scholarly journals The Call for Higher Education to Develop Diversity Competencies with the Goal of Preparing Business Students for the Global Marketplace

2009 ◽  
Vol 1 (2) ◽  
Author(s):  
Roxanne Helm-Stevens ◽  
Linda Hunt
Keyword(s):  
Higher Education ◽  
High Education ◽  
Business Schools ◽  
Business Students ◽  
Educational Context ◽  
Global Marketplace ◽  
Global Organizations ◽  
Diversity Issues ◽  
Diversity Curriculum ◽  
Executives And Managers

Institutions of high education must respond to the urgent need that exists for organizations operating in the global marketplace to hire and retain professionals prepared to think critically about multifaceted diversity issues in the workplace. Where do organizations find managers and supervisors equipped to handle the mulifaceted issues of diversity facing global firms? Unfortunately, it seems that they cannot rely on business schools. How can business schools assist future executives and managers to develop diversity competencies necessary to compete in the global marketplace? This paper will explore diversity from an organizational and educational context, looking at the concept of diversity and exploring the value of teaching a diversity curriculum. KEY WORDS Diversity competencies, organic diversity, global marketplace, global organizations

Misinformation Is a Matter of Context: Rejoinder to “The Menace of Misinformation: Faculty Misstatements in Management Education and Their Consequences”

2019 ◽  
Vol 43 (4) ◽  
pp. 427-433 ◽  
Author(s):  
Vance Johnson Lewis
Keyword(s):  
Higher Education ◽  
Management Education ◽  
Business Schools ◽  
Business Students ◽  
Business Faculty ◽  
Compelling Argument ◽  
Full Picture ◽  
Hiring Policies

The notion that we as business faculty are misleading students is on the surface shocking but in deeper thought not misguided. While Giacalone and Promislo present a compelling argument for how and why business schools do not present the full picture to students, their discussion lacks in embracing the situations faced by all students. In this rejoinder to their article, the demographics of today’s students and their desires from higher education are added to the discussion along with an examination of hiring policies that seem to be negatively affecting the message business students are receiving.

scholarly journals Students, Faculty, And Administrators Perception Of Students Evaluations Of Faculty In Higher Education Business Schools

2006 ◽  
Vol 3 (8) ◽  
Author(s):  
Franklin D. Gaillard ◽  
Sonja P. Mitchell ◽  
Vahwere Kavota
Keyword(s):  
Higher Education ◽  
Business Schools ◽  
Business Students ◽  
Faculty Evaluation ◽  
Mixed Feelings ◽  
Survey Instruments ◽  
Hampton University ◽  
Views And Perceptions ◽  
Faculty And Administrators ◽  
Education Business

This literature review analyzes students’ evaluations of faculty in higher education business schools.  Particularly, differences in perception amongst students, faculty and administrators are examined across variables deemed significant by scholars. Each academic year students are requested to complete faculty evaluation forms for the classes they take at almost every university (Mohammad Ahmadi, Marilyn M. Helm, Farhad Raiszadeh [2001]. Numerous approaches and research related to students’ evaluations of faculty have been conducted and have led to different results and conclusions. Students’ evaluations of faculty have been used primarily for faculty promotion, salary raises, tenure, teaching efficiency, retention or faculty dismissal. Nevertheless, students, faculty and administrators have mixed feelings and perceptions about the students’ evaluations of faculty. This paper examines the views and perceptions of business major students and faculty at the School of Business at Hampton University. Business students and faculty will be asked to complete a various survey instruments. Results will be examined and presented.

Implementing TQM practices in Pakistani Higher Education Institutions

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Rizwan Ahmed ◽  
Syed Iftikhar Ali
Keyword(s):  
Higher Education ◽  
Process Control ◽  
Business Schools ◽  
Higher Education Institutions ◽  
Evaluation Process ◽  
Theoretical Framework ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Main Factors ◽  
Measurement And Evaluation

<span>Implementing TQM practices at the Higher Educational Institutions of Pakistan,<span> especially at the business schools, is relatively a new concept and it is in its initial stages.<span> The theoretical framework of this study is based upon the instrument that measures the<span> extent of TQM implementation in Higher Education Institutions. Based upon literature<span> review, the framework having 14 dimensions is used in this study. Exploratory Factor<span> Analysis (EFA) extracted 13 factors as the determinants of TQM Implementation in<span> business schools of Pakistan such as Stakeholders’ Focus, Recognition and Reward,<span> Measurement and Evaluation, Process Control and Improvement, Resources, Leadership,<span> Empowerment are some of the main factors as each of these factors are explaining more<span> than 5% of the variation in the data<br /><br class="Apple-interchange-newline" /></span></span></span></span></span></span></span></span></span></span>

scholarly journals Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences

2021 ◽  
Vol 13 (9) ◽  
pp. 5004
Author(s):  
Raquel Ferreras-Garcia ◽  
Jordi Sales-Zaguirre ◽  
Enric Serradell-López
Keyword(s):  
Higher Education ◽  
Business Students ◽  
Bachelor's Degree ◽  
Sustainable Innovation ◽  
Educational Implications ◽  
Development Goals ◽  
High Level ◽  
The Impact ◽  
Innovation In Higher Education

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

Academic Labor: Who Cares?

2016 ◽  
Vol 43 (3) ◽  
pp. 405-428 ◽  
Author(s):  
Karen M. Cardozo
Keyword(s):  
Higher Education ◽  
Care Work ◽  
Disparate Impact ◽  
Contingent Labor ◽  
Tenure System ◽  
Care Workers ◽  
Academic Labor ◽  
Diversity Issues ◽  
Labor Issues ◽  
Predominantly Female

This article analyzes the neoliberal turn to contingent labor in academe, specifically the development of a ‘teaching-only’ sector, through the lens of feminist, interdisciplinary and intersectional studies of care work. Integrating discourses on faculty contingency and diversity with care scholarship reveals that the construction of a casualized and predominantly female teaching class in higher education follows longstanding patterns of devaluing socially reproductive work under capitalism. The devaluation of care may also have a disparate impact on the advancement of women within the tenure system. In short, academic labor issues are also diversity issues. To re-value those who care, intersectional alliances must be forged not only between faculty sectors, but also among faculty, care workers in other industries, and members of society who benefit from caring labor.

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.

Determinants of the learning motivation of students in business education at universities in Ho Chi Minh City

2021 ◽  
Vol 7 (3C) ◽  
pp. 741-753
Author(s):  
Tran Duc Tai ◽  
Le Thi Thanh Truc ◽  
Nguyen Thu Phuong ◽  
Dau Thi Phuong Uyen ◽  
Nguyen Thi Kim Lien ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Social Factors ◽  
Student Motivation ◽  
Business Education ◽  
Business Students ◽  
The Self ◽  
Learning Motivation ◽  
Ho Chi Minh City ◽  
Self Awareness

This study primarily unearths measure and evaluate the determinants influencing business students' learning motivation at universities in Ho Chi Minh City through the self-administered questionnaires with 257 students. The results show all seven factors of (1) social factors; (2) learning environment; (3) lecturers’ behaviour; (4) family and friend influence; (5) students’ self-awareness; (6) student’s willpower and (7) student viewpoint have impacted on learning motivation of business students. In addition, suggestions and recommendations are proposed to enhance student motivation in higher education.

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