Weaving a Comprehensive Cloth for a Sustainable Business Education

The purpose of this chapter is to share a process to compose a mission for a business program, conceiving it as an aspirational quest, where mindful and critical methods are invoked. By proposing a set of sensitizing questions, organized in a comprehensive matrix, the author argues about the importance of discovering insights, promoting critiques and formulating transformative intentions in business education. After adopting a set of comprehensive goals, some logics of change are explored, and ulteriorly, a mission statement in presented.

Integration of Mission Into Assessment and Assurance of Learning Programs

The concept of transnational education seems to have sprang from dormancy to heightened activity in the last three decades. Higher education institutions (HEI) have been growing and moving from one nation to another in pursuit of realization of certain set goals. These goals have a clear bearing on the mission of the institution. This chapter gives an overview of the perspectives open to HEI, it elaborates on the process of assessment of mission outcomes of an institution on the basis of its strategic fit between its resources and its environment. A more specific comparison of Baldridge criteria as a performance model with the business sector is explored; however, the basic assumption of the writers was that HEI are nonprofit-oriented organizations. Further, through a case study which is a university in Africa with historic connections to the US, the process of assessment is explained. It is through the experience which the team went through as the conducted the assessment that recommendations and conclusions were given.

Crafting a Consistent Model of Instruction for Teaching Across Modalities

Accrediting bodies require consistency in evaluation, measurement, and teaching across modalities. Simultaneously, mission-driven education is a priority whereby program goals and course level outcomes consistently reflect the mission at the classroom level. With the prevalence of online teaching, educators need to convert in-person classes to other formats while maintaining consistency that aligns with the school's mission. This is challenging because some classes are not a natural candidate for online. This chapter presents a conceptual model of instruction for teaching across modalities for any course to align the assurance of learning process so that the class level will reflect mission, program, and course-level outcomes across modalities. It is an instructional model that classifies educational course goals and objectives by providing a systematic, organizational structure that can be utilized for teaching any subject as in-person, online, or hybrid.

A Review of Transnational Higher Education

The internationalization of higher education is as old as the university itself. Recently, however, there has been a growing interest in transnational higher education, a specific form of internationalization that considers education as a product which can be packaged and sold abroad. The purpose of this chapter is to review the phenomenon of transnational higher education. More specifically, it aims to 1) define transnational higher education, situating it within globalization and the internationalization of higher education, 2) enumerate the various perspectives on transnational higher education, and 3) provide guidelines for the appropriate conduct of transnational higher education.

The Employee as a Human Resource

In this chapter, the authors offer advice to business faculty at Catholic colleges and universities about how a robust and realistic conception of the human person can inform their teaching. This research can support faculty of mission-driven schools of business as they seek to operationalize the implications of the religious affiliation of their institutions. The authors begin by sketching the evolution of management theory over the last century and how theory has changed to represent a fuller and more accurate account of the nature of persons in organizations. They show how the consistent prescriptions of more than a century of Catholic social thought (CST) parallel those now offered by management scholarship. The authors note, however, that though the content of the advice coming from these respective traditions of thought has converged, the grounds of that advice continue to differ in important ways. They conclude by recommending that business faculty embrace and adopt the conception of the person now largely shared between CST and contemporary management theory.

Restore Empathy in Modern Business Education

This chapter is based on the author's reflection using 27 years' experience in business education in Hong Kong and the United States and decades of research concerning empathy and character development. In this chapter, empathy is defined as a process to consider a particular perspective of another person, to feel as another person feels, and to take action for the needs of that other person. It is related to concern, perspective taking, and action through intersubjective discovery. It has developmental characteristics and includes shared experiences and insightful discoveries in the interpersonal process. She advocates these key four benefits of mature, informed, and mindful empathy: intellectual virtues, effective leadership development, ethical decision making, and social capital at firm level which ultimately enhances profitability and firm valuation. She also shares her years of practice of developing students' empathetic skills in service-learning projects and in her organization behavior course.

Using Ignatian Pedagogy in a Business Policy Course

Ignatian pedagogy is at the core of Jesuit education and is the foundation that has supported teaching in Jesuit universities in many areas. However, its use in the teaching of Business Policy has not been sufficiently examined. This chapter describes one way in which the basic precepts of Ignatian pedagogy can be applied in a Business Policy course for greater student benefit. The Ignatian approach is able to incorporate the analytical and the practical components needed for effective strategic management teaching, and therefore is uniquely suited to train business professionals. The main contention of this chapter is that Ignatian pedagogy offers a robust teaching approach for the Business Policy classroom. The chapter identifies and explains the Ignatian pedagogy concepts of context, experience, reflection, action, and evaluation as they relate to Business Policy instruction. As an illustration, the chapter applies Ignatian pedagogy precepts to an undergraduate capstone Business Policy course.

Infusing a Practice-Based Mission Throughout a College of Business

This chapter provides a case study of the Satish & Yasmin Gupta College of Business that demonstrates a mission-centric approach to the strategic and tactical operations of the college. The chapter begins with a review of the college's mission statement. The school's stakeholder value approach is evident in the curriculum implications of the mission. The college's ongoing connections with industry partners also supports the practice-based mission. Finally, the school's commitment to practice-based education is reflected in the faculty's experiential approach to teaching and dedicated effort to recruit and hire faculty members who have substantial industry and professional experience. Examples and practical tips are provided throughout.

Strategies and Effectiveness of Experiential and Service Learning Towards Mission Achievement

At a time when student stakeholders are demanding value for money, experiential service learning is expected to enrich student learning and also add value to society. To appreciate the context of experiential service learning, this chapter explores the theoretical and conceptual approaches to the learning process including theories, models, and perspectives, as well as derivation of a conceptual analytical framework. Since general education tends to not only embrace integrative learning approaches but also typically conducive to experiential and service learning, it is also covered in this chapter. It is hoped that upon completion of this chapter, the reader would be able to and enthused about repackaging their courses towards experiential learning engagement. Moreover, there will be a strong bias towards engagement of students towards service learning, and thus value addition to their respective communities.

The Role of a Chief Mission Officer in Maintaining Mission in Schools and Colleges of Business

In the present competitive environment, it is becoming increasingly important for schools and colleges of business to establish distinctive identities to differentiate themselves from their competition and to provide unique offerings to best prepare their students to be adept contributors in their future careers. The missions of schools and colleges of business play a key role in this endeavor. Once identified, however, maintaining a unique identity can be more difficult than initially establishing one. This chapter proposes the use of chief mission officers (CMOs) as key individuals or groups of individuals as a means to ensure continuing integrity of the mission of a school or college of business to facilitate the maintenance of a distinct position in the marketplace.