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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 résultatsEmpirical 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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Прищепа, Наталія Петрівна, Natalia Pryshchepa, Наталья Петровна Прищепа, Анна Петрівна Жеглова, Ann Zhehlova, and Анна Петровна Жеглова. "Advantages of business education in Ukraine." Thesis, Національний Авіаційний Університет, 2018. http://er.nau.edu.ua:8080/handle/NAU/39213.
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Here are some interesting facts about this kind of education in Ukraine and about the opportunities it offers for managers and those who have already thought about such training, but have not yet decided to start. Histoiy and statistics.It's never too late to learn. This statement proves once again the fact that it is almost impossible to build a successful business without the experience and necessary knowledge that is given in business schools in our country. The knowledge and skills of a professional leader obtained in the MBA business school will help to form a qualified and talented manager.
Ніколи не пізно вчитися. Це твердження ще раз підтверджує той факт, що практично неможливо побудувати успішний бізнес без досвіду та необхідних знань, які надаються в бізнес-школах нашої країни. Знання та навички професійного керівника, отриманого в бізнес-школі MBA, допоможуть сформувати кваліфікованого та талановитого менеджера.
Учиться никогда не поздно. Это утверждение еще раз подтверждает тот факт, что практически невозможно построить успешный бизнес без опыта и необходимых знаний, которые даются в бизнес-школах в нашей стране. Знания и навыки профессионального лидера, полученные в бизнес-школе MBA, помогут сформировать квалифицированного и талантливого менеджера.
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Simeoni, Isabella, and Matilda Näsman. "Branding Swedish Business Schools : A qualitative study on how Customer-based brand equity creates value for a Swedish Business School's Brand." Thesis, Umeå universitet, Företagsekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-104323.
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In this current day and age, developing brands is increasingly important. Universities have started to realise the potential benefits that exists from having a strong brand and have therefore started to invest resources in branding. Even though research within this field is present, not much have been conducted on the Swedish market. Comparing to research that is out there, the Swedish Higher Education industry differs, as most Universities and Business Schools in Sweden are public authorities. This research aims to contribute with additional insights for Swedish Business Schools by studying brand equity and understanding how the brand is perceived both from the perspective of the University and that of the students. In order to reach the purpose stated, we developed our own figure based on previous acknowledged theories. The components that we chose to include were brand awareness, brand image, points of parity (POP), points of difference (POD), reputation and self-image. We interviewed 12 students currently enrolled at Umeå School of Business and Economics as well as one representative of the Business School. After thoroughly analysing the results we could conclude that brand awareness currently creates less value to the brand, in comparison to brand image. Looking at the differences in the perception of the Business School brand some components differed more than others. The Business School and the students perceived the overall position of the Business School as well as the general reputation the same. The brand image, as well as POP and POD, was perceived differently between the two. This research also found some managerial implications. Since brand image currently creates more value than brand awareness, Business Schools have a possibility to differentiate by focusing more on brand awareness. We also found that benefits of the Business School, specifically experiential benefits should be marketed towards prospective students.
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Eiríksdóttir, Lovísa, and Kristina Engelmark. "Sensemaking of sustainability in business education : The case of PRME in Swedish business schools and universities." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-301154.
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In this paper we explore what role business schools play when it comes to shifting the paradigm towards sustainability and generating responsible decision-makers. It has been suggested that certain mainstream management models and theories has had some significant and negative influence on the conduct of business or even at times contradict sustainable development. Thus the aim of the paper is to explore the views and experiences of academics as well as the challenges they face when working with integrating sustainability into the education. Seven business schools and universities in Sweden have recently signed the Principles for Responsible Management Education (PRME) initiative and therefore made a commitment to implement sustainability into their education as well as engage in a platform for responsible management education. This study is based on semi- structured interviews with people responsible for working with the schools’ commitment. Our main findings are that signing PRME is a logic of legitimacy and that most schools are in the beginning of implementing sustainability. The main challenges that the schools face in the process are related to the complexity of bringing a new concept into an academic organisation initially from the top management in a bottom up environment. In addition to this, there seem to be a detachment of how the respondents express the role of business education and the more general role of business in society, in relation to responsibility.
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Ryan, Suzanne Erina. "Academic Business: Tensions between academic values and corporatisation of Australian higher education in graduate schools fo business." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5398.
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This thesis explores the impact of institutional changes in the Australian Higher Education Sector (AHES) on academics in entrepreneurial graduate schools of business. It addresses questions about the causes, nature and effects of change, and ultimately, the impact on the values and lives of 21 academics at two points in time, 2002-3 and 2008. In addition to reviewing literature, qualitative methods of document analysis and interviews provide the data for the research. The framework for the analysis of data is based on Laughlin’s (1991) ‘skeletal’ theory of organisation change which adapts concepts from Habermas’ (1984; 87) theory of societal change. The impacts of change are viewed from the perspective of organisation participants, the academics. For the majority of these academics, the findings of the research indicate that, in the face of loss of ownership and the imposition of modernisation practices, they maintained their belief in academic values but withdrew from active engagement with their school and institution. The thesis is presented in six chapters and six papers. With the exception of Chapter One, which introduces the thesis and its contributions, and Chapter Six, which summarises and concludes the work, the four chapters in between provide background detail on the literature; the theoretical approach; the research design and method; and the findings. The six papers complement the chapters by presenting the outcomes of the research at various stages. They are ordered in such a way as to offer general overviews of the Australian Higher Education Sector (Paper One) and business schools (Paper Two) before providing more specific focus on the impacts of modernisation practices (Paper Three); effects of change on academic identity (Paper Four); and the role of disciplinarity on academic values and identity (Paper Five). Research results from the first period of research, 2002-3, are reported in Papers Three, Four and Five. Paper Six is the final paper. It provides a comparison of results for both periods with an analysis of change and its impacts using Laughlin’s (1991) framework for organisation change. Chapter Six concludes the thesis with suggested implications for policy and further research. In relation to policy, it is suggested that current government intentions to shift higher education institutions from economic to social institutions will be dependent on the ability of institutions to unravel ten years of modernisation practices aimed at controlling rather than supporting academic endeavour. Arising from this is a challenge to business schools to develop value propositions that better reflect their role as part of a social institution and not an institutional ‘cash cow’. Further research is suggested in two areas: first, in understanding the lifeworld perspectives of academic executives and heads of school about their role in absorbing or facilitating change; and second, in understanding how business schools are able to develop and implement appropriate value propositions. Overall this thesis is a response to Henkel’s (2005, p. 166) call for further empirical research into academics’ lives “to test the strength of values and identity in different institutional settings”. It does this by addressing several gaps in the literature on higher education, specifically Australian higher education. The production of a qualitative and longitudinal study within a theoretical framework contributes to overcoming the paucity of research employing these methods or applying theoretical interpretations of data within higher education. Additionally, the thesis makes a contribution to the under-researched areas of academic values and value change generally, and Australian business schools, specifically by focusing on the values of Australian business school academics in times of change.
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Ryan, Suzanne Erina. "Academic Business: Tensions between academic values and corporatisation of Australian higher education in graduate schools fo business." Connect to full text, 2009. http://hdl.handle.net/2123/5398.
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Thesis (Ph. D.)--University of Sydney, 2009.Title from title screen (viewed 18th September, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Economics and Business, University of Sydney. Degree awarded 2009. Includes bibliographical references. Also available in print form.
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Driscoll, Michael J. "Philanthropy and American schools of business| A study of transformation after a school of business is named in honor of a benefactor." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635739.
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Institutions of higher education in the United States seek to obtain new sources of donor support as their traditional sources of funding, beyond student tuition, have come under strain. Given the decline in state and federal funding since 2008, many institutions, and specifically schools of business, have attempted to attract new funds from donors resulting in some of these schools being "named" in honor of these benefactors. Much of the literature regarding philanthropy in higher education focuses on this phenomenon. Additional literature focuses on the change that can occur within organizations. When a college or university announces such a gift, the term "transformative" is often used. This qualitative study examines three schools of business that received naming gifts, and attempts to determine the kinds of transformations anticipated by administrators, faculty, and donors. Whether any transformation takes place because of the gift, the nature of the transformations, faculty and administration participation before, during and after the receipt of the gift, and factors that motivate the donors is examined. The findings point to transformation taking place at the three institutions in the study, but the engagement of the faculty and administrators with a donor appear to be at least as important as the dollar amount of the gift itself.
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Opoku, Robert Ankomah. "Communication of brand personality by some top business schools online /." Luleå, 2005. http://epubl.luth.se/1402-1757/2005/53.
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Williams, David John. "Corporate culture in preparatory schools : the business of independent education." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343009.
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Opoku, Robert. "Communication of brand personality by some top business schools online." Licentiate thesis, Luleå, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-17771.
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Organizations perceive their brands to possess a personality that consumers either use as an avenue for self-expression or to experience the anticipated emotional benefits that differentiate one brand from another. These perceived brand personalities emerge through the different ways organizations present themselves. However, research on brand personality and the symbolic use of brands largely has been restricted to how consumers express themselves by choosing brands and has ignored how organizations themselves perceive their brand personalities. Moreover, brand personality often has been discussed with clear reference to products, corporate brands, or countries but not how this is communicated via web sites. In a fresh contextual environment, we explore whether business schools communicate clear and distinctive brand personalities in cyberspace. Our study involved multistage methodology focused on 30 full-time global MBA programmes, using a combination of computerized content and correspondence analyses. The content analysis was structured using Aaker's five-dimensional framework whilst the positioning maps were produced by examining the data using correspondence analysis. Results indicate that some schools have clear brand personalities while others fail to communicate their brand personalities distinctly. This study also illustrates a powerful, but simple and relatively inexpensive way for organizations and brand researchers to study communicated brand personalities.Godkänd; 2005; 20061215 (haneit)
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Gwizdak, Elise, and Dilara Kartalligil. "Leadership ideals and values conveyed by business schools to students." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85209.
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Introduction. Leadership is being taught in business schools to provide students with skills in decision making, for example, within different subjects in business schools such as in ICN Business School. Purpose. The purpose of this study is to describe the student’s adoption of business school leadership ideals and values. Theoretical Framework. Implementation of theories of transactional-transformational leadership and charismatic-visionary concerning the leadership ideals of the study. Leadership ideals and leadership values correlate and correspond to the leadership styles mentioned. Methodology. Qualitative study operating in-depth interviews and surveys. Study operationalized in Bavaria, South Germany, where three business schools have been investigated for 3 months (mid-April 2019 - early May 2019). Findings. The findings of the study are the similarity of the students with the business school’s core values where a leadership ideal can be conveyed. The leadership values in detailed seem to be conveyed, and another part not entirely conveyed. Analysis. Leadership values are analyzed through SPSS results. Leadership ideals are analyzed through results of leadership values. Leadership values, leadership styles. Leadership values are all put in correlation. Conclusion. Leadership ideals are fully conveyed to students from business schools through the choice of leadership style. Leadership values are partly conveyed.
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Gammie, Robert Peter. "Psychological contracts in a business school context." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/228.
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Over the last three decades the UK higher education system has operated under an ideological approach sometimes referred to as New Managerialism (Deem, 2004). The psychological contract of the individual actor within this altered environment was the subject of the research in this study. The psychological contract has been defined as an individual’s beliefs regarding the terms and conditions of a reciprocal informal exchange agreement between themselves and their organisations (Rousseau, 1989). The thesis focused on the psychological contracts of higher education lecturers in a post-92 University Business School in the United Kingdom. The study considered the construction of the psychological contract, the appropriateness of the initial contract, perceived influences on the contract, and behavioural consequences of contract breach and/or violation. The research was focussed on the role of the lecturer in interpreting and unpacking his/her perceptions and understandings. The research questions required data that was personal and experiential. Interviews were undertaken which allowed participants to provide life history accounts that described and theorised about their actions in the social world over time. The approach used had a number of limitations which were identified and considered within the thesis. Notwithstanding the limitations of the research approach, the data suggested that each individual had analysed the extent to which a new employment context would deliver transactional, relational, and ideological reward. However, ideology was less relevant in making the decision to accept higher education employment than either transactional or relational elements. Post-entry, sensemaking acted as a confirmation mechanism in respect of the expectations of what the job would entail and the pecuniary and non-pecuniary benefits that would be received. Initial contracts were relatively accurate in their conceptualisation of the work involved in being a higher education academic. Within the Business School examined in this study, management decisions impacted on participants from both an economic and socio-economic perspective. Employees described how individual work contexts were altered by management decisions. Reaction to decisions depended on individual circumstances at any given juncture based on the influences from multiple contexts both internal and external to the workplace. Context was not homogenous and wide-ranging individual differences were apparent. These contexts played a part in defining to what extent changed work environments would be accepted or not. Participants were continuously active and involved in the evaluation of the multiple contexts that were relevant to them. The capacity to manipulate managers and influence decisions to counteract context change was also evident. The ability to thwart changes to work context varied between individuals and over time. This study identified how participants were able to create and shape their own work environment to satisfy their needs and wants during their careers within a structure that remained predominantly organic in nature despite a changing higher education environment. The goal of the employee was to create the idiosyncratic deal, the specific individually tailored work environment that would deliver the satisfaction required from higher education employment. The psychological contracts were self-focussed and self-oriented but this did not necessarily mean that employees were not also actively involved in assisting the organisation to achieve its ambitions. The notion that a managerial agenda had resulted in the erosion of individualism in higher education was not supported. There was evidence that the psychological contract was unilaterally changed and altered by the employee whenever he or she chose, rather than a negotiated change to a binding agreement. Alteration was intrinsically a private determination and often not communicated.
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Hall, Kenneth Grant Matthews. "Corporate identity in state secondary schools." Thesis, University of Liverpool, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284147.
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Brown, Reva. "The knowledge of business and the business of knowledge : a study of the management of knowledge in seven English university business schools." Thesis, University of Bradford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338110.
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Pon, Kevin. "An evaluation of the internationalisation process in schools of management in France : the experience of four schools of management." Thesis, University of Bedfordshire, 2007. http://hdl.handle.net/10547/299499.
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Due to the globalisation of the corporate world, business and management education has to respond by internationalising itself in order to prepare young graduates for the employment market. This doctoral thesis examines how four small to medium sized business and management schools in France are reacting to an ever increasing globalisation process. Evidence suggests that these schools have been experiencing an increase in their internationalisation process at the dawn of the twenty-first century which can be considered as somewhat later than the more prestigious schools both in France and elsewhere. This is due to changing balance between the traditional rationales for internationalisation and also the emerging of new rationales such as customer satisfaction and survival. A case study approach was adopted to study four business schools in different regions of France, all of which were linked to and managed by the local Chamber of Commerce. The research reveals that the timing for this internationalisation process is due to several factors which have both pushed forward and prevented international development. Even when there is a clearly defined international strategy the development is not linear since the international strategy is only one strategy amongst others within the institution and at certain times other strategies may be more important and thus prevent international development. All four schools have clearly used alliances and networks to obtain the necessary resources to carry out their internationalisation; this is seen on an academic, economic and staffing levels. As regards approach, a clear pattern has emerged in all four schools observed in that they have adopted a transitional marginal approach where the internationalisation begins slowly from the outer or peripheral part of the institution and gradually moves inward to affect the institution as a whole. This approach has given rise to several outcomes that prove to be advantageous to the institution as a whole, such as an improvement in the quality of teaching, learning and research. This transitional marginal approach has also reduced the risk of the possible forces against change which are very often present especially in the world of higher education. However, the research suggests that this was not an intended outcome of the strategy but nevertheless it is seen as a possible recommendation for other organisations to take into consideration. The findings also reveal that in the future, this model may become circular or spiral in structure since one outcome related to internationalisation is the globalisation of the institutions themselves where they are beginning to be present in other countries. This again, is seen as a marginal activity.
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Miotto, Giorgia. "Business Schools y Legitimidad. Análisis de los Informes de Responsabilidad Social de las Business Schools a partir de los Objetivos de Desarrollo Sostenible de Naciones Unidas." Doctoral thesis, Universitat Ramon Llull, 2017. http://hdl.handle.net/10803/404377.
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En els darrers anys, les Business Schools estan vivint una manca d'acceptació i legitimitat per part de la societat.
Una empresa aconsegueix la legitimitat quan actua de manera apropiada i desitjable en relació amb les percepcions i les necessitats del sistema social, i aconsegueix l'acceptació per part de la societat perquè compleix amb els valors, regles i significats del sistema.
Les empreses i, en particular, les Business Schools, han reaccionat a aquesta demanda de legitimitat potenciant el concepte de Responsabilitat Social, comunament conegut com RS.
Cal compartir constantment, amb els stakeholders, una conversa coherent i consistent, perquè "corporate moral legitimacy must be reproduced: by Placing corporations into public communication network" (Palazzo & Scherer, 2006, pàg. 82), especialment sota la influència de l'enorme flux d'informació que circula a les Xarxes Socials.
La nostra hipòtesi és que les Business Schools utilitzen els informes anuals de Responsabilitat Social i Sostenibilitat com una eina útil per establir un diàleg amb els stakeholders i com una manera per comunicar els impactes positius en la societat, en un entorn en el qual la transparència és un valor fonamental. Aquesta conversa té l'objectiu de recuperar l'acceptació i la legitimitat davant de la societat.
El 2015, Nacions Unides va demanar a les empreses convertir-se en "a force for good" per crear un món millor. Les companyies hauran de col·laborar per complir els "17 Objectius de Desenvolupament Sostenible" (ODS) que defineixen la nova Agenda de Desenvolupament Sostenible per a l'any 2030.
La nostra recerca se centra en l'àrea de la comunicació i mira a descriure les coincidències entre els 17 ODS i les temàtiques incloses en els informes de RS i Sostenibilitat de les millors Business Schools del món.
L'objectiu principal de la investigació és analitzar el relat que les Business Schools fan servir per legitimar el seu treball i la seva raison d'être.
El nostre estudi aplica els 17 ODS com codis d'anàlisi del contingut dels informes de RS de les millors Business Schools del món.
La investigació ha estat elaborada a través de la metodologia de l'anàlisi de contingut assistida pel Software CAQDAS as Atlas.ti.En los últimos años, las Business Schools están viviendo una falta de aceptación y legitimidad por parte de la sociedad. Una empresa alcanza la legitimidad cuando actúa de manera apropiada y deseable en relación con las percepciones y las necesidades del sistema social, y logra la aceptación por parte de la sociedad porque cumple con los valores, reglas y significados del sistema. Las empresas y, en particular, las Business Schools, han reaccionado a esta demanda de legitimidad potenciando el concepto de Responsabilidad Social, comúnmente conocido como RS. Es necesario compartir constantemente, con los stakeholders, una conversación coherente y consistente, porque “corporate moral legitimacy must be reproduced: by placing corporations into public communication network” (Palazzo & Scherer, 2006, p. 82), especialmente bajo la influencia del enorme flujo de información que circula en las Redes Sociales. Nuestra hipótesis es que las Business Schools utilizan los informes anuales de Responsabilidad Social y Sostenibilidad como una herramienta útil para establecer un diálogo con los stakeholders y como una manera para comunicar los impactos positivos en la sociedad, en un entorno en el cual la transparencia es un valor fundamental. Esta conversación tiene el objetivo de recuperar la aceptación y la legitimidad frente a la sociedad. En 2015, Naciones Unidas pidió a las empresas convertirse en “a force for good” para crear un mundo mejor. Las compañías tendrán que colaborar para cumplir los “17 Objetivos de Desarrollo Sostenible” (ODS) que definen la nueva Agenda de Desarrollo Sostenible para el año 2030. Nuestra investigación se centra en el área de la comunicación y mira a describir las coincidencias entre los 17 ODS y las temáticas incluidas en los Informes de RS y Sostenibilidad de las mejores Business Schools del mundo. El objetivo principal de la investigación es analizar el relato que las Business Schools emplean para legitimar su trabajo y su raison d'être. Nuestro estudio aplica los 17 ODS como códigos de análisis del contenido de los informes de RS de las mejores Business Schools del mundo. La investigación ha sido elaborada a través de la metodología del análisis de contenido asistida por el Software CAQDAS as Atlas.ti.
In the last years, Business Schools have experienced a lack of acceptance and legitimacy in the society. A company acquires legitimacy when it operates in an appropriate and desirable way in relation with the perceptions and needs of the social system and achieves acceptance by society because it fulfills the values, rules and meanings of the system. Companies, and particularly Business Schools, have responded to this demand for legitimacy by straighten the concept of Corporate Social Responsibility, commonly known as CSR. It is necessary to share constantly, with the stakeholders, a coherent and consistent conversation, because “corporate moral legitimacy must be reproduced: by placing corporations into public communication network” (Palazzo & Scherer, 2006, p. 82), especially because of the influence of the information flow in the Social Networks. Our hypothesis is that Business Schools use Sustainability and CSR Annual Reports as an instrument to set a dialogue and to engage a conversation with stakeholders and as a way to communicate their positive impact to the society, in an environment where transparency and accountability are required. This conversation has the aim to regain acceptance and legitimacy. In 2015, the UN made a strong “Call to action” to companies “to be a force for good” for creating a better world, setting the 2030 agenda for a Sustainable World through the accomplishment of the 17 SDGs. Our focus of interest is in the area of communication and would like to explore coincidence between the 17 SDGs and the topics included in the Social and Sustainability Reports of the best Business Schools of the world. The main objective of this research is analysing the narrative that Business Schools use to legitimise their work and raison d'être. Our study is using the above mentioned “17 Sustainable Development Goals” as coding of narrative among the most relevant Business Schools’ Social and Sustainability Reports. The research will be done through a content analysis assisted by a Software CAQDAS as Atlas.ti.
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Callie, Trina M. "Faculty Salary Inequality in U.S. Business Schools: A Mixed Methods Analysis." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195367.
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Through a mixed methods approach, this study provides a greater understanding of salary inequality in U.S. business schools and how it changed between 1998 to 2004. The quantitative research examines full-time faculty using individual-level salary data from both a constant sample of 307 institutions and a larger 2004 sample of 464 schools, allowing for in-depth examination of inequality including within institutions. The qualitative research used interviews with business school deans to uncover decisions that, in the aggregate, can impact faculty salary inequality.Quantitative analysis of faculty salary utilized descriptive statistics as well as several inequality measures, along with regression analyses, to reveal the level and structure of inequality and the contributions of within-institution and between-institution inequality. Salary inequality increased between 1998 and 2004. However, contrary to previous research, salary inequality isn't attributed to superstar salaries; the growth in salary inequality is attributable to negative real growth in the lower tail of the salary distribution. Analysis between institutions reveals that the highest paying 10% of institutions are pulling away, increasing stratification between the most prestigious institutions and the others. Although private school faculty earn more than their public counterparts, salary inequality among faculty at public institutions increased more rapidly. Institutional characteristics including Carnegie classification, MBA ranking, degrees offered, accreditation, faculty size, tuition and fees, state appropriations per student and endowment per student contribute to differences in salary inequality between institutions. Within institutions, unionization and higher MBA ranking correspond to lower salary inequality; whereas research/doctoral, public institutions, and larger faculty size correspond to more salary inequality. Differences also exist in the inequality source: upper tail or lower tail.While the primary interview theme is the rule of the market, deans do make individual decisions based on their own competitive marketplace. The qualitative inquiry revealed four decision categories that can affect salary inequality, including: hiring strategies, environmental influences--colleges and fields, compensation challenges and market response strategies, all which may collectively increase or decrease faculty salary inequality. Interview analysis revealed additional questions that need to be answered using quantitative data, from changes in faculty composition, to compression/inversion, and salary inequality differences across fields.
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Soulas, Tupac. "Business Schools Made in China : l'émergence des écoles de gestion chinoises." Thesis, Paris Est, 2016. http://www.theses.fr/2016PESC0112.
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De nombreux indicateurs internationaux présentent aujourd'hui les écoles de gestion chinoises comme concurrentes des meilleures établissements nord-américains et européens. À partir de trois cas prestigieux situés à Shanghai, Canton et Hong Kong, ce travail revient sur l'histoire des écoles de gestion chinoises. Il examine la structuration du paysage local en trois champ locaux et explique également pourquoi ces écoles se tournent depuis deux décennies vers un champ international dominé par le modèle de la business school.Par une analyse organisationnelle approfondie, cette thèse explique comment chacun des trois établissements se transforme pour gérer les tensions qui découlent de leur adoption de ce modèle. La tension entre l'ancrage local et le positionnement international d'une part, et entre l'orientation professionnelle et académique des écoles d'autre part, sont successivement étudiées dans le contexte chinois. L'analyse montre comment les écoles réinterprètent les prescriptions du champ international à partir de leurs ressources locales et deviennent des business schools tout en conservant la diversité des caractéristiques qui les relient chacune à un champ localAccording to many international indicators tend to show Chinese schools of management as currently challenging the best North-American and European institutions. Based on the study of three prestigious cases located in Shanghai, Guangzhou and Hong Kong, this work traces back the history of Chinese schools of management. It investigates the structuring of the local landscape in three local fields and explains why, for two decades, these schools are turning toward an international field dominated by the business school model.Through an in-depth organizational analysis, this thesis explains how each of the three institutions change to manage the tensions resulting from the adoption of the model.This work successively studies the tension between the local anchoring and the international positioning, and the one between the professional and academic orientation of the schools within the Chinese context. The analysis reveals how the schools reinterpret the international field prescriptions using local resources, therefore becoming business schools while maintaining the diversity of the patterns that connect each of them to a local field
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吳維欣 and Wai-yan Vivian Ng. "Impact on developing knowledge ecology for business subjects in secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256430.
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Mankin, David P. "Knowledge sharing processes in academic communities in new university business schools." Thesis, Nottingham Trent University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.657619.
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Chive, Joanne. "ONLINE FUNDRAISING TRENDS AMONG SELECTED BUSINESS SCHOOLS IN THE UNITED STATES." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4120.
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Many business schools in the United States have experienced a decrease in funding. To compensate for the reduced revenue and remain competitive, a number of these institutions have discovered new and creative ways to raise money, such as using the Internet. This study examined the impact that the Internet has on business school philanthropy and identified online giving trends among randomly selected AACSB International accredited institutions in the United States. A 20-item questionnaire was used to measure the results. Of the 107 business schools that participated in this study, 36.4% (n=39) raised money online. Data also revealed that 66.7% of the business schools that raised money online reported that the average size of an individual online gift was $250 or less, and nearly 80% of the respondents claimed that online donations accounted for 10% or less of the total amount they received in annual donations. This study also explored other variables such as the type of institution (public or private) that accepted online donations as well as the type of fundraising office a business school had (decentralized, centralized, or combined). Donor characteristics and marketing strategies used by business schools to promote their online fundraising programs were also examined. The results revealed that many business schools did not accurately track the demographics and characteristics of their online donors. Findings from this study indicated that advancements in technology have increased the opportunities for obtaining financial support to business schools. The results can be used as a benchmark for future investigations.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Osmanovic, Armin. "What future for the use of case studies at business schools." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33057.
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Kovacs, Jane. "Facilitating change in Australian schools applying a business quality improvement model /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/63104.
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Thesis (DBA) - Faculty of Business and Enterprise, Swinburne University of Technology, 2009.Submitted in partial fulfilment of the requirements for the Professional Doctorate of Business Administration, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. Typescript. Includes bibliographical references (p. 269-284)
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Ng, Wai-yan Vivian. "Impact on developing knowledge ecology for business subjects in secondary schools /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148400.
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De, Jager Leon. "An analysis and assessment of the strategic architecture of a capita selecta of international business schools." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/21374.
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Thesis (MBA)--Stellenbosch University, 2011.The demand for business schools has risen worldwide over the last decade as new and emerging challenges confront the competitive business landscape. It is estimated that there are currently over 700 registered business schools around the globe. Potential students, therefore, have a wider choice between business schools especially since more business schools have internationalised their curricula. Business school reputation, amongst others, is still regarded as the single most important criterion of choice for students in their endeavours to obtain an international business qualification. This study analyses and assesses the strategic architecture of a capita selecta of international business schools. It also summarises the significant similarities and differences between the strategic architecture of the schools assessed. The research question can be stated as follows: What can be learnt from the strategic architecture of a Capita Selecta of international business schools? A related question is: What are the similarities and differences between the strategic architecture of these schools? This study focuses on a qualitative methodological approach and is done from a functionalist research paradigm. An encompassing literature review was undertaken during which different accreditation vehicles and the importance of an organisation’s strategic architecture in ensuring its competitive advantage and profitability are discussed and argued The empirical investigation is aimed at analysing and assessing the strategic architecture of five (5) international business schools. The case study is used as investigative instruments. The research findings have shown that accreditation alone, although very important, is not the main differentiator and source of competitive advantage. Schools employ various strategies to ensure their relevance and competitiveness.
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Skordouli, Rosemary. "Operationalisation of strategic change in business schools identity deconstructing and integration management /." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=58977.
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Hodge, Toni Ann. "Accreditation of Business Schools: An Explanatory Multiple-Case Study of their Motivations." Thesis, University of Canterbury. Management, 2010. http://hdl.handle.net/10092/3755.
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The commitment required of a university or business school to gain international
accreditation is significant, both in dollar terms and staff time. This thesis seeks to explain the motivations for business schools to seek accreditation with three major accrediting bodies, AACSB International, EFMD and AMBA, using a multiple-case study methodology underpinned by the frameworks of institutional isomorphism, bandwagon pressures and information asymmetry.
Interviews were carried out with 17 business school deans; five deans of accredited schools in Europe, five deans of accredited schools in the United States of America and seven
business school deans in New Zealand. All the New Zealand schools were either accredited, formally in the process of seeking accreditation or about to enter the application stage. The results provide supporting evidence for the notion that business schools are seeking
accreditation in order to achieve legitimacy benefits rather than performance benefits, and that intangible benefits are seen as having more importance than the costs involved with achieving accreditation. It was also found that where the focus is at an international level, accreditation is found to be underpinned by information asymmetries whereby schools are seeking to gain legitimacy by providing signals to the market regarding their quality. At a regional or national level information regarding quality is more well known and, instead, isomorphic and bandwagon pressures become evident as the pathway towards legitimacy. This study will be of value to business school deans in understanding the forces they are being subjected to when considering the value of seeking international accreditation. The results provide an understanding of why, in the absence of a formal business case, a school may consider such a move, or may have entered the process without the hard data that
identifies the costs and estimates the benefits in a measurable way. In this regard it will also be of value to all staff of business schools, and of the wider organisation, to understand the
phenomenon that is accreditation.
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Alharthi, I. J. "Business schools and universities in Saudi Arabia : a stakeholder view of reputation." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3018760/.
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The focus of this research is Saudi Arabian Higher Education (HE), specifically, how business schools are perceived by their key stakeholders. This study enriches the existing body of literature pertaining to Higher Education (HE) in the Saudi Arabian context. It also aims to provide HE policy makers with insights to influence strategic decisions pertaining to business schools in Saudi Arabia in the future, drawing on the concepts of 'stakeholder differences' and 'reputation' The context of the research reveals important findings regarding its contribution and potential impact. All aspects of society and education in Saudi Arabia are influenced by religion and this is set out in the context and later examined in a discussion of how stakeholder views are influenced by the wider societal background. The concept of reputation is the lens through which this study positions and assesses stakeholders' views of business schools. Reputation is examined here in order to fully comprehend its underlying constructs, dimensions and the different ways in which these can be understood. In particular, reputation can be classified here as being based on judgment where stakeholders' own experience determines how reputation is constructed by them, or non-judgment based criteria where an external factor such as accreditation or ranking determines reputation. Methodologically, the research adopts an interpretivist approach, employing semi-structured interviews with individuals from different stakeholder groups including, academics, students, employers, and students' family members. Template Analysis, a specific form of thematic analysis for analysing and interpreting the collected interview data was adopted. The research contributes to methodological practice in this area by using parallel coding, in which English and Arabic transcripts were considered side by side to enhance the reliability of data. The methodology used also exemplifies the phases of Template Analysis and documents the progress from one phase to another. The research makes a significant contribution to our understanding of business education in Saudi Arabia, by demonstrating that business schools and business education in Saudi Arabia have significant distinguishing characteristics that differentiate them from their counterparts in the US and the UK. This is important as it reveals that existing research, mainly conducted in and written from a Western perspective is not entirely applicable to the Saudi context. The study is also the first of its kind to assess a wide spectrum of HE stakeholders in Saudi Arabia to understand their individual perspectives directly. By doing so it identifies potential conflicts of interest, whereby some aspects were viewed positively by some stakeholders and negatively by others. This adds detail and nuance to our understanding of how the reputation of business schools and business education is constructed in Saudi Arabia. This not only provides an interesting research finding but will also be of potential interest to policy makers in this field. The research concludes that for universities and business schools, an awareness of their own reputation and how it is managed could contribute significantly to their operation and further development, and a key outcome from this research is the call to introduce reputation management into the strategic development and policy guidelines for business schools in Saudi Arabia.
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Yalley, A. A. "Service productivity measurement : an application to higher education business and management schools." Thesis, Coventry University, 2012. http://curve.coventry.ac.uk/open/items/a4899d9c-dabc-4480-8fac-ff06e606ed8a/1.
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The service sector over the last few decades has become a symbol of prosperity and growth in many economies around the world in terms of its contribution to GDP growth, employment and standard of living. Despite this, the perception among most economists that productivity of services lags behind manufacturing still persists. Several scholars have attributed this to the conceptual, empirical and practical problems of measuring productivity in services. In an attempt to address these problems, the systematic review of extant literature and existing scales and semi-structured interviews led to the development of a theoretically grounded model and multi-item scales for measuring service productivity and its related constructs. The data was collected from higher education academics using a questionnaire instrument and was analysed using exploratory factor analysis, confirmatory factor analysis and structural equation modelling to empirically assess and validate the proposed service productivity model and to test the research hypotheses. The findings reveal that resource commitment positively and significantly influences employee readiness and customer readiness. In addition, resource commitment, employee readiness and customer readiness positively and significantly impact on service productivity. Finally, service productivity positively and significantly influences stakeholder satisfaction. Each of the relationships in the conceptual model was supported and resource commitment has the greatest impact on both employee and customer readiness. Overall, the results suggest that the antecedent determinants of service productivity are resource commitment, employee readiness and customer readiness and the consequential determinant of service productivity is stakeholder satisfaction. Theoretically, this thesis advances our understanding of productivity measurement in services and contributes to its multidisciplinary theory building by establishing the determinants of service productivity and proposing and validating a conceptual model for measuring service productivity. Methodologically, this thesis contributes to the existing scales in marketing by developing new scales for measuring the researcher`s proposed constructs. Managerially, the proposed model and conceptual framework highlight the factors that service managers can employ in measuring, managing and improving productivity in their organisations.
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Welsh, Carol Neisser. "A review of the Rowan University William G. Rohrer College of Business academic review process." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 157 p, 2007. http://proquest.umi.com/pqdweb?did=1306866611&sid=11&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Tahiri, Arber, and Samira Youkhanna. "Who are they? : Communication of brand personality by business schools inan online environment." Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-19562.
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Title: Who are they: a study about Communication of brand personality by business schools inan online environmentCourse: 4FE02E, Master Programme Degree Thesis, 15 ECTSAuthors: Arber TahiriSamira YoukhannaTutor: Dr. Rana MostaghelExaminer: Dr. Sarah PhilipsonIntroduction: MBA programs have increased from having 3200 awarded degrees during the50‟s to 1695 business schools offering different types of MBA. Researchers claim that thegrowth of MBA programs may have changed human perception of the offered program, thatMBAs have gone from being a first class ticket to a successful career to a more accommodatedservice. Brand and brand personality is another discussed aspect. Researchers suggest thatorganizations should implement more strategic communication based on brand personality, ontheir websites to attract a large audience and clearly communicate what and who they are as anorganization.Purpose: The purpose of this study is to examine the brand personality communication ofEuropean business schools MBA Programs in an online environment.Methodology: The study includes a comparative study were a correspondence analysis wasconducted. Aakers (1997) model of brand personality dimension was used as an inspirationaltool and randomly selected two samples; Cluster one, consisting of five Top European businessschools according to Financial Times, and Cluster two, five general European schools.Conclusion: According to findings, there are some areas such as the usage of Aaker‟s brandpersonality dimensions and their synonyms that are different between top ranked Europeanbusiness schools and other business schools in Europe. Also, top European business schoolsappear not to be closely associated to Aaker‟s brand personality traits whilst other Europeanschools are closely knitted and communicated clear brand personality dimensions.
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Loudiere, Clémence, and Justine Tessier. "French Business Schools’ reaction towards the increasing need of CSR and its impact on brand image. : A qualitative study on the French Business Schools’ behaviour towards CSR and brand image." Thesis, Umeå universitet, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172583.
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The researchers in this study wanted to focus on Business Schools by using management and marketing knowledge. Therefore, the most attractive subject for them was the link between CSR, Business schools and Brand image. Many studies have been developed for companies regarding the importance of CSR, the impact it has on their strategies, the brand image’s impacts, and the effect that CSR has on a company’s strategy. Researchers thought that it was important to adapt those theories to Business schools because they aim to form students to become managers but the world has changed a lot during the last decades: there was an economic crisis, global warming, and also discrimination and inequalities which are still present. Also, Business Schools need to form future responsible leaders who will integrate these aspects into their decisions inside a company. The purpose of this study is to increase the understanding of how Business Schools act to respond to increased demands for CSR and sustainability in education to strengthen their brand image. In order to reach this purpose, five different aspects will be analysed: how do Business Schools perceive the importance of CSR, what are the actions of the Business Schools in order to become a school respecting CSR, what and how Business Schools have changed in their education to form responsible leaders, if and how is CSR integrated into their marketing strategies, how do they perceive the impact on their brand image in order to answer to our research question: how are Business Schools acting to improve their brand image in terms of sustainability and CSR in education? To do so, researchers have chosen to use a qualitative study by leading interviews with directors, marketing and communication executives but also people who are in charge of CSR in Business School in order to get a better understanding of those issues. The result of this study has shown that CSR is taken into consideration by Business Schools, and therefore they have adapted their teaching methods to improve the awareness and knowledge of students towards CSR issues and that it has an impact on their brand image but only on certain conditions. Researchers concluded with this study by saying that Business Schools improved their brand image in terms of CSR through many actions and new teaching methods but also thanks to accreditations and labels. However, our implications to this study have revealed that CSR is not considered entirely by Business Schools and it could have a bad impact in the long term but also that Business schools should communicate more on their CSR actions. Indeed, students gain interest in those issues, and companies need responsible leaders which means that, by communicating more on it, if their strategy is in line with their actions, they will increase the positive impact on their brand image. Thanks to these conclusions, this research can be useful for business schools, students, and every stakeholders.
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Mafani, Mzilindile Claudius. "A profile for a successful MBA candidate at the NMMU Business School." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1009509.
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The objective of the study is to investigate and compare the 2010 first year intake students’ profile, for the NMMU Business School MBA programme with their module success rate against success indicators derived from previous literature and the SHL tests results in order to compile a conceptual framework as a guide to analyse the database used. The MBA success indicators, as provided in previous literature, were analysed by addressing the following: The psychometric tests as predictors of success; Age as a predictor of success; Cultural background as a predictor of success; Work experience as a predictor of success; and, Educational background as a predictor of success. The NMMU Business School MBA students’ historical data were used as a database for this study. The module pass rates were collated as part of the database, which included the students’ biographical information. The results of the SHL test battery used as the entrance test for admission could not be obtained as the information is regarded as confidential given that the nature of the assessment data requires certain training qualifications from users; and SHL South Africa was approached to collaborate on this study. SHL South Africa performed the statistical analysis and provided these for interpretation and use in the study. The study revealed that more than half of the NMMU MBA candidates did not complete the programme in the minimum prescribed period, as only 40.5 percent of the candidates completed successfully all modules in this period, and 52 percent of them were in the 30 -39 years-age category. It also revealed that 78.1 percent of those that had successfully completed the programme were males compared with the 21.9 percent of females that completed the course. The study showed that in the 59.5 percent of those that were not successful, 40.4 percent were females compared to 59.6 percent of unsuccessful males in the same sample. Although the pass rates ranged above 75 percent, only one module had the full sample writing the examination, and the lowest core module had 67percent candidates writing the examination. The current entrance process is recommended with improvements to increase the pass rates, throughputs, and to allow for a stricter analysis of the entrance test results.
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Andrag, H. W. "The relationship between selection test results and performance of students at the University of Stellenbosch Business School." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/80763.
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Thesis (MBA)--Stellenbosch University, 2005.ENGLISH ABSTRACT: Business schools, businesses and prospective students will benefit from an indication of prospective MBA students’ likelihood of success in their studies. This study examines the relationship between GMAT and SHL selection tests and performance of students at the University of Stellenbosch Business School. The aim is to establish the feasibility of using models derived from the selection tests in order to identify students who are unlikely to succeed. It was found that variables analyzed in GMAT and SHL numeric and verbal tests as well as the SHL OPQ 32-test correlate significantly with weighted average marks on the MBA programme. Significant correlations were also found between GMAT and SHL numeric and verbal tests and the marks obtained in subjects with high failure rates. Different variables correlate significantly with weighted average marks depending on the mode of study. Said correlations were however found to be too weak to build a model to predict, with accuracy, the performance of a student based solely on the results of selection tests. Adding the subject Computer Literacy strengthens the models to the extent that discriminant analysis can identify many of the students whom would be expected to fail. Prediction efficiency of discriminant models is however not high enough to allow its sole use as basis for exclusion of prospective students. Linear models could not predict any of the students who failed to achieve a weighted average mark of 50% or above. Linear regression models could however explain 27.8% to 52.6% of variability in weighted averaged depending on the method of study and selection test taken. Linear regression and discriminant models can thus be used as part of a judgement based selection process or as a basis for the provision of guidance to individuals, it is however not suitable for use as sole measure in admissions decisions.
AFRIKAANSE OPSOMMING: Besigheidskole, besighede en voornemende studente sal baat vind indien hul ‘n indikasie kan kry van die waarskynlikheid van ‘n voornemende student se sukses. Die studie ondersoek die verhouding tussen GMAT en SHL toetse en prestasie van studente aan die Universiteit van Stellenbosch Bestuurskool. Die doel was om vas te stel of dit wesenlik is om modelle, wat van die toelatingstoetse afgelei is, te gebruik om studente wat waarskynlik nie sal slaag nie, te identifiseer. Daar is gevind dat veranderlikes in die GMAT en SHL numeriese en verbale toelatingstoetse sowel as die SHL OPQ32 toets wesenlik korreleer met die geweegde gemiddelde punt vir die MBA program. Wesenlike korrelasies is ook tussen GMAT en SHL numeriese en verbale toelatingstoetse en die punte behaal in vakke met hoeë druipsyfers gevind. Verskillende veranderlikes korreleer op ‘n wesenlike vlak met geweegde gemiddelde punte afhangende van die metode van onderrig. Bogenoemde korrelasies is egter nie sterk genoeg om ‘n model te bou, suiwer gebaseer op toelatingstoetse, wat met akkuraatheid die prestasie van ‘n student kan voorspel nie. Deur die vak Rekenaargeletterdheid by te voeg kan die model sodanig versterk word dat diskriminante analise baie van die studente wat sou druip, kon identifiseer. Die voorspellings effektiwiteit is egter nie hoog genoeg om diskriminante modelle as enigste basis vir die weiering van studente te gebruik nie. Lineêre regressie modelle kon nie enige van die studente wat gedruip het identifiseer nie. 27.8% tot 52.6% van ‘n variansie in geweegde gemiddelde punt kan egter deur lineêre regressie modelle voorspel word, afhangende van die metode van onderrig en toelatingstoets wat geskryf is. Lineêre en diskriminante modelle kan gebruik word as deel van ‘n oordeel gebaseerde keuringsproses of as basis vir die voorsiening van raad aan individue. Dit is egter nie geskik vir gebruik as enigste keuringsmaatstaf nie.
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Al-Ahmed, Fatima Hussein. "The teaching of business English skills in secondary schools of commerce in Bahrain." Thesis, Cardiff University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337591.
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Esland, Karen Victoria. "Business schools and the construction of management knowledge : an analysis of the MBA." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439240.
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Riebe, Linda Margaret. "Understanding factors affecting the teaching of teamwork in Australian higher education business schools." Thesis, Riebe, Linda Margaret (2022) Understanding factors affecting the teaching of teamwork in Australian higher education business schools. PhD thesis, Murdoch University, 2022. https://researchrepository.murdoch.edu.au/id/eprint/65762/.
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Integrating teamwork into higher education (HE) curricula has been part of the employability skills agenda for decades. Whilst HE academics have published widely on a variety of strategies utilised to implement teamwork in their teaching, there is little evidence of the interrelated factors associated with teaching teamwork and the paradoxes of critical tension points arising from challenges encountered by educators in their efforts to integrate teamwork in their courses. This thesis explores the salient influences affecting the teaching and learning of teamwork in the Australian HE business school context. The outcomes are presented in a thesis by compilation, which includes the traditional structure of introduction, literature review, methodology, findings/discussion, and conclusion chapters, along with three published articles demonstrating original, primary research.
A published global systematic literature review (SLR) identified that temporal, fiscal, psychological, and human resource transaction cost interactions for HE educators, students and institutions affected the uptake of HE teamwork. Interactions are predicated on the way in which educators derive benefits or costs from developing, coordinating, monitoring, participating in, interacting with, and evaluating HE teamwork. Transaction costs, for example, whether to engage with the employability agenda, or provide instruction in team skills, collaborative learning, curriculum design, and assessment of teamwork, represent the return on investment to educators when undertaking the teaching of teamwork. These findings are an original contribution to the HE teamwork literature as there is scant evidence of costs associated with affording or constraining HE teamwork. A second published SLR article was confined to a more rigorous review of the Australian HE teamwork literature. Numerous factors were identified as constraints to HE teamwork, with findings thematically indicating that Australian business discipline educators were mainly concerned with team formation and management, teaching and learning approaches to HE teamwork and challenges influencing teaching and learning practices, thus providing an original contribution to knowledge of the salient issues affecting the teaching and learning of teamwork in the Australian business school context.
These findings were used to inform semi-structured interview questions for a case study of business educators from a range of disciplines across four public universities in Australia. Grounded in a social constructivist paradigm, and using the case study approach, findings from 30 qualitative interviews with Australian business educators identified that performative demands on HE educators resulted in a range of critical paradox tension points, highlighting the salient influences contributing to understanding educator factors affecting the teaching of HE teamwork. Specifically focusing on the performativity paradoxes of performing/organising, performing/learning, and performing/belonging, illuminated the lived experience of business educators navigating performativity with HE teamwork and their reactions to critical tension points in their required or perceived performativity. In this thesis the third published article presented in Chapter Five, conceptualises how business school educators negotiated the inherent stresses, conflicts, and tensions in their teaching to understand, react and influence their approaches to HE teamwork.
Theoretically, the utility of transaction cost and paradox theories as heuristic conceptual lenses to understand the dynamic interactions for educators’ facilitating the teaching of teamwork is demonstrated. Conceptual understandings are expanded through the application of paradox theory in the educational context, contributing to the advancement of knowledge and/or professional practice acknowledged by the Tertiary Education Quality and Standards Agency (2018) as a core aspect of HE scholarship. This is a unique feature of this study, generating original contributions to the understanding of the scholarship of teaching and learning in the field of teamwork in the Australian business school context.
Implications for theory and practice have wider application within HE and provide a sound basis for the development of teamwork as a requisite skill to satisfy not only the broader aspects of the employability agenda, but also advancement of knowledge in the field which has implications for future research, providing opportunities to broaden the scholarship of teaching and learning as it relates to the functionality of teamwork pedagogy.
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Simayi, Siyabonga. "Application of lean management in the provisioning of textbooks to Eastern Cape public schools." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11831.
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Includes abstract.Includes bibliographical references (p. 199-211).
This study is conceived to assess the apparently simple but very critical process of supplying textbooks in the Eastern Cape (EC) public schools. Lean Thinking and Value Stream Mapping (VSM) philosophies, a derivative of the Toyota Production System (TPS), was applied to evaluate the effectiveness of the current process and propose improvements as measured by reduced time and more effective support for learners. Further, usefulness of policies employed from 1998, such as South African Schools Act (SASA), National Standards and Funding Norms (NSFM) and LSM Review Report in ECDoE (2003), that relate to provisioning of textbooks were also assessed. Thirdly, the effect of the current provisioning process at school level was also investigated.
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Parsons, Dennis D. "The Status of Public School/Business Collaborative Activities in Virginia, 1998 - 1999." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27354.
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The purpose of this study was to ascertain important information that was lacking about current school/business collaborative activities in the Commonwealth of Virginia and to compare those activities to the findings of a study conducted by Larkin C. Phillips of school/business collaborative activities during the 1990-91 school year. This study used the same survey questions that were used by Phillips and was designed to provide the following information: (a) Common characteristics of school divisions in Virginia that conducted collaborative activities during the 1998-99 school year as compared to the 1990-1991 school year,(b) The types of collaborative activities conducted in Virginia during the 1998-99 school years as compared to the 1990-1991 school year,(c) Current resources used to manage collaborative activities as compared to the 1990-91 school year, and(d) Types of businesses that participated in collaborative activities in 1998-99 as compared to the 1990-91 school year.A survey was sent to all superintendents of public school divisions in the Commonwealth of Virginia. Superintendents from 99 school divisions, 76 percent of the school divisions in Virginia, returned the survey. The responses indicated that 72 percent of the responding divisions conducted school/business collaborative activities during the 1998-99 school year. This was an eight percent decrease from the 1990-1991 school year. Of the school divisions reporting no collaborative activity in this study 89 percent were located in rural areas. In contrast, more than 90 percent of the school divisions in cities and suburbs indicated collaborative activity with businesses. Small school divisions and less wealthy school divisions were less likely to conduct collaborative activities than were larger and wealthier school divisions.The most conducted collaborative activities in the typical Virginia school division at all grade levels were: providing career awareness activities; providing special awards for pupils, teachers or the school; donating or loaning equipment or materials; and sponsoring tutoring programs for pupils. As compared to the Phillips study, there were large increases in businesses providing tutoring at the elementary and middle/junior high school levels. And at the high school level there was a 22 percent increase in partners providing internships for students.During the 1998-1999 school year in Virginia the management of collaborative activities was most often managed totally at each participating school. The person most likely to initiate collaborative activity with business was the building principal.The most likely type of businesses involved in collaborative activities with school divisions was service, civic, manufacturing and retail. The mining industry was least likely to be involved in collaborative activities.Ed. D.
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Mykytyn, Pavel. "Evaluation of the quality of business schools - confrontation of existing methodologies and stakeholders' views." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-73451.
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This paper elaborates on the issues arising during evaluation of quality in tertiary education, specifically in the area of business schools. It provides an overview of theoretical approaches to quality and its measurement, and analyzes current methodologies in quality evaluation of business schools. Part of the thesis consists of results from an inquiry among academics from 4 departments of the Faculty of Business Administration at the University of Economics, Prague, and students of the CEMS International Management program. The results provide a comparison of current practices and stakeholder views, and shows whether these two are in alignment or contradiction.
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Li, Helen Hai Yan. "An exploration of relationship development and management in international business schools : MBA Students' perspectives." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-relationship-development-and-management-in-international-business-schools-mba-students-perspectives(5f0237e8-cd42-421a-8d65-06787380a410).html.
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Given the increasing importance of international higher education (HE) markets from a business perspective (Chadee and Naidoo, 2009; Anonymous, 2011a, 2012a), this research responds to the review of Hemsley-Brown and Oplatka (2006) that highlighted a lack of holistic approaches and theoretical models to address the nature of the HE service; and built on scholarly work (Mazzarol and Hosie, 1996; Mazzarol, 1998; Naude and Ivy, 1999; Ivy and Naude, 2004; Ivy, 2008) relating to HE marketing strategies. The research moves from the traditional marketing approach adopted predominantly in the existing literature of HE marketing (i.e. Mazzarol et al., 2003; Hemsley-Brown and Oplatka, 2006) and instead adopts a relational approach. This offers an alternative way of investigating the HE service, and contributes towards a broader theoretical perspective on HE strategy and a deeper understanding of the complex nature of the HE service. The theoretical background of this research was based on both the Interaction Approach (Håkansson ed., 1982) and the Relationship Life-Cycle Model (Ford, 1980; Wilkinson and Young, 1994). In response to limited existing research on the students’ perspective in HE (Trowler, 2010), this study provides a means of exploring HE marketing from the perspective of a markets-as-networks tradition (Håkansson and Snehota, 1995; Ford et al., 2002). Due to the adoption of a social constructivist epistemological stance (Gergen, 1985; Tashakkori and Teddlie, 1998), a case studies research approach (Yin, 2003, 2011) and semi-structured interviews (Denzin and Lincoln, 1994; Miles and Huberman, 1994) were utilised. Template analysis was chosen for data examination and interpretation (King, 1998, 2004), from a longitudinal contextual time-space of prospective students, current students and future alumni viewpoints (Halinen and Törnroos, 2005). The research findings suggest that the HE service is interactive and relational by nature, comprising six key relationships that are fundamentally important from the perspective of students being the focal-actor. These include relationships with alumni, other students, academic staff, administrative staff, multi-national companies (MNCs), and overseas exchange partner higher education institutions (HEIs). Despite the multiple roles of students, as clients (Mills et al., 1983; Hill, 1995), producers (Armstrong, 1995), products (Emery, et al., 2001; Modell, 2005) and customers (Kotler and Fox, 1985; Conway et al., 1994) of the HEIs, students are the users of these networks. They are also the beneficiaries of these key relationships, as they perceive and seek the added-value of the HE service, such as knowledge enrichment and employability enhancement. The synergy of these relationships and networks collectively contribute to the added-value of the HE service, enhance students’ overall positive experience and satisfaction with their institutions, and also have the potential to significantly impact on the HEIs’ competencies and business strategies. Practically, managing and influencing these relationships provide an opportunity for HE managers in resource allocation, strategic planning and policy-making, and the quality of service provision at the operational level.