The Transformation of Russian Business Education and Its Outcomes

2018 ◽  
pp. 1083-1103
Author(s):  
Elise Kiregian

This chapter looks at the transformation of Post-Soviet Russian business education. The extraordinary metamorphosis shapes the new generation of Russians profoundly. Russians are now far more likely to speak English, to hold personal investment portfolios and to be able to work outside of Russia in global businesses. The old-fashioned idea of central control of every aspect of life is largely gone as are business courses extolling the virtues of Marxism. Research shows the wide acceptance of western business concepts such as strategic planning and case analysis and the rapid growth of the Master of Business Administration (MBA) degree. One unexpected outcome is the rise of Russian women to management positions in Russian corporations.

Author(s):  
Elise Kiregian

This chapter looks at the transformation of Post-Soviet Russian business education. The extraordinary metamorphosis shapes the new generation of Russians profoundly. Russians are now far more likely to speak English, to hold personal investment portfolios and to be able to work outside of Russia in global businesses. The old-fashioned idea of central control of every aspect of life is largely gone as are business courses extolling the virtues of Marxism. Research shows the wide acceptance of western business concepts such as strategic planning and case analysis and the rapid growth of the Master of Business Administration (MBA) degree. One unexpected outcome is the rise of Russian women to management positions in Russian corporations.


Author(s):  
Luca Argenton ◽  
Federica Pallavicini ◽  
Gabriele Barone ◽  
Andrea Zini ◽  
Giacomo Garcea ◽  
...  

Serious Games (SGs) have been able to shape new opportunities for human training and empowerment, imparting knowledge or skills in an engaging and motivating way to a new generation of learners. Further, they can be used to improve the quality of both individual and collective experience. In particular, SGs can nurture positive emotions promote engagement, as well as enhance social integration and connectedness. An in-depth analysis of each of these aspects will be presented in the chapter, with the support of concrete examples and case-analysis. Eventually, a game design practice will be discussed. Knowledge and awareness of hedonic, eudaimonic and social principles improve user-centered design models can be both fundamental to enhance learning effectiveness and retention and to improve players' well-being, contributing to the development of sustainable communities of practices.


Author(s):  
Christian J. Grandzol ◽  
John. R. Grandzol PhD

This integrative review of literature on online educational best practices is intended to provide a quick reference for those interested in designing online business courses and programs. Primarily American in its perspective, this review may be helpful for business schools seeking optimal online course designs that foster quality learning experiences comparable in outcomes to traditional methods. Paramount in this review are the emphases on consistency, cohesiveness, and assessment.


2021 ◽  
Vol 10 (4) ◽  
pp. 91
Author(s):  
Maureen Snow Andrade

Most work environments today are diverse—gender, age, culture, language, values, ethnicity. Businesses are also increasing their global presence with branches in international locations and daily interactions across countries and cultures, all made easier through technological advances. Business education must be at the forefront in preparing students to work effectively in these contexts, and in particular, help future managers develop the skills to establish high performing diverse teams within and across organizations. A number of pedagogical approaches can be implemented in business courses to help students develop intercultural competencies. Three games for engaging students in the recognition and appreciation of cultural differences are described in this article. Ideas for debriefing are provided as well as for analyzing learning outcomes. The purpose of this article is to share strategies and approaches for implementing intercultural development pedagogies and measuring their effectiveness.


2021 ◽  
Vol 51 (4) ◽  
pp. 643-675
Author(s):  
Matheus Albergaria

Abstract There has been a heated debate related to the effects of business background on ethical behavior. According to some authors, students majoring in business courses - such as accounting, economics, and management - would be more likely to free ride or defect from coalitions in collective action situations, given the emphasis of such courses on individualistic values. Other authors have challenged that view, presenting empirical evidence that questions the link between business education and opportunistic behavior. The present paper revisits this debate, by studying the impact of business education on rule compliance in a specific type of information commons (libraries). Employing a novel dataset related to more than 700,000 library transactions during a 10-year period (2006-2015), I correlate business background with users’ compliance behavior, while controlling for their time-invariant characteristics. I find no evidence of a significant effect of business education on rule compliance in this specific setting. In fact, some of the estimates here reported suggest a negative correlation between business background and compliance behavior. These results have important implications for ethical theories in economics, suggesting that compliance behavior is context-dependent.


2021 ◽  
Vol 35 (5) ◽  
pp. 553-558
Author(s):  
Mark Scott Rosenbaum ◽  
Rebekah Russell-Bennett ◽  
Germán Contreras-Ramírez

Purpose This editorial aims to discuss 11 trends that are driving changes in business education, especially for Master of Business Administration (MBA) curriculum programming. Design/methodology/approach The editorial provides introspection, personal reflections and conceptualization using current literature. Findings The authors discuss 11 drivers that are influencing graduate business education. These drivers include the demographic cliff, the K-shaped recovery, MBA degrees losing their allure, emergence of two pricing structures, the rise of online universities, certificates and micro-credentials, the massive open online course (MOOC) MBA programs, MOOCs and certification, Grow with Google, Outsourcing MBA instruction and business education relevancy. Research limitations/implications Traditional university and college graduate business education providers must realize that the educational industry is experiencing a revolutionary disruption and that many universities will fail to meet learners’ expectations for relevant skills and organizational demands for employees who have specific skills for employability. Practical implications Learners will no longer rely on traditional four-year universities to obtain business skills. Originality/value This work synthesizes a disparate set of drivers that are affecting all graduate business educational providers.


Author(s):  
Наталья Опарина ◽  
Natalya Oparina ◽  
Е. Панова ◽  
E. Panova

The article is focused on the analysis of the substantive aspect of the first competition “Leaders of Russia”, implemented in 2017–2018 as a special program identifying the leaders of the new generation and launching the mechanism of social elevators for the development and promotion of young leaders-managers. In the article the methods of selection (remote testing), development (case analysis, business games, interaction with mentors, etc.), promotion of participants, finalists and winners (attraction to leadership positions in the system of public administration) are examined. The motivational tools of the competition (training grants, attachment of mentors for career counseling, etc.) are analyzed. The main results of the first competition on the number of participants, geographical coverage, distribution by level of management and representation of industries among the finalists and winners of the competition are presented. From the angle of identification of possible zones for programs’ optimizing, the authors reviewed the mechanisms of assessing and developing the leadership and managerial competencies of the participants. According to the results of the analysis, expert recommendations for improving the competition procedure were proposed.


2002 ◽  
Vol 10 (03) ◽  
pp. 225-240
Author(s):  
DANA CARMODY

The T Eaton company, considered the world's first department store, was named after its founder Timothy Eaton. In 1869, it as a small dry goods business in Toronto. By 1907, at the death of its founder, it was a giant retail store, with a branch in Winnipeg, alongside a country-wide mail-order business. Innovative practices established during his time included sales for cash only and satisfaction guaranteed or money refunded. Eaton's successors extended the Eaton empire across Canada, continuing the tradition of quality goods, prices, customer service and also fair labour practices. It became a Canadian institution. Eaton's filed for protection from its creditors in February 1997 and once again in August 1999 (see Appendix 1 for a chronology of events) under the federal Companies' Creditors Arrangement Act and the Ontario Business Corporations Act (Closings). The restructuring that followed the first bankruptcy was only partially successful. However, it had a significantly positive impact on Eaton's operations, and seemed to turn things around. Were it not for bad economic news and misfortune in mid-to-late 1998 (CNW 3 and CNW 5), the plan might have worked. Store-closings, employee terminations, and a huge liquidation sale followed the second bankruptcy declared in August 1999, as did the suspension of the trading of Eaton's stock (Chron). Sears Canada Inc. agreed to purchase 16 of the Eaton's stores in September 1999 (Sears 1; Material 1). These will open by the fall of 2000 (Material 2; Sears 1). A compromise was made with Eaton's creditors (including the employees) to give them approximately $0.50 on the dollar (Olijnyk 1). A compromise was also arrived at with Eaton's shareholders whereby the latter would be given participation units in exchange for their common shares (on a one-for-one trade) (Amended; Trachuk). These participation units are to be used in a contingent and conditional settlement based upon the possible utilization of tax credits by Sears acquired as a result of Eaton's $390 million in losses since 1996 (Receivership; Amended; Trachuk). These settlement monies might or might not be realized by the former shareholders (Amended; Trachuk). Today, Eaton's is no more. In its place are many great memories by a former generation of Canadians who used to go to the Eaton's stores to buy big things that were always of high quality. "Agnes Lunn, who was visiting [Edmonton, Calgary,] from Dartmouth, N.S., said she will miss the chain because of its trustworthiness. "If you bought something from Eaton's, you knew it was worth having, you knew it would be quality," she said (Auction)." Perhaps having six of the Eaton's stores open up this fall with the Eaton's name on them will rekindle a loyalty in a new generation of Canadians?


2009 ◽  
Vol 5 (4) ◽  
pp. 17-26
Author(s):  
Ronald L. Moy ◽  
Ralph Terregrossa

Case studies have become an integral part of the business education curriculum. However, opportunities to use this approach in financial planning are limited because of the lack of cases about individual investors. Although parents could share their finances with their children, a brief survey we conducted indicates that our students are not getting the opportunity to examine the personal financial information of their family members or friends either. This void is leaving students unprepared to enter into careers in financial planning and brokerage. This paper discusses the use of a long-running monthly column from USA Today entitled Your Portfolio, which provides cases on individual investing. The articles can be used to provide students with the opportunity to view the real-world financial circumstances of a range of individuals and to analyze and recommend the best course of action.


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