F.+X /F,1~KcFi$YR7tSB\-Xtg^eax"MR^/gJW_}uɱs޷M'~ZDՁ!y7Say-O@@DpV&+$a/*8nᥗ^i%u*) !Жۮyi}Al4$^ $NY /{~{*#<2 ށ|qIB hw<*M7tU!l{ Ds`HZ}NJHk[" J‘U)"gy‛a0rm'։%+icI&f؆q]-NP#@R4X7^RAܕ裏.; Ѓ+jr% `l>*sE_Ĥ!Caꩧ*t{ZǔDiaq::pmcZy"sk>jjzG5cRB@meu ͻnK?䓱}u@LfǶjE^R ҂gJYȏ?/ Z̼ZIR2Q &R |ie98vv!ǐӬQ$!d/uQY0giСC -wEruJBY͆&A?! +:b5m`Ka|FCB˵)"LHC뮢f8∪ڰBR;7䅆dKzv'u>1DBiI&/["GuTĩ&'tP'xK5o.X%5E! @HJ%HX md w7\89IC>q}BM4Q|x/ {=CQ9;EDދH]:h6 mCbG80K/ VfM}L<^"5eF}$̭ݒHf 0R9a㏏81OlE'ūJ>c9R@*%F,zxZuUH Dƴ1w}{IҤC$N 9?OW1&só:39i- o6qE(Ǩ"uA,TQ xo/\TKȊ7JC֒DꚱL! r@ۑ:Bn橙"g{އ480E[8T[q㽁3aaqDi&lIt8J6oSLj珏q"uu6N@uK6l m`׈°!|g(/|͛&f3i;YG.+X aذ>"[5K>D:D\y79EU/jj 4K;A[ԝOXjm ;*~AyԱՒ_C-ma`r)Z#DBq ϴ\"uİ?-~SmMP:^$N"u]JjB@?,"z.*abIgGUn<qb7:@ 9o9}-A~11I\Ć6H8\8iG')`%RE4AJIZ|]ÙI-'u,֥O BÉiK.O?|RW`R-jYIݺ[5$H8amx_2>o9'2ۘ!YV9,RGz+֫=o{?|R*I5U*5cRB@ጭ9]lpk9D $TQX؆pCġ?>p0y衇FV m ųOQ=uHL#8e|RǠ P@oEiv6!͞H8`R6{YG.+X =lT,[RǢv9s 䡇**Fc)caBKZ?:NcFj!M4cf"jz:$EFjh4NQOG%UKSB$$\F:!ǻ D͜j$G @ "YdoV+~bN9PE5IR}f, u'H]MvHx, 3 Q}RH]%m)C8}]{Ǽ /C* cv\JQK߶Wymn՛!D ?0ZBI+BUPG@UVw0RW ‘E_}-! j!uxRBO9T wYE&tF(agnwa8+:\9reAO$ZPW4]^ o%u tuAI̐z'u^iBI^?5y!MPG@͵a(0|ɱC_%X'uđq.4/xcˆ^{-sǀ6ș:Hjjؼ!r:dUPDS*T@m71>g \IoQ S%A믿o9x #RG}0A%ʂQH]׮6DzPݮF@ۖ7פ2UK*I{8&4j!@Ԧf+ȌFYRR %3-TxRIlP5$wHHѠA/2KqAVRQm#84VbTT}R"TĪL RךK !tF805+c`w_dw'TNVw\*+7Ybi\>!J%Am}jh!A1Pg$B$~<p< KbQҴO W]aH]Y?_RGIS%GP7Yg- dHa +EAF-&ux$h+|< F%xPƗR1n NRlxѳPoD={5B8|ZH2S3A$p>C_%xe[ErԤ@7"PR)λ5+1 =vhJ~a)Db3d+yGJ CȣCY6lX|Zj8rC(Mrs'-ANnaN_<>+c[tsϭz >d{,Y ^¾kE̦>] }`RCUDqlsM #$R%]vYIPq;v8%b1BxX(%R:|㕐:BATe}7^;m,xc5VcH/)4ꏳ8ձP 믿>sIx&˷$REK= !F=P_ul!i߇X@oj@48`S~8Dd[z~TR/ 8P6 c7jbV;ʟs90 QVKij:g)?M;^z饓ضhU;64DZfu]u%uW_}u#<ԢƩT?DʳXG8eY9#ฟp&'k\[,ꪫzءIо5Z0馛`aI Y/5,ĕ:rs4Slrˤiuw +P4|mޝZ<^ޫmYK/sys뮻u_a}F~m馱Vx^CUد24|9P'{ ?cG}ޱ4iwM9q7c5֨ߣG]&H HM xcAD= _]em~x,G eV~}-σV碋.*Y{j7VV .XM!Ra*$H"јx#H~g}:e8%.-cq`2rfm!ylF6-KL@q C} m|>r8R6 ރrDyW;#1UaHMj3O= B2-jx`*eZBSHo96Y8_ٍI DZnuUu%u,rؒ[%q gmT1rcu} B-EJ0LY,lj@+o- jWr}DyTMjmXIg7G2Zv2mF`Pׯ_[R@ IZ@i #u{ZꍤdvYNuH~H(&HpRqߌ3]wuE%;/RWjB @@;NZt! !uiHذG5W&! /q|V>#Vm_R i[X>1`ϖ]8@1_TQįP/M9*w%O]YK7A]veJߪy׋񼱭Rj_H zPI{+}52IRׅ+f ,R_xDZjK! Z@CH",mo8`A*'Ti!;~ _'oBd%ÙR"!a'uǁׇ]Bzz>S}ZrgQ/RgL#uHM}ר^N;16 ip7t"R׊%kXw:"uݷhjBKh+E 4w\gPRWJXb裏}0B+^q ##g/{g4'uNS,W>3n5׌U,!f)(7'&.]|"ueku Ain7;)$u{LvH;R0x.1eY|ǡMا-L9@p;$)GF]P!KP$Q)n ϢBUA=%uHP4i%;Q$i># R@$랅3kXmw<"u\ԷMD!n6`3όcY!oBRW- _nqIP4€pqZ_-.N;b~%}R䞏1 YNL|R7L3U%k ۿRaj'obY@sx`[hzI=ĦI+Uw%R_okDxԅ@w!R9&HlOīEס'eO>d,:J*'uHZi"fj ϞYa% H IMSLܜp M+"uaHZcVir"uݵXj"u~/J RתK !dB*!aÆU*GhGsΘ7 p*rÇ1-?*GqDR8uY덤6Qo`^ZnߝzꩩKgI^0qbH!Ʀ:R(+_/Q EꚼZuiw"u58UE"u]rjB%;#\ҪA;XR&*~!)@rgLyM79IgOăC hnI&W9YB%^;?:svװIF`Eh7ވ nc<{B?#uĹ#8|9|^|ņmnDolŌEV݀H]+-)@ % 7iTR%#av7 ~8C1ۮR@ʄ#?ՓUe ~zw1YW %_tF@'+2s,z4l"Rׂ kOX w"u]jjB;3lїzw`c"{W2C3&+C)"!#tM#9 .Al؋RJޝxĬ4RG?ؚtI , Pkvks5W /;4j}:H쪫Zmlngcj΅f-RWvR!H]'-%#\>`U~)ZguNfO؆Q[?0$N(zN: fIl,_ ^Ps&s8蠃J~ 'sKzykf% Jimm"uݮ@@˔B ԅuŋA"u9X`"uZz@/3ǭ9cu) !~]ݍH]-x8$ucHOx '|RQ(FEX믿}{bDFw.zhB@t<"uz 1l+R/⇁a&fs=WsÐj?čw.w^;V2KR7Z.AB@# R7:-@H. :dȐ?Z]mբ-آ7裏w}?K$rz:+b?!"YJuԱ9C]~_ cwfՇBJD5" RWj5!6w'Fc=vZK%g[n%r!/ ٛ{{ԁuk0Cg}vP/IW:G˿xdξwkl4;0b;:@UҨh 4LWdMG1pF!jb;0z9(yJ7|SrֹժPJwmN!s{MY;@U{Wf`DXiTfچdƊ7H|'j$ye,}R7餓*@#{ 鿨chfp 2GqD4C ;ÓFu"4/_{8-":]l2D[W_}u|!(쩧Z4j6]Rq8 r{mw@߁~b!R׌HDXiTfچ!U#!)%Ongnh7Fmh6po /3<ѵ^;H}"磎:*!4kV_#?|A ^o},iOn6I[H|{AӃ}ꤑ{?bi'uG Nq!R>l{Hp ߎ )!?mƱA@ '*;C7c|ڜvqǸ_!{衇#:${e%sԽ+#>Oڐ?̩?k|˥lt7V;ЄUDڅAhC@FEkFmH]-P_R7,d^HT.YlP@p?x=H6^w}wLP= @#"e'uO>yt 7DFZ1Z+"%CgZ8y晸?Ki0>ߗ_~'7n)I7YcPkTKiu։a#{4 FTdgvԥ0p 0~yͪ(h"ulDTG8D0!u $\Ģc8D <#S@چTH$!dHӎ=m|R7\sET 2ĸ.$TBR+u]#.d4F"XRy I.H%}%X]Z#Ȣ%u3G|\+yD@NDԈH]SW:$u>8VC)aJT4I+$uxę ePoĶPEoeC1}#$akg6ixLKx9L YwkZB2C%uL>n jtފ !WDjЫY*R䇄IA;cYYoA6aM$ 1#!Y8_M1q_?C?i0c<&u0ԝ|1fl]NlE}@rZb4! :O 5\3a;Ӻ2n*!/ﾋ_36a_.ᓀx%ך1LB?وz"u |]Et΍?1ggJ#u3@HNQPD#aM[c5v'p8jjLB%=MzE'ZRڧ9R$SN钺/B F X>110C ޕta95b#6Ǣ.)($pUWˣO<]v%~p$RUt2`A4) 099fSiY"HXTM.K%.LM`^{8G)Ւ:X! ur!c-R׌@}! J#I>8v*b70`@ CPh%A5a% !C#t|=Džƍa'R|2dHm$_VZH}wXڻ[Iv٫٣)c~+#P1]5zDV;@א:$lZ׾jH,=H'tPrU ǮNW K8dR;D+b&c&8́XwxDFG7tSІ:]o&cl$8_5BsB@@&#|ߦN!]=n}RǻGT1XyN08qJzC~]82KrzٿhذaH'!#ѤTYѤN?S#8"K*;YĈ3&P䤑D6+ˋ+QJV:uYIh6sn<~+mda`sԩABQehg.ڟHCWŜMI,;iv;(=da'𫯾:&w6[f%XxQo^($jz뭗J VupeQF>S11XY8>һwO‰%S2{N=Ա?mɘBRvw& y@mNYxr9g14%zGޒH]V4 GF!I갡uM6M]C/Kz1-"!fŻ {2ǚF 6=P?t37h$biA2/A yalt;܋5k.Ȝ8<=w6A2 <~]߾lz6^ol6x9Q'65 W /pϣT_3k%jt*g0~gwwr Y'Lƍ#4B^9裋!8.E[fd#RרeIt4c`{ BbNܲZJ #''-M+u|T8IK[jN,,-4u*: ӂ*@ Iޗy>cs^{jxF"E14R8 4UBRGY!hh bc&אbCi6&|MS*ZJ?OX1nf &@kj CHĻBq !u90Kx3a0>09Sgr܇Bt,!1bvaX'36(JH(]}6bŁ]OKVÜNI]^6DV%r/"7^,<@&ċ YJgs'pBl$PoeAgldN Qs2縪mK.+%@('u{CDZAP@HP{|H">B*"q (S *~YY`@"m`ak𥞥"u]Jx"u۠'K'/  &NOBӍ"jRn-mHxd6r-RL !,Fp…I$"a$ |Yvش&[6$5H6pe)Ry6ٻ L7*=H!;o32KHzYf=$Vd^ C]ia '1NAJHmqyY("sGJ"c-87@{C^}ia0ޒ:ƅq.ұ2a9&+!75k~D*ٹqRN=9 e@kUI N^୓xz66^㎡rh`!R f/:,=*n'|rFfI])HxpƅR'iDF&8 UO?=&-eVCIK27ڇ(VR{ƴwydL{|9_NK*!úyb?/")L" ҄j^n0 ֛ԡi 969O%IVNU_cKN,p T_v2Pg׼'^Zf"0Rgxx\d㎩*n|> SԡAX= yC5i2#XH+%uJ=1}ӱV4R6z:$paJ#u/'.G~yf(;d 6zsgIoh}z*ڳ5s޾D4\# R׽f. :43hhbeI\1ِF՛qhiiX&y3g%uY6,C{,(xkUJ^|Ũ_~qH|J$u<+H66|Ρ: 9 6/_Hl,<#- c1NB]YfxǞR)_7B\ }4DVMW.הA;"u-ZԭFaμR{#m#"u(u a&uop.* I:vw=p2&uhȘSdOc;hL8Ea.'q|CKlٚݢ1q+q`apq40IFʱKK$tR"u^&u# KM28΂S/:N1 `8i&Z)m@'"uݹpjB hCmHm(qA{_vlM]ꗐ8SK1>Y%$_ |6;6ޛx` R /aL2pLBPM҈j;qII_\dYKqKb-fwu)c:0a5!Cl CI Ljuق)w43Wgt ˇ'G Icz9$aAqBZy啓/FϱԵ`RB@:He;U= M8u>o B!#&ZI@6N!.,|?#  {v8:`?ljhI© qp~3dI FbQPٞ$iFovWCOwpuM0a@<~&-lkԵb>;q4Nn '~@T7m.঍LHXQ`T7ܘBR.zH0$R}f,:u?2ٻ8a|sȑnƘB~}uyacg1 uja©?{Ol(FlnY BHlJ4yj>6R [BG 10MZ< Ōg`>XE{w4|髟r i#dOZ|ނ3H3C>`tPQ]o|x{3wƔf(Rץ+cu _}Uj}A;ԡj5JoAʼwAի#RLCBԕCdO[Bc}Iys=ڥ2)ejd U<^H^xa(LOh6@}$0?d%Ҥ~ۨRCUs\{dP6ӜC202I4_|dpTeguV/EJ%T1;aF=!d9 [Z%yR<+pۃB݃!<&)q:dӍ ZE]*,r-OPPU5[ Ue]GuY'& U ~ Aΐ&)mlm-`^f! R El" F;Pc=z9p FSi*XqvB{"uZ!u,Q{YdkTRD^}' FFLof~;*a[#JH0 6U-E $^07ʢW.κa.7xX5NI"uݽjB Iw}MiZ?BQuL#|G(|p2'9'7$֖H]-jא:Tq؁ $ q*bʢ+^kfSdGlK>T`I?ߞqr:H oa>Di!p,䒱 1z2Wp߂15$T-7d:馾Dl j)x ~vRkꥮh&"u|yA ^fOzg@::!p;pHHh6EꚹTuo_]C,#<*Iߐa_}-pF XHՈ}) I m}FC*r>c!eqrrG 0A*1޶b36V$a=zG-?|`k`btcS3]H]^rأ}>w)*7; qocb?IDlltq ~8*g{0Np/d bd|ʥ_( -_V:fe}RisϝHӂ\dvH9THLu1((#u2O?xsA4bmo n-skʥnh6%I-jiԲC ^[ ʍYUw5',H3QA+;JIv1_8KqSTkYZRV P2ge݉0@5w8d~0{DԙGD 񩦚*nޝHkBGw9qIvHI;l=W"cA-7r'$u~?~a e5׌W!xZ %^ٿH]-RJ:P3ν};wmXw(̵}e̟PCHx1} 3&l{; 11aC؁8QKW&OH$b"_1>d-I#u\"⇎<⽚f ^X'}6VΏK?ԧM?^67ddd6òmke_u+c:||/Yϋ\613&.}Dy2Tߔe)(kcTz()%\Ru>.^98!u!{QD,4K 76f#6Q=DvqXrMgAq|&[#HB|xIBoS\WZiLr6"{nL"uM\ԕDjRod9O3_lygKY5\M7ݔc AqSL1El;'mV o6tzvm&)A&#$@7f>8&f߻ɻ-H) #AF&!Ya8 Xn5mvJh`&&Ҭq(m$f:*+NȦ:99 f囶pơ ?xg8v~[{H#i^?0F@-U>鷺tk s9gp@'H^l=RRR._=4&uGͩ#ucѲDogn=&ꈜp=^VWcAra q?[nK//O?ҡa/eY&^08qR竉@nS+^PO>PAR `ɨH]~F!JkĊBi80B{gxQ怖ly?A:u17ƣ 6xowgAHϑxQ!XxoO0m0zI;fm_C"f=Ȗ[nCrcGo1'98='!6ƢȸLrde8ef1PB}]w}G#O,qk׏):=#á7! 8q1XN8ᄸ/u$< >.?q=E&i Gȸ+٬ndk"t4CeAADŗkv?G&NlX4(}>:Y^mZ9 ` K3凊 /+TN?d>' 4F.yn[n_B5!54ԱI' ι Ix$Vr>@K\8ٗ4B8Dǘw#r]jFH~CR# PB) :ȟogo2 664q0C8x:tpYM"VWH =nCg}Hq ɑ2[ Y'[:ю&u q!k΅hM#uhCL$Y1rq@iC ψ ޫ:4k$-m:fq /Hݐ ><>XX?$$Kޱ'ޭq %qtZ$R>6lh|RJRؘ  c6NAd͇v'dc +!u Ѣ=?gH;'u'<$ _yK#H]nIbu Bi?T-QlɊ^E0HB a3IKfER >vi ?T-4mOH m. HHG]1L:Q[LRA˜@La 66ip ZE ҐW# ~a=$G܃B|U,Rg0QQ5i6"H]coD:vhD@. F'@vVls; wZB{'7g[l:!|"Dl4+Y? ,@R,K.pd/R^:&zf[fs%vi] 8i@Zh9ꪫTl|.袢 n;?a;HnPI(KRRƽkܣ[ot{fO /0Zy啋l8xL%c%b$u[P D+VHW! I"dҙp'e}a9mmqHHƇ~;6 >¡.P $L83L' HB@Ǹ= fB|q R(kG!i/wߤ̣>Z5$CD(v?-$ Xw}8V0ԃxӇ2JsP裏>䓤[$w_hgFr΁:Fky=c2Y)굉U/Vt%"u-^ԽBjRו/MZ R׬e#zH]w/"DzPF@VNU;ԵpRB@4^/T{kRս}u]<5s!eᝡ&.[-[4]\_4:! RעK !lDP3݇H]O͸u©Y .D@5]uق)u׺ZRV RWDZdu_"uݳh @@MXt)"u x@@KW&O[;ͲA5yRwB@ Gl# RתeD3l "uݵ`jBkDMw6"u]r6q"uhv F@B5};V.]ӷH]!YR3]H])3ճICj"uMZԍF@IuyԵzE:oЌH]w,'Rw,D괂6Z74&# R׌eJ}!D~QwH]V.H]I URSBDZQHf Rf"DꚱL! rH]3 CkB3h!"u]JjB@HRnD괈6_+4" R׌eJ}!$kF]7"u9X`"uNh-F@ VIMQIZQ퍀Hf RFbDꚱL! r$u-~ߨE@.+X A}<u*) ! I]7B" REԵf,SC I]9B{" R RמFD`.' =" Ds}ШsH]3)!@.'  CkA#"u]JjB@HR~im"u6h9B@˔B HRw^`!Ե׺ .X%5E! $ٻGi/D괈6Z4ڜ! R׌eJ}!$GiDruDgMHsH]!"uZDH] ik2>!"u9X`"uh9E@ VIMQIrҰ:-@@=2t[-J+ }ئ/:!I]NCVJ2Z.#u[$R;puMDr.H]vm:\|]2R6űpmoH/"umڵpEhdm@'<:蠃U|^xaЋԵ! z Rצ,͆-RW_Z-"]5q!P+pH]ਫ਼hcDڌpEx[@~|@{H]=3 W6eIm6lzZF" R׵^U# RW5d :6cGm:\X.4V! R*կh?DiBԵ)Kjaת6}!S!Ե;jurI "/zW>}\R;?^z))?'c~G^˽9';WZb_w}a"c|׊n~o6R|Iw}f_~eJye_DmԫH]T;BkSfkuA"u} lgięĝwޙt&ח]v٘/&p¤s=tM뭷^LĦGˍ5XQy$\s5;q'8~>;zꩧ"N>O>qs9'+"?p43&sb-"n馪b]~I;.k=\vh&?ѠAbl!Db7ߜJAjMSN9%c9qG:xW%D*AIe@! RfM+RykfDD 6nK6wqG{\{#O1qb&7hL>$`Fˍ>cHЖYf\Z@v'd:niR*JvXBxi ;GQ뮻*RwE%9昤jcWt饗FL2If`RS?!Za"$afmr{gM_2H*81^SN9e4b$Rl՟"umʒl"ukmH]}\:7xh:Q&KRǽW\I( c(-r s1#"IHdMp FѢ.ߧoLoGkF\f玾ꫢ"%9 i_ Ì2Ks1믿>駔Rys8O[ΕVZ)z7!y8_\4v CR1v-駟?>yH욝Dꚍ@@QW.wMA&q5:$䬳*_A6`!w9{1P"@ '!N8!&>Gu1LH ?[n%,#$]Z+%leFh'("uC9ꨣF y>ۃt2ƥ^: W#>c<4r]R cEIꪫBIو?!Dڔ%ٰE{(>JIb-3KJ XHEC*8|Ť 0O?4e]I-S|#%i{@\rɸ,c6b:h;slqbTpb [neLz8i&&xN"uF\ | RfM+R߻FѦUJvqDŽ`@d駟Kr6ddH*-H>Sr~{"BI{џ%:暫j(rI'&V[m5R"uI_˻;.R<0 D4lذDI飏>o$ua7M1g饴DE@MYR [.kF!UJvuט(?6t>`<mhh:=C v k RWB vA@QW]V3TJpO2GQǮ˜x@(xqO<1&8 [  rIYgYrF-jYg5dxD'+DʠF8Dpij>ψj8*x$g-p.?bvH)$~MBXUIUȫ_!ZDڔ%ٰEZ;WmH]}`n뭷;kKpI0REQ{/Ջ'u^jb҂@?cv^xu61a"rz:Ր:Yy:QIzj %Rw߽W{ELuO 8p c ivGH]U{B=k3vԦk@)"u}0Ւ:z wce*:2$3<ǧԡi˹çh~s6y$]wzQ#%|6_ZH#@26,NI,F\:#)a -8v(CMrEv{8z'YsM҆ηUCzt7&ZJ:Gz:C%d :+0pa Gp)G갭 KWK$NX,A;Vx݄7+5 i#H]Y>u@@._{Q#!DR ffmrH0QBk+8)l?x1L3=u_u HCBz:BM~l34S҂y),QG)ZRmC-ž{<-VrDꚁC@EME@.}ê1 lLUG+RiͶ '(G >AB@Z4!&EEIO0@#\*%u4@}iZIxGEMpsTngmOTHh:jM "ue vY4\" RW -ܒt.$Ä˂cxꩧb8,؝)MZ] HhQ#㜣T"F& 怶 q3.h)U%-ѮO^y̡he!i Q EUM[`Z+KiaBwvCxjw=ęCyZ N`r0j"u%wrRQ@:05Q:-9B%B̶r8^.^kNI9sMp }VǪG $Y$ꏉn6gll,SQ_Yḃ{/ RA!^tmQI#W/-AtQʼ q`cn)FRBbQN #\C3$u@Y}! RW@o_#j#DaiBԵ{!"DXDYDZWH]g߁7ߛ!JKɈ]:=O7/ci pV;O/3 uc?T&+WY1p}kϥqY}r9;b,V _%׿ۢ9I ? ڧ~cUA6'u,o<0wW߁q~#v~Akc>'S;禎S.H\M6dqp +ުI=wgόQGm뭷^tT_tE3̠Ax 矋C馛.;SGĐKK)qmkq+rrN aá'@7'hUVP~\{SۯuH uinB@!  rAN:D]xxWfu\9\oB@! !u[mUse_|1UߎU)pAfZk3 JH駟^>YG9|3I}dO%u;lEOH:LEY$2dHc%{ǣ?)TD&h>8ԡyǶwSL1E#$zK=X>$#u뮻.cܐR ?gV]BX`<2OU ["~wVYA+IMR! FcHR)$7iywX& p@BH>Ck8y衇ʒ:$M~8pa6[I…'*?goIM7$\&˒a[YBzȸE 1~.O}kny扎>QH]׷z KըB@! @RgWIܶnh1ƈ%e>{cBb-ʒY^|+xݼ뮻o^9J(p?n-Q 7#U̇p ~B-uOx`fh kO؇>MhO<1a.yOv"5լ8ƕjK^KQڙȍfiwry˷ˏ?W#`B@!ZRG 0 <8 >v9?~D??VO{@q _;ClvA]~q0f/[ _BEg|q80&4Ih)dlP 6}>,.:lD:bb;Mp`3$B@BcHHKˡi[~cH|ƶ{Hp⧐AP > g8YXD936i*Fp*;X"F(&!~*EtY.yѨ-Lg?a:7Dv=܍|/ߟd|ݶB@FcH҄T *Ar ; eHn $ďCGKd:a+ iall!u%:B L#uCx~{ｋ~wȨiTJ fW+;+}M)'R׶#ҹWSl5p! B#f[>^ Co/KlCaÆ% I1C"\'C='+G#eC%GӤF}|*QDycv*0K<^/ٓu`B@! @a熓 T=A1 +V+7^4hРHC;()ZHP76$=Y&SX뮉Jc6ֲ..$XSK/%E ZYr$RWYj@`QW29wV! B@4ܑ2>+W/Q9FVuh}7qR:k O,"d2}]:#MRGx$K)R)2Hd!>N;m .J_VN/󿨴Gw\Wʬ= ɜ4L! BKCZ:^%JJP'K$?\ <. 0'BX߾+2.kF| ^:KDa|KuS$Y; ]a4첮A|RM2χ1O$jF\9s&)) rB@!55rӭ@#kv˿O._}^f ! ]H]#wjk5s:7ڋRskL:Q(s;u[PB@! `#kusD7]e߸Op7B{ova:*"`G}:_e9[DO?Iݗ_~9~wƱ{gdbL%\2ZdE#8""}٧1_~),Q@. 7[\&D/.RI! @ISNϓkM6Yԯ_hȐ!A-SLQ.mX֣W\1{R'/wyO<1駟_uU%{챣g1vmzATv ,/ѴN8q{;n4tEN8G 9眳~~}1=#|>,7|~1iu!ukRnexL} f3H]hHY_v[ojmL4D9眓+wGI/aBVɘO?ﾋhq)hW\sUq30C2oxCHZ+nse^}|yC(VpWxL?H]6jfK7Vߓ75FsPB@!P-%u/Ұs=7B %QlG-H5ˆ)$UVY% 70/H(j``hwq:Dy][SB@! h-%u!ԃ@~aAIHp?+}F!B͑!C:`*l:T"qO=T}R7Sf'*Ksx{GV*t,W/I C"׷o5YX 2T/CI] Ca^PIꚲxMz9oS}RM:B@! @Nh);3*oﯸn(I8nb1L3E7xc)9b"l.R1|Fi'ux&XilϮicħ ԓ!!klƔ|IiV) /'Rm:O /+\#PB@! 9-%uۮ4rPi Iy{kvL,VXa9?P'ӒyvDK#uؓj%uH,|A䓙z:$I Jqf%ԝ~>k 7k[Dbw}ڻB@! @ RR{@,I'=w^{;T>nѮOA%9bXm @Yό>#0yrb7ő@2n_R{E9- $>@$u8A!zQviԡ^Z 4KS!+(]NsNQҳB@! @"ж.$ KHJM $sF΍]I]s%"#\DTQF%F:=D#x,-Ex+uB{L3MD f$zc7s-׶{jP! m@I^&mJ:kTBn(K8^X]iN|O[tyESO=u<$J^slЃ} INE*/~"8V[^:qcm"c."neQHcXbgwԱ38)]r"uu[ 'u-) ! B@ tRIɿk=sr;7-~,A" \V' e￧ RƸ=$BYei{/&x o.Mʆc Yl`R+Ł1T㐦g˺:kv!pDћ.! B@t(M'u@"u^p-q ! B@-m`@Q\R{6_ԢB@! !y7/>(엿>~[os=Eg믢}O?==~y؏7l ^2aÆ5Z/{<Yѷ~[K-_'zG{|?CEg\'L[!n1/RsZZnB@! @Bꦛn.?7[o5K#n7h>쳢3<38=^uUۮ>yVoߌ/Ѿ{ED>WH}ݗkI' f&( 13ꫯfeu]'Rs.p\I! B$n駏dԍmCr3``^y啢}4uoeZmQsΉ{8CZ|f /<±ɼzyFc=v&vvR7j:<^^ ^ԼB@! @9o}?;S$UFyhQGr袋.J6@0Vo&SZ=k?Z;JAO?1;+,I/k>i:s00m<<8$!Y'uDx;sC2h ,w2Dec[9שl+%u5=Gv?o}?=詧u}/VsBc7oROB@!  :ۤ? b)"vw$^# aar8[ hGEk=ĉ'Jq=22$BrW_=V$_|1;쳣e]6&38#bS$\}{g}11)6,ӧOYguUVIrՎ;ږ[n4{*[dEO`[wuctA176FQ. o=#Ǿ5m=X[xi;v~*GSOJ3vƃ,W3x8]1o}Oԍ۹ SB@! h2E+yR7sD\#inI'ʣI gT/ټc_f'uHf>idž N‹%yX[ 709Db=>/kԃ@d N0gQF?smvi >mO6di&yW^{_|1>H#Ry'7:df.R!%Ь:57$!PHh :?Z㏣w1 p ঢ়vZb)[feqS8YBǼ ?4D>m+Q?f |?%yd H |BΘT#Â.!uq?s)}\kB@! ( : "mXs-"z;vuxMDqǛm6zcF^~xӎLTڰ>|x0huoxˮ#;"ځAj>vf$#€e?Q|SͿIضn"r}vaZBRdEʇ 0c 8D{Xy tm馉TrKEB1Og]@:|uٴ ! B@-BD :6k,B5;2$:!"!,YM2jPH駣#<20@BRGC T &bڛoAX +)R2ڧ-HQ+]٭AnHhy3ㆌpwRRlғ\ Z"=d~B=!~10>!<[ J:Ȭ }}q3 "ugkӼV:꨸-/᤮f˿ߕg/~0~84{v7H=$`dr uQ\tEk"us"- 6AŷQD:uTJĸXR4 /R4)'} ,@҈-:(ϒZ-;s{$UbHV'u|D=~r=ocic_BЇ=G!<:W:ԭp!xxKwmOQTB@! &upXI}FI <Țm}R1!CzpjƝzHА|RF|R 9YAbsT ioGqD*)#oIND߾IΤ>I$ڵa&7MU*. y44-p7P='5ltME{HG}RÝ0*` J:_>T:mpz7ܵ ]#k B@!P@פ.9!bC!CjO:|RAl(Ë@=ٲH].q| #'`FPl6+'k4T|RAeOdjI/m4 Y9Ra@F2LX*!u_1nT/NV:ԍ0OSrZ9B@! @Im2Wl$LT lQI)8𝊰F;=UC; uz,ͣ=a'|6j%u: Qwa$[2J>~>qAbH#uW^yeF˘W&@J%oΏh GaB.dAj!6:$HBJ^:NvBw@/H! BzM,<ۆ{8\[ ,G)]tQ_y'M]Z,6K/!Y_5 !V\p hcxd8^8ٮ5!mdMbb<veR &]qc4 gsK(NbY̅RRJ Ƹ'ZWx?j3Lo9vݘğÇݛo0΃!j۷8 |_R6l@ lUηl`57Fw;\fMUB@!pFq=,)/%s?yG]>et8w<+\E*CAёzgzeUAqnBn "#=aV 7͖]wʻwmcui ! @KMg }F=O8LwS_}.rjF/RgƠ:lmwe^u,JR`HH山NoOv0a5Hy3ybwoBq N2}OPᓘ/W?Vhq`:?W8b_TViۈeT GٲH4ψQHHsJAUm.x&7gPڥ?S'zJy8 H+e?Ͼ90޴/e;4ErO4<#cRǻSo 먯򴻶dV# H! :6&r?w..xlvyo Փ\LXxo../2Xua續RAS6V * n -p[5 ]\f%. (/\O{߻*#g0|16pPzt#{Gzepe/.QhD ~{!C!C- t2D.`MjK`|\^$'h61hlG !5'skC9RB@!T g6ːK$ ~k{ (ɦlQMaou8/{"1 y1eHCtF\,A @f7vd iSq2nؕA {̽YW\9=e_b4pqNB+ymar8 wB.9\|<<YYs<]tA Qi =2??ylϊyL#?g>+R{ڠ:4<8 =\^|݉6lqQڣ:R䰯˨i=TPkD"=H/ȕ /C$JHGJݼBHgo>.#CjH]r/ː-!dB;/ˌ $ WT*"js3)!*G %.#yCq#y<~.C p1i]qu ό4o-;P머B WH uQp #W#[?G9pCI<\҅y.l2/OyM"uyf [㰎*4VBBǁA߃p^$K! :ܼ 9lTAԇ/4T 9lʇ!mٙ!)Bzϸ\NXjHx""^HHH~ I?!H`B 7FFhXhB;`[4xPxk.C6([5 JZU13)sEJjR-Sg#m'UPA)(Cjǜ,APmϚ}\pI=obd~Aj*Hu}Bu"u ` cS{5u=~< !I 5/'H$N0!"HVvy qBc]6rl6cG9KHn)cާ̀\fYC B 岩.ZhRd v}#xT XGe. by`aGƘh6)i"MՃ/C}* בj|e#:.R*!6FX#tE=$~Bʆ${ -#?>}[^H]Ɩ{r@x":9>ᦒB@".a$H alq&)C:'䛴ʺF%$gH|N o].Z6\pـARBU\Cܩg!Y@*5KFlqB7j4t;}AfD;6s 81A=$wJ :T৥?H4irP,kxxͷ_ 0qtߧGk ֬/4B@<"Y1B`!Ye)$ Ja!kڅ,Q3j:vo)±GH{Zs{8T!q,üu{/E5I cje$}Hgc/)I{_.Ǎ0P-%9 RYB = 78QV!YUY#q'93_Ie*=T^C'H)y3yV{3cr@ Iｫ Sx(B@H,o>nbM>F]ؤC [x\xۀ!CT"<2j] @>#j 2t iꆐ @]ʙJ7?B MCQQ51?=CؤYk6ːiS}$)洅B=NOe0$F.c8zH4kCOZ6fl zh0+R{ڠ:08pv 뫒B@\!1'!CB!CYMU?3Iذ )f Iusw'!#"S4'"vo7 $h M]8'/!5JJTPRdW̦2O cD"s`s˛! 3R^ Gxݣ\6!Y3x /+}k_$q*-1AKnp8 I{g- c?_˛y xMG<3-Ա>_Xl]/,*hlq-ҘB 8!Dr+]Ɓ#.Fy3r}}Ҭ%2ꑕ#.uMg- An4qHېf!CDғY 'jEB D%$F>qC捺!*v-l EVqDOCd#ba1SA_8j\}FXu+)œMŠz3H$lg s`ۈ'mrx@s0ND:psQ.A3M$uibkC,2B@~6뼼0Q c{ͮz<\SAR&pv}A\94Q RqumjwosGijP,Op;?+ D6 ۳]6ULw5H'vt?k&8;6&e mzi=(: ߤv02D6!xu͝]^%LTMP7N.1hlGI@?فDL%! m'HdP}#F؅6Hz%ɖ]e Оkw+X! y\Y_lMZ@.J$Z_=4^5sOl cR<0/P(UpyBDQon͖ej?e_ ' ڃXg&$y<ρ.CN)O984RWqb$ 04Ա>.:9\RB@! bD4#`RG)dUlP]iB@! "u `h Cz(\Pqܥ$B@! b{xد_<56!K@PWSa`PxiB@! rDrI4vAΤ(7_%! B@!PH]3ԑM~x xa-eB@! B F@.TAjDLP:v>%! B@!H]3eQN!tļ$eZ-gB@! B A@.TAjzApµ]B>q:%B@! *A@]؃ƙKj$uc^. $oW.+YTF! ^z1vzB+$}F5vL"u T P-U~:< |o1 ! @#0.( a W. C .k `vag.qÓ\- tq2{~YѨDrI4vA Rrs\F̊~*$B@j˨ty͉uC]~\.\fm7NqיM.g.CdT/v'H=}a¸ !=\WԞpLvN.2.=5R"\kq*I׾.j.7滷 ! h:)ld7{B$^vSR'JnaKGl #^ې\ɻL!^跸  ƌ]~ws _ʽ...2>p=z[]^ktjwGeTByo#x}2?sy-C ׹F27M c`>ŸI)!HC(D6Rͷ ,-R.A%5^pՀB@NEIUj  p^¸r BqGBP9g# i:.?KpeNqw>Ha_#u7Ϩ@Z\ZT$wu$4dk:|!@$2]Fu &De$rx$HxLw0X饏UJv 2zqEDHgGCf)OC!?K`]0/\R ]VH}B@!K=CRg[ :6.L{-x:6,L4*È??A:-z>@ic:"ꠦBZT#7.BH!(\G jI}TG ɿ'#&HM3fjr$iT=!è ċ< %3/RDIBz#בu1'yCG{SyE}6 \h6ctuA]؃ƙKDkhB @,F#jwlO˘ pm^ivX !CGM5SDJA O9>.ChP2 $F/܇TA@L:Ob-]PDG&MDu¸6RuJH T8v9"D=TT}tWS5I!갟00E9k;'\R ]kOcB@!$.ϓxm‘l%T Mm'LP)D4B_H&AHVH +d OGhCBe 8T4MpQ6 tDzj7Ώ]HBIj*kϐvHs$fܑ +He#&Pu x6vc>"u4\" RJB@@Rdlțd ^v6l!4FbҊrU8e ʧ 3V}=vAmsO0H9;y}pB{AD Fo\LYžv?)i(De$iYoTp3OC`oS$q\CBY0F/p[?AɯRtM.TAjDzB@TRIxͻ_}Vب?bD!aS &d q'~*}$F$wL򡻷u]6{:H N=,q'HmADiOȬ.vz&mCrJK|2ڸeT[~o[(:&+e>pٷ,vUR hD8?!dK2)(l6'=M < {?#8Yݧ @X)9)R.A%"uiB@!P =!"CsTcu8 _)b/UJ2= uOp}T@}‡!؃!iDH$ ̭]f^3'#׺tBh ( t A6Q+dlfwRL*F>ָ9bcg$=12RiRIH3!^IbI'j\CUs`l۸NsG 2Z_HI8d jiH]..r]ӠB P28l =0Zؐ}?H~pRĮ\Bќh@RL򈔏vwyF!ʜ 9OQ@jQp ]6uA~]5 3BMZBB޸hrDĴ mSrJF9.#Ee/?pQuD W.!EtBv Ş鶅 /Oahu@9Iw ?T<Ե {8sH]7M!  c@ʐ:~{TDp^De_QyD2l,.*~\8=n!.tZ j=pLvnH/wLB.Chq wؐnQǴ"3bU j 06s.&K!8dyeV+9.(=QOfO>r;T-/ulP2B=u'$\R ]ePsB@! &\eh"u4\" R׈eIm ! hP5&uKlI֚A%UРV-]W! @c:h"u4\" RרI ! hofu%1놻JBQ*hP킀H]&+B@r 'u.8QB@]؃ƙKD4]! B@J%UРJB@! h"u4\" RרI ! B@TH]..UԨB@! @kqF-MjW! @#0"T5(n|g.?0._|-Wkqf/YO! @{#@xZWiN,>a.q71\|Q>ckvw"u T R%K ! hoPQAoߊn_B Y8KK_TYtsĭ5#R.A%"u-ZԭB@\>e$6k=e ̦s٤mϋL=?a.2R0 uO.r.*hP킀H]'-B@ B".pFBu\ NAp/R WW6s2?[]ӫxpq˨A 6y9Ͻk]f! }B ô b Ǻ %-X)]YYʏ .3o$ yѮ`ٽӻχ|0H5\.粯 QXXh.I]؃ƙKD:yy܄B @j Xf1;\~.ﲩ"‘DHm)"ߺ|xu$SzuIP3 :ix 3/:i?q3QB{r(5s9@ oS elE_ ɴX߿kH -MV臶;qdB[ϹHԿp#.F]002O!,? ,e2u:H]..u29! @ Ae xG)B2fR-Ӆ{gjry)P2ܫf.Ch c~Bje/($k{~(s ^Kb/m|0JPq܉ n\8D7AAAѕj@]h#WYdPKo*3==tUwu=N;[  CՍPcw׸ۋk?. c x93 щ8[2,38>tB fqwn5}S|!f)"\k̍ڕ ࡨzVPԭG$  T@h.l1>tO.!Rh\6IZ."oDTN};n #z"m51c I*Q71HLHCqpI \sF€H;̶+n=!k=PfhMeTy'P ! Kt߈)j|I|\8~9:ƾ4E]+Nu/?S@aUq7ԢeBPsFz`pJ b DilpسETPKs!zAaD Dvs klQFCؤf1@t.#a\R!QQJLqkypD(xGd$rWaD{}jl%E]~.]$  LrHD"nDRH Dj {.4\+٣/Qþ#"x.!h q4=F]K8HD+Mßёd 0Y [~kLDL1glCC,f)iYۈDxJ̥l{^_&4]/ >3ou :-t!$1b_jƨ:;^6">5'Q遈DhvQΧgDH4N>&Bd85hPxm ;\n:CalZ7ـHd4i^syq2N*uE*'иo}01ZAq }ll%E]6]$  LDX τq̎ ² !=TF1&iG t>R32L1$>|Nib+=(dsf#p5.91B lVk!W7@k+hKR0\; jIkFx47ѵZf#u}^^91(jN03}JQJS]!G' H@-#@" >W`!2rϯ0@(q5`~`}if i\5e+^˨"x.O!H#~c{ ! Ba!*6R=/;NjŏfDF yD;tjVc;^1bKeKyapy5!ʹls>#o{'zfU7Y#>6E]Wԃ~?YEqΒ";!H$hy*F kAF MaIt0b-=,H]x7Qγ8`A>0.>,!%}Xky9/EHZ8I">E$*iC%59B5(9fqX',c~"w<BAΜ`9Y?Ksc38c=u :C H@6 Hui?? QiX8TN"5"TUƤ0 I+$2 [|@+02e4̻È:q} "q@d aԴ1&~Xu?N]a+00E@%˵qhZ66 ч0<DQ{&^DF3Kk@4وpj_۪)سgO&I@$ H=QQ-6\׌4Dǘzr^f!Jc9XS^sv E?s\X-T>{ϸQO/qL25}9>`S֙kO:6^YAK_i4;iQ5$  H@'*vq$ߩ߁`Poen?Q( H@$UQM'LTmWK@$  L@-ؘ& lj H@$ PMK@$ VPԵvL (:xtY$  E,M2 iPwN H@$ U: E[$  H`u[hP+ H@$0]wPu H@$iN>oE] n.H@$ >PIPMcH@$  M@Q76:;J$E_ H@$ PME D  H@L@Q廧m k] H@$c|>`t H@$ q (%g? "  H@$0Uw $  H@@ (| um  H@zL@Q'B@Q7" H@$0.Eݸ'Su~$  H@J@Q7UN>u3p]$  H@2E] wA$  H@@ (z|]D(&A$  H@%P/~1'b{\$  H@Ԣx&QMi%  H@NE]F|?" Yl;`V H@$ m'XE6ǫ*vx{;$ B?WрDIENDB`0666666666vvvvvvvvv6666>6666666666666666666666666666666666666666666666H66666666666666666666666666666666666666666666666666666666666666666J@J Normal dCJ_HaJmH sH tH n@n # Heading 1$$d<@&a$&5CJ KH OJPJQJ\^JaJ tH h@h Mq Heading 2$$@&'5B*CJOJPJQJ\^JaJphO`@`  Mq Heading 3$$@&5B*OJPJQJ\^JphODA@D Default Paragraph FontRi@R 0 Table Normal4 l4a (k( No List TOT [~ List Paragraph ^m$OJPJQJ^JRR  CJOJPJQJ_HmH sH tH |O| 3 Head:H2-  N%)-1.6f:>&5CJ OJPJQJ_HhmH sH tH ZZ Mq Char Char8+5B*CJOJPJQJ\^JaJphOtH ZZ Mq Char Char7+5B*CJOJPJQJ\^JaJphOtH n>@n "MqTitle !d,&dPOm$)@B*CJ4KHOJPJQJ^JaJ4ph6]\!\ !Mq Char Char1-@B*CJ4KHOJPJQJ^JaJ4ph6]tH P1P  Char Char9"5CJ KH OJPJQJ\^JaJ DOD % Centre Head $$a$mH sH @2Q@ $Centre Head CharmH sH 6U@a6  Hyperlink >*B*ph.)q.  Page NumberbOb Bodytext( ndG$ CJOJ PJQJ _HmH sH tH O Bodytext bold/position tit) dG$#5CJOJ PJQJ _HmH sH tH rOr  Course entry'* dG$^`CJOJ PJQJ aJtH *W@* Strong5\HOH  No Spacing,CJ_HaJmH sH tH V+@V .0 Endnote Text -dCJOJQJaJmH sH @@ -0 Char CharOJQJmH sH tH >*@> 0Endnote ReferenceH*F!)B^S݄& W.;>[i[i>:./<=>?@ABCDEF%;!:;]^rs  * 1 8 B M X l p   0 > M d e x 4 5 E    $ % K n " N v $%<$<{!Aa]cVyz{.?!!!!v""O###U$$9%y%%r''''P(Q(`(k(((2+3+ / /33F9G9<<BB0F1F[H\HHHIIJJELFLMMOOPPPQQQfRgRSSCD^_bc89=>WW__S_T_______y`z`  01  IJ'(ҏӏמ؞CDFGvwyz679:٠ڠ"#ơǡjk*+ңӣvw ɥʥݥޥΦϦ67٨ڨJK+,FGʼ˼̼ͼ+,BC  yzqrBCLM45YZ  -.RSef01'(lmJK*+pq&'56ٕڕOPwx   hiZd 23HI@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0 @0 @0 @0 @0@0 @0 @0@0@0@0@0@0 @0@0@0@0@0 @0@0@0@0 @0@0@0 @0@0 @0 @0@0@0 @0 @0@0 @0 @0@0 @0 @0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@ 0@ 0@ 0@0@0@0@0@0@0@0@ 0@ 0@ 0@ 0@ 0@ 0@0@0@0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@0@0@0@0@0@ 0@ 0@ 0@ 0@ 0@ 0@0@0@0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@0@0@0@0@0@0@0@ 0@ 0@ 0@0@0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0 @ 0 @ 0 @0@0@0@0 @0 @0 @0 @0 X0 0! X00 X0"0#-X00 X0$0%-X00 X0&0'-X00 X0(0)<-X00 X0*0+t-X00 X0,0- X00 X0.0/@ X00 X0001x X00 X0203 X00 X0405 X00 X0607ܽ X00 X0809 X00 X0:0;L X00 X0<0= X00 X0>0? X00 X0@0A X00 X0B0C, X00 X0D0E-X00 X0F0G0-X00 X0H0Ih-X00 X0J0K-X00 X0L0M-X00 X0N0O-X00 X0P0QH-X00 X0R0S-X00 X0T0U-X00 X0V0W\,-X00 X0X0Y,-X00 X0Z0[,-X00 X0\0]--X00 X0^0_<--X00 X0`0at--X00 X0b0c--X00 X0d0e--X00 X0f0g.-X00 X0h0iT.-X00 X0j0k.-X00 X0l0mtU-X00 X0n0oU-X00 X0p0qU-X00 X0r0sV-X00 X0t0uTV-X00 X0v0wV-X00 X0x0yV-X00 X0z0{V-X00 X0|0}4W-X00 X0~0lW-X00 X00W-X00 X00W-X00 X00X-X00 X00LX-X00 X00P(-X00 X00(-X00 X00(-X00 X00(-X00 X000)-X00 X00h)-X00 X00)-X00 X00)-X00 X00*-X00 X00H*-X00 X00*-X00 X00*-X00 X00*-X00 X00(+-X00 X00`+-X00 X00+-X00 X00+-X00 X00,-X00 X00C-X00 X00HC-X00 X00C-X00 X00C-X00 X00C-X00 X00(D-X00 X00`D-X00 X00D-X00 X00D-X00 X00E-X00 X00@E-X00 X00xE-X00 X00E-X00 X00E-X00 X00 F-X00 X00XF-X00 X00F-X00 X00F-X00 X00G-X00 X008G-X00 X00pG-X00 X00.X00 X00 .X00 X00D.X00 X00|.X00 X00.X00 X00.X00 X00$.X00 X00\.X00 X00.X00 X00.X00 X00.X00 X00<.X00 X00t.X00 X00.X00 X00.X00 X00.X00 X00T.X00 X00.X00 X00.X00 X00.X00 X004 .X00 X01l .X00 X01 .X00 X01 .X00 X01!.X00 X01 L!.X00 X0 1 !.X00 X0 1 ".X00 X01#.X00 X01<#.X00 X01t#.X00 X01#.X00 X01#.X00 X01$.X00 X01T$.X00 X01$.X00 X01$.X00 X0 1!$.X00 X0"1#4%.X00 X0$1%l%.X00 X0&1'%.X00 X0(1)%.X00 X0*1+&.X00 X0,1-L&.X00 X0.1/&.X00 X0011&.X00 X0213&.X00 X0415,'.X00 X0617d'.X00 X00H X00 X00 X00 0 00;@0X00@0X00@0X00@0X00@0@0X0 0 U-@0@0X00h: X00X00L4 00X0| ----00PPPSS'-{17FArH&Q[Ziwԙس#?TImS5cyR2'ӗCZDij,*L% 8Kucbޯgjsuxz} "&'-IQ`c!rld4"".'k0023&4 78;<FACEJMN[PPQ1QRFTUVOWXTYlZ[DhpDwaz}8zt BbfC^b8=ii8WP_adggggyhi0IצCv6٨Ʃj*ҫvɭݭή6ٰJ״ӼF+ 4Y -Re0: ""'#M#m####J$p$$$ %+%p%%%S*K6?JVZc1k z2&5ٝOwӤ h%h.hklmnopqrtvwy{|~     !#$%()*+,./0123456789:;<=>?@ABCDEFGHJKLMNOPRSTUVWXYZ[\]^_abdeiLdgCCDPPQPQƄDbЈш"$% {|͏ϏЏp?Aߑa)SV֓r&CFƕbǖGdt!Zڙ 4rt+-לٜYz|46՞#ǡMTk+ӣY`w ϦU\ 7Ĩڨ`gEneۿ ]w|HotE&JObs@krHOkOVBI$g| Ng`uG`9<_XXXCXXCXCXCXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX')0HLS!!)m>X@ @H 0(  0(    3 @@ s"*`? \   3"? P   "? \   3"? P   "? B S  ?9Pe $t &|tVIt!D(t"^t CFeesDescAandOSubjMBA_(Entrepreneurship)b6004b6054b6089 _Toc1137805752Je? =[? >y*>yM>y[>y>y3>y3>y,4>yl4>y4>y4F iWW Ri`` =*urn:schemas-microsoft-com:office:smarttags PlaceName=*urn:schemas-microsoft-com:office:smarttags PlaceTypeB*urn:schemas-microsoft-com:office:smarttagscountry-region> *urn:schemas-microsoft-com:office:smarttags PersonName9*urn:schemas-microsoft-com:office:smarttagsplace pu 49=A~Y ] b g eeYYϿC /23HϿC /3H55EE]cehlv5?KU  [ \ {|`a"N#O##)))),,i/j/f4f4>>A@G@PPPPSSSStTTTTTTRU^U-a3aZacattҘ՘H-569:PPGGIIJJT}WZc d      / _  wAADDWHWHSSUUWWWWzX{XXXXXYYYYZZ3[4[5[6[7[7[R[S[\\\\]]^^^^`` a aaaIbIbeeeenndqeq#s#s$s$spspsttxxYYՙ֙ /2I55EE]cehlv5?KU  [ \ {|`a"N#O##)))),,i/j/f4f4>>A@G@PPPPSSSStTTTTTTRU^U-a3aZacattҘ՘H-569:PPGGIIJJT}WZc d      / _  wAADDWHWHSSUUWWWWzX{XXXXXYYYYZZ3[4[5[6[7[7[R[S[\\\\]]^^^^`` a aaaIbIbeeeenndqeq#s#s$s$spspsttxxYYՙ֙ϿC /23HIX^zس zQ< c  G'>Rf=(‚S D} a,Sq \")Ypb5WdN4^6RH3tUmMuFT,SFp>V \h!z%r; ,`v`$-zi6.f\'/ 5v^/@cĈF/i`06zlJ2x2~@D5ntB60FRm98lM8H.9v&=: ^3*:26~1=r*i$@ja$HA0tjkAbC03D lKE& b%EG( 4F5KF> F5.GTH @gUJ,jCLJz:.DyLOMRf?OPLhKYR&~jU-&V)K;W`Fu2,Yo?Z{Vo[11^Fp^6^&Vo?Zb%E=$-@D5~1=d%g; ,M89)I`HA d|KF H.9c TH3D-P4{B6?'WsDyLFzK;WPfe2Wj,Sq OM bi`0h*(}iKEHbd?e6.Bg..GXX                                                                                 ,j                                                                                                                    _                                                              v                                                                                                                                               W                                                                         X!                                 ]L                                                                                                                                                                                                                                         !(l.[6g.jwO8>L'WrDd^:y3  ? J E 5 X -og N@?aE!Y[=d?]jJXmvEd HXI 5!~n!yd"lq$\W(d*m*+[+i+ -wN.1/32Y343=4?4(S4{467+:F:q:;K;>5CSDrvDKF6FUG+IHIYQI!VLLMM@M8eM N3mN4;OyP 3PIPM-QR&TEUV CVXF%\sV\/Y\!#^'^E`raMcd[gxmgZkql4m8m[m~m'n4q5qMq's5tvwuv:v*v>zCDzpz+vzC{c{ |v|[~<'z-lVR@a<`[}ytKA>c*'qX 4@+c9mu=-,834$ycP4`%[^;2i OMCE!f;BtL\:;]^rs  X  > d e 4 5 'P(Q(`(k((((()2+3+5+6+}- / / //133335L8F9G9J9k9;<<<=@BBB(CE0F1F5FFG[H\H`HHHHHHHIIII1IJJJJ?KKELFLGLLMMMM NNOOOOOOPPPP+QPQQQTQQRfRgRlRRXSSS<CDEV^_`abci089;<=>VWWW^^^___S_T_[_________`y`z`  012  IJ'(ҏӏמ؞CDFG\^vwyz13679:NPɠˠ٠ڠ"#ơǡXjk*+ңӣdvw ɥʥ̥ݥޥΦϦ`67Ȩ٨ڨk!JKM  +,.FGʼ˼̼ͼ+,.BCE   yz|qrtBCELMO*45OYZ  #-.HRS./9ef 01'(EHT`lm#&2>JKhkw*+ILXdpq &'=t"'56cΕٕڕ$v–֖*>FOP/hwx˜֘ Msș?Sz~ƜӜ   !ghi33333333333333333333@@@Unknown Gz Times New Roman5Symbol3& z Arial3z Times7&  Verdana7&{ @Calibri;SimSun[SO7K@Cambria5& zaTahoma;& z Helvetica?5 z Courier New;Wingdings"1hw̆w̆|FhTfirYi!n4d@ 2qHX $P\2X-REVIEW OF MBA AND SPECIALIST MASTERS PROGRAMSRKramarMacquarie UniversitylX                           ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W Oh+'0  <H h t  0REVIEW OF MBA AND SPECIALIST MASTERS PROGRAMSRKramarNormalMacquarie University2Microsoft Office Word@@U ;@I}`@I}`hT՜.+,D՜.+,l( hp  Macquarie Universityf@' .REVIEW OF MBA AND SPECIALIST MASTERS PROGRAMS Title@ 8@ _PID_HLINKSA@Tqbhttp://www.nus.edu.sg/nec/education/courses/pdf/BMA5251Management_of_Technological_Innovation.pdf?2Lhttp://www.nus.edu.sg/nec/education/courses/pdf/TR5105Technopreneurship.pdf]x mailto:peter.balan@unisa.edu.auTM)http://business.unisa.edu.au/management/]x mailto:peter.balan@unisa.edu.auTM)http://business.unisa.edu.au/management/ke?http://www.csu.edu.au/handbook/handbook03/subjects/MGT537.htmlje?http://www.csu.edu.au/handbook/handbook03/subjects/MGT536.htmlie?http://www.csu.edu.au/handbook/handbook03/subjects/MGT535.htmlld?http://www.csu.edu.au/handbook/handbook03/subjects/MGT520.htmliu?http://www.csu.edu.au/handbook/handbook03/subjects/ECO501.html{z?http://www.csu.edu.au/handbook/handbook03/subjects/HRM502.htmllg?http://www.csu.edu.au/handbook/handbook03/subjects/MGT510.htmli}?http://www.csu.edu.au/handbook/handbook03/subjects/ACC501.htmlaf?http://www.csu.edu.au/handbook/handbook03/subjects/MKT501.htmlmf?http://www.csu.edu.au/handbook/handbook03/subjects/MGT501.html22Shttp://access.adelaide.edu.au/courses/details.asp?year=2005&course=001262+1+2539+1sbChttp://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ENFB70-205seChttp://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ENFB70-202sfChttp://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ENFB70-201scChttp://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ENFB70-204sgChttp://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ENFB70-200avChttp://www.bond.edu.au/bus/subjects/subject.asp?SubCode=BUSN70-501rChttp://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ACCT70-504z`Chttp://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ECON71-500xgChttp://www.bond.edu.au/bus/subjects/subject.asp?SubCode=FINC71-500p}Chttp://www.bond.edu.au/bus/subjects/subject.asp?SubCode=MGMT71-701pzChttp://www.bond.edu.au/bus/subjects/subject.asp?SubCode=MGMT71-504iaChttp://www.bond.edu.au/bus/subjects/subject.asp?SubCode=MKTG71-500rzChttp://www.bond.edu.au/bus/subjects/subject.asp?SubCode=ACCT71-500flxhttp://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN494fbxhttp://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN479ffxhttp://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN434ff~xhttp://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN432ff{xhttp://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN431fgxxhttp://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN427ffuxhttp://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN430fgrxhttp://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN429fgoxhttp://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN426fglxhttp://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN420fcixhttp://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN460fdfxhttp://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN416fdcxhttp://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectUnitFromCourseDetails?courseID=2763&unitID=GSN410T`rhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/25e7e3ed035e8fddca2569530001be5b?OpenDocument ]rhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/035fa9519a0285cfca25695300010cda?OpenDocumentOVZrhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/5e33532aad09d846ca2569530000614c?OpenDocument@SWrhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/29454434d9e72b75ca2569520083939d?OpenDocumentTrhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/61b09a10afd79c02ca25695200828f1f?OpenDocumentZQrhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/8eb37f384e1c0587ca256aa30008e48a?OpenDocumentNrhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/35fca1a4a0a72d57ca2569520080744b?OpenDocumentMKrhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/f6b80bc0e7bef91dca256952007faca3?OpenDocumentHrhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/94a07792b0b736a1ca256952007cb172?OpenDocumentErhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/94a07792b0b736a1ca256952007cb172?OpenDocumentBrhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/94a07792b0b736a1ca256952007cb172?OpenDocument ?rhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/6814a582ccec53ffca256952007ea72b?OpenDocument <rhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/e7668025d07b4a71ca256952007dd994?OpenDocumentL 9rhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/c32068d2cb72efe7ca256952002ab869?OpenDocumentD 6rhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/1d7a53060b6878a9ca256952007bdf91?OpenDocument]3rhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/c1b1e7bbbc1a0771ca25695200791d83?OpenDocument[0rhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/1c0de27c18d3d8f8ca25695200310ed0?OpenDocumentB-rhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/1db1ffb86414529eca256952003050e8?OpenDocumentW*rhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/1dc197f48a627ab3ca256952002f2b3f?OpenDocumentF'rhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/7f5cbf8a8744934bca256952002e50ed?OpenDocumentCP$rhttp://domino.swin.edu.au/cd31.nsf/2f8f3722cb24003fca256689000de072/78e54d7956de6797ca256952002cf3ea?OpenDocumentJShttp://domino.swin.edu.au/cd31.nsf/0/eb5dbbaa4e6e62ceca2569520019d384?OpenDocumenttop#topJShttp://domino.swin.edu.au/cd31.nsf/0/eb5dbbaa4e6e62ceca2569520019d384?OpenDocumenttop#topJShttp://domino.swin.edu.au/cd31.nsf/0/eb5dbbaa4e6e62ceca2569520019d384?OpenDocumenttop#topIYhttp://www.goingtouni.gov.au/J Shttp://domino.swin.edu.au/cd31.nsf/0/eb5dbbaa4e6e62ceca2569520019d384?OpenDocumenttop#topChttp://www.mgsmnetworker.net/"S"mailto:100231.1327@compuserve.comB6http://www.mq.edu.au/provost/planning/landt-plan.html  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefhijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVXYZ[\]^`abcdefghijklmnopqrstuvwxyz{|}~Root Entry FЕ˔`Data g e1TablexWordDocumentqSummaryInformation(WDocumentSummaryInformation8_HBCompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q