FAQs
1. Other companies offer executive education and development programs. What makes AEE special?
AEE delivers unique programs combining quality, convenience, and affordability. We offer:
2. Who is the typical audience for your programs?
We generally teach business executives from a variety of industries and countries. Past participants have come from insurance, banking, private equity, and more. Click here to read about our clients.
3. What benefits can a participant expect?
Specific objectives vary by each course (see each listing for more information). In general, however, participants will learn topic fundamentals vital to executives, understand key issues and trends, and gain practice in applying knowledge in real-world scenarios. Additionally, executives will engage the instructor and each other in a lively, intellectually challenging discussion that will bring information to life in highly memorable way.
4. How long do your courses last?
Most of our courses run 4 days, though a few of our verticals are only 2 days. However, we can and have adapted course lengths to suit clients. See specific course descriptions for more details.
5. Who teaches the courses?
Our faculty members are professors from some of the world’s top MBA programs, as well as seasoned entrepreneurs. Each one is an experienced case method teacher and engaging presenter. For more about our faculty, click here.
6. What is the usual class size?
We keep classes relatively small, from 15-40 students. This enables everyone to ask questions and contribute to discussion.
7. What is a typical class day like?
Either before or in class, participants read highlights of the case. Then the instructor invites discussion. Participants respond to the professor and each other, exploring key teaching points and related topics arising from class comments. Typically 3-4 case studies are discussed each day, with a total time of 6-7 hours daily in the classroom. For more about a typical day, click here.
8. What is the case method and what makes it a compelling way to teach?
The case method presents real-world cases and simulated scenarios, asking class participants to react to them as though they were involved decision makers. Rather than being subjected to a one-sided lecture, class members engage in active discussions (with the professor and each other) that demand critical thinking. It’s important to note that these discussions are not meandering or unstructured. Top professors know how to lead the dialogue to cover key points and drive home lessons. Participants find the experience fast-paced, relevant, and memorable. They report that involvement in the case method is excellent training for real-world decision making.
9. Does the case method work across cultures, languages, industries, and ages?
The concept of the case method dates back to at least ancient Greece, where Socrates famously employed it in teaching. It has been widely and successfully used across time, cultures, subjects, and age groups.
10. Can you really expect executives to read long cases? Especially in a short, focused program?
We understand the difficulty in getting busy executives to read long cases. Even MBA students hate long cases. That’s why we keep most 5-7 pages long. More to the point, we have taught cases in situations where executives can’t read the material due to time or language limitations. For all classes, we have developed teaching plans that assume participants will not have read the case or need a refresher. By using a combination of slides summarizing case facts and pointing out key paragraphs for participants to read in class, we cover the most critical points in the course of the discussion.
11. Are courses in English? What accommodations are made for non-English speakers?
Courses and reading material are in English. As needed, we use simultaneous translation during the in-class discussion.
12. How much customization is there to tailor the program for your audience?
First, we only recommend topics that we believe will be relevant to an audience. Second, our selection of cases and the structuring of discussion is shaped by venue and participants. Third, our faculty continually probe throughout the discussion, putting the question of relevance to our participants.