scholarly journals Implementing liberal management education through the lens of the other

2014 ◽  
Vol 33 (5) ◽  
pp. 456-469 ◽  
Author(s):  
Tom Estad ◽  
Stefano Harney ◽  
Howard Thomas
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Business Education ◽  
Emmanuel Levinas ◽  
Liberal Arts ◽  
Core Curriculum ◽  
Management Education ◽  
Content Type ◽  
The Core ◽  
Business Knowledge

Purpose – The purpose of this paper is to explore the prerequisite conditions for implementing a liberal management education and for fostering ethical students using examples from the core curriculum at Singapore Management University (SMU). Design/methodology/approach – Beginning with a reading of the Carnegie Foundation's Rethinking Undergraduate Business Education: liberal learning for the professions (2011), the paper examines the contribution and limits of the findings and recommendations before discussing the place of the liberal arts in the modern university and describing a case study of liberal management education in process at SMU. It concludes with a reading of the work of Emmanuel Levinas and Asian philosophy as the basis for an ethical management education. Findings – The paper uncovers a central shortcoming in an otherwise important Carnegie study: that business education is unlike other professional education because it lacks an autonomous discipline that studies business knowledge production as an object. Consequently, applying the liberal arts to business education risks neglecting the critical side of the liberal arts. With only the reflective side of the liberal arts in operation, management education cannot be grasped as a specific sphere of values within the pluralism of spheres advocated by the Carnegie report. Only by recreating the function of an autonomous discipline with an objective lens on business knowledge within the core curriculum at SMU can that university attempt to incorporate both the critical and reflective side of the liberal arts in management education. This kind of liberal management education can indeed lead to respect for the values of the others in the way that ethical philosopher Emmanuel Levinas envisioned. Research limitations/implications – Further development of the SMU core curriculum is necessary in order to confirm the hypothesis that the liberal arts can be brought together with management education to produce more mature, ethical students. Practical implications – Liberal management education curriculum must incorporate the critical function of the liberal arts when faced with business knowledge production in order to promote a pluralist ethics. If SMU is successful, it can become a model for other global business schools in Asia and beyond. Social implications – Asian higher education is ongoing a rapid transformation in values. The shift is towards understanding the wider relationship between universities and society and the role of an education citizenry. Liberal management education can be a bridge to this new world of higher education in Asia, and beyond. Originality/value – This discussion provides a fuller understanding of the two-sided nature of the liberal arts and the importance of both sides for building a liberal management education and creating ethically mature students.

scholarly journals Centering the Margins: Knowledge Production in the Introductory Archaeology Course

2020 ◽  
Author(s):  
Kylie Quave ◽  
Shannon Fie ◽  
AmySue Qing Qing Greiff ◽  
Drew Alis Agnew
Keyword(s):  
Higher Education ◽  
Students Of Color ◽  
Knowledge Production ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Course Structure ◽  
Student Reflection ◽  
The Past ◽  
The Us ◽  
Full Picture

Teaching introductory archaeology courses in US higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past and do not portray the contemporary and future relevance of the archaeological past. In this paper, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the US and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We find that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology’s inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

Quality higher education drives employability in the Middle East

2018 ◽  
Vol 60 (9) ◽  
pp. 1057-1069 ◽  
Author(s):  
Diane Nauffal ◽  
Jennifer Skulte-Ouaiss
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Labour Market ◽  
Professional Education ◽  
Liberal Arts ◽  
Soft Skills ◽  
Skills Training ◽  
Primary Data ◽  
Special Focus ◽  
Content Type

Purpose The purpose of this paper is to analyse and explain the high rates of employability of one group of Middle East youth by focussing on liberal arts and soft skills education as an integral part of quality higher education. Design/methodology/approach This paper employs the survey research method using questionnaires, focus groups and interviews to understand the labour market dynamics in Lebanon and explore factors that correlate positively with gainful employment with a special focus on the graduates of an institution that emphasises the liberal arts and soft skills training. Findings The paper finds that quality higher education – particularly with a focus on soft skills and internships – boosts the potential of graduates to secure their first jobs after graduation. Research limitations/implications Reliable data on higher education, employability and youth are scarce in Lebanon and the region. The paper is based on one labour market study in Lebanon while seeking to extrapolate to Lebanese youth as a whole as well as reflect on employability and youth in the Middle East region. Practical implications The paper demonstrates support for improving quality in higher education as well as making soft skills training and the liberal arts critical components for increased employability of youth in Lebanon and the Middle East. Originality/value The paper is innovative in its reliance on primary data from a labour market survey as such data are scarce in Lebanon. In addition, advocacy for soft skills training and the liberal arts in the midst of focus on science, technology, engineering and mathematics and other professional education at the university level is rare in the Middle East.

Using peer instruction with hints in introductory business statistics

2014 ◽  
Vol 7 (1) ◽  
pp. 60-71
Author(s):  
Ning Ding ◽  
Xiaoyan Xu
Keyword(s):  
Higher Education ◽  
International Business ◽  
Business Education ◽  
Business Students ◽  
Peer Instruction ◽  
Final Exam ◽  
Content Type ◽  
Business Statistics ◽  
Conceptual Changes ◽  
International Business Education

Purpose – Peer instruction has been widely adopted as an instructional method in higher education. However, due to students' different preconceptions, the authors argued that peer instruction is not a panacea in international business education when students' prior knowledge extensively varies. The paper aims to discuss these issues. Design/methodology/approach – In this experimental study, the authors focused on three conditions of an introductory statistics course: individual problem solving, peer instruction, and peer instruction with hints. Findings – The authors have found students in peer instruction with hints class did not only outperform in the final exam, but also achieved the highest frequency of successful conceptual changes in comparison with their counterparts in the other two classes. Practical implications – Providing instructional hints to improve the effectiveness of peer instruction may shed light on classroom instruction in higher education. Originality/value – As for international business education, this was a unique exploration to capture students' conceptual changes using clickers. The authors believed this research paper will help the education practitioners to know their business students better.

Motivating Game-Based Learning Efforts in Higher Education

2015 ◽  
Vol 13 (2) ◽  
pp. 54-72 ◽  
Author(s):  
Gina Moylan ◽  
Ann W. Burgess ◽  
Charles Figley ◽  
Michael Bernstein
Keyword(s):  
Higher Education ◽  
Serious Games ◽  
Core Curriculum ◽  
Game Based Learning ◽  
The Core ◽  
Current State ◽  
Considerable Research ◽  
Order Of Magnitude ◽  
K 12 ◽  
Academic Content

Though there is considerable research to support using Game-Based Learning (GBL) in higher education, its implementation is lagging behind K-12 education by an order of magnitude. By considering the current state of GBL from leadership, primary consumer, academic and technical perspectives, the authors frame the main issues involved with successfully implementing these efforts. These issues involve obtaining the resources required to make mature serious games that are similar in presentation, functionality and effectiveness to the commercial-based products so widely used today, while ensuring that they are imbued with academic content worthy of college curricula. After motivating a compelling case for GBL, despite a number of constraints and difficulties, the authors present two higher education efforts that are designed to augment the core curriculum for undergraduate and graduate level courses associated with the field of Trauma—a field enhanced by virtual efforts due to its challenging subject matter.

Ethics as a catalyst for change in business education?

2016 ◽  
Vol 35 (2) ◽  
pp. 170-189 ◽  
Author(s):  
Matthias P Huehn
Keyword(s):  
Business Education ◽  
Design Methodology ◽  
Management Education ◽  
Frame Of Reference ◽  
The Political ◽  
Content Type ◽  
Solution Strategies ◽  
Science Philosophy ◽  
The Impact ◽  
Practical Implications

Purpose – The purpose of this paper is to hypothesise that business theory and education suffer from having been systematically de-philosophised over the last 200 years. Viewed through this lens the economistic narrative can be understood and new and integrated solutions to theoretical and pedagogical problems can be debated. Design/methodology/approach – This paper is a theoretical exploration based on a literature review and philosophical analysis. Findings – Going back to a social science philosophy would fundamentally affect how management is conceptualised, done and taught. The paper focuses on outlining the impact a re-philosophisation would have on management education. Practical implications – If one agrees that philosophy plays a too small role in management, it would change how scholarship is currently defined and how management education functions. Business schools would have to fundamentally change in every respect. Originality/value – Current criticism of the management mainstream focuses on either the political/ethical or the epistemic level. The paper argues that the epistemic and the ethical are connected and by making an integrated argument the debate can be re-energised and solution strategies become obvious. I am not aware of any other contribution making this argument. Ghoshal (unwittingly) used the same reasoning but without using the clear frame of reference (philosophy) that this paper proposes.

scholarly journals Chilean management education: rhetoric of pragmatism, consumerism, individualism and elitism

2010 ◽  
Vol 8 (2) ◽  
pp. 370-387
Author(s):  
Marcela Mandiola Cotroneo ◽  
Paula Ascorra Costa
Keyword(s):  
Higher Education ◽  
Business Education ◽  
Management Education ◽  
Business Schools ◽  
Economic Globalization ◽  
Educational Institutions ◽  
Education Practice ◽  
Goods And Services ◽  
The Social

The aim of this paper is to understand the character and the role of higher education in business in relation to the wider institutional and structural contexts within which they function. Being loyal to that widespread background, business schools in Chile have become efficient providers of appropriate goods and services for their respective clients and consumers, behaving more like corporations and businesses rather than educational institutions. From this perspective, business education's alignment with the wider political and socio-economic shifts associated with the developments of market economies and economic globalization is a necessary reflection. In this paper we will provide an account of our problematization of management education practices in Chile. This practice was pictured as one of the main characters at the forefront of the Chilean neo-liberal revolution during the final years of the last century. In particular, we will unravel more closely the chain of signifiers articulating the meaning of Chilean higher business education. This articulation is recuperated mainly around how those involved in the management education practice talk about (our)themselves. As well as specialised press writings, some academic accounts and fragments from our own 'ethnographic' involvement are used for this purpose. Particular attention is paid to the social, political and fantasmatic logics (GLYNOS; HOWARTH, 2007) as key elements of our own explanation of this practice, which in turn informs our critical standpoint.

Reorienting business education through the lens of Ernest Boyer

2020 ◽  
Vol 35 (1) ◽  
pp. 45-59
Author(s):  
K. Doreen MacAulay ◽  
Mark J. Mellon ◽  
Walter R. Nord
Keyword(s):  
Higher Education ◽  
Business Education ◽  
Business Schools ◽  
Focal Point ◽  
American Business ◽  
Unified Framework ◽  
Current Form ◽  
Content Type ◽  
Function Definition ◽  
Definition Of

PurposeThis article assesses the ability of Boyer's (1990) four-function definition of scholarship to address critiques of business schools. Boyer's definition of scholarship is presented as the foundation for a paradigmatic shift in higher education in business.Design/methodology/approachThe authors developed this conceptual paper by considering information from three sources: 1) Ernest Boyer's Scholarship Reconsidered: Priorities of the Professoriate, 2) articles by four well-known pundits of business education as well as critiques appearing in the Academy of Management Learning and Education Journal and 3) articles in which Boyer's work was the focal point of the article found by searching Google Scholar, two well-known education journals, a prominent database of education articles and the International Handbook of Higher Education (Forest and Altbach, 2007).FindingsA four-function framework based on Boyer's definition of scholarship is proposed to help improve the operations of business schools. The authors also forward ideological and practical implications related to each of Boyer's four functions.Originality/valueFor several decades now, a number of highly respected business scholars have criticized American business education in its current form. These criticisms, although plentiful, have not fueled the magnitude of change needed to have a significant, sustainable impact on business education. The authors suggest that this lack of change is due, in part, to institutional practices and to the absence of a unified framework for how higher education in business should be executed. The authors argue that Boyer's four-function definition of scholarship could provide such a framework.

An empirical study of the dynamic relationships between the core and supporting brand equity dimensions in higher education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tulay Girard ◽  
Musa Pinar
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Brand Equity ◽  
Structural Equation ◽  
Living Arrangement ◽  
Reliability And Validity ◽  
Equation Modeling ◽  
Content Type ◽  
The Core ◽  
University Brand

PurposeThis study aims to use a holistic approach to empirically examine the direct and indirect relationships of both core and supporting consumer-based brand equity (CBBE) dimensions from students’ perspectives and the underlying impact they have on building a robust university brand equity. It also tests whether student perceptions of the importance of the brand equity constructs significantly differ based on demographics.Design/methodology/approachThe study adopts the core and supporting university brand equity dimensions that have been tested for reliability and validity in prior research. Data were collected at a major university in the USA. The study used judgment sampling to carefully select a targeted sample of various colleges and class levels. A total of 439 useable surveys were collected.FindingsThe results of partial least squares–structural equation modeling reveal significant relationships between both core and supporting brand equity dimensions. The core brand equity dimensions include brand awareness, perceived quality, brand association, brand trust, learning environment, emotional environment, university reputation and brand loyalty. The supporting brand equity dimensions include library services, dining services, residence hall and physical facilities. Significant direct and/or indirect relationships were found between the core and supporting CBBE dimensions. The demographic variables of gender, semester standing and living arrangement also influence the importance of some of the core and supporting dimensions.Practical implicationsThe results suggest that females, freshman and students living on-campus require specific attention in higher education. For a better representation and understanding of the university student population, we recommend that future studies use probability sampling and multiple universities for cross-validation.Originality/valueUsing the brand ecosystem framework, this is the first comprehensive study testing the relationships between both core and supporting CBBE dimensions in higher education. The study offers valuable insights to university stakeholders for building a strong university brand. It also confirms that the measures of the CBBE brand equity dimensions are valid and are applicable to other higher education institutions.

scholarly journals The magnificent “I” in business education: evidence from Greece

2019 ◽  
Vol 12 (2) ◽  
pp. 250-270
Author(s):  
Loukas N. Anninos ◽  
Alexandra Paraskevi Chytiri ◽  
Leonidas Chytiris
Keyword(s):  
Higher Education ◽  
Business Education ◽  
Design Methodology ◽  
Family Income ◽  
Statistical Tests ◽  
Demographic Variables ◽  
Public Higher Education ◽  
Content Type ◽  
Individual Traits ◽  
Practical Implications

Purpose The purpose of this paper is twofold: first, to examine the level of narcissism and its individual traits in students who study business, in the particular context of a regional country such as Greece; and, second, to test how several demographic variables are related to narcissism levels. Design/methodology/approach The study consists of a theoretical part on narcissism in business education and an empirical part that was based on a survey conducted with the use of a questionnaire. The analysis includes hypothesis testing and basic statistical tests. Findings Findings suggest that sex, study levels, years of business experience and (personal/family) income do impact specific narcissistic dimensions, which may be a cause for concern both for employers and higher education providers. Research limitations/implications The study was conducted in a regional country, the participants were students of public higher education institutions only and the questionnaire was self-reported, which could lead to likely social desirability effects. Practical implications The investigation of narcissism in the Greek business education might be of interest to business education providers (for providing curriculum that help future managers/leaders to deploy the positive characteristics of narcissism and avoid or not to develop the negative ones) and to future employers to apply more effective human resource practices, i.e. selection, training, rewarding. Originality/value The study at hand aimed to investigate the presence of narcissism and its individual (narcissistic) behavioral dimensions in students studying business in Greece.

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