South African Business Schools Research Articles

Exploring the nexus of relevance for south african business schools in the 4th industrial revolution

The world of work is changing at a rapid and alarming pace. These changes have been ushered by several factors, including new technologies due to the 4th industrial revolution, political instability such as the war in Ukraine and the global health crises due to the Covid-19 pandemic. These changes have resulted in an increasingly complex business operating environment, where leaders in the 4th industrial revolution are now facing challenges that previous generations have never encountered. Business schools have a strategic role in developing leaders fit for the 4th industrial revolution. Business schools have remained a steadfast pillar of strategic development across the world with the purpose of cultivating leaders that are able to achieve business success. However, in times of change, business schools need to adapt and align to ensure that they are cultivating leaders that are able and capable of navigating through the changing world of work. This study explored the relevance of South African business schools in programmes such as the MBA. This was done by conducting 30 in-depth qualitative interviews with key stakeholders related to the business school ecosystem. The findings of the interviews were coded, analysed and interpreted into a conceptual model documenting the nexus of relevance for South African business Schools. This model presents a conceptual framework which indicates that if a business school acts within the nexus of industry, society and government, it will remain relevant to key stakeholders in the business school ecosystem.

The spill-over effects of postgraduate coaching studies in the resilience of women in triple roles

ABSTRACT Working women who fulfil multiple roles face demands which test their resilience. The purpose of this research paper is to report on how postgraduate studies in executive coaching at a South African Business School, had a spill-over effect that assisted women with their resilience in their triple roles of business leaders, mothers at home and postgraduate students at university. Eight women in these triple roles were chosen from a class of postgraduate students studying towards a master’s degree in executive coaching. This qualitative study employed Interpretive Phenomenological Analysis to analyse their lived experiences using a combination of individual semi-structured interviews and excerpts from their reflective journals. Studying coaching gave participants valuable external resources (techniques, tools and new competency skills), which in turn built their internal resources (self-esteem, confidence and new perspectives) that led to increased resilience. In addition, the positive spillover effects from their postgraduate coaching studies strengthened their resilience in their other roles, while negative spillover effects had the opposite effect.

Progress towards the implementation of the PRME: Lessons from a South African business school

One of the growing pillars in support of critical insights to management education is the United Nations’ Principles for Responsible Management Education (PRME). This paper follows on a study conducted on a South African business school’s experience with the PRME as a mechanism to transform business education. Apart from tracking progress regarding PRME, the study also aimed to identify the South African grasp of a transforming management education. In-depth interviews were conducted on the school’s members of faculty who are responsible for tuition and curriculum development. Following analysis of the data, the study found that indeed the PRME initiative is globally relevant and recognised, and has paved the way for hundreds of business schools to start thinking about their curricula. From the single-case inquiry, the study concludes that the case school has made significant progress concerning implementation of the PRME into its curriculum. However, the study also found that the areas of research, communication and peer learning linked to the PRME were commonly shared as areas where improvement is needed.

Epistemic violence: A case for the decolonisation of South African business school curricula

Since the #FeesMustFall movement and student protests of 2015 the decolonisation debate has become part of the ongoing narrative regarding higher education in South Africa. The purpose of this article is to investigate the concept of decolonisation and to identify different possibilities for the rethinking of decolonising academic knowledge production in the environment of higher education, of which business schools are a part. A systematic review of relevant and existing literature has been concluded. The findings of this review have shown that decolonisation is non-negotiable. Inclusive research from an African perspective can act as a starting point for this comprehensive project that is slowly starting to gain momentum. The project may benefit Africa and the West by providing a better understanding of each other when entering the same global market space.

Three snapshots of business ethics education at South African business schools: Sharp or still blurred?

This article reports on a study comparing three recordings (snapshots) of the provision of business ethics education in MBA curricula at South African business schools. The purpose of the study was to determine whether the occurrence of business ethics education in South African MBA programmes increased between 2003 and 2011 and between 2011 and 2016. A review of the relevant scholarly literature has shown that, although business education can be included in MBA curricula through its integration in the various modules of the programme, or through dedicated modules for business ethics, both these ways of inclusion can be regarded as necessary conditions for meaningful inclusion. This study focused only on the inclusion of dedicated business ethics modules. A directed content analysis was done of reports of the Council on Higher Education as well as MBA and MBL curricula documents of business schools. The comparison of the three snapshots revealed a decline between 2003 and 2011, as well as a further decline between 2011 and 2016 in the number of MBA programmes with a meaningful inclusion of business ethics in their curricula. The results of this study have confirmed that there is cause for concern about the quality of the MBA.

The ethical awareness of the leadership of South African business schools: Do they set the tone?

This paper explores the ethical awareness of the leadership of South African business schools. A questionnaire was distributed electronically to the top leadership of these business schools. The biographical characteristics of respondents were analysed to develop an ethical awareness score for each respondent. This score was used to determine whether respondents’ ethical awareness was above average and whether ethical awareness was affected by level of qualification or teaching experience. The results indicate that the leadership of South African business schools seem not to be sufficiently ethically aware to ensure that their business schools contribute to improved business ethics education and ethical business practices.

The prediction of the success of first-year MBA candidates: One business school as a case study

Abstract The focus of this study was to determine the best predictors of academic success of first-year MBA students. Selection criteria and variables are tested for the reliable prediction of successful completion of the first year of an MBA programme (MBAI). A longitudinal quantitative research design is followed using data of students from a South African business school, enrolled between the years 2006 and 2013. The study population consisted of a total of N =777 students enrolled on the MBA programme for this period. Numerical- and verbal cognitive ability assessments gathered as part of enrolment assessment were used and compared to MBAI examination results. Logistic regression analysis was used to determine the significance of different variables to predict MBA first-year success, defined here as the successful completion of all first-year MBA modules within the first academic year. Results indicate that cognitive ability is related to MBA first-year success. The numerical was a better predictor than the verbal cognitive assessment. Type of undergraduate education was found to play a role in MBA first-year success. Language of delivery proved to have an influence on academic performance and Younger students performed better than their older counterparts did. Determining the best predictors MBA first-year success has practical implications on selection processes and throughput.

The psychometric properties of the Mindful Attention Awareness Scale (MAAS) and Freiburg Mindfulness Inventory (FMI) as measures of mindfulness and their relationship with burnout and work engagement

Orientation: Given the increasing interest in mindfulness in the workplace, recent research recommends that the psychometric properties of existing mindfulness measures be evaluated in terms of convergent and predictive validity.Research purpose: The research purpose was to assess the psychometric properties of the 15-item (short version) Mindful Attention Awareness Scale (MAAS) and the 14-item (short version) Freiburg Mindfulness Inventory (FMI) in parallel on a South African sample. Furthermore, the research aimed to investigate the convergent validity between the FMI and MAAS as well as their relationship to burnout and work engagement (predictive validity).Motivation for the study: Organisational scholars must investigate the most appropriate instruments for measuring mindfulness in the workplace. Doing so would allow an eventual meta-analysis on the construct and its relationships and utility in the workplace.Research design, approach and methodology: For this study, a quantitative cross-sectional survey research design was employed. Convenience sampling was chosen and 497 participants applying for admission to a management and leadership degree programme at a South African Business School participated in the study. All participants of the sample are employed at either private or public institutions. Confirmatory factor analysis was used to determine the convergent validity of the instruments. Cronbach’s alpha was utilised in determining the reliabilities of the instruments. The product–moment correlation by Pearson was used to compare the two instruments in terms of their relationship to burnout and work engagement. Stepwise multiple regression was used to determine whether the FMI and MAAS are significant predictors of burnout and work engagement (predictive validity).Main findings: The results showed that the short versions of both the FMI and the MAAS are valid and reliable unidimensional measures of mindfulness. The findings showed that the two instruments are moderately correlated, providing adequate evidence of convergent validity. With regards to predictive validity, both the FMI and MAAS showed statistically significant relations with burnout and work engagement. Yet, the MAAS showed higher correlations with these constructs. A similar picture emerged with regards to the stepwise multiple regression results. The MAAS was the only significant predictor of burnout, explaining 12% of the variance. Both the MAAS and FMI were significant predictors of work engagement. The MAAS explained 13% of the variance in work engagement while the FMI explained 3% of the variance.Practical/managerial implications: Given these results, the MAAS currently seems to be a more appropriate measurement of mindfulness in the workplace given its ability to better predict work engagement and burnout than the FMI.Contribution/value-add: The study has provided much needed empirical evidence on the psychometric properties of the FMI and MAAS as measures of mindfulness on a South African sample.

Factorial invariance of the Rahim emotional quotient index

This study investigated the degree of factorial invariance of the 30-item Rahim Emotional Quotient Index (REQI) (Afzalur Rahim et al., 2002) across gender and language, using multiple group confirmatory factor analysis. Respondents were 341 full-time employed applicants to programmes in a South African Business School (females = 39.6%, African language group = 60.1%; non-African/Western language group = 39.9). With regard to age, the majority of the sample (25.5%) fell into the category 31–35 years. The Satorra-Bentler scaled chi-square difference tests showed no statistically significant differences between different gender and language groups, with regard to factor structure, factor loadings, variances and covariance. The findings support the original five-factor structure of the REQI for the two language groups, as well as the two gender groups.

The influence of trait-emotional intelligence on authentic leadership

Orientation: Authentic leadership is a relatively new construct that has recently gained increasing attention resulting from challenges faced by organisations relating to ethical meltdowns, corruption and fraud.Research purpose: This study seeks to explore the relationship between components of emotional intelligence and authentic leadership.Motivation for the study: Several authors called for more empirical investigations into the antecedents of authentic leadership. Despite the important role that emotions play in leadership, empirical studies were lacking about the influence of different components of emotional intelligence to authentic leadership.Research design, approach and method: Data were collected, using questionnaires obtained from 341 full-time employed applicants to MBA and leadership programmes in a South African Business School. Relationships between variables were analysed, using Pearson product-moment correlations and stepwise multiple regression.Main findings: The results indicated that emotional intelligence has positive statistically significant associations with authentic leadership. Specifically, those who scored high on all the emotional intelligence components also scored high on authentic leadership. In addition, the emotional intelligence component of empathy was a statistically significant predictor of authentic leadership.Practical/managerial implications: Initial findings suggest the potential value of recognising and developing the emotional intelligence of leaders to enable them to lead their organisations authentically to desired, successful outcomes. As empathy has been shown to be the most important emotional intelligence predictor of authentic leadership, leaders need to understand when subordinates perceive a leader as displaying empathic emotion.Contribution: This study contributes to the literature and empirical research on the antecedents of authentic leadership.

South African MBA’s Must Focus on Development Issues not Business and Finance Only and Must Redefine the Dominance of the Eurocentric Approach

Purpose: The purpose of this paper is to emphasize the critical need for the inclusion of development, cultural and social issues within the MBA curriculum of South African Business Schools. Hitherto, South African Business Schools have copied the models engineered by European and Western Business Schools. This was largely due to the imposition of Western models of education in South Africa, due to the policies of repressive colonialism and of apartheid. Given the all embracing reality that the fundamentals of business education must not be compromised in articulating the core curriculum of the MBA because, of its universal application and acceptability. The call in this paper is that South African Business Schools must begin to think out of the box, not mimic, all aspects of Western models and attempt to focus on the global political and African economy with particular reference to development, cultural and social issues that permeate African educational discourse. Global and national South African rankings use a range of indicators to rank universities. Many of these criteria are abstract and not relevant to the so – called ‘Third World” but, in reality should focus more on the many important and critical development challenges that confront South Africa and African countries in general. It is therefore, a clarion call to South African higher education authorities and, to the administrators of the South African Association of Business Schools, and the African Association of Business Schools (controlled largely by South African White functionaries), including the administrations of the traditional white South African Business Schools of universities, to engage with the wider South African and African community, and not to solely rely on business research initiatives, but to meet the requirements of South Africa’s and the continents development and social needs. The paper therefore, outlines the major objectives of critical management studies which must be included in the MBA programme in South Africa which has been paid scant reference to in the past and continues to do so. It also enunciates the importance of culture to MBA teaching and its impact on technology. The paper very briefly articulates and underscores the thesis that, Western interpretation of education models, Western technology and political domination have served to hinder rather than help African economic growth. Design / Methodology / Approach: The paper does not use the traditional methodology used in classical research, but attempts to synthesize the thought processes of the writers from observation and experience with particular reference to South Africa. However, the researchers use some literature to garner their thoughts, in order to examine the issues raised in this paper. The paper does not aim to capture all issues that permeate this controversial and debatable issue, but attempts to place this crucial issue on the agenda of MBA programmes in South Africa and the continent, in order to stimulate reasoned discussion. Findings: There are no explicit findings that emanate from this paper and discussion. The findings are therefore dispersed throughout the discussion in this paper. However, the distinct findings, conclusions and recommendations are made at the end of the paper. These are synthesized through observations, experiences and the critical thinking within the ambit of the paper, which indicates an overt bias and thinking in South African MBA programmes, which are heavily loaded towards a Eurocentric bias. This bias has therefore, led to a lack of appreciation of the developmental dynamics and socio – economic realities that confront South Africa, post 1994, given its historic past and, the challenges that confront the continent of Africa, since 1957, when Ghana became the first African country to gain independence. It is against this background that the discussion in this paper is formulated and discussed. Originality Value: The original value of this paper exemplifies the reality of thinking out of the box and, in some ways challenges the status quo in terms of the subject matter taught in MBA programmes in South Africa and, the continent of Africa. The paper therefore, calls for new thinking and remedial action, in terms of the course offerings within traditional MBA university programmes, in South Africa in particular. DOI: 10.5901/mjss.2014.v5n27p108

The MBA: “A Master’s Degree a Mile Deep and an Inch Wide”: A Reflection on MBA Curricula in South African Business Schools

This article investigates the curricula of MBA programmes in South Africa business schools. It is based on a study in which telephonic interviews and content on the business schools’ curricula was analysed using content analysis. From this, there are 14 common modules in South African business schools. The knowledge and skills offered could be necessary but not sufficient for managerial roles given a deficiency in interpersonal skills and dispositions in the menu of current offerings at business schools. This article argues that the occupation of managerial roles either at junior or senior level is situational and circumstantial or may not be directly linked to the acquisition of an MBA. Issues of the environment and entrepreneurship are critical for the development of countries; however, they appear on the sidelines as an afterthought among the current offerings albeit topical and contemporary in current circumstances. This article recommends that business schools must continuously consult with stakeholders - current students, alumni, employers and others in order for their programmes to remain relevant in the market and in practice. DOI: 10.5901/mjss.2014.v5n23p527

Some Issues That Permeate Higher Education Discourse in South Africa That Require Attention by Traditional Universities and Business Schools

This paper explores an array of higher education issues that require careful consideration by traditional universities, distance education colleges and universities, academics and indeed government and its bureaucracy in terms of how higher education is approached generally in respect of the formulation of some education policy imperatives within higher education in South Africa. In reality the paper explores or takes the approach of delineating a compact of issues that will require serious understanding and discussion in respect of the issues being raised. In approaching this paper, the writer will for all intents and purposes summarize some of the articles and issues discussed in the supplement of the Mail and Guardian Getting Ahead, August 3 to 9: 2012. Where applicable other issues will be raised that go beyond the issues raised in the series of articles discussed in the supplement. In addition, the writer will also project on the issues discussed by generating some of his own opinions within the narrative. In so doing the following issues will be nuanced and discussed:  Matching policy with reality for young people in South Africa.  The free market for students.  Research at the cost of teaching.  Research is at the mercy of plutocracy.  Former Technikons have an identity crisis.  Social cohesion by promoting the teaching of African languages.  The need for multifaceted leaders to meet the challenges of globalized higher education and for purposes of development.  Postgraduates need a better deal It is hoped that the discussion of the above issues will stimulate reasoned debate and that both traditional and distance higher education institutions and South African Business Schools, and higher education policy makers will incorporate some of these issues within the ambit of their policy formulation, and the vision and mission of their institutions. Kuwait Chapter of Arabian Journal of Business and Management Review Vol. 3, No.2; Oct. 2013 113 The paper in no way pretends to capture the issues discussed, in terms of any finality, nor does it pretend to have captured or for that matter exhausted the issues to any degree of finality.

Some Economic Development and Human - Resource Development Issues for Consideration within MBA Programmes of South African and African Business Schools

This paper explores certain management, development and economic issues relevant to the discourse of the MBA programme and its teaching in South Africa and Africa as a whole. It attempts to situate the discourse within the realms of broader debate that permeates its relevance to both management and its wider and broader role in developing societies and to development in general. An attempt is made to project on both positive and negative aspects of certain salient issues that need elaboration and understanding by academics and Business Schools in South Africa. It will also attempt to briefly explore some nuances relevant to entrepreneurship within the context of the MBA programme and, other important aspects that may need some attention by academics and Business Schools in the formulation of their MBA programmes and the contribution that Business Schools can make to higher education. The paper used articles that have been published in the popular media, in business magazines and relevant textbooks and does not pretend to capture all issues that may be relevant to the MBA, nor does it pretend to exhaust in any detail the issues that are explored in this paper. The primary aim of the paper is to stimulate discussion and debate for purposes of enhancing the MBA programme as a brand, in an attempt to strengthen its importance and relevance to management and development within the framework of relevant higher education discourse.

Communicating brand personality: Are the websites doing the talking for the top South African Business Schools?

This study extends the conceptualisation and measurement of brand personality to the online environment. We contend that websites are an important element of corporate identity management in today's competitive environment. We investigated the websites of South African Business Schools in order to find out what brand personality each school features. Our multistage methodology revealed a measure of business school brand personality that to some extent portrays the dimensions Aaker postulated. This study illustrates a powerful, but simple and relatively inexpensive way business school managers can study communicated brand personality. The results also offer new ways for business schools (and other organisations) to strengthen their brand and market position in a competitive environment. It also is a relatively simple way to differentiate their school in the crowded MBA education marketplace.

Corporate citizenship in South African business education

This paper seeks to enhance our understanding of the extent and manner in which corporate citizenship and related topics are taught to business students in South Africa. It argues that there are increasingly prominent drivers for integrating these topics in business education, but we know little about how South African business schools are responding. The methodology relies on a survey of business schools’ websites, as well as two survey questionnaires, one of which was aimed at MBA coordinators, while the other targeted a range of “MBA stakeholders” consisting of recent MBA graduates and representatives from business, government, and civil society. The findings suggest that, though there are some proactive business schools, South African MBA programmes are generally still dominated by conventional notions of business success. Furthermore, there are important contradictions between the perceptions of MBA coordinators, on the one hand, and those of the MBA stakeholders, with the latter generally demanding more rigorous treatment of corporate citizenship issues. The overarching conclusion is that a more committed engagement of and by South African business schools is required on the need for integrating corporate citizenship in business education.

Graduates’ perceptions of the quality of MBA programmes

The primary purpose of this article is to report on the opinions and perceptions of graduates of the quality and standing of South African Masters of Business Administration (MBA) programmes. This article seeks to assess specific outcomes of the MBA programmes offered by South African business schools; to gauge the quality of the MBA programmes of South African business schools, based on graduates’ perceptions; to extract factors relating to the MBA programme outcomes; and MBA programme quality; and to elicit the opinions of graduates on the future development of the MBA programme in South Africa. The main findings pertain to the MBA graduates’ perceptions of the outcome and quality of the MBA programme as well as the most prominent findings in respect of the open question on the future development of South African MBA programmes, from the perspective of graduates.

The use of statistical methods by MBA graduates in South African management and its implications for curriculum design

With this study we aim to identify the degree of penetration of statistical methods in South African management. Consequently, that section of the management population with past exposure to quantitative methods is targetted. Thus the target population was all MBA alumni from South African Business Schools operating in South African companies. A response rate of 27% (408 usable responses) was achieved. The findings of this study correlate highly with those of a similar survey conducted in the United Kingdom in 1991. In addition to reporting these findings, we also sought to examine the implications of these results on future statistical methods course planning. We recommend a change in teaching strategy to promote greater utilization of this discipline in practice.

Verskillende benaderings tot opleiding in bestuurskole en besondere behoeftes in Suid-Afrika

Business schools in South Africa are exposed to many often conflicting demands which create particular challenges for excellence and adaptation. The local schools are constantly compared with the very best in the world as executives frequently attend top business schools overseas or attend seminars by visiting overseas business teachers. Participants on business school programs demand up to date high quality teaching. As departments of universities they are in addition subjected to the normal university traditions. Overseas models of business schools include the functional approach adopted by most large universities overseas, the diagnostic case study approach and underlying discipline approach. A variety of other models combining elements of the basic approach also exist. It is important for South African business schools to investigate various approaches to business school education and devise own approaches appropriate to their particular needs. Regular exchange of faculty members with overseas business schools is essential for many reasons as is actively pursued by most local business schools. The remaining need which is the essential final step to maturity is active research in business, management and organization with development concepts, theory and application. This is a rapidly growing activity at South African business schools and must be strongly encouraged.