scholarly journals The Adoption of US-Style Business Education in Mexico, 1945-2005

2012 ◽  
Vol 20 (1) ◽  
pp. 158 ◽  
Author(s):  
Bernardo Batiz-Lazo
Keyword(s):  
Higher Education ◽  
Mexico City ◽  
Hierarchical Structure ◽  
Business Education ◽  
Management Education ◽  
Business History ◽  
Institutional Setting ◽  
Font Size ◽  
Professional Managers ◽  
Education In Mexico

<span style="font-family: Times New Roman; font-size: small;"> </span><span style="font-family: Times New Roman; font-size: small;"> </span><p style="margin: 0cm 0cm 0pt;" class="MsoNormal"><span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-size: small;"><span style="font-family: Times New Roman;">This article maps the idiosyncratic features in the development of graduate and postgraduate management education in Mexico City. The emergence of these degrees is partly in response to the globalization of higher education but also to the transformation of Mexican business organisations into a more hierarchical structure. The evolution of the institutional setting thus offers an indirect study of the appearance of professional managers in a region otherwise dominated by family run firms. As a result, this article contributes to contemporary Mexican business history by linking the forms of interaction between multinationals, indigenous businesses and management education.</span></span></span></p><span style="font-family: Times New Roman;"><span style="font-size: small;"> </span><span style="font-family: Times New Roman; font-size: small;"> </span></span>

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.

The Evolving Business Education Environment

2014 ◽  
pp. 1-12 ◽  
Author(s):  
Mohammad Ayub Khan
Keyword(s):  
Higher Education ◽  
Business Education ◽  
Management Education ◽  
Institutional Environment ◽  
Dynamic Environment ◽  
Academic Programs ◽  
Education Management ◽  
Strategic Actions ◽  
Education Environment ◽  
Depth Analysis

This chapter includes an in-depth analysis of the evolving and dynamic environment that surrounds business education management and institutions. Specifically, this chapter intends to elaborate on two fundamental issues about business education: the concept and scope of business management education explained from different perspectives and the environment of business education (institutional environment, company environment, and general environment). This chapter finds that the current global environment is highly dynamic and unpredictable, and therefore, organizations in all fields including institutions of higher education must be innovative, future-oriented, and global-minded. Business schools should focus on collaborations across institutional and geographical boundaries and maintain high talent. Recognizing the emerging demands of various stakeholders in higher education and designing inclusive and dynamic academic programs are some of the strategic actions all business education institutions may and should pursue.

Technological Approaches to Maintaining Academic Integrity in Management Education

2013 ◽  
pp. 1218-1243
Author(s):  
William Heisler ◽  
Fred Westfall ◽  
Robert Kitahara
Keyword(s):  
Higher Education ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Business Education ◽  
Ethics Education ◽  
Management Education ◽  
Colleges And Universities ◽  
Current Status ◽  
Educational Institutions ◽  
Review Of The Literature

Challenges to academic integrity in management education appear to be on the rise in U.S. institutions of higher education. In an effort to reduce cheating and plagiarism in business education, universities have turned to a variety of technological approaches. However, technology cannot be considered a panacea for ensuring academic integrity and is probably best viewed as a “stop gap” measure that can eventually be compromised. The authors begin this chapter by describing how declining ethics has been evidenced recently in business. Then, they present a review of the literature describing the extent and causes of academic dishonesty and discuss what some educational institutions are doing to address academic integrity, including calls for an increase in ethics education. Finally, they review technological approaches used by many colleges and universities to prevent cheating and plagiarism, examining the features, strengths, weaknesses, and current status of each technology.

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.

Technological Approaches to Maintaining Academic Integrity in Management Education

2012 ◽  
pp. 505-530 ◽  
Author(s):  
William Heisler ◽  
Fred Westfall ◽  
Robert Kitahara
Keyword(s):  
Higher Education ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Business Education ◽  
Ethics Education ◽  
Management Education ◽  
Colleges And Universities ◽  
Current Status ◽  
Educational Institutions ◽  
Review Of The Literature

Challenges to academic integrity in management education appear to be on the rise in U.S. institutions of higher education. In an effort to reduce cheating and plagiarism in business education, universities have turned to a variety of technological approaches. However, technology cannot be considered a panacea for ensuring academic integrity and is probably best viewed as a “stop gap” measure that can eventually be compromised. The authors begin this chapter by describing how declining ethics has been evidenced recently in business. Then, they present a review of the literature describing the extent and causes of academic dishonesty and discuss what some educational institutions are doing to address academic integrity, including calls for an increase in ethics education. Finally, they review technological approaches used by many colleges and universities to prevent cheating and plagiarism, examining the features, strengths, weaknesses, and current status of each technology.

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

scholarly journals Regulation and Quality Assurance Agencies of Higher Education in Mexico

2021 ◽  
Author(s):  
Jimena Hernández‐Fernández ◽  
Ixchel Pérez‐Durán ◽  
Bolivar Portugal‐Celaya
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education In Mexico

Management science and nation building: The sociotechnical imaginary behind the making of the Indian Institute of Management in Ahmedabad

2021 ◽  
pp. 001946462110203
Author(s):  
Lourens van Haaften
Keyword(s):  
Business Education ◽  
Management Education ◽  
Nation Building ◽  
Management Science ◽  
Indian Institute ◽  
Management Knowledge ◽  
Education In India ◽  
Development Trajectory ◽  
Distinct Character

The start of management education in India in the early 1960s has been dominantly described from the perspective of ‘Americanisation’, characterised by isomorphism and mimicry. Existing scholarship has avoided the question of how management education and knowledge were reconciled and naturalised with India’s specific socio-economic contexts. This article addresses the issue and provides a situated account of this complex history by delving into the establishment of the Indian Institute of Management Ahmedabad, one of India’s first and most prominent management schools. Using the concept of sociotechnical imaginary developed by Jasanoff and Kim, the analysis describes how the development of management education and research was aligned with the objective of nation building. The article shows that the project to start management education did not take off before the capitalist connotations, associated with business education, were subtly removed and a narrative was created that put management education in the context of India’s wider development trajectory. Under influence of a changing political atmosphere in the late 1960s, a particular imaginary on the role of management knowledge and education unfolded in the development of the institute, giving the field in India a distinct character in the early 1970s.

scholarly journals A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

2021 ◽  
Vol 13 (1) ◽  
pp. 392
Author(s):  
Estibaliz Sáez de Cámara ◽  
Idoia Fernández ◽  
Nekane Castillo-Eguskitza
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Basque Country ◽  
Holistic Approach ◽  
Institutional Setting ◽  
Practical Case ◽  
Development Indicators ◽  
Agenda 2030 ◽  
The University

Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

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