Relevant bibliographies by topics / Business schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Business schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 September 2024

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Journal articles on the topic "Business schools"

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Burger, Lynn Tolle, and Ivan J. Lach. "School-Business Partnerships That Help Schools, Businesses, and Economic Development." Adult Learning 6, no. 1 (September 1994): 12–14. http://dx.doi.org/10.1177/104515959400600107.

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School/business partnerships are nothing new—but they are undergoing a renaissance as schools use these partnerships to help implement school-to-work transition systems and assist with economic development. It has long been a key role of community colleges to provide education and training to enable their students to get jobs, but increasingly community colleges find they must also play a key role in economic development to ensure that the local economy can provide jobs for the college's graduates.
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Prince, Christopher, and Graham Beaver. "University Business Schools 2 Business." Industry and Higher Education 17, no. 4 (August 2003): 241–49. http://dx.doi.org/10.5367/000000003101296927.

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There is a substantial and growing body of evidence to suggest that organizations are increasingly recognizing the importance of individual and group learning and knowledge management as ways of attaining competitive advantage (Thomson et al, 2001). A consequence of this phenomenon is the growing demand for management education and training, and this is increasingly linked with the imperative of integrating management development with other organizational systems and processes to ensure their effectiveness in delivering business goals. This paper analyses this trend from the perspective of a ‘new university’ business school (‘new universities’ are the post-1992 universities in the UK, created by the demise of the polytechnics and their subsequent transfer to university status). The authors suggest and identify potential market development opportunities and highlight the competencies required by business schools if they are to compete successfully in this potentially profitable, yet increasingly competitive market. The significance of the corporate education market should not be underestimated. The UK Association of Business Schools (1997) estimated that this kind of activity accounted for up to two-thirds of the programmes offered by its members in their provision.
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Kilcourse, Tom. "The business of business schools." Learning Organization 2, no. 2 (June 1995): 32–35. http://dx.doi.org/10.1108/09696479510086235.

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Thijssen, Thomas J. P., and Wim Gijselaers. "Dynamics in Business and the Consequences for Learning Business." Industry and Higher Education 20, no. 5 (October 2006): 299–306. http://dx.doi.org/10.5367/000000006778702355.

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Currently there is much debate about the gap between business schools and the business world (Gosling and Mintzberg, 2004; Bennis and O'Toole, 2005). One argument is that business schools focus too much on ‘scientific’ research and lack relevant business context and real-world experience. The proposition in this paper is that the dynamics in the business environment force businesses and business schools to revitalize together through learning by sharing. The authors advocate that researchers, teachers, students (business schools) and practitioners (business) should engage in a mutual learning process. Close cooperation, shared understanding and shared learning can foster adaptation to the dynamics of the business environment and encourage both business schools and business corporations to build new academic theory and new business logic. The ‘Learning by Sharing’ model (Thijssen et al, 2002) can be applied to both the academic world and the business world in concert. This paper conceptualizes how business corporations and business schools can learn from each other and develop closer links.
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Warde, Irahim. "Fascinantes business schools." GV-executivo 1, no. 1 (October 3, 2002): 86. http://dx.doi.org/10.12660/gvexec.v1n1.2002.34767.

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Após os anos 1950, as business schools tornaram-se um produto de exportação. No novo ambiente econômico, a dimensão pedagógica apaga-se frente às preocupações mercantis e a corrida pela boa classificação ganha uma importância especial em um mundo onde os vencedores levam tudo. A luta hoje é para que a missão pedagógica não seja abandonada às empresas e para que se favoreça o espírito crítico.
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Noorda, Sijbolt. "Future business schools." Journal of Management Development 30, no. 5 (May 24, 2011): 519–25. http://dx.doi.org/10.1108/02621711111133028.

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Mbise, Esther. "SERVICE QUALITY MEASUREMENT IN TANZANIAN BUSINESS SCHOOLS." Business Education Journal 1, no. 1 (November 30, 2015): 1–33. http://dx.doi.org/10.54156/cbe.bej.1.1.11.

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The extended SERVQUAL instrument is examined and validated for measuring business schools’ service quality in Tanzania-an emerging economy. The relative weights that students attach to various dimensions of the service quality in business schools are established and compared in two periods of time, pre and post graduation. A longitudinal survey was conducted with final year students from two business schools-the College of Business Education and the Institute of Accountancy Arusha.  The validity of the extended SERVQUAL instrument is excellent- α >0.95. A new Process Outcome dimension in the extended SERVQUAL is more important than other dimensions. It is suggested that the extended SERVQUAL instrument be used by managers of business schools to identify factors which students use to assess the quality of the education services they receive. Knowledge of these factors will enable business schools’ managers set priorities while allocating scarce resources to improve quality per school and in higher education, in general. Regulatory bodies should make use of this model as a supplement to the traditional performance measures.
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Webster, Robert L., Kevin L. Hammond, and Harry A. Harmon. "Comparing Market Orientation Culture of Businesses and Schools of Business: An Extension and Refinement." Psychological Reports 96, no. 2 (April 2005): 377–82. http://dx.doi.org/10.2466/pr0.96.2.377-382.

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This study extends previous work concerning the market orientation culture within specialty businesses and schools of business. Specifically, member schools of the Association to Advance Collegiate Schools of Business International are separated into public and private universities. Data were collected via a mailed survey to business schools holding membership. 106 public school deans and 35 private school deans responded, for a 23% response rate. Input from the deans was sought on their perceptions of the market orientation culture within the schools. Respondents' perceptions, rated on a 7-point scale, measured four dimensions of market orientation: customer orientation, competitor orientation, organizational coordination, and overall market orientation. Data for specialty businesses were drawn from a previous study. Comparison testing between the public and private business schools' deans and business managers was conducted. Analysis indicated perceived market orientation was significantly higher for deans of private business schools than public business schools. Compared with business managers, private school deans were statistically different on only one of the four dimensions, whereas public business school deans' scores were significantly different from those of business managers on all four. Compared with each other, business school deans were statistically different on three dimensions, with private school deans reporting greater market orientation.
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Thomas, James. "Convergence: Businesses and Business Schools Prepare for IFRS." Issues in Accounting Education 24, no. 3 (August 1, 2009): 369–76. http://dx.doi.org/10.2308/iace.2009.24.3.369.

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Dobni, Dawn, and Brooke Dobni. "Canadian Business Schools: Going Out of Business?" Journal of Education for Business 72, no. 1 (September 1996): 28–36. http://dx.doi.org/10.1080/08832323.1996.10116822.

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Dissertations / Theses on the topic "Business schools"

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Amundam, Doreen Nyaa. "The role of business schools in educating social entrepreneurs : an exploratory study of UK business schools." Thesis, Cardiff Metropolitan University, 2017. http://hdl.handle.net/10369/9920.

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Notwithstanding the growing interest in social entrepreneurship (S E) education, the S E field is gradually losing its “social” status. Accordingly, there is a need to emphasise the “social” aspect of S E education in order to clearly distinguish S E from the corporate social responsibility (CSR) practices implemented by mainstream entrepreneurs. It follows that in order to clearly differentiate between social value and CSR, S E education should help develop social entrepreneurs that are both responsible (i.e. social entrepreneurs who remain true to the original idea of creating social value and reinvesting profit for more social change activities) and socially innovative (i.e. come up with new ideas or ways to resolve social problems. S E instructors can help facilitate this developmental process provided that the right teaching content and methods are employed. The general lack of empirical research in S E education has limited our understanding of the role S E education can play. We do not understand clearly which teaching content and methods are employed or can be employed to encourage the creation of potential social innovative thinking, responsible, social entrepreneurs. This study has two main objectives. The first objective is to assess the current content of the S E curriculum in UK business schools in order to identify best teaching content that can enhance social innovative thinking and the development of potential responsible social entrepreneurs. The second objective is to analyze the teaching methods currently used by S E educators in UK business schools in order to identify the best teaching methods that enhance social innovative thinking and the development of potential responsible social entrepreneurs. These two objectives were met by examining the syllabi of 5 UK business schools offering S E as a course or a module at masters, undergraduate or foundation levels (Westminster University Business School, Oxford Brookes University Business School (Ruskin College), Goldsmith University of London, Northampton University Business School and Lancaster University Management School). The study interviewed 8 S E instructors responsible for designing and delivering these S E courses/modules and 30 students who successfully passed through the S E courses/modules across these five business schools. Drawing on data analysed using within and across case analysis methods and the social identity theory, this study presents a model that instructors can draw on and help students VI categorise and identify as potential social innovative thinking, responsible, social entrepreneurs. According to the findings the key teaching content that has enhanced social innovative thinking includes: historical and contemporary issues of S E, the resource base/ bricolage and effectuation theories and the business canvas model/divergent and convergent thinking tools. In addition, the key teaching methods include: group social business planning, implementation and presentation, interviewing/visiting social entrepreneurs/enterprises. The findings further reveal that, the key teaching content that has or can enhance responsible S E includes: core values of integrity, measuring outcomes, ethical social enterprise branding/ the dark side of CSR and book review of the biography of social entrepreneurs. Moreover, the key teaching methods include: Group social business planning, implementation and presentation, group comparative analyses of real cases and guest speaking. With respect to its contribution, this study proposes a model that is believed to enhance S E education in the following ways: firstly, it offers precise teaching content and methods that educators can employ and help students categorise and identify as potential social innovative thinking, responsible, social entrepreneurs. Secondly, it enables potential social entrepreneurs to value the importance of creating social value as a group. As for limitations, this study was conducted in the UK with a focus on 5 business schools that offer S E as a module/course in England. The sampling strategy employed to select these business schools was based on whether each business school was amongst the top 50 UK university/business schools ranking according to eduniversal ranking in 2014 and offers S E as a module/course. Though with a very selective sampling strategy, the question is whether all key findings can be generalise in different context. While this study identified and explained how core values of integrity can enhance responsible S E, the study did not examine techniques that can be employ in a working environment to maintain these values in the long run. Further research should examine techniques that can be employed in a working environment to maintain these values in the long run.
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Kalish, Judith D. "A study of the Fairfax County Public Schools school/business partnership." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77812.

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The Fairfax County Public Schools and neighboring business/industry have perhaps one of the oldest and most satisfactory school/business partnerships in Virginia. A case study was made of the Fairfax County Public Schools School/Business Partnership to identify factors that make a partnership work and to provide information to assist a school system or business/industry interested in the establishment of a partnership. The population for this case study research was made up of school system and business/industry persons who had first-hand knowledge of the partnership. To begin the study a document search of the files and program was made. This document search resulted in a set of interview schedules which were then administered to the stakeholders. Data resulting from these schedules were coded and reported in narrative form. Results indicated that commitment from top level management from both the school system and business/industry to the partnership, a project of major proportion, and a program designed in a way to permit mutual pursuit of the goals of the partners are important if the partnership is to work.
Ed. D.
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Rogers, Jessica. "Boarding School Business: The Voices of Aboriginal Girls Attending Boarding Schools." Thesis, Australian National University, 2016. https://openresearch-repository.anu.edu.au/handle/1885/139177.

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Internationally, there is a paucity of research concerning boarding school experiences of Indigenous peoples (Smith 2009). Few studies have primarily addressed Indigenous girls’ experiences in contemporary boarding schools in Australia or Aotearoa New Zealand. This research was developed to amplify the voices of Indigenous girls regarding their contemporary boarding school experiences. This work sits within Indigenous studies, and reflects the multidisciplinary nature of Indigenous research. Drawing on Indigenous research methodologies, arts-based research and education, this study looks at two Australian boarding schools and includes a comparison with one Indigenous boarding school in Aotearoa New Zealand. In order to centre Indigenous student voices, I developed a new Indigenous method termed photoyarn. Photoyarn was developed with the aim of highlighting Indigenous voices in research, specifically toward providing Indigenous students with a culturally sound, relevant method they could use to drive and control their own research, about their own experiences. Photoyarn is an Indigenous method involving student photography, yarning circles and individual yarns. Photoyarn was modified for use in Aotearoa New Zealand to kōreropikitia, a method that involves digital photography, student journals and hui. Participants at each of the three boarding school sites conducted their own thematic analysis on the data they gathered. Findings showed that female Aboriginal boarding students experience homesickness, identity and behavioural changes, and changed perceptions of their home communities. Indigenous Australian boarding school students experienced racism from non-Indigenous students as well as school staff, and Aboriginal students in the study identified cultural content in classes (or lack thereof) as isolating and upsetting. Māori students identified that homesickness was softened by the cultural familiarity of the Indigenous boarding school practices and family-based education structure of their college. All students noted that the experiences of boarding school created family-like relationships between Indigenous boarders. Australian students identified the clash between home and school expectations, as well as the responsibilities of home and culture not being congruent with the structures of boarding school; and spoke of these incongruences as being difficult to navigate. My Aboriginality, life experiences, teaching and artistic practices and my personal pedagogy influenced this study in many ways. The relatedness of the Indigenous young women in this study with myself as researcher was essential in building relationships, which underpinned, shaped and encouraged the expression of student voice in this research.
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Martell, Sotomayor Janette. "Socially Responsible Business Schools: A Proposed Model." Doctoral thesis, Universitat Ramon Llull, 2011. http://hdl.handle.net/10803/51014.

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El propòsit d'aquesta tesi és investigar i descriure els necessaris canvis en la gestió de les escoles de negocis per arribar a ser institucions socialment responsables, i proposa com implementar el procés de canvi. Sustenta que l'educació en gestió responsable no és exclusivament una qüestió curricular, sinó que ha d'involucrar la institució en la seva totalitat perquè els estudiants es formin com a líders responsables i ètics, i proposa un model per a la transformació de les escoles de negocis cap a aquest objectiu. Aquesta tesi està constituïda per vuit articles acadèmics sobre aquest tema; el primer il•lustra la profusió de definicions, teories i enfocaments relacionats amb la Responsabilitat Social Corporativa. El segon article va contribuir a la millor comprensió de la importància de la Responsabilitat Social Universitària a través d'una revisió de la literatura sobre els seus orígens i evolució. En un següent article, titulat Escoles de Negocis Socialment Responsables: Les parts interessades demanen accions urgents, es va investigar si les parts interessades retroalimenten als degans amb suficients arguments per al canvi, i si els requisits d'acreditació de l’AACSB són coherents amb la necessària millora en l'educació de l'ètica empresarial i la responsabilitat social. Les conclusions d'aquest article van portar a la creació d'una cercle virtuós en L'avaluació d'un cercle virtuós per a escoles de negocis socialment responsables, en el qual es proposa a PRME com a centre d'unió amb les principals acreditadores i enquesta / rànquing del Beyond Grey Pinstripes (BGP), per impulsar de forma sinèrgica la transformació de les escoles de negocis. El següent article tracta sobre l'avaluació de requisits per a la classificació en el rànquing BGP, i analitza la metodologia de l'enquesta, ja que és l'única que se centra en els plans d'estudi i continguts de recerca en ètica, responsabilitat social i sostenibilitat de les escoles de negocis. Amb la convicció de la necessària transformació d'aquestes escoles, va seguir un article sobre Un canvi estratègic en les escoles de negocis per a l'educació en ètica empresarial, responsabilitat social i sostenibilitat. L'article següent va ser un co-escrit sobre l'educació empresarial responsable: No una qüestió curricular, sinó una raó de ser de les escoles de negocis, que ha posat èmfasi en la importància de desenvolupar una identitat en les escoles de negocis en relació amb l'ètica i la responsabilitat social. Finalment, tots les aportacions d'aquesta tesi culminen en la proposta d'Un model per a la transformació de les escoles de negocis en institucions socialment responsables, que centra a les persones com la raó última de tota activitat escolar, dirigint totes les polítiques i estratègies cap a una gestió socialment responsable en què les dimensions de l'ètica, responsabilitat social i sostenibilitat són incorporades i integrades en tots els aspectes de l'organització.
El propósito de esta tesis es investigar y describir los necesarios cambios en la gestión de las escuelas de negocios para llegar a ser instituciones socialmente responsables, y propone cómo implementar el proceso de cambio. Sustenta que la educación en gestión responsable no es exclusivamente una cuestión curricular, sino que debe involucrarse la institución en su totalidad para que los estudiantes se formen como líderes responsables y éticos, y propone un modelo para la transformación de las escuelas de negocios hacia ese objetivo. La tesis está constituida por ocho artículos; el primero ilustra la abundancia de definiciones, teorías y enfoques relacionados con la Responsabilidad Social Corporativa, a través de una revisión de literatura. El segundo artículo contribuye a la comprensión de la importancia de la Responsabilidad Social Universitaria mediante una revisión de la literatura sobre sus orígenes y evolución. Un siguiente artículo, titulado Escuelas de Negocios Socialmente Responsables: Las partes interesadas demandan acciones urgentes, se refiere a los argumentos con los que las partes interesadas demandan cambios a los decanos, y enfatiza la insuficiencia de los requisitos de acreditación de AACSB para mejorar la formación con principios éticos y de responsabilidad social. Las conclusiones de este artículo llevan a la creación de un círculo virtuoso en La evaluación de un círculo virtuoso para escuelas de negocios socialmente responsables, en el que se propone a PRME como centro de unión con las principales acreditadoras y la encuesta/ranking de Beyond Grey Pinstripes (BGP), para impulsar de forma sinérgica la transformación de las escuelas de negocios. El siguiente artículo trata sobre la Evaluación de requisitos para la clasificación en el ranking BGP y analiza la metodología de la encuesta, ya que es la única que se centra en los planes de estudio y contenidos de investigación en ética, responsabilidad social y sostenibilidad. Un siguiente artículo propone Un cambio estratégico en las escuelas de negocios para la educación en ética empresarial, responsabilidad social y sostenibilidad. El artículo que sigue, escrito en coautoría sobre la Educación empresarial responsable: No es una cuestión curricular, sino una razón de ser de las escuelas de negocios, hace hincapié en la importancia de desarrollar una identidad en relación con la ética y responsabilidad social. Por último, todos los aportes culminan en la propuesta de Un modelo para la transformación de las escuelas de negocios en instituciones socialmente responsables, que centra a las personas como la razón última de toda actividad escolar, con políticas y estrategias dirigidas hacia una gestión socialmente responsable en que las dimensiones de la ética, responsabilidad social y sostenibilidad son integradas en todos los aspectos de la organización.
The purpose of this thesis is to explore and describe what changes are necessary in the management of business schools in order for them to become socially responsible institutions, and how can the needed process of change be implemented. The thesis upholds that education in responsible business does not depend exclusively on curriculum, but should expand its scope to involve the entire institution towards the objective of educating students for becoming responsible and ethical business leaders. Consequently, a model is proposed for the transformation of a business school into a socially responsible institution. The thesis is paper-based, and comprises eight academic contributions; the first one consists in a literature review on Corporate Social Responsibility which reveals the profusion of related definitions, theories, approaches, and their development. The second paper contributes to the significance and better understanding of University Social Responsibility through a literature review of its origins and evolution. A following article, Socially Responsible Business Schools: Collective stakeholders’ voices demand urgent actions, addresses key stakeholders’ arguments that provide deans with plenty of criteria for change, and stresses the insufficiency of AACSB’s accreditation requirements to improve business ethics and social responsibility education. The conclusions of this article prompted a Virtuous circle for socially responsible business schools, which is constructed with PRME, the leading accreditation bodies, and the Beyond Grey Pinstripes (BGP) ranking for synergistically impelling the transformation of business schools. Inasmuch as the BGP survey and its Global 100 ranking form part of the proposed virtuous circle, a following article, Assessing what it takes to earn a Beyond Grey Pinstripes Ranking, addresses its significance and methodology, since it is the only one that focuses on the curricula and research content of ethics, social responsibility, and sustainability in MBA programmes. The need for the transformation of business schools is thus confirmed, and with this conviction in mind, a paper on A strategic change at business schools towards business ethics, social responsibility, and sustainability education ensued. The next article was co-authored on Responsible business education: Not a question of curriculum but a raison d’être, which stresses the importance of developing an identity in business schools in relation to ethics and social responsibility. Finally, the contributions of this thesis culminate in a proposal of A model for the transformation of business schools into socially responsible institutions, which centres people as the ultimate reason of all school activity, directing all policies and strategies towards a responsible management in which the dimensions of ethics, social responsibility, and sustainability are embedded and integrated in all aspects of the organisation.
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Workman, Joanne. "Paying for pedigree : British business schools and the Master of Business Administration degree." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419815.

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Nonet, Guenola. "Responsible Management & Business Schools : Analysis of the Schools Strategy and the Education." Thesis, Montpellier 1, 2013. http://www.theses.fr/2013MON10028/document.

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Peu de recherches empiriques existent concernant l'éducation managériale. La littérature étudiée présente différentes recherches théoriques qui critiquent le modèle actuel des Business Schools et qui recommandent des changements, mais elle signale aussi le manque de recherches empiriques à ce sujet. Nos propres recherches confirment la rareté de telles recherches concernant notamment l'opinion des individus impliqués dans les Business Schools à propos de la pédagogie et à propos du comportement managérial de l'école elle-même. La revue de littérature révèle une absence de consensus concernant la définition du management responsable. Plus précisément, peu de données empiriques existent concernant l'action des individus qui tentent de contribuer au développement d'une stratégie responsable au sein de l'établissement. De même, il apparaît que les recherches empiriques manquent concernant les innovations pédagogiques existant dans les Business Schools pour encourager un management responsable. L'objectif de notre recherche est de comprendre les changements nécessaires et les innovations opérées dans les Business Schools pour tenir compte et intégrer les dimensions saillantes du management responsable afin d'encourager les futurs managers à se comporter de manière responsable. Cette recherche se structure autour de deux questions principales : • Pourquoi les Business Schools peuvent-elles – voire doivent-elles – contribuer à un management responsable ? • Comment les Business Schools tentent-elles et peuvent-elles contribuer à un management responsable au travers de leur comportement organisationnel propre ou de leur pédagogie ? Cette thèse est une recherche exploratoire. Afin de laisser la théorie émerger des résultats empiriques, cette thèse est inspirée de la théorie enracinée. Au total quatre études de cas européennes furent réalisées • Trois Business Schools : HEC Paris, Erasmus University-Rotterdam School of Management, Ashridge Business School, • Une école présentant un modèle alternatif : Schumacher College. 47 questionnaires furent menés sur les terrains de recherche, 112 cartes cognitives furent créées par les participants visités et 28 journaux de bord issus d'un cours enseigné en extérieur furent codés et analysés. Les apports principaux peuvent être classés en quatre catégories : • Une définition du management responsable (selon des étudiants, des membres académiques et administratifs et selon des anciens étudiants des écoles visitées), • Une synthèse des changements suggérés au sein des Business Schools par les participants pour encourager un management responsable, • Une analyse des Masters visités incluant les innovations pédagogiques mises en place pour encourager un management responsable, • Une étude des différentes stratégies créées par les individus en charge d'un développement responsable du campus. En conclusion nous préconisons différents axes de recherche qui pourraient être développés ultérieurement en vue d'affiner le travail réalisé pour cette thèse et aussi afin de vérifier certains postulats et hypothèses issus des résultats
Empirical studies about business education are scarce. The studied literature reveals different theoretical studies criticizing Business Schools and asking for changes but it shows as well a lack of empirical research. Our own research confirms the lack of such empirical studies, especially regarding the Business Schools' participants' meaning concerning the education and the strategy. Furthermore, the literature review suggests a lack of theoretical consensus on responsible management definition. Few studies are to be found about the individuals working towards responsible management at Business Schools. Theory shows that few empirical data exist concerning the pedagogical innovations created towards responsible management. Our research aims at understanding the Business Schools' needed changes and the existing innovations created to encourage future managers to act responsibly. This research is articulated around two main research questions : • Why should business schools contribute to responsible management ? • How should business schools contribute to responsible management (at a strategic and an educational level) ? This dissertation is an exploratory research. To allow the theory to emerge from the empirical results, this research is inspired from the Grounded Theory. In total four European case studies were conducted : • Three business schools : HEC Paris, Erasmus University-Rotterdam School of Management, Ashridge Business School, • A different model of education : Schumacher College. 47 interviews were conducted, the participants created 112 mind maps and 28 field journals issued from a course taught outdoors were coded and analysed. The main contributions can be classified into four categories : • A definition of responsible management (according to students, faculty members, staff and alumni's answers), • A summary of the changes suggested at business school to encourage responsible management, • An analysis of 4 innovative Masters visited including its pedagogical innovations towards responsible management, • A study of the different strategies created by individuals in charge of developing the campus in a responsible way. The conclusion brings some recommendations for further research to deepen the research and as well to answer several hypotheses issued from our results
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Mitchell, Lorianne D. "The Business of Higher Education: Recommendations for Business Schools Faced With Rapid Technological Advancements." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/8324.

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Lamper, David John. "Good to great schools : the relevance of a business model to a school context." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:15299.

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The purpose of this thesis is to apply an existing model to a new situation: In this instance to explore the possible relevance of the research of Jim Collins in his book, Good to Great (2001) to a sample often UK schools. The review of literature considers the Collins' research, responses to that research and the extent to which it has already been applied to different contexts. In parallel to this, material on school effectiveness is considered with a focus on those aspects which are associated with excellence in schools. Conceptual links are identified. A multiple-case study approach is taken in the research and the methodology includes the analysis of Ofsted reports for schools included on HMCI's List of Outstanding Schools. A purposive sample of ten schools is identified for further consideration where the views of school leaders are explored through semi-structured interviews. Responses are coded in relation to the key concepts from the Collins' research alongside additional categories which emerged from the interviews. It is acknowledged that the very nature of this small-scale study has an impact on the transferability of findings and therefore its reliability. There is an attempt to replicate elements of the interviews from the Collins study although it is accepted that a reproduction of a similar scale would not be feasible. The richness of data that emerges from the cases begins to create a context for judgements about the possibility of transfer of findings to other situations but that is not in the aim or the scope of this research - it is to find out the extent of relevance of the Collins findings to the context often schools. The study concludes that there is evidence that the 'Good to Great' research findings have some relevance to the cases studied. Whilst it is deemed inappropriate to extrapolate the findings of these case studies to a larger context, these findings do suggest that further investigation may be worthwhile and enlightening.
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Fragueiro, Fernando. "Strategic leadership process in business schools : a political perspective." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/4044/.

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This study focuses on the political perspective of the process and context of strategic leadership, in three top international Business Schools, IMD, INSEAD and London Business School. It remedies three inadequacies in the current literature. These are: first, the scarcity of empirical studies on strategic leadership with a processual perspective, despite the interest demonstrated in theoretical studies on leadership in the last decades, second, the lack of links between the leadership and strategy fields; third, scholars' call for studies on leadership from a political perspective. Longitudinal and comparative case studies were conducted with the purpose of describing the Strategic Leadership Process (SLP) in each and across the three Business Schools, over the period 1990-2004, through strategic agenda-building and -executing, in relation to a specific strategic initiative: Becoming a top international Business School. Findings show firstly, that among the three key actors (Board, Dean and Faculty), the Dean is the main key actor in the SLP because of his critical role of building and executing the School's strategic agenda. Secondly, for the Dean to succeed, it is crucial to deliver an inclusive approach with regard to the other key actors' (Board and Faculty) interests and priorities. Thirdly, Performance represents a precondition for the Dean to be credible and receive support from Faculty and Board. Fourthly, for an effective direction-setting, the Dean's capacity to scan and understand the external voice, signals and trends and raise them to the School's strategic agenda is fundamental. Fifthly, the ability to articulate and communicate vision through coalition-building combined with adequate delegation, represent critical competences to raise and execute breakthrough initiatives for the School.
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Vajarodaya, Tatpol. "Strategic leadership in UK business schools in higher education." Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24367.

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Navigating the emerging crisis in UK higher education, with funding cuts, decreasing numbers of academics and mimetic pressures caused by academic norms, is a challenge for UK business schools. This study aimed to identify UK business school leaders' perspectives on factors contributing to competitiveness and financial sustainability in this context. For this exploratory, qualitative study 21 leaders from 12 UK business schools in the Financial Times Global MBA Rankings (2010) were interviewed by email, by telephone or face-to-face. Interview transcripts were analysed using NVivo8 and thematic analysis, adopting a hybrid approach of deductive coding based on a theoretical framework and inductive coding for emerging themes. A Model of Leadership for Financial Sustainability and Competitiveness was created to illustrate links between components of strategic leadership identified by participants in this study. It shows a potential virtuous circle of competitiveness and financial sustainability that UK business schools could achieve. These leaders perceived that competitiveness and financial sustainability could be achieved by using leadership and income sources to improve human capital, which could also be enhanced by itself and by organisational capital. Human and organisational capital could then develop intellectual capital, which could strengthen the schools' social capital. Intellectual capital, combined with social capital, could enhance schools' competitiveness, which could improve their strategies and tactics. Social capital could increase the success of fundraising activities. Fundraising, strategies and tactics could develop sources of income, leading to financial sustainability. Distributed leadership was preferred amongst participants, suggesting that human capital could be the most important capital in business schools. While previous research represented strategic leadership as building and executing strategic agendas, this thesis argues that UK business schools could benefit from these inter-linked components in developing leadership for financial sustainability and competitiveness, particularly in times of economic crisis.
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Books on the topic "Business schools"

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Puffitt, Ray. Business planning for schools. Harlow, Essex, England: Longman, 1992.

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Sulej, Julian C. Rethinking Business Schools. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137404473.

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Amann, Wolfgang, Michael Pirson, Claus Dierkmeier, Ernst von Kimakowitz, and Heiko Spitzeck, eds. Business Schools Under Fire. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353855.

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Gilbert, Nedda. Best 282 business schools. 2nd ed. New York: Random House, 2007.

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Saunders, John A. Business schools: Britain's best. Loughborough, Leics: Loughborough University Business School, 1996.

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(Firm), Princeton Review, ed. Best 282 business schools. 2nd ed. New York: Random House, 2007.

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Byrne, John A. The best business schools. 3rd ed. New York: London, 1993.

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J, Paliwoda Stanley, and Association of Masters in BusinessAdministration., eds. Guide to business schools. London: Pitman., 1990.

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Gilbert, Nedda. Best 290 business schools. 2nd ed. New York: Random House, 2008.

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Godfrey, Golzen, and Association of Masters in Business Administration., eds. Guide to business schools. 9th ed. London: Pitman, 1992.

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Book chapters on the topic "Business schools"

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Augier, Mie. "Business Schools." In The Palgrave Encyclopedia of Strategic Management, 173–79. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-00772-8_20.

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Augier, Mie. "Business Schools." In The Palgrave Encyclopedia of Strategic Management, 1–6. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-349-94848-2_20-1.

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Kaplan, Andreas. "Business Schools." In Business Schools post-Covid-19, 73–85. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003343509-7.

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Holmqvist, Mikael. "Teaching Business." In Elite Business Schools, 62–82. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003218128-5.

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Peters, Kai, Howard Thomas, and Rick Smith. "The Business of Business Schools." In The Value & Purpose of Management Education, 86–93. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003261889-14.

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van Schaik, Gerard. "Can business schools rescue business?" In The Value & Purpose of Management Education, 42–49. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003261889-7.

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Holmqvist, Mikael. "Consecration, Business Skills, and Leadership." In Elite Business Schools, 43–61. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003218128-4.

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Sulej, Julian C. "The Starting Point." In Rethinking Business Schools, 1–3. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137404473_1.

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Sulej, Julian C. "Faculty and Students of the Future." In Rethinking Business Schools, 162–80. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137404473_10.

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Sulej, Julian C. "Beyond the Ivory Tower." In Rethinking Business Schools, 183–205. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137404473_11.

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Conference papers on the topic "Business schools"

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Yaman, Tutku Tuncali, and Emrah Bilgic. "Is Business Analytics Education Sufficient in Business Schools? The Case in Turkish Business Schools." In 2019 3rd International Conference on Data Science and Business Analytics (ICDSBA). IEEE, 2019. http://dx.doi.org/10.1109/icdsba48748.2019.00040.

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Eyt-Dessus, Annora, and Leonard Houx. "Excellence in design for online business." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0145.

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The Business School is one of the UK’s top ranked business schools, renowned for its expertise in Finance in particular, and its location in the heart of London. The School has been steadily expanding for more than a decade but was reaching the limits of its physical campus space. However, there remained the desire to develop innovative learning, expand and reach new audiences. Developing a new distance program, that built on the School’s existing reputation for Finance, showcased its world-class faculty and had a global reach was identified as the ideal opportunity to explore a new strategic direction. We built a fully online program with a high rate of engagement, satisfaction and achievement. Its enrolment continues to grow, increasing our international diversity. Online learning is now embedded as a core part of the School’s strategy and is seen as key to future expansion. Beyond this, our organisation cultivated far more expertise and best practice to draw on in a time of crisis than if we had outsourced. This shows the high impact an excellent learning design can make to the culture and capacity of an organisation.
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Jain, Sanjay. "Teaching of simulation at business schools." In 2014 Winter Simulation Conference - (WSC 2014). IEEE, 2014. http://dx.doi.org/10.1109/wsc.2014.7020197.

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Supriyatna, Yayat, Nugraha Nugraha, and M. Arief Ramdhany. "A Model of Effective School Management at Vocational High Schools." In 2016 Global Conference on Business, Management and Entrepreneurship. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/gcbme-16.2016.107.

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Paunović, Lidija. "The Course E-business in the Secondary Education Curricula – regional study." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.334p.

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The subject of research in this paper is the representation of the subject E-business in the curricula of secondary schools in the region. The development of information technologies has resulted in the emergence of new types of business. A growing number of organizations are recognizing the need for doing business through the Internet. As a promising field, subject to constant development, it finds a place in the plans and programs of universities, both technical and technological, and social and humanistic sciences. Apart from higher education, e-business, as a field, is increasingly being studied in secondary schools, i.e. it is part of secondary school curricula. The paper presents the results of the research, which included 96 educational profiles, in 14 secondary schools, in 4 municipalities of the Moravica district.
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Alfirević, Nikša. "Prosocial and Pro-environmental Outcomes of Higher Education in the Post-COVID World." In Challenges in Economics and Business in the Post-COVID Times. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.epf.5.2022.52.

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This presentation seeks to uncover if prosocial and pro-environmental outcomes of higher education in business and economics could be associated with business school activities in the field of Responsible Management Education (RME). These could include the teaching of business ethics, Corporate Social Responsibility and related subjects, as well as business school research and different practical ways of involving business schools in showing their commitment to RME. The presentation focuses on the UN PRME (Principles for Responsible Management Education) and how their implementation could support the prosocial and proenvironmental outcomes of higher education in business and economics. Recent and forthcoming research on the prosocial and pro-environmental outcomes of higher education in business and economics is reviewed, and based on the research results, the question of the 'new normal' in (business) ethics is posed: how should business schools frame their RME-related activities in the world, and to what extent are they currently being re-shaped by the challenges of the COVID pandemic and threats to the global, rules-based international order?
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Molnar, E., R. Molnar, and M. Gregus. "Business schools and RIS3 — Enterprise architecture perspective." In 2017 15th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2017. http://dx.doi.org/10.1109/iceta.2017.8102509.

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Miotto, Giorgia, and Josep Rom Rodríguez. "CSR IN BUSINESS SCHOOLS: A THEORETICAL FRAMEWORK." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0453.

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Fazekas, Nóra. "Learning Organizations and Organizational Digital Competencies in the Field of Public Education." In New Horizons in Business and Management Studies. Conference Proceedings. Corvinus University of Budapest, 2021. http://dx.doi.org/10.14267/978-963-503-867-1_03.

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In a constantly changing social, technological, and economic environment, schools not only need to adapt but to learn continuously. One of the most significant and most current fields of school learning in Hungary and worldwide is one of the digital competencies. In this paper, I present the concept of digital competencies and the learning organization, offering an overview of different interpretations and frameworks and draw connections between them. The study suggests interrelations between schools’ learning organizational and digital competence capacities and proposes future empirical research on the topic.
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Huang, Liang, and Haowei Ti. "The Difficulties in the Teaching of Traditional Business Schools and the Rise of Teaching Models in New Business Schools." In Proceedings of the 2nd International Workshop on Education Reform and Social Sciences (ERSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191206.064.

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Reports on the topic "Business schools"

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Tracy, Joseph, and Joel Waldfogel. The Best Business Schools: A Market Based Approach. Cambridge, MA: National Bureau of Economic Research, January 1994. http://dx.doi.org/10.3386/w4609.

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Triana, Maria. Five Key Inhibitors of Women’s Advancement in Business Schools. Purdue University, 2018. http://dx.doi.org/10.5703/1288284317225.

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Dwertmann, David. Gender Diversity in Business Schools: An Opportunity for Enhanced Performance? Purdue University, 2018. http://dx.doi.org/10.5703/1288284317215.

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Vincent, Charles, and Tatiana Gherman. Student-based brand equity in the business schools sector: An exploratory study. CENTRUM Catolica Graduate Business School, September 2015. http://dx.doi.org/10.7835/ccwp-2015-09-0023.

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Johnson, Stephanie K. Proof or Pedigree: Prestige of Men’s but not Women’s PhD Program Predicts Top Placements in Business Schools. Purdue University, 2018. http://dx.doi.org/10.5703/1288284317217.

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Carrión-Tavárez, Ángel, and Javier Gutiérrez-Ballivián. A dataset on the digital transformation of university courses during the covid-19 pandemic. Fachhochschule Dortmund, 2021. http://dx.doi.org/10.53095/25862001.

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This paper presents a dataset created from a survey on the experiences of professors from business schools at Latin American universities, in the digital transformation of their courses, due to the COVID-19 pandemic. The dataset collects the insight that professors had about the national and institutional policies on information and communication technologies (ICT) in higher education; the methods, strategies, and resources used by professors; and the outcomes at the end of the courses. The purpose of this work is to inform the academic community of the existence and availability of this dataset for analysis, criticism, or possible use by other researchers.
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Regnier, Cindy, and Kevin Settlemyre. The business of high performance: The USC Darla Moore School of Business. Office of Scientific and Technical Information (OSTI), October 2013. http://dx.doi.org/10.2172/1167564.

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Chioda, Laura, Paul Gertler, and Nicole Perales. Empowering Women: Teaching Leadership Skills to Youth in Uganda. Centre for Excellence and Development Impact and Learning (CEDIL), April 2023. http://dx.doi.org/10.51744/crpp10.

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Empowering adolescent girls through education has become a priority among numerous stakeholder. However, recent evidence suggests that education alone may not be suffcient if women remain in a low-empowerment equilibrium and face internal constraints as they relate to aspirations, self-efficacy, leadership, and other life (soft) skills. We study the long-term impacts of a school-based upper-secondary intervention, the Educate! Experience, designed to enhance adolescents’ leadership and social entrepreneurship skills in Uganda. The program was implemented as a cluster randomized controlled trial (RCT) in 48 schools. Four years post-intervention, we document lasting impacts on a wide array of leadership and soft skills. Overall, Educate! graduates developed skills that are traditionally associated with greater focus on long-term goals; they reported being more in control of aspects of their lives (self-efficacy and grit) and more empowered to implement actions towards their plans. Young women in the treatment group are also more likely to complete secondary education, delay family formation, enroll in tertiary education, and pursue STEM and Business majors relative to their counterparts in the control group. The program yielded socially desirable and gender relevant spillovers, including expansions in women’s agency. Both male and female Educate! graduates embraced more progressive views concerning women’s standing in the society and women’s ability to exercise their agency to engage in the labor market and refuse sex. The incidence of intimate partner violence (IPV) also improved among Educate! graduates, as did their attitudes toward IPV social acceptability.
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Gabriel, Stuart, Owen Hearey, Matthew Kahn, and Ryan Vaughn. Public School Quality Valuation Over the Business Cycle. Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22668.

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Czajkowski, Jeffrey, and Tyler Leverty. Pandemic business interruption insurance coverage: Insights from WSB [Wisconsin School of Business] survey of insurance experts. Center for Insurance Policy and Research, May 2020. http://dx.doi.org/10.52227/21112.2020.

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As businesses across the country (and the globe) have been forced to shut down to contain the spread of COVID-19, many have turned to their insurance policies for indemnification of their losses through business interruption (BI) insurance coverage. However, only about 40% of small businesses in the U.S. purchase BI coverage, and for many policies in place, pandemics are excluded or not explicitly covered. As a consequence of this significant coverage gap, there have been state and federal legislative proposals to either: i) retroactively provide coverage regardless of policy existing policy language; or ii) create a government-backed pandemic insurance program to provide BI coverage for pandemics moving forward. The Wisconsin School of Business (WSB) Insurance Experts Panel explores the extent to which insurance experts agree or disagree on major public policy issues affecting the insurance industry. We turned to the more than 50 insurance experts on the WSB Insurance Experts Panel to obtain their insights on this significant BI coverage issue.
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