Format:
1 online resource (296 pages)
Edition:
1st ed.
ISBN:
9781107013803
,
9781107273894
Content:
Questions about the status and legitimacy of business schools continue to stimulate debate amongst deans, educational policy makers and commentators. In this book, three world experts share their insights on new business school models, on designing the business school of the future, and how to make it work
Note:
Intro -- Contents -- Figures -- Tables -- Preface: Tipping or tripping? The business school and its dilemmas -- Acknowledgements -- 1 The business school: history, evolution and the search for legitimacy -- Introduction -- Background: the 'business school' concept -- Historical review of the evolution of the business school -- Business schools and business education as a social construction process -- Differences between Asian, European and US business schools -- Institutional differences -- Competitive differences -- Social capital differences: reputation effects and brand loyalty -- Summary -- The business school's identity, legitimacy and positioning -- Conclusion -- References -- 2 Business school identity and legitimacy: its relationship to the modern university and society -- Introduction -- The university and its critics -- Impediments to change and liberalisation -- Inflexible academic structures -- The modern university is typically built up around an axiomatical structure -- The missing balance between research and teaching -- Too many committees and red tape -- Slow pedagogical progress -- too little curriculum innovation -- Too little top-down articulation of strategic direction -- Explosion in student numbers -- The business school and its critics -- The business school is a socialisation mechanism -- The business school emphasises shareholder capitalism -- The business school does not provide a clear sense of purpose, morality and ethics with respect to its role in society -- The business school focuses on analytics and does not develop wisdom, interpersonal and leadership/managerial skills -- The business school produces ineffective, self-referential (but not useful) ideas and research -- it is seen as irrelevant -- The business school embraces scientific rigour at the expense of other forms of knowledge
,
Integration across axiomatic divides -- Summary -- Making it work -- 'Constructive' innovation -- Conclusion -- References -- 4 A framework for re-evaluating paradigms of management education -- Introduction -- The Sheth model framework -- Broadening the market and the mission: the stakeholder perspective -- Building selection and development value: how to enhance selection value -- How to augment development value -- Enabling non-linear transformation -- Exogenous factors in selection and development -- Accreditation -- University governance -- External funding -- Technology advances -- Growth of emerging markets -- Public/private partnerships -- Conclusion -- Transformational change -- A stakeholder perspective -- Student selection -- References -- 5 Evaluating new and innovative models of management education -- The Mintzberg IMPM (International Master's Program in Practising Management) model: a practising manager's model -- The Haas/Berkeley dynamic capabilities model -- The Rotman design thinking model -- Ideas from highly ranked schools: Stanford, Yale and the Jain/Stopford programme for a global curriculum -- The Open University 'blended learning' model -- The early distributed learning model -- The practice-based model -- 'Blended learning' and learning communities: how to incorporate new social and digital media -- The focused innovation model: UC San Diego -- The 50+20 project: management education for the world -- The Starkey knowledge model -- The network model of Lorange -- Summary observations about new models and the changing context of business schools -- A set of guidelines for revising the modern business school´s `modus operandi´ -- References -- 6 Is the business school a professional service firm? Lessons learned -- Introduction -- Context, controversy and business schools -- Professional service and knowledge-intensive firms
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Is the business school a professional service firm? -- Organisational structure -- Research insights -- Knowledge intensity -- Low capital intensity -- Professionalised workforce -- Summary and Conclusions -- References -- 7 Enhancing dynamic capabilities in the business school: improving leadership capabilities in curricula and management -- Introduction -- Capability review (CR) models and processes -- Introduction -- CR models: overall design and structure -- Leadership -- Strategy -- Performance delivery -- Model evaluation: strengths and weaknesses -- Dynamic capabilities and management education -- Introduction to resource-based and dynamic capabilities approaches -- Dynamic capabilities and curriculum changes in business schools -- Curricula designs in practice: the dynamic capabilities approach -- Leadership and dynamic capabilities -- Leadership capabilities in the business school context -- Leadership and leadership characteristics -- Leadership roles, styles and change -- Leadership training -- Some emerging dynamic capabilities of the business school of the future -- Greater faculty differentiation -- New competitors -- Finances -- References -- 8 Afterword: business school futures -- Business model -- Globalisation -- Reference -- Index
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The business school lacks academic respectability, legitimacy and professional identity -- The business school has pandered to the business school rankings and has become too responsive to the consumer voice -- Tensions between business schools and traditional universities -- Business school identity -- Business acceptance in the university -- Business school autonomy -- Business school governance -- Business school administration -- Re-imagining, re-evaluating and rethinking the modern business school -- Conclusion -- References -- 3 Rethinking management education and its models: a critical examination of management and management education -- What is management and what should be the content of management education? -- What is the content of management education? -- What are the challenges and key forces driving change in management education? -- Key forces driving management education -- Impacts and implications of demography and demographic change -- Impacts and implications of technology -- Impact and implications of globalisation -- Globalisation, emerging markets and the growth of management education -- Ageing population in advanced countries -- Local educational options and non-traditional competition -- Inclusive distance learning education -- Summary -- Impacts and implications of entrepreneurial enterprise -- Competitive forces and dynamics for business schools -- Corporate universities -- Faculty as competitors -- University alliance programmes -- Non-traditional competition -- Rethinking the business school model -- The Lorange Institute of Business model for management education -- Introduction -- Moving from 'me' to 'we' -- The right direction -- A new paradigm -- The brand -- Faculty -- A meeting place -- Cutting-edge innovation -- Modular programme structure -- Programme offerings -- The business organisation - no bureaucracy
Additional Edition:
Print version Thomas, Howard The Business School in the Twenty-First Century New York : Cambridge University Press,c2013 ISBN 9781107013803
Language:
English
Keywords:
Electronic books
URL:
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