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.”

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.

Transatlantic Influence in the Shaping of Business Education: The Origins of IMD, 1946–1990

2015 ◽  
Vol 89 (1) ◽  
pp. 75-97 ◽  
Author(s):  
Thomas David ◽  
Janick Marina Schaufelbuehl
Keyword(s):  
World War Ii ◽  
Business Education ◽  
Business School ◽  
Management Development ◽  
International Institute ◽  
Harvard Business School ◽  
World War ◽  
History Of ◽  
Reciprocal Influences

The history of the International Institute for Management Development (IMD), one of the most prestigious business schools in the world, highlights the role of multinationals in establishing business education in Europe and the problem of legitimacy. The creation of IMD's predecessors CEI and IMEDE by Alcan and Nestlé also illuminates the role of Harvard Business School in their development and the reciprocal influences of American and European management education after World War II.

scholarly journals Training Future Managers in Russian Business School for Controlling Economic Behavior of Employees at Today’s Corporatio

2018 ◽  
pp. 19-27 ◽  
Author(s):  
L. V. Antropova
Keyword(s):  
Business Education ◽  
Business School ◽  
System Approach ◽  
Specific Model ◽  
Economic Behavior ◽  
Case Method ◽  
Current Trends ◽  
Active Training ◽  
Different Levels ◽  
Early Training

The article grounds the necessity of designing the system of early training of managers with due regard to current trends in market economy. The priority objectives of present business education are managers’ ability to solve managerial problems connected with peculiarities of individual labour behavior of employees. Monitoring research of workers at big corporations showed that more than 70% of employees are motivated for the economic model of behavior in work. The principle cause of their labour activity is the amount of wage. In order to understand the essence of controlling the economic behavior of employee at today’s corporation the author developed a specific model, which includes characteristics of economic behavior of worker, his/her strategy of economic behavior, motivating mechanisms affecting employee’s behavior and leading to higher labour efficiency. On the basis of this model the content of the teaching module ‘Controlling Economic Behavior of Employee at Today’s Corporations’ was developed. It was shownthat training of students should be based on the system approach and a set of subjects by using methods of active training, focused lectures, case-method, imitation projects and students’ participation in business games and communication trainings. Such an approach develops innovation thinking, the ability to apply academic theory in real practical situations. The author identifies the criteria, which could fix different levels of forming control over economic behavior of employees at today’s corporations.

scholarly journals Harvard Business School (HBS) Case Method to Teaching English for Business Communication

2016 ◽  
Vol 2 (2) ◽  
pp. 95 ◽  
Author(s):  
Wenhua Hsu
Keyword(s):  
Business School ◽  
English Language ◽  
Oral Communication ◽  
Business Communication ◽  
Business Case ◽  
Target Language ◽  
Case Method ◽  
Harvard Business School ◽  
Teaching English ◽  
Study Results

The present research investigated the effectiveness of Harvard Business School (HBS) case method to teaching English for Business Communication in an EFL context. The HBS case method is a commonly-used approach in the field of business and management to prepare MBA students for the challenges of leadership. In contrast, in the field of English language teaching, task-based learning (TBL) focuses on doing meaningful tasks using the target language. The definitions of tasks and the rationale of TBL are first discussed and then the TBL approach and the HBS case method are compared. The pedagogical framework is underpinned by content-based instruction, business case study and task-based learning, in which each approach has its source and theories to support it. A series of independent-groups t-tests were conducted to compare the English-majoring students’ oral performance on business communication with and without the instruction of HBS case method. To find out English majors’ perception toward the business case method, questionnaires were distributed as a follow-up study. Results provide some evidence for the effect of the case method on participation. Questionnaires reflect the learners’ need for specialist knowledge as well as oral communication skills.

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.

Sign in / Sign up

Export Citation Format

Share Document