scholarly journals Using Macromarketing to Teach Business Sustainability

2021 ◽  
pp. 027347532110485
Author(s):  
Mark Peterson
Keyword(s):  
Experiential Learning ◽  
Business School ◽  
Business Schools ◽  
Business Students ◽  
Constructivist Approach ◽  
Business Sustainability ◽  
Curriculum Changes ◽  
The World ◽  
Challenges And Opportunities ◽  
First Time

The first macromarketing seminar held in 1976 represented a first attempt to “hack the system” of business schools to bring a societal focus to the teaching of marketing. This effort resulted eventually in macromarketing becoming a major field of the marketing discipline. Today, forces outside the business school are pointing business schools to broaden their curricula to include social responsibility in the form of macromarketing, sustainability, and marketing for a better world. The purpose of this article is to discuss the challenges and opportunities of teaching macromarketing and sustainability concepts to business students so that more macromarketing managers would develop and exert their influence in marketplaces around the world. Important points include (a) the imperative for macromarketing-minded educators to advocate for curriculum changes in their own business schools, and (b) the need for macromarketing-minded educators to become more capable teachers of macromarketing and sustainability content with students more skeptical about such content. This article offers a constructivist approach to setting the stage for students engaging macromarketing and sustainability content for the first time. Embracing the paradox of managerial macromarketing and integrating experiential learning highlight this approach.

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.

Opportunities and Challenges for CSR Mainstreaming in Business Schools

2018 ◽  
pp. 613-643
Author(s):  
Dima Jamali ◽  
Hanin Abdallah ◽  
Farah Matar
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Profit Maximization ◽  
School Curriculum ◽  
Future Generations ◽  
Critical Juncture ◽  
Extant Literature ◽  
Challenges And Opportunities ◽  
Paradigmatic Change

Extant literature has highlighted that business schools have been accused of promoting an educational ethos that emphasizes shareholder value and the pursuit of short-term profits and thereby preparing overly competitive future generations interested in profit maximization. This paper highlights the importance of integrating CSR into the mainstream of business schools' curricula, arguing for the responsible role that business schools should play but also emphasizing the strategic case for such integration. The paper analyzes the main challenges and opportunities that both hinder and facilitate mainstreaming of CSR at the heart of the business school curriculum and the role that the Principles of Responsible Management Education (PRME) can potentially play in this regard. The paper illustrates these drivers and constraints in the context of one specific business school in Lebanon that has successfully experimented with CSR mainstreaming, leading to a nuanced reflection on the possibilities of a real paradigmatic change in the context of higher management education at this critical juncture and what it is going to take to catalyze a real transformation beyond “bells and whistles” and mere rhetoric.

Building a Culture of Integrity

2012 ◽  
pp. 427-440 ◽  
Author(s):  
Jill M. Purdy ◽  
Joseph Lawless
Keyword(s):  
Business School ◽  
Ethics Education ◽  
Cognitive Distortions ◽  
Business Schools ◽  
Business Students ◽  
Management Support ◽  
Professional Identities ◽  
Honor Codes ◽  
Top Management Support ◽  
Policies And Procedures

Although business students can learn about ethics through case studies and examples, this learning may not lead to future ethical behavior in ambiguous situations or unsupportive cultures. Business schools can incorporate an experiential component to ethics education by giving students the opportunity to work in an organization with integrity: the business school itself. As students begin to develop their professional identities, the business school can establish students’ expectations about how ethical people and organizations function. This supports students in developing professional identities that incorporate integrity. The authors recommend that business schools utilize the cognitive triangle of thoughts, feelings, and actions in developing a culture of integrity. Addressing all three of these components can help students avoid cognitive distortions that make them unable to recognize ethical dilemmas or render them unaware of the consequences of decisions and behaviors. The authors suggest using a portfolio of tactics to create a culture of integrity, including integrity codes and honor codes, policies and procedures, reporting mechanisms, consequences, symbols and ceremonies, top management support, faculty-student relationships, and open, truthful exchange. Unethical actions are more likely to occur in organizations with individualistic, egoistic climates, thus the challenge is to create a more collectivist, community orientation.

Creating Educational Excellence

2018 ◽  
Author(s):  
Shailendra Raj Mehta
Keyword(s):  
Business School ◽  
Business Schools ◽  
Indian Institute ◽  
Asia Pacific ◽  
Pacific Region ◽  
Asia Pacific Region ◽  
Educational Excellence ◽  
The World ◽  
World Class

This chapter looks at the process of creation of a culture at the Indian Institute of Management – Ahmedabad (IIMA), India’s leading business school, and one of the highest ranked business schools in the Asia-Pacific region and in the world. The chapter also talks about the manner in which the experience of IIMA can be replicated to create world-class institutions in India.

scholarly journals Management education and the theatre of the absurd

2019 ◽  
Vol 50 (5) ◽  
pp. 591-606 ◽  
Author(s):  
Kenneth Starkey ◽  
Sue Tempest ◽  
Silvia Cinque
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Eugene Ionesco ◽  
Theatre Of The Absurd ◽  
The World ◽  
History Of ◽  
Key Aspects

In this article, we recommend the drama of theatre of the absurd as a novel space for critically reflecting upon management and management education as shaped by the forces of emotion, irrationality and conformism rather than reason. We discuss the theatre of the absurd as uniquely relevant to understanding our troubled times. We present a brief overview of the history of business schools and management education. We apply the idea of absurdity to the world of business schools and management education, focusing on the work of one of the theatre of the absurd’s leading proponents, Eugène Ionesco. We emphasise the importance of fiction and fantasy as key aspects of organisation and education. We contribute to debates about management education by reflecting on possible futures for management education and the business school, embracing the humanities as a core disciplinary focus. We suggest that this will help rebalance management education, retaining the best of the existing curriculum, while re-situating the study of management in its broader historical and philosophical nexus.

Value add

2020 ◽  
Vol 13 (1) ◽  
pp. 131-143
Author(s):  
Sean Reid ◽  
Jason Muenzen ◽  
Rasoul Rezvanian
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Business School ◽  
Business Schools ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Academic Institution ◽  
Content Type ◽  
Enhance Student Learning

Purpose This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning. Design/methodology/approach This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement. Findings This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning. Research limitations/implications This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions. Practical implications As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources. Social implications The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community. Originality/value The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.

Responsible management education for a sustainable world

2015 ◽  
Vol 34 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Thomas Dyllick
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Sustainable Business ◽  
Content Type ◽  
Responsible Management ◽  
Body Of Knowledge ◽  
The World ◽  
Diverse Area

Purpose – The reforms in business schools based on the Ford and Carnegie Foundation reports (Pierson, 1959; Gordon and Howell, 1959) have been very successful in embedding management in a research-based body of knowledge, thereby elevating the academic status of business administration. These reforms, however, did nothing toward making management more socially trustworthy or management education more responsible. In the light of the pressing economic, social and environmental crises the world is facing, the feeling is spreading that not only business and economics but business schools also need to change fundamentally, if they want to be a provider of solutions to these crises and thereby keep and regain their legitimacy. The purpose of this paper is to provide a critical analysis of the fundamental challenges facing the role of business schools and their contributions in the areas of education, research, managing faculty, and role of the business school. It presents suggestions what responsible management education for a sustainable world could and should look like. Design/methodology/approach – The paper builds on the existing literature on the needed changes in business schools and has been written as part of a large international project, the 50+20 initiative (www.50plus20.org), which was developed by a broad coalition of organizations with the World Business School Council for Sustainable Business (WBSCSB), the Globally Responsible Leadership Initiative (GRLI) and the UN Principles for Responsible Management Education (PRME) at its core and 16 business schools and organizations from all around the world as supporters (Muff et al., 2013). Findings – Business schools need to transform themselves fundamentally, if they want to be a provider of solutions to the crises of responsibility and sustainability and thereby keep and regain their legitimacy. Originality/value – The paper pulls together insights from a diverse area of literature and develops practical conclusions.

scholarly journals Systems Thinking Evidence From Colleges Of Business And Their Universities

2011 ◽  
Vol 4 (3) ◽  
Author(s):  
John H. Seiler ◽  
Michelle Kowalsky
Keyword(s):  
Systems Thinking ◽  
Business School ◽  
Business Schools ◽  
Business Students ◽  
Graduate Level ◽  
Web Documents ◽  
World Report ◽  
School Websites ◽  
Colleges Of Business

This study investigated instances of the term systems thinking among the websites of the Top 25 business schools as ranked by U. S. News and World Report in 2010. Since a greater number of instances of the term and its variants in a universitys web documents may indicate an increased interest of the institution in the concept of systems thinking, the universities in this study were rated according to their decreasing instances, counts, or website hits. Results indicated that while many schools had little to no mention of the term in any form, some schools used it prolifically on their websites, even when searching and hit counting was adjusted to remove duplicates and isolate inaccurate results. Nevertheless, appearance and discussion of the term was limited in official university information displayed by most schools. The authors assert that an increasing importance should be placed on teaching systems thinking at the graduate level and on providing evidence of this work to prospective business students and their prospective employers through university and business school websites.

scholarly journals Investigation of Factors Affecting Information Literacy Student Learning Outcomes Fails to Undercover Significant Findings

2011 ◽  
Vol 6 (2) ◽  
pp. 59 ◽  
Author(s):  
Jason Martin
Keyword(s):  
Theoretical Model ◽  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Business School ◽  
Business Schools ◽  
Business Students ◽  
Student Learning Outcomes ◽  
Factors Influencing ◽  
Undergraduate Business Students

Objective – To ascertain the factors influencing student learning during information literacy instruction (ILI) and create a theoretical model based on those factors. Design – Mixed methodology consisting of interviews and an assessment test. Setting – Three Canadian business schools. Subjects – Seven librarians, 4 library administrators, 16 business faculty, and 52 undergraduate business students were interviewed, and the Standardized Assessment of Information Literacy Skills (SAILS) test was administered to 1,087 undergraduate business students across three different business schools. Methods – The authors used an interview script to conduct interviews with librarians, library administrators, business school faculty, and undergraduate business school students at three business schools in Canada. The authors also administered the SAILS test to undergraduate business students at the same three Canadian business schools. Main Results – ILI works best when it is related to an assignment, part of the curriculum, periodically evaluated, adequately funded, timely, mandatory, interactive, uses handouts, provides the proper amount of information, and favourably viewed within the school. ILI student learning outcomes are affected by whether the students find the ILI beneficial and relevant, their year in the program, gender, status as international or domestic student, and overall academic achievement. Conclusion – Creation of theoretical model consisting of the three main factors influencing student learning outcomes in information literacy instruction: learning environment, information literacy components, and student demographics.

Business Schools and Management Education in the World: Present and Future

1980 ◽  
Vol 5 (3) ◽  
pp. 163-172
Author(s):  
Harry L. Hansen
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
External Pressure ◽  
Pressure Groups ◽  
The Past ◽  
The World ◽  
The Future

This paper reports some of the trends that are likely to emerge in management education. In the past, curricula in management schools were developed when a disturbedreactive environment was prevailing. In the eighties, the need, is to introduce courses in environment scanning, communicating and negotiating with external pressure groups, etc. The aim of a business school, now and in the future, should be to develop in the manager the ability to face new facts and problems.

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