European management and European business schools: Insights from the history of business schools

2014 ◽  
Vol 32 (4) ◽  
pp. 529-534 ◽  
Author(s):  
Andreas Kaplan
Keyword(s):  
Business Schools ◽  
History Of ◽  
European Business

scholarly journals Restating the case: How revisiting the development of the case method can help us think differently about the future of the business school

2020 ◽  
Author(s):  
Todd Bridgman ◽  
Stephen Cummings ◽  
C McLaughlin
Keyword(s):  
Business School ◽  
Business Schools ◽  
Positive Impact ◽  
Case Method ◽  
Harvard Business School ◽  
Linear Evolution ◽  
Management Learning ◽  
Innovative Thinking ◽  
History Of

© Academy of Management Learning & Education. Although supportive of calls for business schools to learn the lessons of history to address contemporary challenges about their legitimacy and impact, we argue that our ability to learn is limited by the histories we have created. Through contrasting the contested development of the case method of teaching at Harvard Business School and the conventional history of its rise, we argue that this history, which promotes a smooth linear evolution, works against reconceptualizing the role of the business school. To illustrate this, we develop a "counterhistory" of the case method-one that reveals a contested and circuitous path of development-and discuss how recognizing this would encourage us to think differently. This counterhistory provides ameans of stimulating debate and innovative thinking about how business schools can address their legitimacy challenges, and, in doing so, have a more positive impact on society.

Going global: Rankings as rhetorical devices to construct an international field of management education

2011 ◽  
Vol 42 (2) ◽  
pp. 199-218 ◽  
Author(s):  
Linda Wedlin
Keyword(s):  
Institutional Theory ◽  
Management Education ◽  
Business Schools ◽  
Rhetorical Devices ◽  
European Business

Analysing the introduction of international rankings in the field of management education, this article aims to understand how and why rankings have proliferated and institutionalized and with what effects. Building on institutional theory, I propose that rankings function as rhetorical devices to construct legitimacy within the field, which actors use to attempt to shape and reform the field as it develops. Rhetorical devices shape meaning, as they are used to justify practices and procedures and shape the means of comparison and assessment. The rankings are used by European business schools to attempt to alter perceptions of the field and their own positions within it. The result of these processes is also, however, a preservation of status and the principles whereby status is formed in the field, primarily through the work of habitus. I discuss the implications of these findings for understanding rankings and for institutional theories of fields.

scholarly journals A Legal History of the EU’s International Investment Policy

2016 ◽  
pp. 743-772 ◽  
Author(s):  
Robert Basedow
Keyword(s):  
International Investment ◽  
Investment Policy ◽  
Legal Interpretation ◽  
The European Union ◽  
Business Lobbying ◽  
History Of ◽  
Eu Policies ◽  
European Business ◽  
Global Economic Governance ◽  
The Eu

The article traces the evolution of the legal competences of the European Union (EU) in international investment regulation from the Spaak Report (1956) to the Lisbon Treaty (2009). It focuses on the question why and how the EU gradually acquired legal competences in this key domain of global economic governance. The analysis suggests that Commission entrepreneurship and spill-overs from other EU policies were the most important factors fuelling the extension of the EU’s legal competences. The Member States, on the other hand, sought to prevent a competence transfer. European business – arguably the main stakeholder – was mostly uninterested or divided regarding the EU’s role in international investment policy. The findings have implications for our perception of business lobbying in international investment policy and potentially for the legal interpretation and delimitation of the EU’s new competences.

scholarly journals Management education and the theatre of the absurd

2019 ◽  
Vol 50 (5) ◽  
pp. 591-606 ◽  
Author(s):  
Kenneth Starkey ◽  
Sue Tempest ◽  
Silvia Cinque
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Eugene Ionesco ◽  
Theatre Of The Absurd ◽  
The World ◽  
History Of ◽  
Key Aspects

In this article, we recommend the drama of theatre of the absurd as a novel space for critically reflecting upon management and management education as shaped by the forces of emotion, irrationality and conformism rather than reason. We discuss the theatre of the absurd as uniquely relevant to understanding our troubled times. We present a brief overview of the history of business schools and management education. We apply the idea of absurdity to the world of business schools and management education, focusing on the work of one of the theatre of the absurd’s leading proponents, Eugène Ionesco. We emphasise the importance of fiction and fantasy as key aspects of organisation and education. We contribute to debates about management education by reflecting on possible futures for management education and the business school, embracing the humanities as a core disciplinary focus. We suggest that this will help rebalance management education, retaining the best of the existing curriculum, while re-situating the study of management in its broader historical and philosophical nexus.

Nothing Succeeds Like Failure

2019 ◽  
Author(s):  
Steven Conn
Keyword(s):  
Business Schools ◽  
Business Leaders ◽  
American Business ◽  
Ethical Business ◽  
Missed Opportunities ◽  
The Public ◽  
Wharton School ◽  
History Of ◽  
And Function ◽  
Role And Function

Do business schools actually make good on their promises of “innovative,” “outside-the-box” thinking to train business leaders who will put society ahead of money-making? Do they help society by making better business leaders? This book asserts that they do not and they never have. In throwing down a gauntlet on the business of business schools, the book examines the frictions, conflicts, and contradictions at the heart of these enterprises and details the way business schools have failed to resolve them. Beginning with founding of the Wharton School in 1881, the book measures these schools' aspirations against their actual accomplishments and tells the full and disappointing history of missed opportunities, unmet aspirations, and educational mistakes. It then poses a set of crucial questions about the role and function of American business schools. The results are not pretty. Posing a set of crucial questions about the function of American business schools, the book is pugnacious and controversial. It argues that the impressive façades of business school buildings resemble nothing so much as collegiate versions of Oz. It pulls back the curtain to reveal a story of failure to meet the expectations of the public, their missions, their graduates, and their own lofty aspirations of producing moral and ethical business leaders.

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