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Journal articles on the topic 'Business education|Management'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

KONWAR, Juthika, and Arup BARMAN. "Validating Global Competency Scale for Indian Business and Management Education." Revista Romaneasca pentru Educatie Multidimensionala 5, no. 1 (2013): 199–213. http://dx.doi.org/10.18662/rrem/2013.0501.12.

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2

Khan, Mohammad Ayub. "Diverse Issues Facing the Business Management Education: A Conceptual Journey." International Journal of Information and Education Technology 5, no. 4 (2015): 287–91. http://dx.doi.org/10.7763/ijiet.2015.v5.518.

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3

Vogel, David, and Jane Marceau. "Management Education and Business Elites." Contemporary Sociology 19, no. 5 (1990): 688. http://dx.doi.org/10.2307/2072326.

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4

Bottery, Mike. "The Education of Business Management." Oxford Review of Education 15, no. 2 (1989): 129–46. http://dx.doi.org/10.1080/0305498890150203.

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5

Bratianu, Constantin. "Knowledge Management and Business Education." Sustainability 13, no. 14 (2021): 7991. http://dx.doi.org/10.3390/su13147991.

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6

Setiyani, Lila, Abdorrakhman Gintings, Abin Syamsudin, and Daeng Arifin. "Implementation Knowledge Management in Management Thesis for High Education in Indonesia." Rekayasa 13, no. 2 (2020): 144–53. http://dx.doi.org/10.21107/rekayasa.v13i2.5909.

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Management thesis in high education have some lackness in knowledge management. Every busines process that happen in management thesis don’t have efective approach to integrate data workflow and to acuisition the knowledge. Therefore, knowledge management system for management thesis that suit with high education are needed. This paper gives suggestions about new architecture software that offer service for management thesis in high education to make business process more efective and efficien. Methodology that is used for development new software uses model process software development life c

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7

Korobeynikova, Svetlana, and Ludmila Dukanich. "PROCESS MANAGEMENT IN RUSSIAN BUSINESS EDUCATION." CBU International Conference Proceedings 1 (June 30, 2013): 188–95. http://dx.doi.org/10.12955/cbup.v1.33.

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The current management system in Russian business education is predominantly based on the principle of functional management, which in turn does not comprehensively address the emerging objectives and terms of modern-day education providers in Russia. The countries’ business schools are of the particular concern of the issue, considering the factors of their recent establishment and revenue-based financing. Presented in this paper is the outcome of implementation of the process-orientated approach to business education based on the experience of one of the leading Russian business schools. The

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8

Seethamraju, Ravi. "Business process management: a missing link in business education." Business Process Management Journal 18, no. 3 (2012): 532–47. http://dx.doi.org/10.1108/14637151211232696.

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9

Daly, Peter. "Business apprenticeship: a viable business model in management education." Journal of Management Development 36, no. 6 (2017): 734–42. http://dx.doi.org/10.1108/jmd-10-2015-0148.

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Purpose The purpose of this paper is to position the business apprenticeship model (a work-based learning model where student managers alternate between academic and workplace learning) at a political, institutional and student level in order to explain how it fits within the French business education landscape and how it is considered as a viable business model in management education. Design/methodology/approach Business apprenticeship is analysed through the prism of Osterwalder and Pigneur’s (2010) Business Model Canvas to evaluate the nine dimensions of the business model: customer segmen

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10

Arbaugh, J. B., and Agnieszka Bielinska-Kwapisz. "Delineating research forums for business and management education scholars: The business and management education influence index." Journal of Education for Business 91, no. 6 (2016): 295–302. http://dx.doi.org/10.1080/08832323.2016.1197877.

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11

Vargas-Hernández, José G., and Dr Alfonso Cervantes-Maldonado. "Intercultural Business Management Development and Education Programs in Business Schools." European Journal of Multidisciplinary Studies 7, no. 1 (2018): 105. http://dx.doi.org/10.26417/ejms.v7i1.p105-121.

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12

Warren, R., and G. Tweedale. "Business Ethics and Business History: Neglected Dimensions in Management Education." British Journal of Management 13, no. 3 (2002): 209–19. http://dx.doi.org/10.1111/1467-8551.00238.

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13

Manarbek, Gulden, Saltanat Kondybayeva, and Stefan Handke. "Application of business quality management tools in higher education: an exploratory literature review." Economy: strategy and practice 16, no. 1 (2021): 49–63. http://dx.doi.org/10.51176/jesp/vol_16_issue_1_t4.

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14

Gniewosz, Gerhard. "Australian management education for international business activity." Journal of Management Development 19, no. 4 (2000): 318–31. http://dx.doi.org/10.1108/02621710010322706.

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15

Brown, Daniel J., and Harold F. Koenig. "Applying Total Quality Management to Business Education." Journal of Education for Business 68, no. 6 (1993): 325–29. http://dx.doi.org/10.1080/08832323.1993.10117636.

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16

Hunt, Gerald, and Fei Song. "Gender and speciality in business management education." Canadian Journal of Higher Education 43, no. 1 (2013): 129–45. http://dx.doi.org/10.47678/cjhe.v43i1.1929.

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    Undergraduate university enrolment in Canada is characterized by a higher proportion of women to men, with a pattern of gender segregation across some disciplines. Within some disciplines, there is also a pattern of internal sex segregation whereby women and men still sort themselves into gendered sub-fields, a pattern that is particularly evident in undergraduate business management programs. This study set out to understand why this segregation occurs. The study found that men and women use the same criteria in selecting a business major, including beliefs about s

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17

Macfarlane, Bruce. "Business and management studies in higher education:." International Journal of Educational Management 9, no. 5 (1995): 4–9. http://dx.doi.org/10.1108/09513549510095059.

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18

Mutch, A. "Information management: A challenge for business education." International Journal of Information Management 16, no. 6 (1996): 445–55. http://dx.doi.org/10.1016/0268-4012(96)00033-3.

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19

Hrabala, Martin, Michaela Opletalova, and David Tucekc. "Business process management in Czech higher education." Istrazivanja i projektovanja za privredu 15, no. 1 (2017): 35–44. http://dx.doi.org/10.5937/jaes15-12171.

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20

Hofmeyr, K. B. "Management education for the nineties." South African Journal of Business Management 21, no. 3 (1990): 102–11. http://dx.doi.org/10.4102/sajbm.v21i3.924.

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Management education, and particularly the MBA degree, is facing considerable criticism in the United States and Europe. It is charged with being too analytical in its orientation and out of touch with the needs of the business world. Insufficient attention is paid to areas such as people skills, ethics, and leadership. It is also seen as being out of touch with current trends in business such as the internationalization of business, the trend towards an information/service society, and the renewed interest in organizational culture and participative management. In this article these criticism

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21

Braddick, W. A. G. "European Management Education." Industry and Higher Education 5, no. 3 (1991): 138–42. http://dx.doi.org/10.1177/095042229100500303.

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The different national approaches to management education in Europe are described and the philosophical and structural differences are outlined. The article highlights the trend towards greater internationalization of courses and the need for harmonization of the accreditation system. Particular attention is paid to the role of business and industry in shaping the new European management education system.

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22

Hall Jr., Owen P. "Social Media Driven Management Education." International Journal of Knowledge-Based Organizations 7, no. 2 (2017): 43–59. http://dx.doi.org/10.4018/ijkbo.2017040104.

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Business schools are under growing pressure to engage in significant programmatic reforms in light of the business community's call for web-savvy, problem-solving graduates. Even AACSB has gotten into the reformation act by recommending the adoption of a comprehensive collaboration learning strategy. To meet these and related challenges, many schools of business are turning to social media to provide learning opportunities at a time and place that is convenient to the student. The purpose of this paper is to highlight the growing possibilities for using social media to enhance learning outcome

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23

Redmond, Janice, and Beth Walker. "Environmental Education and Small Business Environmental Activity." Australian Journal of Environmental Education 27, no. 2 (2011): 238–48. http://dx.doi.org/10.1375/ajee.27.2.238.

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Environmental education is seen as a key driver of small business environmental management, yet little is known about the activities small business owner-managers are undertaking to reduce their environmental impact or in what areas they may need education. Therefore, research that can identify environmental management activities being undertaken in small businesses may provide potential targets for education. As intention to behave in a particular way is often predicated on some sort of planning, extending the research questions to ascertain if planning is occurring and its impact on environm

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24

Omelyanenko, Vitaliy, Inna Semenets-Orlova, Olena Khomeriki, Lyudmyla Lyasota, and Yuliia Medviedieva. "Technology transfer management culture (education-based approach)." Problems and Perspectives in Management 16, no. 3 (2018): 454–63. http://dx.doi.org/10.21511/ppm.16(3).2018.36.

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Research deals with the analysis of theoretical aspects of increasing the competence of scientists and experts, whose task is to work with technology as a good promotion of technology on the market with a view to its commercialization or search for technological solutions according to the tasks of the organization and to examine the startup methodology as a tool of improving the technology transfer skills efficiency. The new specifics of technology transfer management within the Education 3.0 paradigm are considered. In the paper, the authors analyze the technology transfer as important source

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25

Dyllick, Thomas. "Responsible management education for a sustainable world." Journal of Management Development 34, no. 1 (2015): 16–33. http://dx.doi.org/10.1108/jmd-02-2013-0022.

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Purpose – The reforms in business schools based on the Ford and Carnegie Foundation reports (Pierson, 1959; Gordon and Howell, 1959) have been very successful in embedding management in a research-based body of knowledge, thereby elevating the academic status of business administration. These reforms, however, did nothing toward making management more socially trustworthy or management education more responsible. In the light of the pressing economic, social and environmental crises the world is facing, the feeling is spreading that not only business and economics but business schools also nee

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26

Hall, Owen P., and Kenneth D. Ko. "Management Education Collaboration Networks." International Journal of Online Pedagogy and Course Design 4, no. 4 (2014): 1–16. http://dx.doi.org/10.4018/ijopcd.2014100101.

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Management education has come a long way since Sir Isaac Pitman initiated the first correspondence course in the early 1840s. Today the demands from a globalized economy are causing a sea change in the way business education is being delivered. The traditional one-size-fits-all educational approach of the past is being replaced with a customized and flexible learning paradigm that focuses on student outcomes and performance. Management education collaboration networks can assist in this transformation. A primary function of a collaboration network is to provide the management education communi

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27

Borglund, Tommy, Magnus Frostenson, and Sven Helin. "Understanding Responsible Management Education from the Inside." Journal of Business Ethics Education 15, no. 9999 (2018): 97–123. http://dx.doi.org/10.5840/jbee201815specialissue25.

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Despite some two decades of research on Responsible Management Education (RME) relatively little is known about RME within business. In particular, different variants of RME in business have not been studied enough to give us a thorough understanding of the nature, role and function of RME in business. To provide some remedy, this article studies RME from an internal business perspective. Through action research, it shows how a specific form of RME, building on the Shared Value (SV) concept, is shaped, developed and manifested within the life-insurance and savings company Skandia. Furthermore,

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28

Posthuma, Richard, Claudia González-Brambila, Denver J. Fowler, and Said Al-Riyami. "A comprehensive model of management education for Latin America." Management Research: Journal of the Iberoamerican Academy of Management 15, no. 4 (2017): 405–24. http://dx.doi.org/10.1108/mrjiam-09-2016-0691.

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Purpose To address the increasingly turbulent environments that businesses face, the purpose of this study is to build on prior research to propose a comprehensive model aimed at enhancing business school education in Latin America. Design/methodology/approach The authors modified and adapted prior meta-analytic research on workplace training programs to create a model that is applicable to the context of business school education in Latin America. Findings The creation of this model enabled the identification of many propositions that can guide future research. Research limitations/implicatio

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29

Bratianu, Constantin, Dan Florin Stanescu, and Rares Mocanu. "Exploring the Knowledge Management Impact on Business Education." Sustainability 13, no. 4 (2021): 2313. http://dx.doi.org/10.3390/su13042313.

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Knowledge management developed in the last decades as a dynamic symbiosis between science and art with significant implications on business and business education. Knowledge management operates within the organizational management, but it focuses on intangible resources, which are distinguished from the tangible ones as a result of their abstraction, metaphorical semantic, and nonlinearity. The purpose of the present paper is to explore the impact of knowledge management on business education through the mediation of academic curriculum and the influence of the business environment. The method

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30

Faust, James E., Elizabeth Will, and Millie Williams. "Integrating Graduate and Extension Education through Total Crop Management Training." HortTechnology 10, no. 2 (2000): 378–80. http://dx.doi.org/10.21273/horttech.10.2.378.

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Graduate students received training in total crop management (TCM) techniques including pest scouting and trapping, nutritional monitoring, and graphical tracking of crop height. In 1995, one student visited five greenhouse businesses biweekly during the poinsettia (Euphorbia pulcherrima Willd.) season to provide TCM training to one greenhouse employee per business. In 1996, a second student visited one greenhouse business every week during the poinsettia crop to conduct the TCM program for that business. The students benefited from the gained practical knowledge of greenhouse production techn

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31

Khaled, Moslehuddin Chowdhury. "Lacking Entrepreneurship and Small Business Thrust in Business Education in Developing Countries: Case of Bangladesh." Business Perspective Review 2, no. 1 (2020): 61–76. http://dx.doi.org/10.38157/business-perspective-review.v2i1.123.

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Purpose: Business Education is everywhere. But is business and management education modeled mostly in the North American model or corporate business model, suited for a developing country like Bangladesh, where most of the businesses are small businesses? Who teaches what to whom for whom, using what resources, and following what approaches? Is the need for entrepreneurial and small firms being fulfilled by current business education and management graduates? If not, what to improve? Where to start? This article explores these issues and draws a concrete scenario of business education in a dev

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32

Schoemaker, Paul J. H. "The Future Challenges of Business: Rethinking Management Education." California Management Review 50, no. 3 (2008): 119–39. http://dx.doi.org/10.2307/41166448.

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33

Arbaugh, J. B., Carlos J. Asarta, Alvin Hwang, Regina F. Bento, Charles J. Fornaciari, and Kathy Lund Dean. "Key Authors in Business and Management Education Research." Academy of Management Proceedings 2016, no. 1 (2016): 14155. http://dx.doi.org/10.5465/ambpp.2016.14155abstract.

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34

Bourner, Tom. "The history of UK business and management education." Action Learning: Research and Practice 9, no. 1 (2012): 100–106. http://dx.doi.org/10.1080/14767333.2012.656898.

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35

Wilkins, Stephen. "The history of UK business and management education." Studies in Higher Education 36, no. 2 (2011): 247–48. http://dx.doi.org/10.1080/03075079.2011.564044.

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36

Asarta, Carlos J., Regina F. Bento, Zachary Ferrara, Charles J. Fornaciari, and Alvin Hwang. "Next Steps in Business and Management Education Scholarship." Journal of Management Education 44, no. 5 (2020): 622–34. http://dx.doi.org/10.1177/1052562920937760.

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This article describes the authors’ experience at The New School’s Research in Management Learning and Education UnConference and presents five Business and Management Education (BME)–related actionable scholarship themes that originated at the UnConference: journal equivalency in BME scholarship, evolution of BME rankings, gender and BME scholarship productivity, timing of BME scholarship, and editor networks in BME scholarship. It is our hope that these themes will continue to generate provocative conversations between existing and new BME scholars and provide actionable research ideas to re

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37

Puffer, Sheila M. "The Booming Business of Management Education in Russia." Journal of Management Development 12, no. 5 (1993): 46–59. http://dx.doi.org/10.1108/02621719310038962.

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38

Muller, Helen Juliette. "Integrating American Indian Business in Contemporary Management Education." Proceedings of the International Association for Business and Society 14 (2003): 428–35. http://dx.doi.org/10.5840/iabsproc20031451.

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39

Dorweiler, Vernon P., and Mehenna Yakhou. "The Status of Environmental Management in Business Education." Journal of Education for Business 70, no. 3 (1995): 160–65. http://dx.doi.org/10.1080/08832323.1995.10117744.

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40

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

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41

Pagan, Victoria Kate. "Integrating Gender Equality into Business and Management Education." Gender in Management: An International Journal 33, no. 1 (2018): 80–84. http://dx.doi.org/10.1108/gm-07-2017-0089.

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42

Macfarlane, Bruce, and Andrew Perkins. "Reconceptualising corporate strategy in business and management education." Education + Training 41, no. 1 (1999): 20–26. http://dx.doi.org/10.1108/00400919910255906.

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43

Morrison, James L. "Integrating Gender Equality Into Business and Management Education." Journal of Education for Business 90, no. 7 (2015): 410–12. http://dx.doi.org/10.1080/08832323.2015.1081867.

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44

Fornaciari, Charles J., J. B. Arbaugh, Carlos J. Asarta, Regina F. Bento, Alvin Hwang, and Kathy Lund Dean. "Key institutions in business and management education research." Journal of Education for Business 92, no. 5 (2017): 220–29. http://dx.doi.org/10.1080/08832323.2017.1339660.

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45

Simola, Sheldene. "Teaching corporate crisis management through business ethics education." European Journal of Training and Development 38, no. 5 (2014): 483–503. http://dx.doi.org/10.1108/ejtd-05-2013-0055.

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Purpose – The purpose of this research was threefold, including to provide a four-point rationale for teaching corporate crisis management as a module within a course on ethical decision-making in business and organizations; to provide evaluative data supporting this approach; and to highlight the implications of this approach for human resource development and training. Design/methodology/approach – Thirty-four undergraduates in a required course on ethical decision-making in business and organizations completed pre- and post-course assignments assessing their knowledge about crisis/managemen

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46

Lang, Matthew. "Conflict Management: A Gap in Business Education Curricula." Journal of Education for Business 84, no. 4 (2009): 240–45. http://dx.doi.org/10.3200/joeb.84.4.240-245.

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47

Hariharasudan, A., Habeeb Ur Rahiman, Nishad Nawaz, and Niyaz Panakaje. "STRATEGIC INFLUENCE OF BUSINESS ENGLISH IN MANAGEMENT EDUCATION." Polish Journal of Management Studies 23, no. 2 (2021): 180–95. http://dx.doi.org/10.17512/pjms.2021.23.2.11.

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48

Doherty, Bob, John Meehan, and Adam Richards. "The business case and barriers for responsible management education in business schools." Journal of Management Development 34, no. 1 (2015): 34–60. http://dx.doi.org/10.1108/jmd-06-2013-0082.

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Purpose – The purpose of this paper is to gain a greater depth of understanding of both the pressures and barriers for embedding responsible management education (RME) within business and management schools. Design/methodology/approach – This paper utilises a longitudinal case study design of six business/management schools. Findings – This research identifies a set of institutional pressures and barriers for RME in the business schools selected. First, the pressures appear to come from a number of external business school sources and the barriers from a series of organisational resource and i

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Brocke, J. Vom, and C. Buddendick. "Security Awareness Management implementing security in business processes by management education." International Journal of Information and Operations Management Education 2, no. 2 (2007): 117. http://dx.doi.org/10.1504/ijiome.2007.015278.

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50

Bailey, James, and Cameron Ford. "Management as Science versus Management as Practice in Postgraduate Business Education." Business Strategy Review 7, no. 4 (1996): 7–12. http://dx.doi.org/10.1111/j.1467-8616.1996.tb00136.x.

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