scholarly journals Can We Save the Business School? Shut Down the Business School. What’s Wrong With Management Education, by Martin Parker, 2018, London: Pluto Press, 198 pages.

2020 ◽  
Vol 19 (1) ◽  
pp. 116-120 ◽  
Author(s):  
Julie Davies ◽  
Ken Starkey
Keyword(s):  
Business School ◽  
Management Education

Recognizing the Plural Sector: Nonprofit Studies in a Business School Environment

2021 ◽  
Author(s):  
Carol Brunt ◽  
Ruth Hansen ◽  
Megan Matthews
Keyword(s):  
School Environment ◽  
Business School ◽  
Management Education ◽  
School Setting ◽  
Nonprofit Management ◽  
Forced Choice ◽  
Degree Programs ◽  
Nonprofit Studies ◽  
Interdisciplinary Relationships ◽  
Choice Approach

The “best place” debate centers on which disciplinary setting is best for degree programs in nonprofit management education. We contribute to the discussion by reflecting on the constraints and opportunities intentionally identified in a developing program within an established business school. We ground our work in the nonprofit sector’s interdependence with the market and public sectors, and identify opportunities for reciprocity within a business school setting. Finally, we identify cultivating interdisciplinary relationships as a strategy to ameliorate tension between a competitive vs. collaborative “forced choice” approach.

Opportunities and Challenges for CSR Mainstreaming in Business Schools

2018 ◽  
pp. 613-643
Author(s):  
Dima Jamali ◽  
Hanin Abdallah ◽  
Farah Matar
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Profit Maximization ◽  
School Curriculum ◽  
Future Generations ◽  
Critical Juncture ◽  
Extant Literature ◽  
Challenges And Opportunities ◽  
Paradigmatic Change

Extant literature has highlighted that business schools have been accused of promoting an educational ethos that emphasizes shareholder value and the pursuit of short-term profits and thereby preparing overly competitive future generations interested in profit maximization. This paper highlights the importance of integrating CSR into the mainstream of business schools' curricula, arguing for the responsible role that business schools should play but also emphasizing the strategic case for such integration. The paper analyzes the main challenges and opportunities that both hinder and facilitate mainstreaming of CSR at the heart of the business school curriculum and the role that the Principles of Responsible Management Education (PRME) can potentially play in this regard. The paper illustrates these drivers and constraints in the context of one specific business school in Lebanon that has successfully experimented with CSR mainstreaming, leading to a nuanced reflection on the possibilities of a real paradigmatic change in the context of higher management education at this critical juncture and what it is going to take to catalyze a real transformation beyond “bells and whistles” and mere rhetoric.

Enhancing Sustainability through Experiential Learning in Management Education

2017 ◽  
pp. 256-274
Author(s):  
Aasha Jayant Sharma
Keyword(s):  
Experiential Learning ◽  
Business School ◽  
Management Education ◽  
Social Issues ◽  
Action Learning ◽  
School Curriculum ◽  
Business Practices ◽  
Holistic View ◽  
Responsible Business Practices ◽  
Corporate Level

Sustainability related areas like CSR, business ethics and corporate governance as subjects is seen in most business school curriculum, whether its inclusion leads to inculcating interest and values for responsible business practices is still a big question. Sustainability incorporates holistic view of issues; the curriculum therefore, has to make linkages to social issues and has to be contextual. The focus of business school curriculum has to be on sensitizing students towards responsible citizenship along with competency building in the area of sustainability. Here, experiential' or action learning would be helpful. The chapter posits the importance of experiential learning in the context of management education and highlights the fact that unless sensitized to the sustainability issues, business schools or at corporate level will see it only from compliance perspective. The chapter also discusses success story of existing modules on experiential learning crafted by 2 NGO's intended to sensitize the participants.

Mainstreaming Corporate Social Responsibility at the Core of the Business School Curriculum

2012 ◽  
pp. 531-545
Author(s):  
Dima Jamali ◽  
Hanin Abdallah
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Business School ◽  
Management Education ◽  
Critical Role ◽  
School Curriculum ◽  
Business And Society ◽  
Challenges And Opportunities ◽  
Corporate Social

This book chapter will make the case that corporate social responsibility (CSR) mainstreaming is an imperative to promote integrity and alleviate the strong entrenchment of utilitarian perspectives permeating management education (Ghoshal, 2005). The chapter argues that CSR mainstreaming should be anchored in the context of a vision for responsibility at the level of the School and that, starting with visioning and strategizing, business schools have to assume a more proactive role in shaping a new generation of leaders, capable of managing the complex challenges that lie at the interface of business and society. The chapter highlights challenges and opportunities in this respect and the critical role of the UN Principles of Responsible Management Education (PRME) in helping in this reorientation. The book chapter tackles these two interrelated themes systematically, and illustrate with the case of the Olayan School of Business, a leading business school in the Middle East.

Undergraduate Programs in the U.S

2021 ◽  
pp. 114-138
Author(s):  
Steven D. Charlier ◽  
Lisa A. Burke-Smalley ◽  
Sandra L. Fisher
Keyword(s):  
Resource Management ◽  
Human Resource Management ◽  
Human Resource ◽  
Business School ◽  
Management Education ◽  
Management Skills ◽  
Undergraduate Programs ◽  
The University ◽  
The U.S

Given the importance of human resource management skills both in management education and business in general, an empirical review of undergraduate human resource (HR) curricula and programs is needed. In this study, the authors provide an investigative analysis of the content taught across HR programs in the U.S. and the context in which HR programs operate. Specifically, data across 179 undergraduate “SHRM-aligned” HR programs were collected and analyzed to identify common as well as unique content and contextual attributes at the university, business school, and program levels. Against the backdrop of the study's findings, the authors step back and purposefully comment on how they believe HR education can best be moved forward. In total, this study seeks to inform stakeholders in HR education through a clearer picture of the current and potential future states of HR curricula within U.S.-based undergraduate management programs.

Undergraduate management education: Its place, purpose and efforts to bridge the skills gap

2009 ◽  
Vol 15 (2) ◽  
pp. 206-223 ◽  
Author(s):  
Denise Jackson
Keyword(s):  
Knowledge Economy ◽  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Research Area ◽  
Employability Skills ◽  
Skills Gap ◽  
Business Graduates ◽  
Common Response ◽  
Industry Professionals

AbstractAustralian business graduates are deemed by industry as not being ‘job ready’ (BCA 2006; BIHECC 2007), lacking the skills required to successfully apply disciplinary knowledge and add value to our globalised, knowledge economy. There exists a lack of empirical evidence and professional input for business schools on profiling the attributes valued by industry. This is especially true for those majoring in management who are consistently overshadowed by their more commercially attractive postgraduate counterparts. In a bid to satisfy industry demands, the most common response among Australian business schools are the development of employability skills and enhanced involvement of industry professionals in curricula content and design, both subject to potential failings and criticism. This review of business school efforts to bridge the skills gap also examines the role, function and impact of undergraduate management education, a research area significantly overlooked in recent years.

How Faculty Members Develop Views on Internationalization: The Case of a Top-Ranked Indian Business School

2018 ◽  
Vol 13 (3) ◽  
pp. 397-417
Author(s):  
Naveen C. Amblee ◽  
Deepak Dhayanithy
Keyword(s):  
Higher Education ◽  
Knowledge Base ◽  
Business School ◽  
Management Education ◽  
Phenomenological Approach ◽  
Faculty Members ◽  
Global Learning ◽  
Home Base ◽  
The World ◽  
Key Drivers

Internationalization of higher education is considered to be among the most widely researched as well as one of the most misunderstood topics. In this study, we take a phenomenological approach to better understand what internationalization means to faculty members at a leading business school in India, as the country has emerged as one of the largest providers of management education in the world today. This is important because faculty members are considered to be the key drivers of internationalization at their institutions. We find that internationalization means different things to different faculty members, and that these views are strongly shaped by each faculty member’s unique set of past international experiences. We are able to link these views to De Meyer’s three strategic drivers of globalization/internationalization, and find that for Indian management faculty, the desire to enrich the home base emerges as the dominant driver of internationalization, followed by the desire for global learning. Although not a prominent driver, the desire to leverage India’s unique knowledge base was also evident. We expect that these views will drive the future internationalization endeavors of this and other similar leading Indian business schools.

Dilemmas for Business Education in the 1970’s

1971 ◽  
Vol 93 (2) ◽  
pp. 418-420
Author(s):  
John S. Day
Keyword(s):  
Business Education ◽  
Business School ◽  
Doctoral Programs ◽  
Management Education ◽  
Rapid Development ◽  
Business Managers ◽  
Educational Philosophies ◽  
Professional Business

The paper discusses the dilemma facing management education as a result of the historical inability of both business and university to define adequately the role of the undergraduate business school as compared with the programs for educating professional business managers. In turn, the rapid development of doctoral programs in-business and the role they play in a total management education structure has further confused the educational picture. The several formal educational philosophies for business are discussed against the current managerial needs of business as stated by executives. The trend toward developing all-encompassing schools of management which consider business as only one of the functions of society about which management education should be provided is reviewed. From this analysis a general forecast of management education at the end of a ten-year period is made.

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