“That's not how I see it”: female and male perspectives on the academic role

2007 ◽  
Vol 22 (6) ◽  
pp. 497-515 ◽  
Author(s):  
Sue Shaw ◽  
Catherine Cassell
Keyword(s):  
Gender Differences ◽  
Business School ◽  
Design Methodology ◽  
Business Schools ◽  
School Context ◽  
Empirical Work ◽  
Original Data ◽  
Content Type ◽  
Academic Role ◽  
The Uk

PurposeThe purpose of this paper is to provide a piece of empirical work that examines gender differences in how academics make sense of performance within university business schools in the UK.Design/methodology/approachThe research reported draws on data collected using a life history and repertory grid methodology with male and female interviewees from two university business schools.FindingsThe findings are discussed in relation to how academics understand what is valued about their role and what they believe the organisation rewards and values when it comes to promotion. Gender differences are shown to exist in the ways women and men define the academic role and in what they think is important both to themselves and the institution.Originality/valueThe paper presents original data on gender differences within a business school context.

Teaching sustainability-oriented capabilities using active learning approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Priscila Borin Claro ◽  
Nathalia Ramajo Esteves
Keyword(s):  
Active Learning ◽  
Business School ◽  
Business Schools ◽  
School Context ◽  
Real Life ◽  
Learning Approach ◽  
Case Study Methodology ◽  
Content Type ◽  
Positive Effects ◽  
The Impact

Purpose This paper aims to discuss how educators can teach sustainability-oriented capabilities (SOCs) using an active learning approach. Design/methodology/approach Using a case study methodology centered on a Brazilian business school, this research combines qualitative analysis of content, such as teacher notes and student work, with quantitative analysis of student grades. The authors used variance analysis and Bonferroni tests to establish whether the means of three test groups were significantly different. The authors also tested for normality, using the Skewness Kurtosis test, and for homoscedasticity, using Levene. Findings The authors’ findings suggest that the active learning (AL) method may be useful in developing SOCs related to the capabilities of “to know,” “to do,” “to interact” and “to be” because it improved student engagement in the program. In addition, this improved engagement was shown to have a positive influence on grades. Research limitations/implications Using convenience sampling, the authors studied a limited number of the mandatory management courses offered by Insper. There is a need to check for nonlinear positive effects over a more extended period of time and considering more courses. Practical implications This paper offers a practical and replicable technique for teaching SOCs in a business school context using AL. Originality/value The existing literature on education and sustainability discusses the role of business schools in the development of SOCs, especially with respect to curricular changes that integrate content and frameworks related to the conceptualization of sustainable development for business (Cebrián and Junyent, 2015; Cortese, 2003; Fairfield, 2018; Aleixo et al., 2020; Leal Filho, 2020; Arruda Filho et al., 2019). However, some studies suggest that the learning process at many business schools fails to explore the complexity of real life by not using a teaching approach that favors the development of SOCs (Leal Filho et al., 2015). Thus, prior studies have pointed to the need for further research on the impact of the active learning approach in teaching about sustainability (Leal Filho et al., 2015; Fisher and Bonn, 2011; Hesselbarth and Schaltegger, 2014). The aim of this research is to contribute to this discussion.

Entrepreneurial orientation in business schools

2015 ◽  
Vol 29 (2) ◽  
pp. 192-212 ◽  
Author(s):  
Sherein H. Abou- Warda
Keyword(s):  
Entrepreneurial Orientation ◽  
Business School ◽  
Design Methodology ◽  
Recent Literature ◽  
Business Schools ◽  
International Programs ◽  
Content Type ◽  
Confirmatory Factor ◽  
Industry Collaboration ◽  
Practical Implications

Purpose – The purpose of this paper is to examine the differences between the four main kinds of business schools in Egypt (private; internationally affiliated; public with local programs; and public with international programs) in terms of perceptions of entrepreneurial orientation (EO). Design/methodology/approach – Data were gathered 212 with a response rate of 55.1 percent from a sample of academics in the four groups of business schools (private; internationally affiliated; public with local programs; and public with international programs) using self-administered questionnaires. Results of exploratory and confirmatory factor analysis were conducted to check EO, construct validity and to identify meaningful factors. MANOVA was performed by using factors identified in the previous step to establish whether any significant differences exist between the four groups. Findings – The results show that differences between the four groups exist in terms of four sub-constructs of EO (research mobilization, unconventionality activities, industry collaboration, and perception of university policies) which successfully predict business school involvement in accreditation and commercialization setting. Practical implications – It is meaningful to conduct a comparative study of EO; the results of this study may be broadly applied to higher education (HE) systems in other countries where strong entrepreneurship has contribute to building a more solid economy. Originality/value – The recent literature has put little effort in understanding the effects of cultural differences among universities and its departments in terms of EO and none in identifying the differences between HE systems on the same topic.

Learning the PR trade

2016 ◽  
Vol 32 (7) ◽  
pp. 29-31
Keyword(s):  
Case Studies ◽  
Business Education ◽  
Business School ◽  
Design Methodology ◽  
Reading Time ◽  
Business Schools ◽  
Cutting Edge ◽  
Content Type ◽  
Pertinent Information ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Change in business education is effortlessly elusive. No matter how often the great and the good of either the business or business school worlds lament the lack of adequate teaching through Masters of Business Administrations and other programmes, very rarely does anything seem to change. Managers are still put though their paces at business schools; they still read the same “seminal” books and case studies; they still get their blue riband qualification; they still receive a hefty increase in salary after graduation. Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organisations. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

scholarly journals Gendered experiences of leading and managing through COVID-19: patriarchy and precarity

2020 ◽  
Vol 35 (7/8) ◽  
pp. 737-744
Author(s):  
Sharon Mavin ◽  
Marina Yusupova
Keyword(s):  
Business School ◽  
Women Managers ◽  
Design Methodology ◽  
Content Type ◽  
Research Associate ◽  
Personal Experiences ◽  
Woman Professor ◽  
Key Issues ◽  
The Uk ◽  
Practical Implications

Purpose The purpose of this paper is to highlight key issues for women managers, leaders and precarious academic women during COVID-19 in organisations and in academy. Design/methodology/approach This paper shares the authors’ personal experiences during COVID-19 in the UK as a woman Professor and Director of a Business School and a woman Research Associate and link these with existing scholarship to reflect on areas for continued research and action. Findings This paper underlines how COVID-19 destabilises the progress made towards gender equality. Practical implications This paper outlines future avenues for research and practice as a result of experiences of COVID-19. Originality/value This paper looks at the gendered implications of COVID-19 for women across organisational hierarchies and highlights commonalities in their experiences and devastating effects of the pandemic.

For better or for worse: the changing life of academic staff in French business schools

2015 ◽  
Vol 34 (5) ◽  
pp. 536-552 ◽  
Author(s):  
Jessica Lichy ◽  
Kevin Pon
Keyword(s):  
Business School ◽  
Design Methodology ◽  
Business Schools ◽  
Academic Staff ◽  
Common Factors ◽  
Content Type ◽  
Business And Management

Purpose – The purpose of this paper is to examine how the work of teachers in French schools of Management has evolved over the years and to see how these changes are perceived by the teachers themselves. Design/methodology/approach – A questionnaire was developed with open ended questions and sent out to academic staff in various fields of business and management and then examined to see if there were any common factors to business schools. The perception of these changes were also examined through the questionnaire. Findings – There were many positive aspects found concerning these changes where staff had a certain amount of power over these changes. Research limitations/implications – The research was limited to a certain type of business school and within France. Originality/value – The paper highlights a number of positive changes to the work of academics staff in France and gives insight to how the staff themselves can have the power to change their work as they wish. It is therefore complimentary to research which lays the emphasis on the negative aspects of the profession.

scholarly journals COVID-19: accelerator or demolisher of the RME agenda?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mathias Falkenstein ◽  
Ulrich Hommel ◽  
Annie Snelson-Powell
Keyword(s):  
Opportunity Cost ◽  
Business School ◽  
Design Methodology ◽  
Management Education ◽  
Social Role ◽  
Business Schools ◽  
Strategic Choices ◽  
Content Type ◽  
The Social ◽  
The One

Purpose The purpose of this paper is to enrich the discussion at the intersection of responsible management education (RME) and the pandemic with new views that explore together the inhibitors of and drivers for a strengthening of RME in the emerging context. On the one hand, the pandemic crisis fosters the social role business schools play by supporting the enhancement of the RME rationale as an idealist foundational pillar of responsible business schools. On the other hand, it invites negative pragmatic responses in the light of financial and competitive disturbances that seem to enlarge the opportunity cost of moving RME forward. Design/methodology/approach The essay puts forward arguments that help dissect the inherent contradictions and synergies between idealistic and pragmatic business school strategies, as they are impacted by the dynamics of COVID-19. The analysis serves to frame a discourse over the extent to which the pandemic crisis is acting as an accelerator of the RME agenda or instead brings the risk of demolishing what has been achieved so far. Findings The authors form an opinion of the emerging factors that promote and inhibit RME in business schools as they grapple with the challenges of the pandemic whilst recognizing the inherent contradictions faced in their strategic choices and resourcing. Originality/value In light of the growing emphasis on RME in the literature, this study challenges the degree to which the agenda has already become firmly rooted as a core organizational and educational theme in business schools. By doing so, it delivers an assessment of RME progress as a relevant strategic lever for business schools, whilst nonetheless being at risk of back-sliding.

How the evolution of science will transform business schools

2015 ◽  
Vol 34 (1) ◽  
pp. 101-112 ◽  
Author(s):  
Juan Pablo Vazquez Sampere
Keyword(s):  
Business School ◽  
Design Methodology ◽  
Business Schools ◽  
Content Type ◽  
Managerial Practices ◽  
Current Economic Crisis ◽  
Three Stages ◽  
Evolution Of Science ◽  
New Generation ◽  
Effective Theories

Purpose – The ambiguous response of business schools to responsible management education (RME) is part of a larger problem which is rooted in how science evolves. The purpose of this paper is to explain how the consolidation of causal-based research in management will produce much more effective theories and teaching materials. Therefore business schools will then have to seriously engage in strong RME practices to prevent scandals from happening and to consolidate management as a profession. Design/methodology/approach – In total, two models are introduced and explained. First, a comprehensive methodology for theory building that controls for causality and delivers clear and actionable results. Second, a model that depicts the three stages of interactions between variables (relationship, contingency and causality). Findings – New causal-based research methods are starting to emerge that explain when a particular event will occur and how to “cause” for it to happen. Social implications – Business schools are not responsible of the current economic crisis. But if they do not find a way to introduce RME practices before the advent of causal-based research their reputation might be severely damaged during the next one. Originality/value – As many other business school innovations, the first group of business schools that pioneer causal-based research will not only deliver on the promise of RME but also introduce the new generation of successful, relevant and actionable new managerial practices.

Collegiality in business schools

2015 ◽  
Vol 29 (3) ◽  
pp. 322-333 ◽  
Author(s):  
Morgan P. Miles ◽  
C. David Shepherd ◽  
Jacob M. Rose ◽  
Mark Dibben
Keyword(s):  
Performance Evaluation ◽  
Business School ◽  
Business Schools ◽  
School Context ◽  
Work Satisfaction ◽  
Reliability And Validity ◽  
Well Being ◽  
Content Type ◽  
University Environment ◽  
The University

Purpose – While collegiality is often discussed and touted as a critical aspect of academia, there is little research that empirically examines collegiality in university business schools. One cause of the paucity of research is the lack of a reliable scale to measure collegiality (Sabharwal, 2011). The purpose of this paper is to develop a scale that measures collegiality at the departmental level for university faculty, and then uses it to understand the implications of collegiality within an academic department within a business school. Design/methodology/approach – The present study uses a scale development process consisting of: defining the domain of the construct; item generation; and psychometric assessment of the scale’s reliability and validity. Items were adapted for a university business school context from Shah (2011) and Seigel and Miner-Rubino (2009). The scale was administrated using a convenience non-random sample design drawn from active marketing and entrepreneurship academics who subscribe to the American Marketing Association’s ELMAR and the Academy of Management’s ENTRE list-serves. Findings – The faculty collegiality scale (FCS) was found to exhibit sound psychometric properties in this study. The study found that assessments of department-level collegiality are associated with budgets, performance evaluation processes, and workload allocations. In addition, factors from the FCS mediate the relationships between institutional variables and work satisfaction, which indicate that collegiality is an important determinant of work satisfaction in a contemporary university environment. Originality/value – The FCS developed in the present study offers business school academics and administrators a glimpse into the dimensions of what the marketing and entrepreneurship academics perceive makes a good colleague – one that provides professional and social support and is trustworthy; does not engage in politics, positioning, or rent-seeking to advantage their own situation; and that contributes to the well-being of the students, the department, the discipline and the university. In addition, the present study found that the FCS was related to budgets, performance evaluation processes, and faculty workloads.

scholarly journals LSS, a problem solving skill for graduates and SMEs

2015 ◽  
Vol 6 (2) ◽  
pp. 176-202 ◽  
Author(s):  
Alireza Shokri ◽  
Farhad Nabhani
Keyword(s):  
Problem Solving ◽  
Business School ◽  
Design Methodology ◽  
Explicit Knowledge ◽  
Business Schools ◽  
Structured Interview ◽  
Lean Six Sigma ◽  
Content Type

Purpose – This paper aims to investigate the feasibility of a systematic Lean Six Sigma (LSS) education through the curriculum of business schools to respond to the existing gap between the graduate’s expectation of employability and skill requirements by the small and medium-sized enterprises (SMEs). Design/methodology/approach – A UK business school has been used as a case study to conduct extensive module and programme review followed by a semi-structured interview with potentially suitable core and programme-specific module tutors and comparative analysis. Findings – The result revealed a high potential of the existing modules in the business schools equivalent to the private sector training providers to increase the level of LSS problem-solving knowledge and skill for all graduates and improve their employability and productivity for the SMEs. Originality/value – The result of this study highlights the role of LSS to reduce the knowledge and skill gap between the business schools as the source of the explicit knowledge, graduates as the knowledge and skill bearer and SMEs as the knowledge and skill users.

Adjudication in tenancy deposit scheme disputes: agents’ perspectives

2015 ◽  
Vol 7 (2) ◽  
pp. 162-172
Author(s):  
Julian Sidoli del Ceno ◽  
Hannah George ◽  
Michel Vols
Keyword(s):  
Urban Areas ◽  
Design Methodology ◽  
Qualitative Data ◽  
Qualitative Interviews ◽  
Original Data ◽  
England And Wales ◽  
Content Type ◽  
South Wales ◽  
The Uk ◽  
To Receive

Purpose – The purpose of this paper is to examine empirically the operation of tenancy deposit protection within England and Wales. The paper consciously focuses solely on the views and perspectives of letting agents operating in the various schemes. Design/methodology/approach – The paper is based on a series of semi-structured qualitative interviews with lettings agents in two distinct geographical urban areas, Birmingham and South Wales. Participants were selected for their market presence within a given area and the fact that they were all members of approved regulatory schemes. Findings – Overall, most agents were broadly happy with the process and considered adjudication to be an appropriate form of resolution for tenancy deposit disputes given the often small monetary value of the disputes and the large volume of cases. Concerns were raised, however, regarding the heavy bureaucratic burden placed on agents and on the perceived evidential burden on the landlord. There being a widely held view that a landlord could rarely “win” outright. Research limitations/implications – The qualitative data are based on a relatively small although representative sample of lettings agents’ active within the UK residential property sector. Originality/value – The paper provides original data on the attitudes and perspectives of agents who manage deposit disputes. This is an area of current interest that has yet to receive sustained attention. Although concerned with legislation in England and Wales, its findings and discussion are relevant in other jurisdictions facing similar issues.

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