Business School Research Articles

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.

Perceived employability of international doctoral students in the UK: applying Bronfenbrenner’s ecological systems theory

ABSTRACT The quality of the UK’s doctorate training system plays a fundamental role in fostering vibrant research outputs and attracting global talent. However, while maintaining a consistently high standard of quality remains static and challenging, little is known about how the employability of international doctorate students is shaped and at what juncture it is opportune to support their employability during their research studies. This paper aims to understand the employability of international doctoral students within business schools at British universities, drawing on Urie Bronfenbrenner’s ecological systems theory as a framework. The qualitative study involves 15 international doctoral students from 9 business schools. The findings uncover various environmental systems impacting their employability. In addition, this study theoretically extends employability research by applying Bronfenbrenner’s ecological systems theory to provide a multi-layered understanding of international doctorate employability, offering a novel framework for targeted career support interventions. Further, the implications highlight the urgent need for tailored support to build industrial connections, promote departmental collaboration to scaffold a dynamic research environment, proffer multiple resource channels, and create employment opportunities both inside and outside of the university.

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.

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.

Integrating employability learning and career development learning: Insights into a business school approach

This practitioner reflection shares insights based on our seven-year journey pursuing an ambitious curriculum transformation espousing partnerships pedagogy within the School of Business (SOB) at Western Sydney University (WSU). With a significant proportion of first-generation and culturally and linguistically diverse students, employability is of strategic significance for WSU. The objective was to integrate employability and career development learning while addressing confidence and self-esteem deficits among graduates. Massification of the higher education sector, new universities, courses and pathways along with the competition among university graduates for employment all compound the issue. This challenging landscape required a unique approach to achieve a fundamental shift in learning and outcomes to prepare students for life beyond university. A massive curriculum transformation was endorsed and led by a cross-disciplinary team adopting partnerships pedagogy to transform the student learning experience. This reflection documents the practitioner journey involved in developing a program expressly targeting graduate employability for business students. Emphasis is on the experiences and challenges encountered while implementing a partnership-based approach to build, sustain, and cultivate graduate employability, through the development of industry networking experiences.

Beyond Boundaries: A Reflection on the Implementation of Universal Design for Learning in Business School Pedagogy

Universal Design for Learning (UDL) has the potential to enhance educational inclusivity by offering all learners equal opportunities to succeed. This reflection is based on the implementation of UDL principles in a University business school, culminating in a summary of the commonalities and differences between undergraduate and postgraduate levels, as well as presenting a range of other pertinent insights. Ultimately, this reflection calls for a global commitment to embedding UDL principles within business school pedagogy, ensuring inclusive and equitable education for an increasingly diverse student body and preparing students as tomorrows leaders to engage in positive global change, in line with United Nations SDGs.

Mental Accounting Practices and Spending Behavior of Collegiate Students at National University Baliwag: An Assessment

This study assesses the influence of mental accounting practices on the spending behavior of college students at National University Baliwag. It aims to understand how gender and school affiliation influence these connections. The research employs a combination of applied, quantitative, explanatory, and descriptive methods, utilizing data collected through a three-sectioned questionnaire from a sample of 361 students. The findings revealed a high negative correlation between mental accounting practices and spending behavior, stating that students who utilize mental accounting tend to have controlled spending habits. Furthermore, it was noted that gender has no significant difference in mental accounting practices but has a difference in spending behavior. The School of Engineering, Architecture, and Technology (SEAT) showed the highest mental accounting practices, while the School of Tourism and Hospitality Management (STHM) had the highest spending behavior. While several studies have linked mental accounting practices in various shopping methods, this research contributes to the literature by applying the mental accounting theory within a university context in the Philippines. This study is important in understanding behavioral finance, providing guidance and practical implications for the beneficiaries of the study.

University-business linkages influence on international business competence: An in-service training perspective

Firms often rely on the skills and mindsets of individual employees and managers rather than on organizational structures and capabilities to execute entrepreneurial activities. These individual-level factors, which may originate from educational and business experiences, also support the development of international business competencies when firms engage in international operations. Accordingly, this study investigates educational collaborations in university-business linkages that influence international business competence at the individual level. Survey data were collected from 489 in-service-trained business executives pursuing (Executive) Master of Business Administration degrees while concurrently holding supervisory and managerial responsibilities in firms in Ghana. Factor analysis revealed four dimensions of educational collaborations in university-business linkages. Results from hypothesis testing, conducted using covariance-based structural equation modeling (CB-SEM), indicate that the diversity and internationality of study content and research dimensions positively and significantly influence these executives' global mindset, entrepreneurial orientation, and international marketing skills in performing foreign business operations. Similarly, interactions with international resource persons positively and significantly influence the executives' global mindset and international marketing skills. However, while participation in international affairs shows positive effects, these are not statistically significant. We discuss these findings and highlight their implications for developing international human capital through a university-business educational collaboration framework useful for executives, business schools, academics, and global higher education development partners.

The Impact of Collective Pre-game Organization in the Perceived Experience of Digital Management Simulations in Higher Education

This study investigates the impact of pre-game preparation on the perceptions and outcomes of participants in a digital simulation game. Conducted on 542 students from 28 management schools, the research explores how team organization and strategic planning in the early stages influence game experience and performance in a business simulation context. The findings reveal that effective pre-game preparation significantly enhances both the participants’ perception of the game and their performance outcomes. These results underline the importance of structured team organization and the strategic definition of roles before the game begins. This study also contributes to the literature on simulation games by highlighting the crucial role of pre-game activities, especially in team-based settings. In addition, it offers practical insights for educators on optimizing the use of simulation games by focusing on preparation and organization strategies that mimic real-world business environments. This research not only fills a gap in our understanding of the preparatory phase of game-based learning but also enhances our knowledge of how simulation games can be effectively integrated into management education.

Growth, Development, Yield Attributes and Yield of French Bean (Phaseolus vulgaris L.) as Influenced by Doses and Methods of Nitrogen Application

A field experiment was carried out at School of Natural Resource Management, College of Post Graduate Studies in Agricultural Sciences, CAU, Umiam, Meghalaya during summer season 2021 to study the effect of different doses and application methods of nitrogen on the growth, yield and yield attributes of Frenchbean (Phaseolus vulgaris L.). The experiment comprised of four doses of nitrogen viz.,0, 30, 60, 90 kg ha-1 and two methods of its application i.e., full dose as nitrogen as basal application and 2/3 of nitrogen dose as basal and 1/3 of nitrogen dose split application at active branching stage. The experiments consist of a total of 7 treatments laid out in Randomized Block Design with four replications. Growth parameters such as plant height and number of branches per plant in frenchbean showed a significant increase at all the growth stages with increase in nitrogen doses. Maximum plant height (39.35 cm) and number of branches per plant (3.56) were observed with application of 90 kg N ha-1. The grain yield (762.32 kg ha-1) was observed with application of 90 kg N ha-1 whereas, lowest grain yield was observed in control (146.25 kg ha-1). Yield attributes were observed to follow the same trend with highest number of pods per plant as 5.44, number of seeds per pod as observed significantly more values of all the above said parameters of growth and yield of frenchbeanin comparison to full dose of nitrogen as basal alone. Therefore, the finding of this experiment suggest that the frenchbean should be grown with 90 kg N ha-1 and 2/3 of this dose should be applied as basal application while remaining 1/3 should be applied as top dressing at active branching stage for better growth and yield of frenchbean.