Business School Research Articles

Improving assessment for work-based learning and degree apprenticeships in business through a co-designed peer review process

Involving students in peer review has substantial benefits for students’ learning and development and, more pragmatically, for staff workload. This paper reports on a student-led effort to co-design a peer review formative assessment task. The assessment is part of a personal development module within a higher education degree apprenticeship programme delivered via blended mode by a business school in South-East England. This case study on student-staff partnership offers a description of the process and a reflection on the impacts from both the student and staff perspective. It suggests that student co-design and peer review activities complement work-based learning, effectively bringing the prior experiences and academic skills of mature/professional students into the classroom.

The future of tourism: interview with emeritus professor Pauline Sheldon on regenerative tourism

PurposeAs the Journal of Tourism Futures (JTF) celebrates its 10th Anniversary, Dr Ian Yeoman (Hotel Management School Leeuwarden) interviews Emeritus Professor Pauline Sheldon (University of Hawaiʻi) about transformation and the regenerative future of tourism, a special issue published by the journal in 2022.Design/methodology/approachA personal interview.FindingsEmeritus Professor Pauline Sheldon highlights the importance of regenerative tourism for the future and the role the JTF plays in this field. In particular, Sheldon highlights the pioneering research and practice of Dr Dianne Dredge, who has championed a pathway on regenerative tourism.Originality/valueThe interview provides insights into the directions of regenerative tourism and research about the future of tourism.

Enhancing Pracademia in Business Schools: Designing Systems That Enable Impact

This commentary builds on ongoing dialogs examining the impact agenda. Its purpose is to (a) demonstrate how pracademia can enhance the impact agenda of Business Schools and (b) apply principles from socio-technical theory, to show how achieving this requires widespread culture change in Business Schools, which must be considered within the wider socio-technical system in which pracademia and impact are embedded. We consider inherent problems, and ways forward.

Addressing student non-compliance in AI use declarations: implications for academic integrity and assessment in higher education

This study examines the factors driving student non-compliance with AI use declarations in academic assessments at King’s Business School, where 74% of students failed to declare AI usage despite declaration being a requirement of a mandatory coursework coversheet. Utilising the Theory of Planned Behaviour (TPB) as a framework, the research combines service evaluation survey data and semi-structured interviews to explore how attitudes, subjective norms, and perceived behavioural control influence compliance. Findings reveal that fear of academic repercussions, ambiguous guidelines, inconsistent enforcement, and peer influence are key barriers to AI use declaration. These factors complicate the declaration process, undermine transparency, and challenge academic integrity. The study extends the TPB model by highlighting the ethical and practical dilemmas posed by generative AI, which blur traditional norms of academic integrity. This research offers critical insights for policymakers, suggesting that clear, consistent, and trust-based policies are crucial in fostering ethical AI use. The findings underscore the importance of transparent communication and supportive institutional cultures to improve compliance. Ultimately, this study informs policy development by evaluating the effectiveness of declaration mechanisms and providing actionable recommendations to promote a culture of academic integrity in the evolving landscape of AI technologies.

Navigating the new normal: Exploring the evolution of entrepreneurship education in the aftermath of COVID-19

The COVID-19 pandemic has significantly impacted business schools worldwide, prompting the urgent adoption of innovative teaching methods and digital transformation. This study employs an exploratory case study approach, conducting 18 semi-structured interviews to examine the benefits and risks associated with novel teaching modalities in entrepreneurship education. Specifically, the research highlights the effects of COVID-19 on students' social dynamics, their learning experiences and engagement, as well as the digital transformation of teaching within entrepreneurship education. The findings reveal substantial changes in various components of entrepreneurship education during the pandemic, including the emergence of new teaching forms and modalities. Drawing from these insights, the study provides valuable recommendations for future developments in entrepreneurship education. It emphasises the importance of adopting a balanced approach to teaching that leverages the advantages of face-to-face instruction while harnessing digitalisation and innovative teaching methods. By embracing successful elements of digital transformation in entrepreneurship education, higher education institutions can enhance the resilience and adaptability of their entrepreneurship programmes, equipping students for the entrepreneurial journey ahead. This longitudinal study highlights the evolving nature of entrepreneurship education in response to unprecedented challenges.

Updating a Code for Teaching Ethical Visualizations

The prevalent paradigm for understanding what constitutes a ‘good’ data visualization, and what we are likely teaching business students, relates to a conventional wisdom of efficiency, clarity, transparency, and faithful representation of truth. Teaching about the ethics of visualizations seems to be largely absent from business school curricula. This paper suggests that business students who make and use visualizations should be taught to use a code of ethics for visualizations based not only on conventional wisdom, but also on ideas from the Machine Learning/AI and ‘ethical visualizations’ communities. Elaborating on Sheppard’s code, the code suggested here incorporates ideas about bias, transparency, user agency, and privacy. Ethical awareness and practice become even more important as more data collection, processing, and visualization is shifted to Machine Learning and Generative AI. A threshold model is adapted to understand when visualization decisions require more scrutiny. Ideas from the code and the threshold model are used to analyze choices made by the CDC’s COVID-19 Rapid Response Team for an early pandemic visualization that circulated widely beyond the initial report in which it appeared. This and other examples underscore the need for business professionals to consider their visualizations from the perspective of the code.

Why and how systemic change overcomes ineffectiveness

Why and how systemic change overcomes ineffectiveness Michael Beer, from Harvard Business School, provides insight into why and how systemic change overcomes ineffectiveness in organizations. According to leading academics and consultants, seventy percent of corporate transformations are failures. The organization is stuck in neutral, ineffective, and unable to make systemic change in order to perform better. Strategy changes follow changes in the competitive environment. The system of organizing, managing, and leading must then be realigned with the new strategy or friction and conflict between groups that must coordinate for the organization to survive will arise. A decline in effectiveness and performance will begin. Firing people or creating new programs to re-educate them doesn’t work. Edward Deming, the quality guru who taught the Japanese how to compete on quality, found that “94% of problems in business are system driven and only 6% are people driven.” When confronted with strategic inflection points, 7 silent capabilities must be confronted through honest conversations. Most managers do not, however, know why or how.

The future of tourism: an interview with Dr Daniel Wright about the genre of science fiction

PurposeAs the Journal of Tourism Futures celebrates its 10th Anniversary, Dr Ian Yeoman (Hotel Management School Leeuwarden) interviews Dr Daniel Wright (University of Central Lancashire) about the future genre of science fiction and his publications.Design/methodology/approachA personal interview.FindingsScience fiction research is about asking difficult questions, the questions we feel uncomfortable asking and answering. Science fiction is a powerful medium to imagine the future, which students love as it is provocative. In the interview, Dr Wright reflects upon his own writing from immortality to the end of the world.Originality/valueThe power of science fiction, as a genre of transformation, skepticism and thinking out of the box, is often missing in futures studies and scenario planning.

DBA as an enabler of future management practice – case study insights and reflections from recent graduates

Purpose The purpose of the study is to explore a Doctorate in Business Administration (DBA) programme in the context of a small emerging Irish university as an enabler for future management practice development. Design/methodology/approach The research comprises a literature review and a single case study focused on a single DBA graduate of a DBA programme embedded in a new technological Irish university. Findings Findings indicate that the DBA supports a unique form of managerial learning supportive of the development of future management practice in graduates. Specifically, such managerial learning emerges from the embracement of differences by both faculty and students; guidance by faculty in opening students to uncertainty and unknowing and in supporting students towards becoming architects of socio-technical organisational change. Ultimately, the DBA graduate is not viewed as leaving the programme, with novel management practices that are time-bound, rather they are imbued with a learning potential supportive of continual management practice development into the future. Theoretically, the authors extend studies that indicate the potential of the DBA as a mechanism for management practice development, indicating the role of managerial learning in context. Research limitations/implications The research is limited to a single case study of a DBA programme embedded in a new technological Irish university and draws from the perspective of one key informant graduate. Hence, future research into how managerial learning impacts new management practice development in the context of other universities is encouraged. Practical implications The central role of managerial learning promoted in the DBA within this new technological university indicates two practical implications of the research. First, both organisations and students considering DBA education as a means of developing future management practices are encouraged to contemplate such education through the lens of managerial learning. It is anticipated that such contemplation will improve preparedness. Second, business schools are encouraged to contemplate improving their programmes through the managerial learning lens, with such improvement activating potential in marketing the DBA to both students and organisations. Originality/value Theoretically the authors extend existing studies that indicate the potential of the DBA as a mechanism for management practice development. Specifically the role of contextual managerial learning is articulated, and is argued to support a management practice development capable of continual transformation.

An MBA capstone that's out of this world: Commercializing NASA patents

AbstractCapstone classes can help MBA programs achieve student learning goals and meet accreditation standards. However, such programs often fail to build the skills they are intended to develop. Technology transfer projects can be an effective way to build these skills while creating a positive economic impact. This article describes Crummer Graduate School of Business at Rollins College's MBA program's integrative capstone experience that partners with NASA to allow student teams to commercialize unused or underutilized NASA patents to develop new products and create business startups using a 4Ps model. First, students examine Patents for intellectual property that could be transferred to new applications with commercial potential. Next, they develop a knowledge network of Partners who could assist them to commercialize the technology. Then, students identify Prospects for the proposed commercial use of the technology. Finally, they Package a newly developed, market‐ready product with strategy, financial, sales and marketing plans, and pitch these to angel investors who might fund the startup and assist them in starting the business. This article details the 20 steps in the 4Ps model and discusses student outcomes, as well as the business focus of the 29 teams that have completed the course since 2012. Benefits, challenges, and advice for delivering the 4Ps model are discussed.

Reconstructing Professional Role Identities: (Un)Learning and Hybridization in a Business School Program

Reconstructing Professional Role Identities: (Un)Learning and Hybridization in a Business School Program

Exploring Knowledge and Perceptions of Level Learning Outcomes and Meta-Skills in a Creative Business School Context

Much has been written about the necessity for graduates to be aware of their skill set and transferability for the workplace. Degree programs in Scotland have long relied on guidance from the Quality Assurance Agency (QAA) on the taxonomy or wording of level learning outcomes (LLOs), which are the building blocks of degrees. More recently, a meta-skills framework created by Skills Development Scotland (SDS) offers clarity around meta-skills and suggests relevant wording, but these do not always align with academic taxonomies. The current research sought to explore the relationship between LLOs and meta-skills further from an academic and student perspective. A qualitative approach consisting of staff interviews and student focus groups from a range of creative business courses was adopted. A thematic analysis revealed gaps in staff and student understanding of LLOs and meta-skill terminology. The findings support the argument that skills should be linked more obviously to modular learning and recommendations are made as to how these could be communicated effectively to aid understanding around the transferability of university-acquired skills to the workplace.

Hybrid vs. in-person learning: The displacement of boundaries in customized executive programs

Business schools tailor Customized Executive Programs (CEPs) to address the specific needs of organizations. This paper illustrates how expanding knowledge boundaries during CEP delivery enhances a participant's learning. Through multiple case studies, we address the question of how trading zone boundaries are displaced during the delivery of CEPs. We compared five in-person and five hybrid CEPs from across Latin America and Europe, comprising different industries, to answer this inquiry. The data was analyzed using qualitative-mixed methods techniques. Our findings reveal that, paradoxically, when tension arises within CEP's delivery trading zone, interactive experiences, diverse cultures, and physical proximity improve adult learning. Our research contributes to the field of executive education by expanding theory and highlighting three in-person behaviors that virtual environments alone cannot replicate: engaging in a cognitive-affective dialectic for enriched learning, knowledge boundary displacement through interpersonal dynamics, and integration of cross-cultural diversity.

Effects of Compensation Benefits on Employee Engagement for Private Family Business Schools

The effects of compensation and benefits on employees’ engagement levels in selected private family business schools (PFBSs) in the Eastern Cape, South Africa are investigated in the study. Several pieces of literature affirmed that employee engagement levels in South African schools are low despite the crucial role played by employees in implementing the teaching and learning programs of the schools. The study is to determine the extent to which employee engagement in PFBSs is predicted by remuneration and benefits. The study employed a quantitative positivist research paradigm and a case study technique to examine the impact of pay and benefits on employee engagement levels in PFBSs. A six-step sampling model was adopted, and a probability sampling technique was utilized. Nonparametric statistical analyses were done, and the results revealed that increasing employees’ compensation and benefits is key to improving employees’ engagement levels in PFBSs. All ethical requirements, such as respondents’ anonymity, informed consent, and confidentiality, were adhered to throughout the study. The study recommended that PFBSs are encouraged to have a compensation and benefits portfolio that competes favorably well with other educational institutions locally and abroad to retain a well-engaged set of employees. The study concluded that a large-scale survey be carried out to investigate the impact of compensation and benefits to PFBSs in another country rather than South Africa to compare findings.

Achieving Societal Impact Through Community-Engaged Learning: Strategic Recommendations For Integrating AACSB Societal Impact Standards Into Marketing Courses

ABSTRACT In the context of integrating the 2020 Association to Advance Collegiate Schools of Business International (AACSB) revised standards on societal impact and the United Nations Development Goals (UN SDGs), this paper provides a detailed guide for developing and implementing four societal impact projects showcasing the design, implementation, student engagement, and impact aspects of these projects through the framework of community-engaged learning. The authors share their combined experiences designing and implementing a variety of marketing courses with the hope of guiding and encouraging marketing instructors to educate the next generation of business leaders in a manner that will contribute to a positive societal impact. The authors conclude with a discussion of the inherent challenges of such societal impact projects and suggestions for addressing several challenges so that business schools and marketing departments can succeed in making the paradigm shift necessary to shift to a societal well-being mind-set.

TIC y gestión administrativa en la Escuela de Ingeniería y gestión ambiental de la Universidad Nacional Autónoma de Huanta, Ayacucho-2024

Objective: To determine the relationship between ICT and administrative management in the School of Engineering and environmental management of the National Autonomous University of Huanta, Ayacucho-2024. Method: Theoretical, descriptive and explanatory, non-experimental, correlational, sample of 80 collaborators of the entity. Results: The correlation between these variables was 0.502. Conclusions: These findings show that the effective use of IT by employees contributes to optimizing administrative management.

Bridging the Gap Between Academia and Practice in Accounting

SYNOPSIS This paper addresses the enduring challenge of bridging the gap between accounting research and its application in practice. Drawing upon insights from the 2024 Financial Accounting and Reporting Section (FARS) plenary panel discussion and contributions from esteemed leaders in the field, we explore the root causes of this disconnect and underscore the importance of narrowing the divide. Our analysis leads to the proposal of practical strategies targeted at key stakeholders—authors, reviewers, editors, and business school deans—with the aim of promoting a more integrated approach to accounting research and practice. Through these recommendations, we endeavor to enhance the relevance and impact of accounting scholarship on real-world financial practices, thereby enriching both the academic and professional realms of accounting. JEL Classifications: A20; I23; M10; M40; M41.

미국 초⋅중등 통합운영학교의 특성 분석

Objectives Declining school-age population has led to the rise of combined schools. It is time to spread combined schools in Korea. Therefore, we analyzed the case of the United States, where combined schools are popularized, to draw implications. Methods Academic articles, school websites, and statistics related to combined schools in the United States were referenced. Results K-8 schools in the U.S. are replacing middle schools due to their educational effectiveness. In addition, the autonomy of the state and schools in curriculum, teacher qualifications, and school management is guaranteed, so combined schools are operating smoothly. While K-8 schools in the U.S. have been shown to have a positive impact on academic achievement, emotional and behavioral outcomes, they have also been criticized for faculty conflicts and financial burdens. Conclusions In order to successfully scale up, the emphasis should be on both economic efficiency and educational effectiveness. In addition, efforts at the school, district, national, and global levels are needed to ensure the smooth operation of combined schools.

Analysis of the scientific production on the implementation of knowledge management for supply chain sustainability

This research aims to analyze the scientific production on the implementation of knowledge management for sustainability of supply chain. The study is of a descriptive quantitative type, by performing a bibliometric analysis executed in the Scopus database where only the articles found in open access in the areas of engineering, business, administration and accounting sciences were considered. A total of 43 articles were detected. The authors with the major contributions were Tseng, M.L. and Mangla, S.K. The most productive institutions were Brunel University London and Brunel Business School. The country in which the largest number of research papers were published was The United Kingdom. The articles were published in 29 journals. A bibliometric map of co-authorship was carried out, which showed that these were grouped into four clusters and that of co-occurrence of keywords structured into six clusters, which identified six lines of research.

Training entrepreneurs in culturally diverse countries. Influence of Social Norms on Entrepreneurial Intention

One of the most influential factors in people's lives is the place of birth. At the educational and employment level, our future is often determined by social and cultural factors associated with the country or region where we are born. This study explores the extent to which National Culture conditions the influence of Social Norms on the Entrepreneurial Intention of business students. We focus on the components of the Theory of Planned Behaviour proposed by Ajzen and on Hofstede's dimensions of National Culture. To test our hypotheses we surveyed 352 business students at universities or business schools in seven countries with large cultural differences. The results of PLS analyses show that the effect of Social Norms on Entrepreneurial Intention is larger among individuals from national cultures with high Power Distance, low Individualism and Short-Term Orientation. These effects of national culture should be considered when designing entrepreneurship education programmes.