Misinformation Is a Matter of Context: Rejoinder to “The Menace of Misinformation: Faculty Misstatements in Management Education and Their Consequences”

2019 ◽  
Vol 43 (4) ◽  
pp. 427-433 ◽  
Author(s):  
Vance Johnson Lewis
Keyword(s):  
Higher Education ◽  
Management Education ◽  
Business Schools ◽  
Business Students ◽  
Business Faculty ◽  
Compelling Argument ◽  
Full Picture ◽  
Hiring Policies

The notion that we as business faculty are misleading students is on the surface shocking but in deeper thought not misguided. While Giacalone and Promislo present a compelling argument for how and why business schools do not present the full picture to students, their discussion lacks in embracing the situations faced by all students. In this rejoinder to their article, the demographics of today’s students and their desires from higher education are added to the discussion along with an examination of hiring policies that seem to be negatively affecting the message business students are receiving.

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.

Management Education for a Sustainable World

2021 ◽  
pp. 217-235
Author(s):  
Christiane Molina
Keyword(s):  
Higher Education ◽  
Private Sector ◽  
Management Education ◽  
Business Schools ◽  
Higher Education Institutions ◽  
Business Leaders ◽  
Future Generations ◽  
Teaching Techniques ◽  
The World ◽  
Development Of Competencies

Societies across the world currently deal with multiple interconnected problems whose solutions call for the active participation of various actors. The private sector is among them and as a result, business leaders are in need of competencies that enable them to find appropriate answers. Sustainability competence may offer the key to transition towards a more equal and fair economy where the resources are maintained for the use of future generations. Higher Education Institutions and specifically business schools are an essential means to develop such competency. This chapter presents a proposal of an educational pathway for the development of competencies for sustainability and offers educators an array of teaching techniques that could be used at each stage.

scholarly journals Chilean management education: rhetoric of pragmatism, consumerism, individualism and elitism

2010 ◽  
Vol 8 (2) ◽  
pp. 370-387
Author(s):  
Marcela Mandiola Cotroneo ◽  
Paula Ascorra Costa
Keyword(s):  
Higher Education ◽  
Business Education ◽  
Management Education ◽  
Business Schools ◽  
Economic Globalization ◽  
Educational Institutions ◽  
Education Practice ◽  
Goods And Services ◽  
The Social

The aim of this paper is to understand the character and the role of higher education in business in relation to the wider institutional and structural contexts within which they function. Being loyal to that widespread background, business schools in Chile have become efficient providers of appropriate goods and services for their respective clients and consumers, behaving more like corporations and businesses rather than educational institutions. From this perspective, business education's alignment with the wider political and socio-economic shifts associated with the developments of market economies and economic globalization is a necessary reflection. In this paper we will provide an account of our problematization of management education practices in Chile. This practice was pictured as one of the main characters at the forefront of the Chilean neo-liberal revolution during the final years of the last century. In particular, we will unravel more closely the chain of signifiers articulating the meaning of Chilean higher business education. This articulation is recuperated mainly around how those involved in the management education practice talk about (our)themselves. As well as specialised press writings, some academic accounts and fragments from our own 'ethnographic' involvement are used for this purpose. Particular attention is paid to the social, political and fantasmatic logics (GLYNOS; HOWARTH, 2007) as key elements of our own explanation of this practice, which in turn informs our critical standpoint.

Social Class Matters: Rejoinder to “The Menace of Misinformation: Faculty Misstatements in Management Education and Their Consequences”

2019 ◽  
Vol 43 (4) ◽  
pp. 454-460
Author(s):  
Michele L. Heath
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Management Education ◽  
Business Schools ◽  
Access To Higher Education ◽  
Student Demographics ◽  
Or Groups ◽  
The World ◽  
Working Class Students ◽  
What Matters

“Faculty Misstatements in Management Education and their Consequences” is a thought-provoking article that draws attention to what information is being disseminated in business schools. The article argues that faculty communicate misinformation about the economic model and what matters in life. This rejoinder addresses the notion that social class plays a significant role in what students value and what matters to them in life. Social class refers to the division of individuals or groups of culture based on wealth, income, education, type of occupation, and social network. Social class matters because it shapes individuals’ experience of themselves in the world. I argue that socioeconomic factors matter when you discuss beliefs, values, and norms. Student demographics are changing in higher education. Working-class students are gaining access to higher education, which means that the classrooms in business schools are becoming more diverse. Ultimately, social class plays a role in how students view life and how they treat other people. The article concludes with a call to faculty to understand and explore differences in our classroom.

scholarly journals Play What, Like What! The Application of Psychodrama in the Business Management Education in Universities-Marketing Management as an Example

2019 ◽  
pp. 1-7
Author(s):  
Chih-Huang Lin
Keyword(s):  
Higher Education ◽  
Management Education ◽  
Business Schools ◽  
Management Practice ◽  
Learning Experience ◽  
Business Management ◽  
Marketing Management ◽  
Business Managers ◽  
Business Decision ◽  
Key Issues

The higher education is facing challenges and the learning is flipping. The teaching as a whole-person is one of the major mission of higher education. Psychodrama was developed for psychotherapy and it is used as a psychotherapy technique in group counseling, consultation, and even education in recent years. In business schools, psychodrama offers a creative and more experiential way for students to explore and solve the key issues in business and management practice. This study uses psychodrama in teaching in the real Business-Management course Marketing Management 」as the research context. This study is an action research in Business-Management education. This study is bringing a new learning experience to Business education. Moreover, it also adds humanistic quality and social consideration to students. With the qualitative and quantitative data, the results demonstrates that psychodrama can improve learning outcomes, enhance learning satisfaction, and even enhance the ability of students to business decision-making. Furthermore, this study also provides managerial and practical implications for both higher education in business schools and real world business managers.

Transition to a hybrid teaching model as a step forward toward responsible management education?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Francesca Pucciarelli ◽  
Andreas Kaplan
Keyword(s):  
Higher Education ◽  
Management Education ◽  
Business Schools ◽  
Hybrid Approach ◽  
Management Approach ◽  
Teaching Model ◽  
Health Crisis ◽  
Content Type ◽  
Responsible Management ◽  
Hybrid Teaching

Purpose This paper aims to investigate how the COVID-19 health crisis could help business schools move towards more responsible management education (RME). Business schools have been extensively blamed in previous crises for not educating their students in a responsible way. The COVID-19 pandemic could be the pivotal opportunity for business schools to regain legitimacy and a wake-up call to accelerate their journey towards RME. The authors aim to outline an illustration of the transition to a hybrid teaching model and how such educational reconfiguration might lead to more sustainable and RME, also beyond COVID-19. Design/methodology/approach A qualitative approach is proposed to analyse and decrypt the challenges and opportunities of a hybrid approach, its implications for the transformation of business schools and RME. This study also includes a state-of-the-art literature review, a specific investigation of the case of ESCP, the European cross-border multi-campus business school, and in-depth interviews with stakeholders impacted by the crisis. Findings The health crisis demonstrated the unprecedented capability of higher education to embrace rapid and profound change. Furthermore, the pandemic served as a wake-up call in that it may even have caused the progress of business schools, previously somewhat reluctant, towards more socially responsible and sustainable thinking. Thus, the schools have used the COVID-19 crisis as an opportunity to regain legitimacy and be part of the solution rather than part of the problem. Practical implications The paper pulls together a multitude of suggestions for higher education in general and business schools in particular. Originality/value Combining two of higher education’s main challenges, namely, digitalisation and sustainability and applying the principles for responsible management education framework to map and analyse the pandemic’s implications, this paper provides a new, compelling and inspiring resource for business schools on their path to a more responsible management approach and education.

scholarly journals Students, Faculty, And Administrators Perception Of Students Evaluations Of Faculty In Higher Education Business Schools

2006 ◽  
Vol 3 (8) ◽  
Author(s):  
Franklin D. Gaillard ◽  
Sonja P. Mitchell ◽  
Vahwere Kavota
Keyword(s):  
Higher Education ◽  
Business Schools ◽  
Business Students ◽  
Faculty Evaluation ◽  
Mixed Feelings ◽  
Survey Instruments ◽  
Hampton University ◽  
Views And Perceptions ◽  
Faculty And Administrators ◽  
Education Business

This literature review analyzes students’ evaluations of faculty in higher education business schools.  Particularly, differences in perception amongst students, faculty and administrators are examined across variables deemed significant by scholars. Each academic year students are requested to complete faculty evaluation forms for the classes they take at almost every university (Mohammad Ahmadi, Marilyn M. Helm, Farhad Raiszadeh [2001]. Numerous approaches and research related to students’ evaluations of faculty have been conducted and have led to different results and conclusions. Students’ evaluations of faculty have been used primarily for faculty promotion, salary raises, tenure, teaching efficiency, retention or faculty dismissal. Nevertheless, students, faculty and administrators have mixed feelings and perceptions about the students’ evaluations of faculty. This paper examines the views and perceptions of business major students and faculty at the School of Business at Hampton University. Business students and faculty will be asked to complete a various survey instruments. Results will be examined and presented.

scholarly journals Design and Design Thinking in Business and Management Higher Education

2017 ◽  
Vol 10 (1) ◽  
pp. 41 ◽  
Author(s):  
Judy Matthews ◽  
Cara Wrigley
Keyword(s):  
Higher Education ◽  
Design Thinking ◽  
Management Education ◽  
Business Students ◽  
Design Management ◽  
Education Programs ◽  
Business Programs ◽  
Exploratory Investigation ◽  
Business And Management ◽  
Education Business

Design and design thinking have been identified as making valuable contributions to business and management, and the numbers of higher education programs that teach design thinking to business students, managers and executives are growing. However multiple definitions of design thinking and the range of perspectives have created some confusion about potential pathways. This paper examines notions of design and design thinking and uses these definitions to identify themes in higher educational programs. We present the findings from an initial exploratory investigation of design and design thinking in higher education business programs and define four distinct educational approaches around human centred innovation, integrative thinking, design management and design as strategy. Potential directions for management education programs are presented.

scholarly journals Developmental challenges to internationalizing the higher education sector: a critical inquiry of business schools in Kerala

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kishore Thomas John ◽  
K. Shreekrishna Kumar
Keyword(s):  
Higher Education ◽  
Human Development ◽  
Time Series Data ◽  
Management Education ◽  
Technical Education ◽  
Business Schools ◽  
Education Sector ◽  
Series Data ◽  
Cross Sectional ◽  
Content Type

PurposeKerala is one of India's most advanced states in human development and other social indices. This study aims to look at the management education scenario in Kerala from a macro-perspective and examines the existing trends, major issues and presents challenges facing the sector.Design/methodology/approachThe study is driven by previously unexplored secondary data published by India's apex technical education regulator–All India Council for Technical Education (AICTE). Qualitative and quantitative assessments are assimilated from the organization, dissection and categorization of unit-level data.FindingsBusiness schools (B-schools) in the state are facing acute distress in enrolments. There are intra-regional variations in institution count and occupancy rates. The vast majority of the institutions have no accreditation at all. The entire sector is facing a protracted decline.Research limitations/implicationsThe study has relied primarily on descriptive statistics considering a single discipline within the higher education sector in Kerala. Future studies should look at other disciplines (engineering, medicine) simultaneously. Use of statistical methods like panel data regression would be beneficial to find hidden trends in cross-sectional and longitudinal time-series data.Practical implicationsManagement education in Kerala is facing an existential crisis. This has implications for the state's economic development. The paper creates strong imperatives for government policymaking to forestall the complete decline of the sector.Social implicationsA highly literate state with advanced human development indices need not be a suitable location for building a knowledge-based economy. Government policy has strong implications for the development and sustenance of higher education. The relationship between government and business schools are symbiotic.Originality/valueThe paper maps the progression of B-schools from local to global. A typology of privately funded B-schools is proposed. The conceptual framework advanced in this study can contribute to further literature development. The suggested policy initiatives are applicable not only to Kerala but also to other tightly regulated markets.

scholarly journals The Call for Higher Education to Develop Diversity Competencies with the Goal of Preparing Business Students for the Global Marketplace

2009 ◽  
Vol 1 (2) ◽  
Author(s):  
Roxanne Helm-Stevens ◽  
Linda Hunt
Keyword(s):  
Higher Education ◽  
High Education ◽  
Business Schools ◽  
Business Students ◽  
Educational Context ◽  
Global Marketplace ◽  
Global Organizations ◽  
Diversity Issues ◽  
Diversity Curriculum ◽  
Executives And Managers

Institutions of high education must respond to the urgent need that exists for organizations operating in the global marketplace to hire and retain professionals prepared to think critically about multifaceted diversity issues in the workplace. Where do organizations find managers and supervisors equipped to handle the mulifaceted issues of diversity facing global firms? Unfortunately, it seems that they cannot rely on business schools. How can business schools assist future executives and managers to develop diversity competencies necessary to compete in the global marketplace? This paper will explore diversity from an organizational and educational context, looking at the concept of diversity and exploring the value of teaching a diversity curriculum. KEY WORDS Diversity competencies, organic diversity, global marketplace, global organizations

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