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

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Published: 4 June 2021

Last updated: 5 February 2022

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1

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

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

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

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

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

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

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

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5

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

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6

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

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

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

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8

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

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

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

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

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

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11

Hirtt, Nico. "What's Common between ‘Business in Schools' and ‘Education Business’?" European Educational Research Journal 6, no. 1 (March 2007): 115–21. http://dx.doi.org/10.2304/eerj.2007.6.1.115.

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12

Doherty, Bob, John Meehan, and Adam Richards. "The business case and barriers for responsible management education in business schools." Journal of Management Development 34, no. 1 (February 9, 2015): 34–60. http://dx.doi.org/10.1108/jmd-06-2013-0082.

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Purpose – The purpose of this paper is to gain a greater depth of understanding of both the pressures and barriers for embedding responsible management education (RME) within business and management schools. Design/methodology/approach – This paper utilises a longitudinal case study design of six business/management schools. Findings – This research identifies a set of institutional pressures and barriers for RME in the business schools selected. First, the pressures appear to come from a number of external business school sources and the barriers from a series of organisational resource and individual factors. Research limitations/implications – RME cannot be seen as just a bolt on. The orientation needs to change to view RME as requiring a shift in culture/purpose/identity. Due to the barriers this will require systemic organisational change at all levels and an organisational change process to bring about implementation. Practical implications – The results clearly show these market pressures are no passing fad. Failure to respond in a systemic way will mean business schools will run into serious problems with legitimacy. Originality/value – This paper fulfils a need for an in depth study of a number of business schools to identify the barriers to RME. This is now a critical issue for schools and this research has provided a number of practical recommendations which will help business schools overcome the identified barriers.

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Kolachi, Nadir Ali, and Jan Mohammad. "Excellence In Business Education (A FRUCE Model For Higher Education CommissionRecognized Business Schools In Pakistan)." American Journal of Business Education (AJBE) 6, no. 3 (April 26, 2013): 311–20. http://dx.doi.org/10.19030/ajbe.v6i3.7811.

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The paper develops a new model of the essential factors required to be a top business school in the world for the benefit of schools recognized by the Higher Education Commission (HEC) in Pakistan. Globally, top business schools are those that excel in research, attract strong faculty, and successfully foster student development. The present research considers these factors in relation to HEC recognition; HECs stringent criteria are disliked by many educational entrepreneurs, for whom the profit motive can sometimes trump the delivery of high-quality programs, resulting in the awarding of spurious degrees.HECs criteria are intended to prevent situations like this, which became increasingly common in Pakistan and reduced educational quality. Under HEC recognition, top business schools and programs can once again be recognized. However, many business schools in Pakistan still have unqualified faculty, poor student development, and little or no research output. The present study shows that business schools in Pakistan can only survive if they explicitly or implicitly follow criteria based on the Faculty, Research, Use of Technology, Corporate Office, and Extracurricular Activities (FRUCE) model presented herein. The main motivation for presenting the FRUCE model is to help Pakistani business schools meet international standards.As context, this research also reports on the slow progress of some universities in achieving adequacy in the areas included in the FRUCE model, including not only the areas mentioned above but also administration/governance and advising. The FRUCE model has the ability to address all these areas.

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Маркова, M. Markova, Сазанова, and S. Sazanova. "Business Education, Institute of Business, and Entrepreneurship in Modern Russia." Administration 4, no. 1 (March 17, 2016): 79–83. http://dx.doi.org/10.12737/18797.

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The authors have revealed the interrelation of business education, institute of business, and entrepreneurship in modern Russia. The authors’ analysis of motivation for business schools’ prospective students has allowed reveal this motivation’s components, factors, stipulating the motivation, and the desire of business schools’ students to start the entrepreneurship. On the basis of theoretical and practical study the authors have justified practical recommendations aimed at enhancing of the business schools’ attractiveness for potential consumers.

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15

Liu, Lewis-Guodo, and Bryce Allen. "Business Librarians: Their Education and Training." College & Research Libraries 62, no. 6 (November 1, 2001): 555–63. http://dx.doi.org/10.5860/crl.62.6.555.

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Subject expertise has been regarded as an important contributing factor in determining the quality of information services provided in specialized academic libraries. A telephone survey of academic business librarians was conducted to ascertain their level of business education. A survey of instructors of business information courses in library schools was conducted to discover the areas of business considered important in their courses. Results show that a minority of academic business librarians have been educated in business administration. Broad areas of business are considered important for library school course, but specialized and technical areas are considered less important. These results suggest that traditional education and training for business librarians are less than adequate. Partnerships between schools of business and schools of library and information science are suggested as one way to improve levels of business education for business information specialists.

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Pfeffermann, Guy. "GBSN’s perspective on business education and globalization." Journal of Management Development 35, no. 7 (August 8, 2016): 866–77. http://dx.doi.org/10.1108/jmd-11-2014-0151.

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Purpose – The purpose of this paper is to consider the role that business schools and other providers of management education play in a globalized world, and suggests ways in which that role could be enhanced. In this paper, “Business school” and “Management school” are used interchangeably. Design/methodology/approach – The paper reflects the author’s and GBSN’s experience. Findings – The paper shows how business schools can be strengthened so as to increase their impact on economic and social development, with a focus on the developing world. Originality/value – The role of business education in global development/value for government policy-makers, development funding institutions and business school leaders. Interrelated dimensions of the relationship between business education and globalization are examined: global shifts in demand for talent; responses by leading business schools in the developed world; the challenges of local relevance; the growth of business education in the emerging markets; and the contribution of business education to global development.

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Vargas-Hernández, José G., and Dr Alfonso Cervantes-Maldonado. "Intercultural Business Management Development and Education Programs in Business Schools." European Journal of Multidisciplinary Studies 7, no. 1 (March 2, 2018): 105. http://dx.doi.org/10.26417/ejms.v7i1.p105-121.

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18

Collins, Lorna, Claire Seaman, Stuart Graham, and Martin Stepek. "The future of family business education in UK business schools." Education + Training 55, no. 4/5 (May 24, 2013): 445–60. http://dx.doi.org/10.1108/00400911311326063.

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19

Amdam, Rolv Petter. "Executive Education and the Managerial Revolution: The Birth of Executive Education at Harvard Business School." Business History Review 90, no. 4 (2016): 671–90. http://dx.doi.org/10.1017/s0007680517000010.

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The managerial revolution drove the rise of business schools in the United States and business schools contributed by graduating professional managers. Before World War II, however, the effect of an MBA degree was modest, causing great concern to leading business schools. Harvard Business School—in order to increase this impact—began in the mid-1920s to develop nondegree programs for potential top executives. In 1945, by drawing on the experiences of certain short-lived programs and the extraordinary situation during the war, Harvard Business School launched its Advanced Management Program, which became a global role model for executive education.

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20

Matlay, Harry. "Entrepreneurship education in UK business schools:." Journal of Small Business and Enterprise Development 12, no. 4 (December 2005): 627–43. http://dx.doi.org/10.1108/14626000510628270.

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21

Tienken, Christopher H. "Charter Schools: Education Reform or Business?" Kappa Delta Pi Record 47, no. 3 (April 2011): 107–9. http://dx.doi.org/10.1080/00228958.2011.10516572.

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22

Hijazi, Rafiq H. "Statistics education in GCC business schools." Global Business and Economics Review 18, no. 1 (2016): 1. http://dx.doi.org/10.1504/gber.2016.073256.

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23

Rosanova, N., and E. Savitskaya. "Economics in Business Education." Voprosy Ekonomiki, no. 11 (November 20, 2005): 116–29. http://dx.doi.org/10.32609/0042-8736-2005-11-116-129.

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The article summarizes main achievements in teaching methods of economics that being applied in business schools can help improve efficiency of economic education. More active advanced methods such as case studies, discussions, open essay type questions are used to stimulate analytical way of economic thinking.

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24

Levine, Marsha. "Business and the public schools." Peabody Journal of Education 63, no. 2 (January 1986): 4–16. http://dx.doi.org/10.1080/01619568609538513.

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Heller, Rafael. "The Editor’s Note: Who controls the market?" Phi Delta Kappan 102, no. 2 (September 22, 2020): 4. http://dx.doi.org/10.1177/0031721720963220.

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Marketing and selling to public schools can be a lucrative business, and businesses provide valuable services to schools, although vendors’ business practices have at times sparked controversy, as Rafael Heller explains. As government policies and technological development have led to the expansion of the K-12 marketplace, authors in the October 2020 issue of Kappan express reservations about the potential influence of business in education.

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

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Purpose The purpose of this paper is to position the business apprenticeship model (a work-based learning model where student managers alternate between academic and workplace learning) at a political, institutional and student level in order to explain how it fits within the French business education landscape and how it is considered as a viable business model in management education. Design/methodology/approach Business apprenticeship is analysed through the prism of Osterwalder and Pigneur’s (2010) Business Model Canvas to evaluate the nine dimensions of the business model: customer segments, value proposition, customer channels, customer relationships, revenue streams, key resources, key activities, key partners and cost structure. Findings Two major advantages of the model are identified, namely, the potential for widening participation and affordability and three concerns are outlined: the corporate vision of the apprentice, the recent governmental reforms on funding this model, and the potential synergies between theory and practice. Research limitations/implications This paper is useful for all those who wish to develop an apprenticeship track within their business schools and for employers who are considering the development of apprenticeship partnerships with business schools. Originality/value This paper provides insight into business apprenticeship as a work-based learning model.

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Amann, Wolfgang C., and Shiv K. Tripathi. "The Path Towards Becoming a Socially Responsible Business School—The Case of Canara Bank School of Management Studies India." South Asian Journal of Business and Management Cases 8, no. 3 (September 15, 2019): 251–61. http://dx.doi.org/10.1177/2277977919860281.

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Past two decades have witnessed significant increase in social responsibility mainstreaming in businesses. Consequently, business schools across the globe are increasingly adopting and mainstreaming social responsibility agenda in business education curriculum. Some of the business schools have brought interesting innovations in integrating social responsibility issues at different levels. The case explores and analyses the challenges and opportunities faced by one of the largest public university affiliated business schools in Bangalore with regard to properly integrating sustainability in next generation management education. The case also analyses the contextual issues in transferring learning across UN Principles for Responsible Management Education (PRME) signatory business schools in a given context. The article is based on a field research as well as a review of secondary data.

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Martínez, Zaida L., Brian Toyne, and Richard A. Menger. "Research Expectations at Business Schools: Responding to Changing Business Education Pressures." Journal of Marketing Management 16, no. 7 (October 2000): 761–78. http://dx.doi.org/10.1362/026725700784672890.

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Rana, Muhammad Ahsan. "Business as Usual: District Education Authorities in Punjab." Asian Journal of Management Cases 14, no. 2 (September 2017): 176–97. http://dx.doi.org/10.1177/0972820117713594.

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The recently established District Education Authorities (DEAs) are expected to improve governance of government schools in Punjab by decentralizing authority to local stakeholders. Presumably, grassroots-level elected representatives will oversee the performance of schools more effectively than has been the case so far. However, a critical assessment shows DEAs to be largely irrelevant to improving governance and quality of education in government schools. DEAs place all hope of improving education delivery solely on better supervision of the existing human, physical, and financial resources. Even if this were possible – and this is a big if – it is unclear as to how the DEAs will take teaching to new heights from its present low or how the DEAs will produce the money they will need for the various necessary improvements at the schools. There seems to be little forward thinking accompanying the establishment of the DEAs on how to respond to key issues, such as improving the teaching effort, generating resources for expansion and improvement of the school infrastructure, and targeting out-of-school children. The DEAs are expected to somewhat rearrange, but not disturb, business as usual on the educational landscape in Punjab.

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

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The current management system in Russian business education is predominantly based on the principle of functional management, which in turn does not comprehensively address the emerging objectives and terms of modern-day education providers in Russia. The countries’ business schools are of the particular concern of the issue, considering the factors of their recent establishment and revenue-based financing. Presented in this paper is the outcome of implementation of the process-orientated approach to business education based on the experience of one of the leading Russian business schools. The implementation of the process-orientated approach into the management system of the business school has resulted in an array of advantages: a significant improvement in the speed of the management process; a horizontal and vertical compaction of processes due to employees making independent decisions, reduction in the number of errors, delays and alterations, an increase in the quality of tasks executed by the personnel, a decrease in the need of employee monitoring; reduction of costs associated with employee wages and equipping workplaces; development of the basis for automation of educational and supporting business processes and delegation of particular elements of business processes to external.

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Silvanto, Sari, Jason Ryan, and Vipin Gupta. "A study of the impact of business education on global career mobility." Journal of International Education in Business 10, no. 01 (May 2, 2017): 31–48. http://dx.doi.org/10.1108/jieb-09-2016-0027.

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Purpose This paper aims to develop a clearer understanding of the role of business education and business schools in fostering global mobility. As business schools seek to educate managers who can work globally and adjust to new business and cultural environments, it is important to assess which specific dimensions of business education, such as the location of the school and its curriculum, play a significant role in fostering greater global mobility among business graduates. This also helps how business schools potentially influence global talent flows. Design/methodology/approach This study uses an empirical research methodology in the form of a multivariate analysis to examine a sample of 91 business schools that are accredited by Association to Advance Collegiate Schools of Business (AACSB) in the 2015 Financial Times Global MBA Ranking. Findings This study finds that international mobility of MBA graduates is mediated both by the design of the curriculum and the location of the business school. MBA graduates from leading business schools that offer greater levels of international experiential learning are more likely to pursue overseas careers after graduation. MBA graduates from leading business schools that are located in economically globalized locations, by contrast, are often more likely to remain in the country where they studied after graduation to pursue local employment opportunities. Originality/value This paper contributes to the knowledge of how business education influences the international mobility of business graduates and how it influences global talent flows.

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Miles, Morgan P., C. David Shepherd, Jacob M. Rose, and Mark Dibben. "Collegiality in business schools." International Journal of Educational Management 29, no. 3 (April 13, 2015): 322–33. http://dx.doi.org/10.1108/ijem-02-2014-0022.

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Purpose – While collegiality is often discussed and touted as a critical aspect of academia, there is little research that empirically examines collegiality in university business schools. One cause of the paucity of research is the lack of a reliable scale to measure collegiality (Sabharwal, 2011). The purpose of this paper is to develop a scale that measures collegiality at the departmental level for university faculty, and then uses it to understand the implications of collegiality within an academic department within a business school. Design/methodology/approach – The present study uses a scale development process consisting of: defining the domain of the construct; item generation; and psychometric assessment of the scale’s reliability and validity. Items were adapted for a university business school context from Shah (2011) and Seigel and Miner-Rubino (2009). The scale was administrated using a convenience non-random sample design drawn from active marketing and entrepreneurship academics who subscribe to the American Marketing Association’s ELMAR and the Academy of Management’s ENTRE list-serves. Findings – The faculty collegiality scale (FCS) was found to exhibit sound psychometric properties in this study. The study found that assessments of department-level collegiality are associated with budgets, performance evaluation processes, and workload allocations. In addition, factors from the FCS mediate the relationships between institutional variables and work satisfaction, which indicate that collegiality is an important determinant of work satisfaction in a contemporary university environment. Originality/value – The FCS developed in the present study offers business school academics and administrators a glimpse into the dimensions of what the marketing and entrepreneurship academics perceive makes a good colleague – one that provides professional and social support and is trustworthy; does not engage in politics, positioning, or rent-seeking to advantage their own situation; and that contributes to the well-being of the students, the department, the discipline and the university. In addition, the present study found that the FCS was related to budgets, performance evaluation processes, and faculty workloads.

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Dyllick, Thomas. "Responsible management education for a sustainable world." Journal of Management Development 34, no. 1 (February 9, 2015): 16–33. http://dx.doi.org/10.1108/jmd-02-2013-0022.

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Purpose – The reforms in business schools based on the Ford and Carnegie Foundation reports (Pierson, 1959; Gordon and Howell, 1959) have been very successful in embedding management in a research-based body of knowledge, thereby elevating the academic status of business administration. These reforms, however, did nothing toward making management more socially trustworthy or management education more responsible. In the light of the pressing economic, social and environmental crises the world is facing, the feeling is spreading that not only business and economics but business schools also need to change fundamentally, if they want to be a provider of solutions to these crises and thereby keep and regain their legitimacy. The purpose of this paper is to provide a critical analysis of the fundamental challenges facing the role of business schools and their contributions in the areas of education, research, managing faculty, and role of the business school. It presents suggestions what responsible management education for a sustainable world could and should look like. Design/methodology/approach – The paper builds on the existing literature on the needed changes in business schools and has been written as part of a large international project, the 50+20 initiative (www.50plus20.org), which was developed by a broad coalition of organizations with the World Business School Council for Sustainable Business (WBSCSB), the Globally Responsible Leadership Initiative (GRLI) and the UN Principles for Responsible Management Education (PRME) at its core and 16 business schools and organizations from all around the world as supporters (Muff et al., 2013). Findings – Business schools need to transform themselves fundamentally, if they want to be a provider of solutions to the crises of responsibility and sustainability and thereby keep and regain their legitimacy. Originality/value – The paper pulls together insights from a diverse area of literature and develops practical conclusions.

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Gottardello, Debora, and Maria Pàmies. "Business School Professors’ Perception of Ethics in Education in Europe." Sustainability 11, no. 3 (January 24, 2019): 608. http://dx.doi.org/10.3390/su11030608.

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This qualitative study aims to investigate business school professors’ perception of ethics in business education, and their possible role in achieving ethical awareness in these schools. Data were collected through semi-structured interviews with 59 professors from four business schools, each from a different European country. The results show that participants define ethics along four dimensions, and express two divergent forms of implementing it. These differ by the country in which the business school is located. The findings shed light on the issues of ethics and sustainability in business education, and the importance of preparing students to become responsible leaders. For that purpose, we develop recommendations to foster ethics and sustainability in education in business schools in order to develop more socially responsible citizens.

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Kamel, Sherif. "The impact of business schools in transforming the society case: AUC School of Business." Journal of Economic and Administrative Sciences 36, no. 1 (November 8, 2019): 38–63. http://dx.doi.org/10.1108/jeas-10-2018-0110.

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Purpose Business schools are becoming invaluable platforms linking academia, business and industry. The constantly changing nature of markets requires a continuous and iterative dialog between business schools and other constituents including the government, the private sector and the civil society to guarantee that business and management education is catering for local and global market needs. The purpose of this paper is to address the growing role of business schools in transforming the society, building on the experience of the school of business of the American University in Cairo, and its impact in preparing the business leaders and entrepreneurs who can make a difference in society through rigorous and adaptive business and management education while addressing the elements of governance, accreditation, internationalization, and relevance, creativity and innovation in research. Design/methodology/approach In this study, desk research is coupled with sharing of the development of the accreditation journey of American University in Cairo (AUC) School of Business and the lessons learned over the last 15 years. Findings While undergoing multiple accreditations, the school should effectively and efficiently manage the timeline, otherwise the maintenance of all accreditations could end up in one year, and that could be really challenging, a situation faced by the school during the academic year 2016–2017. While having a task force or a committee is mandatory, for the long-term development and sustainability of a continuous improvement culture, an office for academic assessment and accreditation is a must. For the school, the office helps create and embed the culture that accreditation is a journey and not a destination. Accreditation as a process should involve all school stakeholders on and off campus including faculty, staff, students, alumni, advisory boards, employers and the university administration; they should all be engaged and their buy-in through creating a sense of ownership and empowerment is invaluable. Throughout the accreditation journey, nothing is more important than communication, a school can never have enough of it. While the accreditation process needs a strong, transparent, effective leadership style, a bottom-up approach aligning and motivating the school’s different constituents is essential. For accreditation and continuous improvement to be sustainable, it should be driven and guided by a unified school-wide strategy addressing and catering to its different objectives. Accreditation is all about an invaluable triangle of building blocks, including an informed human capital, a respected and well-thought process and a timely, accurate and efficient wealth of data and knowledge about the school. Research limitations/implications The limitations are primarily the focus on the case of Egypt and AUC School of Business. Obviously, there is no one size that fits all, but there are lessons learned that could be replicated and tested in business schools located in similar environments. Practical implications The study presents the experience of the governance model at AUC School of Business with both internal council of the school of business and external board of advisors. Social implications The study presents the implications of the school on the society and the role, directions, guidelines that accreditation and continuous improvement introduce to the curriculum. Originality/value Historical background of business and management education at large in Egypt and Middle East North Africa is coupled with the overview of the school of business, sharing the challenges and opportunities of accreditation and continuous improvement.

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Gunawardane, Gamini. "Mathematical modelling education in U.S. business schools." International Journal of Mathematical Education in Science and Technology 21, no. 6 (November 1990): 891–95. http://dx.doi.org/10.1080/0020739900210607.

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Rice, George H. "Education for Entrepreneurship in American Business Schools'." Management Education and Development 16, no. 1 (April 1985): 48–53. http://dx.doi.org/10.1177/135050768501600107.

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Thanopoulos, John, and Ivan R. Vernon. "International Business Education in the AACSB Schools." Journal of International Business Studies 18, no. 1 (March 1987): 91–98. http://dx.doi.org/10.1057/palgrave.jibs.8490402.

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Bennett, Roger, and Suzanne Kane. "Internationalization of U.K. University Business Schools." Journal of Studies in International Education 15, no. 4 (October 5, 2009): 351–73. http://dx.doi.org/10.1177/1028315309348736.

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Lamoureux, Kevin, and Jennifer Katz. "Intersectionality, Indigeneity, and Inclusive Education: Reimagining Intersectionality, Indigeneity, and Inclusive Education: Reimagining Business as Usual Business as Usu." Exceptionality Education International 30, no. 2 (September 1, 2020): 12–18. http://dx.doi.org/10.5206/eei.v30i2.11078.

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In Canada, inclusive educators wishing to design education for all, must consider one of the most excluded groups in our schools and our society - Indigenous students and peoples – in their efforts to design for diversity. This article is based on a keynote lecture given by the author at a conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia on June 1, 2019.

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Schlegelmilch, Bodo B. "Why Business Schools Need Radical Innovations: Drivers and Development Trajectories." Journal of Marketing Education 42, no. 2 (May 21, 2020): 93–107. http://dx.doi.org/10.1177/0273475320922285.

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Business education is undergoing paradigmatic changes, and business schools are feeling the brunt of these changes. This article proposes that “business as usual” is over for traditional business schools. Using Ohmae’s 3Cs—customers, competitors, and company—as an analytical framework, I examine important changes from different vantage points. From the perspective of customers, the focus lies on technological and value changes. In terms of competitors, the analysis centers on the growing number of alternative suppliers of business education and the geographic shifts in the business school landscape. As to the company dimension, I comment on the vast number and heterogeneity of business schools and suggest that they are heading toward a business model competition. In considering potential development paths for business schools, the article concludes that they require radical innovations to stay relevant.

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Stahl, M. J., J. E. Riblett, and G. M. Bounds. "Customer Value in Non‐degree Executive Education: Linking Business Schools and Business." Journal of Management Development 11, no. 3 (March 1992): 3–11. http://dx.doi.org/10.1108/02621719210009901.

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Starr-Glass, David. "Reweaving the rainbow: qualitative color in business education." On the Horizon 26, no. 3 (September 10, 2018): 238–46. http://dx.doi.org/10.1108/oth-01-2018-0006.

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Purpose This study aims to reflect on the dominance of a narrowly focused analytical approach within business schools, which provides an artificially fractured and disjointed understanding of the contextual complexities and interconnectedness that students will encounter in the future. This approach unnecessarily constrains sensemaking and inhibits creative response to future social and organizational complexity. As business schools and their graduates come under sustained scrutiny and criticism, it perhaps appropriate to reexamine and reframe their analytical bias. Design/methodology/approach The central direction taken in this study is that of critical reflection on the present author’s practice and experience in teaching undergraduate economics and accounting. Although the analysis may have limited generalizability, it is hoped that it may prove of interest and value to business school educators. Findings The preferential business school reliance on analytical perspectives suggest that they fail to appreciate the nature of business, its embeddedness in broader society and the competencies required by undergraduates and graduates. This study argues that an emphasis on holistic systems, synthetic fusion and an appreciation of complexity – rather than a reductive analytical agenda – might benefit business schools, their graduates and society at large. Originality/value This study provides an original, albeit personal, insight into a significant problem in business education. It offers original perspectives on the problem and presents faculty-centered suggestions on how business students might be encouraged and empowered to see quality as well as quantitative perspectives in their first-year courses.

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Redmond, Janice, and Elizabeth Walker. "Environmental Education in Small Business: The Owner-Manager's Perspective." Australian Journal of Environmental Education 25 (2009): 117–28. http://dx.doi.org/10.1017/s0814062600000458.

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AbstractTraditionally, environmental education has been aimed at the community or in primary schools and governmental pressure to reduce environmental damage has focussed on large businesses. More recently, the role and importance of small business and how to engage them in the environmental debate has come under scrutiny. Researchers have identified education as one method of increasing the understanding of small business owner-managers' role and knowledge of practices that, when implemented, will reduce the negative impacts of their businesses. However, there is little attention given in the literature to the perspective of the small business owner-manager and environmental education. This research was conducted to begin to address this gap. Research results confirm that there is limited environmental education for small businesses and that there is a disconnect in meeting the needs of such a disparate group. Six elements were identified by the small business owner-managers in the design of environmental education for them: use of plain language, provision of best practice examples, industry specific information, solutions for immediate improvement, practical content and use of trusted sources to deliver the program.

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Schmidt, Sandra L. "The Enrollment Challenge for Business Schools:." Journal of Marketing for Higher Education 3, no. 2 (October 11, 1991): 113–28. http://dx.doi.org/10.1300/j050v03n02_07.

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Almoharby, Darwish. "Business Education: Addressing the ‘What’ Question." Industry and Higher Education 22, no. 6 (December 2008): 431–40. http://dx.doi.org/10.5367/000000008787225966.

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In an attempt to diversify the economy and stimulate private enterprise development, government agencies and private institutions in many countries have emphasized the importance of setting up and developing small and medium-size enterprises and promoting entrepreneurship. An important question confronting policy makers, however, is how they can both promote local economic growth and enhance social development. Undergraduate and graduate business education is seen as a prerequisite if the objectives of economic growth are to be realized. This paper calls for a serious evaluation of current business education, particularly in Middle Eastern countries. As US business schools start to encounter numerous problems concerning the validity and viability of business courses and their methods of delivery, critical debates have arisen. The overwhelming majority of business schools in the Middle East are imitations of US schools and hence suffer similar problems. This paper seeks to raise awareness of such debates to stimulate more discussion and so to address issues of concern. Research propositions are formulated to serve as a basis for phase two of this study, which will involve empirical data collection. Thus the contribution of the paper lies in the adaptation of established knowledge and theory to meet specific challenges in the emerging economies of countries in the Middle East and beyond.

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Mantulenko, V. V., and D. V. Aleshkova. "Current Needs of Business Owners and Managers, Business Schools’ View." SHS Web of Conferences 91 (2021): 01030. http://dx.doi.org/10.1051/shsconf/20219101030.

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This article investigates actual training programs of leading Russian business schools for entrepreneurs, managers, and business owners. The aim of this research is to analyze current trends in the Russian business education and compare them with experts’ forecast and opinions about the orientation of Russian entrepreneurship to general management issues (complex, integrated consideration of business processes, cultural and value based approaches to business management). The main research methods are analysis, systematization, and generalization. Based on the results of this research work, the authors make a conclusion about the presence of a new development stage of Russian entrepreneurship characterized by new tasks and requirements, urgent needs and skills in demand.

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Hasan, S. M. Jameel. "The Greening of Business Schools." Journal of Teaching in International Business 5, no. 1-2 (June 13, 1994): 9–18. http://dx.doi.org/10.1300/j066v05n01_02.

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Djuwairiyah and Wisri. "MANAJEMEN USAHA DAN KEMANDIRIAN EKONOMI PESANTREN." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 13, no. 2 (December 16, 2019): 281–308. http://dx.doi.org/10.35316/lisanalhal.v13i2.597.

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The progress of Islamic boarding school education can also be proven by the development of student character. It is not uncommon to find competitions held in Islamic boarding schools, both races among students of Islamic boarding schools, competitions at the village, sub-district, district, provincial and national levels. The success of the Islamic Boarding School education system is certainly based on reasons. Many factors are the basis of the success of santriwati santriwati in Islamic boarding schools, not only in terms of academics but also in the formation of their character. These factors are also the main attraction of Islamic boarding school. This study uses qualitative research methods because the intent of the author's research is to know the analysis of Business Management and Economic Independence Nurul Haromain Islamic Boarding School Lembuak Village Narmada District West Lombok Regency. Based on data exposure and discussion of business unit management at Nurul Haramain Islamic Boarding School above, there are a number of points that can be concluded: 1. Nurul Haramain Islamic Boarding School has 14 types of businesses engaged in different fields. The overall management process of the business unit includes business design, Islamic boarding school business dynamics, business benefits and entrepreneurship ethics in Islam. The management model that is applied in the existing business units in Nurul Haromain Islamic Boarding School is the Planning, Organizing, Actuiting and Controlling model which is finally abbreviated to the POAC model. Supporting Factors: Willingness of alumni, guardians of students and sympathizers to help both in energy and mind when needed, the amount of trust and interest of consumers, good enough service and prices are relatively cheap. Inhibiting Factor: The lack of employees who occupy their fields and the existence of several business units in the pesantren complex, as a result the business cannot run properly

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Lilley, Kathleen, Michelle Barker, and Neil Harris. "Educating global citizens in business schools." Journal of International Education in Business 7, no. 1 (April 29, 2014): 72–84. http://dx.doi.org/10.1108/jieb-06-2012-0010.

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Purpose – Global citizenship, social responsibility and sustainability are constructs increasingly used in business schools. Yet, there is no widely accepted definition or conceptualization of the global citizen, nor is there strong evidence of how the global citizen is effectively translated into university ethos, culture and practice. This paper aims to conceptualize the global citizen in higher education broadly and more specifically in regard to business schools. Design/methodology/approach – International higher education, social science and business literature has been reviewed to present an integrated understanding of the global citizen; contextualized to higher education generally and business schools specifically. Findings – It is argued that the global citizen, viewed through a moral and transformative cosmopolitan lens, provides an alternative to the rhetoric frequently paid to the construct. This paper describes “global citizen learning” underpinned by the social imaginary, relationality and reflexivity. These virtues equip the students' global business mindset for complexity and ambiguity. Research limitations/implications – The interdisciplinary literature reviewed in this paper brings a focus to moral reasoning, sensitivity and values-based teaching. These aspects create new ways for the global citizen to be more explicitly integrated into business ethos and curricula. Practical implications – Global citizen learning provides the “conceptual glue”, needed to link social responsibility, sustainability and ethical principles to business curricula. Also, the paper outlines how “global citizen learning” can be utilized in existing curricula from a practical perspective. Originality/value – This paper discusses values and moral reasoning in business education. It is proposed that the global citizen conceptualized through moral and transformative cosmopolitanism provides a humanistic buffer to the neoliberal growth paradigm.

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