Business Schools Research Papers - Academia.edu (original) (raw)

Extant literature has highlighted that business schools have been accused of promoting an educational ethos that emphasizes shareholder value and the pursuit of short-term profits and thereby preparing overly competitive future... more

Extant literature has highlighted that business schools have been accused of promoting an educational ethos that emphasizes shareholder value and the pursuit of short-term profits and thereby preparing overly competitive future generations interested in profit maximization. This paper highlights the importance of integrating CSR into the mainstream of business schools' curricula, arguing for the responsible role that business schools should play but also emphasizing the strategic case for such integration. The paper analyzes the main challenges and opportunities that both hinder and facilitate mainstreaming of CSR at the heart of the business school curriculum and the role that the Principles of Responsible Management Education (PRME) can potentially play in this regard. The paper illustrates these drivers and constraints in the context of one specific business school in Lebanon that has successfully experimented with CSR mainstreaming, leading to a nuanced reflection on the pos...

For several centuries the Middle East was socially, economically, and technologically advanced. One of the reasons for this was its people’s appreciation of and openness to knowledge creation and dissemination. This trend lasted from the... more

For several centuries the Middle East was socially, economically, and technologically advanced. One of the reasons for this was its people’s appreciation of and openness to knowledge creation and dissemination. This trend lasted from the 8th to the 13th centuries (Aubert and Reiffers 2003). Knowledge became the most important and determining factor for economic growth. The impact and contribution of this wealth of knowledge were felt and appreciated across different sectors and disciplines and acknowledged beyond the region and around the world. However, things changed drastically in the 18th and 19th centuries following the Industrial Revolution. In the 21st century, with oil exploration and an economic boom in some parts of the region, investment and attention was redirected to building state of the art infrastructure in various sectors, including education and health, as Middle Eastern countries prepared to engage with and integrate in the knowledge society. To date, investments allocated to sectors such as education, information infrastructure, research and development, and innovation have been insufficient in most Middle Eastern countries (Aubert and Reiffers 2003), when compared to other regions, including emerging economies. However, increasing attention is being paid to these sectors compared to past decades and more concrete achievements have been realized in recent years. Education in the Middle East has consistently faced a variety of challenges. According to the World Bank, the quality of education in the region is falling behind other regions and needs urgent intervention and reform in order to address issues associated with unemployment (Gavlak 2008). Although the knowledge ecosystem, including awareness, education, training, and lifelong learning, represents a cornerstone for development and growth in the Middle East, there is still a lot that needs to be done before the education sector becomes a catalyst for economic production and development and a driver for societal growth (Holmes 2008). Moreover, higher education plays an invaluable role within society because it creates additional opportunities for development and provides knowledge transfer for students and other stakeholders, and promotes change, creativity, innovation, and progress (Wilkens 2011). Over the last few decades successive governments in the region sought to expand enrollment to formal education and improve the quality and efficiency of education service delivery (Welmond 2006). Education and lifelong learning should be considered as the invaluable foundation upon which most economic and social strategies are based, and policies and directions are built. Therefore, education should be made a top priority if the national objective is to realize effective and sustainable economic development and growth in the long term. Building a knowledgeable society remains an integral platform for creating jobs, improving standards of living, and becoming more competitive as a nation. The impact is usually realized following years of strategic planning in which synergies are established among key stakeholders in the economy. Moreover, modern education and lifelong learning policies are increasingly being defined in terms of economic development, growth and timely global competition (Shirazi 2010). The key challenges facing the Middle East could be summarized in three main points: an increase in educational disparity within countries; a constant decrease in the quality of education, despite an ongoing increase in per capita education expenditure; and the mismatch and growing divide between market needs, in terms of capacity and skills, and what the educational system has to offer in terms of output (UNDP 2002). Moreover, there are factors that impact higher education such as, but not limited to, regional and international geopolitical challenges, student mobility and the impact of emerging technologies, in addition to socioeconomic development and growth.

Extant literature has highlighted that business schools have been accused of promoting an educational ethos that emphasizes shareholder value and the pursuit of short-term profits and thereby preparing overly competitive future... more

Extant literature has highlighted that business schools have been accused of promoting an educational ethos that emphasizes shareholder value and the pursuit of short-term profits and thereby preparing overly competitive future generations interested in profit maximization. This paper highlights the importance of integrating CSR into the mainstream of business schools' curricula, arguing for the responsible role that business schools should play but also emphasizing the strategic case for such integration. The paper analyzes the main challenges and opportunities that both hinder and facilitate mainstreaming of CSR at the heart of the business school curriculum and the role that the Principles of Responsible Management Education (PRME) can potentially play in this regard. The paper illustrates these drivers and constraints in the context of one specific business school in Lebanon that has successfully experimented with CSR mainstreaming, leading to a nuanced reflection on the possibilities of a real paradigmatic change in the context of higher management education at this critical juncture and what it is going to take to catalyze a real transformation beyond " bells and whistles " and mere rhetoric.

Amid the emergence of the 21st century, a new era of modern business has set in India. Liberalization and globalization of Indian economy have provided challenges and opportunities to our new business and which has necessitated... more

Amid the emergence of the 21st century, a new era of modern business has set in India. Liberalization and globalization of Indian economy have provided challenges and opportunities to our new business and which has necessitated re-engineering of the present management education system. Recently, Union Budget is also decreasing the fund for higher education in India for the last five years. This research is focused mainly on existing problems and challenges which are needed to be addressed and seeks to provide the solution thereabout. At present in India, there exists three-tier management education administration i.e., Indian Institutes of Management (IIMs), Entrepreneur's and prestigious industry run best management institutes and management departments of Universities. Besides this, private B-Schools and non-statutory business training institutions also impact business education leading to MBA degree or PGDM diploma. Unfortunately, most of the students don't get the job in the completion of the course. In most of the cases, even the best student doesn't cater to the needs of the market because in the formal education system the gap between what is taught and what is demanded by the market is evident. Hence, an urgent need to rethink and redesign the management courses has arisen. It discusses the rationale of re-engineering of the whole management education system i.e, Admission, Instruction, Infrastructure, Regulation, Examination, Certification, Training and Placement etc.

Institutional Ranking in higher education space has become a very important practice and management institutions across the world are greatly profited by the published global rankings based on various criterions. The ranking is usually... more

Institutional Ranking in higher education space has become a very important practice and management institutions across the world are greatly profited by the published global rankings based on various criterions. The ranking is usually publicised depending upon Institutional infrastructure, their employment &placements, teaching pedagogy, research output, faculty-student ratio, international linkage, application of technology in teaching-learning process etc. In this study, we have chosen to research the placement strategies of global top 10 listed institutions 2017 by Financial Times (FT) to ascertain a meaningful picture of their career offerings and strategies in attracting market. An effort is also being put towards exploring various strategic industry-interaction initiatives and interview scheduling practices of top ranked world's management institutions. Their student career statistics are also examined and analysed to ascertain the learning outcome arising post implementation of identified strategies.

This paper describes a unique seven-year program involving a business school, the Rotman School of Management and the development of entrepreneurs in a low-income community, Toronto’s Regent Park neighbourhood. The success of the program... more

This paper describes a unique seven-year program involving a business school, the Rotman School of Management and the development of entrepreneurs in a low-income community, Toronto’s Regent Park neighbourhood. The success of the program was a result of the breadth of involvement by a number of constituents of the business school including administration, faculty, and alumni. There is a diverse set of approaches to partnerships between business schools and local communities across the world. The Rotman School of Management Small Business Program for Regent Park and surrounding areas was offered in the form of ten weeks of classroom lectures by business school faculty, combined with coaching support by business school alumni. The program ran for seven years, with an average of 25 students per class, on a total estimated budget of CDN $45,000. Based on breadth of participation by the business school; and the seven year iterative and continuous improvement process implemented for the program; the Rotman Small Business Program for Regent Park was successfully able to provide a high level of educational value for participants on a minimal total budget. Describing lessons learned from the seven years of the program enables business schools and communities with existing or potential partnership projects to optimize program decisions instead of repeating lessons learned in similar contexts. The primary lessons learned from the program include: first the need to modify business school course content to a small business context, and second the need to expand the metrics of success to include additional educational outcomes. The ultimate objective of this paper is to provide sufficient information for potential replication of all or part of the partnership program, for academics and practitioners interested in the interaction of business schools and local communities.

In recent years, the awareness of academic misconduct has increased due to high-profile scandals involving prominent researchers and a spike in journal retractions. But such examples of fabrication, falsification and plagiarism (FFP)... more

In recent years, the awareness of academic misconduct has increased due to high-profile scandals involving prominent researchers and a spike in journal retractions. But such examples of fabrication, falsification and plagiarism (FFP) serve to obscure the less flagrant, more subtle cases of possible misconduct - what some have called 'questionable research practices' (QRPs). While FFP is seen as inherently negative, QRPs fall into an ethical 'grey zone' between permissible and impermissible. In this paper, we draw on semi-structured interviews with business school scholars to explore the occurrence of QRPs. Prevalent QRPs include playing with numbers, playing with models and playing with hypotheses. Scholars explain the existence of QRPs in three ways: the inadequate training of researchers, the pressures and incentives to publish in certain outlets, and the demands and expectations of journal editors and reviewers. We argue that a paradox is at work here: in order to live up to the positivist image of 'pure science' that appears in academic journals, researchers may find themselves - ironically - transgressing this very ideal. Ultimately, this challenges the individualistic account of academic misconduct by drawing attention to the role played by institutional actors such as academic journals in encouraging forms of QRPs.

Shiny new, Exactly same ISBN as recorded, Please twofold check ISBN cautiously before requesting. Pleasant book for the understudies or individual who need to do things any other way Packing was extraordinary CD along book is amazing. In... more

Shiny new, Exactly same ISBN as recorded, Please twofold check ISBN cautiously before requesting. Pleasant book for the understudies or individual who need to do things any other way Packing was extraordinary CD along book is amazing. In any case, it look any longer to get it than whatever other book that I have bought through Amazon-two months from the time I requested it. It came after I required it for a book read. Great book, less than ideal conveyance.

In a student's life the choice of the institution which he or she is going to attend after F.sc/ A. levels is of critical nature. A lot of factors influence this choice made by the students, these may include perceptions of universities,... more

In a student's life the choice of the institution which he or she is going to attend after F.sc/ A. levels is of critical nature. A lot of factors influence this choice made by the students, these may include perceptions of universities, colleges and student life therein, which students generally develop early on in their life. Every student wants to enroll in a university of good ranking and popularity, which can help his/her attain his/her, future goals. The study in hand illustrates the factors that attract students in the business department of different universities.

La historiografía ha destacado la importancia de las escuelas de negocios en la difusión de las formas de gestión empresarial norteamericanas en Europa después de la Segunda Guerra Mundial, pero no ha encontrado una forma de cuantificar... more

La historiografía ha destacado la importancia de las escuelas de negocios en la difusión de las formas de gestión empresarial norteamericanas en Europa después de la Segunda Guerra Mundial, pero no ha encontrado una forma de cuantificar su impacto sobre la economía. Con este objetivo, el presente artículo examina las relaciones entre las dos principales escuelas de negocios privadas españolas, IESE y ESADE, y la élite corporativa nacional. Combinando el enfoque institucional con el análisis de redes sociales se muestra la incidencia de las escuelas de negocios sobre los órganos directivos de las mayores sociedades anónimas españolas durante la segunda mitad del siglo XX, y se explica su función como centros de reproducción de la élite.
Literature has highlighted the key role of business schools in spreading US management in Europe after the Second World War, but has not found how to quantify its impact on the economy. With such purpose, this article examines the relations between the two main Spanish private business schools, IESE and ESADE, and the national corporate elite. By combining an institutional approach and social networks analysis, it shows the incidence of business schools on the board of directors of the largest Spanish corporations during the second half of the 20th century, and explains their role as centers for elite reproduction.

Οι έρευνες έχουν δείξει πως η ικανότητα για επιχειρείν, κληρονομείται γονιδιακά αλλά και καλλιεργείται επίσης. Σημαντικοί παράγοντες για την εμπέδωση μίας επιχειρηματικής κουλτούρας στα παιδιά είναι τόσο το οικογενειακό περιβάλλον όσο και... more

The chapter examines the current status of CSR practices in Nepal encompassing four critical issues: (1) awareness and perception of stakeholders (customers and employees) towards the CSR practices of firms; (2) corporate understanding... more

The chapter examines the current status of CSR practices in Nepal encompassing four critical issues: (1) awareness and perception of stakeholders (customers and employees) towards the CSR practices of firms; (2) corporate understanding and general CSR practices of Nepali firms; (3) the regulatory and government policy regime towards promoting responsible business; and (4) current status of university syllabi on CSR education.

Sustainability issues, given their potential scale of impact and urgency, have captured the imagination of both corporations and academic institutions everywhere. This paper examines how such problems and their potential solutions have... more

Sustainability issues, given their potential scale of impact and urgency, have captured the imagination of both corporations and academic institutions everywhere. This paper examines how such problems and their potential solutions have been incorporated into higher education, particularly business school education in India. With over 3,600 business schools in the public and private sector, business education in India has proliferated. However, students by and large still remain unexposed to sustainability and disaster management concepts in their curriculum. The underlying factors for this include, lack of institutional capacity, issues related to faculty motivation and incentives, lack of recruiter interest and limited availability to high quality resource material. Further, while several schools in India focus on sectors relevant to sustainability, inter-organizational linkages have not developed and business school generally operate independently. This paper examines the way forward to deeply integrate sustainability principles into the core curriculum of business schools. Measures suggested include creating communities of practice among academia and industry, building a resource base of teaching materials for easy access by faculty, and several measures to strengthen institutional capacity.

This article explores the concept of entrepreneurial ecosystems and its complementary parts of entrepreneurial universities, entrepreneurship education, university business incubators, and university-enterprise-government-civil society... more

This article explores the concept of entrepreneurial ecosystems and its complementary parts of entrepreneurial universities, entrepreneurship education, university business incubators, and university-enterprise-government-civil society collaboration, all in the context of the promise of stimulating economic development, generating employment, and creating innovative ventures whether in technological or service businesses. These issues are discussed in an attempt to provide greater understanding of the fragmented concepts from theoretical and practice viewpoints. An empirical investigation of a university business school is conducted to measure its progress as the hub of an effective entrepreneurial ecosystem. An insider action research perspective is adopted to assess the stage of development of the ecosystem elements in pursuit of the achievement of the entrepreneurial ideal. Emphasis is placed on the need to develop strong collaboration among key stakeholders for achieving success in building an effective entrepreneurial ecosystem based on a quadruple helix system.

This paper examines the Shareholder Primacy Norm (SPN) as a widely acknowledged impediment to corporate social responsibility and explores the role of business schools in promoting the SPN but also potentially as an avenue for change by... more

This paper examines the Shareholder Primacy Norm (SPN) as a widely acknowledged impediment to corporate social responsibility and explores the role of business schools in promoting the SPN but also potentially as an avenue for change by addressing misconceptions about shareholder primacy and the purpose of business. We start by explaining the SPN and then review its status under US and UK law and show that it is not a legal requirement, at least under the guise of shareholder value maximization. This is in contrast to the common assertion that managers are legally constrained from addressing CSR issues if doing so would be inconsistent with the economic interests of shareholders. Nonetheless, while the SPN might be muted as a legal norm, we show that it is certainly evident as a social norm among managers and in business schools— reflective, in part, of the sole voting rights of shareholders on corporate boards and of the dominance of shareholder theory—and justifiably so in the view of many managers and business academics. We argue that this view is misguided, not least when associated with claims of a purported legally enforceable requirement to maximize shareholder value. We propose two ways by which the influence of the SPN among managers might be attenuated: extending fiduciary duties of executives to non-shareholder stakeholders and changes in business school teaching such that it covers a plurality of conceptions of the purpose of the corporation.

The aim of the study is to identify the factors influencing students' choice behaviour when selecting elective courses of study. We conducted 12 semi-structured interviews of students who had experienced or had enrolled for a single... more

The aim of the study is to identify the factors influencing students' choice behaviour when selecting elective courses of study. We conducted 12 semi-structured interviews of students who had experienced or had enrolled for a single course delivered by the same faculty at a leading management school in India. We teased out considerations and reasons employed by the students in making their choices and reported key factors that play a role in their choice behaviour. Our study confirms the importance of pedagogical design, supports the observation that the students' choice behaviour is rational, and offers pointers to faculty when designing and structuring elective courses. Many educational programs offering master's level education in professional areas are structured to include a choice of courses (electives) for the students. The students choose their elective mix from a basket of courses depending on their interests and career objectives, subject to fulfilling the degree requirements expressed as specified aggregate course credits. An elective course is confirmed only if it obtains a specified minimum number of electors. It is not clear how the students make their choices. We conducted a qualitative study of the considerations employed by students in making their choices and report key factors influencing the choice behaviour. Our study confirms the importance of pedagogical design and supports the observation that the students' choice behaviour is rational. We offer pointers to faculty when designing and structuring the elective courses. For the study, we identified a single institution — Indian Institute of Management, Kozhikode (IIMK). The Post Graduate Program (PGP) is IIMK's flagship program offering master's level education in management. The program requires students to stay full-time on the campus for a duration of two years, divided into six trimesters (terms). The first year of the program imparts 61 credit compulsory foundation-level courses. The second year offers a mix of compulsory and elective courses aggregating to a minimum of 42 credits 1. The basket of electives consists of courses offered by 1 PGP booklet by Indian Institute of Management, Kozhikode

Abstract: This paper aims to present a principle to the business school institution that have slight familiarity in espousing benchmarking toward better performance. This is done since designing performance management system, espescially... more

Abstract: This paper aims to present a principle to the business school institution that have slight familiarity in espousing benchmarking toward better performance. This is done since designing performance management system, espescially in defining key indicators is essential in achieving improvement process and better service. One approach to assist institution -notwithstanding with some pitfalls in it- is benchmarking. Moreover given the fact that industry best practice may never be found as it also relate with organizational culture, the criteria to adopt benchmarking strategy become crucial. The study conducts through a series of descriptive study to top nine Indonesia’s business schools. The research stages start with literature surveys of several published article in international journal related with benchmarking criteria and adoption that have been done by previous researchers. Followed by descriptive study through observation, interviews, document reviews, and filling out the questionnaire by the dean or vice dean of academic as well as the quality assurance administrator. By accomplishing analysis, it revealed four factors with internal factors as the most influential factors on benchmarking criteria and adoption, followed by functional; competitive factors; and the last is process, and along with factor analysis came up ten criteria for benchmark strategy implementation. By carrying out such research finding, it will be useful as a basis for decision maker in formulating the business school’s strategy for enhancing the global competitiveness for the foreseeable future.
Keywords: Benchmarking Criteria; benchmarking adoption; PMS; business school

This article is aimed to review the business school curriculum development through Quality Function Deployment (QFD) model. The QFD, a product development mechanism originated in Japan is used for curriculum development in many scholarly... more

This article is aimed to review the business school curriculum development through Quality Function Deployment (QFD) model. The QFD, a product development mechanism originated in Japan is used for curriculum development in many scholarly works. This article reviews the use of the QFD, process of using the QFD and ultimate utility of using the QFD in business school curriculum development. However, as the area is very big, structured literature review approach is adopted to conduct the study. Structured literature review is accredited where knowledge is very vast and when it is tough to pool the knowledge on specific area. Through the literature investigation it is found that application of QFD in business school curriculum has been improved with the improvement of the basic QFD model. The literature synthesis indicates that the QFD is a useful tool for business school curriculum development considering the reality of business school. The study identifies the factors that have to be set as target point in business school curriculum and way of achieving the target.

En el marco de un proyecto de investigación sobre los perfiles de formación profesional en Administración de empresas en Colombia, el siguiente artículo presenta los resultados obtenidos en una investigación documental en el que se... more

En el marco de un proyecto de investigación sobre los perfiles de formación profesional en Administración de empresas en Colombia, el siguiente artículo presenta los resultados obtenidos en una investigación documental en el que se analizaron las tendencias de oferta de programas de posgrado en Administración en cinco países del continente americano incluido Colombia. Los datos fueron obtenidos de documentos institucionales públicos registrados en las web oficiales de las facultades seleccionadas. En el artículo se concluye que los programas de formación de posgrado en administración de empresas de siete universidades de Colombia son excesivamente tradicionales, en comparación con otras prestigiosas universidades de países del continente americano. Además, privilegian excesivamente a la especialización como opción de formación posgradual. Ambas circunstancias se consideraron muy problemáticas para la competitividad económica del país.

To support the types of learning outcomes that management students need in today's organizations, business schools increasingly call for faculty to engage in experiential pedagogy. However, teaching practices that are consistent with... more

To support the types of learning outcomes that management students need in today's organizations, business schools increasingly call for faculty to engage in experiential pedagogy. However, teaching practices that are consistent with experiential pedagogy deliberately engage students' emotions and may breach expected teaching norms. In this essay, we discuss what we believe are the unaddressed moral responsibilities of business schools that advocate for and embed experiential pedagogy in their programs. We frame business schools' experiential pedagogy advocacy as an explicit moral duty (Hosmer, 1995), arguing that a dilemma exists in encouraging experiential teaching approaches without knowing how faculty use them and what student safeguards are in place. Drawing on Nicolini's (2012) practice theory, we describe experiential pedagogy as teaching practices, structures, and rules that would benefit from community-based standards. We conclude with recommendations for crafting an experiential teaching community of practice, delineating important research questions by which to develop this community.

Much of business education is designed to equip people with ambitions and perceived high fliers for future roles. Performance support can also help people to excel today, as well as be relevant and able to understand and tackle whatever... more

Much of business education is designed to equip people with ambitions and perceived high fliers for future roles. Performance support can also help people to excel today, as well as be relevant and able to understand and tackle whatever might be encountered tomorrow. It can complement, supplement or replace ‘traditional’ approaches to education and training, making superstar assistance available to larger numbers of people, as and when required.

The paper performs a probe into the coverage of corporate social responsibility (CSR) as a module in university syllabi in Nepal by exploring the existing CSR contents and pedagogy in the business school curricula as well as... more

The paper performs a probe into the coverage of corporate social responsibility (CSR) as a module in university syllabi in Nepal by exploring the existing CSR contents and pedagogy in the business school curricula as well as academia-industry linkages to promote CSR education in the country. Since the issue of CSR and business ethics has the direct bearing on business and management domain, the paper has explored the syllabi of business schools. The study— based on a descriptive approach—sought to draw out a perspective on the content and pedagogy of the BE and CSR module in Nepali varsities. Encompassing the existing Nepali universities and/or the business schools under their fold, the study discovered that Tribhuvan University, the only central and national university of Nepal, has offered more BE and CSR contents either as a separate, independent module or as an integral part of other related subjects in a larger number of bachelors and masters programmes. Yet, there is a need to specify and ameliorate pedagogical arrangements in most of the universities in Nepal. Since BE and CSR are relatively young modules, the findings should prove instrumental for Nepali universities to formulation of curricular plans and strategies vis-à-vis foreign business schools in the days to come.

The aim of this research is many folds like 1) To measure the effect of training & development on faculty's work and performance, 2) To get the information about the strategies, which are helpful to improve the performance and 3) To... more

The aim of this research is many folds like 1) To measure the effect of training & development on faculty's work and performance, 2) To get the information about the strategies, which are helpful to improve the performance and 3) To compare the performance of two group, 1) Group-1 getting training & development opportunities, 2) Group-II not getting training & development opportunities. The nature of the study is quantitative and survey research. The sample size of 205 respondents was taken and the data was collected through a questionnaire based on Likert scale, using convenient sampling method. For the purpose of data analysis statistical tools like Correlation and Multiple Regression analysis have been used. It was concluded that training and development does have a significant impact on the performance of an individual faculty member. It is further concluded that the faculty members' performance was greatly affected by other factors such as good pay, compensation package and extra-curricular leisure factors. These factors tend to increase their motivation and willingness to work which in turn had considerable impact on their performance. On the basis of results and conclusion following recommendations have been made, 1) Since training & development is a significant impact for employees' performance, therefore, HR departments of Business Schools should give more attention and make their strategies for regular training programs, 2) Management should adopt the monetary benefits strategies apart from training & development for the faculty members in order to enhance the performance.

In a world of supercapitalism, the tensions between business and public interests are expected to rise, thereby calling corporations to assume new roles in society. In response to this trend, corporations will be in demand of an... more

In a world of supercapitalism, the tensions between business and public interests are expected to rise, thereby calling corporations to assume new roles in society. In response to this trend, corporations will be in demand of an innovative kind of leadership exercised at all levels by a new breed of ethical, reflective and creative decision-makers. Among the qualifications involved in developing the leadership skills of these decision-makers, the MBA stands out as a world’s leading one. However, empirical research conducted in English and French business schools indicates that MBA curricula are not typically designed to provide participants with a broader understanding of leadership that could fully engage them in their learning experiences. To improve this situation, MBA lecturers and curriculum developers need to broaden their educational agenda by means of a reconceptualisation of leadership studies. Drawn from the empirical findings mentioned above and the work of Barnett on criticality, this paper proposes a pedagogical framework for leadership studies that involves three levels of leadership criticality combined with the three domains of critical beings. The objective is to provide a basis for the development of appropriate learning activities that will encourage MBA participants to strive towards developing themselves as critical beings namely, to think and act in such a way that the societal imprint of corporations will be more ‘attuned’ with the ideals of democracy, social justice, and sustainable development.

This article reviews the critics of business schools from different stakeholder viewpoints—including academia, NGOs, corporations, institutions and public opinion—in regards to their responsibility for the many economic crises and ethical... more

This article reviews the critics of business schools from different stakeholder viewpoints—including academia, NGOs, corporations, institutions and public opinion—in regards to their responsibility for the many economic crises and ethical misbehaviours witnessed in the last 50 years and that have led to the escalation of several major world sustainability problems. What emerges is that, despite critics have been risen several times and by multiple stakeholders at different times, such responsibility has never been fully acknowledged and, as a result of this, current business school programmes are still lacking an important focus on ethical behaviour and systemic thinking—identified in this article as two major contributors to possible solutions for the major issues the world is suffering today. Yet, some very encouraging examples of innovative and responsible business education have now started to emerge and gain the attention of the public, academia and other interested stakeholders.

Economic, political, and demographic changes, technological advances, two crashes of the economy, ethical scandals, and other developments in the business environment have strained the roles and enrollments of American universities'... more

Economic, political, and demographic changes, technological advances, two crashes of the economy, ethical scandals, and other developments in the business environment have strained the roles and enrollments of American universities' business schools. The b-schools have not responded adequately. Prevailing theories in many of the management disciplines have broken down, partly as a result of the same environmental changes. Again, schools and curricula have not adapted. Collegiate business education is in dire crisis. In this paper we document the crisis, note measures that have been taken – both constructive and otherwise – and make further suggestions for improving the situation.

We used analysis of variance (ANOVA) with a 2x4x4 factorial design to test seven hypotheses for main effects and interaction effects. Moreover, we used Chi-Square to test the other two hypotheses. Of the nine, five were significant, with... more

We used analysis of variance (ANOVA) with a 2x4x4 factorial design to test seven hypotheses for main effects and interaction effects. Moreover, we used Chi-Square to test the other two hypotheses. Of the nine, five were significant, with p< .001 in three cases. The dependent variable was 755 business school faculty's salaries from 12 institutions of higher learning. The independent variables were gender, rank and Carnegie classifications. Herzberg's (1964) theory suggests that salary, rank, and job security are extrinsic motivators and the presence of these hygiene factors is associated with lower levels of dissatisfaction, and when they are lacking dissatisfaction increases. Our findings contradict gender inequity problems reported in the literature. Moreover, we found women are earning equal pay to men in the 12 Texas business schools we compared across ranks and Carnegie classifications-and in one class they exceeded male salaries across all ranks. Therefore, we argue that gender inequity is a misconception when it comes to Texas business school faculty's salaries. Furthermore, we argue females are no more dissatisfied than males when salary is the gauge for dissatisfaction.

Overview The intent of this study was to get a more nuanced picture of academic workloads, incentives and other institutional programmes aimed at supporting and rewarding business school academics. Although there are a number of different... more

Overview The intent of this study was to get a more nuanced picture of academic workloads, incentives and other institutional programmes aimed at supporting and rewarding business school academics. Although there are a number of different surveys that collect data on these issues they are mainly done within the context of accreditation agencies, government monitoring bodies or at an aggregate university level by various publication. This work was meant to fill in the gap that has made a lot of that information less than operational, particularly with respect to the management of business school academics. In this report, we utilise individual responses or institutional aggregates where appropriate. We also make comparisons between administrators and faculty and across regions where there are meaningful differences to be highlighted. Who Was Studied? The survey was conducted in two waves. The first focused on Deans and Associate/Pro-Deans of Research, dominantly in UK and European business schools. The second wave was open to all and targeted both academic administrators and ordinary academics. The idea of doing this in two waves was to generate variety in responses-e.g., between those setting the 'incentives' and those subject to those 'incentives'-as well as getting information about what the 'standard' might be at an institution versus what the reality was at that institution for specific individuals.

Following presentations in September 2012 at the British Academy of Management Conference in Cardiff in a session dedicated to examining the implications of open access publishing for the discipline of management and the ensuing debate,... more

Following presentations in September 2012 at the British Academy of Management Conference in Cardiff in a session dedicated to examining the implications of open access publishing for the discipline of management and the ensuing debate, we were fired up to write a collective response. We felt that the editorial section of the British Journal of Management would be an appropriate platform on
which to voice our concerns with regard to the unfolding proposals on open access and to suggest ways forward. Clark, Floyd and Wright (forthcoming) have examined the implications of open access for the Journal of Management Studies.We take the debate further, and examine a number of unintended consequences of the open
access policies of the UK Coalition Government on the discipline of business and management (Ghobadian, Baruch and Özbilgin, 2013).

In recent years, marketing practice has increased in complexity, becoming more challenging. This situation demands that marketing professionals be better prepared to face the difficulties of the market. Business schools play a key role in... more

In recent years, marketing practice has increased in complexity, becoming more challenging. This situation demands that marketing professionals be better prepared to face the difficulties of the market. Business schools play a key role in training marketing professionals. However, there is a strong divide between the expectations held by marketing professionals and those held in academia. This chapter considers this phenomenon from a theoretical point of view and explores its causes. The author argues that business schools are able to play a key role in bridging theory and practice in marketing. The chapter closes by offering several suggestions for how business schools might increase the relevance of marketing research while reducing the gap between marketing theory and practice. In particular, the chapter offers a set of policies that business schools can implement in order to close this gap.

Professional bodies face a variety of challenges. This article explores a more-cost effective way of undertaking many of the core activities of professional bodies and providing communities of professionals with 24/7 support. Evidence... more

Professional bodies face a variety of challenges. This article explores a more-cost effective way of undertaking many of the core activities of professional bodies and providing communities of professionals with 24/7 support. Evidence from early adoptions of performance support set out in three recent reports (Transforming Knowledge Management, Talent Management 2, Transforming Public Services) suggests that professional bodies could be revitalized to such an extent that the heyday of many of those institutions that originated in the nineteenth century may be yet to come. They could be instrumental in creating a better future for their members, business and the wider public.