A Response to “Institutional Logic of Business Bubbles: Lessons From the Dubai Business School Mania.” The Development of Dubai as a Global Business Education Hub

2019 ◽  
Vol 18 (3) ◽  
pp. 493-501
Author(s):  
Tim Rogmans
Keyword(s):  
Business Education ◽  
Business School ◽  
Institutional Logic ◽  
Global Business ◽  
Education Hub

Corporate Social Responsibility and Sustainability (CSRS) Initiatives among European and Asian Business Schools: A Web-based Content Analysis

2017 ◽  
Vol 20 (5) ◽  
pp. 1231-1247 ◽  
Author(s):  
Mohsin Abdur Rehman ◽  
Muhammad Kashif ◽  
Michela Mingione
Keyword(s):  
Corporate Social Responsibility ◽  
Content Analysis ◽  
Social Responsibility ◽  
Business School ◽  
University Rankings ◽  
Global Business ◽  
Web Based ◽  
Corporate Social ◽  
Business And Management ◽  
Practical Implications

The purpose of this study is to explore the extent to which MBA programmes offered by top European and Asian B-schools have a corporate social responsibility and sustainability (CSRS) orientation as per their websites. The websites of top-200 (based on the QS Global Business and Management University Rankings 2015) European and Asian B-schools were explored and content analysed to reach meaningful conclusions. The findings reveal European B-schools have much stronger CSRS orientation once compared with the Asian B-schools. Furthermore, only few B-schools promote CSRS centres on their websites which has some useful practical implications. This is the first study to explore the CSRS orientation among top-200 European and Asian B-schools based on an analysis of their respective websites. Additionally, a cross-continental comparison between European and Asian MBA programmes is unique to this study. The results have implications for global managers, in general, and business school policymakers, in specific, to embark the CSR initiatives to gain competitive advantage.

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.

Business Education and Anxiety in the Performance of Value

2020 ◽  
pp. 260-270
Author(s):  
Fabian Muniesa
Keyword(s):  
Business Education ◽  
Business School ◽  
Social Life ◽  
Case Method ◽  
Harvard Business School ◽  
Experiential Training ◽  
Financial Valuation ◽  
Cultural Complex ◽  
Training Technique ◽  
Education Today

Business education epitomizes the cultural complex that situates performance (understood both as the intensification of valuation and as the spectacle of decision) at the center of social life. The experiential training technique known as the case method, famously recognizable as a Harvard Business School product, carries in particular a series of meanings that are central to the formation of the ideals of performance, adventure, effectiveness, and aplomb that distinguish business education today. It also conveys, however, elements of anxiety that are characteristic of the notion of the real that is actioned in such a setting. This hypothesis is explored here through an examination of early and contemporary aspects of the case method at the Harvard Business School, in particular in the financial valuation curriculum. It is suggested that the performative features of the case method, widely understood, concur with an exacerbation of the troubling aspects of the “performance complex.”

Business education as if people and the planet really matter

2020 ◽  
pp. 147612702096763 ◽  
Author(s):  
Andrew J Hoffman
Keyword(s):  
Climate Change ◽  
Income Inequality ◽  
Business Education ◽  
Business School ◽  
Business Groups ◽  
Natural World ◽  
Social World ◽  
The Core ◽  
The Government ◽  
As If

Mounting concern over capitalism’s inability to address systemic challenges in our natural world (i.e. climate change) and social world (i.e. income inequality) is prompting reexamination of capitalism within business groups. This article argues that a concurrent reexamination must also take place within the foundations and philosophy of business education. As such, this essay explores nine broad themes for such a transformational reexamination: (1) instill an ethos of management as a calling, (2) rebuild the business school on a system of aspirational principles, (3) de-emphasize the core, (4) move beyond simply monetary measures, (5) train stewards of the market, (6) reexamine the purpose of the corporation, (7) discard misguided metrics and models, (8) bring the government back in, and (9) pay proper attention to citizenship. The article also discusses obstacles to such a grand revisioning, and offers examples that change is underway.

Churning the Best Performer from the Last Performer! A Case Study on Innovations in B-Schools

2019 ◽  
Vol 8 (3) ◽  
pp. 303-311
Author(s):  
Filomina P. George
Keyword(s):  
Business Education ◽  
Business School ◽  
Learning Experience ◽  
Transformation Process ◽  
Learning Program ◽  
New Methods ◽  
Innovative Method ◽  
Postgraduate Programme ◽  
Lasting Impression

Delivering quality business education in a complex and dynamic world is a major challenge for any Business School (B-School). It calls for constantly innovating new methods to entice, engage and enrich the learning experience of the students who go through a B-School programme. By meaningfully integrating such methods into the curriculum along with fulfilling the academic requirements leaves a longstanding impression on the learner. The Integrated Managerial Learning Program, branded as IMLP, is one such innovative method, which has stood the test of time easing out the transformation process during the two years tenure of the postgraduate programme in management. The following case describes the testimony of how IMLP has survived the dynamics of the changing world, transforming the last performer into the best performer, thus leaving a lasting impression on the students through a co-curricular activity, which is cherished by them at their workplaces and in almost every alumni meet.

scholarly journals Competitions Versus Classes: Exploring the Impact of Case Competitions and Communication Coursework on MBA Ranking

2019 ◽  
Vol 82 (1) ◽  
pp. 101-126
Author(s):  
Mary Marcel ◽  
Nancy Ross Mahon
Keyword(s):  
Experiential Learning ◽  
Business Education ◽  
Business School ◽  
Business Communication ◽  
Mba Programs ◽  
Problem Solving Skills ◽  
Higher Rank ◽  
World Report ◽  
High Level ◽  
The Impact

Business communication programs and business school competitions are a prevalent component of graduate-level business education. Both activities help students develop problem-solving skills, critical thinking, high-level communication, and applied experiential learning. While business competitions may aid in the development of advanced communication skills, to date there has been no comparison of the effectiveness of coursework, competitions, or both. Using U.S. News & World Report rankings of the top 100 U.S. MBA programs as a proxy for program quality, we find that business communication coursework provides greater benefits when compared with internal case competitions. Specifically, findings indicate a higher ratio of graduate business communication classes to internal competitions correlated to higher rank. Furthermore, reputational advantage was also associated with required communication coursework and a higher number of internal competitions offered for graduate business student participation.

Sign in / Sign up

Export Citation Format

Share Document