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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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Published: 4 June 2021
Last updated: 5 February 2022

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1

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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2

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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6

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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8

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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De, Jager Leon. "An analysis and assessment of the strategic architecture of a capita selecta of international business schools." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/21374.

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Thesis (MBA)--Stellenbosch University, 2011.
The demand for business schools has risen worldwide over the last decade as new and emerging challenges confront the competitive business landscape. It is estimated that there are currently over 700 registered business schools around the globe. Potential students, therefore, have a wider choice between business schools especially since more business schools have internationalised their curricula. Business school reputation, amongst others, is still regarded as the single most important criterion of choice for students in their endeavours to obtain an international business qualification. This study analyses and assesses the strategic architecture of a capita selecta of international business schools. It also summarises the significant similarities and differences between the strategic architecture of the schools assessed. The research question can be stated as follows: What can be learnt from the strategic architecture of a Capita Selecta of international business schools? A related question is: What are the similarities and differences between the strategic architecture of these schools? This study focuses on a qualitative methodological approach and is done from a functionalist research paradigm. An encompassing literature review was undertaken during which different accreditation vehicles and the importance of an organisation’s strategic architecture in ensuring its competitive advantage and profitability are discussed and argued The empirical investigation is aimed at analysing and assessing the strategic architecture of five (5) international business schools. The case study is used as investigative instruments. The research findings have shown that accreditation alone, although very important, is not the main differentiator and source of competitive advantage. Schools employ various strategies to ensure their relevance and competitiveness.
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Yalley, A. A. "Service productivity measurement : an application to higher education business and management schools." Thesis, Coventry University, 2012. http://curve.coventry.ac.uk/open/items/a4899d9c-dabc-4480-8fac-ff06e606ed8a/1.

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The service sector over the last few decades has become a symbol of prosperity and growth in many economies around the world in terms of its contribution to GDP growth, employment and standard of living. Despite this, the perception among most economists that productivity of services lags behind manufacturing still persists. Several scholars have attributed this to the conceptual, empirical and practical problems of measuring productivity in services. In an attempt to address these problems, the systematic review of extant literature and existing scales and semi-structured interviews led to the development of a theoretically grounded model and multi-item scales for measuring service productivity and its related constructs. The data was collected from higher education academics using a questionnaire instrument and was analysed using exploratory factor analysis, confirmatory factor analysis and structural equation modelling to empirically assess and validate the proposed service productivity model and to test the research hypotheses. The findings reveal that resource commitment positively and significantly influences employee readiness and customer readiness. In addition, resource commitment, employee readiness and customer readiness positively and significantly impact on service productivity. Finally, service productivity positively and significantly influences stakeholder satisfaction. Each of the relationships in the conceptual model was supported and resource commitment has the greatest impact on both employee and customer readiness. Overall, the results suggest that the antecedent determinants of service productivity are resource commitment, employee readiness and customer readiness and the consequential determinant of service productivity is stakeholder satisfaction. Theoretically, this thesis advances our understanding of productivity measurement in services and contributes to its multidisciplinary theory building by establishing the determinants of service productivity and proposing and validating a conceptual model for measuring service productivity. Methodologically, this thesis contributes to the existing scales in marketing by developing new scales for measuring the researcher`s proposed constructs. Managerially, the proposed model and conceptual framework highlight the factors that service managers can employ in measuring, managing and improving productivity in their organisations.
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Martell, Sotomayor Janette. "Socially Responsible Business Schools: A Proposed Model." Doctoral thesis, Universitat Ramon Llull, 2011. http://hdl.handle.net/10803/51014.

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El propòsit d'aquesta tesi és investigar i descriure els necessaris canvis en la gestió de les escoles de negocis per arribar a ser institucions socialment responsables, i proposa com implementar el procés de canvi. Sustenta que l'educació en gestió responsable no és exclusivament una qüestió curricular, sinó que ha d'involucrar la institució en la seva totalitat perquè els estudiants es formin com a líders responsables i ètics, i proposa un model per a la transformació de les escoles de negocis cap a aquest objectiu. Aquesta tesi està constituïda per vuit articles acadèmics sobre aquest tema; el primer il•lustra la profusió de definicions, teories i enfocaments relacionats amb la Responsabilitat Social Corporativa. El segon article va contribuir a la millor comprensió de la importància de la Responsabilitat Social Universitària a través d'una revisió de la literatura sobre els seus orígens i evolució. En un següent article, titulat Escoles de Negocis Socialment Responsables: Les parts interessades demanen accions urgents, es va investigar si les parts interessades retroalimenten als degans amb suficients arguments per al canvi, i si els requisits d'acreditació de l’AACSB són coherents amb la necessària millora en l'educació de l'ètica empresarial i la responsabilitat social. Les conclusions d'aquest article van portar a la creació d'una cercle virtuós en L'avaluació d'un cercle virtuós per a escoles de negocis socialment responsables, en el qual es proposa a PRME com a centre d'unió amb les principals acreditadores i enquesta / rànquing del Beyond Grey Pinstripes (BGP), per impulsar de forma sinèrgica la transformació de les escoles de negocis. El següent article tracta sobre l'avaluació de requisits per a la classificació en el rànquing BGP, i analitza la metodologia de l'enquesta, ja que és l'única que se centra en els plans d'estudi i continguts de recerca en ètica, responsabilitat social i sostenibilitat de les escoles de negocis. Amb la convicció de la necessària transformació d'aquestes escoles, va seguir un article sobre Un canvi estratègic en les escoles de negocis per a l'educació en ètica empresarial, responsabilitat social i sostenibilitat. L'article següent va ser un co-escrit sobre l'educació empresarial responsable: No una qüestió curricular, sinó una raó de ser de les escoles de negocis, que ha posat èmfasi en la importància de desenvolupar una identitat en les escoles de negocis en relació amb l'ètica i la responsabilitat social. Finalment, tots les aportacions d'aquesta tesi culminen en la proposta d'Un model per a la transformació de les escoles de negocis en institucions socialment responsables, que centra a les persones com la raó última de tota activitat escolar, dirigint totes les polítiques i estratègies cap a una gestió socialment responsable en què les dimensions de l'ètica, responsabilitat social i sostenibilitat són incorporades i integrades en tots els aspectes de l'organització.
El propósito de esta tesis es investigar y describir los necesarios cambios en la gestión de las escuelas de negocios para llegar a ser instituciones socialmente responsables, y propone cómo implementar el proceso de cambio. Sustenta que la educación en gestión responsable no es exclusivamente una cuestión curricular, sino que debe involucrarse la institución en su totalidad para que los estudiantes se formen como líderes responsables y éticos, y propone un modelo para la transformación de las escuelas de negocios hacia ese objetivo. La tesis está constituida por ocho artículos; el primero ilustra la abundancia de definiciones, teorías y enfoques relacionados con la Responsabilidad Social Corporativa, a través de una revisión de literatura. El segundo artículo contribuye a la comprensión de la importancia de la Responsabilidad Social Universitaria mediante una revisión de la literatura sobre sus orígenes y evolución. Un siguiente artículo, titulado Escuelas de Negocios Socialmente Responsables: Las partes interesadas demandan acciones urgentes, se refiere a los argumentos con los que las partes interesadas demandan cambios a los decanos, y enfatiza la insuficiencia de los requisitos de acreditación de AACSB para mejorar la formación con principios éticos y de responsabilidad social. Las conclusiones de este artículo llevan a la creación de un círculo virtuoso en La evaluación de un círculo virtuoso para escuelas de negocios socialmente responsables, en el que se propone a PRME como centro de unión con las principales acreditadoras y la encuesta/ranking de Beyond Grey Pinstripes (BGP), para impulsar de forma sinérgica la transformación de las escuelas de negocios. El siguiente artículo trata sobre la Evaluación de requisitos para la clasificación en el ranking BGP y analiza la metodología de la encuesta, ya que es la única que se centra en los planes de estudio y contenidos de investigación en ética, responsabilidad social y sostenibilidad. Un siguiente artículo propone Un cambio estratégico en las escuelas de negocios para la educación en ética empresarial, responsabilidad social y sostenibilidad. El artículo que sigue, escrito en coautoría sobre la Educación empresarial responsable: No es una cuestión curricular, sino una razón de ser de las escuelas de negocios, hace hincapié en la importancia de desarrollar una identidad en relación con la ética y responsabilidad social. Por último, todos los aportes culminan en la propuesta de Un modelo para la transformación de las escuelas de negocios en instituciones socialmente responsables, que centra a las personas como la razón última de toda actividad escolar, con políticas y estrategias dirigidas hacia una gestión socialmente responsable en que las dimensiones de la ética, responsabilidad social y sostenibilidad son integradas en todos los aspectos de la organización.
The purpose of this thesis is to explore and describe what changes are necessary in the management of business schools in order for them to become socially responsible institutions, and how can the needed process of change be implemented. The thesis upholds that education in responsible business does not depend exclusively on curriculum, but should expand its scope to involve the entire institution towards the objective of educating students for becoming responsible and ethical business leaders. Consequently, a model is proposed for the transformation of a business school into a socially responsible institution. The thesis is paper-based, and comprises eight academic contributions; the first one consists in a literature review on Corporate Social Responsibility which reveals the profusion of related definitions, theories, approaches, and their development. The second paper contributes to the significance and better understanding of University Social Responsibility through a literature review of its origins and evolution. A following article, Socially Responsible Business Schools: Collective stakeholders’ voices demand urgent actions, addresses key stakeholders’ arguments that provide deans with plenty of criteria for change, and stresses the insufficiency of AACSB’s accreditation requirements to improve business ethics and social responsibility education. The conclusions of this article prompted a Virtuous circle for socially responsible business schools, which is constructed with PRME, the leading accreditation bodies, and the Beyond Grey Pinstripes (BGP) ranking for synergistically impelling the transformation of business schools. Inasmuch as the BGP survey and its Global 100 ranking form part of the proposed virtuous circle, a following article, Assessing what it takes to earn a Beyond Grey Pinstripes Ranking, addresses its significance and methodology, since it is the only one that focuses on the curricula and research content of ethics, social responsibility, and sustainability in MBA programmes. The need for the transformation of business schools is thus confirmed, and with this conviction in mind, a paper on A strategic change at business schools towards business ethics, social responsibility, and sustainability education ensued. The next article was co-authored on Responsible business education: Not a question of curriculum but a raison d’être, which stresses the importance of developing an identity in business schools in relation to ethics and social responsibility. Finally, the contributions of this thesis culminate in a proposal of A model for the transformation of business schools into socially responsible institutions, which centres people as the ultimate reason of all school activity, directing all policies and strategies towards a responsible management in which the dimensions of ethics, social responsibility, and sustainability are embedded and integrated in all aspects of the organisation.
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Skordouli, Rosemary. "Operationalisation of strategic change in business schools identity deconstructing and integration management /." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=58977.

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15

Gammie, Robert Peter. "Psychological contracts in a business school context." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/228.

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Over the last three decades the UK higher education system has operated under an ideological approach sometimes referred to as New Managerialism (Deem, 2004). The psychological contract of the individual actor within this altered environment was the subject of the research in this study. The psychological contract has been defined as an individual’s beliefs regarding the terms and conditions of a reciprocal informal exchange agreement between themselves and their organisations (Rousseau, 1989). The thesis focused on the psychological contracts of higher education lecturers in a post-92 University Business School in the United Kingdom. The study considered the construction of the psychological contract, the appropriateness of the initial contract, perceived influences on the contract, and behavioural consequences of contract breach and/or violation. The research was focussed on the role of the lecturer in interpreting and unpacking his/her perceptions and understandings. The research questions required data that was personal and experiential. Interviews were undertaken which allowed participants to provide life history accounts that described and theorised about their actions in the social world over time. The approach used had a number of limitations which were identified and considered within the thesis. Notwithstanding the limitations of the research approach, the data suggested that each individual had analysed the extent to which a new employment context would deliver transactional, relational, and ideological reward. However, ideology was less relevant in making the decision to accept higher education employment than either transactional or relational elements. Post-entry, sensemaking acted as a confirmation mechanism in respect of the expectations of what the job would entail and the pecuniary and non-pecuniary benefits that would be received. Initial contracts were relatively accurate in their conceptualisation of the work involved in being a higher education academic. Within the Business School examined in this study, management decisions impacted on participants from both an economic and socio-economic perspective. Employees described how individual work contexts were altered by management decisions. Reaction to decisions depended on individual circumstances at any given juncture based on the influences from multiple contexts both internal and external to the workplace. Context was not homogenous and wide-ranging individual differences were apparent. These contexts played a part in defining to what extent changed work environments would be accepted or not. Participants were continuously active and involved in the evaluation of the multiple contexts that were relevant to them. The capacity to manipulate managers and influence decisions to counteract context change was also evident. The ability to thwart changes to work context varied between individuals and over time. This study identified how participants were able to create and shape their own work environment to satisfy their needs and wants during their careers within a structure that remained predominantly organic in nature despite a changing higher education environment. The goal of the employee was to create the idiosyncratic deal, the specific individually tailored work environment that would deliver the satisfaction required from higher education employment. The psychological contracts were self-focussed and self-oriented but this did not necessarily mean that employees were not also actively involved in assisting the organisation to achieve its ambitions. The notion that a managerial agenda had resulted in the erosion of individualism in higher education was not supported. There was evidence that the psychological contract was unilaterally changed and altered by the employee whenever he or she chose, rather than a negotiated change to a binding agreement. Alteration was intrinsically a private determination and often not communicated.
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Oubre, Linda Seiffert. "Seeing What Sticks! Revenue Diversification and New Venturing in the Business Schools of the California State University." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286696.

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With changing funding models and increased competition, academic institutions are increasingly looking for new ways to finance their missions. Business schools are turning to revenue diversification through new venturing to offset declining MBA enrollment, high business faculty salaries, and changes in accreditation standards that require more engagement with industry. Diversifying revenue streams is an important challenge for business schools in California, which has experienced significant cuts in public funding since 2000. With thousands of business students across 23 campuses representing the largest concentration of future business professionals in the country, the California State University (CSU) is on the frontlines of needing to innovate for new revenue and funding sources. Despite not having the expertise or infrastructure needed to successfully launch new ventures, CSU business schools recognize the need for revenue diversification strategies and are finding ways to implement these initiatives. The purpose of this study was to examine how business schools in the CSU system diversify revenue streams. Qualitative methods were used for this study in order to uncover the stories behind the success or failure of revenue diversification strategies intended to lead to new sources of revenue and increased investment for these institutions. The research questions addressed by this study included examining what CSU business schools have done to diversify revenue streams, who were the entrepreneurs in this context (i.e., who were the drivers and implementers of these initiatives), what organizational and financial structures were used for launching these ventures, how have these schools measured success, and what have they learned. The study findings are presented as descriptive case studies of four CSU business schools that represent new venturing lessons learned that ideally could be extended to other contexts and other institutions. These institutions are finding ways to be entrepreneurial despite the lack of resources, infrastructure, or support. They are launching new initiatives designed to generate revenue; throwing mud at the walls, and seeing what sticks!

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Ng, Wai-yan Vivian. "Impact on developing knowledge ecology for business subjects in secondary schools /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148400.

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Good, Dianne E. "A follow-up evaluation of business education career preparation programs in Vancouver secondary schools." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28055.

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Career Preparation programs have been offered in British Columbia since 1980. However, in that time very little formal evaluation has been conducted to determine if Career Preparation programs are achieving the stated objectives. This study, based on Business Education Career Preparation programs in Vancouver secondary schools, surveyed Career Preparation students one, two, and three years after graduation. Schools which had started Business Education Career Preparation programs in September 1982 or earlier were selected. Graduates of these schools who completed a Business Education Career Preparation program in 1984, 1985, or 1986, were surveyed to determine their employment and post-secondary education experiences, whether their post-secondary education or employment was related to their Career Preparation specialties, and their perceptions of the program. The purpose of the study was to determine the strengths and weaknesses of the Business Education Career Preparation programs offered in Vancouver Secondary Schools in order to make recommendations for program improvements. The results show that 94% of respondents held at least one job since graduating from secondary school; 77% of respondents continue their education at a post-secondary institution; 67% of post-secondary programs enrolled in by respondents were at least somewhat related to their Career Preparation specialty; and 67% of jobs held since graduating from secondary school were at least somewhat related to their Career Preparation specialty. The Career Preparation program was rated at least somewhat helpful in facilitating progress in post-secondary education by 81% of respondents; 93% of respondents rated Career Preparation at least somewhat helpful in making career choices; 91% rated it at least somewhat helpful in providing employable skills; 85% rated it at least somewhat helpful in providing job search skills; and 68% rated it at least somewhat helpful in providing employment contacts. Overall, the Business Education Career Preparation program offered in Vancouver was judged as meeting the program objectives of the provincial curriculum. Recommendations are made for the program, including: matching students more carefully to work experience placements which meet their interests, career goals and specialty; more careful monitoring of work experience sites to ensure that appropriate tasks are being assigned; offering programs which will interest both males and females; coordinating employment opportunities for graduates; improving articulation with post-secondary programs; and structuring Career Preparation programs to allow for flexibility in course requirements and work experience.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Chi-Kim, Cheung. "The future direction of business education in Hong Kong secondary schools : issues and concerns." Thesis, University of Hull, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411930.

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吳維欣 and Wai-yan Vivian Ng. "Impact on developing knowledge ecology for business subjects in secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256430.

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21

Khalil, Manale Mounir. "Drivers of quality assurance implementation in higher education : the case of Lebanese private business schools." Thesis, Staffordshire University, 2017. http://eprints.staffs.ac.uk/4258/.

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This research provides evidence on the relationship between responsiveness to quality assurance implementation and a business school i) organisational and leadership characteristics, ii) stakeholders’ perceptions of quality assurance as innovation, and iii) the institutional pressures in the organisational field. It is based on the insights from the institutional theory and the diffusion of innovation theory and uses a mixed-methods research approach. The current global demand for accountability and concern with educational productivity in higher education makes this research timely. The results of the study indicate that a business school’s level of internationalisation (normative pressure) is positively associated with responsiveness whereas competition (mimetic pressure) and the government stipulations (coercive pressure) are not significant in determining whether a business school will or will not implement any quality assurance measures. In addition, leadership and organisational characteristics (such as size and level of conferred degrees) have been found to be associated with positive responsiveness. On the other hand, stakeholders’ perceptions of quality assurance as innovation have not been found to explain the level of responsiveness to quality assurance implementation. This research concludes that responsiveness is due to a number of factors; government guidelines for quality assurance have not been seen to be effective mainly due to the lack of sanctions. The type of business has been found to impact responsiveness to quality implementation with for-profit organisations being less likely to implement quality assurance measures than their not-for- profit counterparts. By recommending appropriate approaches to increase institutional responsiveness to implement quality assurance, the research contributes to practice as it may inform state and business schools decision makers on the appropriateness of their policy formulation and execution. It can thus assist in drawing well-versed strategies and tactics. The research also contributes to the body of knowledge on the factors affecting the adoption of quality assurance in higher education institutions.
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Harmon, Gary Dean. "Microcomputer usage in secondary schools located in the state of Ohio and an analyses of business teachers' attitudes towards microcomputers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919110768.

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Loudiere, Clémence, and Justine Tessier. "French Business Schools’ reaction towards the increasing need of CSR and its impact on brand image. : A qualitative study on the French Business Schools’ behaviour towards CSR and brand image." Thesis, Umeå universitet, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172583.

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The researchers in this study wanted to focus on Business Schools by using management and marketing knowledge. Therefore, the most attractive subject for them was the link between CSR, Business schools and Brand image. Many studies have been developed for companies regarding the importance of CSR, the impact it has on their strategies, the brand image’s impacts, and the effect that CSR has on a company’s strategy. Researchers thought that it was important to adapt those theories to Business schools because they aim to form students to become managers but the world has changed a lot during the last decades: there was an economic crisis, global warming, and also discrimination and inequalities which are still present. Also, Business Schools need to form future responsible leaders who will integrate these aspects into their decisions inside a company. The purpose of this study is to increase the understanding of how Business Schools act to respond to increased demands for CSR and sustainability in education to strengthen their brand image. In order to reach this purpose, five different aspects will be analysed: how do Business Schools perceive the importance of CSR, what are the actions of the Business Schools in order to become a school respecting CSR, what and how Business Schools have changed in their education to form responsible leaders, if and how is CSR integrated into their marketing strategies, how do they perceive the impact on their brand image in order to answer to our research question: how are Business Schools acting to improve their brand image in terms of sustainability and CSR in education? To do so, researchers have chosen to use a qualitative study by leading interviews with directors, marketing and communication executives but also people who are in charge of CSR in Business School in order to get a better understanding of those issues. The result of this study has shown that CSR is taken into consideration by Business Schools, and therefore they have adapted their teaching methods to improve the awareness and knowledge of students towards CSR issues and that it has an impact on their brand image but only on certain conditions. Researchers concluded with this study by saying that Business Schools improved their brand image in terms of CSR through many actions and new teaching methods but also thanks to accreditations and labels. However, our implications to this study have revealed that CSR is not considered entirely by Business Schools and it could have a bad impact in the long term but also that Business schools should communicate more on their CSR actions. Indeed, students gain interest in those issues, and companies need responsible leaders which means that, by communicating more on it, if their strategy is in line with their actions, they will increase the positive impact on their brand image. Thanks to these conclusions, this research can be useful for business schools, students, and every stakeholders.
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Pon, Kevin. "An evaluation of the internationalisation process in schools of management in France : the experience of four schools of management." Thesis, University of Bedfordshire, 2007. http://hdl.handle.net/10547/299499.

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Due to the globalisation of the corporate world, business and management education has to respond by internationalising itself in order to prepare young graduates for the employment market. This doctoral thesis examines how four small to medium sized business and management schools in France are reacting to an ever increasing globalisation process. Evidence suggests that these schools have been experiencing an increase in their internationalisation process at the dawn of the twenty-first century which can be considered as somewhat later than the more prestigious schools both in France and elsewhere. This is due to changing balance between the traditional rationales for internationalisation and also the emerging of new rationales such as customer satisfaction and survival. A case study approach was adopted to study four business schools in different regions of France, all of which were linked to and managed by the local Chamber of Commerce. The research reveals that the timing for this internationalisation process is due to several factors which have both pushed forward and prevented international development. Even when there is a clearly defined international strategy the development is not linear since the international strategy is only one strategy amongst others within the institution and at certain times other strategies may be more important and thus prevent international development. All four schools have clearly used alliances and networks to obtain the necessary resources to carry out their internationalisation; this is seen on an academic, economic and staffing levels. As regards approach, a clear pattern has emerged in all four schools observed in that they have adopted a transitional marginal approach where the internationalisation begins slowly from the outer or peripheral part of the institution and gradually moves inward to affect the institution as a whole. This approach has given rise to several outcomes that prove to be advantageous to the institution as a whole, such as an improvement in the quality of teaching, learning and research. This transitional marginal approach has also reduced the risk of the possible forces against change which are very often present especially in the world of higher education. However, the research suggests that this was not an intended outcome of the strategy but nevertheless it is seen as a possible recommendation for other organisations to take into consideration. The findings also reveal that in the future, this model may become circular or spiral in structure since one outcome related to internationalisation is the globalisation of the institutions themselves where they are beginning to be present in other countries. This again, is seen as a marginal activity.
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Soulas, Tupac. "Business Schools Made in China : l'émergence des écoles de gestion chinoises." Thesis, Paris Est, 2016. http://www.theses.fr/2016PESC0112.

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De nombreux indicateurs internationaux présentent aujourd'hui les écoles de gestion chinoises comme concurrentes des meilleures établissements nord-américains et européens. À partir de trois cas prestigieux situés à Shanghai, Canton et Hong Kong, ce travail revient sur l'histoire des écoles de gestion chinoises. Il examine la structuration du paysage local en trois champ locaux et explique également pourquoi ces écoles se tournent depuis deux décennies vers un champ international dominé par le modèle de la business school.Par une analyse organisationnelle approfondie, cette thèse explique comment chacun des trois établissements se transforme pour gérer les tensions qui découlent de leur adoption de ce modèle. La tension entre l'ancrage local et le positionnement international d'une part, et entre l'orientation professionnelle et académique des écoles d'autre part, sont successivement étudiées dans le contexte chinois. L'analyse montre comment les écoles réinterprètent les prescriptions du champ international à partir de leurs ressources locales et deviennent des business schools tout en conservant la diversité des caractéristiques qui les relient chacune à un champ local
According to many international indicators tend to show Chinese schools of management as currently challenging the best North-American and European institutions. Based on the study of three prestigious cases located in Shanghai, Guangzhou and Hong Kong, this work traces back the history of Chinese schools of management. It investigates the structuring of the local landscape in three local fields and explains why, for two decades, these schools are turning toward an international field dominated by the business school model.Through an in-depth organizational analysis, this thesis explains how each of the three institutions change to manage the tensions resulting from the adoption of the model.This work successively studies the tension between the local anchoring and the international positioning, and the one between the professional and academic orientation of the schools within the Chinese context. The analysis reveals how the schools reinterpret the international field prescriptions using local resources, therefore becoming business schools while maintaining the diversity of the patterns that connect each of them to a local field
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Stokes, Kimberly C. "A closer look uncovering the reasons schools and businesses partner and how the partnerships shape curriculum and pedagogy /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1228339564.

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Gillis, Robert James. "How Academic Department Chairs View the Influence of Corporate Ethics Scandals on Ethics Education in Arizona Business Schools| A Qualitative Case Study at the Postsecondary Level." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638144.

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Abstract The purpose of this qualitative single case study was to explore how department chairs described the influence of recent corporate ethics scandals on content and availability of ethics education in postsecondary business schools in Arizona. The following research questions guided this study: RQ1: How do department chairs describe the influence of recent corporate ethics scandals on the content of ethics education in postsecondary business schools in Arizona? RQ2: How do department chairs describe the influence of recent corporate ethics scandals on the availability of ethics education in postsecondary business schools in Arizona? RQ3: How do department chairs feel that ethics education can be improved in postsecondary business schools in Arizona? R4: How have postsecondary business schools in the state of Arizona changed their ethics curriculum in response to recent corporate ethics scandals? The sample for this study was 9 department chairs out of 40 in postsecondary schools in Arizona that offer business degrees. It was important for the purpose of this study to focus on department chairs, because of their direct involvement in the management of their business degree programs (i.e., design and accreditation of required curriculum), faculty, and business schools. The Hosmer and Kiewitz managerial ethics theory provided the foundation of this research. The data analysis procedure chosen was the thematic analysis from the triangulation of three data sources. The results found that a higher number of participants perceived that recent corporate ethics scandals did have an influence on content and availability of ethics education. Keywords: ethics, education, business, management, Arizona, scandal, corporate, social responsibility, post-secondary education

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Lines, David. "Values and the curriculum : economics and business education at different stages in the development of young people." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10006621/.

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This thesis presents an account of curriculum initiatives in the related fields of economics and business education between the years 1982 to 1998. These developments are placed in the context of a national curriculum for schools in England and Wales, rapid changes in the post-16 education and training environment and alterations in working practices brought about by the information and communication revolution. The work employs a pluralist methodology based on fitness for purpose. Thus, the national scene largely relies on documentary sources, whilst the case studies are examined through the use of interviews and questionnaires as well as secondary data. In one example the author is a participant observer. The central theme is the relationship between business education curricula and values: the account of curriculum developments are subject to analysis both of the values that have underpinned or guided their contents and the contribution that their configurations of business education can make to values education. It introduces the notion of 'congruence' in curriculum development, a term used to describe the interface between curriculum, values and the development of young people. The thesis is in the most part an original contribution to the study of curriculum and curriculum development. In identifying the key concept, 'values', and analysing the degree of 'congruence' achieved by curriculum developers, the thesis is able to contribute to the literature on values education and the development of young people. In particular, the final chapter shows the potential of business education to promote in young people an understanding that values underpin and help to explain the workings of the economic world. The main conclusions are two-fold. First, that value positions underpin curriculum developments but that they are not always made explicit, even in subjects dealing with business and economic systems. Second, that business education curricula need to demonstrate more overtly their role in encouraging the critique of values alongside more fact based enquiry. The research shows that development of young people is only considered as a by-product of other aims and objectives, which results in a missed opportunity. The holistic perspective examining the intellectual and emotional needs of a 'complete' student and what this means at various stages of the educational process (from 14 years-old), is rarely considered when curriculum change is contemplated.
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Dashiell-Mitchell, Rebecca Olivia. "Perceptions of Elementary school principals and leadership teams regarding the impact of community business partnerships on selected correlates of effective schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/3349.

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The purpose of this study was to examine the perceptions of urban elementary school leaders regarding the impact that community/business school partnerships have upon selected correlates of effective schools thereby helping to close the achievement gap between learners within an urban school district and learners across the state. Ten urban elementary Success For All schools were studied as they responded to the 12 correlates of effective schools. The methodology used within this study was a mixed method of quantitative analysis and qualitative interview instrument for analysis. The quantitative survey instrument that consisted of 82 items was used to obtain data for Pearson Correlation analysis. The qualitative instrument used for data collection was the Principal Interview. This study offers a number of recommendations regarding how to establish, implement, and maintain community business partnerships that link and support school goals, strengthen families, invigorate community support, and thereby increase student achievement. In a time of rising academic expectations and limited resources, comprehensive school reforms and community/business partnerships that are aligned with the school achievement plan will effect the academic and social success of all students. Correlates of Effective Schools offer a framework for school improvement and student achievement. Educators will be encouraged as they identify and implement effective practices and guidelines that create effective classrooms and ultimately create effective schools through a shared vision with school leadership teams and community business partnerships.
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Pavic, Ivana. "The Adoption of Online Education for the Delivery of Graduate Business Programs in Canadian AACSB Accredited Business Schools: Exploring the Influence of Enabling and Constraining Forces on Institutional Change." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35075.

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The competitiveness of the graduate business education market; concerns over graduate program relevance; and decreased provincial funding are placing destabilizing pressures on the current graduate business program offerings in business schools promoting the possibility of institutional change. Despite most academic institutions embracing online education as an option to respond, Canadian AACSB accredited business schools have not moved in this direction. The purpose of this research study was to explore the reasons for the limited adoption of online education in Canadian AACSB accredited business schools. The theoretical lens framing this research study was Institutional theory. A qualitative multiple case study research design was carried out with four Canadian AACSB accredited business schools participating. The main data collection method was semi-structured interviews with senior administration and faculty. This study revealed that the constraining forces were stronger than the enabling forces towards adoption, ultimately leading to limited adoption. The enabling forces identified were: market expansion opportunities; cost and infrastructure savings; and student demand for more online education. The constraining forces identified were: the lack of face-to-face interaction; and development and delivery cost. An examination of stakeholder influence found faculty resistance, to hold the strongest influence on organizational decision making in these business schools. Faculty resistance was concentrated mainly towards fully online graduate programs with greater acceptance for the hybrid format. The Institutional theory lens helped to understand that institutional change in academic institutions is difficult, due to the isomorphic forces acting as constraining forces to institutional change. This rendered the finding that the lack of legitimacy of this delivery medium was the main reason for the limited adoption of online education. A number of significant contributions to research in the areas of online education and institutional change in academic institutions; practical implications; and suggestions for future research in this area were also provided.
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Udo, Magnus Patrick. "Gender dimensions in the teaching and learning of vocational business education in Nigerian senior secondary schools." Thesis, University of Leeds, 2012. http://etheses.whiterose.ac.uk/3362/.

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This study explores gender dimensions in the teaching and learning of vocational business education (VBE) in Nigerian senior secondary schools. The focus is on classroom participation of VBE boys and girls in commerce and economics class discussions in the schools. The study sets out to explore the VBE experience of girls, as compared with boys and was surprised to discover that although girls still experience gender inequality, they dominate classroom talk in many instances and have advantages from their role in their mothers’ petty trading businesses. The study is framed by three theories: schools’ gender regime, social role and cultural capital theories. Qualitative case study methods of participant observation, semi-structured interviews and reviews of documents were adopted. Data was generated from four mixed sex high schools. Sixteen boys and sixteen girls were interviewed to gain understanding of gender issues in their schooling processes within and outside the classrooms. Four principals, four heads of VBE departments and eight teachers of commerce and economics were also interviewed. Twenty-four whole class observation sessions were conducted with VBE teachers and students in the two school subjects. Thematic analysis of the data undertaken focused predominantly on the ideas about gender that VBE teachers and students brought to their classroom interactions; gender in both informal and formal curriculum and gendered VBE classroom interactions as well as the gendered views about the business labour market. The study conceives gender as a lived experience that males and females learned and produced through socialisation at home, in school and generally in the wider society. The study found that boys rarely dominate commerce and economics class discussions, especially in urban high schools where girls far outnumbered them. Moreover, it was discovered that school’s physical and organisational environment, stereotyped curriculum contents, methods of teaching and teachers’ and students’ behaviour affected classroom participation in the two subjects. The study challenges simple understandings of gender inequality in schooling as it found that girls acquire cultural capital from domestic tasks and from the petty trading businesses of their mothers which helps to equip them with verbal communication skills, ability to work with teachers and others and interest in business subjects. This enables them to interact freely during their lessons in schools and to participate much more than the boys. Girls also outperformed boys in the two school subjects under study. This challenges research which upholds that boys tend to dominate every lesson. Boys in this study were often reluctant and quite reserved during class discussions; girls took more turns than them in the majority of the lessons. They were regarded by their teachers as highly conscientious. They were praised more by both male and female teachers and received more attention from them.
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Rudzki, Romuald Edward John. "The strategic management of internationalization : towards a model of theory and practice." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/149.

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The research is concerned with examining the process of internationalization within higher education and specifically within UK Business Schools. The fieldwork includes the first ever national survey of such institutions conducted in 1992 and was followed by detailed case studies of two institutions - one in the UK and the other in the Netherlands, both of which included staff and student interviews. The findings examined the existence of policies and strategies, as well as critical factors for success, reasons for failure, obstacles and probable future directions. The results show that internationalization within the UK is taking place in a variety of ways, with little or no consideration of the strategic management of the process and is driven both by the need to increase fees from overseas students and to attract external funding such as that available from the European Commission. The thesis goes on to provide a fractal process model of internationalization which can be equally used by individual academics, as well as departments, faculties, institutions, national systems of education or for transnational organizations. The model is located within a conceptual framework developed using the methodology of grounded theory. The thesis concludes with an examination of possible future trends within higher education before returning to first princples in the form of a re-examination of the reasons for internationalization
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Punter, Anne Lucy. "School governors from business and industry : an analysis of their purposes and functions in the governance and management of schools." Thesis, University of Bedfordshire, 2000. http://hdl.handle.net/10547/285944.

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The theme of this thesis is the involvement of employees from business/industry in the governance of state schools in England and Wales. Following a conceptual analysis and the identification of imprecision in the relevant legislation, the research was designed in two phases. The Phase 1 survey examined the extent of that involvement in 1994 and built up a profile of employee-governors, including their personal and company characteristics. A questionnaire was used to gather descriptive and enumerative data from the school governors employed by twelve national companies, with further qualitative data amassed through some open questions on the questionnaire a,!d from semi-structured interviews of company managers. From 1995 to 1997, Phase 2 assessed the purposes, functions and skills of governors from this sector, through a quasi-experimental design which gathered pre-test and post-test data from thirty-five co-opted business/industrial governors, their headteachers and their chairs of governors. A Likert-type scaling instrument and focus group discussions were used. The main findings from the 1994 survey were that there were few governors from business and industry and even fewer were in governance to represent that sector of the community; most were parent governors. These governors and their company managers felt, however, that there were appreciable benefits to be gained from company employees being school governors. Phase 2 showed that the sample of specifically co-opted business/industrial governors adopted the distinctive purposes of objectivity and non-executive judgement, and brought generic management skills to governance through their company experience at a strategic level. These skills were especially appreciated in inner city schools. The research was the first study of governors from across business and industry and advanced the first model of practice related to purpose for governors from this sector of the community. Aspects of this model have been used to inform the Labour Government's policy for recruiting business/industrial governors for inner city schools.
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Nchu, Rylyne Mande. "The effectiveness of entrepreneurship education in selected high schools in the Cape Town metropolitan." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2102.

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Thesis (MTech (Entrepreneurship))--Cape Peninsula University of Technology, 2015.
Entrepreneurship continues to play a quintessential role in the economies of many developing countries as well as in South Africa. One of the drivers of the economy is the creation of small business ventures, which has greatly affected the economic growth, created jobs as well as increased the national competitiveness of the nation in the world business market. In South Africa, entrepreneurship presents opportunities for bringing together the relatively younger population and to redress the past social and economic differences among its citizens. However, the lack of efficient educational and professional training in entrepreneurship is hampering the ability of South Africa to benefit from these opportunities that are associated with sustainable small business start-ups. The aim of this study was to evaluate entrepreneurship education in transferring entrepreneurial knowledge and skills to learners in selected high schools in the Cape Town area. The main questions are: Is the current entrepreneurship education in high schools effective in the development of transferable entrepreneurial knowledge and skills among school leavers? Secondly, what do successful business people deem important to study by high schools learners in order to be able to start up businesses? Finally, what are the learners’ perceptions of entrepreneurship education in transferring entrepreneurial knowledge and skills? These questions were answered by using mixed research methods. A self-administrated questionnaire was distributed to 403 school learners in Grades 10-12 and nine Teachers of Business Studies, to assess the current entrepreneurship education and examine Learners’ perceptions of the current curriculum. Interviews of 30 business owners were conducted to determine the factors that entrepreneurs deem important to study in order to start up and run sustainable businesses. A purposive sampling method was used to select the schools for the case study. Both quantifying and non-quantifying data analysis methods were used to interpret the data. Descriptive analysis techniques were also used to analyse the survey data. The researcher being also an observer in the field explains all his/her observations. Data sets were subjected to multivariate statistical analyses including Chi square, and Kruskal-Wallis statistics test analysis was carried out using the Past (Paleontological Statistics) software. The results of this study indicated that high school learners from middle income schools are enthusiastically interested in becoming entrepreneurs. An overwhelming majority of learners (73%) agreed that they are ready to start up businesses from the knowledge and skills gained in the entrepreneurship education received. On the other hand, 55.6% of the teachers agree that the earners would be capable of starting a business from the knowledge gained. A majority of the teachers (89%) would advise their learners to be employees rather than employers. Small business owners recommended that aspects such as creativity, self-reliance and problem solving skills should be incorporated in the curriculum of entrepreneurship education. Finally, in order to improve the teaching of entrepreneurship education in high schools, all stake holders, business owners as well as parents must be involved. This study recommends the inclusion of hands on practical simulations in the curriculum for the improvement of entrepreneurship education in high schools in South Africa.
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Monteiro, Helen E. "The directions taken by young people on leaving compulsory education : a study in two Birmingham schools." Thesis, Aston University, 2003. http://publications.aston.ac.uk/10754/.

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The thesis addresses the relative importance of factors affecting working-class school-leavers' post-compulsory education transitions into post-sixteen education, training, employment and unemployment. It focuses on school-leavers choosing to enter the labour market, whether successfully or not and the influences affecting this choice. Methodologically, the longitudinal approach followed young people from before they left school to a period of months after. Discrepancies between young people's intended and actual destinations emphasised the diverse influences on post-sixteen transitions. These influences were investigated through a dynamic multi-method approach, drawing from quantitative and qualitative methodologies providing depth and insight while locating the research within a structural framework, allowing a comparison with local and national trends. Two crucial factors of school and gender affected young people's intended and actual post-sixteen directions. School policy, including treatment of disaffected pupils and recruitment to a large, on-site sixth form, influenced the number of pupils opting to continue their education. Girls were more likely to continue education after the end of compulsory schooling and gave different reasons to boys for doing so. Family and peer groups were influential, helping young people develop a 'horizon for action' incorporating habitus and subjective preferences that specified acceptable post-sixteen directions. These influences operated within the context of the local labour market. Perception of the latter rather than actual conditions informed post-sixteen decisions; however, labour market reality influenced the success of the school-leavers' endeavours. The research found that the economics-based rational choice model of decision-making did not apply to many working class school-leavers. The cohort made pragmatically rational decisions dependent on their 'horizon for action'. based on partial, occasionally inaccurate information. Policy recommendations consider the careers service and structure or school sixth forms as aiding successful transitions from compulsory education into education, employment or training. The maintenance allowance may be ineffectual in tackling its objective of social inclusion.
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Falkenstein, Mathias. "The development of responsible management education in European business schools : responses to the 2013 EQUIS accreditation standards." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723325.

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For the global business school community, the twenty-first century inaugurated a season of introspection. As global sustainability concerns grew in prominence, critical debate about the purpose of business and its role in society could not be left without an educational response. At the same time, however, it raised the question of whether business schools were at all ready to equip their students for leadership in a world faced by crucial economic, social, and environmental challenges. The answer is not self-evidently positive. Various authors grapple with questions on the purpose of business schools and their relationship with business and society. This empirical study examines the influence of EQUIS accreditation standards on business school practices in the areas of institutional strategies, programmes, faculty, research, and development, as well as in responsible management education at large. Although accreditation is not the only factor that determines what business schools believe, do, and become, it is an important shaper of the direction in which they will find their way forward in the face of twenty-first–century management education imperatives. This has especially become the case since the inclusion of ethics, responsibility, and sustainability (ERS) in the revised EQUIS standards. The analysis is drawn from a qualitative multi-case study where the author outlined a theoretical framework by developing an understanding of the organisational responses to EQUIS standards, using interviews and document review as the primary source of information. The case study included private, public, stand-alone, and university-embedded business schools. The findings show that business schools engage in a variety of ERS activities in their research and education portfolio. However, different stakeholder expectations pressure business schools to become more ethical, responsible, and sustainable, which leads to a decoupling of the schools’ “ERS talk” from their “ERS actions”. The decoupling can be seen as the consequence of a school’s translation, editing, and imitation activities in order to appear committed to society’s demands. Despite budget constraints and limited autonomy, public business schools seem to be more engaged in ERS education and research as compared to private institutions. Also, a multidisciplinary environment further supports ERS development as compared to stand-alone business schools. The research proposes core changes and developments that business schools may take into consideration to provide a systematic response to EQUIS ERS standards and criteria.
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Larsson, Linnéa, and Catherine Massart. "Business Ethics, Corporate Social Responsibility and Sustainability in management master programs : A qualitative study on the EQUIS-accredited business schools in four Nordic countries." Thesis, Umeå University, Umeå School of Business, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-24847.

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With today’s public debates concerning the environmental and social issues there is a need to educate the future business leaders how to run a business in a way that can contribute to sustainability and the protection of the world’s natural resources. Therefore, the aim of this study is to investigate to what extent management master programs at the EQUIS-accredited business schools in the Nordic countries include courses which address the concepts of Business Ethics, CSR and Sustainability. This is interesting to study since existing theories suggest that there is a possibility that higher education could be a resource for sustainability since it will increase the students’ awareness about global sustainability issues, such as environmental, economical and social issues. Also since the world’s business schools educate management students how to manage businesses in the best possible way in order to maximize profit and shareholder value, and may not focus on the ethical part of the business governance.

For this study a qualitative research strategy has been used to investigate the content of several descriptions for programs and courses offered to management master students. By doing this we found which programs and courses that included the concepts Business Ethics, CSR and Sustainability or concepts resembling to these and which programs that did not include any of the concepts. The empirical findings facilitated our possibility to understand and analyze the content of the investigated management master programs. The study is based on secondary data collected from nine Nordic EQUIS-accredited business schools’ websites. The findings suggest that programs and courses including one or more of the concepts Business Ethics, CSR and Sustainability are available at all of the investigated business schools to a varying extent. Out of 40 investigated management master programs we found 19 programs that specifically mentioned one or more of the concepts Business Ethics, CSR and Sustainability in their program descriptions. The reasons why barely 50 percent of the programs include one or more of the concepts might be due to low demand from applicants, prioritization of other subjects and courses or that the schools do not consider these concepts to be important.

Key words: Business Ethics, Corporate Social Responsibility, Sustainability, Sustainable Development, Sustainable Consumption, Management Master Programs

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Qoto, Nomonde Monica. "Assessing entrepreneurship education programmes in secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.

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The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.
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Swanepoel, Gerhard. "An investigation into the viability of introducing technology-mediated interactive learning into the business school curriculum." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51614.

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Thesis (MBA)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: The information technology revolution has not really impacted the core processes of learning and teaching in business schools. Business schools stand in stark contrast to organisations where IT forms the new infrastructure for communication, decision-making, product development and service delivery. In this context, advanced and emerging information technologies are increasingly viewed as a key resource in enabling new and effective learning process. and educational innovations. The study introduces an interactive computer-mediated learning system designed for the field of People and Change Management that, whilst interacting with the student, also integrates seamlessly with traditional information sources.
AFRIKAANSE OPSOMMING: Die informasie tegnologie revolusie het nog nie regtig 'n groot impak op die kern prosesse van leer en onderwysing in besigheidskole gemaak nie. Besigheidskole staan in skerp kontras met organisasies waar IT die nuwe infrastruktuur vorm vir kommunikasie, besluitneming, produk ontwikkeling en dienslewering. In hierdie konteks word gevorderde en ontwikkelende informasie tegnologieë gesien as al hoe meer van kern belang in die daarstelling van nuwe en effektiewe leer prosesse en onderwys innovasie. Die studie boekstaaf die ontwikkeling van 'n rekenaar model om hierdie probleem aan te spreek in die veld van Menslike Hulpbronne en Veranderingsbestuur. Die impak is tweeledig van aard, die daarstelling van 'n interaktiewe leer proses, sowel as integrasie met tradisionele inligting bronne.
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Laker, Benjamin. "Understanding the impact of investment on business performance in different markets over time : lessons from eight academy schools." Thesis, Kingston University, 2015. http://eprints.kingston.ac.uk/37303/.

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This thesis explores the impact of leadership, structure, process and systems investments on operational, financial and competitiveness performance in service organisations over time. In doing so, the research presented here aims to understand two questions. Firstly, how does investment impact business performance in different markets and, secondly, how does this relationship vary over time? These questions address a number of gaps within the service operations literature, as previous research has only looked at one type of investment and not understood how impact changes over time. Although some studies have looked at the relationship between investment and performance, none look at the impact on operational and financial performance. As a result, this research helps service organisations better understand how and where to make investments given their performance objectives and the nature of the market they serve. Schools were selected as examples of service organisations because they provide a similar service to each other and are measured using nationally regulated performance metrics, but operate in different ways (using different leaders, structures, processes and systems) in different markets (which vary in size and student type) with different access to resources (which vary in access to staff, students and money) and levels of competition (number, type and concentration of competitors). By studying the investments made in different schools over a five year period, this research was able to explore how different types of investment (leadership, structure, process and systems) affected impact business performance (operational, financial and competitiveness) in service organisations competing in different markets (size, customer type and competition).
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Robinson, Dennis E. "An analysis of knowledge of the Bible, private school law, and business and finance between Christian school principals with and without graduate degrees." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5018.

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The data showed that it did not seem to make a difference whether the respondents had attained a graduate degree in any of the tested fields; there was little or no significant difference in their score. This evidence suggests that no current study program adequately prepares an individual with the knowledge base needed to effectively lead a Christian school, especially in the areas of private school law and business and finance. Given that the review of literature showed that Christian schools most often fail due to financial reasons, this finding is particularly significant. It was suggested that universities look at the principal preparation programs to determine if they can add material which would help to better prepare the Christian school principal. This study indicates a knowledge deficit in the areas of business and finance and private school law, materials added in those areas might prove helpful to this group. Follow-on study was suggested in a larger population of Christian schools, perhaps in the Association of Christian Schools International, to more definitively determine if specially designed graduate programs need to be developed for this population of administrators.; This study analyzed the performance of a sample of K-12 Assemblies of God Christian school principals on the Christian School Principal Preparation Assessment Questionnaire (CSPPAQ). The CSPPAQ, developed especially for this study, assesses knowledge in three areas: knowledge of the Bible, knowledge of private school law, and knowledge of business and finance. A sample size of 102 was determined using the sample size formula, based on a population of 611 and a bound of 4 (??2). Numerous school closures over the course of this study caused the population size to drop to 490. This fact, coupled with a 45% survey return rate called for an adjustment of the bound to 6.4 (??3.2) for a sample size of 42. The scores in each of the three sub-areas as well as the composite score were then analyzed to determine if there was a statistically significant relationship between principals without a graduate degree and those with a graduate degree in Bible/theology, educational leadership and other (any other graduate degree). A single factor ANOVA procedure was used and determined that no statistically significant relationship exists for mean score in knowledge of the Bible (F=1.05, pgreater than].05). Mean score for knowledge of private school law showed a marginally significant difference (F=2.8, p=.054). Mean score in knowledge of business and finance also showed no significant relationship (F=1.7, pgreater than].05) with the same result for the composite score (F=2.18, pgreater than].05). Mean scores in the areas of private school law and business and finance were low (18.7 and 16.2 respectively). Calculating a percentage score for these areas would compute to 53% (18.7/35) and 54% (16.2/30) respectively, indicating a low knowledge base for these areas. Percentage composite score was also low at 63% (55.2/88).
ID: 030423409; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 139-141).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
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42

Sathorar, Heloise Helena. "Assessing entrepreneurship education at secondary schools in the NMBM." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1081.

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Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced (Kuratko, 2005: 577). Entrepreneurship has become a pressing national priority in South Africa as there are simply not enough existing jobs to absorb the influx of school leavers into the labour market (www.ssaci.org.za). The Global Entrepreneurship Monitor study has consistently highlighted the weaknesses in the education system as a factor limiting entrepreneurial activities in South Africa (Orford, 2004: 26). Entrepreneurship education was introduced into the Further Education and Training curriculum (Grades 10-12) in 2006 as part of an optional subject Business Studies (Horn, 2006: 120). Preliminary evidence suggests widespread problems across the country with the implementation of entrepreneurship education programs in schools (Isaacs, Visser, Friedrich and Brijlal, 2007: 618). The primary objective of this study is to improve entrepreneurship education at secondary school level by investigating how effective the current entrepreneurship education program is in providing school leavers with the entrepreneurial knowledge and skills required to start their own business. The study conducted a literature review to establish global trends of entrepreneurship education. Furthermore, a qualitative case study approach was used, where three schools from Nelson Mandela Bay Municipality was selected for collecting data on the progress of entrepreneurship education in secondary schools. The study found that prescribed content for entrepreneurship education is being taught at secondary schools. However, concerns were identified with the methods used to teach entrepreneurship education as it lacked practical exposure to real life situations. The study found that the way in which entrepreneurship education was taught did not motivate school leavers to start their own business. Therefore, the study recommends that entrepreneurship education should be offered as an independent subject and not as part of another subject. Furthermore, a practical approach should be followed in teaching entrepreneurship education. Finally, commitment and collaborative participation by all stakeholders are required to ensure the success of entrepreneurship education.
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43

Louw, Jonathan. "Institutional perspectives on the implementation of the United Nations Principles for Responsible Management Education in UK business schools." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/76795/.

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This thesis provides an account of an empirical study into the institutionalisation of the United Nations Principles for Responsible Management Education (PRME) in UK university business schools. 29 academics in 22 schools were engaged in dialogic interviews to address three questions: (1) What are the reported practices and strategies deployed by PRME advocates (institutional entrepreneurs) in their work to institutionalise PRME in their business schools (2) What are the dimensions of institutional logics within business school settings that hinder or promote the work of PRME institutional entrepreneurs and (3) How do PRME’s field level characteristics affect PRME outcomes at organisational level? A context for PRME is presented, including recent critiques of alleged ethical failings in business education. Core constructs in neo-institutional and relevant other theoretical domains are outlined. The social constructionist, interpretivist basis of the research design and related methodologies are explained. Findings are presented in a way consistent with institutional theory; at individual entrepreneur, organisational and field levels. Conclusions include the proposition that PRME as currently enacted lacks the capacity to disrupt dominant institutional logics and enable sustained institutional change. Despite strategic, adept and emotionally demanding institutional work by PRME advocates, the power of current logics and weaknesses in PRME’s framing appear to mean that implementation is often partial or easily derailed. Closing reflections include an evaluation of the research design and process. Contributions to future practice as well as to theory, particularly in relation to institutional logic complexity and an understanding of the affective dimensions of institutional work, are suggested.
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Slezak, Kathleen. "Fraud Prevention and Employee Rationalization in New York State Public Schools." Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611898.

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Prompted by frequent media reports of school fraud and a lack of relevant K-12 literature, this research study was designed to investigate current fraud prevention practices in public school districts in New York State. Using a "fraud triangle" model, an analysis of existing legislation and professional practice guidelines reveals that an integral element is being overlooked in current fraud prevention efforts, namely employee attitudes (more formally rationalization).

In an effort to fill this gap, management and accounting literature is used to identify ten specific practices associated with a decreased likelihood of fraud rationalization in the business setting. Primary research is then used to ascertain the extent to which these business practices have been implemented in New York State public schools. HLM is used to examine the nature of the relationship between the presence of these practices within a school district and employee attitudes about rationalization, as a proxy measure of fraud risk.

Data concerning both district practices and employee attitudes about fraud were collected using an online survey of 938 employees from 56 randomly selected K-12 school districts in New York State. Findings reveal low or non-existent levels of district implementation for eight of the ten suggested fraud prevention strategies. However, where strategies have been implemented, employees are less likely to report rationalization about fraud. (As the number of strategies increases, rationalization tends to decrease.) The effect of individual strategies is examined. Several district and employee demographic factors are also found to have mitigating effects.

Based on the results of this research and analysis, specific recommendations are presented in an attempt to improve school district fraud prevention efforts. The analysis also suggests areas where follow-up research studies are warranted in light of this new base-line data.

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45

Anthony, Marika E. "A case history of the New Horizons Project, school/business partnership, Richmond, Virginia." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134625/.

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46

Takano, Kaori. "Corporate Japan Goes to School: Case Studies Examining Corporate Involvement in Public Schools in Japan." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311782967.

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47

Rittenhouse, Charles Edgar. "An analysis of taxpayer attitudes toward a local income tax to support public schools." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/1698.

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Educational Administration
Ed.D.
While states have traditionally relied almost solely upon local property taxes for the main support of public education, other revenue sources have included sales, bank shares and occupational taxes at the local level. With the passing of the Local Tax Enabling Act in 1965 at the state level, most Pennsylvania school districts were empowered to collect non-real estate taxes (General Assembly of the Commonwealth of Pennsylvania, 1965). On November 11, 1986, an earned income tax resolution was approved and adopted by the Township of Upper Dublin with an effective date of January 1, 1987. On June 1, 1993 the School District of Upper Dublin and the School Board of Directors followed suit and approved and adopted an earned income tax resolution. Currently, all School District of Upper Dublin residents pay a one-percent earned income tax (Lukoff, 1986). The earned income tax revenues are shared equally between the township and school district. The major aim of this study was to assess real estate property taxpayer attitudes in the School District and Township of Upper Dublin towards the earned income tax. More specifically, did taxpayers believe that the earned income tax held steady, or reduced, real estate property taxes? The study employed one primary data collection strategy: a questionnaire mailed to a random sample of real estate property taxpayers in the School District of Upper Dublin. This methodology allowed the researcher to gain a more thorough understanding of the issue and to collect both quantitative and qualitative data. The study revealed that taxpayers in the school district and township did not generally believe the earned income tax had reduced and/or held steady real estate property taxes. When the tax was instituted two decades ago, reducing real estate property taxes was one purpose, as was finding an additional source of revenue for the school district and township. Additionally, taxpayers in the study viewed the earned income tax as a "good" or "fair" tax and certainly recognized the purpose of the tax to fund education and township services via another source of revenue. Accordingly, school district and township officials must recognize that taxpayer's feelings translate into implications for public policy. These implications include recognizing the mistrust and misinformation associated with the tax and developing a better informed public. Officials must recognize that taxpayers seem to believe that the earned income tax is a "good" and/or "fair" tax, but are required to pay it like any other tax.
Temple University--Theses
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48

Jabbar, Abdul. "The development of culturally responsive teaching in UK Higher Education Business Schools for students from an ethnically diverse background." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/26943/.

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As diversity in UK Higher Education Business Schools increases, the focus on ethnically diverse student achievement, experience, and attainment becomes prominent. This thesis investigates the role of Business School academics and Business School institutions in shaping a pedagogical process that is culturally responsive, to support the changing needs and expectations of ethnically diverse students. In order to achieve this the thesis introduces the five-pillar framework, which has been specifically designed and developed to help academics develop consistent pedagogy for ethnically diverse students. In order to investigate this in more detail, the research undertook a constructionism approach and employed the use of methodological tools including interviews, memoing and document analysis. By the end of the data collection process twenty-two rich interviews had been collected. The findings of the research where quite clear that the development of pedagogy is inconsistent across academia and training support and guidance is needed to help academics develop their skills and confidence in creating pedagogy for culturally diverse students. In addition, it was identified that many institutions could provide more support in creating policies and procedures which reflect the changing reality of ethnic diversity in UK higher education. Institutions could also do more in supporting academic staff with finding a balance between research, teaching and administration and hence allow for more time to create culturally responsive pedagogy. Finally, this research advocates the implementation of a cultural consciousness in UK higher education which moves away from culturally responsive teaching and towards culturally responsible teaching.
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49

Wedlin, Linda. "Playing the ranking game : field formation and boundary-work in European management education." Uppsala : Företagsekonomiska institutionen, Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4131.

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50

Chan, Elsie Siu King, and mikewood@deakin edu au. "New educational service products : Tertiary EC/EB education - the Asia-Pacific region." Deakin University. School of Information Systems, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.150155.

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Electronic Commerce (EC) / Electronic Business (EB) has been (and is expected to continue to be) a dynamic, rapidly evolving area of technology, requiring skilled people with up-to-date knowledge and skills. The global community has required (and still requires) tertiary academic programs to prepare and train these people quickly. In the late nineties, following a tidal wave of tertiary EC program development in the United States, new tertiary programs began to appear in the Asia-Pacific (AP) region to satisfy this need, over a very short period of time. This research project aims to examine whether the development and effectiveness of tertiary EC/EB educational programs can be enhanced through employing a particular marketing paradigm. Four regions - Australia, New Zealand, Hong Kong SAR and the Republic of Singapore — were selected from the AP region, for this study. Based on a review of marketing literature, an inductive approach is adopted to build a model for new educational service product offerings. I also provide a description and comprehensive analysis of EC/EB education, and explore the model empirically, examining how it applies to the way EC education programs have been developed, to date. Essentially, this project consists of two major activities: theory building and theory testing – and is divided into three parts. Part 1: Preliminary study – literature review for theory building. This section of the thesis provides a literature review of the domains of curriculum development, EC/EB program development and management, EC/EB component models and new service product development. Part 2 : Understanding the marketplace – quantitative analysis. This section comprises five major surveys which provide an understanding of EC/EB education. Part 3 : In-depth analysis – qualitative research for theory testing. This section discusses the results of the multiple case studies of EC/EB degree programs undertaken over a five year period. The results of this project highlight both theoretical and practical aspects of the topic. In terms of the theoretical aspect, I provide a contribution to existing theory concerning the planning and development of new tertiary education programs. Research into academic course development in the past has tended to assume that all program development is pedagogically based and influenced. There is an assumption that people only develop academic programs and academic courses for pedagogic reasons. What this research project has done is to suggest that there are, in fact, many possible reasons for developing new programs and that, although these reasons might be pedagogic in nature, they can also be industry-focased, and market-oriented in the following ways: -the university is shaping the way it is perceived by the public – that is, the market; -the university is highlighting where its expertise lies. This led me to a form of new service product development consistent with the new image of the university. There is a clear need for diverse models for program development which accommodate the dynamic roles of modern universities. My research project develops such a model based on conditions in the Asia-Pacific region, and discusses findings arising from the overall project, which can be used to improve new educational program offerings in future, in both the Asia-Pacific and, I suggest, in other regions. This potential use of my findings highlights the practical contribution made by the research Project.
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