Engaging Faculty and Students: A Premise for Excellence in Business Education at Romanian Business School

2013 ◽  
pp. 255-262
Author(s):  
Sebastian Văduva ◽  
Ioan S. Fotea ◽  
Mihai Corcea
Keyword(s):  
Business Education ◽  
Business School

Reweaving the rainbow: qualitative color in business education

2018 ◽  
Vol 26 (3) ◽  
pp. 238-246 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Business Education ◽  
Business School ◽  
Business Schools ◽  
Business Students ◽  
First Year ◽  
Content Type ◽  
Central Direction ◽  
Undergraduate Economics ◽  
Personal Insight ◽  
Limited Generalizability

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.

Business Education and Anxiety in the Performance of Value

2020 ◽  
pp. 260-270
Author(s):  
Fabian Muniesa
Keyword(s):  
Business Education ◽  
Business School ◽  
Social Life ◽  
Case Method ◽  
Harvard Business School ◽  
Experiential Training ◽  
Financial Valuation ◽  
Cultural Complex ◽  
Training Technique ◽  
Education Today

Business education epitomizes the cultural complex that situates performance (understood both as the intensification of valuation and as the spectacle of decision) at the center of social life. The experiential training technique known as the case method, famously recognizable as a Harvard Business School product, carries in particular a series of meanings that are central to the formation of the ideals of performance, adventure, effectiveness, and aplomb that distinguish business education today. It also conveys, however, elements of anxiety that are characteristic of the notion of the real that is actioned in such a setting. This hypothesis is explored here through an examination of early and contemporary aspects of the case method at the Harvard Business School, in particular in the financial valuation curriculum. It is suggested that the performative features of the case method, widely understood, concur with an exacerbation of the troubling aspects of the “performance complex.”

Business education as if people and the planet really matter

2020 ◽  
pp. 147612702096763 ◽  
Author(s):  
Andrew J Hoffman
Keyword(s):  
Climate Change ◽  
Income Inequality ◽  
Business Education ◽  
Business School ◽  
Business Groups ◽  
Natural World ◽  
Social World ◽  
The Core ◽  
The Government ◽  
As If

Mounting concern over capitalism’s inability to address systemic challenges in our natural world (i.e. climate change) and social world (i.e. income inequality) is prompting reexamination of capitalism within business groups. This article argues that a concurrent reexamination must also take place within the foundations and philosophy of business education. As such, this essay explores nine broad themes for such a transformational reexamination: (1) instill an ethos of management as a calling, (2) rebuild the business school on a system of aspirational principles, (3) de-emphasize the core, (4) move beyond simply monetary measures, (5) train stewards of the market, (6) reexamine the purpose of the corporation, (7) discard misguided metrics and models, (8) bring the government back in, and (9) pay proper attention to citizenship. The article also discusses obstacles to such a grand revisioning, and offers examples that change is underway.

Churning the Best Performer from the Last Performer! A Case Study on Innovations in B-Schools

2019 ◽  
Vol 8 (3) ◽  
pp. 303-311
Author(s):  
Filomina P. George
Keyword(s):  
Business Education ◽  
Business School ◽  
Learning Experience ◽  
Transformation Process ◽  
Learning Program ◽  
New Methods ◽  
Innovative Method ◽  
Postgraduate Programme ◽  
Lasting Impression

Delivering quality business education in a complex and dynamic world is a major challenge for any Business School (B-School). It calls for constantly innovating new methods to entice, engage and enrich the learning experience of the students who go through a B-School programme. By meaningfully integrating such methods into the curriculum along with fulfilling the academic requirements leaves a longstanding impression on the learner. The Integrated Managerial Learning Program, branded as IMLP, is one such innovative method, which has stood the test of time easing out the transformation process during the two years tenure of the postgraduate programme in management. The following case describes the testimony of how IMLP has survived the dynamics of the changing world, transforming the last performer into the best performer, thus leaving a lasting impression on the students through a co-curricular activity, which is cherished by them at their workplaces and in almost every alumni meet.

scholarly journals Competitions Versus Classes: Exploring the Impact of Case Competitions and Communication Coursework on MBA Ranking

2019 ◽  
Vol 82 (1) ◽  
pp. 101-126
Author(s):  
Mary Marcel ◽  
Nancy Ross Mahon
Keyword(s):  
Experiential Learning ◽  
Business Education ◽  
Business School ◽  
Business Communication ◽  
Mba Programs ◽  
Problem Solving Skills ◽  
Higher Rank ◽  
World Report ◽  
High Level ◽  
The Impact

Business communication programs and business school competitions are a prevalent component of graduate-level business education. Both activities help students develop problem-solving skills, critical thinking, high-level communication, and applied experiential learning. While business competitions may aid in the development of advanced communication skills, to date there has been no comparison of the effectiveness of coursework, competitions, or both. Using U.S. News & World Report rankings of the top 100 U.S. MBA programs as a proxy for program quality, we find that business communication coursework provides greater benefits when compared with internal case competitions. Specifically, findings indicate a higher ratio of graduate business communication classes to internal competitions correlated to higher rank. Furthermore, reputational advantage was also associated with required communication coursework and a higher number of internal competitions offered for graduate business student participation.

Learning the PR trade

2016 ◽  
Vol 32 (7) ◽  
pp. 29-31
Keyword(s):  
Case Studies ◽  
Business Education ◽  
Business School ◽  
Design Methodology ◽  
Reading Time ◽  
Business Schools ◽  
Cutting Edge ◽  
Content Type ◽  
Pertinent Information ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Change in business education is effortlessly elusive. No matter how often the great and the good of either the business or business school worlds lament the lack of adequate teaching through Masters of Business Administrations and other programmes, very rarely does anything seem to change. Managers are still put though their paces at business schools; they still read the same “seminal” books and case studies; they still get their blue riband qualification; they still receive a hefty increase in salary after graduation. Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organisations. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Dilemmas for Business Education in the 1970’s

1971 ◽  
Vol 93 (2) ◽  
pp. 418-420
Author(s):  
John S. Day
Keyword(s):  
Business Education ◽  
Business School ◽  
Doctoral Programs ◽  
Management Education ◽  
Rapid Development ◽  
Business Managers ◽  
Educational Philosophies ◽  
Professional Business

The paper discusses the dilemma facing management education as a result of the historical inability of both business and university to define adequately the role of the undergraduate business school as compared with the programs for educating professional business managers. In turn, the rapid development of doctoral programs in-business and the role they play in a total management education structure has further confused the educational picture. The several formal educational philosophies for business are discussed against the current managerial needs of business as stated by executives. The trend toward developing all-encompassing schools of management which consider business as only one of the functions of society about which management education should be provided is reviewed. From this analysis a general forecast of management education at the end of a ten-year period is made.

scholarly journals The Culture of Business Education and its Place in the Modern University

2015 ◽  
Vol 45 (4) ◽  
pp. 229-243
Author(s):  
Russell Alex Evans
Keyword(s):  
Business Education ◽  
Business School ◽  
Personal Experience ◽  
Business Schools ◽  
Transnational Corporation ◽  
Theoretical Knowledge ◽  
Classical Representation ◽  
American University ◽  
Secondary Sources ◽  
The University

Many researchers believe that the modern university is in a state of crisis like never before. One of the main reasons cited for this decline is that the modern university has a closer resemblance to a transnational corporation than to a traditional scholarly institution (Lewis, 2005). This paper attempts to define the term “university” from a classical perspective and to describe the gradual incorporation of vocational pursuits into its scope. Focusing on modern North American university models, it asks whether business schools, in particular, should be operating within academia. An alternative is discussed, which focuses on the vocational attributes of business rather than theoretical knowledge. I draw on secondary sources as well as my own personal experience as a student and researcher to make suggestions on how interdepartmental tension developed and how it can be reduced. The paper finds that the business school does have a place in the modern university; however, the classical representation of the university must be abandoned for it to be fully embraced.  

scholarly journals The Critical Business School and the University: A Case Study of Resistance and Co-optation

2020 ◽  
pp. 089692052095038
Author(s):  
Martin Parker
Keyword(s):  
Business Education ◽  
Business School ◽  
University Management ◽  
Publication Strategy ◽  
Critical Management ◽  
Management School ◽  
The University ◽  
Critical Project ◽  
Successes And Failures

Can a school of ‘critical management studies’ survive in the context of a marketising university which relies heavily on business education for its income? This paper explores the case of a UK management school which attempted to do that and survived for 13 years with a clearly ‘critical’ project. As someone who worked in the school, but left some time ago, I evaluate its successes and failures, concluding that the radicalism of its research and publication strategy was not paralleled by an understanding of the politics of the institution and its environment. This led to a posture of ‘defensive isolation’ which ultimately made the school vulnerable to changes in the strategies of senior university management.

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