The impact of business schools in transforming the society case: AUC School of Business

2019 ◽  
Vol 36 (1) ◽  
pp. 38-63 ◽  
Author(s):  
Sherif Kamel
Keyword(s):  
Continuous Improvement ◽  
Management Education ◽  
Business Schools ◽  
Lessons Learned ◽  
Content Type ◽  
American University ◽  
Advisory Boards ◽  
American University In Cairo ◽  
The Impact ◽  
Business And Management

Purpose Business schools are becoming invaluable platforms linking academia, business and industry. The constantly changing nature of markets requires a continuous and iterative dialog between business schools and other constituents including the government, the private sector and the civil society to guarantee that business and management education is catering for local and global market needs. The purpose of this paper is to address the growing role of business schools in transforming the society, building on the experience of the school of business of the American University in Cairo, and its impact in preparing the business leaders and entrepreneurs who can make a difference in society through rigorous and adaptive business and management education while addressing the elements of governance, accreditation, internationalization, and relevance, creativity and innovation in research. Design/methodology/approach In this study, desk research is coupled with sharing of the development of the accreditation journey of American University in Cairo (AUC) School of Business and the lessons learned over the last 15 years. Findings While undergoing multiple accreditations, the school should effectively and efficiently manage the timeline, otherwise the maintenance of all accreditations could end up in one year, and that could be really challenging, a situation faced by the school during the academic year 2016–2017. While having a task force or a committee is mandatory, for the long-term development and sustainability of a continuous improvement culture, an office for academic assessment and accreditation is a must. For the school, the office helps create and embed the culture that accreditation is a journey and not a destination. Accreditation as a process should involve all school stakeholders on and off campus including faculty, staff, students, alumni, advisory boards, employers and the university administration; they should all be engaged and their buy-in through creating a sense of ownership and empowerment is invaluable. Throughout the accreditation journey, nothing is more important than communication, a school can never have enough of it. While the accreditation process needs a strong, transparent, effective leadership style, a bottom-up approach aligning and motivating the school’s different constituents is essential. For accreditation and continuous improvement to be sustainable, it should be driven and guided by a unified school-wide strategy addressing and catering to its different objectives. Accreditation is all about an invaluable triangle of building blocks, including an informed human capital, a respected and well-thought process and a timely, accurate and efficient wealth of data and knowledge about the school. Research limitations/implications The limitations are primarily the focus on the case of Egypt and AUC School of Business. Obviously, there is no one size that fits all, but there are lessons learned that could be replicated and tested in business schools located in similar environments. Practical implications The study presents the experience of the governance model at AUC School of Business with both internal council of the school of business and external board of advisors. Social implications The study presents the implications of the school on the society and the role, directions, guidelines that accreditation and continuous improvement introduce to the curriculum. Originality/value Historical background of business and management education at large in Egypt and Middle East North Africa is coupled with the overview of the school of business, sharing the challenges and opportunities of accreditation and continuous improvement.

In today's global environment organizational culture dominates national culture!

2014 ◽  
Vol 21 (4) ◽  
pp. 651-664 ◽  
Author(s):  
Braden R. Kattman
Keyword(s):  
Organizational Culture ◽  
National Culture ◽  
Continuous Improvement ◽  
Management Practices ◽  
Organizational Impact ◽  
Content Type ◽  
Quantitative And Qualitative Research ◽  
Power Company ◽  
The Impact ◽  
Business And Management

Purpose – The specific problem this research addresses is whether cultural differences, national or organizational, impact how effectively the continuous improvement process is received within the supply chain in order to improve supplier performance. The paper aims to discuss these issues. Design/methodology/approach – The research design used a mixed methods approach, combining quantitative and qualitative research. Findings – The research found that Canada was most receptive to continuous improvement, with China being the least receptive. The study found that organizational culture was more influential than national culture. Isomorphism and benchmarking is driving continuous-improvement language and methods to be more universally known within business. Business and management practices appear to take precedence in driving change within organizations. Research limitations/implications – The sample size and countries involved was very small and limited to key medium sized distributed power company (MSDPC) suppliers. This limited diversity and may have introduced supplier selection bias, as well as survey response bias. Practical implications – This research concludes that organizational culture is more dominant over national culture and the influence of leadership within the organization drives the impact of continuous improvement. Originality/value – With isomorphism and the fact that businesses want to be successful, continuous improvement language and methods are becoming more universally known. Business and management practices are now taking precedence in driving change within organizations. Organizational culture is now more influential than national culture.

COVID-19 and responsible management education (RME) among others: why should public business schools feel threatened?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohamed Mousa
Keyword(s):  
Management Education ◽  
Business Schools ◽  
Business Students ◽  
Empirical Studies ◽  
Content Type ◽  
Cultural Challenges ◽  
Cultural Aspects ◽  
Responsible Management ◽  
The Future ◽  
Multiple Case

PurposeThrough a multiple case study design, this article elaborates the chances of initiating and/or implementing responsible management education (RME) in Egyptian public business schools after the identification of coronavirus disease 2019 (COVID-19). In other words, this paper identifies the effect of COVID-19 on internalizing RME in the previously mentioned context.Design/methodology/approachThrough addressing four business schools in Egypt, this article explores the future of public business schools that did not previously implement responsible management education (RME) principles, after the identification of COVID-19. In other words, this paper identifies the main threats facing public business schools in Egypt post the spread of COVID-19.FindingsAlthough the previous study done by Mousa et al. (2019a) showed that academics in public business schools in Egypt were not ready to implement responsible management education, and furthermore, that they thought that addressing socio-cultural aspects is the mission of professors in sociology and humanities, the results of this study show that the spread of COVID-19 has positively changed the situation. The interviewed academics assert that socio-cultural challenges shape the minds of business students, academics and trainers, and these accordingly, have to be tackled. Furthermore, the author explores some socio-political, academic and labour market threats facing business schools in Egypt today. Managing those threats may ensure the continuity of the addressed business schools and their counterparts.Originality/valueThis paper contributes by filling a gap in the literature on responsible management education and leadership in the higher education sector, in which empirical studies on the future of business schools, particularly those that did not implement responsible management education earlier, after the identification and spread of COVID-19 have been limited until now.

Addressing diversity, equity and inclusion (DEI) through service learning in management education: insights from India

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kaushik Ranjan Bandyopadhyay ◽  
Kasturi Das ◽  
Ritika Mahajan
Keyword(s):  
Service Learning ◽  
Literature Review ◽  
Management Education ◽  
Business Schools ◽  
Theory And Practice ◽  
Social Implications ◽  
Content Type ◽  
Diversity And Inclusion ◽  
Long Run ◽  
Equity And Inclusion

PurposeThe paper makes an endeavour to explore the efficacy of service learning (SL) pedagogy in inculcating the value of diversity, equity and inclusion (DEI) with a focus on management education in India.Design/methodology/approachThe research methodology comprises a systematic survey of select relevant literature on SL and applying a novel approach to bring out certain key traits of SL initiatives. The paper also tries to decipher how the identified key traits could be regarded as contributing to the ethos of DEI among the learners. Based on insights from the systematic literature review and identified research gaps, an in-depth study of three SL initiatives in India, have been undertaken to demonstrate how implementation of the SL pedagogy in management education creates an impact on the attributes of DEI and inculcates an inclusive mindset.FindingsAlthough the design, process and learning outcomes of SL pedagogy varies depending on the context, there is commonality in the core attributes that emerges from the literature review which has a potential impact on inculcation of the values of inclusion and appreciation of diversity. The select case studies successfully expand on the list of these identified relevant attributes. The findings have also been corroborated by participants' reflection.Research limitations/implicationsThe paper is, however, limited in its scope of assessing the impact in creating an inclusive mindset. To gauge whether such impact is pervasive and persists in the long run, one needs to examine if these values are carried forward by the participants in their professional and daily life. It would, therefore, be more meaningful to carry out a primary survey of the participants, who took part in such SL initiatives, to understand whether the values have really been assimilated in the real life. This is outside the scope of this paper but does open the scope for further research.Practical implicationsThe paper would be highly relevant for the accreditation agencies who are increasingly prescribing the role that business schools can and should play towards inculcating the ethos of diversity and inclusion among future business leaders and managers. For the administrators of business schools and other higher education institutions who may be considering how to incorporate the ethos of diversity and inclusion in the curriculum and pedagogy, the paper will provide some direction through the SL route. The detailed exposition of the three SL initiatives will enlighten the administrators or the faculty responsible for designing and delivering any SL programme in other business schools or higher educational institutions as to how to go about developing and delivering such an initiative. To the extent such SL initiatives succeed in leaving a lasting impact on the participants regarding ethos of inclusion and diversity, the business implications in the long run could be immense.Social implicationsThe purpose of the paper by itself establishes its social relevance. The very fact that the paper is focused on SL initiatives that involve social problem-solving approaches through hands-on working on social projects and working with communities the social implications are rather obvious.Originality/valueGiven the paucity of information and analysis on potential fit of SL for fostering DEI especially in developing countries, the present paper contributes to the existing body of literature and aptly fills the void. It builds a theoretical construct relating SL with the traits of DEI and then bridges theory and practice by demonstrating the efficacy of three SL programmes in Indian context to internalise the elements of DEI.

Creating a culture of employability in mental health

2014 ◽  
Vol 18 (1) ◽  
pp. 29-34 ◽  
Author(s):  
Naomi Boycott ◽  
Justine Schneider ◽  
Michael Osborne
Keyword(s):  
Mental Health ◽  
Supported Employment ◽  
Implementation Process ◽  
Lessons Learned ◽  
Service Development ◽  
Content Type ◽  
The Individual ◽  
The Uk ◽  
Early Intervention In Psychosis ◽  
The Impact

Purpose – The purpose of this paper is to draw out the lessons learned from the implementation of the Individual Placement and Support (IPS) approach to supported employment in two contrasting adult mental health teams; one “standard” CMHT, and one early intervention in psychosis (EIP) team. Design/methodology/approach – These inferences are based on the evidence from a four-year study of IPS in one mental health care provider in the UK, which began by setting up a new service, and went on to run a RCT looking at the impact of psychological input as an adjunct to IPS alone. Findings – In attempting to introduce IPS to mental health teams in Nottingham the authors came across numerous barriers, including service reorganisation, funding cuts and the wider context of recession. Differences were observed between mental health teams in the willingness to embrace IPS. The authors argue that this variability is due to differences in caseload size, recovery priorities and client profiles. The authors have learnt that perseverance, strenuous efforts to engage clinical staff and the use of IPS fidelity reviews can make a positive difference to the implementation process. Practical implications – The experience suggests that setting up an IPS service is possible even in the most challenging of times, and that EIP services may be a particularly fertile ground for this approach. The authors also discuss potential barriers to implementing new services in mental health teams. Originality/value – This paper will be of value to service development and the science of implementation in mental health.

scholarly journals An empirical investigation of workplace factors affecting lean performance

2018 ◽  
Vol 67 (2) ◽  
pp. 278-296 ◽  
Author(s):  
Ilias Vlachos ◽  
Evangelia Siachou
Keyword(s):  
Organizational Culture ◽  
Knowledge Acquisition ◽  
Continuous Improvement ◽  
Negative Impact ◽  
Hierarchical Regression ◽  
Content Type ◽  
Factors Affecting ◽  
Study Results ◽  
Workplace Factors ◽  
The Impact

Purpose The purpose of this paper is to identify workplace factors with an impact on lean performance (LP). This can lead to better LP outcomes, thus facilitating organizations to smoothly move from the conventional to lean management. Design/methodology/approach The direct effects of training, knowledge acquisition and organizational culture are empirically investigated using data from 126 managers employed at a global company, which recently has improved its LP. Study’s hypotheses were analyzed with hierarchical regression models. Findings The findings suggest that not all of the aforementioned workplace factors holistically affect LP. Only organizational culture is associated to the four LP variables (i.e. continuous improvement, waste, ergonomy and product quality). Training and knowledge acquisition offer partially effects on LP with training to contribute mostly to predicting continuous improvements. Knowledge acquisition alone, has significant yet negative impact on both continuous improvement and ergonomy. Even more, when training is combined with knowledge acquisition the results are different. Originality/value As this study highlights the impact of workplace practices on LP, attributes mainly importance to the distinct effects that each of the aforementioned factors has on the four distinct LP variables. Although the study results reflect a particular case, its recommendations could facilitate practitioners to achieve better lean outcomes.

Kaizen, a continuous improvement practice in organizations

2018 ◽  
Vol 30 (4) ◽  
pp. 255-268 ◽  
Author(s):  
Karla María Alvarado-Ramírez ◽  
Víctor Hipólito Pumisacho-Álvaro ◽  
José Ángel Miguel-Davila ◽  
Manuel F. Suárez Barraza
Keyword(s):  
Empirical Evidence ◽  
Continuous Improvement ◽  
Latin American ◽  
The State ◽  
Structured Interviews ◽  
Managerial Behavior ◽  
Content Type ◽  
Service Companies ◽  
The Impact ◽  
Latin American Countries

PurposeThe purpose of this paper is to compare the practices of continuous improvement that are applied in medium and large manufacturing and service companies in two Latin American countries. At the same time, benefits and barriers experienced by these companies with regard to sustainability of continuous improvement are explored.Design/methodology/approachIn order to generate a comparative study between two Latin American countries, interviews were conducted with managers linked to continuous improvement in medium and large companies in the State of Puebla and the Metropolitan District of Quito, which are important areas in Mexico and Ecuador, respectively. Data were collected by means of document analysis, semi-structured interviews, and direct observation.FindingsCompanies in both countries identify the use of various techniques and/or tools for continuous improvement. The results of the empirical evidence show how the impact of the application of the techniques has been beneficial in economic and human terms. Thus, the exploratory study has permitted the identification of the drivers and inhibitors in the maintenance of continuous improvement.Research limitations/implicationsThe research is based on only two areas of the Latin American countries: Mexico and Ecuador. Their results can therefore not be generalized. The approach is applied in a specific environment, namely, the State of Puebla and the Metropolitan District of Quito. This study incorporates the perception of managers, directors, and/or supervisors involved in continuous improvement processes.Practical implicationsThis paper seeks to provide analytical input. The study is of great interest to researchers, managers, consultants, and professionals linked to projects of continuous improvement who wish to incorporate continuous improvement practices which are sustainable over time. A new managerial behavior is the basis of continuous improvement, where the training and development of the human resource increases the commitment to achieve organizational changes.Originality/valueThis research makes an empirical contribution to the literature through the understanding of practices of continuous improvement in a Latin American context, highlighting the factors that improve or impede the process of continuous improvement. Particularly in Mexico and Ecuador, the empirical evidence on this subject is still scarce despite the existence of theoretical academic literature.

The soft side of TQM and teachers job satisfaction: an empirical investigation in primary and secondary education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Niki Glaveli ◽  
Fotios Vouzas ◽  
Myrsine Roumeliotou
Keyword(s):  
Job Satisfaction ◽  
Secondary Education ◽  
Continuous Improvement ◽  
Validity And Reliability ◽  
Measurement Scales ◽  
Online Questionnaire ◽  
Content Type ◽  
Primary And Secondary Education ◽  
Appraisal Systems ◽  
The Impact

PurposeThe current study provides insights on the application of critical soft TQM practices in primary and secondary education and their impact on teachers' job satisfaction (TJS).Design/methodology/approachBased on a review of the literature related to TQM application in primary and secondary education, six soft TQM elements were traced as critical to the success of TQM implementation in the school environment: participation/involvement in continuous improvement, teamwork, empowerment, appraisal systems/recognition and reward for quality, training and development (T&D) and leadership (vision/commitment to quality culture). Moreover, their relationship to JS was theoretically founded and empirically tested. An online questionnaire was used as the research instrument. The participants were 200 primary and secondary public school teachers working in urban, semi urban and rural regions of Greece. After assessing the validity and reliability of the measurement scales, multiple regression analysis was applied to test the hypothesized relationships.FindingsThe research findings revealed that leadership and empowerment are the most highly implemented TQM practices in primary and secondary education. Moreover, participation/involvement, appraisal systems/recognition and rewards and leadership were the TQM elements that had a positive association with TJS.Practical implicationsThe outcomes of the study are of help to school principals and policy-makers in order to design and implement TQM policies that advance the quality of teaching and the effectiveness of processes in the primary and secondary education system, as well as to satisfy and motivate teachers for continuous improvement.Originality/valueThis was, to the best of our knowledge, the first study that has explored the impact of soft TQM elements on TJS.

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.

Building resilience in retail supply chains: Lessons learned from COVID-19 and future pathways

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Atif Saleem Butt
Keyword(s):  
Supply Chain ◽  
Supply Chains ◽  
United Arab Emirates ◽  
Cash Flows ◽  
Lessons Learned ◽  
Third Party ◽  
Structured Interviews ◽  
Cross Sectional ◽  
Content Type ◽  
The Impact

PurposeThis study explores the countermeasures taken by retailers to mitigate the effects of COVID-19 on supply chain disruptions.Design/methodology/approachThis research uses a multiple case study approach and undertakes 36 semi-structured interviews with senior management of the four largest retailers of the United Arab Emirates. The respondents were designated at different positions such as Vice President, Director and Project Manager.FindingsResults reveal that retailers are employing six countermeasures to mitigate the effects of COVID-19 on supply chains. Particularly, retailers are securing required demand, preserving cash flows, redirecting inventory, adding capacity to their distribution centres, becoming more flexible with their direct or third-party logistics provider and finally widening delivery options for their suppliers to mitigate the impact of COVID-19.Research limitations/implicationsThis study has some limitations. First, the results of this study cannot be generalized to a broader population as it attempts to build an initial theory. Second, this study uses a cross-sectional approach to explore the countermeasures employed by retailing firms to mitigate the effects of COVID-19.Originality/valueA notable weakness in a supply chain disruption literature is an unfulfilled need for research examining the strategies employed by retailers to respond to/address the challenges posed by COVID-19. Our study fills this gap.

Beyond COVID-19 supply chain heroism, no dust settling yet – lessons learned at Rolls Royce about advancing risk management thinking

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Remko van Hoek ◽  
David Loseby
Keyword(s):  
Risk Management ◽  
Supply Chain ◽  
Lessons Learned ◽  
First Year ◽  
Multiple Time ◽  
Content Type ◽  
Manufacturing Operations ◽  
Time Horizons ◽  
Management Literature ◽  
The Impact

PurposeWhile there is a rich body of risk management literature and while there have been valuable theoretical advancements on the specific impact of the COVID-19 pandemic on risks, this paper aims to posit that at least four more advancements are needed.Design/methodology/approachThe co-author from Rolls Royce (RR) illustrates the risks experienced and risk management approaches taken in its manufacturing and supply chain operations both in the earlier stages of the pandemic as well as after the first year of the pandemic.FindingsThe COVID-19 pandemic offers a unique risk scenario that is beyond the scope of most existing risk management literature. The impact of the pandemic is very multi-faceted, not location specific but very global and experienced throughout the entire supply chain, across industries and over a much extended timeline with multiple time horizons. In manufacturing operations, there have been major instances of supply chain heroism in the first year of the pandemic and there is a lot more work ahead.Originality/valueThe authors' co-created paper enriches the perspective on COVID-19 research in manufacturing and supply chain operations by pointing at empirical opportunities, the need for more inter disciplinary research and the need to consider multiple time horizons.

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