Pay Compression at Public Universities: The Business School Experience

1994 ◽  
Vol 23 (3) ◽  
pp. 469-480 ◽  
Author(s):  
Nancy A. Bereman ◽  
Mark L. Lengnick-Hall
Keyword(s):  
Business School ◽  
Public Universities ◽  
Business Schools ◽  
School Experience ◽  
State Universities ◽  
High Demand ◽  
Faculty Salary ◽  
Measurement Methodology ◽  
Salary Survey ◽  
Salary Information

The problem of pay compression between academic ranks at public universities is investigated using salary information from a national faculty salary survey conducted by the National Association of State Universities and Land-Grant Colleges. A pay compression measurement methodology is presented. Special attention is given to compression in “high-demand” disciplines, including those found in business schools. Over the decade 1979/80 to 1989/90, pay compression has worsened in certain disciplines and has been relieved in others. Implications and consequences are discussed.

APA Briefly: 1986-1987 faculty salary survey

1987 ◽  
Author(s):  
Leonard D. Goodstein ◽  
◽  
Tori DeAngelis
Keyword(s):  
Faculty Salary ◽  
Salary Survey

scholarly journals Against management: Auto-critique

Organization ◽  
2021 ◽  
pp. 135050842110209
Author(s):  
Martin Parker
Keyword(s):  
Business School ◽  
Western Europe ◽  
Business Schools ◽  
The Uk ◽  
North Western ◽  
Made In ◽  
Highly Cited

In this review I consider the 20 years that have passed since the publication of my book Against Management. I begin by locating it in the context of the expanding business schools of the UK in the 1990s, and the growth of CMS in north western Europe. After positioning the book within its time, and noting that the book is now simultaneously highly cited and irrelevant, I then explore the arguments I made in the final chapter. If the book is of interest for the next two decades, it because it gestures towards the importance of alternative forms of organization, which I continue to maintain are not reducible to ‘management’. Given the intensifying crises of climate, ecology, inequality and democracy, developing alternatives must be understood as the historical task of CMS within the business school and I propose a ten-point manifesto in support of that commitment.

“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.

scholarly journals Reconstituting relevance: exploring possibilities for management educators' critical engagement with the public

2020 ◽  
Author(s):  
Todd Bridgman
Keyword(s):  
Empirical Study ◽  
Business School ◽  
Business Schools ◽  
Management Practice ◽  
The Public ◽  
Critical Engagement ◽  
Public Role ◽  
Organizational Activity ◽  
School Faculty ◽  
Recent Debate

This article considers the possibilities of, and threats to, the performance of a critical public role by business school faculty, based on an empirical study of UK research-led business schools. Its reference point is a recent debate about the 'relevance' of management education to management practice-a debate which has become polarized around nodal points of 'critical' and 'engaged' with the implication that engagement with external constituencies requires the suspension of critique and conversely, that critique of received wisdom is of little relevance to stakeholders. The notion of a critical engagement with the public asserts that business schools can serve a valuable democratic function as scrutinizers of organizational activity. This role is largely marginalized in prevailing conceptions of an increasingly commercialized business school, but the empirical study suggests there is some cause for optimism. The demonstration of 'relevance' does not have to involve the pursuit of a narrow commercialization agenda where the business school propagates a strictly managerialist view of the world. Copyright © 2007 Sage Publications.

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.

scholarly journals Reconstituting relevance: exploring possibilities for management educators' critical engagement with the public

2020 ◽  
Author(s):  
Todd Bridgman
Keyword(s):  
Empirical Study ◽  
Business School ◽  
Business Schools ◽  
Management Practice ◽  
The Public ◽  
Critical Engagement ◽  
Public Role ◽  
Organizational Activity ◽  
School Faculty ◽  
Recent Debate

This article considers the possibilities of, and threats to, the performance of a critical public role by business school faculty, based on an empirical study of UK research-led business schools. Its reference point is a recent debate about the 'relevance' of management education to management practice-a debate which has become polarized around nodal points of 'critical' and 'engaged' with the implication that engagement with external constituencies requires the suspension of critique and conversely, that critique of received wisdom is of little relevance to stakeholders. The notion of a critical engagement with the public asserts that business schools can serve a valuable democratic function as scrutinizers of organizational activity. This role is largely marginalized in prevailing conceptions of an increasingly commercialized business school, but the empirical study suggests there is some cause for optimism. The demonstration of 'relevance' does not have to involve the pursuit of a narrow commercialization agenda where the business school propagates a strictly managerialist view of the world. Copyright © 2007 Sage Publications.

scholarly journals Building Relationships Between Business Schools And Students: An Empirical Investigation Into Student Retention

2011 ◽  
Vol 1 (11) ◽  
Author(s):  
Phani Tej Adidam ◽  
R. Prasad Bingi ◽  
Birud Sindhav
Keyword(s):  
Student Retention ◽  
Relationship Marketing ◽  
Business School ◽  
Structural Equation ◽  
Empirical Investigation ◽  
Business Schools ◽  
Equation Modeling ◽  
Marketing Theory ◽  
Building Relationships ◽  
The Relationship

This study uses the relationship marketing theory of commitment and trust as a framework to investigate the issue of student retention in business schools. Structural equation modeling was used to examine relationships specified by Morgan and Hunt's (1994) theory of relationship marketing.  Students' commitment to the business schools were determined by perceived benefits of attending the school, perceived similarity of values between the school and the students, and trust between the professors and the students.  Commitment increased intentions to remain at the business school.

scholarly journals State University’s Institusional Repository as a Storage for Civitas Academia Intelectul Property

2018 ◽  
Vol 1 (1) ◽  
pp. 59
Author(s):  
Dyah Puspita Srirahayu
Keyword(s):  
Intellectual Property ◽  
General Public ◽  
Public Universities ◽  
Educational Institution ◽  
Sampling Technique ◽  
Scientific Output ◽  
Academic Community ◽  
State Universities ◽  
The Internet ◽  
Institutional Repository

Many works - works the academic community that has not been published so that the intellectual property of an educational institution is not widely known by the general public. Institutional repository created and used to manage the results of these works that can be accessed by all people. This study aimed to describe the institutional repository of high perguruang country in Java Timursebagai container to the intellectual academic community views of content, the software used unit that houses, and ratings on Webometrik. This study uses a quantitative approach with descriptive methods. The population used in this study are all the institutional repository of public universities in East Java, which already are online. The sampling technique is the total sampling. The results of this study found that 50% of state universities in East Java has an IR that can be accessed via the internet, 100% of existing IR content is scientific output, the software used various existing GDL, DSpace, Eprints and others, and IR state universities in Java East 66.7% was ranked in webometrik

Reweaving the rainbow: qualitative color in business education

2018 ◽  
Vol 26 (3) ◽  
pp. 238-246 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Business Education ◽  
Business School ◽  
Business Schools ◽  
Business Students ◽  
First Year ◽  
Content Type ◽  
Central Direction ◽  
Undergraduate Economics ◽  
Personal Insight ◽  
Limited Generalizability

Purpose This study aims to reflect on the dominance of a narrowly focused analytical approach within business schools, which provides an artificially fractured and disjointed understanding of the contextual complexities and interconnectedness that students will encounter in the future. This approach unnecessarily constrains sensemaking and inhibits creative response to future social and organizational complexity. As business schools and their graduates come under sustained scrutiny and criticism, it perhaps appropriate to reexamine and reframe their analytical bias. Design/methodology/approach The central direction taken in this study is that of critical reflection on the present author’s practice and experience in teaching undergraduate economics and accounting. Although the analysis may have limited generalizability, it is hoped that it may prove of interest and value to business school educators. Findings The preferential business school reliance on analytical perspectives suggest that they fail to appreciate the nature of business, its embeddedness in broader society and the competencies required by undergraduates and graduates. This study argues that an emphasis on holistic systems, synthetic fusion and an appreciation of complexity – rather than a reductive analytical agenda – might benefit business schools, their graduates and society at large. Originality/value This study provides an original, albeit personal, insight into a significant problem in business education. It offers original perspectives on the problem and presents faculty-centered suggestions on how business students might be encouraged and empowered to see quality as well as quantitative perspectives in their first-year courses.

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