Model Of Business Education Research Articles

Construction and Implementation of a "Learner-Centered" Business Education Model Based on Artificial Intelligence Technology

With the rapid development of artificial intelligence (AI) technology, its application in education has attracted increasing attention. This paper aims to explore how to construct a "learner-centered" business education model based on AI technology and analyze its practicality from a theoretical perspective. The study first elaborates on the concept of "learner-centered" education through literature review and analyzes the existing problems in business education. Then, drawing on theories from education and information technology fields, this paper proposes a framework for a business education model that integrates AI technology. The study adopts logical reasoning and model construction methods to analyze the application of AI in personalized learning path design, learning process management, and learning effectiveness evaluation systematically. The paper emphasizes the role of AI in assisting teachers in understanding student needs, optimizing teaching content and methods, and improving the interactivity of teaching activities and the accuracy of learning effectiveness measurement. The conclusion suggests that an AI-based business education model can enhance personalization and adaptability in education, improve student engagement and satisfaction, while highlighting the need to address ethical and privacy concerns in AI applications. This research has important theoretical significance and practical value for guiding future innovations in business education models.

Introducing ‘Business Plus Education Ecosystem’ as a Commentary to Fey (2022)

ABSTRACTIn a recent paper, Carl Fey (2022) ponders the future development of Chinese business schools. He observes that the American model of business education – the target of emulation for most Chinese business schools up to this point – shows signs of serious inadequacy. It is high time, Fey argues, that Chinese business schools come up with ‘indigenous’ models of business education that better serve the needs of China's social and economical development. The paper then sketches a framework featuring some fundamental aspects of such indigenous models. We find Fey's central argument and framework both timely and inspiring. In what follows, we draw on what is happening at the School of Management of Zhejiang University (‘the School’) to respond to, and dialogue with, some of Fey's ideas.

A Perspective on the Potential of Chinese Business Schools: A Call for Greater Attention to Context, Differentiation, and Developing an Indigenous Model

ABSTRACTChinese business schools have made impressive progress in improving their quality, but there is still room for improvement. However, they have improved largely by copying the traditional American model of business education at a time when this model is coming under increasing critique for good reasons, including placing great effort on producing much rigorously conducted research, which makes little practical impact. Thus, having learned much from foreign business schools, the time has come for Chinese business schools to be bold and pursue their own model. Such a model should focus more on research that pays increased attention to context, including indigenous research, and is of greater practical relevance. Furthermore, given ongoing change inside Chinese business schools and in their external environment, it may be easier to make needed changes in China. Regarding teaching, business schools are encouraged to move beyond a focus on teaching content well to teaching content in ways that it can be readily applied; do more to develop understanding of how to leverage modern technologies like AI, big data, internet of things, and digitalization; focus more on adjusting teaching to the local context; and focus more on developing innovation/creativity and analytical ability, rather than memorization of facts.

New Business Education Model for Entrepreneurial HEIs: University of Tirana Social Innovation and Internationalization

Educational needs are changing worldwide. Social aspects and the impact of knowledge and education on changing society are already taken into consideration from some viewpoints. However, the social impact of different models of education that bring new knowledge in innovative ways and the application of social entrepreneurship still need be investigated. The main question that this study addressed is how higher education institutions (HEIs) will approach the new era, in relation to knowledge needs and their social impact, and which model allows HEIs to become more entrepreneurial and follow social entrepreneurship. The paper contributes to addressing challenges and opportunities that universities (especially those located in developing countries) face in their pathway to developing social entrepreneurship education with the aim of increasing their value creation capacity. Through a case study analysis, this paper highlights the relevance of knowledge creation, circulation, and transfer among different stakeholders for universities to shift towards an entrepreneurial and innovative perspective. The findings of this research highlight the relevance of social innovation, knowledge development processes, and wide and collaborative national and international networks as essential elements in paving the way for universities to become entrepreneurial universities.

The Case for Business and Human Rights in Business Education - A Tool Kit

In today’s globalized economy, companies face a range of human rights challenges that are growing in importance and attracting increasing attention. Human rights generate great student interest and complements teaching and research in many other areas of business education. Because so many of these issues are highly visible, business schools that incorporate human rights into their curricula will have the potential to enhance their public reputations, improve recruitment prospects for top students, strengthen their ratings, and generate new sources of funding. Incorporating human rights into the curriculum is also the right thing to do, because of the importance of these issues to society. As the current model for business education is being tested by rising costs and declining application numbers, schools that feature cutting-edge global issues like human rights in their teaching and research will be seen as leaders in shaping 21st century global business education.Human rights issues manifest themselves differently in each business sector. Companies that rely on global manufacturing or agricultural supply chains grapple with labor issues that run the gamut from worker safety to child labor. Mining companies routinely operate in conflict zones, where security challenges are ever-present and exploitation of women and children is a subject of constant concern. The Covid-19 pandemic has highlighted growing economic inequalities that fuel populism and nationalism, threatening to undermine economic and political stability. Those who exploit social media to exacerbate political divisions and amplify hate test the current governance models of online platforms. Businesses now are expected to navigate this complex terrain while operating in a fishbowl–a world dominated by new technologies that amplify public attention to all of these issues, putting the brand reputation of even the largest and most profitable companies at risk.Most business schools have devoted little or no attention to these issues, but this is now about to change. As global businesses increasingly deal with these challenges, business educators will be expected to provide the tools for current and future business leaders to grapple with these issues. Business schools offer the ideal venue to explore 21st century human rights challenges, both in teaching future business leaders and conducting cutting-edge research. Business school professors will have an opportunity to work with corporate leaders, helping them better understand these complex challenges and develop the tools to address them. Over time, business schools can and should play a leading role in this new field, developing effective industry standards and metrics, as well as organizational insights into how to apply these standards in practice. This guidance will help corporations address risks to their operations and to their reputations. Finally, business schools also can provide the empirical and conceptual framework to help corporate leaders and others build the business case for adopting long-term strategies to promote human rights.

On Globalizing Business Training in Africa: Toward a Theory of Business Education and Managerial Competence

Globalization is a powerful force shaping today’s business environment. This paper focuses on how African business schools can prepare their students to manage for globalization. In line with the growing need for managing business in a volatile environment and that of balancing local and global challenges, this paper argues for a globally portable approach to management based on core competencies, which at the same time, is also sensitive to cultural and contextual contingencies that inform management in Africa. A theoretical model of business education leading to a theory of global managerial competence is offered with, competence located in the interstitial space where knowledge and skills cohere. Specific strategies for business schools and their implications for management training are discussed.

The Achievements and Future of Business Education

The dean of Columbia Business School is joined by the deans of Stanford, Harvard, and Wharton in discussing the challenges and opportunities facing today's graduate business schools. Most business schools aim to provide students with a certain body of knowledge—in disciplines such as marketing, finance, and accounting—as well as some general management and leadership training and skills. The biggest challenge to this model of business education is now coming from the high cost of the traditional two‐year MBA program and the threat of disruption by “online” alternatives. But the consensus of the four deans is that the combination of training and experience provided by today's top business schools will enable them to withstand the threat from online alternatives.And thus for the leaders of these top schools, one of the main challenges in designing and maintaining a successful business school program is to find the right mix of theory and practice, classroom and “experiential” learning. To the extent the schools succeed in achieving and maintaining this balance, they should continue to produce graduates who are sought by employers that include not only companies large and small, but non‐profits and, at some points in their careers, even the public sector.What's more, the deans all sense the growing demand for business to play a larger role in addressing social problems that have traditionally been seen as the responsibility of government and non‐profits. And one implication of this demand is that business schools, besides producing talent that finds its way to the public as well as private sectors, should prepare to play a greater role in the public debate over solutions to social challenges, such as protecting the environment while at the same time trying to stimulate enough economic growth to limit rising inequality.

Jesuit Business Education Model: In Search of a New Role for the Firm Based on Sustainability and Dignity

Abstract: Jesuit Universities have been training responsible professionals since the 16th century. Given this educational tradition, and in the face of the new challenges posed by the present-day social and economic situation, the Society of Jesus has started to implement the “Ledesma-Kol-venbach” educational paradigm in its higher education institutions. Instead of short-term profit maximization, the Ledesma-Kolvenbach model considers sustainability, human dignity and social well-being as key elements in business strategies. The objective of this paper is to propose a method capable of measuring the economic and social value generated by a firm managed in accordance with the four dimensions of the Ledes-ma-Kolvenbach model. The methodology is developed in three steps. In the first place, the authors explore the existing literature on the Ledes-ma-Kolvenbach model and its roots in Jesuit education. Secondly, they analyze the literature that studies the role of the firm from a neoclassical perspective, as well as other complementary or alternative approaches. In the third place, they present an empirical model that has already been tested in different organizations, designed to measure the social and economic value generated by firms. The main result of the paper is a method that can be used to measure the social and the economic value generated by firms, such that society, managers and public administrations have an operational tool to present and evaluate the economic and social performance of firms.

RECOMMENDED CHANGES IN STUDENTS' INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES) GEARED TOWARDS DECREASE IN UNEMPLOYMENT RATE OF BUSINESS EDUCATION GRADUATES IN NIGERIA

The high rate of unemployment of vocational education graduates in Nigeria was one of the major reasons for the introduction of Stunents' Industrial Works Experience Scheme (SIWES). Based on the high rate of unemployment, this study was undertaken to recommend the needed changes to be made in SIWES to facilitate decrease in unemployment rate of business education graduates in Nigeria. Two research questions were answered by the study, while two null hypotheses were formulated and tested. The study adopted survey research design. The population for the study was 320 respondents made up of 64 Business education lecturers, 20 staff of Industrial Training Fund (ITF) and 236 final year students. The instrument for data collection was a structured 32-item questionnaire which was validated by 3 experts. The reliability of the instrument was established using Cronbach alpha which gave a reliability coefficient of 0.87. The data collected were analyzed using mean to answer the research questions, while t-test statistic and analysis of variance (ANOVA) were used for testing the hypotheses at 0.05 level of significance. It was found among others, that re-tooling business education model offices, promulgation of a 'no rejection' of students on training policy, and ITF regulation of student's posting to iindustries of relevance, would facilitate decrease in unemployment rate of business education graduates in Nigeria. The study concludes that SIWES be modified to achieve business education graduates employability and, or self employment objective. It was recommended among others, that ITF should present a new order of studentss' placement to industries of relevance and ensuring that government policy statement regarding the establishment of SIWES is effectively implemented.

Accelerating the Americanization of Management Education

The Journal of Management Inquiry astutely predicted in 2004 that the Americanization of business education would not just continue but increase. Ten years later, it is arguable that the acceleration of the Americanization of management education has exceeded all expectations. To theoretically build toward understanding how and why the American business education model has been adopted to different extents, this comparative study builds on the institutional logics perspective, arguing that different institutional logics can potentially explain the various forms and patterns of Americanization and how they are manifested in the world’s business schools.

History Versus Equilibrium Revisited: Rethinking Neoclassical Economics as the Foundation of Business Education

The financial crisis was partially caused by neoclassical economic theory and theorists. This failure has prompted business educators to rethink the role of neoclassical economics as the foundation of business education. The author connects this question to the more general critique of the scientific model of business education and the old historical versus scientific methodology debate in the history of economics. It is argued that neoclassical economics has serious limitations that make it a poor foundation for understanding business behavior in a real economy. A realistic and useful business education needs to include historical and social context, both of which neoclassical economics must exclude.

The Role of Business Education in Building Business Leadership for 21st Century Responsiveness and Environmental Stewardship: Should Business Education Be Re-Developed?

st century business graduates need to be well equipped with skillsets that enable them to apply their commercial knowledge in organisations where profit maximisation is not the sole purpose. However, business students continue to be taught classic commercial business principles that predominately value profit and performance, resulting in a significant skill shortage for businesses embracing ethical responsibility, social justice and environment issues. The aim of this project is to blueprint a cutting-edge commerce degree that fills this skill shortage by developing an Integrated Business Education Model with extensive literature review and consultation with a wide range of stakeholders. Using the Integrated Business Education Model a traditional commerce degree curriculum will be re-designed and piloted in a business school. Findings and implementation materials will be disseminated to all Australian business schools. Eventually, graduates of this contemporary commerce degree will be skilled to contribute and grow in any form of hybrid organisation.

The innovative Finnish team academy example: towards a new action learning-based business school model

This paper deals with the innovative Finnish Team Academy entrepreneurship and business education experience. After introducing the theoretical background it describes the main characteristics of this innovative management education model. It shows that, to a large extent, the learning processes involved are close to the action learning methodology. A focus is made on the practical way their students work and learn in teams with the example of leadership competencies development. This entrepreneurship and business education model also appears as an interesting management education and HRD approach for life-long learning, as exemplified by the development of its network all over Finland. Finally, the paper discusses the advantages of this ‘revolutionary’ management education model compared to the mainstream one and he outlines the promising perspective of a new generation of action learning-based business schools.

EMBA Integration: From Rhetoric To Practice

For the modern business world, business education needs to molt from the cocoon of discipline silos to the integrated business education model to train the next generation of managers. Upper management problems are rarely silo specific. Managers do things right, but leaders do the right things; and executive programs exist to build business leaders. MBA programs usually get the “business” portion of this goal right, but often do not institutionalize the “leaders” part well. This article chronicles the experiences of a major EMBA program.

Worldly leadership: challenging the hegemony of Western business education

PurposeLeadership theories that inform business education have largely been rooted in Western conceptions of leadership. The purpose of this paper is to report on research that seeks to uncover and reflect on how leadership wisdoms originating beyond the Western world can support the radical transformation of global business education toward a more responsible and sustainable template. It argues that indigenous and Eastern ideologies will be needed if we are to change educational mindsets and challenge the obsolete model of Western business school education.Design/methodology/approachIn total, 45 in‐depth interviews with leaders from indigenous and non‐Western cultures were conducted in order to gain deep insights into how their leadership identities, values and behaviours have been shaped by their societies and the oral wisdoms in their cultures. The author also draws on interviews and observations of 26 executives participating in a class of the International Masters Programme in Practicing Management. The findings from each study were combined to propose how these might challenge and inform a future business school curricula that challenge its orthodoxy of “shareholder value above all else”.FindingsThe research identified a number of embedded leadership wisdoms currently overlooked in the current model of business education. Based within a deep‐rooted ethic of responsibility, conviction, stewardship and sustainability and reflecting a cosmopolitan mindset, the critical knowledge and values embedded in indigenous communities, transmitted orally across many generations, provides a challenge to Western business schools to embed the knowledge found within those societies and communities toward a more sustainable response to the crisis of our planet. Responsibility, humanity, benevolence, trusteeship, contribution, honesty and conviction are some of the core “wisdoms” uncovered in the research that can inform and frame a radical rethink of the norms of business school curricula.Originality/valueThe current model of business education preserves the status quo of twenty‐first century capitalism. As globalisation advances, leaders appear to be powerless to act against a dominant ideology that reveres shareholder value above all else. The research builds on De Woot's critique of the shareholder value paradigm to suggest that a new form of business education based on leadership wisdoms in indigenous and oral cultures, and ancient texts has much to contribute to radical mindset change in business education.

Teaching Effectiveness and Educational Components in Business Education for Liberal Arts Students

When we teach business courses for liberal arts students, our challenges will be how we can effectively teach students who have different majors, years, interests, and backgrounds in the same class. For example, if we focus on business major students, we may lose other students from different majors. This problem will appear in two critical educational components for liberal arts students, which are teaching and mentoring. This means that we will need two things. One is teaching effectiveness in a whole class and the other is mentoring effectiveness for individual students in the class. Therefore, we must consider class management and individual-level treatments of students carefully in order to improve teaching effectiveness for liberal arts students. In this paper, our goal is to propose such a comprehensive education model particularly for instructors who teach business courses for liberal arts students. We propose our own comprehensive model based on various literature reviews and empirical studies. Then, we research on effectiveness of our model empirically. Particularly, we try to test if our model could satisfy both teaching and mentoring effectiveness in order to validate our theoretical arguments and this initial educational model for liberal arts students. This study will give us a clearer picture of the comprehensive business education model to make teaching more effective for liberal arts students.

Organizing intelligence: Development of behavioral science and the research based model of business education

Conventional history of the predominant, research-based model of business education (RBM) traces its origins to programs initiated by the Ford Foundation after World War II. This paper maps the elite network responsible for developing behavioral science and the Ford Foundation agenda. Archival records of the actions taken by central nodes in the network permit identification of the original vision statement for the model. Analysis also permits tracking progress toward realizing that vision over several decades. Behavioral science was married to business education from the earliest stages of development. The RBM was a fundamental promise made by advocates for social science funding. Appraisals of the model and recommendations for reform must address its full history, not the partial, distorted view that is the conventional account. Implications of this more complete history for business education and for behavioral theory are considered.

Comment: Right signals to applicants, wrong incentives for deans: business school rankings and the challenges to management education

Abstract Based on the findings by Dewinney, Dowling and Perm‐Ajchariyawong, we point out that, while MBA rankings provide useful signals to students about their salary prospects, they also create misleading incentives for business school administrators. The inbuilt bias in favor of the traditional model of business education discourages innovation and therefore stifles responses to major challenges – such as the globalization of the business education market, the advent of life‐long education and the need for more relevance to management practice.

The South African Experience: Beyond the CIDA Model

The Community and Individual Development Association (CIDA) City Campus is presented by Heaton as an innovative African alternative to traditional business education. However, he considers the model in isolation from the unique educational and economic circumstances of postapartheid South Africa. As a response, this article goes beyond the CIDA model to consider the effect of the unique circumstances in South Africa on the formation and success of the CIDA City Campus. It then considers the elements of the CIDA model to examine whether they are radical innovations, as Heaton claims, or extensions of accepted theory and practice. The purpose of this is not to discredit the CIDA model. Rather, this article supports the model by showing that it is well grounded in accepted pedagogy. It concludes by considering whether CIDA provides a model for business education in developing countries or whether it is uniquely suited to the unique conditions in South Africa.

Lee C. Nehrt (1926‐): a pioneering international business scholar

PurposeThe purpose of this article is to present a biographical sketch of Lee C. Nehrt, who, in 1962, became the first person to obtain a PhD in International Business.Design/methodology/approachThis study is mainly based on an in‐depth interview of Lee Nehrt followed up by several telephone and e‐mail interviews as well as e‐mail interviews of a number of Nehrt's former colleagues and students. In addition, Nehrt's published works were extensively reviewed and utilized.FindingsThe findings are reported in the form of a biography. In particular, the paper documents Nehrt's contribution to the emergence of international business as an important field of study, his role in internationalizing business curricula within the USA and in popularizing the American model of business education across the world. The paper also reflects on Nehrt's contribution to the Academy of International Business and his efforts in forging closer ties between international business academics and practitioners.Originality/valueThe dearth of biographical research in the international business discipline points to a need that has yet to be fulfilled. This is the first published article on Nehrt's life and career as a pioneering international business scholar.