WHAT DOES THE FUTURE HOLD FOR INNOVATION MANAGEMENT EDUCATION?

2018 ◽  
Author(s):  
Klemen Širok ◽  
Keyword(s):  
Management Education ◽  
Innovation Management ◽  
The Future

What Does the Future Hold for Innovation Management Education?

2019 ◽  
pp. 294-315
Author(s):  
Klemen Širok ◽  
Pia Jääskeläinen
Keyword(s):  
Labor Market ◽  
Global Economy ◽  
Management Education ◽  
Population Aging ◽  
Technological Development ◽  
Innovation Management ◽  
Environmental Challenges ◽  
Change Dynamics ◽  
Emerging Trends ◽  
The Future

Education often struggles to keep up with the pace of changes in the global economy- and technology-driven world. This issue can be seen especially in the education of innovation management. Even if the current pace with which education in general is adapting to these changes remains the same, the intensifying change dynamics imposed by accelerating technological development, labor market changes, population aging, and environmental challenges will simply outpace the education system's adaptability. This chapter aims to identify and describe emerging trends that will most likely put additional pressures on innovation management education in the short- and mid-term. Based on the presented change-driving trends, a concept of a future-oriented innovation management course will be presented. Additionally, the hypothetical implementation of the innovation management course concept will be presented. In the conclusion, the challenges that innovation management education should address will be outlined and discussed.

What Does the Future Hold for Innovation Management Education?

2021 ◽  
pp. 2033-2049
Author(s):  
Klemen Širok ◽  
Pia Jääskeläinen
Keyword(s):  
Labor Market ◽  
Global Economy ◽  
Management Education ◽  
Population Aging ◽  
Technological Development ◽  
Innovation Management ◽  
Environmental Challenges ◽  
Change Dynamics ◽  
Emerging Trends ◽  
The Future

Education often struggles to keep up with the pace of changes in the global economy- and technology-driven world. This issue can be seen especially in the education of innovation management. Even if the current pace with which education in general is adapting to these changes remains the same, the intensifying change dynamics imposed by accelerating technological development, labor market changes, population aging, and environmental challenges will simply outpace the education system's adaptability. This chapter aims to identify and describe emerging trends that will most likely put additional pressures on innovation management education in the short- and mid-term. Based on the presented change-driving trends, a concept of a future-oriented innovation management course will be presented. Additionally, the hypothetical implementation of the innovation management course concept will be presented. In the conclusion, the challenges that innovation management education should address will be outlined and discussed.

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.

Academics as Agents of Change?

2003 ◽  
Vol 9 (1) ◽  
pp. 42-51 ◽  
Author(s):  
Pamela Mathews
Keyword(s):  
Future Development ◽  
Management Education ◽  
Considerable Change ◽  
Continuous Change ◽  
Continuous Review ◽  
The Future ◽  
Agents Of Change

ABSTRACTOver the last twenty years management courses offered in Australia have undergone considerable change. Most notable is the number of different programmes available and the varied content of these. However, in an environment which is changing rapidly, management education and its provision are under continuous review. Data gathered recently to examine the perceptions of academics in relation to management education, has drawn attention to an issue that warrants consideration. Should management academics be agents of change or should they simply make changes in response to new demands? The answer to this question has significant implications for the future development of management education. This paper seeks to examine the role that the management academic has in a situation of continuous change.

Vision for the future on urolithiasis: research, management, education and training—some personal views

Urolithiasis ◽  
2018 ◽  
Vol 47 (5) ◽  
pp. 401-413 ◽  
Author(s):  
A. Rodgers ◽  
◽  
A. Trinchieri ◽  
M. H. Ather ◽  
N. Buchholz
Keyword(s):  
Management Education ◽  
Education And Training ◽  
Research Management ◽  
The Future ◽  
And Training

Slovene Management Education In The Changed World Through Appreciative Inquiry

2017 ◽  
Vol 1 (2) ◽  
pp. 14
Author(s):  
Judita Peterlin ◽  
Daniela Garbin Praničević
Keyword(s):  
Appreciative Inquiry ◽  
Qualitative Methodology ◽  
Management Education ◽  
Three Generations ◽  
The People ◽  
The Future ◽  
Positive Core ◽  
Strategic Goals ◽  
Practical Experiences ◽  
Positive Outlook

<p class="AbstractText">Paper presents the study of appreciative inquiry (AI) methodology in the context of management education. Current perception of managers in Slovenia about economic situation is negative which may have a significant impact on investment and positive outlook of future business. Therefore, we propose that AI which focuses on positive aspects of doing business needs to be investigated and implemented into management education of future managers and we provide empirical evidence of thinking patterns of three generations of students at the Faculty of Economics University of Ljubljana. AI means researching what gives success to human systems when they function at their best. It represents discovery process of optimum identity and a way to the best possible future. Positive core of existing situation is chosen as the focus of AI process. AI is researching into stories that give energy for further action. Purpose of this paper is to offer an alternative approach to tackling challenges, based on analyzing the causes of previous successes. Further, we aim to offer the scientific community a new methodology that solves real business, relational or individual challenges. In the Winter semester during study years 2012/13, 2013/14 and 2014/15 we invited our students to be in a state of inquiry about themselves, their life and their work. We asked them: What is the best future you can imagine? In a longitudinal study we have gathered 171 AI pair interviews documentations. Students’ AI data was analyzed in three thematic segments: 1) favorite quotes; 2) preservation of past and present into the future and 3) vision of the future. Analysis of all three generations’ AI interviews revealed emphasis in their favorite quotes on the “people” component and the need of the students to understand life and make sense of gained knowledge and experiences. They also stress the need to think about contemporary issues and gain practical experiences. Students would most like to preserve in the future their work ethics, dedication to hard work, creativity, family members around them, experiences and knowledge gained. Their visions are focused on balancing successful international careers and family lives. New ways of communication represent an important consideration for the students. They expressed their wish to be driven by intrinsic motivation and being respected in their profession. Theoretical advantages of our paper are in elaborating on AI in management education. Practical implications are in helping students to clarify their strategic goals and visions through introspection and qualitative methodology. Professors can implement and adjust the AI questionnaire based on their own developmental objectives and also based on the needs of their students. Contribution of our paper is in the field of management education and AI field.</p>

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