It’s a White Man’s World

Author(s):  
Steven Conn

This chapter focuses on the question of who has, or has not, gotten access to business education. Periodically, at almost regular intervals, a study appears documenting that women and people of color remain woefully underrepresented in the corporate world, particularly in its upper echelons. Those numbers have not gone unnoticed, nor have they gone unremarked; explanations abound. The first most obvious of these is that the isms—sexism and racism—still predominate in the business world. Those attitudes play out in all sorts of ways, large and small, obvious and subtle, but all with the same result: women and African Americans continue to find corporate America a largely inhospitable place, a club largely closed to them. There has been less discussion, however, about the role business schools have and have not played in training women and people of color for the business world. As the chapter explores, business schools, certainly across much of the twentieth century, cared little and mostly did less to attract those kinds of students. By and large, the world inside collegiate business schools mirrored the world of private enterprise: almost entirely white, almost exclusively male.

Author(s):  
John M. Coggeshall

This chapter presents the story of Liberia during the early twentieth century, through the Depression and the world wars. As the nation’s economy changes, African Americans continue to abandon the region for better economic opportunities as they are also forced out by restrictive Jim Crow segregation and racialized attacks. Both Soapstone Baptist Church and Soapstone School continue, critical anchors for community identity. Some residents return to care for aging relatives. The story of Liberia is presented through the memories of elderly residents and some local historical sources, including obituaries.


Author(s):  
Melissa Milewski

African Americans’ experiences in southern courts during the eight-and-a-half decades after the Civil War is part of a larger, global story of struggles for rights within the courts. White southerners’ efforts to control people of color through the courts is also part of that wider, global history. The very structure of judicial systems often enabled them to serve as both a conservative and a progressive force. In many countries around the world, the courts have been used both to uphold elites’ power and to challenge that same power....


Author(s):  
Richard Archer

Hosea Easton and David Walker described and analyzed racism in New England during the late 1820s. New England had initially been more receptive to its black population than were other sections of the United States, but as their populations of free people of African descent dramatically increased, states began to reverse themselves. By the 1820s, laws forbade free people of African descent from marrying whites, employment was limited to the most menial jobs, and education—where available—was inadequate. African Americans could not serve on juries or hold public office. Their housing opportunities were restricted, and they were segregated in church seating. They were barred from theaters, hotels, hospitals, stagecoaches, and steamships. Worst of all, whites denied blacks their humanity. Their belief that people of color were inferior to themselves underlay slavery and racism.


Author(s):  
Catrina Hill ◽  
Sophie Meridien ◽  
Keith Holt ◽  
Daniel Boyle ◽  
Paul Ardoin

The Harlem Renaissance was a flourishing of artistic, intellectual, musical, and literary accomplishments by African Americans between the World Wars. The movement took its name from Harlem, a neighborhood on the northern section of Manhattan Island. Harlem became the de facto center of the African American community in New York City, and many of the most important figures of the Renaissance called it home. During the Renaissance, intellectuals published ground-breaking work that explored philosophical questions and political possibilities for African Americans that would be explored throughout the twentieth century.


Author(s):  
Mohammad Ayub Khan

The competences (knowledge, skills, and values) required to work in different regions of the world are different to a greater extend. The cases of failures of expatriate managers in foreign assignments and corporate alliances are found in abundance in the existing literature on international business and management. This demands that the business schools offer educational programs that are regionally focused and culturally inclusive. Even though such student-centered and culturally focused programs may cost the institutions in the short term, such strategic actions may be a source of competitive advantage for many of them. In this chapter, the human resource management culture in the Middle East is discussed to exemplify how national and corporate cultures vary from region to region and thus influence the management competences to work in a particular region, nation, or culture.


2020 ◽  
Author(s):  
Sandra Barker ◽  
Harsh Suri ◽  
Brent Gregory ◽  
Audrea Warner ◽  
Amanda White ◽  
...  

The prevalence of face to face invigilated exams in Business Schools across Australia and New Zealand (indeed around the world) needed to be reconsidered quickly during the recent COVID-19 pandemic crisis. With teaching and learning activities moving to online mode due to social distancing requirements, the need to consider technology enabled assessments and how they could be efficiently and effectively implemented became a crucial focus of universities in early 2020, affecting staff and students alike. This paper looks at the experiences of a group of academics and academic developers from five ANZ Business Schools and the lessons that they learnt from these experiences.


Author(s):  
Karin Pafford Roland ◽  
William K Buchanan

In 2013, AACSB International published its revised Standards recognizing the dynamic environments of both business schools and the business world. The catalyst of change includes fantastical advances in technology combined with Generations Y,Z, and (yes) Alpha who have adapted as wireless, multi-tasking, multi-device savants. These students have developed amid a plethora of stimuli and expect the same from their business education environment. This paper describes the use of experiential learning via the innovative, in-the-cloud ProBanker Simulation that engages students thirst for new technological experiences and their competitive natures. During the process students recognize that the skills and analytics involved can be applied to any business entity not just a financial intermediary.


2018 ◽  
pp. 946-963
Author(s):  
Mohammad Ayub Khan

The competences (knowledge, skills, and values) required to work in different regions of the world are different to a greater extend. The cases of failures of expatriate managers in foreign assignments and corporate alliances are found in abundance in the existing literature on international business and management. This demands that the business schools offer educational programs that are regionally focused and culturally inclusive. Even though such student-centered and culturally focused programs may cost the institutions in the short term, such strategic actions may be a source of competitive advantage for many of them. In this chapter, the human resource management culture in the Middle East is discussed to exemplify how national and corporate cultures vary from region to region and thus influence the management competences to work in a particular region, nation, or culture.


Author(s):  
Steven Conn

This chapter explores what has changed and what has stayed the same in business schools across the United States. On the one hand, the growth of the finance economy since the 1980s has meant that what goes on in business schools has aligned more perfectly with the corporate world than at any other time in the preceding century. Shareholder value became the mantra chanted in classrooms and boardrooms. On the other hand, business schools continue to evade the ethical issues raised in and by the business world, and they have avoided much by way of accountability for what they teach. The chapter then explains that two more things have changed over the last few decades. The first involves the erosion of the democratic impulse of American higher education. The second change is the growing influence of business-school thought on the way universities do their own business.


2014 ◽  
Vol 2 (1) ◽  
pp. 173-179
Author(s):  
Satya P. Chattopadhyay ◽  
Mary Elizabeth Moylan

Abstract The changed environment of global economy with painful austerity and restructuring measures causing severe economic dislocations in many diverse parts of the world have brought into focus the usefulness and value of management education in general and graduate management education in particular. The various accrediting bodies in America, Europe and Asia in recent years have shifted their emphasis to ensuring that learning outcomes of students in the program are tied to the goals and missions of the academic institution and meet the needs of the external partners of the academic enterprise that the students go on to serve. This has resulted in rapid advances in the field of innovative outcome assessment, and measurement of competency in performing higher order tasks as well as demonstration of traits related to successful transition into the business world and contribution to the success of the enterprise where the students are employed. The mere assessment/measurement of traits is not the end, but rather the first step in the cycle of continuous improvement in the tradition of the Plan-Do-Study-Act tradition of TQM. The goal is to identify shortcomings or opportunities for improvement via the assessment process and then to “close the loop” by introducing planned changes to improve system performance.


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