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Journal articles on the topic 'VU School of Business'

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Published: 10 January 2023
Last updated: 28 January 2023

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1

Mallon, William T. "Medical School Expansion: Déjà Vu All Over Again?" Academic Medicine 82, no. 12 (December 2007): 1121–25. http://dx.doi.org/10.1097/acm.0b013e318159cca6.

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2

Galassi, John P., and Patrick Akos. "Déjà Vu and Moving the Conversation." Counseling Psychologist 32, no. 2 (March 2004): 235–44. http://dx.doi.org/10.1177/0011000003261359.

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Romano and Kachgal argue for greater collaboration between counseling psychology and school counseling. Although their proposal has considerable merit, a variety of barriers to collaboration—including professional jealousies and turf, the lack of knowledge and interest of most counseling psychologists in schools, and the availability of benefits to sustain the partnership for all parties—must be addressed. We argue that adopting shared conceptual frameworks that return to and extend the roots of both disciplines is needed to foster and sustain the proposed partnership. Three conceptual models are presented.
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3

Haiduk, Paul. "Déjà vu or returning to graduate school at age 52." 3C ON-LINE 1, no. 1 (October 1994): 11. http://dx.doi.org/10.1145/381867.381875.

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4

YANO, E. "Double School and Business School." Sangyo Igaku 35, no. 2 (1993): 73. http://dx.doi.org/10.1539/joh1959.35.73.

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5

Örtenblad, Anders, Riina Koris, Maris Farquharson, and Shih-wei ‘Bill’ Hsu. "Business school output: A conceptualisation of business school graduates." International Journal of Management Education 11, no. 2 (July 2013): 85–92. http://dx.doi.org/10.1016/j.ijme.2013.02.001.

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6

Jordan, K. Forbis, and L. Dean Webb. "School Business Administration." Educational Administration Quarterly 22, no. 3 (August 1986): 171–99. http://dx.doi.org/10.1177/0013161x86022003007.

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7

Marco, Luc. "Le marketing vu par les ingénieurs américains (1942-1960)." Market Management 6, no. 2 (2006): 69. http://dx.doi.org/10.3917/mama.032.0069.

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8

Pagell, Ruth A., and Edward J. Lusk. "Benchmarking Academic Business School Libraries Relative to Their Business School Rankings." Journal of Business & Finance Librarianship 7, no. 4 (June 2002): 3–33. http://dx.doi.org/10.1300/j109v07n04_02.

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9

Hunt, James G., and George E. Dodge. "Leadership déjà vu all over again." Leadership Quarterly 11, no. 4 (December 2000): 435–58. http://dx.doi.org/10.1016/s1048-9843(00)00058-8.

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10

Bartoshesky, Florence. "Business Records at the Harvard Business School." Business History Review 59, no. 3 (1985): 475–83. http://dx.doi.org/10.2307/3114008.

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The preservation and study of unpublished business records has long been one of business history's most distinctive contributions to scholarship. To provide a forum for archivists and historians to share their knowledge of specific archival collections, the Review has commissioned a series of essays on archival history and research opportunities. In this essay, the first in the series, Ms. Florence Bartoshesky, curator of manuscripts and archives at the Harvard Business School's Baker Library, reviews the history of this major collection of business records.
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11

Hull, Riana. "The Business of Running a Business School." Women in Higher Education 28, no. 2 (January 30, 2019): 6–15. http://dx.doi.org/10.1002/whe.20668.

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12

Brinkmann, Johannes, and Ken Peattie. "Exploring Business School Ethics." Journal of Business Ethics Education 2, no. 2 (2005): 151–69. http://dx.doi.org/10.5840/jbee20052212.

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13

Starkey, Ken, Armand Hatchuel, and Sue Tempest. "Rethinking the Business School*." Journal of Management Studies 41, no. 8 (December 2004): 1521–31. http://dx.doi.org/10.1111/j.1467-6486.2004.00485.x.

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14

Smith, Denis, Deborah Hart, and Jo McCloskey. "Greening the Business School." Management Learning 25, no. 3 (September 1994): 475–88. http://dx.doi.org/10.1177/135050769402500306.

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15

Stitt, Edward W. "School and Business Arithmetic." Journal of Education 52, no. 6 (August 1990): 101. http://dx.doi.org/10.1177/002205749005200605.

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16

Parker, R. Stephen, Charles Pettijohn, and Linda Pettijohn. "Choosing a Business School:." Journal of Marketing for Higher Education 2, no. 2 (March 2, 1990): 97–106. http://dx.doi.org/10.1300/j050v02n02_10.

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17

Ahmed Abdullah, Nauman, and Munawar Sultana Mirza. "Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan." International Review of Research in Open and Distributed Learning 21, no. 2 (April 8, 2020): 81–97. http://dx.doi.org/10.19173/irrodl.v21i2.4606.

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In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves.
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18

Fee, C. Edward, Charles J. Hadlock, and Joshua R. Pierce. "Business School Rankings and Business School Deans: A Study of Nonprofit Governance." Financial Management 34, no. 1 (March 2005): 143–66. http://dx.doi.org/10.1111/j.1755-053x.2005.tb00095.x.

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19

Finch, David J., Paul Varella, William Foster, Binod Sundararajan, Kim Bates, John Nadeau, Norm O'Reilly, and David L. Deephouse. "The business school scorecard: Examining the systematic sources of business school value." Canadian Journal of Administrative Sciences / Revue Canadienne des Sciences de l'Administration 33, no. 4 (May 27, 2016): 277–89. http://dx.doi.org/10.1002/cjas.1391.

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20

James, Simon. "Does business school research have to be excellent to benefit business school teaching?" International Journal of Management Education 9, no. 2 (March 7, 2011): 37–47. http://dx.doi.org/10.3794/ijme.92.322.

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21

Stewart‐Allen, Allyson, and Michael Christ. "The Lufthansa School of Business and the London Business School General Management Programme." Strategic Direction 25, no. 11 (October 16, 2009): 4–13. http://dx.doi.org/10.1108/02580540910999685.

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22

Sall, Alioune. "Le XXIe siècle vu d'Afrique. Dialogue ou conflit des civilisations ?" Futuribles, no. 332 (July 2007): 25–40. http://dx.doi.org/10.1051/futur:200733225.

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23

Steinmetz, Charles P. "Vous allez croire à un rêve. L'avenir vu de 1915." Futuribles, no. 320 (June 2006): 65–72. http://dx.doi.org/10.1051/futur:200632065.

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24

Pichkova, L. S. "The School of Business English." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 206–8. http://dx.doi.org/10.24833/2071-8160-2014-5-38-206-208.

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School of Business English prepare students for translation and abstracting economic texts, business correspondence and business communication originated in the late 1950s. Department of English Language № 2 pioneered the creation of the school of business English at MGIMO and made the largest contribution to its development. Developing and using the latest educational technology, actively participating in many innovative projects, responsive to changes in the economic and socio-political sphere and carefully studying the international experience, the Department has become the undisputed leader in language teaching profession. The emphasis is on the use of the advantages of a new method of object-language integrated learning, in which the program of teaching business English are built in close coordination with training programs on special subjects, and sometimes supplement them. Business games, round tables, student conferences in English have become long-term practice of the English Language № 2. Specialty permeates all stages and aspects of learning, including the common language practice.
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25

Juusola, Katariina, and Kimmo Alajoutsijärvi. "Revisiting Dubai’s Business School Mania." Academy of Management Learning & Education 18, no. 3 (September 2019): 484–92. http://dx.doi.org/10.5465/amle.2018.0287.

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26

Scott, James Calvert. "Internationalizing Secondary School Business Education." Journal of Education for Business 66, no. 1 (October 1990): 33–37. http://dx.doi.org/10.1080/08832323.1990.10117450.

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27

Swift, Cathy Owens, and Russell Kent. "Business School Internships: Legal Concerns." Journal of Education for Business 75, no. 1 (September 1999): 23–26. http://dx.doi.org/10.1080/08832329909598985.

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28

Sanford M. Jacoby. "History and the Business School." Labour History, no. 98 (2010): 207. http://dx.doi.org/10.5263/labourhistory.98.1.207.

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29

Mathews, Virginia H. "SCHOOL LIBRARIES ARE EVERYONE'S BUSINESS." Bottom Line 6, no. 3/4 (March 1993): 57–58. http://dx.doi.org/10.1108/eb025389.

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30

Dixon, Rob, Daniela Slanickova, and Philip Warwick. "Business School Partnerships for Globalization." Journal of Teaching in International Business 24, no. 3-4 (October 2013): 198–213. http://dx.doi.org/10.1080/08975930.2013.860350.

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31

Uberoi, N. K. "Business School and Moral Education." Paradigm 3, no. 2 (July 1999): 24–27. http://dx.doi.org/10.1177/0971890719990205.

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32

Bartz, David E., and Raymond L. Calabrese. "Enhancing Graduate Business School Programmes." Journal of Management Development 10, no. 1 (January 1991): 26–32. http://dx.doi.org/10.1108/02621719110135100.

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33

Zell, Deone. "The Market-Driven Business School." Journal of Management Inquiry 10, no. 4 (December 2001): 324–38. http://dx.doi.org/10.1177/1056492601104006.

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34

Marcella, Rita. "View from a business school." Business Information Review 24, no. 1 (March 2007): 30–35. http://dx.doi.org/10.1177/0266382107075934.

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35

Harrington, Denis, and Arthur Kearney. "The business school in transition." Journal of European Industrial Training 35, no. 2 (March 2011): 116–34. http://dx.doi.org/10.1108/03090591111109334.

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36

Harney, Stefano. "Socialization and the Business School." Management Learning 38, no. 2 (April 2007): 139–53. http://dx.doi.org/10.1177/1350507607075772.

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37

Creaby, Fiona. "Positioning school business practitioners in the English school system." Management in Education 35, no. 2 (February 11, 2021): 83–93. http://dx.doi.org/10.1177/0892020621994301.

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This article explores the increasing professionalisation of school business practitioners in the state school system in England. Often referred to a ‘school business managers’ or ‘school business leaders’, this cohort of the school workforce have been increasingly tasked with leading crucial site-based management functions in schools, such as finance and budgeting, human resources and school operations. As this area of practitioner activity has grown over the last two decades, ‘school business leadership’ has increasingly been positioned by education policy makers and professional bodies as a distinct field of practice within the school system. However, despite increasing recognition of the value of school business leadership within the school system, there is evidence of continued tensions around the inclusion of such practitioners in matters of leadership. Further, there is a paucity of scholarly research exploring school business activity and the increasing professionalisation of its practitioners. Therefore, this article serves to contribute to this gap by exploring the evolution of school business practitioners and their positioning within the wider field of education in England. It argues for further research in England and for knowledge exchange with other education contexts to share insight and explore future potential.
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38

Twomey, Daniel F., Rosemarie Feuerbach Twomey, and Hesan Quazi. "ANTECEDENTS AND DYNAMICS OF THE BUSINESS SCHOOL‐BUSINESS INTERFACE." International Journal of Organizational Analysis 8, no. 2 (February 2000): 179–99. http://dx.doi.org/10.1108/eb028916.

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39

Neuhauser, Charlotte L., and Barbara J. Smith. "International Business Competencies Required for All Business School Graduates." Journal of Teaching in International Business 8, no. 1 (August 14, 1996): 79–102. http://dx.doi.org/10.1300/j066v08n01_05.

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40

Sims, Ronald R., and Serbrenia J. Sims. "Increasing applied business ethics courses in business school curricula." Journal of Business Ethics 10, no. 3 (March 1991): 211–19. http://dx.doi.org/10.1007/bf00383158.

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41

Prasetyaningtyas, Sekar W., and Agustian B. Prasetya. "Investigating Online Learning Process in Business School: Case Study from Business School in Jakarta, Indonesia." International Journal of Information and Education Technology 12, no. 9 (2022): 964–69. http://dx.doi.org/10.18178/ijiet.2022.12.9.1707.

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The education system from elementary to higher education has undergone drastic changes during the 2019 coronavirus (COVID-19) pandemic, not only in Indonesia but around the world. This study seeks to describe online learning conditions at Binus Business School, Binus University, especially for the Master’s Program, in Leadership and Ethics courses. This study aims to discuss the platforms used in this online learning condition, the advantages and disadvantages of online learning, and the suggestions to improve the online learning conditions. This research uses mixed-methods approaches to study lecturers’ and students’ perceptions about online teaching and learning modes and highlights the implementation of online teaching and learning modes. The respondents were graduate students and lecturers of Binus Business School. Data were analyzed descriptively, using percentages and content analysis. This research emphasizes the importance of technological innovation and interaction to support students’ experience in online learning conditions.
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42

Webster, Robert L., Kevin L. Hammond, and James C. Rothwell. "Market Orientation Effects On Business School Performance: Views From Inside And Outside The Business School." American Journal of Business Education (AJBE) 7, no. 1 (December 30, 2013): 9–20. http://dx.doi.org/10.19030/ajbe.v7i1.8315.

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43

Waddock, Sandra A. "The Business Role in School Reform." Proceedings of the International Association for Business and Society 3 (1992): 372–89. http://dx.doi.org/10.5840/iabsproc1992324.

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44

Kragh, Simon U., and Sven Bislev. "POLITICAL CULTURE AND BUSINESS SCHOOL TEACHING." Academy of Management Proceedings 2005, no. 1 (August 2005): D1—D6. http://dx.doi.org/10.5465/ambpp.2005.18779273.

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45

Stańczyk-Hugiet, Ewa, Janusz Strużyna, Katarzyna Piórkowska, and Sylwia Stańczyk. "Space and Species. Business School Exemplifications." International Journal of Social Science Research 4, no. 1 (December 29, 2015): 26. http://dx.doi.org/10.5296/ijssr.v4i1.8538.

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The purpose of the paper is to contribute to develop, illustrate, and apply the concept of space management using facility performance from the evolutionary perspective in the public & non-public business school in Poland. The retrospective case study has been used so as to establish the context of the studies. In the public business school, space management has not been under the influence of environment external mechanisms reducing the growth of organizational space so far. Nevertheless, the research on the non-public business school authorized the statement that changes in environment explicitly influence the space occupied.Keywords: evolutionary approach, space management, facility management, species, routines
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46

Hurren, B. Lee. "Humor in School is Serious Business." International Journal of Learning: Annual Review 12, no. 6 (2006): 79–84. http://dx.doi.org/10.18848/1447-9494/cgp/v12i06/47899.

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47

Subramoniam, Ramesh, and Avanti Sethi. "Business School Makeover; A Industry Perspective." International Journal on Integrating Technology in Education 8, no. 4 (December 31, 2019): 1–6. http://dx.doi.org/10.5121/ijite.2019.8401.

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48

L, Jayarangan. "A STUDY ON BUSINESS SCHOOL BRANDING." Kongunadu Research Journal 5, no. 2 (June 30, 2018): 64–68. http://dx.doi.org/10.26524/krj274.

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The study stemmed from the idea of “Action belief gap” in the sense that often institutions talk of ideals and when comes to action, it ends up in indifference to it. Vision statement one such thing, often it remains as a mere rhetoric in many companies. While Customer Based Brand Equity (CBBE) is an external litmus test of brand power, this research is an internal driver of brand and Brand Vision, Brand Objectives,Brand Essence, Brand Culture and Brand Resource and Implementation as variables studied. The study was a pan India one with Business Schools across the nation with the use of questionnaire to find efforts under way to build the brand around the institution. The study being a first of its kind globally, now the questionnaire serves as template for an institution to introspect on their work on branding.
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49

Oceja, Jorge, and Angel Torres-Toukoumidis. "The Business of Gamifying School Work." Digital Culture & Society 7, no. 1 (December 1, 2021): 131–46. http://dx.doi.org/10.14361/dcs-2021-0109.

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50

Ledenyova, S. N. "School of English for Business Administration." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 209–11. http://dx.doi.org/10.24833/2071-8160-2014-5-38-209-211.

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Department of English Language № 4 was established in 1975 in order to work with students of the Faculty of International Economic Relations, Faculty of International Business and Business Administration and part-time students. Since 2001, the Department works exclusively with the students of the faculty of International Business Administration. Svetlana Ledenyova, PhD in Philology, Honored Worker of Higher Education of the Russian Federation is the Head of the Department, Effective teaching of English is achieved by inspired members of the department, specializing in linguistic and economic education. Most of them have received their education at leading universities in the UK and the USA. Over the past few years the Department published eight textbooks and other learning materials
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