Role Of Business Schools Research Articles

Introduction: Arguments for a More Grounded Approach in Management Education

The article mentions the aims and objectives of the Academy of Management Learning & Education and introduces four essays in this issue. Milton R. Blood focuses on the role of business schools in generating actionable knowledge. Peter Navarro asserts that macroeconomics is necessary in MBA programs. Scott Julian and Joseph C. Ofori-Dankwa comment on business school accreditation and competition status. Michael Harmon offers an argument that competition status is negatively affecting research, teaching, and social objectives.

Corporation and its Shareholders: What Should B-Schools Teach?

Presents a colloquium on the role of business schools in teaching students about the kind of objectives the top managers should pursue. Principles behind the corporation and its shareholders; Purpose of business school instruction; Need for business schools to articulate their position and reflect the same in their curriculum, culture and incentive and punishment systems.

The role of business schools in society

PurposeIn the future, the legitimacy of business schools will no longer be in question, nor will their vocation to participate in training the élite (especially of companies) alongside institutes which, in various countries, train top Civil Servants. But this context, which dominant positions always provoke, should not encourage complacency. On the contrary, it should invite reflection on the weaknesses of the institutions in question. Aims to discuss this issue.Design/methodology/approachSome major new trends in management education are questioned (the use of new information technologies, an initiation to management starting at a much earlier stage of the education track, a different way to grasp the use of case studies).FindingsThis paper is an analysis of the functions of business schools and management faculties in universities. It leads one to observe that they appear above all as places busy “reproducing” or “miming” reality. Where science faculties describe, management teaching establishments imitate.Originality/valueThis paper is dedicated not only to stressing the pedagogic dangers that new trends in management education imply, but also to explaining what major change it could induce.

Lead, respond, partner or ignore: the role of business schools on corporate responsibility

A number of recent trends are influencing business schools towards better teaching and accounting for the role of “business in society” (BiS). The following article looks at selected results from the most comprehensive survey ever of BiS teaching and research in European academic institutions – undertaken in 2003 by the European Academy of Business in Society and Nottingham University Business School’s International Centre for Corporate Social Responsibility (ICCSR), with the support of the European Foundation for Management Development (efmd). The survey found, among other things, that there is a clear demand from business and students for research, education and training on BiS issues; that teaching on the role of BiS is still far from being “mainstream” to the business curriculum; and that the diversity of European approaches and terms signal both a strength and a challenge for the BiS debate. The article looks at how a wide range of initiatives are being undertaken by both business schools and business, and often in unique partnerships, to address these challenges and move the BiS research and education agenda forward. Finally, the thorny issue of accreditation is tackled. Improving accreditation processes will play an important part in bringing the business education community up to speed with the new roles and responsibilities they are being asked to fulfill by a wide range of stakeholders (students, society, business and government). As both educators and mediators in the debate, business schools have a valuable contribution to make. In turn, they too are increasingly being made accountable for their own social and environmental impact. The article argues that business schools can choose whether they want to lead, respond, or partner with business to meet these challenges. However, it seems they can no longer afford to ignore it as a passing fad.

Building Ethical Capacity in Business Schools

Critics have called for reform in business schools and business organizations in the wake of recent ethics scandals. Given the inherent, yet undefined, relationship between business practice and business education, a key question is the role of business schools in meeting challenges and opportunities in business ethics. Business schools must deliver business education, including both curriculum and experiences, infused with an ethics perspective. Ethical capacity is defined as the ability of a business school to effectively and sustainably integrate an ethics perspective into its programs and processes. This paper provides a conceptual and practical approach for building the ethical capacity of business schools.

Comparing managerial careers, management development and management education in the UK and the USA: some theoretical and practical considerations

This article explores some of the issues surrounding changing patterns of managerial careers, management development and management education in the UK and the USA. It addresses three lines of questioning: the new rhetoric of careers in the new economy, the evidence on changing organisational forms and the implications for careers and management development and education, and the future of management education and the role of business schools. The article is intended as a ‘think piece’ and acts as a backdrop for a comparative study of management development in Scotland and California currently being undertaken by the authors.

The dynamics of the corporate education market and the role of business schools

Highlights the rapidly growing market for corporate management education, and the emerging role business schools are playing in this market. The article draws on 30 interviews conducted with both HR managers and academics from both new and traditional universities. The first part of the article, drawing on a number of case studies, highlights a number of emerging trends, while the second part of the article examines business school responses. The article closes by highlighting a number of implications for both business schools and organisations seeking company specific management education programmes.

The Role of a Business School in an Emerging Country—The Case of Ghana

Business schools in developing countries face a dilemma: How can they meet world educational standards and still serve local needs? Ghana, like most other African countries, uses the British system of higher education. Unfortunately, this system does not address the service needs of a fledgling free market economy. Using Ghana as a case study, this article addresses the actual versus the requisite role of African business schools. Successful implementation of the suggestions in the requisite model should contribute to an improved business climate and a more robust economy.

Business schools and corporate management development

Briefly reviews the literature on the role of business schools in corporate management development and reports on the conduct, results and conclusions of a survey of private sector management development in the south‐ west of England. Taking a predominantly quantitative approach, by means of a self‐completion postal questionnaire, examines 97 responses from managing directors of medium and large companies in this region. Finds that the results of this survey support those of other studies with regard to a growing corporate sector requirement for tailor‐made programmes. Concludes that south‐western companies are looking to business schools to provide programmes and processes which are: demonstrably able to provide value for money as measured in terms of strategic level outcomes; designed and delivered in the context of an open, well‐managed relationship; grounded in an understanding of corporate cultures; flexible and responsive to managers’ needs and work schedules; and staffed by skilled facilitators able to work on real issues in the group setting.

The business school in a busy world

Discusses management education and development – and in particular the role of business schools. Outlines some personal views on how and why business schools have evolved, and how they will do so in the future. Offers a simple, general model to describe evolution to date and to set the scene for the future. Examines certain aspects of future business school development in more detail in order to try to identify a distinctive and valuable role for such institutions in a changed world.

Outcomes Assessment: The Role of Business School and Program Accrediting Agencies

Abstract The concept of student outcomes assessment has become the new challenge facing higher education in the 1990s. The two accrediting agencies for business schools and programs in the United S...

The Indian Institutes of Management: Need for Fresh Perspectives

The Indian Institutes of Management (IIMs), conceived as centres of excellence, were expected to provide a leadership role in the field of management education in the country. Since IIMs have been in existence for about three decades, there is a need to reflect upon their impact on the Indian industry and economy. In this article, Asit Banerji examines the role and performance of IIMs and argues for a re-examination of various issues involved in management education in India. Readers may recall that in the October-December 1992 issue of Vikalpa, we had carried four contributions on the theme ‘Management Education’ wherein various issues such as developments in the field of management education, role of management schools, evolution of IIMs, etc. were discussed. This article by Asit Banerji is a continuation of the debate on the role of business schools, especially IIMs, in the Indian context.

The Role of the Business School in Management Development

Explores the reasons why Britain has invested relatively little in management education and training compared with its major competitors. Reviews initiatives to improve the provision and take‐up of management education, and considers the role of business schools in this context. Identifies six issues that will determine whether or not their potential contribution to management development will be realized.

Using Literature to Teach Ethics in the Business Curriculum

This article explores the problems and prospects of incorporating ethics education into the MBA curriculum and the business communication classroom. Although ethics is generally recognized as a crucial area of study, there is little agreement about how it should be included or taught. Moreover, these disagreements often reflect deeply different perspectives on basic pedagogy, the role of business schools, and the links between business and other disciplines. The author argues that literature provides a useful means of restructuring course work to provide ethics instruction and to forge needed links between business and the humanities.

The role of business schools in managing the incongruence between doing what is right and doing what it takes to get ahead

This paper accepts as given that business students want to get ahead. It criticizes business schools for their failure to reduce the incongruence between doing what is right and doing what it takes to get ahead. Because of this failure business school graduates carry negative ideas, attitudes and behaviors vis-a-vis social responsibility from business schools into the business world. Recommendations are made for increasing the social responsibility of business schools.

Global information systems: a joint venture between business and education

The expanding role of computers and information processing in today's global business environment makes it imperative that business students receive the appropriate computer education. This article evaluates the role of business schools in preparing students to meet the challenges of the global information age. Business and academic perspectives on computers and information processing and their influence on computer education in the business school are presented. The authors conclude that the general lack of enforceable standards in computer business education is a global concern, affecting businesses, educational institutions, and computer hardware and software vendors alike. Recommendations for the globalization of computer education in business schools are provided.

An Assessment of Computer Education in the Business School

AbstractWith the increasing role of computer information systems in the business community, it is imperative that students be properly trained to meet the requirements of a computerized business environment. This article evaluates the role of business schools in preparing students to meet the challenges of the information age. It also addresses how the field of knowledge commonly referred to as Management Information Systems (MIS) interfaces with the “Management Theory Jungle” (Koontz, 1961). Three models that attempt to clarify how computers and information processing systems are viewed from business, academic, and theoretical perspectives are presented. The article concludes that the lack of enforceable standards in computer business education is the primary factor contributing to the existence of an MIS jungle within the management theory jungle. Recommendations for untangling this jungle are provided for the business and academic communities.

The Value of MBA's? The Fitting Role of Business Schools

Business schools are often criticised in terms of the lack of fit between the characteristics of the graduates they produce and the needs of employers. Yet the contribution the schools make to the students' own needs is seldom considered. Using data from a large-scale survey of business graduates, students' expectations of the impact of acquiring an MBA on their careers are examined and compared with their pre-and post-school employment patterns. This suggests that the schools play an important role in improving the fit between aspirations and reality.

Ethical Theory and Business. Tom L. Beauchamp , Norman E. Bowie

Previous articleNext article No AccessBook ReviewsEthical Theory and Business. Tom L. Beauchamp , Norman E. Bowie Kenneth E. GoodpasterKenneth E. Goodpaster Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Ethics Volume 91, Number 3Apr., 1981Special Issue: Symposium on the Theory and Practice of Representation Article DOIhttps://doi.org/10.1086/292265 Views: 14Total views on this site Citations: 2Citations are reported from Crossref Copyright 1981 The University of ChicagoPDF download Crossref reports the following articles citing this article:Morten Kinander Conflicts of Interest in Finance and Auditing: Can They Be Successfully Regulated, and Does Disclosure Minimize Them?, SSRN Electronic Journal (Jan 2016).https://doi.org/10.2139/ssrn.2809181N. Craig Smith, David Ronnegard Shareholder Primacy, Corporate Social Responsibility, and the Role of Business Schools, SSRN Electronic Journal (Jan 2013).https://doi.org/10.2139/ssrn.2322780

Assessing the Role of Business Schools in the Market for New Economics Ph.D.'s

The projected oversupply of new economics Ph.D.'s and its implications for college and university programs are explored. The authors discuss under-graduate enrollments, the emergence of business schools as a growth market for economists, relative salary movements, “field switching,” and shifts in the kinds of doctoral degrees that faculties have. Their findings are important both to those planning to earn Ph.D.'s in economics and to universities that train economists.