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Artykuły w czasopismach na temat „Global Business Schools”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Lilley, Kathleen, Michelle Barker, and Neil Harris. "Educating global citizens in business schools." Journal of International Education in Business 7, no. 1 (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 presen

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Tichy, Noel M. "The global challenge for business schools." Human Resource Management 29, no. 1 (1990): 1–4. http://dx.doi.org/10.1002/hrm.3930290101.

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Zhao, Jun, and Carlos Ferran. "Business school accreditation in the changing global marketplace." Journal of International Education in Business 9, no. 1 (2016): 52–69. http://dx.doi.org/10.1108/jieb-02-2016-0001.

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Purpose This paper aims to examine current trends in business accreditation by describing and comparing the major international business accreditation agencies (Association to Advance Collegiate Schools of Business, European Quality Improvement System, Association of MBAs, Association of Collegiate Business Schools and Programs and International Assembly for Collegiate Business Education), and analyze their recent market expansion strategies (development and penetration using Ansoff model) as they compete for the schools seeking initial or continuing accreditation. Design/methodology/approach

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Lorange, Peter. "Case study: Global responsibility – business education and business schools – roles in promoting a global perspective." Corporate Governance: The international journal of business in society 3, no. 3 (2003): 126–35. http://dx.doi.org/10.1108/14720700310483514.

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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 (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

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M. Syvertsen, Carsten. "Towards a regional-global organizational model for leading research driven business schools. Findings from a longitudinal study in China, Europe and the USA from 2010 until 2016." Problems and Perspectives in Management 15, no. 2 (2017): 36–45. http://dx.doi.org/10.21511/ppm.15(2).2017.03.

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The author introduces the regional-globalized organizational design model suited for business schools wishing to play leading roles in research in the global knowledge economy. Professors were interviewed and secondary sources were used in the data collection process. In the time period lasting from 2010 until 2016. Chaos theory is used to illustrate the relevance of the regional-global model analyzing six business schools in China, Europe and the USA. The research suggests that the sampled business schools have become more research-focused in the time period the research took place due to a m

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Varun, Shenoy, and P. S. . Aithal. "Placement Strategies of World's Top Business Schools." International Journal of Management, Technology, and Social Sciences (IJMTS) 2, no. 1 (2017): 6–17. https://doi.org/10.5281/zenodo.810144.

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Institutional Ranking in higher education space has become a very important practice and management institutions across the world are greatly profited by the published global rankings based on various criterions. The ranking is usually publicized depending upon Institutional infrastructure, their employment &placements, teaching pedagogy, research output, faculty-student ratio, international linkage, application of technology in teaching –learning process etc. In this study, we have chosen to research the placement strategies of global top 10 listed institutions 2017 by Financial Times (FT

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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 (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 bu

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Green, Robert T., and Linda V. Gerber. "Educator Insights: Strategic Partnerships for Global Education—Linkages with Overseas Institutions." Journal of International Marketing 4, no. 3 (1996): 89–100. http://dx.doi.org/10.1177/1069031x9600400307.

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The globalization of business education involves much more than the inclusion of more international business courses in the curriculum and the infusion of more international materials into all business courses. Like their corporate counterparts, business schools themselves need to become global institutions with operations in various parts of the world to enable faculty, students, and executive clients to gain international expertise and to provide regular and diverse global inputs into the educational process. Since most schools lack the resources to achieve a global reach by themselves, the

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Carton, Guillaume, Charles McMillan, and Jeffrey Overall. "Strategic capacities in US universities – the role of business schools as institutional builders." Problems and Perspectives in Management 16, no. 1 (2018): 186–98. http://dx.doi.org/10.21511/ppm.16(1).2018.18.

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The global expansion of the higher education and professional faculties like business schools offers a case study in the strategic capabilities of universities and professional schools like business to build academic strength, reputation, and legitimacy. The expansion of business schools reflects novel strategies like ecosystems collaboration and network advantages, presenting new challenges for quality, relevance, and competitive threats from the consulting industry, corporate universities, MOOCs, and highly-specialized business schools. The paper concludes with recommendations for business e

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Pfeffermann, Guy. "GBSN’s perspective on business education and globalization." Journal of Management Development 35, no. 7 (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 educatio

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Sims, Ronald R., and Serbrenia J. Sims. "Business Schools and Corporate Partnerships in a Changing Global Economy." Management Research News 12, no. 7 (1989): 14–18. http://dx.doi.org/10.1108/eb028056.

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Rabasso, Carlos, and Javier Rabasso. "Responsible Global Humanism as a New Model for Business Schools." Athens Journal of Business & Economics 1, no. 2 (2015): 123–34. http://dx.doi.org/10.30958/ajbe.1-2-3.

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Cao, Yong, and Lei Zhang. "U.S. Business Schools’ Expansion to The Global Market: Positioning Strategy and Market Competition." Archives of Business Research 11, no. 7 (2023): 28–38. http://dx.doi.org/10.14738/abr.117.15034.

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In the last decade, higher education institutions in the United States have experienced an increasing trend of internationalization, more and more universities have been aggressively recruiting international students. The enrollment of international students in US Universities has increased from 564,766 in the year 2004-2005 to 974,926 in the year 2014-2015, a 72.3 % increase in ten years. Due to COVID, there were 1.25 million international students studying in the US last year. This is 17.86 percent lower than the 2019-2020 academic year (data from the Student and Exchange Visitor Program (SE

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Kosnikov, Sergey Nikolaevich, Natalya Vladimirovna Shershukova, Ilya Valerievich Sorgutov, Tatyana Viktorovna Bessonova, Elena Alexandrovna Kobets, and Elena Ivanovna Zatsarinnaya. "Business education: global trends and prospect." Linguistics and Culture Review 5, S1 (2021): 478–87. http://dx.doi.org/10.21744/lingcure.v5ns1.1433.

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Business education in the world is developing at a fairly high pace. The reason for this is the possibility of exchanging experience between different countries in the field of entrepreneurial technologies, as well as the need to improve the relationship between the "scientific minds" of different countries. In this regard, the leading educational institutions of the world develop and implement various training programs aimed at improving the skills of students in the field of marketing, management, the world economy, as well as international economic relations. International business educatio

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Lepeyko, Tetyana, Ivanna Pererva, and Yevhen Mazorenko. "Business education in ukraine in the context of global trends: rankings, business models and ways of development." Ukrainian Journal of Applied Economics and Technology 2025, no. 2 (2025): 155–60. https://doi.org/10.36887/2415-8453-2025-2-30.

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In the article, the current state of business education in Ukraine is examined, considering global transformations in management education, digitalization, internationalization of the educational process, and changes in the business models of leading institutions. The purpose of the study is to identify the key characteristics and challenges of Ukrainian business education, analyze its position in international rankings, peculiarities of business schools’ functioning, and determine strategic directions for the development of the business education system in Ukraine. The study used systemic, co

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Teo, Poh-Chuin. "Empowering business school global presence: The key role of accreditation." Forum for Education Studies 2, no. 2 (2024): 1137. http://dx.doi.org/10.59400/fes.v2i2.1137.

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Delving into the crucial role of accreditation in elevating the global presence of business schools within higher education, the focus of the research shifts to highlighting the foundational impact of higher education institutions on intellectual, social, and economic development, exploring the integration of global perspectives in universities and colleges. The focus then shifts to business schools, detailing their diverse programs and mission to foster leadership and business acumen. Emphasizing intentional internationalization strategies like enhanced curricula and global partnerships, the

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Gerasimenko, Valentina, and Olga Molchanova. "Global pressure or national identity: Strategic challenges for Russian business schools." Serbian Journal of Management 12, no. 1 (2017): 133–41. http://dx.doi.org/10.5937/sjm12-12048.

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Landrum, Nancy E. "The Global Goals: bringing education for sustainable development into US business schools." International Journal of Sustainability in Higher Education 22, no. 6 (2021): 1336–50. http://dx.doi.org/10.1108/ijshe-10-2020-0395.

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Purpose This paper aims to learn how sustainability and the circular economy were being integrated into the curriculum of a Dutch university and to transfer that knowledge back to a US university business school curriculum. Given the resistance toward integrating sustainability into the US business school curriculum, the Dutch university served as a role model for education for sustainable development. Design/methodology/approach This case study used ethnographic methods of participant observation over a four-month residency at the Dutch university. Findings Themes observed are as follows: suc

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Obiako, Eberechukwu Chiamaka. "Enhancing Business Education in Nigerian Secondary Schools: A Comprehensive Approach." Journal of Artificial Intelligence General science (JAIGS) ISSN:3006-4023 4, no. 1 (2024): 382–404. https://doi.org/10.60087/jaigs.v4i1.317.

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Business education serves as a cornerstone for preparing students to navigate the complexities of modern economies and global workforce demands. In Nigeria, secondary schools play a critical role in equipping students with the foundational skills needed for entrepreneurial success, financial management, technological proficiency, and leadership. However, the current state of business education faces significant challenges, including outdated curricula, inadequate teacher training, limited resources, and a lack of integration with modern technological advancements. This article presents a compr

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Alas, Ruth, and Mohamed Mousa. "Cultural diversity and business schools’ curricula: a case from Egypt." Problems and Perspectives in Management 14, no. 2 (2016): 130–37. http://dx.doi.org/10.21511/ppm.14(2-1).2016.01.

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The French Ecole Supérieure Libre des Sciences Commercial Appliquées (ESLSCA) in Paris is one of the most important global culturally diverse private business schools in terms of its number of branches and its history. ESLSCA has had a branch in Cairo in Egypt for about 17 years. This qualitative study seeks to focus on ESLSCA-Egypt branch to investigate the extent to which cultural diversity is included in its MBA curricula. The main methods for collecting data are document analysis, a number of semi-structured interviews, and a review of relevant literature. The study findings have meaningfu

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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, wh

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Leon, Steven, and B. Dawn Medlin. "A Conceptual Framework for Collaboration in Business Schools." International Journal of Information Systems and Social Change 11, no. 3 (2020): 32–45. http://dx.doi.org/10.4018/ijissc.2020070103.

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Collaboration partnerships within higher education have been shown to enhance educational experiences for students and excite faculty who have the opportunity to innovative in their classrooms. Additional benefits for students include meaningful participation in group or team assignments that will prepare them for significant and successful participation as a member of a global workforce. While many organizations realize the advantages of a cross-disciplinary approach, business schools have been slow to adopt this mindset. Using the two business majors of supply chain management and computer i

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Pon, Kevin, and Anne-Laure Duncan. "Networks and alliances – business schools’ answer to mergers and acquisitions?" Journal of Management Development 38, no. 10 (2019): 773–95. http://dx.doi.org/10.1108/jmd-05-2018-0164.

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Purpose The purpose of this paper is to examine the state of French medium sized business schools in the Grandes Ecole sector of education and how networks and alliances help business schools survive in an ever-changing and global environment. Design/methodology/approach The material for empirical research for this paper was gathered by using a case study method of four small to medium sized provincial Institutions of Management Education in France. Findings The paper demonstrates that all of the business schools studied rely on networks and alliances to face globalisation and internationalise

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Annavarjula, Madan, Jack Trifts, and Andres Ramirez. "HOW GLOBAL IS YOUR BUSINESS SCHOOL? – THE 3 PS OF INTERNATIONALIZATION: PROGRAMS, PARTICIPANTS AND PURPOSE." JOURNAL OF INTERNATIONAL BUSINESS AND ECONOMY 22, no. 2 (2021): 1–27. http://dx.doi.org/10.51240/jibe.2021.2.1.

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In this paper, we introduce a three-factor framework that can be used to evaluate the internationality of universities offering international business by focusing on their programs, participants, and purpose. We illustrate how a prospective American student, and her parents could use the framework by applying it to four U.S. based business schools with international business programs, two large public schools and two smaller private schools. We argue that the framework may also be used by administrators and accreditors evaluating the institution from within. We gather our information from publ

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DR., A.V.R. PANDIYAN, and P. JAYALASHMI Mrs. "EMPLOYABILITY OF MBA GRADUATES AND FUTURE OF MANAGEMENT EDUCATION IN INDIA." International Journal of Social Sciences & Economic Environment 2, no. 1 (2017): 71–80. https://doi.org/10.53882/IJSSEE.2017.0201006.

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ABSTRACT  During the last two decades, Indian business has witnessed unprecedented change, partly under pressure of globalization of economies, largely because of the policy shift from regulation to de-regulation, from state control to private initiative, from domestic focus to global focus. It has caused business schools to look at the  international business, and focuses on producing graduates by global mindsets and to develop links with schools overseas. Hence, B-schools have a challenging task to enhance employability of their students, promote research and earn recognition based

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Mudambi, Ram, Mike W. Peng, and David H. Weng. "Research rankings of Asia Pacific business schools: Global versus local knowledge strategies." Asia Pacific Journal of Management 25, no. 2 (2008): 171–88. http://dx.doi.org/10.1007/s10490-008-9086-3.

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Vakkayil, Jacob, and Debabrata Chatterjee. "Globalization routes: The pursuit of conformity and distinctiveness by top business schools in India." Management Learning 48, no. 3 (2016): 328–44. http://dx.doi.org/10.1177/1350507616679347.

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In this article, we examine how leading business schools in India orient themselves locally and globally while pursuing conformity and distinctiveness. We expect that these dynamics are particularly complex in ‘emerging’ economies such as India where liberalization and subsequent economic resurgence have led to more intense global exposure for business schools. By exploring changes in the way these responses are applied over time, we identify four globalization routes in the field. Furthermore, we show that these routes make up two broad zones of global–local interaction. In one, we point to t

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Boussebaa, Mehdi. "In the shadow of empire: Global Britain and the UK business school." Organization 27, no. 3 (2019): 483–93. http://dx.doi.org/10.1177/1350508419855700.

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In this essay, I scrutinize the ‘Global Britain’ project championed by the UK government since the Brexit vote and reflect on the role played by business schools in it. My argument is twofold. First, I contend the project is bound up with British imperialism, being at once the expression of a melancholic attachment to the colonial Empire of yesteryear and part of a long-standing effort to renew Britain’s imperial greatness in the so-called ‘postcolonial’ era. Second, I maintain that business schools, while notionally anti-Brexit, are complicit in the Global Britain project by virtue of propaga

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Rehman, Mohsin Abdur, Muhammad Kashif, and Michela Mingione. "Corporate Social Responsibility and Sustainability (CSRS) Initiatives among European and Asian Business Schools: A Web-based Content Analysis." Global Business Review 20, no. 5 (2017): 1231–47. http://dx.doi.org/10.1177/0972150917737435.

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The purpose of this study is to explore the extent to which MBA programmes offered by top European and Asian B-schools have a corporate social responsibility and sustainability (CSRS) orientation as per their websites. The websites of top-200 (based on the QS Global Business and Management University Rankings 2015) European and Asian B-schools were explored and content analysed to reach meaningful conclusions. The findings reveal European B-schools have much stronger CSRS orientation once compared with the Asian B-schools. Furthermore, only few B-schools promote CSRS centres on their websites

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Sreeramana, Aithal, and Aithal Shubhrajyotsna. "Comparison of Research Output and Fee Charging Strategies of Some Top Global and Indian Business Schools." International Journal of Case Studies in Business, IT and Education (IJCSBE) 1, no. 1 (2017): 53–66. https://doi.org/10.5281/zenodo.584117.

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The progress in information communication technology (ITC) in 21st century created an opportunity to network the researchers working in same area/subjects and refer their research publications at free of cost by means of open access research repositories. SSRN, Researchgate, Selected works, Munich Personal RePEc Archive, Zenodo are some of the well known research networks and scholarly published papers repositories. In this paper we have studied the strategy of Social Science Research Network (SSRN) which has been named the Number 1 Open Access Repository in the World. We have studied the rank

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Rohimah, Rohimah. "PENDIDIKAN BISNIS MEMASUKI ERA MILENIUM BARU TANTANGAN DAN HARAPAN." Al-Risalah 8, no. 2 (2018): 48–62. http://dx.doi.org/10.34005/alrisalah.v8i2.371.

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As we enter the new millennium, business schools or economics faculties face a number of new challenges. The graduates of a business school are expected to be critical capable of 'learning to learn', technology-savy, and ethical. Mean while, the emergence of the internet as a new and powerful communication infrastructure has facilitated the rapid growth of the virtual business schools around globe. It leads to the global completion among processes, services, universies. As a consequence, Indonesian universies have to reform its products, processes, services, people, and environments. one of th

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Kemper, Joya, C. Hall, and Paul Ballantine. "Marketing and Sustainability: Business as Usual or Changing Worldviews?" Sustainability 11, no. 3 (2019): 780. http://dx.doi.org/10.3390/su11030780.

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Marketing, and the business schools within which most marketing academics and researchers work, have a fraught relationship with sustainability. Marketing is typically regarded as encouraging overconsumption and contributing to global change yet, simultaneously, it is also promoted as a means to enable sustainable consumption. Based on a critical review of the literature, the paper responds to the need to better understand the underpinnings of marketing worldviews with respect to sustainability. The paper discusses the concept of worldviews and their transformation, sustainability’s articulati

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Gutierrez, Anabel. "Research-Teaching-Practice linkages: A challenge for Business Schools." BORDER CROSSING 1, no. 1 (2011): 25–48. http://dx.doi.org/10.33182/bc.v1i1.520.

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Changes in the global business environment are driving changes to the way business schools deliver higher education. However, the long debated gap between academia and industry (research-practice) remains unsolved. This paper explores the integration of research-teaching activities as an alternative to overcome the sometimes conflictual relationship between research and teaching and, more importantly, as a mechanism to reduce the research-practice gap. The aim of this research is to evaluate the extent to which it is feasible to integrate research-teaching in higher education. The practical su

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Sionneau, Bernard, Carlos Rabasso, and Javier Rabasso. "How European business schools can find their way." Journal of Global Responsibility 5, no. 2 (2014): 226–57. http://dx.doi.org/10.1108/jgr-03-2014-0013.

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Purpose – This paper aims at explaining why “Globally Responsible Humanism (GRH)” is presented here as the pivot for a re-foundation of European Business Schools’ culture. Explaining the concept and its difference with traditional European Humanism, the related argumentation is organized around two main parts: the first one explains why the European Union and its business schools do not make sense in a globalization process driven by the financialized economy; the second one shows how a sustainable exposition of European management students to a transcultural approach, a postcolonial perspecti

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Prabowo, Muchammad Shidqon, Ratih Pratiwi, Bagus Pambudi, Melyn Eta Coriala, and Mohamad Abdul Aziz. "Digital Literacy and Development of Santripreneur Asset Quality Through The Leadership Role of Kyai: A Case Study of Islamic Boarding Schools." Journal of Private and Commercial Law 6, no. 2 (2022): 157–82. http://dx.doi.org/10.15294/jpcl.v6i2.38837.

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Islamic boarding schools in the current global era need to increase their capacity as Islamic educational institutions that have advanced civilizations. With the emergence of global developments regarding economic conditions in ASEAN countries (within the scope of Southeast Asia), one of which is marked by the presence of the AEC (ASEAN Economic Community), the Indonesian people must improve their soft skills amid the global market competition to be competitive. Islamic boarding schools need to respond to global challenges so that Islamic values do not fade with the incessant development of in

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Yoon, Hyungseok, Mustapha Belkhouja, Yingqi Wei, and Sangho Lee. "Born to be similar? Global isomorphism and the emergence of latecomer business schools." International Business Review 30, no. 5 (2021): 101863. http://dx.doi.org/10.1016/j.ibusrev.2021.101863.

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Suleman, Aamir, Natanya Meyer, and Cecile Nieuwenhuizen. "Exploring the nexus of relevance for south african business schools in the 4th industrial revolution." Journal of Management and Business Education 6, no. 3 (2023): 257–88. http://dx.doi.org/10.35564/jmbe.2023.0014.

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The world of work is changing at a rapid and alarming pace. These changes have been ushered by several factors, including new technologies due to the 4th industrial revolution, political instability such as the war in Ukraine and the global health crises due to the Covid-19 pandemic. These changes have resulted in an increasingly complex business operating environment, where leaders in the 4th industrial revolution are now facing challenges that previous generations have never encountered. Business schools have a strategic role in developing leaders fit for the 4th industrial revolution. Busin

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Beaghan, James. "Is There a Decline in Teaching Ethics in US Business Schools?" Journal of International Business and Economy 9, no. 2 (2008): 13–21. http://dx.doi.org/10.51240/jibe.2008.2.2.

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With recent financial scandals at Global Crossing, Enron and WorldCom involving manipulation of company earnings and the collapse of shareholder values, there has been increased debate concerning ethical decision making among business leaders in America and abroad. This debate has been accompanied by an increased expectation that US business schools give more emphasis to ethics in their business curricula at both the undergraduate and graduate levels. With AACSB mandating the coverage of ethics in business school curricula for member schools, administrators and faculty have shown considerable

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Mousa, Mohamed, Hala A. Abdelgaffar, and Rami M. Ayoubi. "Responsible management education in Egyptian public business schools." Journal of Management Development 38, no. 8 (2019): 681–96. http://dx.doi.org/10.1108/jmd-01-2019-0022.

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Purpose Out of 24 public business schools in Egypt, the purpose of this paper is to focus on three in order to investigate how responsible management education is perceived and exercised by academics there. Design/methodology/approach A total of 168 academics were contacted and interviewed in 42 focus groups. The length of each focus group was about 45 min, and all of them were conducted in Arabic because the majority of respondents are not fluent in English. The authors used thematic analysis to determine the main ideas in the transcripts. Findings Based on data analysis of the perceptions of

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Michailova, Snejina, and Janne Tienari. "What's happening to international business?" critical perspectives on international business 10, no. 1/2 (2014): 51–64. http://dx.doi.org/10.1108/cpoib-06-2013-0018.

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Purpose – This paper aims to outline different views on international business (IB) as an academic discipline and looks into how IB scholars can cope with challenges to their disciplinary identity when stand-alone IB departments are merged with other departments such as management, marketing or strategy in business schools and universities. Design/methodology/approach – The article offers a critical reflection on the development and future of IB as a discipline. The two authors are an IB and a Management scholar, both of whom were engaged in recent departmental mergers at their respective busi

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Ozdemirci, Fahrettin, Nurullah Kahvecioglu, and Halil Yorulmaz. "A practical approach to global competitive factors." International Journal of Business Ecosystem and Strategy (2687-2293) 1, no. 1 (2019): 26–53. http://dx.doi.org/10.36096/ijbes.v1i1.99.

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Multi-game simulations are the most widely used tools in international business and strategic management education. In Business Schools, all courses from Strategy to Finance are taught from case studies and books, using research results. But when managing a business, there is no way to learn the parts of the business from books by gaining experience in complete integrity. Company management competence requires practice in areas such as production, marketing, R & D, finance, operations, and strategy. The simplest way to practice this in the learning process is through business simulations a

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Hommel, Ulrich. "Upheaval in the global market for management education and implications for CEE business schools." Society and Economy 31, no. 2 (2009): 235–52. http://dx.doi.org/10.1556/socec.31.2009.2.5.

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Wedlin, Linda. "Crafting competition: Media rankings and the forming of a global market for business schools." Education Inquiry 2, no. 4 (2011): 563–79. http://dx.doi.org/10.3402/edui.v2i4.22000.

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Engstrand, Åsa-Karin, Patricia Gabaldon, Stefan Gröschl, et al. ""Making a Difference with Global Leadership: What Can Firms, People and Business Schools Do?"." Academy of Management Proceedings 2015, no. 1 (2015): 14710. http://dx.doi.org/10.5465/ambpp.2015.14710symposium.

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Collet, François, and Luis Vives. "From Preeminence to Prominence: The Fall of U.S. Business Schools and the Rise of European and Asian Business Schools in the Financial Times Global MBA Rankings." Academy of Management Learning & Education 12, no. 4 (2013): 540–63. http://dx.doi.org/10.5465/amle.2011.0094.

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RADU LEFEBVRE, MIRUNA, and RENAUD REDIEN-COLLOT. "ACHIEVING LEGITIMACY IN ENTREPRENEURSHIP EDUCATION: A CASE STUDY." Journal of Enterprising Culture 20, no. 04 (2012): 481–500. http://dx.doi.org/10.1142/s0218495812500203.

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This paper examines the legitimating process of a French higher education institution entirely dedicated to entrepreneurship. Management and entrepreneurship education strive both for academic and market legitimacies. We think entrepreneurship education is confronted with an additional challenge: building political legitimacy. We analyze the "extreme case" study of Advancia, a Paris business school. We examined the business school's legitimation process over a period of six years, from 2004 to 2010. This "extreme case" may be informative for other business schools willing to reach academic, ma

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Miles, Morgan P., Martin Grimmer, and Geralyn McClure Franklin. "How well do AACSB, AMBA and EQUIS manage their brands?" Marketing Intelligence & Planning 34, no. 1 (2016): 99–116. http://dx.doi.org/10.1108/mip-06-2014-0100.

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Purpose – The purpose of this paper is to focus on the question of how well business school accreditation bodies manage their own brands. It does so by extending research on business school branding by Pitt et al. (2006) to explore how well business school accreditation organizations such as AACSB International – The Association to Advance Collegiate Schools of Business (AACSB), the Association of MBAs, and the European Foundation for Management Development Quality Improvement System manage their brands. Design/methodology/approach – An on-line survey of business school deans was conducted dur

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Sheta, Dr Ashraf, and Dr Ahmed El Gallad. "Innovation in Family Business Syllabus: The Case of the American University in Cairo." International Journal of Business and Management Research 9, no. 4 (2021): 433–42. http://dx.doi.org/10.37391/ijbmr.090406.

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Teaching family business has been trending in some European and American business schools. This trend has very limited existence in all Egyptian, and Arab business schools. This manuscript presents the experience of the family business course at American university in Cairo (AUC) which started in 2017, and is still in the evolution phase in spring 2020. The article starts by shedding light on the concept of family business, and its importance in the economy. This is followed by addressing the literature of family business education on the global level, and its status in Egypt, and the Arab wor

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Colbjørnsen, Tom, and Eivind Falkum. "Corporate Efficiency and Employee Participation." Concepts and Transformation 2, no. 3 (1997): 231–53. http://dx.doi.org/10.1075/cat.2.3.03col.

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This article is an attempt to integrate the efficiency perspectives that are traditionally nurtured in business schools with the employee participation perspectives outlined in studies of industrial relations. Global communication between business units, and employee participation and co-determination within business units, both have impact on corporate efficiency. The two approaches are synthesized in a conceptual framework combining the articulation of interests and resistance with value-creation and value destruction.

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