Relevant bibliographies by topics / Business academics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Business academics'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Business academics"

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Ong, Liap-Teck. "Overcoming shortage of second-career academics in business schools." SHS Web of Conferences 124 (2021): 11003. http://dx.doi.org/10.1051/shsconf/202112411003.

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This study addresses the United Nation’s (UN) Sustainable Development Goal 4 (SDG4) to “substantially increase the supply of qualified teachers[academics], including through international cooperation for teacher training in developing countries, especially least developed countries and Small Island developing states” by 2030. Literature review reveals that there is a shortage of academics to teach business units globally due to the high demand for business education. Hence experienced and qualified business practitioners are recruited to assume the role of academics, collectively termed as second-career academics. This study was conducted to explore the challenges faced by these second-career academics in order to explore ways to sustain and retain them, as a measure to mitigate the shortage of academics in business education at tertiary level. The findings revealed that second-career academics experience a sense of discordance due to the fundamental contradiction between the ideals, pre-conceived perceptions of academic career and the everyday realities of academic task performance. The discordance is precipitated by differences in work culture between industry and academia, inconsonance with university management, and pedagogical/research challenges. The study suggests appropriate orientation and training opportunities to address the special needs of these second-career academics in order to sustain and retain their academic career, as a solution to the shortage of business academics.
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Fernández-Pérez, Virginia, Patricia Esther Alonso-Galicia, María del Mar Fuentes-Fuentes, and Lazaro Rodriguez-Ariza. "Business social networks and academics' entrepreneurial intentions." Industrial Management & Data Systems 114, no. 2 (2014): 292–320. http://dx.doi.org/10.1108/imds-02-2013-0076.

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Purpose – This study analyses the role of social networks and their effects on academics' entrepreneurial intentions (AEI), from an academic cognitive perspective. Specifically, the paper investigates how business (distinguishing between industrial and financial links) and personal social networks, through opportunity-relevant information and support, could influence academics' intentions to start a business venture on the basis of their research knowledge. The paper examines the mediator roles of entrepreneurial attitudes (EA) and self-efficacy on opportunity recognition (SOR) as important psychological variables for academics. In the same context, the paper examines the mediator role of gender. Design/methodology/approach – The hypotheses were tested using structural equation modelling analysis, on a sample population of 500 Spanish academics engaged in commercially oriented fields of research. Findings – The results obtained highlight the positive roles played by business (industrial and financial) networks, both directly in promoting AEI, and indirectly via EA and SOR. The paper finds that male and female academics differ in their perceptions of support from business and financial networks and in their use of these resources in business start-up. Practical implications – An understanding of these issues offers opportunities to shape government interventions to assist academic entrepreneurs embarking on a business venture, or those already active in this respect, increasing their effectiveness in building, utilizing and enhancing the quality of networking activities. Originality/value – The paper explores business networking for academics as a factor promoting entrepreneurship. Furthermore, the paper considers an under-researched area that of female entrepreneurship in what is traditionally considered a male-dominated activity.
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Maddox, John. "Academics in business mix poorly." Nature 371, no. 6498 (1994): 555. http://dx.doi.org/10.1038/371555a0.

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ALEXANDER, ALLEN T., KRISTEL MILLER, and SEAN FIELDING. "OPEN FOR BUSINESS: UNIVERSITIES, ENTREPRENEURIAL ACADEMICS AND OPEN INNOVATION." International Journal of Innovation Management 19, no. 06 (2015): 1540013. http://dx.doi.org/10.1142/s1363919615400137.

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The emergence of open innovation theory and practice, alongside the evolution to a quadruple helix system of innovation, has led to a need for universities to rethink their models of engagement with industry and wider society. One important element in this system is the entrepreneurial academics; however, there is a lack of research considering the motivations of entrepreneurial academics, who differ from academic entrepreneurs, to engage in knowledge transfer in line with open innovation policy. This research offers practical insights on whether new models of engagement, increasingly offered by universities, really address the policy drivers for open innovation. Furthermore, this research explores whether these activities might motivate entrepreneurial academics to participate. Preliminary findings identify that many supposedly new collaboration activities do not really motivate entrepreneurial academics. This may have important implications on the ability of universities to become truly open and to encourage their academics to become engaged in collaboration and impact.
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Mousa, Mohamed, Hala A. Abdelgaffar, and Rami M. Ayoubi. "Responsible management education in Egyptian public business schools." Journal of Management Development 38, no. 8 (2019): 681–96. http://dx.doi.org/10.1108/jmd-01-2019-0022.

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Purpose Out of 24 public business schools in Egypt, the purpose of this paper is to focus on three in order to investigate how responsible management education is perceived and exercised by academics there. Design/methodology/approach A total of 168 academics were contacted and interviewed in 42 focus groups. The length of each focus group was about 45 min, and all of them were conducted in Arabic because the majority of respondents are not fluent in English. The authors used thematic analysis to determine the main ideas in the transcripts. Findings Based on data analysis of the perceptions of academics concerning business education, research and management process at the target business schools, the authors of this paper found that responsible management education is not considered a priority in the work agendas of the Egyptian public business schools. Furthermore, the authors believe that besides issues with the general acceptance of the need for responsible management education, there are functional, procedural and edu-academic barriers that these schools need to overcome first before proceeding with implementation and expecting positive outcomes. Research limitations/implications This research maybe subject to criticism because the authors address only the perspectives of academics in the chosen business schools while neglecting other academic partners, particularly those in managerial positions, such as rectors and heads of departments. Future researchers may use the same research questions to investigate a managerial level perspective to depict a more holistic picture of the situation. Moreover, including Egyptian private business schools may also enrich the findings. In fact, the authors suggest that scholars from different academic disciplines such as sustainability management, business ethics, higher education, sustainability and cultural diversity work together to produce more interdisciplinary and trans-disciplinary research on the global responsibility themes business schools have to manage. Originality/value This paper contributes by filling a gap in sustainability, HR management, business ethics and higher education literature in which empirical studies on responsible management education and the responsible practices of academics have been limited so far.
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Velayutham, Ajantha, and Asheq Razaur Rahman. "The value of human capital within Canadian business schools." Journal of Intellectual Capital 19, no. 4 (2018): 836–55. http://dx.doi.org/10.1108/jic-06-2017-0086.

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Purpose The purpose of this paper is to empirically investigate whether an individual’s knowledge, skills and capabilities (human capital) are reflected in their compensation. Design/methodology/approach Data are drawn from university academics in the Province of Ontario, Canada, earning more than CAD$100,000 per annum. Data on academics human capital are drawn from Research Gate. The authors construct a regression analysis to examine the relationship between human capital and salary. Findings The analyses performed indicates a positive association between academic human capital and academic salaries. Research limitations/implications This study is limited in that it measures an academic’s human capital solely through their research outputs as opposed to also considering their teaching outputs. Continuing research needs to be conducted in different country contexts and using negative proxies of human capital. Practical implications This study will create awareness about the value of human capital and its contribution towards improving organisational structural capital. Social implications The study contributes to the literature on human capital in accounting and business by focussing on the economic relevance of individual level human capital. Originality/value The study contributes to the literature on human capital in accounting and business by focussing on the economic relevance of individual level human capital. It will help create awareness of the importance of valuing human capital at the individual level.
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Christ, Katherine Leanne, and Roger Leonard Burritt. "Implementation of sustainable development goals: The role for business academics." Australian Journal of Management 44, no. 4 (2019): 571–93. http://dx.doi.org/10.1177/0312896219870575.

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Achievement of the United Nations Sustainable Development Goals (SDGs) by 2030 is a Grand Challenge, especially for business academics who have a responsibility to work with businesses regarding their management and contributions. Two main challenges are examined in the article: the need for academics to work together towards holistic solutions to SDG problems, and the need for stronger engagement to reduce the distance between academics and practitioners/ practice. It then develops a framework that considers the knowledge-generation and application roles business academics face in addressing groups of insiders and outsiders. Finally, the use of the framework is demonstrated via a case study of modern slavery in corporate supply chains. JEL Classification: M14, Q01
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Dave, Anish. "Consulting By Business College Academics: Lessons for Business Communication Courses." Business Communication Quarterly 72, no. 3 (2009): 329–33. http://dx.doi.org/10.1177/1080569909340625.

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Dominic, Elizabeth, Vijay Victor, Robert Jeyakumar Nathan, and Swetha Loganathan. "Procedural Justice, Perceived Organisational Support, and Organisational Citizenship Behaviour in Business School." Organizacija 54, no. 3 (2021): 193–209. http://dx.doi.org/10.2478/orga-2021-0013.

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Abstract Background/Purpose: The effectiveness of a Business School depends on the extra role behaviours or Organ-isational Citizenship Behaviour (OCB) of its committed academics. The social exchange theory postulates that employees tend to display OCB when they know how their organisation would treat them. As B-School academics’ inclination towards OCB is less understood, this study examines the interaction between Procedural Justice (PJ), Perceived Organisational Support (POS) and Organisational Citizenship Behaviour (OCB) among B-School academics. Methods: A survey was carried out to collect data from B-School academics, 378 responses were collected from B-Schools from the state of Kerala, India. Data validity and reliability analyses, and direct and indirect effects of research variables were tested using Partial Least Square (PLS) path modelling. Results: The results indicate PJ positively influences POS as well as dimensions of the OCB for B-School academics. Contrary to previous OCB studies, this study finds that POS do not significantly relate to Courtesy. The findings also show that POS fully mediates PJ’s relationship with Altruism, Conscientiousness and Civic Virtues of B-School academics. Conclusion: This research explains the dynamics of PJ and POS towards OCB in a B-School setting. The academic setting of this study provides more insight into the relationships and provides insights into enhancing the organisational citizenship behaviour of academics in enhancing educational outcomes. Further, it also adds to existing understanding of organisational behaviour theory.
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Stott, Ryan Neill, Merlin Stone, and Jane Fae. "Business models in the business-to-business and business-to-consumer worlds – what can each world learn from the other?" Journal of Business & Industrial Marketing 31, no. 8 (2016): 943–54. http://dx.doi.org/10.1108/jbim-10-2016-267.

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Purpose The purpose of this research is to identify how managers can apply the results of academic research into the concept of business models for creating and evaluating possible models for their businesses. Design/methodology/approach A review of the literature is followed by two case studies, from the airline and logistics industries, followed by recommendations based on both. Findings The findings are that there is relatively weak consensus among academics as to the definition and meaning of a business model and its components, and that the notion of generic business model applies better within rather than between industries, but that the discussion is a very fertile one for developing recommendations for managers. Practical implications The managerial implications of the study are that in their planning and strategizing, managers should factor in a proper analysis of the business model they currently use and one that they could use. Originality/value The study provides a useful addition to the literature on the practical implications of business models.
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Dissertations / Theses on the topic "Business academics"

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Read, Mary. "Reconfiguring academic identities : the experience of business facing academics in a UK university." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/5819.

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The university sector at the beginning of the 21st Century is shifting in response to national and global changes in the role and purpose of Higher Education. Some universities, including the University of Hertfordshire, have chosen to focus attention on engagement with business and commerce. This practice based research examines the experience of academics in relation to the new challenges posed by this strategic development. There are three threads of investigation; interviews, examination of key concepts and the practitioner dimension. Drawing on a qualitative and constructivist approach, individual interviews with a range of business facing academics explore their experience of engaging with new activities. My perspective, as a manager of business facing academics, provides an important thread and situates the work firmly in the practice context. The implicit expectations arising from strategic positioning as a business facing university are examined. A conceptual framework is established with a focus on the nature of business facing activity, including its relationship with traditional forms of teaching and research, learning through work in the Higher Education setting and the idea of an enabling local context. The research found that amongst those undertaking business facing activity, academic identity is a fluid and multi-faceted construct reconfigured through experience and learning in the workplace; by its nature not easily defined, labelled or bounded. The challenge for universities is to nurture and sustain individuals in the creation and use of academic identities, in order to meet the undoubted challenges to come. This requires a forward looking, inclusive and innovative stance, resisting the temptation to judge current academic identities by the established notions of the past. Management of academics involved in business facing activity requires a more flexible, trusting and individual approach than is traditionally seen in universities.
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Brown, Reva. "The knowledge of business and the business of knowledge : a study of the management of knowledge in seven English university business schools." Thesis, University of Bradford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338110.

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Sundberg, Matilda, and Sara Nilsson. "Academics Abroad : A cross cultural study." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-42830.

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This paper aims to investigate if individuals from an academic setting encounter the same types of difficulties and problems as those discussed in literature for individuals working in a business abroad. There is much literature on the most common difficulties and problems that business individuals may encounter when working overseas. We have identified three main areas which are communication, relationship to hierarchy and decision making norms. However, there is little documentation on difficulties from an academic perspective. In order to see if any similarities or differences existed within these areas, we interviewed individuals from an academic setting, to see if their experiences are similar to the business individuals or not. The sample in this paper consists of teachers and researchers at Umeå University which have experiences from working overseas. In total we interviewed ten individuals and the result point in the direction that individuals from an academic setting do not experience the same difficulties and problems as individuals from the business world do. From the three topics identified as the most common problem areas in a business setting, two (communication and relationship to hierarchy) showed a result that is not in accordance with the existing literature on the business context and one (decision making norms) was not directly related to the individuals represented in this sample .
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Thomas, Robyn. "Appraisal in the gendered organisation : the experience of women academics." Thesis, University of South Wales, 1997. https://pure.southwales.ac.uk/en/studentthesis/appraisal-in-the-gendered-organisation(6c27a71b-f07a-46ee-9354-c5e0fd992d8e).html.

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This thesis investigates women academics' experiences of the gendered university culture, during a period of rapid change in the management of higher education and the academic profession. The research draws on a Foucauldian feminist methodology to understand how, and in what ways, the dominant discourses of the university culture constitute women academics' identities. In particular, the research questions the nature of the gender relations emerging as a result of the introduction of the discourses of 'new public management'. The research examines the ways in which these new discourses are promoted through a range of disciplinary technologies, including academic appraisal, and the impact this has on women academics' professional roles and identities. The empirical work is based on three university case studies, from both the 'old' and 'new' university sectors. In each case study, the women academics tell of their experiences of the gendered university culture, and their perceptions of the appraisal process. The findings suggest that the recent changes in the management of universities have reinforced and strengthened the masculine discourses of the gendered academy. The opportunities for women to exploit the discursive spaces arising from the recent unseating of the traditional discourses of the academy have been marginal. Through the adoption of a Foucauldian feminist methodology, this research has enabled women academics to have a voice in the shaping of knowledge about university organisations and management. In doing so, the research contributes to the understanding of gendered university cultures and the constitution of individual subjectivities, as well as, in the wider context, the gendered nature of organisations and organisational theory.
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Williams, Jannine. "What can disabled academics' career experiences offer to studies of organization?" Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/4450/.

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Whilst there have been calls to theorize and explore how disability and ableism are constructed through organizing processes as a contribution to the critique of knowledge construction in organization studies (Harlan and Robert, 1998; Hearn and Parkin, 1993; Mumby, 2008), to date such calls have not been developed. Drawing upon the disability studies literature, a disability studies informed theoretical lens is developed and fused with the epistemological project in organization studies to answer the research question “What can disabled academics’ career experiences offer to studies of organization?” The theoretical potential of a disability studies lens is developed through a narrative inquiry with eight disabled academics. To interpret disabled academics’ narrative accounts the voice-centred relational method (Mauthner and Doucet, 1998), genealogical snapshot(Carabine, 2001) and voice and visibility framework (Simpson and Lewis, 2005; 2007)were fused. This enabled an approach to interpreting how disabled academics both construct through narrative and are constructed through discourse to explore their career experiences. Through a fusion of the disability studies lens and disability studies, boundaryless and academic career literatures, in-depth interpretations are offered which identify new insights into, and surface some of the discourses contributing to, the career boundaries disabled academics experience. This focus contributes to the boundaryless and academic career literatures by extending research to participants whose experiences are underresearched and under-theorized. The thesis offers insights into the different career boundaries disabled academics experience to those currently identified within the boundaryless and academic career literatures. The importance of, and negating responses to, disability and impairment effects related ways of organizing are argued to contribute to the career boundaries disabled academics experience. Ableism is argued to inform some of the discourses theorized, contributing to the perception of disability and impairment effects related ways of organizing as negated differences outside of normative expectations. The UK Higher Education context is complex. The career boundaries and discourses informing perceptions of disabled academics’ organizing requirements are argued to contribute to a hyper-complex organizing context. Within this hyper-complex context, disabled academics, and those they relate with, must negotiate to organize academic careers. This thesis offers a disability studies lens to organization studies as a productive theoretical lens through which disability and ableism are theorized and identified as productive categories for analysis, and as contributions to, studies of organization.
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Ibrahim, Shahul Hameed bin Mohamed. "The need for Islamic accounting : perceptions of its objectives and characteristics by Malaysian Muslim accountants and accounting academics." Thesis, University of Dundee, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326696.

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Ash, Malcolm. "Knowledge that counts : an examination of the theory practice gap between business and marketing academics and business practitioners examined in respect of their respective epistemic stances." Thesis, University of Derby, 2014. http://hdl.handle.net/10545/333867.

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This work examines and presents evidence for the existence of a gap in epistemological views between academic and practice marketers. Few if any academics would seem to challenge the ‘gap’ premise but the importance of any gap and its nature are issues about which little agreement exists. The intractable nature of the academic practitioner gap has a long history of interesting and diverse debate ranging from Dewey’s argument about the true nature of knowing to contributions based on epistemic adolescence, ontological differences and more pragmatic suggestions about different tribes. Others include the rigour versus relevance issue, failures in curriculum or pedagogy and a clash between modernist and postmodernist epistemologies. Polanyi’s description of tacit versus explicit knowledge further extends the debate as do issues of knowledge creation and dissemination in particular through Nonaka. Irrespective of approach actual evidence for a gap was largely based on argument rather than empirical proof. This work address that lack. The intractability of the gap suggests that it is at root, epistemic. To identity the existence of a gap in such terms a domain specific epistemic questionnaire developed by Hofer was used. A factor analytic process extracted a common set of factors for the domain of marketers. Five epistemic factors were identified. Three of these showed significant difference in orientation between practitioners and academics confirming that the theory practice gap is tangible and revealing an indication of its nature Broadly results from factor analysis with interpretation informed by factor item structure and prior theoretical debate suggests that academics and practitioners views on knowledge and how they come to know share similarities and differences. Academics are more likely to see knowledge as stable, based on established academic premise legitimized from academy. Practitioners are more likely to see knowledge as emerging from action, as dynamic and legitimised by results. Other significant findings included the emergence of dialogue as a means of closing the gap, and the emergence of a group of academics with significant practice experience termed here as, hybrids, who are located in the Academy but mostly share their epistemic views with practitioners. Correlation analysis showed that academic propensity to engage in dialogue with practice moved academic factor scores towards practitioners. This shows that dialogue has a clear role in both perpetuating the gap in its absence or reducing it. Fundamentally dialogue plays a clear role in bridging the two epistemologies and in providing for additional epistemic work. Finally a solution to bridging the gap has been proposed. The model called dialogic introspection melds dialogue and introspection to create epistemic doubt, the volition to change and a means of resolution. The model avoids prescription of what form knowledge should take but instead adopts a stance similar to more mature disciplines like medicine in which the status of academic work is enhanced in line with its relevance to practice which itself is embodied in dialogue. This approach recognizes the centrality of epistemology as shaping the conditions necessary for recognizing epistemologies as hierarchies in which the epistemology most capable of additional epistemic work is the most desirable. Such an epistemology would have the capacity to add epistemic work and reinforces Nonaka’s call for epistemology to be recognized as central to knowledge creation.
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Arkin, Figen. "The impacts of quality assurance processes on academics in North Cyprus : perspectives, experiences and professional practices." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/43381/.

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This thesis explores the perspectives of academics on the impacts of quality assurance (QA) processes on their professional practices in a higher education institution in North Cyprus, the European University of Lefke (EUL). After considering how QA might be conceptualized, it describes QA development in this context, before exploring how QA was understood and experienced by a range of different EUL academics. In keeping with a phenomenological approach, the study adopted a qualitative research design. Building on an assumption that social processes reveal the perspectives, thoughts and realities of individuals in context, it examined the social realities of QA from the academics' perspectives. The epistemological and ontological positioning of the study, therefore, followed a social constructivist and interpretive approach in order to explore the construction of the social processes associated with QA in my research context. Research methods involved documentary analysis of selected institutional texts and semi-structured interviews with 18 academics in different subject areas and of different seniority. Through these, the thesis aims to give voice to academics and to present their situated understandings of quality assurance and its impacts on their professional practices. My findings indicate that QA was viewed positively by many academics, who associated it with ‘quality' in both academic and administrative practices in higher education. They also understood it as being characterised by standards, transparency and quality in teaching and learning. The study further revealed that achieving quality in teaching and learning was strongly associated with aspects such as adequate provision of technological resources and facilities. The thesis also suggested that academics valued QA as a means of supporting the development of particular qualities in students, such as educating them as professionals, and for their own professional development. Regardless of the variety of meaning that can be attached to the concept of quality and QA, ultimately it was the academics who held individual motivations and wished to have quality in their professional practices, mainly in teaching and learning, although also through the interaction of teaching and research. They also attached significance to research as part of their understanding of quality HE. However, the findings also demonstrate that when implemented, QA processes do not operate in a straightforward way. The empirical data demonstrated that there appeared to be a wide gap between what academics would have liked QA processes to achieve and what they thought it had accomplished. My study suggested that the implementation of the QA initiatives at institutional level has been challenged by a number of weaknesses in implementation due to the absence of institutional text(s) on principles and procedures as well as a lack of procedural orientation on how QA should be carried out. The evidence in my research suggested that academics were not satisfied with the process, partly because they had strong convictions about what quality HE provision might involve, but also because they desired an institutional environment which allowed them more participation in the decision-making process. An important conclusion from this research is the evident difficulties in implementation of QA processes in this context are mainly due to the lack of involvement, participation and cooperation between academic staff and university management. The findings suggest that the key issues which were important for these academics were more communication, more participation that was responsive to academics' views, and the desire to have such an institutional environment. Instead of this, QA development in this institutional context had resulted in different and individualised QA practices. In this thesis I argue therefore for the need to broaden the communication and cooperation between the academics and the authorities in the conception, implementation and evaluation of change.
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Kliewe, T. "Value creation in university-industry relationships : a view on stakeholder and relationship value from the perspective of academics in England." Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/0d70abde-38e2-46fd-b401-df0fd68bc35a/1.

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In today’s knowledge economy hardly any organisation can address its dynamic nature and competitive advantage as a single organisations. More than ever, organisational survival and growth depends on continuous learning and cooperation. This research examines value creation in relationships between higher education institutions and private business organisations. Integrating literature streams on relation-ship marketing, stakeholder theory and university-industry relationships, the re-search aims to identify key drivers of stakeholder value creation, to better under-stand the interrelationships between the stakeholder values generated and determine which stakeholder values driver relationship outcomes. Overall, this research integrates the stakeholder and relationship perspective (multi-level research) and intents to contribute to further opening up the “black box” of value creation in university-industry relationships by putting stakeholder and relationship value at the centre of the study. Based on a literature review and the integration of the three main literature streams, a conceptual model was developed, forming the basis for an exploratory pre-study aiming to develop a more in-depth understanding of the phenomena. Con-ducting interviews among academics and technology transfer officers, the model was refined before the main, explanatory research step, implemented through a web-based questionnaire among England-based academics, was carried out to test the conceptual model. The model is comprised with three main elements. First, relationship characteristics (common understanding of expectations, commonness of expectations and commitment) drive the value creation for different stakeholders. Second, the value developed for six main stakeholders (the surveyed academic, the academic team, the university, the business partners, students, and society) impacts the academic’s perception of the overall relationship value. Lastly, the overall relationship value, as perceived by the academic positively affects further relationship outcomes (relationship satisfaction, word-of-mouth, intention to renew the relationship, intention to expand UIR activities beyond the current relationship(s)). Using structural equation modelling, the model was analysed and refined based on 903 responses of a self-administered questionnaire. The results show that commitment as well as the common understanding as well as the commonness of expectations are key elements driving stakeholder value creation, consistent with literature. With respect to the interrelationships between the realised and expected values generated for different stakeholders, the university emerged as a central actor in the relationship, positively impacting all other stake-holder values. In addition, all other stakeholder values positively society value with the value generated for the surveyed academic and for the business partner also affecting the value generated for the academic team. The results highlight that the academic’s perception of the overall relationship value is significantly and positively influenced by the value generated for the academic itself, the academic team, the university and society. Value generated for students, as a main target group of universities, as well as value generated for the business partners, as the main stake-holder in the relationship, however, were not confirmed to impact the overall relationship value, as perceived by the academic. In addition to the structural model as presented above, four different models have been developed to examine which stakeholder values drive the four addition relationship outcomes, namely relationship satisfaction, word-of-mouth, intention to renew, and intention to expand. The results show that the outcomes are driven by different sets of stakeholder value with student value driving all outcomes, business value not impacting any outcome and the impact of the others depending on the outcome under study.
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Thyr, Alklid John. "Microenterprise growth advice industry : Scrutinizing content by introducing the views of academics and entrepreneurs on microenterprise growth advice." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44447.

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According to Johansson & Hjalmarsson (2003) the business advice industry targeting microenterprises, small and medium sized businesses is a multibillion pound activity throughout the world, but little research has been conducted upon the theoretical basis for this field. The content of the advice coming from the advice industry targeting microenterprises is questioned by both micro-entrepreneurs and researchers, according to Johansson (1997), who describes that the use of support services among microenterprises doesn’t answer to their needs. To figure out why the conception of growth advice doesn’t correspond between academics, entrepreneurs and advisors, the research question for this study is – what similarities and differences in content of microenterprise growth advice are there between entrepreneurs, academics and advisors? The purpose of the study is to identify and analyse these areas. This is a qualitative study that will be carried out with an inductive approach and exploratory design. Interviews and focus groups have been conducted with advisors and entrepreneurs, and in addition to this, a literature study has been performed. Further, the contents of business advice have been analysed, and in the final section of this paper conclusions are presented regarding what the conceptions are of microenterprise growth advice among academics, entrepreneurs as well as advisors. By having identified the differences and similarities among these conceptions a general statement about the business advice industry is made; in relation to both empirical findings and the theoretical background of this study.
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Books on the topic "Business academics"

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Newton, Becci. Hot technology, cool academics!: An intranet for Brighton Business School. LTSN BEST, 2002.

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Academics and entrepreneurs: Developing university-industry relations. St. Martin's Press, 1986.

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Arts and humanities academics in schools: Mapping the pedagogical interface. Continuum International Pub. Group, 2011.

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The work of writing: Insights and strategies for academics and professionals. Jossey-Bass, 2001.

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Ciampi, Francesco, ed. Emerging Issues and Challenges in Business & Economics: Selected Contributions from the 8th Global Conference. Firenze University Press, 2009. http://dx.doi.org/10.36253/978-88-6453-061-1.

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The 8th Global Conference on Business & Economics was held at the Faculty of Economics of the University of Florence in the month of October 2008. This international conference was sponsored by the International Journal of Business & Economics and the Oxford Journal. Business academics and economists from universities and business schools in fifty different countries around the world (representing every continent) presented their most recent research findings, most of which unpublished. The papers had been selected on the basis of a double blind peer review process carried out by the scientific committee of the conference. They dealt with various areas of business and economics (strategic management, finance, marketing, accounting, business ethics, business law and others), and focused on a range of industrial sectors and services (from the banking sector to the oil industry, from textile production to automobile manufacturing). This monograph consists of a selection of the papers presented at the conference.
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Group, British Technology. The business of invention: A survey of attitudes among academics towards the commercial application of scientific research, carried out on behalf of British Technology Group by MORI. the Group, 1990.

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Balachandran, M. Academic Business Library, a core collection. Vance Bibliographies, 1986.

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com, ProsoftTraining, ed. Internet business foundations: Academic student guide. Prosoft Learning Corp., 2005.

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Academic writing for international studies of business. Routledge, 2011.

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Dissertation skills for business and management students. Cassell, 2000.

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Book chapters on the topic "Business academics"

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Heffernan, Troy. "Academics: The Business of Teaching and Research." In Bourdieu and Higher Education. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8221-6_9.

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Zielińska, Anetta, and Wadim Strielkowski. "Conclusions and Policy Implications for Business and Academia." In Sustainable Leadership for Entrepreneurs and Academics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15495-0_54.

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Springer, Agnieszka, and Iwona Werner. "Burnout Among Academics: An Empirical Study on the Universities of Poland." In Eurasian Business Perspectives. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52294-0_5.

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Korpysa, Jaroslaw. "Entrepreneurial Intentions of Students as the Future Business Leaders." In Sustainable Leadership for Entrepreneurs and Academics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15495-0_33.

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Alekseenko, Vera, Nika Seredina, and Viktoriya Kosaynova. "Integrated Assessment of Leading Strategic Sustainability for Integrated Business Structures." In Sustainable Leadership for Entrepreneurs and Academics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15495-0_21.

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Basińska-Zych, Agata, and Agnieszka Springer. "Physical Activity as a Moderator of a Relationship between Work-Related Hazards and Professional Burnout of Polish Academics." In Eurasian Business Perspectives. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52294-0_6.

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Yusliza, Mohd Yusoff, Zikri Muhammad, Khalid Farooq, Wan Zulkifli Wan Kassim, and Muhamad Khalil Omar. "A Qualitative Study of Factors Influencing Employee Ecological Behavior of Academics in Higher Education." In Eurasian Studies in Business and Economics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85304-4_1.

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Banerjee, Bidisha. "Self Leadership and Innovative Behaviour Challenges in Academics During COVID-19 Crisis." In New Business Models in the Course of Global Crises in South Asia. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79926-7_2.

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Berardi, Silvio. "Emilia Morelli: A Historian in Italian Academics During the Second Post World War Period." In Advances in Gender and Cultural Research in Business and Economics. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00335-7_2.

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Lorange, Peter. "Experiences from Academia and Academic Administration." In Learning and Teaching Business. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14564-3_2.

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Conference papers on the topic "Business academics"

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Barker, Sandra, Harsh Suri, Brent Gregory, et al. "Learning from COVID-19 to futureproof assessment in Business Education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0140.

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The prevalence of face to face invigilated exams in Business Schools across Australia and New Zealand (indeed around the world) needed to be reconsidered quickly during the recent COVID-19 pandemic crisis. With teaching and learning activities moving to online mode due to social distancing requirements, the need to consider technology enabled assessments and how they could be efficiently and effectively implemented became a crucial focus of universities in early 2020, affecting staff and students alike. This paper looks at the experiences of a group of academics and academic developers from five ANZ Business Schools and the lessons that they learnt from these experiences.
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Gigauri, Iza, Mirela Panait, and Maria Palazzo. "Teaching Corporate Social Responsibility and Business Ethics at Economic Programs." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/3.

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The pandemic is seen as an opportunity to further advance in business ethics. Prof. Freeman called academics to contribute to developing more ethical business models. Businesses have been revising their missions towards more ethical business models as the pandemic has changed attitudes to life. Society expects that companies will serve human beings rather than solely maximization of profit to their stakeholders. This research is motivated by analyzing the importance of teaching business ethics. This research has looked into the directions of business education in terms of corporate social responsibility (CSR) and business ethics. The article intends to highlight the potential of CSR education in overcoming the pandemic crisis and increasing the wellbeing of society. This desk research underlines the standpoint of universities whether they should teach business ethics or CSR at the business faculties, and analyzes the educational programs of the business faculties to find out their attitude towards teaching of CSR/ethics.
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Kuespert, Daniel R., and Nathaniel J. Leon. "Integrating Safety Into Academic Culture." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-64861.

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Integrating safety with business operations is a problem which challenges all industries, and it can pose unique concerns in academia, as pointed out by a variety of recent reviews of academic safety. Academics must incorporate safety concepts into the engineering and science curricula without significantly adding to the students’ course loads, and they must attempt to make safety education a facilitator of teaching and research activities instead of, as is often perceived, an impediment. Several factors drive this effort in addition to the risk of injury or illness, including litigation, societal expectations for “safe products,” and potential for loss of research funding or tuition if safety is not included in the institution’s core values. This paper will explore challenges faced and initial successes achieved by one university in enhancing its safety culture and reducing overall risk.
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Hinchcliff, Mercedez, and Pranit Anand. "Embedding a culture of academic integrity: A two-pronged approach." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0143.

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While universities have instituted use of various forms of technologies to help identify instances of academic integrity compromises, these tools are unable to detect cases where students get someone else to do their academic work for them. This paper discusses a two-stage approach to addressing academic integrity at a postgraduate business studies course where students were engaged in understanding what academic integrity means within their context and explore various forms of unethical behaviours. They were also made aware about various institutional policies and procedures for academic integrity breaches. This was followed with a post-assessment, ad-hoc feedback from students about their submitted work. Although a thorough evaluation is planned at a later stage, this paper shares some initial results about the effectiveness of this approach to countering academic misconduct behaviours. The paper will be of interest to other teaching academics interested in developing a culture of academic integrity.
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Mahr, Sarah Isabel, and Manfred Schwaiger. "WHAT DRIVES REPUTATION OF GERMAN BUSINESS SCHOOLS? AN ANALYSIS OF THE PERCEPTIONS OF ACADEMICS." In Bridging Asia and the World: Global Platform for Interface between Marketing and Management. Global Alliance of Marketing & Management Associations, 2016. http://dx.doi.org/10.15444/gmc2016.10.08.05.

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Nie, Xueling, Xiaolin Zhu, and Weiter Zhao. "Notice of Retraction: Research on the model of cooperation between academics and businesses for training marketing undergraduates." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5887159.

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Wiechetek, Łukasz, and Marcin Mastalerz. "USING SPECIALIZED SOCIAL MEDIA NETWORKS BY ACADEMICS EMPLOYED IN POLISH BUSINESS SCHOOLS. A STUDY ON RESEARCHGATE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0199.

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Setswe, Granny, Maria Madiope, and Mpine Makoe. "The Use of Mobile Learning Technologies for the Professional Development of Academics at a University of Technology." In 18th European Conference on Research Methodology for Business and Management Studies. Academic Conferences and Publishing Limited, 2019. http://dx.doi.org/10.34190/rm.19.098.

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Água, Pedro B., and Anacleto Correia. "Firms’ life stage and directorship needs: A research agenda." In Corporate governance: Fundamental and challenging issues in scholarly research. Virtus Interpress, 2021. http://dx.doi.org/10.22495/cgfcisrp3.

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Firms have different governance needs according to their development stage. Therefore, the question of “what is an ideal board of directors” is not the right one, as it depends on several dimensions, as for instance the business specifics, the economic context, alongside the specific firm’s life stage. This extended abstract exposes some models derived from literature on the subject, raising some questions which may help shape an agenda for further research. While the literature on corporate governance has been focusing mostly on matured businesses, or sometimes on some specific dimensions as the specific industry, and business context; a critical dimension seems to have caught less attention from academics, and perhaps practitioners alike — that of the specific governance needs as a function of the firm life stage. Some stereotypes are exposed, and some preliminary ideas for a framework for selecting the right directing structure for the specific life stage are laid down
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Beachboard, John, and Kevin Parker. "Understanding Information Technology: What do Graduates from Business-oriented IS Curricula Need to Know?" In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2863.

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This paper describes the results of a study designed to assess the practical relevance of learning objectives for a course that corresponds to the IS 2002.4 recommended guidelines for an information technology hardware and systems software course. This study represents the first step in identifying the baseline technical knowledge that IS majors should possess upon entering practice. The survey reveals a general consensus among survey participants, consisting of experienced IT academics and practitioners, that learning objectives associated with systems thinking, systems administration functions, and information assurance practices are useful. However, the survey revealed that study participants had notably different perceptions concerning the value of learning objectives associated with achieving a deeper understanding of technical concepts concerning the design and functioning of hardware and systems software. The identification of these systematically differing perceptions among IT professionals is provocative and warrants further investigation.
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Reports on the topic "Business academics"

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Heydebreck, Peter, and Kirsten Petersen. AplusB Academia Business Spin-off Gründerprogramm: Zwischenevaluierung. Inno Germany AG, 2008. http://dx.doi.org/10.22163/fteval.2008.131.

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Macdonald, Keir. The Impact of Business Environment Reforms on Poverty, Gender and Inclusion. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.006.

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This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how business environment reforms in middle-income countries impacts on poverty, gender and inclusion. Although, there is limited evidence on the direct impact of business environment reforms on poverty, gender, and inclusion, this review illustrates that there is evidence of indirect effects of such reforms. Business environment reform (BER) targets inadequate business regulations and institutions, in order to remove constraints to business investment and expansion, enabling growth and job creation, as well as new opportunities for international business to contribute to and benefit from this growth. However, there is a lack of detailed knowledge of the impact of BER on gender and inclusion (G&I) outcomes, in terms of the potential to remove institutional barriers which exclude formerly marginalised groups from business opportunities, in ways that promote equal access to resources, opportunities, benefits, and services. The literature shows how the business environment affects women in business, and how women’s experiences of a given business environment can be different from those of men. This is the result of disparities in how they are treated under the law, but also based on structural and sociocultural factors which influence how men and women behave in a given business environment and the barriers they face.
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Hicks, Jacqueline. Approaches to Combatting Modern Slavery in Supply Chains. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2022.004.

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The purpose of this rapid review is to lay out some of the general approaches used by both business and government to tackle ‘modern slavery’ in international business supply chains, and locate evidence of their effectiveness International institutions have been encouraging large international businesses to tackle modern slavery by offering guidelines on how to investigate the issue in their supply chains (‘due diligence’), but their implementation, and ‘auditing’ is highly variable. National governments are increasingly mandating businesses through legislation to report on what they do. More recently, governments have begun imposing a legal duty of care on parent companies which means they can be held responsible for what their subsidiaries do. Key findings are: There is no consistency in how international companies currently implement the due diligence guidelines; The design of national disclosure legislation is generally judged to be flawed. There is medium compliance in terms of quantity of company reports and low compliance in terms of quality; The design of national disclosure legislation is generally judged to be flawed. There is medium compliance in terms of quantity of company reports and low compliance in terms of quality. Overall, the evidence on forced labour and modern slavery is recognised as being “dangerously thin and riddled with bias” (LeBaron, 2018, p.1). It is difficult to research directly because of its illegality, the involvement of powerful interests, and the potential to further endanger highly vulnerable workers. Nevertheless, there is a very large number of articles and reports written on the issue, particularly from the last five years. The main sources used in this review came from both grey literature and academic literature.
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Bai, Yuzhou, and Roger Schonfeld. What Is a Research Core? A Primer on a Critical Component of the Research Enterprise. Ithaka S+R, 2021. http://dx.doi.org/10.18665/sr.316205.

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As clusters of state-of-the-art instruments and research enablement services, research cores are not only the cornerstone of research activities at university campuses but also critical assets that provide competitive differentiation for their host institutions. However, these research cores are highly expensive for academic institutions to manage. Despite the growing recognition and impact of these research cores, there are few studies that describe the business models for sustaining and funding research cores or their increasing significance to the larger academic community.
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Kornelakis, Andreas, Chiara Benassi, Damian Grimshaw, and Marcela Miozzo. Robots at the Gates? Robotic Process Automation, Skills and Institutions in Knowledge-Intensive Business Services. Digital Futures at Work Research Centre, 2022. http://dx.doi.org/10.20919/vunu3389.

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Against the backdrop of the fourth industrial revolution, this paper examines the emergence of Robotic Process Automation (RPA) as one of the new technologies that are shaping the future of work and reconfiguring sectoral business and innovation systems and models. It discusses how the institutional context can potentially mediate the digital transformation of services, how RPA affects workers’ employment and skills, and how it alters inter-organisational relationships and capabilities. Bringing together different strands of academic literature on employment studies, innovation, and technology studies, it deploys a comparative institutional perspective to explore the potential effects of RPA and illustrates their plausibility through mini case studies from knowledge-intensive business services
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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, et al. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0543.17032022.

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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren
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Burger, Philippe, Chris Callaghan, Margaret Chitiga-Mabugu, et al. Report on Grouped Peer Review of Scholarly Journals in Economics and Business Management. Academy of Science of South Africa (ASSAf), 2022. http://dx.doi.org/10.17159/assaf.2022/0079.

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The peer review report titled 'Report on Grouped Peer Review of Scholarly Journals in Economics and Business Management' is the 13th in a series of discipline-grouped evaluations of South African scholarly journals. This is part of a scholarly assurance process initiated by the Academy of Science of South Africa (ASSAf). The process is centered on multi-perspective, discipline-based evaluation panels appointed by the Academy Council on the recommendation of the Academy’s Committee on Scholarly Publishing in South Africa (CSPiSA). This detailed report presents the peer review panel’s consolidated consensus reports on each journal and provides the panel’s recommendations in respect of DHET accreditation, inclusion on the SciELO SA platform and suggestions for improvement in general. The main purpose of the ASSAf review process for journals is to improve the scholarly publication in the country that is consonant with traditional scholarly practices.
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Carrión-Tavárez, Ángel, and Javier Gutiérrez-Ballivián. A dataset on the digital transformation of university courses during the covid-19 pandemic. Fachhochschule Dortmund, 2021. http://dx.doi.org/10.53095/25862001.

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This paper presents a dataset created from a survey on the experiences of professors from business schools at Latin American universities, in the digital transformation of their courses, due to the COVID-19 pandemic. The dataset collects the insight that professors had about the national and institutional policies on information and communication technologies (ICT) in higher education; the methods, strategies, and resources used by professors; and the outcomes at the end of the courses. The purpose of this work is to inform the academic community of the existence and availability of this dataset for analysis, criticism, or possible use by other researchers.
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Greenhill, Lucy, Christopher Leakey, and Daniela Diz. Second Workshop report: Mobilising the science community in progessing towards a sustainable and inclusive ocean economy. Scottish Universities Insight Institute, 2021. http://dx.doi.org/10.15664/10023.23693.

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Across the Blue Economy, science must play a fundamental role in moving us away from business as usual to a more sustainable pathway. It provides evidence to inform policy by understanding baselines, trends and tipping points, as well as the multiple and interacting effects of human activities and policy interventions. Measuring progress depends on strong evidence and requires the design of a monitoring framework based on well-defined objectives and indicators, informed by the diverse disciplines required to inform progress on cross-cutting policy objectives such as the Just Transition. The differences between the scientific and policy processes are stark and affect interaction between them, including, among other factors, the time pressures of governmental decision-making, and the lack of support and reward in academia for policy engagement. To enable improved integration, the diverse nature of the science / policy interface is important to recognise – improved communication between scientists and policy professionals within government is important, as well as interaction with the wider academic community through secondments and other mechanisms. Skills in working across boundaries are valuable, requiring training and professional recognition. We also discussed the science needs across the themes of the Just Transition, Sustainable Seafood, Nature-based Solutions and the Circular Economy, where we considered: • What research and knowledge can help us manage synergies and trade-offs? • Where is innovation needed to promote synergies? • What type of indicators, data and evidence are needed to measure progress? The insights developed through dialogue among participants on these themes are outlined in Section 4 of this report.
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Herbert, George, and Lucas Loudon. The Size and Growth Potential of the Digital Economy in ODA-eligible Countries. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.016.

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This rapid review synthesises evidence on the current size of the digital market, the countries promoting development of digital business and their approach through Trade Policies or Incentive Frameworks, and the current and potential size of the market with the UK / China / US / other significant countries. It draws on a variety of sources, including reports by international organisations (such as the World Bank and OECD), grey literature produced by think tanks and the private sector, and peer reviewed academic papers. A high proportion of estimates of the size of the digital economy come from research conducted by or for corporations and industry bodies, such as Google and the GSMA (which represents the telecommunications industry). Their research may be influenced by their business interests, the methodologies and data sources they utilise are often opaque, and the information required to critically assess findings is sometimes missing. Given this, the estimates presented in this review are best seen as ballpark figures rather than precise measurements. A limitation of this rapid evidence review stems from the lack of consistent methodologies for estimating the size of the digital economy. The OECD is attempting to develop a standard approach to measuring the digital economy across the national accounts of the G20, but this has not yet been finalised. This makes comparing the results of different studies very challenging. The problem is particularly stark in low income countries, where there are frequently huge gaps in the relevant data.
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