Management education: obsolete by default?

2014 ◽  
Vol 22 (2) ◽  
pp. 147-156 ◽  
Author(s):  
Joan F. Marques
Keyword(s):  
Work Environment ◽  
Design Methodology ◽  
Management Education ◽  
Business Schools ◽  
Graduate Level ◽  
Lifelong Learners ◽  
Content Type ◽  
To Come ◽  
Workforce Needs ◽  
Management Educator

Purpose – Business Schools have received much criticism up to, and definitely after, the most recent economic meltdown. Management education in particular, whether at the undergraduate or graduate level, has come under scrutiny, and the pressure is on to make management education more aligned with contemporary workforce needs. This paper aims to review the validity of this demand, and offer some options to prepare current students for the volatile work environment that awaits them. Design/methodology/approach – This paper is based on the author's experiences as a management educator, and her observations of the changed nature of management, hence, the changed needs to educate this phenomenon. Findings – Reflections are offered on what is perceived as possible ways for management educators to prepare future workforce members for management in a rapidly changing work environment. This is presented in a unifying, three-tier approach: 1. Connection: Establishing interaction with current workforce members and situations. 2. Completion: Ensuring a well-rounded approach by including interdisciplinary elements in our education. 3. Comprehension: Instilling the eagerness to become lifelong learners. In addition, the changed nature of work and the inability to optimally prepare future workforce members for jobs and careers that yet have to come into existence are underscored. Originality/value – The paper presents an overview of alternative facilitative approaches and insights based on in-depth review of-, and extensive engagement in management education.

scholarly journals COVID-19: accelerator or demolisher of the RME agenda?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mathias Falkenstein ◽  
Ulrich Hommel ◽  
Annie Snelson-Powell
Keyword(s):  
Opportunity Cost ◽  
Business School ◽  
Design Methodology ◽  
Management Education ◽  
Social Role ◽  
Business Schools ◽  
Strategic Choices ◽  
Content Type ◽  
The Social ◽  
The One

Purpose The purpose of this paper is to enrich the discussion at the intersection of responsible management education (RME) and the pandemic with new views that explore together the inhibitors of and drivers for a strengthening of RME in the emerging context. On the one hand, the pandemic crisis fosters the social role business schools play by supporting the enhancement of the RME rationale as an idealist foundational pillar of responsible business schools. On the other hand, it invites negative pragmatic responses in the light of financial and competitive disturbances that seem to enlarge the opportunity cost of moving RME forward. Design/methodology/approach The essay puts forward arguments that help dissect the inherent contradictions and synergies between idealistic and pragmatic business school strategies, as they are impacted by the dynamics of COVID-19. The analysis serves to frame a discourse over the extent to which the pandemic crisis is acting as an accelerator of the RME agenda or instead brings the risk of demolishing what has been achieved so far. Findings The authors form an opinion of the emerging factors that promote and inhibit RME in business schools as they grapple with the challenges of the pandemic whilst recognizing the inherent contradictions faced in their strategic choices and resourcing. Originality/value In light of the growing emphasis on RME in the literature, this study challenges the degree to which the agenda has already become firmly rooted as a core organizational and educational theme in business schools. By doing so, it delivers an assessment of RME progress as a relevant strategic lever for business schools, whilst nonetheless being at risk of back-sliding.

Post-pandemic responsible management education: an invitation for a conceptual and practice renewal and for a narrative change

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lovasoa Ramboarisata
Keyword(s):  
Organizational Climate ◽  
Recent Work ◽  
Design Methodology ◽  
Management Education ◽  
Business Schools ◽  
Moral Imagination ◽  
Content Type ◽  
Critical Studies ◽  
Responsible Management ◽  
Employer Responsibility

Purpose This essay makes the point that the corona crisis should motivate business schools and scholars to reflect on their interpretation of responsible management education (RME). It suggests both a conceptual and a practice renewal of RME, by respectively highlighting the relevance of the constructs organizational climate (OC) and professorial roles (PR) and calling for an enactment of business schools’ employer responsibility. It also argues that beyond mere techno-pedagogical and strategic developments, business schools’ post-pandemic challenges should encompass a narrative change. Design/methodology/approach Review of recent studies on the neo-liberalization of business schools and the implications of the latter on management educators and management education. Findings The corona crisis carries the risk of putting center stage and amplifying the entrepreneurial narrative in business schools. Such a narrative is deeply rooted in neoliberal assumptions. However, the corona crisis is also an opportunity to renew RME and to favour critical studies, encourage moral imagination and embark collectively on systemic activism. Originality/value Like other recent work, this paper reflects on what RME should mean and how business schools should set and fulfill their RME agenda in the aftermath of the corona crisis. To complement those former work, this paper proposes that the constructs of OC and PR be invited into the conceptualization of RME and insists that business schools acknowledge their employer responsibility.

“That's not how I see it”: female and male perspectives on the academic role

2007 ◽  
Vol 22 (6) ◽  
pp. 497-515 ◽  
Author(s):  
Sue Shaw ◽  
Catherine Cassell
Keyword(s):  
Gender Differences ◽  
Business School ◽  
Design Methodology ◽  
Business Schools ◽  
School Context ◽  
Empirical Work ◽  
Original Data ◽  
Content Type ◽  
Academic Role ◽  
The Uk

PurposeThe purpose of this paper is to provide a piece of empirical work that examines gender differences in how academics make sense of performance within university business schools in the UK.Design/methodology/approachThe research reported draws on data collected using a life history and repertory grid methodology with male and female interviewees from two university business schools.FindingsThe findings are discussed in relation to how academics understand what is valued about their role and what they believe the organisation rewards and values when it comes to promotion. Gender differences are shown to exist in the ways women and men define the academic role and in what they think is important both to themselves and the institution.Originality/valueThe paper presents original data on gender differences within a business school context.

What's happening to international business?

2014 ◽  
Vol 10 (1/2) ◽  
pp. 51-64 ◽  
Author(s):  
Snejina Michailova ◽  
Janne Tienari
Keyword(s):  
International Business ◽  
Design Methodology ◽  
Structural Changes ◽  
Business Schools ◽  
Academic Discipline ◽  
Academic Community ◽  
Content Type ◽  
Disciplinary Identity ◽  
Management Scholar ◽  
Self Examination

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 business schools. While the authors do not analyze these particular mergers, their experiences are inevitably interwoven in the views they express. Findings – Mergers of stand-alone IB departments with other departments bring to light the nature of the IB discipline as a contested terrain. The article discusses how these structural changes challenge the disciplinary identity of IB scholars. It contributes, first, to discussions on the development of IB as a discipline and, second, to understanding identities and identification during major organizational change events in academia. Research limitations/implications – The authors suggest that the threat of marginalization of IB in the context of business schools and universities necessitates a move beyond the “big questions” debate to a critical self-examination and reflection on IB as a discipline and as a global scholarly community. Originality/value – The article offers a critical view on current processes and challenges related to IB as a discipline and an academic community.

Volatility discovery in cryptocurrency markets

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Thomas Dimpfl ◽  
Dalia Elshiaty
Keyword(s):  
Design Methodology ◽  
Stochastic Volatility Model ◽  
Discrete Version ◽  
Data Series ◽  
Content Type ◽  
Vector Autoregressive ◽  
Volatility Model ◽  
Information Shares ◽  
The Common ◽  
To Come

PurposeCryptocurrency markets are notoriously noisy, but not all markets might behave in the exact same way. Therefore, the aim of this paper is to investigate which one of the cryptocurrency markets contributes the most to the common volatility component inherent in the market.Design/methodology/approachThe paper extracts each of the cryptocurrency's markets' latent volatility using a stochastic volatility model and, subsequently, models their dynamics in a fractionally cointegrated vector autoregressive model. The authors use the refinement of Lien and Shrestha (2009, J. Futures Mark) to come up with unique Hasbrouck (1995, J. Finance) information shares.FindingsThe authors’ findings indicate that Bitfinex is the leading market for Bitcoin and Ripple, while Bitstamp dominates for Ethereum and Litecoin. Based on the dominant market for each cryptocurrency, the authors find that the volatility of Bitcoin explains most of the volatility among the different cryptocurrencies.Research limitations/implicationsThe authors’ findings are limited by the availability of the cryptocurrency data. Apart from Bitcoin, the data series for the other cryptocurrencies are not long enough to ensure the precision of the authors’ estimates.Originality/valueTo date, only price discovery in cryptocurrencies has been studied and identified. This paper extends the current literature into the realm of volatility discovery. In addition, the authors propose a discrete version for the evolution of a markets fundamental volatility, extending the work of Dias et al. (2018).

COVID-19 and responsible management education (RME) among others: why should public business schools feel threatened?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohamed Mousa
Keyword(s):  
Management Education ◽  
Business Schools ◽  
Business Students ◽  
Empirical Studies ◽  
Content Type ◽  
Cultural Challenges ◽  
Cultural Aspects ◽  
Responsible Management ◽  
The Future ◽  
Multiple Case

PurposeThrough a multiple case study design, this article elaborates the chances of initiating and/or implementing responsible management education (RME) in Egyptian public business schools after the identification of coronavirus disease 2019 (COVID-19). In other words, this paper identifies the effect of COVID-19 on internalizing RME in the previously mentioned context.Design/methodology/approachThrough addressing four business schools in Egypt, this article explores the future of public business schools that did not previously implement responsible management education (RME) principles, after the identification of COVID-19. In other words, this paper identifies the main threats facing public business schools in Egypt post the spread of COVID-19.FindingsAlthough the previous study done by Mousa et al. (2019a) showed that academics in public business schools in Egypt were not ready to implement responsible management education, and furthermore, that they thought that addressing socio-cultural aspects is the mission of professors in sociology and humanities, the results of this study show that the spread of COVID-19 has positively changed the situation. The interviewed academics assert that socio-cultural challenges shape the minds of business students, academics and trainers, and these accordingly, have to be tackled. Furthermore, the author explores some socio-political, academic and labour market threats facing business schools in Egypt today. Managing those threats may ensure the continuity of the addressed business schools and their counterparts.Originality/valueThis paper contributes by filling a gap in the literature on responsible management education and leadership in the higher education sector, in which empirical studies on the future of business schools, particularly those that did not implement responsible management education earlier, after the identification and spread of COVID-19 have been limited until now.

Addressing diversity, equity and inclusion (DEI) through service learning in management education: insights from India

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kaushik Ranjan Bandyopadhyay ◽  
Kasturi Das ◽  
Ritika Mahajan
Keyword(s):  
Service Learning ◽  
Literature Review ◽  
Management Education ◽  
Business Schools ◽  
Theory And Practice ◽  
Social Implications ◽  
Content Type ◽  
Diversity And Inclusion ◽  
Long Run ◽  
Equity And Inclusion

PurposeThe paper makes an endeavour to explore the efficacy of service learning (SL) pedagogy in inculcating the value of diversity, equity and inclusion (DEI) with a focus on management education in India.Design/methodology/approachThe research methodology comprises a systematic survey of select relevant literature on SL and applying a novel approach to bring out certain key traits of SL initiatives. The paper also tries to decipher how the identified key traits could be regarded as contributing to the ethos of DEI among the learners. Based on insights from the systematic literature review and identified research gaps, an in-depth study of three SL initiatives in India, have been undertaken to demonstrate how implementation of the SL pedagogy in management education creates an impact on the attributes of DEI and inculcates an inclusive mindset.FindingsAlthough the design, process and learning outcomes of SL pedagogy varies depending on the context, there is commonality in the core attributes that emerges from the literature review which has a potential impact on inculcation of the values of inclusion and appreciation of diversity. The select case studies successfully expand on the list of these identified relevant attributes. The findings have also been corroborated by participants' reflection.Research limitations/implicationsThe paper is, however, limited in its scope of assessing the impact in creating an inclusive mindset. To gauge whether such impact is pervasive and persists in the long run, one needs to examine if these values are carried forward by the participants in their professional and daily life. It would, therefore, be more meaningful to carry out a primary survey of the participants, who took part in such SL initiatives, to understand whether the values have really been assimilated in the real life. This is outside the scope of this paper but does open the scope for further research.Practical implicationsThe paper would be highly relevant for the accreditation agencies who are increasingly prescribing the role that business schools can and should play towards inculcating the ethos of diversity and inclusion among future business leaders and managers. For the administrators of business schools and other higher education institutions who may be considering how to incorporate the ethos of diversity and inclusion in the curriculum and pedagogy, the paper will provide some direction through the SL route. The detailed exposition of the three SL initiatives will enlighten the administrators or the faculty responsible for designing and delivering any SL programme in other business schools or higher educational institutions as to how to go about developing and delivering such an initiative. To the extent such SL initiatives succeed in leaving a lasting impact on the participants regarding ethos of inclusion and diversity, the business implications in the long run could be immense.Social implicationsThe purpose of the paper by itself establishes its social relevance. The very fact that the paper is focused on SL initiatives that involve social problem-solving approaches through hands-on working on social projects and working with communities the social implications are rather obvious.Originality/valueGiven the paucity of information and analysis on potential fit of SL for fostering DEI especially in developing countries, the present paper contributes to the existing body of literature and aptly fills the void. It builds a theoretical construct relating SL with the traits of DEI and then bridges theory and practice by demonstrating the efficacy of three SL programmes in Indian context to internalise the elements of DEI.

Cue-less consumers in factory outlet stores: reference price effects on consumer evaluations when semantic phrases are missing

2018 ◽  
Vol 27 (4) ◽  
pp. 415-426
Author(s):  
Jay P. Carlson ◽  
Larry D. Compeau
Keyword(s):  
Qualitative Study ◽  
Design Methodology ◽  
Consumer Evaluations ◽  
Content Type ◽  
Consumer Responses ◽  
Semantic Cues ◽  
Reference Prices ◽  
Price Effects ◽  
The Common ◽  
To Come

Purpose Prior research has demonstrated that reference prices can affect consumer responses, but the reference prices examined have been presented along with semantic cues [e.g. manufacturer’s suggested retail price (MSRP) and Compare At]. This study is unique in investigating the effects of reference prices that do not include a semantic cue (i.e. “cue-less”) on consumers’ responses. It also studies consumers’ beliefs about factory outlet stores, a seldom-studied store type in which cue-less reference prices are used. Design/methodology/approach One qualitative study and one experiment were carried out in this research. Findings The qualitative study revealed that a price tag including cue-less reference prices was unlikely to be viewed as a seller mistake or with suspicion, but nonetheless did confuse some respondents. The experiment demonstrated that while consumers find cue-less reference prices to be somewhat less believable that high MSRPs, these beliefs do not appear to come into play when consumers judge attractiveness (e.g. perceived value). Additionally, the results suggest that consumers believe that a product available for sale in a factory outlet store is likely to have been previously available at a different type of store. Originality/value This research advances the theory of the effects of reference prices on consumers’ responses by examining the common practice of not labeling reference prices with semantic cues. It also extends the literature regarding consumer beliefs about factory outlet stores.

scholarly journals Navigating heutagogic learning: mapping the learning journey in management education through the OEPA model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David William Stoten
Keyword(s):  
Learning Theory ◽  
Executive Coaching ◽  
Design Methodology ◽  
Management Education ◽  
Review Of The Literature ◽  
Content Type ◽  
Learning Journey ◽  
Original Contribution ◽  
E Learning ◽  
Conceptual Paper

PurposeThe purpose of this conceptual paper is to advocate the adoption of heutagogic principles within management education and to show how it could be implemented.Design/methodology/approachThis paper is the outcome of a review of the literature on learning theory and management education.FindingsThis paper demonstrates how heutagogic principles have been introduced in three areas: entrepreneurial education, executive coaching and e-learning.Originality/valueThis paper makes an original contribution to the discourse on heutagogy through the OEPA model that maps the heutagogic learning journey.

Mindfulness in the workplace

2018 ◽  
Vol 17 (2) ◽  
pp. 76-80 ◽  
Author(s):  
David S. Karlin
Keyword(s):  
Decision Making ◽  
Work Environment ◽  
Sense Of Community ◽  
Design Methodology ◽  
Mindfulness Practice ◽  
Free Form ◽  
Insurance Company ◽  
Content Type ◽  
Personal Lives ◽  
Team Members

Purpose This study aims to explore how a New Jersey-based, national vision insurance company and a Pennsylvania pharmacy benefits manager have incorporated mindfulness into the workplace. National Vision Administrators (NVA) and BeneCard PBF offer mindfulness to all employees, which has markedly improved productivity and morale, created empathy and stronger teamwork. The practice of mindfulness has been known to enhance results, decision-making skills and empower individuals to thrive under pressure both inside and out of the workplace. Design/methodology/approach To evaluate the benefit of a daily or weekly mindfulness practice, NVA tapped Free Form Minds, a training consultancy specializing in mindfulness, to conduct a series of group trainings and one-on-one sessions. To ensure optimal success and results, Fee Form Minds customized its programs for the companies and individuals they worked with. Findings The findings show team members have reported feeling more energized, with increased levels of concentration and decreased tendency of procrastination. Practicing employees found themselves regularly surpassing their goals while also allowing them to be more present with their families and less stressed at home. Originality/value The practice of mindfulness can help employees reduce stress and be more effective and focused. When utilizing this tool, ongoing, they are more likely to capitalize on their strengths and better handle stress. Incorporating the practice of mindfulness into NVA and BeneCard PBF has created a greater sense of community among employees leading to a more cohesive and happier work environment. Mindfulness has allowed individuals to be more focused, less impacted by stressors and improve both their professional and personal lives.

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