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Relevant bibliographies by topics / Business schools Business schools Business schools Business education Business education Business education

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Academic literature on the topic 'Business schools Business schools Business schools Business education Business education Business education'

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Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Business schools Business schools Business schools Business education Business education Business education"

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Wilson, John F., Robert R. Locke, Rolv Petter Amdam, Nuria Puig, and Tamotsu Nishizawa. "Roundtable on Business Education." Business History Review 82, no. 2 (2008): 329–58. http://dx.doi.org/10.1017/s0007680500062838.

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A consideration of Rakesh Khurana's From Higher Aims to Hired Hands: The Social Transformation of American Business Schools and the Unfulfilled Promise of Management as a Profession (Princeton, 2007).Khurana's book is an examination of the development of the university-based business school in the United States from the nineteenth century to today. He asserts that while the original goal of these schools was to train a professional class of managers in the mold of doctors or lawyers, university business schools no longer strive for this ideal. Instead, Khurana believes that business schools have become purveyors of a product –the MBA–sold to student-consumers. People should therefore not be surprised at corporate misconduct when managers are considered responsible only to shareholders. Khurana calls for a renewal of the professional ideal in the business school, in which future business leaders are trained to take their place as moral leaders in society. We asked each of the following authors to comment on the book and see if business education underwent a similar transition in other countries.

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Prince, Christopher, and Graham Beaver. "University Business Schools 2 Business." Industry and Higher Education 17, no. 4 (August 2003): 241–49. http://dx.doi.org/10.5367/000000003101296927.

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There is a substantial and growing body of evidence to suggest that organizations are increasingly recognizing the importance of individual and group learning and knowledge management as ways of attaining competitive advantage (Thomson et al, 2001). A consequence of this phenomenon is the growing demand for management education and training, and this is increasingly linked with the imperative of integrating management development with other organizational systems and processes to ensure their effectiveness in delivering business goals. This paper analyses this trend from the perspective of a ‘new university’ business school (‘new universities’ are the post-1992 universities in the UK, created by the demise of the polytechnics and their subsequent transfer to university status). The authors suggest and identify potential market development opportunities and highlight the competencies required by business schools if they are to compete successfully in this potentially profitable, yet increasingly competitive market. The significance of the corporate education market should not be underestimated. The UK Association of Business Schools (1997) estimated that this kind of activity accounted for up to two-thirds of the programmes offered by its members in their provision.

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Chan, Chi-Fai, Chan-Leong Chan, and Wai-Lam Cheng. "Business Education in Hong Kong." Review of Pacific Basin Financial Markets and Policies 01, no. 04 (December 1998): 555–68. http://dx.doi.org/10.1142/s0219091598000338.

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There is a big demand for business talents in Hong Kong. Nevertheless, business schools are not producing what businesses in the Special Administration Region (SAR) need. For this reason, administrators in business schools should adopt a strategic approach when they formulate their educational goals and strategies. Several key elements which are essential to the success of business schools are discussed in this paper: customer orientation, capabilities development, and relationship and network marketing. Based on the strategic approach, a number of recommendations are made: namely, the initiation of a student intake campaign, and the emphasis on better curriculum design, extra-curricular activities, alumni activities, and the adoption of an internal marketing approach.

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Jain, Subhash C. "Enhancing International Business Education Through Restructuring Business Schools." Journal of Teaching in International Business 20, no. 1 (January 2009): 4–34. http://dx.doi.org/10.1080/08975930802671216.

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Alsop, Ronald J. "Business Ethics Education in Business Schools: A Commentary." Journal of Management Education 30, no. 1 (February 2006): 11–14. http://dx.doi.org/10.1177/1052562905280834.

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Thomas, James. "Convergence: Businesses and Business Schools Prepare for IFRS." Issues in Accounting Education 24, no. 3 (August 1, 2009): 369–76. http://dx.doi.org/10.2308/iace.2009.24.3.369.

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Yasin, Mahmoud M., and Ronald F. Green. "Global Information Systems: A Joint Venture between Business and Education." Journal of Information Technology 6, no. 2 (June 1991): 80–85. http://dx.doi.org/10.1177/026839629100600204.

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The expanding role of computers and information processing in today's global business environment makes it imperative that business students receive the appropriate computer education. This article evaluates the role of business schools in preparing students to meet the challenges of the global information age. Business and academic perspectives on computers and information processing and their influence on computer education in the business school are presented. The authors conclude that the general lack of enforceable standards in computer business education is a global concern, affecting businesses, educational institutions, and computer hardware and software vendors alike. Recommendations for the globalization of computer education in business schools are provided.

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Kilcourse, Tom. "The business of business schools." Learning Organization 2, no. 2 (June 1995): 32–35. http://dx.doi.org/10.1108/09696479510086235.

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A. Barber, Nelson, Fiona Wilson, Venky Venkatachalam, Sara M. Cleaves, and Josina Garnham. "Integrating sustainability into business curricula: University of New Hampshire case study." International Journal of Sustainability in Higher Education 15, no. 4 (August 26, 2014): 473–93. http://dx.doi.org/10.1108/ijshe-06-2013-0068.

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Purpose – This paper aims to demonstrate how sustainable development education can be implemented at business schools, despite institutional barriers, through innovative and collaborative relationships with internal and external stakeholders. Businesses are beginning to accept their social responsibility through proactive approaches to maximizing their net social contribution, embracing opportunities and managing risks resulting from their economic, environmental and social impacts. Yet, many business schools are lagging in integration of sustainability into their curriculum, and as a result are not adequately educating future business leaders. Design/methodology/approach – This case study presents the challenges in developing and implementing sustainability education, as well as analyzes the various underlying drivers of these barriers. The paper provides a detailed description of some of the ways one business school has overcome these barriers, and provides generalizable insights that can help other business schools and universities understand how they can engage in the implementation of similar sustainable development programs. Findings – As business educators, we should reevaluate our role and our focus. Through education, interdisciplinary collaboration, research and community and industry engagement, sustainability can become firmly established within the existing value structure of business schools. Originality/value – While many business schools worldwide are discussing the importance of integrating sustainability into their curricula, and while employers and students are demanding the same, few business schools have genuinely made progress in meeting these demands. This paper presents both the challenges to integrating sustainability and an in-depth study of one business school’s approach to creating unique and innovative solutions to overcome these barriers.

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Burger, Lynn Tolle, and Ivan J. Lach. "School-Business Partnerships That Help Schools, Businesses, and Economic Development." Adult Learning 6, no. 1 (September 1994): 12–14. http://dx.doi.org/10.1177/104515959400600107.

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School/business partnerships are nothing new—but they are undergoing a renaissance as schools use these partnerships to help implement school-to-work transition systems and assist with economic development. It has long been a key role of community colleges to provide education and training to enable their students to get jobs, but increasingly community colleges find they must also play a key role in economic development to ensure that the local economy can provide jobs for the college's graduates.

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Dissertations / Theses on the topic "Business schools Business schools Business schools Business education Business education Business education"

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Mitchell, Lorianne D. "The Business of Higher Education: Recommendations for Business Schools Faced With Rapid Technological Advancements." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/8324.

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Vajarodaya, Tatpol. "Strategic leadership in UK business schools in higher education." Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24367.

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Navigating the emerging crisis in UK higher education, with funding cuts, decreasing numbers of academics and mimetic pressures caused by academic norms, is a challenge for UK business schools. This study aimed to identify UK business school leaders' perspectives on factors contributing to competitiveness and financial sustainability in this context. For this exploratory, qualitative study 21 leaders from 12 UK business schools in the Financial Times Global MBA Rankings (2010) were interviewed by email, by telephone or face-to-face. Interview transcripts were analysed using NVivo8 and thematic analysis, adopting a hybrid approach of deductive coding based on a theoretical framework and inductive coding for emerging themes. A Model of Leadership for Financial Sustainability and Competitiveness was created to illustrate links between components of strategic leadership identified by participants in this study. It shows a potential virtuous circle of competitiveness and financial sustainability that UK business schools could achieve. These leaders perceived that competitiveness and financial sustainability could be achieved by using leadership and income sources to improve human capital, which could also be enhanced by itself and by organisational capital. Human and organisational capital could then develop intellectual capital, which could strengthen the schools' social capital. Intellectual capital, combined with social capital, could enhance schools' competitiveness, which could improve their strategies and tactics. Social capital could increase the success of fundraising activities. Fundraising, strategies and tactics could develop sources of income, leading to financial sustainability. Distributed leadership was preferred amongst participants, suggesting that human capital could be the most important capital in business schools. While previous research represented strategic leadership as building and executing strategic agendas, this thesis argues that UK business schools could benefit from these inter-linked components in developing leadership for financial sustainability and competitiveness, particularly in times of economic crisis.

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Eiríksdóttir, Lovísa, and Kristina Engelmark. "Sensemaking of sustainability in business education : The case of PRME in Swedish business schools and universities." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-301154.

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In this paper we explore what role business schools play when it comes to shifting the paradigm towards sustainability and generating responsible decision-makers. It has been suggested that certain mainstream management models and theories has had some significant and negative influence on the conduct of business or even at times contradict sustainable development. Thus the aim of the paper is to explore the views and experiences of academics as well as the challenges they face when working with integrating sustainability into the education. Seven business schools and universities in Sweden have recently signed the Principles for Responsible Management Education (PRME) initiative and therefore made a commitment to implement sustainability into their education as well as engage in a platform for responsible management education. This study is based on semi- structured interviews with people responsible for working with the schools’ commitment. Our main findings are that signing PRME is a logic of legitimacy and that most schools are in the beginning of implementing sustainability. The main challenges that the schools face in the process are related to the complexity of bringing a new concept into an academic organisation initially from the top management in a bottom up environment. In addition to this, there seem to be a detachment of how the respondents express the role of business education and the more general role of business in society, in relation to responsibility.

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Ryan, Suzanne Erina. "Academic Business: Tensions between academic values and corporatisation of Australian higher education in graduate schools fo business." Connect to full text, 2009. http://hdl.handle.net/2123/5398.

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Thesis (Ph. D.)--University of Sydney, 2009.
Title from title screen (viewed 18th September, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Economics and Business, University of Sydney. Degree awarded 2009. Includes bibliographical references. Also available in print form.

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Williams, David John. "Corporate culture in preparatory schools : the business of independent education." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343009.

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Nonet, Guenola. "Responsible Management & Business Schools : Analysis of the Schools Strategy and the Education." Thesis, Montpellier 1, 2013. http://www.theses.fr/2013MON10028/document.

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Peu de recherches empiriques existent concernant l'éducation managériale. La littérature étudiée présente différentes recherches théoriques qui critiquent le modèle actuel des Business Schools et qui recommandent des changements, mais elle signale aussi le manque de recherches empiriques à ce sujet. Nos propres recherches confirment la rareté de telles recherches concernant notamment l'opinion des individus impliqués dans les Business Schools à propos de la pédagogie et à propos du comportement managérial de l'école elle-même. La revue de littérature révèle une absence de consensus concernant la définition du management responsable. Plus précisément, peu de données empiriques existent concernant l'action des individus qui tentent de contribuer au développement d'une stratégie responsable au sein de l'établissement. De même, il apparaît que les recherches empiriques manquent concernant les innovations pédagogiques existant dans les Business Schools pour encourager un management responsable. L'objectif de notre recherche est de comprendre les changements nécessaires et les innovations opérées dans les Business Schools pour tenir compte et intégrer les dimensions saillantes du management responsable afin d'encourager les futurs managers à se comporter de manière responsable. Cette recherche se structure autour de deux questions principales : • Pourquoi les Business Schools peuvent-elles – voire doivent-elles – contribuer à un management responsable ? • Comment les Business Schools tentent-elles et peuvent-elles contribuer à un management responsable au travers de leur comportement organisationnel propre ou de leur pédagogie ? Cette thèse est une recherche exploratoire. Afin de laisser la théorie émerger des résultats empiriques, cette thèse est inspirée de la théorie enracinée. Au total quatre études de cas européennes furent réalisées • Trois Business Schools : HEC Paris, Erasmus University-Rotterdam School of Management, Ashridge Business School, • Une école présentant un modèle alternatif : Schumacher College. 47 questionnaires furent menés sur les terrains de recherche, 112 cartes cognitives furent créées par les participants visités et 28 journaux de bord issus d'un cours enseigné en extérieur furent codés et analysés. Les apports principaux peuvent être classés en quatre catégories : • Une définition du management responsable (selon des étudiants, des membres académiques et administratifs et selon des anciens étudiants des écoles visitées), • Une synthèse des changements suggérés au sein des Business Schools par les participants pour encourager un management responsable, • Une analyse des Masters visités incluant les innovations pédagogiques mises en place pour encourager un management responsable, • Une étude des différentes stratégies créées par les individus en charge d'un développement responsable du campus. En conclusion nous préconisons différents axes de recherche qui pourraient être développés ultérieurement en vue d'affiner le travail réalisé pour cette thèse et aussi afin de vérifier certains postulats et hypothèses issus des résultats
Empirical studies about business education are scarce. The studied literature reveals different theoretical studies criticizing Business Schools and asking for changes but it shows as well a lack of empirical research. Our own research confirms the lack of such empirical studies, especially regarding the Business Schools' participants' meaning concerning the education and the strategy. Furthermore, the literature review suggests a lack of theoretical consensus on responsible management definition. Few studies are to be found about the individuals working towards responsible management at Business Schools. Theory shows that few empirical data exist concerning the pedagogical innovations created towards responsible management. Our research aims at understanding the Business Schools' needed changes and the existing innovations created to encourage future managers to act responsibly. This research is articulated around two main research questions : • Why should business schools contribute to responsible management ? • How should business schools contribute to responsible management (at a strategic and an educational level) ? This dissertation is an exploratory research. To allow the theory to emerge from the empirical results, this research is inspired from the Grounded Theory. In total four European case studies were conducted : • Three business schools : HEC Paris, Erasmus University-Rotterdam School of Management, Ashridge Business School, • A different model of education : Schumacher College. 47 interviews were conducted, the participants created 112 mind maps and 28 field journals issued from a course taught outdoors were coded and analysed. The main contributions can be classified into four categories : • A definition of responsible management (according to students, faculty members, staff and alumni's answers), • A summary of the changes suggested at business school to encourage responsible management, • An analysis of 4 innovative Masters visited including its pedagogical innovations towards responsible management, • A study of the different strategies created by individuals in charge of developing the campus in a responsible way. The conclusion brings some recommendations for further research to deepen the research and as well to answer several hypotheses issued from our results

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Driscoll, Michael J. "Philanthropy and American schools of business| A study of transformation after a school of business is named in honor of a benefactor." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635739.

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Institutions of higher education in the United States seek to obtain new sources of donor support as their traditional sources of funding, beyond student tuition, have come under strain. Given the decline in state and federal funding since 2008, many institutions, and specifically schools of business, have attempted to attract new funds from donors resulting in some of these schools being "named" in honor of these benefactors. Much of the literature regarding philanthropy in higher education focuses on this phenomenon. Additional literature focuses on the change that can occur within organizations. When a college or university announces such a gift, the term "transformative" is often used. This qualitative study examines three schools of business that received naming gifts, and attempts to determine the kinds of transformations anticipated by administrators, faculty, and donors. Whether any transformation takes place because of the gift, the nature of the transformations, faculty and administration participation before, during and after the receipt of the gift, and factors that motivate the donors is examined. The findings point to transformation taking place at the three institutions in the study, but the engagement of the faculty and administrators with a donor appear to be at least as important as the dollar amount of the gift itself.

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Fragueiro, Fernando. "Strategic leadership process in business schools : a political perspective." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/4044/.

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This study focuses on the political perspective of the process and context of strategic leadership, in three top international Business Schools, IMD, INSEAD and London Business School. It remedies three inadequacies in the current literature. These are: first, the scarcity of empirical studies on strategic leadership with a processual perspective, despite the interest demonstrated in theoretical studies on leadership in the last decades, second, the lack of links between the leadership and strategy fields; third, scholars' call for studies on leadership from a political perspective. Longitudinal and comparative case studies were conducted with the purpose of describing the Strategic Leadership Process (SLP) in each and across the three Business Schools, over the period 1990-2004, through strategic agenda-building and -executing, in relation to a specific strategic initiative: Becoming a top international Business School. Findings show firstly, that among the three key actors (Board, Dean and Faculty), the Dean is the main key actor in the SLP because of his critical role of building and executing the School's strategic agenda. Secondly, for the Dean to succeed, it is crucial to deliver an inclusive approach with regard to the other key actors' (Board and Faculty) interests and priorities. Thirdly, Performance represents a precondition for the Dean to be credible and receive support from Faculty and Board. Fourthly, for an effective direction-setting, the Dean's capacity to scan and understand the external voice, signals and trends and raise them to the School's strategic agenda is fundamental. Fifthly, the ability to articulate and communicate vision through coalition-building combined with adequate delegation, represent critical competences to raise and execute breakthrough initiatives for the School.

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Kovacs, Jane. "Facilitating change in Australian schools applying a business quality improvement model /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/63104.

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Thesis (DBA) - Faculty of Business and Enterprise, Swinburne University of Technology, 2009.
Submitted in partial fulfilment of the requirements for the Professional Doctorate of Business Administration, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. Typescript. Includes bibliographical references (p. 269-284)

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Lamper, David John. "Good to great schools : the relevance of a business model to a school context." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:15299.

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The purpose of this thesis is to apply an existing model to a new situation: In this instance to explore the possible relevance of the research of Jim Collins in his book, Good to Great (2001) to a sample often UK schools. The review of literature considers the Collins' research, responses to that research and the extent to which it has already been applied to different contexts. In parallel to this, material on school effectiveness is considered with a focus on those aspects which are associated with excellence in schools. Conceptual links are identified. A multiple-case study approach is taken in the research and the methodology includes the analysis of Ofsted reports for schools included on HMCI's List of Outstanding Schools. A purposive sample of ten schools is identified for further consideration where the views of school leaders are explored through semi-structured interviews. Responses are coded in relation to the key concepts from the Collins' research alongside additional categories which emerged from the interviews. It is acknowledged that the very nature of this small-scale study has an impact on the transferability of findings and therefore its reliability. There is an attempt to replicate elements of the interviews from the Collins study although it is accepted that a reproduction of a similar scale would not be feasible. The richness of data that emerges from the cases begins to create a context for judgements about the possibility of transfer of findings to other situations but that is not in the aim or the scope of this research - it is to find out the extent of relevance of the Collins findings to the context often schools. The study concludes that there is evidence that the 'Good to Great' research findings have some relevance to the cases studied. Whilst it is deemed inappropriate to extrapolate the findings of these case studies to a larger context, these findings do suggest that further investigation may be worthwhile and enlightening.

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Books on the topic "Business schools Business schools Business schools Business education Business education Business education"

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Ghoshal, Sumantra. Learning alliance between business and business schools. Fontainebleau: INSEAD, 1992.

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The "business" of reforming American schools. Albany: State University of New York Press, 1997.

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Eraut, Michael. Business education: A handbook for schools. Sheffield: Training Agency, 1990.

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Paine, Lynn Sharp. Ethics education in American business schools. Washington, D.C: Ethics Resource Center, inc., 1988., 1988.

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Appiah, Linda. Mentoring: Business and schools working together. London: Runnymede Trust, 2001.

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Gilbert, Nedda. The best 75 business schools. New York: Random House, Inc., 1999.

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Thought leadership meets business: How business schools can become more successful. Cambridge: Cambridge University Press, 2008.

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America's business schools: Priorities for change. Washington, D.C. (Suite 800, 1 Dupont Circle, Washington 20036): The Forum, 1985.

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Boyles, Deron. Schools or markets?: Commercialism, privatization, and school-business partnerships. Mahwah, NJ: L. Erlbaum Associates, 2005.

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Rigden, Diana Wyllie. Sustaining change in schools: A role for business. New York: Council for Aid to Education, 1994.

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Book chapters on the topic "Business schools Business schools Business schools Business education Business education Business education"

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Beehner, Christopher G. "Expanding Sustainable Business Education Beyond Business Schools." In Handbook of Engaged Sustainability, 1–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53121-2_51-1.

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Beehner, Christopher G. "Expanding Sustainable Business Education Beyond Business Schools." In Handbook of Engaged Sustainability, 471–98. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71312-0_51.

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Spender, J. C., and Jeroen Kraaijenbrink. "Humanizing Management Education." In Business Schools Under Fire, 257–72. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353855_18.

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Baylis, Fiona. "Humanistic Management Education in Europe." In Business Schools Under Fire, 302–12. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353855_21.

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Rehm, Annika, Uwe Schneidewind, and Karoline Augenstein. "Responsible Management Education in Germany." In Business Schools Under Fire, 313–22. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353855_22.

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Adeleye, Ifedapo, Kenneth Amaeshi, and Chris Ogbechie. "Humanistic Management Education in Africa." In Business Schools Under Fire, 340–58. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353855_24.

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Davis, Mark M. "Challenges Facing Today’s Business Schools." In Shaping the Future of Business Education, 26–39. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137033383_3.

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Spitzeck, Heiko. "A Developmental Model for Humanistic Management Education." In Business Schools Under Fire, 410–22. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353855_31.

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McDonald, Ross. "What Are the Principles of a Humanistic Education?" In Business Schools Under Fire, 130–46. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353855_10.

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Escudero, Manuel. "The Future of Management Education: A Global Perspective." In Business Schools Under Fire, 293–301. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353855_20.

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Conference papers on the topic "Business schools Business schools Business schools Business education Business education Business education"

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Yaman, Tutku Tuncali, and Emrah Bilgic. "Is Business Analytics Education Sufficient in Business Schools? The Case in Turkish Business Schools." In 2019 3rd International Conference on Data Science and Business Analytics (ICDSBA). IEEE, 2019. http://dx.doi.org/10.1109/icdsba48748.2019.00040.

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Mahony, Carolanne, and Andrew Pope. "Integrating industry into Business School education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.12.

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There is pressure on Business Schools to offer value to multiple stakeholders, including students, employers and society. To this end, Business Schools need to undertake and combine three key activities: 1) research, 2) teaching theory, and 3) experiential learning (Hubbard, 2019). Creating links between academia and industry is one method to facilitate this process (Hardaway, Harryvan, Wang, & Goodson, 2016). Though the benefits of academic/industry collaboration are well accepted, operationalising such partnerships can be problematic. This research seeks to establish guidelines and best practice to enhance the likelihood of success. As part of the MSc in Design and Development of Digital Business, a mix of industry and community representatives were invited to engage with students. This presentation will discuss how external stakeholders were integrated into the master’s program. Our main discussion will be focused on the insights we gained from using outside stakeholders to help provide information systems students with experiential learning.

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Miotto, Giorgia, and Josep Rom Rodríguez. "CSR IN BUSINESS SCHOOLS: A THEORETICAL FRAMEWORK." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0453.

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Mališová, Daniela, and Jana Štrangfeldová. "EVALUATION OF EFFICIENCY IN SECONDARY EDUCATION." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.s.p.2020.111.

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The state of Slovak education is influenced by several negative factors. In terms of human capital, we have seen the decline of pupils for demographic reasons and lack of interest in the work of teachers. This paper aims to evaluate the efficiency of secondary education on the example of selected secondary schools. The main method of the paper is multicriteria analysis. The subject of research is the efficiency of selected secondary schools. The 10 Business Academies attended by pupils aged 15-19 years and established in the Banská Bystrica and Žilina self-governing regions will be the subject of research. For the analysis we use panel data collected for the school years 2013/2014 - 2017/2018. The contribution of the paper is to create an evaluation of the efficiency of the surveyed schools and to propose solutions for schools that achieved below-average results. The findings may serve as a basis for assessing the efficiency of the Business Academies for comparison with competitors, as well as for the founders of these secondary schools.

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Ramboarisata, Lovasoa, and Linda Ben Fekih Aissi. "Perceptions of organizational injustice in French business schools." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11277.

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Whereas the institutional drivers of the accountability discourse and the apparatus of performance evaluation accompanying such a discourse in the neoliberal university are well documented, their implications at the individual level have received lesser interest. Our paper suggests that more attention be paid to the voices and the experiences of the “governed”. It accounts of the unfairness of the accountability regime in higher education, and more specifically in business schools, as it is perceived by scholars in France. Using insights from the institutional complexity (IC) and organizational justice (OJ) literatures, as well as an empirical analysis of the French business scholars’take on their changing work context and the metrics against which their performance is assessed, our study extends the understanding of the implications of organizations’ rewards, incentives, performance control and evaluation practices for OJ. Moreover, it deconstructs the narrative of the accountability regime by reminding that institutional complexity leaves very little room for many scholars to be star researchers, excellent program managers, innovative and inclusive pedagogues as well as impactful public servants at the same time without hindering other academic missions they value (disinterested collegiality, care, social inclusion), their quality of life, family, and or health.

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"Accreditation Effect on Quality of Education at Business Schools." In International Conference on Accounting, Business, Economics and Politics. Ishik University, 2018. http://dx.doi.org/10.23918/icabep2018p12.

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Sancha, Cristina, and Alba Barbarà-I-Molinero. "MEETING SUSTAINABILITY GOALS: THE ROLE OF BUSINESS SCHOOLS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1072.

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Fazekas, Nóra. "Learning Organizations and Organizational Digital Competencies in the Field of Public Education." In New Horizons in Business and Management Studies. Conference Proceedings. Corvinus University of Budapest, 2021. http://dx.doi.org/10.14267/978-963-503-867-1_03.

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In a constantly changing social, technological, and economic environment, schools not only need to adapt but to learn continuously. One of the most significant and most current fields of school learning in Hungary and worldwide is one of the digital competencies. In this paper, I present the concept of digital competencies and the learning organization, offering an overview of different interpretations and frameworks and draw connections between them. The study suggests interrelations between schools’ learning organizational and digital competence capacities and proposes future empirical research on the topic.

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E. Novitzki, James. "E-Business Education: A Comparison of Graduate Programs and Curricula." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2549.

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This study looks at both MBA and MS E-business programs. Specifically it looks at the number and types of courses offered in these programs and compares and contrasts what is offered between the MS and MBA programs, and also between the different groups of schools being studied. Results indicate that there is no real consensus in what knowledge is core to the concentration. The programs offered at any particular school seem to have only incidental agreement with other programs, and many seem to be the result of faculty skills available and requests for specific skills from organizations, rather than a logical integrated approach to the issues inherent in the global issues of Ebusiness. There appears to be a major need to determine the core knowledge that is critical in the design, development, management, and operation of E-business in organizations to produce graduates with consistent knowledge that is school independent.

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E. Brock, Sabra, Zvi G Loewy, and F. Ellen Loh. "Team Skills: Comparing Pedagogy in a Graduate Business School to That of a College of Pharmacy Professional Program." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3733.

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Aim/Purpose: To measure the change in team skills resulting from team projects in professional and graduate school courses, a pilot study was conducted among students in two courses in a graduate school of business and one in the pharmacy school of the same institution of higher learning. This pilot study evaluated (a) students receiving training and practice in working as part of a classroom team were able to translate the formal training into the belief they had improved routine team interactions and experienced benefits from the intervention, and (b) determine whether changes in perceived team skills acquired by graduate business students differed from those of pharmacy school students. Background: This pilot study examined the usefulness of adding a teamwork skills module imported from a graduate school of business to increasing team skills in a pharmacy curriculum. Methodology: Thirty-five students (22 in a graduate school of business and 13 in a school of pharmacy) took a survey comprised of 15 questions designed on a 5-point scale to self-evaluate their level of skill in working in a team. They were then exposed to a seminar on team skills, which included solving a case that required teamwork. After this intervention the students repeated the survey. Contribution: As the pharmacy profession moves to be more integrated as part of inter-professional healthcare teams , pharmacy schools are finding it necessary to teach students how to perform on teams where many disciplines are represented equally. The core of the pharmacy profession is shifting from dependence on the scientific method to one where team skills are also important. Findings: The small size of the pilot sample limited significance except in the greater importance of positive personal interaction for business students. Directional findings supported the hypothesis that the business culture allows risk-taking on more limited information and more emphasis on creating a positive environment than the pharmacy culture given its dependence on scientific method. It remains moot as to whether directly applying a teaching intervention from a business curriculum can effectively advance the team skills of pharmacy students. Recommendations For Practitioners: Educators in professional schools such as pharmacy and medicine may find curricular guidance to increase emphasis on learning teamwork skills. Recommendations for Researchers: Researchers are encouraged to explore cross-disciplinary exchanges of teaching core business skills. Impact on Society : The question is posed that as pharmacy schools and the pharmacy profession integrate more into the business of pharmacy whether this difference will close. Future Research: A full study is planned with the same design and larger sample sizes and expanding to include students in medical, as well as pharmacy classes.

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Reports on the topic "Business schools Business schools Business schools Business education Business education Business education"

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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.

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