Business School Research Articles

Implementation Based Strategy Management School in Enhancement Quality of Education at Leading State Elementary School 1 Morotai Island

Research purposes This is, to know implethe mentation Management Based School (MBS) in DN Unggulan 1 Pulau Morotai. Type of research used is qualitative descriptive. Data collection using source of primary data obtained through interviews, observations and documentation. Analysis of the data that is with data collection, data reduction , data display, and retrieval conclusion . Research result show that the implementation of MBS has been implemented Superior Elementary School 1 Morotai Island with do three movement inspirational namely (1) Management program school open with do approach with committee and parents students , and (2) SIMAK program or Synergy Interaction Monitoring Active Classroom Learning .​ With the existence of an MBS program is expected can realize objective education in a way effective and efficient.

Bureaucratization of Worth: How Business Schools Demonstrate Scholarly Impact

Bureaucratization of Worth: How Business Schools Demonstrate Scholarly Impact

A measure of pedagogical self-efficacy that predicts course evaluations for an international sample of management education faculty

PurposeThis study examined the relationship between pedagogical self-efficacy and student course evaluations among an international sample of management education faculty. We also investigated gender’s moderating role in this relationship and its impact on the development of pedagogical self-efficacy.Design/methodology/approachWe conducted semi-structured interviews with 20 professors at an international business school, identifying three subdomains of pedagogical self-efficacy: course design, classroom management, and feedback provision. We designed a 25-question faculty survey to measure pedagogical self-efficacy, administered it to 84 faculty members, and analyzed the data alongside 20,000 student course evaluations.FindingsAll three pedagogical self-efficacy domains significantly predicted student course evaluations. The self-efficacy of female faculty had a positive relationship with course evaluations across all subdomains. In contrast, the self-efficacy of male faculty had a negative relationship with course evaluations on the course design subdomain. Student evaluations of courses taught by women were 10% lower than those taught by males and male faculty had significantly higher self-efficacy ratings than their female counterparts.Practical implicationsThe results suggest that interventions designed to boost pedagogical self-efficacy can enhance student learning, irrespective of faculty gender. However, given biases in how students perceive female faculty, it is likely that female and male faculty members develop self-efficacy differently.Originality/valueThis study is the first to examine how pedagogical self-efficacy affects course evaluations, focusing on gender as a potential moderator. We also added an international higher education perspective to self-efficacy theories.

Sentiment Analysis and Ratings of Professors: A Comparison of Rate-My-Professor and Department Results

Previous studies employing numeric scores have observed that anonymous postings on the Rate-My-Professor (RMP) site tend to be more negative than ratings within a school. In this study, rather than using numeric evaluations, we compared the official UNIV evaluations with the RMP evaluations at the individual faculty course level, employing sentiment analysis on the text comments in evaluations. We compared positive sentiments in ratings on RMP to those in a specific business school department at a university. Our results show a statistically significant difference, with higher positive ratings at the university. We also analyzed emotions using NRC, finding a significant difference, with RMP having higher levels of negative emotions.

The beautiful risk of participatory education: An empirical example of teaching strong sustainability

The grand challenges of our times are seriously interlinked: ecological crises cannot be tackled separately from social problems. In the strong sustainability approach, a good life for all must be achieved within ecological boundaries. To respect the planetary boundaries, it is required to provide critiques for the current economic, social and political order and suggest concrete actions that may lead to strong sustainability transformation. Business schools must address these challenges and provide solutions through educational content and innovative teaching methods. In this article, we argue that participatory education is the appropriate tool to teach strong sustainability in business schools. Building on Paulo Freire’s critical pedagogy and Gert Biesta’s participatory education theories, we developed a theoretical framework to understand how these theories can strengthen strong sustainability education. Using the analytical framework, we explore the risks of participatory education in our Degrowth course and bring empirical examples of its impacts on students by analysing the reflection articles of 37 students. According to our findings, this particular type of education creates both positive emotions, like enjoyment and enthusiasm, and negative ones, like anxiety and helplessness.

Reimagining Business and Management as a Force for Good

AbstractThe literature has called on business and management scholars to help understand the global challenges we face and to find solutions. The prevailing narratives that have implicitly informed our understanding of business and management knowledge and practice as good need to be reimagined. We question whether our existing theoretical lenses, along with fundamental underlying assumptions about what constitutes labour, value and its creation, and the nature of assets, liabilities and materiality, act as a barrier to advancing business and management practice as a force for good and explore whether we need to go beyond applying existing theory to new research questions. Both Agency Theory and Stakeholder Theory have proven ineffective in aligning social and economic interests, while our disciplinary and publishing customs constrain our imagination and impede conceptions of fundamentally new ways of practising business. We explore why we need to reimagine business and management; what we mean by reimagining business and management and what it means to be a force for good. We conclude that if the purpose of business needs to be reimagined, business schools will also need to change to be major catalysts in this process.

Improving Human Resources and Supporting Local SMEs through the Digitalization of the Keranggan Ecotourism Village Business in South Tangerang

The community empowerment program at Keranggan Ecotourism Village identified several challenges, including low productivity, limited information access, and insufficient promotional facilities, resulting in a lack of awareness about the village's offerings. In response, a team comprising faculty and students from ESQ Business School conducted a tridharma activity focused on digital marketing, particularly for Keranggan Snack, a local home industry product aiming for expanded sales. This initiative aimed to leverage social media platforms to enhance product outreach and facilitate the promotion of Keranggan Ecotourism products to local SMEs, optimizing social media for broader audience reach. Additionally, the team facilitated the promotion of Keranggan Ecotourism products at various external events, aligning with Indonesia Emas 2045's vision. The primary objectives were to increase awareness and branding, assist local SMEs in boosting sales, and provide promotional platforms for Keranggan Ecotourism. This multifaceted approach aimed to address fundamental issues and propel Keranggan Ecotourism towards sustainable growth. Through education on digital marketing and active promotion, the program sought to overcome obstacles and elevate the visibility and economic viability of Keranggan Ecotourism Village beyond its immediate surroundings. By providing a platform for wider recognition and engagement, the initiative aimed to contribute to the village's economic development and environmental conservation efforts.

An Anatomy of Human Dignity; Dissecting the Heart of Humanistic Management

Human dignity is introduced in the humanistic management school to distinguish humanistic from economistic perspectives on organizational business practices. Placing human dignity at the core of management leads to a different outlook on doing business, organizing and leading. Within the humanistic management literature, there are several distinct paths to ground human dignity in humanistic management. One school views human dignity as a form of motivation, another focuses on its value-laden components, and still others view human dignity as a form of human development. We introduce relational anthropology as a fourth possibility, emphasizing relationality in the notion of human dignity, with love at its core as the essence of human experience. However, as the experience of human dignity is universally human, culturally specific and extremely personal, interpretations of experienced dignity could be very different for different people. We continue to discuss a cosmopolitan view on human dignity, in which we reject both naïve universalism and lazy relativism, pointing to the challenge of leading moral plurality. We close by summarizing the different approaches to human dignity in a conciliatory framework and outline why we believe an explicit emphasis on qualitative, phenomenological research is the best way forward, bringing love to the stage as the potentially unifying principle for humanistic management.

Kaplan Business School’s student-centred approach: An interview with Professor James Adonopoulos

Kaplan Business School’s student-centred approach: An interview with Professor James Adonopoulos

Receiving Social Support Motivates Long-Term Prosocial Behavior

AbstractProsocial behavior—actions aimed to benefit other individuals, groups, or communities—are important for promoting and maintaining a healthy society. Extant research on the factors driving prosocial behavior has mainly addressed short-term effects, overlooking the factors that motivate long-term prosocial behavior. Building on attachment theory, we theorize that an interpersonal factor, receiving social support, can foster prosocial behavior in the long-term, both in the environment where the support was received and beyond it. We argue that receiving social support positively predicts felt security—a sense of being safe, cared for, and loved—which in turn associates with higher motivation to engage in behaviors that benefit others. We test our hypotheses with cross-sectional, longitudinal, retrospective, and experimental data. In Study 1, data from a sample of international business school alumni validate past research and show a significant positive relationship between receiving social support and engaging in prosocial behavior both within and beyond the environment in which support was received. Study 2 leverages data of US adults in a multi-wave study to show that receiving social support predicts prosocial activities several years later. Study 3 uses a retrospective survey to show that receiving social support relates positively to long-term prosocial behavior through higher felt security. Study 4 experimentally manipulates social support and further demonstrates that receiving social support fosters prosocial behavior through boosting felt security. Overall, our findings show that receiving social support motivates long-term prosociality through its positive association with felt security.

Strategic Management School of Thoughts: Synergistic Integration toward Strategy Implementation

Strategic Management School of Thoughts: Synergistic Integration toward Strategy Implementation

Social entrepreneurship and public health nursing knowledge: Opportunities for innovating nursing education in population health

Public health nursing (PHN) competencies are fundamental for addressing population health inequities. Few pathways exist for employing these competencies in the United States (US). Social entrepreneurship in nursing education might provide opportunities for innovating engagement in population health. Partnerships between business and nursing schools have the potential to fulfill this opportunity. Purpose: Explore opportunities for re-invigorating public health nursing through social entrepreneurship education in nursing-business partnerships in U.S. universities. Methods: Reviewed programs in nursing/business school partnerships from Carnegie-classified R1 Universities. Identified appropriate coursework. Results: Of 96 identified nursing schools, eight had business school partnerships, providing 12 programs. Most programs (n = 11) targeted graduate students and addressed core competencies for entrepreneurship. Five business schools had entrepreneurship expertise. Five nursing schools had PHN expertise. Three programs included population health competencies. Discussion: Despite missed opportunities for advancing social entrepreneurship education among undergraduate and graduate nursing students, existing curricular offerings in the partnerships provide promise. Business/nursing partnerships and PHN knowledge can stimulate the preparation and agency of nurses in addressing population health inequities.

Revisiting the evaluation of IT ethical scenarios using a multidimensional scale

PurposeIn 2001, Ellis and Griffith used a multidimensional ethics scale including three subdimensions of moral equality, relativism and contractualism to examine the ethicality of IT scenarios. In the 20 plus years to follow, there has been an exponential growth in uses and users of technology. Therefore, the purpose of this study is to ascertain if the multi-item ethics measure remains valid in spite of the technological advances and progression of communication made possible through technology.Design/methodology/approachThe survey consisted of technology-related ethical situations, an ethical judgment scale, an engagement scale and demographical questions. The sample size was 366, consisting of mainly white, upperclassman, American-native males having proficient experience with computers and spending an average of 20 h or less a week on a computer.FindingsThe findings reveal that both moral equity and relativism have a positive relationship with engagement across all tested scenarios, while contractualism has a positive relationship in four scenarios. Furthermore, a significant difference between the means of gender exists in four of the six scenarios. These findings indicate that indeed college students can not only recognize, but also make an ethical decision to not engage in unethical behavior and reconfirm that using a multidimensional ethics scale is warranted.Research limitations/implicationsThis study is not without limitations. First, the data is cross-sectional and causal inferences are not warranted. Second, the sample consisted of students and may not be generalizable to employees. Therefore, future research may sample employees in a technology organization to provide greater insight into ethical judgment and engagement in such scenarios. Another limitation of this study is that the scenarios were generated from students discussing their concerns regarding various ethical judgment situations they anticipate encountering in the near future with technology. Although this method of developing scenarios addresses current concerns of students, some of the scenarios do not directly apply to the workplace and may appear to be limited in their applicability. Therefore, future studies should consider developing scenarios that reflect more practical situations that occur in the workplace in general and through work-life blending.Practical implicationsOne of the implications of these findings is that universities and business schools who embed ethics courses in the curriculum need to incorporate moral reasoning in ethics courses, as moral reasoning is an essential component of ethical decision-making and is shown to have a positive relationship with engagement in this study. By providing students with instruction on moral reasoning, universities can equip them with the skills to make ethical decisions that align with the values of their future employers and ameliorate their engagement levels. Continuing professional education in these ethical issues areas helps bridge college edification with practical career application, and ensures that as technologies and situations change, future business professionals are equipped to navigate changing environments and ethical scenarios.Social implicationsWith a brighter spotlight shining on employee ethical behavior both in and out of the workplace (Parker et al., 2019), the ability to make moral choices is vital. This study’s findings indicate that an increased focus on ethics education in universities is effective in helping future business professionals recognize and avoid ethical lapses. Therefore, it may be worthwhile for organizations to invest in ethics training programs to promote ethical decision-making skills among employees. By doing so, organizations may create a culture that values ethical behavior and provides employees with the tools and knowledge necessary to make informed and ethical decisions.Originality/valueThis study highlights the importance of ethics education and training programs and underscores the need for organizations to foster a culture of ethical behavior. Additionally, the study’s findings regarding gender differences call for greater efforts to promote diversity and inclusion in the workplace, particularly in leadership positions.

Direct Trade Sourcing Strategies for Specialty Coffee

Problem definition: Leading specialty coffee roasters rely on direct trade to source premium coffee beans. We examine a roaster who sells two basic types of roasts: (1) a single-origin roast sourced from a specific locale and (2) a blend roast that uses a mix of beans from sources that vary over the course of a year. The prices of blend roasts are lower than those of single-origin roasts and appeal to a larger market. We study how characteristics of the operating and market environment affect the optimal sourcing strategy for single-origin beans. Methodology/results: We develop a two-stage stochastic program with recourse that reflects these characteristics. A roaster has the option to allocate some of the single-origin beans for sale under a blend label, known as downward substitution. We identify three distinct optimal sourcing strategies—specialized (no downward substitution), diversified (consistent downward substitution), and mixed (between these extremes)—and show that they are robust under different definitions of yield and demand. Managerial implications: We identify four main insights: (1) Two factors determine which strategy is optimal: the mean price of the inferior product (blend label) and the marginal cost of the superior product (single-origin label). (2) When compared with the newsvendor model, we find distinct structural differences across strategies. For example, whereas the effects of increasing uncertainty on optimal quantity align with the newsvendor model under a mixed strategy, the effects are distinctly different under specialized and diversified strategies (e.g., monotonic decreasing behavior for specialized, no change in quantity under diversified). (3) The weighted average price of an agricultural product is decreasing in negative yield–price correlation. We coin this as the “farmer’s curse,” which carries lessons for direct trade sourcing (e.g., advocating against paying the grower at postharvest market prices). (4) We find evidence of a virtuous feedback loop wherein the grower–roaster relationship becomes stronger over time. Our findings also point to a simple signal that policymakers may use to identify coffee growing locales where targeted interventions can improve grower welfare. Funding: B. Kazaz is thankful for summer support provided by the Whitman School of Management, Syracuse University. Supplemental Material: The online appendix is available at https://doi.org/10.1287/msom.2021.0586 .

The role of organisational- and country-level factors in the volume and public visibility of business and management research.

Using a multilevel modelling approach to analyse a novel dataset of academic publications at all business schools in 11 European countries, this paper finds that the influence of organisational- and country-level contextual factors on researchers varies considerably based on the type of institution and the development level of the country they are located in. At the organisational-level, we find that greater spatial connectivity-operationalised through proximity to nearby business schools, rail stations, and airports-is positively related to scientific research volume and public dissemination (news mentions). While this result is significant only for high-income countries (above EU-average 2018 GDP per capita), this is likely because the low-income countries (below EU-average 2018 GDP per capita) examined here lack a 'critical mass' of well-connected universities to generate observable agglomeration effects. At the country-level, the results indicate that in high-income countries, less prestigious schools benefit from higher rates of recent international immigration from any foreign country, providing a direct policy pathway for increasing research output for universities that aren't already well-known enough to attract the most talented researchers. In low-income countries, recent immigration rates are even stronger predictors of research performance across all levels of institutional prestige; more open immigration policies would likely benefit research performance in these countries to an even greater extent. Finally, the paper's results show that, in low-income countries, a composite measure of a country's quality of life (including self-rated life satisfaction, health, working hours, and housing overcrowding) is positively related to research outcomes through its interaction with school prestige. This suggests that the lower a country's quality of life, the more researchers are incentivised to produce higher levels of research output. While this may in part reflect the greater disparities inherent in these countries' economic systems, it is noteworthy-and perhaps concerning-that we have observed a negative correlation between country-level quality of life and research performance in low-income countries, which is particularly felt by researchers at less prestigious institutions.

Strengthening entrepreneur business performance for South African SMEs by integrating behavioural courses into business skills training

Skills and knowledge of business and management are essential for enterprise growth and business survival, to a point where entrepreneurs regard them as indispensable qualities desired in business management. These qualities are not the only ones necessary in business and management, as there are many determinants of business growth. However, there are numerous instances where a business enterprise fails despite its human resources having received high quality training in business skills, and sometimes even having adequate resources. The purpose of this study was to design an innovative way to incorporate attitudes and behaviour in the training of entrepreneurs to stimulate high performance. Evidence was produced to show that some small and medium enterprises (SMEs) which were on the verge of collapsing/failing can be revived by training on aspects of ‘attitude’ and ‘behaviour’. This paper demonstrated how an existing training on skills development can be improved by adding content that focuses on attitudes and behaviour to reduce their failure. The findings of this study have potential to enable business schools and colleges offering entrepreneurship courses to incorporate ‘attitude’ and ‘behaviour’ which could aid in the survival of the SMEs that are so critical for the economy of the country.

Grades for glory? The impact of grade appeasement on business school teacher evaluations

Educational institutions have had the pending task of knowing what really happens in their classrooms, which professors make a real difference, which students would need help to improve their performance, and even more importantly, how to manage the enormous amount of information gathered each year. To address this problem, in this paper we propose the use of retrospective data from 210 undergraduate courses in Spain, which equals 1,320 European credits, 10,500 students, and four complete academic years (18/19, 19/20, 20/21, 21/22) to generate a monitoring tool or automatic dashboard with which to try to optimize the operation of such institutions and help them to make (even more) optimal decisions. To do this, all courses were grouped into ten typologies or categories: (1) if they were 'soft skills'/'hard skills' courses, (2) if they were taught in the 1st, 2nd, 3rd or 4th academic year, (3) if the professor was male or female, (4) whether the course was taught in English or not, (5) whether the professor was internal and permanent staff of the university or an associate professor with a temporary contractual relationship with the institution, (6) whether his/her main professional activity was teaching, therefore being more academic-oriented or this was rather a hobby and a complementary professional activity, therefore being more practical-oriented, (7) their age, (8) if several professors shared the course or only one taught it, (9) if it was a semester or annual course, (10) and if it was taught during the Covid-19 period or outside of it. Our results show that, despite the existence of numerous types of methodologies to achieve the desired student motivation, there would only be one category that would generate significant differences in the grades of the students: if they were ‘soft skills’/’hard skills’ courses. However, on the contrary, there would be much more types of courses (and professors) which would affect the preferences and valuation of the student to the teaching received (and effectively paid by him/her). That is, despite reaching the same academic results, students do value one type of professors better than others. Likewise, through this work it is intended to demonstrate the non-existence of the "false belief" that better evaluations received by professors are since they give higher grades to their students, regardless of its dispersion. In this way, it is intended to prevent possible atypical behaviors by professors. Thus, this paper gives light to (re)consider which variables should actually matter in educational institutions, analyzing its teaching-learning processes, management and even the retention of its key players.

Classrooms vs screens: Learning outcomes from a business school

This paper examines the impact of substituting regular classroom programmes with online classes on students’ academic performance. We compared the change in the delivery mechanism of preparatory courses for two consecutive Master of Business Administration (MBA) batches in one of the top business schools in India. While the first batch studied in a face-to-face classroom setting, the second batch was taught two subjects in an online format, while the third subject continued to be offered in the face-to-face classroom setting. Using a difference-in-difference estimation, we found that the students' performance declined in both the subjects offered online, with the average performance declining by 4.95% and 8.4% in Economics and Accounting, respectively. However, no decline in performance was noted in the third subject of Quantitative Methods, offered in a face-to-face classroom setting. Further, we found a larger drop in scores for students with the lowest academic ability. Our results indicate that a shift to online courses should be accompanied by well-designed pedagogical and curriculum changes to ensure substantive learning, especially for academically weaker students.

Does an increase in portfolio volatility create more returns? Evidence from India

The classical view of experts associates greater risks with greater rewards. The present study explores whether increased volatility in portfolios can create more returns for investors by using technical indicators or the buy-and-hold (BH) strategy. The study used closing prices of National Stock Exchange (NSE) 500 index firms for a period of 16 years (2007–2022). Five portfolios ranging from low to high volatility were created using standard deviation as a key measure. Findings indicate that as the volatility of the portfolios increases, the moving average (MA) returns seem to be higher. Across the various MA time frames, the 20-day MA seems to have generated the highest return annually (36.53% before transaction costs and 31.05% after transaction costs) due to reasonable trading opportunities with adjustable transaction costs. The CAPM also generated positive alpha (after bearing transaction costs) in the case of 20, 50, and 100 days MA, with the values being 16.66%, 13.29%, and 12.09%, respectively, in the case of highly volatile portfolios. On the other hand, while the BH strategy created substantial returns in all scenarios, the risk factor was extremely high due to the high standard deviation. Hence, it is suggested that investors/traders consider the BH strategy more cautiously while choosing between technical analysis returns and BH returns. Investors with high-risk preferences may have BH as their choice, while day traders with managed risk appetites may prefer technical tools over BH returns. AcknowledgmentThe infrastructural support provided by the FORE School of Management, New Delhi in completing this paper is gratefully acknowledged.

Strategies and Challenges of School Business Marketing

Strategies and Challenges of School Business Marketing