The MBA Student and CSR: A Case Study from a European Business School

Author(s):  
Paul Christopher Manning
2016 ◽  
Vol 48 (1) ◽  
pp. 39-56 ◽  
Author(s):  
Sylvain P Bureau ◽  
Aris Komporozos-Athanasiou

Entrepreneurs develop activities that aim to challenge the status quo, break rules and subvert systems. How can such a thing be taught/learnt in a business school? This article contributes to current debates within entrepreneurship studies that seek to address the subversive nature of entrepreneurial activity. It presents an ethnographic case study of an entrepreneurship course that attempts to re-define the teaching and learning boundaries of subversive activities in a leading European business school. Drawing on the theory of Bakhtin, which has thus far been overlooked in entrepreneurship studies, we unpick the potentiality of art practices in the learning and experiencing of the subversive dimension of entrepreneurship. We employ the concept of ‘dialogical pedagogy’ in order to address calls for more ‘relationally experienced’ approaches to management learning that foreground the conflicts, emotional strains and uncertainties that are embedded in the fabric of entrepreneurial practice. We show how ‘subversive dialogues’ are enacted between students and teachers as they engage in the learning process, and we discuss implications for critical entrepreneurship teaching in an increasingly commoditized education environment.


2021 ◽  
pp. 1-34
Author(s):  
ADRIEN JEAN-GUY PASSANT

There have been calls in recent literature for researchers to open up the “black box” of business schools to explore their dynamics and behaviors in-depth for a context-sensitive understanding of their evolution. Drawing on the case of ESCP, a leading business school in France, this article shows how European business schools’ curricula have evolved since the late 1960s in response to a combination of powerful actors’ demands and the emergence of new processes in the educational domain. This article finds that while European business schools’ curricula reflect the influence of internal and external forces, they do not converge to a common type, because of the different markets and political and cultural contexts in which they operate. It also finds that business schools in Europe purposefully do not imitate those in United States.


2016 ◽  
Vol 24 (2) ◽  
pp. 113-118 ◽  
Author(s):  
Beáta Blechová ◽  
◽  
Šárka Sobotovičová ◽  

2016 ◽  
Vol 28 (2) ◽  
pp. 208-224 ◽  
Author(s):  
Lucy M. Matthews ◽  
Marko Sarstedt ◽  
Joseph F. Hair ◽  
Christian M. Ringle

Purpose Part I of this article (European Business Review, Volume 28, Issue 1) offered an overview of unobserved heterogeneity in the context of partial least squares structural equation modeling (PLS-SEM), its prevalence and challenges for social sciences researchers. This paper aims to provide an example that explains how to identify and treat unobserved heterogeneity in PLS-SEM by using the finite mixture PLS (FIMIX-PLS) module in the SmartPLS 3 software (Part II). Design/methodology/approach This case study illustrates the application of FIMIX-PLS using a popular corporate reputation model. Findings The case study demonstrates the capability of FIMIX-PLS to identify whether unobserved heterogeneity significantly affects structural model relationships. Furthermore, it shows that FIMIX-PLS is particularly useful for determining the number of segments to extract from the data. Research limitations/implications Since the introduction of FIMIX-PLS, a range of alternative latent class techniques has appeared. These techniques address some of the limitations of the approach relating to, for example, its failure to handle heterogeneity in measurement models, or its distributional assumptions. This research discusses alternative latent class techniques and calls for the joint use of FIMIX-PLS and PLS prediction-oriented segmentation. Originality/value This article is the first to offer researchers, who have not been exposed to the method, an introduction to FIMIX-PLS. Based on a state-of-the-art review of the technique, the paper offers a step-by-step tutorial on how to use FIMIX-PLS by using the SmartPLS 3 software.


Coaching ◽  
2006 ◽  
pp. 389-406
Author(s):  
Jean-Paul Thommen ◽  
Sigrid Viehweg Schmid ◽  
Christopher Rock

2020 ◽  
Vol 33 (6) ◽  
pp. 1011-1028
Author(s):  
Jacobo Ramirez ◽  
Claudia Vélez‐Zapata

PurposeWe explore and explain how academic organizations attempt to establish legitimacy in a transition to a postconflict context, and we examine the ethical challenges that emerge from insightful approaches to formal education in such contexts.Design/methodology/approachWe use legitimacy theory to present a case study of a business school in Medellin, Colombia (herein referred to by the pseudonym BS-MED) in the empirical setting of the end of the most prolonged armed conflict in the world.FindingsWe identify the mechanisms implemented by BS-MED to comply with the Colombian government's peace process and rhetoric of business profitability and the faculty members' initiatives in response to social and academic tensions.Originality/valueThis study identifies the sources of the tensions and discrepancies between the regulatory and pragmatic versus moral and cultural-cognitive criteria of legitimacy in transitions to a postconflict context. This examination advances our understanding of the challenges that organizations face regarding changes to legitimacy over time. The extreme setting of our case positions academics as key players who lead the search for legitimacy. This study challenges the understandings of legitimacy in the literature on organizations, which rarely consider broader sociopolitical transitions to a peace context.


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