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Journal articles on the topic 'Business schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 September 2024

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1

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

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School/business partnerships are nothing new—but they are undergoing a renaissance as schools use these partnerships to help implement school-to-work transition systems and assist with economic development. It has long been a key role of community colleges to provide education and training to enable their students to get jobs, but increasingly community colleges find they must also play a key role in economic development to ensure that the local economy can provide jobs for the college's graduates.

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2

Prince, Christopher, and Graham Beaver. "University Business Schools 2 Business." Industry and Higher Education 17, no. 4 (August 2003): 241–49. http://dx.doi.org/10.5367/000000003101296927.

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There is a substantial and growing body of evidence to suggest that organizations are increasingly recognizing the importance of individual and group learning and knowledge management as ways of attaining competitive advantage (Thomson et al, 2001). A consequence of this phenomenon is the growing demand for management education and training, and this is increasingly linked with the imperative of integrating management development with other organizational systems and processes to ensure their effectiveness in delivering business goals. This paper analyses this trend from the perspective of a ‘new university’ business school (‘new universities’ are the post-1992 universities in the UK, created by the demise of the polytechnics and their subsequent transfer to university status). The authors suggest and identify potential market development opportunities and highlight the competencies required by business schools if they are to compete successfully in this potentially profitable, yet increasingly competitive market. The significance of the corporate education market should not be underestimated. The UK Association of Business Schools (1997) estimated that this kind of activity accounted for up to two-thirds of the programmes offered by its members in their provision.

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3

Kilcourse, Tom. "The business of business schools." Learning Organization 2, no. 2 (June 1995): 32–35. http://dx.doi.org/10.1108/09696479510086235.

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4

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

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Currently there is much debate about the gap between business schools and the business world (Gosling and Mintzberg, 2004; Bennis and O'Toole, 2005). One argument is that business schools focus too much on ‘scientific’ research and lack relevant business context and real-world experience. The proposition in this paper is that the dynamics in the business environment force businesses and business schools to revitalize together through learning by sharing. The authors advocate that researchers, teachers, students (business schools) and practitioners (business) should engage in a mutual learning process. Close cooperation, shared understanding and shared learning can foster adaptation to the dynamics of the business environment and encourage both business schools and business corporations to build new academic theory and new business logic. The ‘Learning by Sharing’ model (Thijssen et al, 2002) can be applied to both the academic world and the business world in concert. This paper conceptualizes how business corporations and business schools can learn from each other and develop closer links.

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Warde, Irahim. "Fascinantes business schools." GV-executivo 1, no. 1 (October 3, 2002): 86. http://dx.doi.org/10.12660/gvexec.v1n1.2002.34767.

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Após os anos 1950, as business schools tornaram-se um produto de exportação. No novo ambiente econômico, a dimensão pedagógica apaga-se frente às preocupações mercantis e a corrida pela boa classificação ganha uma importância especial em um mundo onde os vencedores levam tudo. A luta hoje é para que a missão pedagógica não seja abandonada às empresas e para que se favoreça o espírito crítico.

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6

Noorda, Sijbolt. "Future business schools." Journal of Management Development 30, no. 5 (May 24, 2011): 519–25. http://dx.doi.org/10.1108/02621711111133028.

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7

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

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The extended SERVQUAL instrument is examined and validated for measuring business schoolsâ€™ service quality in Tanzania-an emerging economy. The relative weights that students attach to various dimensions of the service quality in business schools are established and compared in two periods of time, pre and post graduation. A longitudinal survey was conducted with final year students from two business schools-the College of Business Education and the Institute of Accountancy Arusha. Â The validity of the extended SERVQUAL instrument is excellent- Î± >0.95. A new Process Outcome dimension in the extended SERVQUAL is more important than other dimensions. It is suggested that the extended SERVQUAL instrument be used by managers of business schools to identify factors which students use to assess the quality of the education services they receive. Knowledge of these factors will enable business schoolsâ€™ managers set priorities while allocating scarce resources to improve quality per school and in higher education, in general. Regulatory bodies should make use of this model as a supplement to the traditional performance measures.

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8

Webster, Robert L., Kevin L. Hammond, and Harry A. Harmon. "Comparing Market Orientation Culture of Businesses and Schools of Business: An Extension and Refinement." Psychological Reports 96, no. 2 (April 2005): 377–82. http://dx.doi.org/10.2466/pr0.96.2.377-382.

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This study extends previous work concerning the market orientation culture within specialty businesses and schools of business. Specifically, member schools of the Association to Advance Collegiate Schools of Business International are separated into public and private universities. Data were collected via a mailed survey to business schools holding membership. 106 public school deans and 35 private school deans responded, for a 23% response rate. Input from the deans was sought on their perceptions of the market orientation culture within the schools. Respondents' perceptions, rated on a 7-point scale, measured four dimensions of market orientation: customer orientation, competitor orientation, organizational coordination, and overall market orientation. Data for specialty businesses were drawn from a previous study. Comparison testing between the public and private business schools' deans and business managers was conducted. Analysis indicated perceived market orientation was significantly higher for deans of private business schools than public business schools. Compared with business managers, private school deans were statistically different on only one of the four dimensions, whereas public business school deans' scores were significantly different from those of business managers on all four. Compared with each other, business school deans were statistically different on three dimensions, with private school deans reporting greater market orientation.

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9

Thomas, James. "Convergence: Businesses and Business Schools Prepare for IFRS." Issues in Accounting Education 24, no. 3 (August 1, 2009): 369–76. http://dx.doi.org/10.2308/iace.2009.24.3.369.

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10

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

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11

Jameel Hasan, S. M. "Business Schools: Ostrich Syndrome." Journal of Organizational Change Management 6, no. 1 (January 1993): 47–53. http://dx.doi.org/10.1108/09534819310025127.

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12

Miles, Morgan P., C. David Shepherd, Jacob M. Rose, and Mark Dibben. "Collegiality in business schools." International Journal of Educational Management 29, no. 3 (April 13, 2015): 322–33. http://dx.doi.org/10.1108/ijem-02-2014-0022.

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Purpose – While collegiality is often discussed and touted as a critical aspect of academia, there is little research that empirically examines collegiality in university business schools. One cause of the paucity of research is the lack of a reliable scale to measure collegiality (Sabharwal, 2011). The purpose of this paper is to develop a scale that measures collegiality at the departmental level for university faculty, and then uses it to understand the implications of collegiality within an academic department within a business school. Design/methodology/approach – The present study uses a scale development process consisting of: defining the domain of the construct; item generation; and psychometric assessment of the scale’s reliability and validity. Items were adapted for a university business school context from Shah (2011) and Seigel and Miner-Rubino (2009). The scale was administrated using a convenience non-random sample design drawn from active marketing and entrepreneurship academics who subscribe to the American Marketing Association’s ELMAR and the Academy of Management’s ENTRE list-serves. Findings – The faculty collegiality scale (FCS) was found to exhibit sound psychometric properties in this study. The study found that assessments of department-level collegiality are associated with budgets, performance evaluation processes, and workload allocations. In addition, factors from the FCS mediate the relationships between institutional variables and work satisfaction, which indicate that collegiality is an important determinant of work satisfaction in a contemporary university environment. Originality/value – The FCS developed in the present study offers business school academics and administrators a glimpse into the dimensions of what the marketing and entrepreneurship academics perceive makes a good colleague – one that provides professional and social support and is trustworthy; does not engage in politics, positioning, or rent-seeking to advantage their own situation; and that contributes to the well-being of the students, the department, the discipline and the university. In addition, the present study found that the FCS was related to budgets, performance evaluation processes, and faculty workloads.

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13

Bickerstaffe, George, and Bill Ridgers. "Ranking of business schools." Journal of Management Development 26, no. 1 (January 9, 2007): 61–66. http://dx.doi.org/10.1108/02621710710720103.

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14

Parker, Martin. "Business Schools: Rex 1970." Historical Studies in Industrial Relations 44, no. 1 (September 2023): 91–102. http://dx.doi.org/10.3828/hsir.2023.44.6.

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On Wednesday 3 June 1970, Warwick University’s Board of Social Studies discussed a memorandum cautioning against the expansion of ‘business studies’ by John Rex, the recently arrived professor of sociology. Distinguishing industrial relations from business studies, he argued that the latter should not be taught as an undergraduate discipline. Coming so soon after the issue of the ‘Warwick Files’, Rex’s memorandum was delivered into a charged situation in which many students and staff had become profoundly disenchanted with the university’s management. However, fifty years later the business school now dominates Warwick and almost all UK universities, being both its cash machine and its operating language. Industrial relations has been eclipsed as a field of enquiry but more important is the way that business and management practice now provides the operating language and governance of the university itself. It is now far too late to imagine that universities might have nothing to do with business, but there is an opportunity to radicalize what ‘business studies’ means. If we shut down the business school, then we must replace it with the School for Organizing, a place for studying how we rescue ourselves from carbon capitalism.

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15

Bannister, Frank. "Provocation: Business schools and economic crisis – Why blame the business schools?" International Journal of Management Concepts and Philosophy 4, no. 1 (2010): 34. http://dx.doi.org/10.1504/ijmcp.2010.031300.

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16

Chan, Chi-Fai, Chan-Leong Chan, and Wai-Lam Cheng. "Business Education in Hong Kong." Review of Pacific Basin Financial Markets and Policies 01, no. 04 (December 1998): 555–68. http://dx.doi.org/10.1142/s0219091598000338.

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There is a big demand for business talents in Hong Kong. Nevertheless, business schools are not producing what businesses in the Special Administration Region (SAR) need. For this reason, administrators in business schools should adopt a strategic approach when they formulate their educational goals and strategies. Several key elements which are essential to the success of business schools are discussed in this paper: customer orientation, capabilities development, and relationship and network marketing. Based on the strategic approach, a number of recommendations are made: namely, the initiation of a student intake campaign, and the emphasis on better curriculum design, extra-curricular activities, alumni activities, and the adoption of an internal marketing approach.

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17

Маркова, M. Markova, Сазанова, and S. Sazanova. "Business Education, Institute of Business, and Entrepreneurship in Modern Russia." Administration 4, no. 1 (March 17, 2016): 79–83. http://dx.doi.org/10.12737/18797.

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The authors have revealed the interrelation of business education, institute of business, and entrepreneurship in modern Russia. The authors’ analysis of motivation for business schools’ prospective students has allowed reveal this motivation’s components, factors, stipulating the motivation, and the desire of business schools’ students to start the entrepreneurship. On the basis of theoretical and practical study the authors have justified practical recommendations aimed at enhancing of the business schools’ attractiveness for potential consumers.

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18

Kaplan, Andreas. "European management and European business schools: Insights from the history of business schools." European Management Journal 32, no. 4 (August 2014): 529–34. http://dx.doi.org/10.1016/j.emj.2014.03.006.

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19

Amann, Wolfgang C., and Shiv K. Tripathi. "The Path Towards Becoming a Socially Responsible Business School—The Case of Canara Bank School of Management Studies India." South Asian Journal of Business and Management Cases 8, no. 3 (September 15, 2019): 251–61. http://dx.doi.org/10.1177/2277977919860281.

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Past two decades have witnessed significant increase in social responsibility mainstreaming in businesses. Consequently, business schools across the globe are increasingly adopting and mainstreaming social responsibility agenda in business education curriculum. Some of the business schools have brought interesting innovations in integrating social responsibility issues at different levels. The case explores and analyses the challenges and opportunities faced by one of the largest public university affiliated business schools in Bangalore with regard to properly integrating sustainability in next generation management education. The case also analyses the contextual issues in transferring learning across UN Principles for Responsible Management Education (PRME) signatory business schools in a given context. The article is based on a field research as well as a review of secondary data.

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20

Doherty, Bob, John Meehan, and Adam Richards. "The business case and barriers for responsible management education in business schools." Journal of Management Development 34, no. 1 (February 9, 2015): 34–60. http://dx.doi.org/10.1108/jmd-06-2013-0082.

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Purpose – The purpose of this paper is to gain a greater depth of understanding of both the pressures and barriers for embedding responsible management education (RME) within business and management schools. Design/methodology/approach – This paper utilises a longitudinal case study design of six business/management schools. Findings – This research identifies a set of institutional pressures and barriers for RME in the business schools selected. First, the pressures appear to come from a number of external business school sources and the barriers from a series of organisational resource and individual factors. Research limitations/implications – RME cannot be seen as just a bolt on. The orientation needs to change to view RME as requiring a shift in culture/purpose/identity. Due to the barriers this will require systemic organisational change at all levels and an organisational change process to bring about implementation. Practical implications – The results clearly show these market pressures are no passing fad. Failure to respond in a systemic way will mean business schools will run into serious problems with legitimacy. Originality/value – This paper fulfils a need for an in depth study of a number of business schools to identify the barriers to RME. This is now a critical issue for schools and this research has provided a number of practical recommendations which will help business schools overcome the identified barriers.

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21

Abraham, Steven Eric, and Lanny A. Karns. "Do Business Schools Value the Competencies That Businesses Value?" Journal of Education for Business 84, no. 6 (July 2009): 350–56. http://dx.doi.org/10.3200/joeb.84.6.350-356.

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22

Dulek, R. E. "Models of Development: Business Schools and Business Communication." Journal of Business Communication 30, no. 3 (June 1, 1993): 315–31. http://dx.doi.org/10.1177/002194369303000305.

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23

Jain, Subhash C. "Enhancing International Business Education Through Restructuring Business Schools." Journal of Teaching in International Business 20, no. 1 (January 2009): 4–34. http://dx.doi.org/10.1080/08975930802671216.

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24

Alsop, Ronald J. "Business Ethics Education in Business Schools: A Commentary." Journal of Management Education 30, no. 1 (February 2006): 11–14. http://dx.doi.org/10.1177/1052562905280834.

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25

Twomey, Daniel F., and Rosemarie Feuerbach Twomey. "UK business schools and business: activities and interactions." Journal of Management Development 17, no. 3 (April 1998): 160–76. http://dx.doi.org/10.1108/02621719810210695.

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26

David, Fred R., Meredith E. David, and Forest R. David. "What are business schools doing for business today?" Business Horizons 54, no. 1 (January 2011): 51–62. http://dx.doi.org/10.1016/j.bushor.2010.09.001.

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27

Ranjan, Jayanthi. "Knowledge Management in Business Schools." Journal of Information & Knowledge Management 07, no. 01 (March 2008): 55–62. http://dx.doi.org/10.1142/s0219649208001919.

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Business schools have been using information for years to improve the efficiency of academic services and effectiveness of academic programs. As more trustees, administrators, faculty, parents, students have begun to seek better outcomes, not surprisingly these schools are investing in technology. But these schools are finding that technology implementation does not necessarily improve decision-making nor does it necessarily improve outcomes and decision-making. This paves the way to recognise the urgent need for Knowledge Management (KM) which is a key asset. A big and major crucial feature of business schools is that they are made up of a number of nested systems. In analytical terms, this can also be described as levels or units. These levels range from faculty, student, research, administration, academics and placement. The reports in business schools are numerous as the requirement of reports from level to level is difficult. Analytical needs differ, but are present at every level of the system. A robust KM system must reflect the information needs of all levels. In particular, data must be gathered at all levels to the user in a fine-grained manner. This paper explores the application KM to business schools and in particular in support of the sharing of knowledge resources. This paper considers the critical role played by the "sharing of knowledge resources" in one of top business schools, Test Business School — TBS (pseudonym is used to mask the institution name) in India.

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Syamsu, Nur, Syaakir Sofyan, Sitti Aisya, and Muthmainnah MD. "Integration of using Fintech and social media for the Sustainability Halal Business in Pesantren." Al-Mashrafiyah: Jurnal Ekonomi, Keuangan, dan Perbankan Syariah 7, no. 1 (May 2, 2023): 51–61. http://dx.doi.org/10.24252/al-mashrafiyah.v7i1.32934.

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The urgency of Fintech and social media in halal business to realize Halal Value Chain (HVC) That support the addition of economic value for halal businesses including business activities at Islamic boarding schools in the Society 5.0 era. The purpose of this study is to analyze the optimization of the integration of the use of financial technology and social media in halal businesses managed by Islamic boarding schools to achieve the SDGs in the 5.0 era. This study uses phenomenology with data sources from Islamic boarding schools in Central Sulawesi. This study uses phenomenology with data sources from Islamic boarding schools in Central Sulawesi. The results of the study indicate the optimization of the integration of the use of fintech and social media in halal business activities in the form of recording transactions, analysis of financial reports, decision making, market mapping, product innovation, resilience, and building and maintaining business networks.

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29

Khattak, Irum. "Effect of Academic & Personality Development Activities on Competitiveness of Business Schools: An Empirical Study through the Lens of Islamic Perspective." IBT Journal of Business Studies 15, no. 2 (2019): 182–98. http://dx.doi.org/10.46745/ilma.jbs.2019.15.02.12.

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The study intended to investigate the effect of academic and personality development activities on competitiveness of business schools through the lens of Islamic perspective. The features of academic & personality development activities of competitive business schools from modern literature were studied in the light of Islamic perspective. Regression analysis was used to test the hypothesis. Data was collected from a sample of 354 students through structured questionnaire. The study found that Islam supports businesses education and provides a comprehensive framework that embodies moral and social values leading to a prosper society in long-term. The activities of academic and personality development in modern literature to increase the competitiveness of business schools are supported by Islamic perspective as far as it is within Islamic boundaries. Positive relation was found between academic and personality development activities and competitiveness of business schools from students’ perspective. Future studies are directed to cover other activities required for competitiveness of business schools and its relevance from Islamic perspective.

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Patnaik, U. C. "Entrepreneurship Education in Business Schools." SEDME (Small Enterprises Development, Management & Extension Journal): A worldwide window on MSME Studies 25, no. 1 (March 1998): 39–44. http://dx.doi.org/10.1177/0970846419980105.

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31

GANN, NIGEL. "The Business of Governing Schools." FORUM 57, no. 3 (2015): 343. http://dx.doi.org/10.15730/forum.2015.57.3.343.

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32

Cheit, Earl F. "Business Schools and Their Critics." California Management Review 27, no. 3 (April 1985): 43–62. http://dx.doi.org/10.2307/41165141.

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33

Ray, Joshua L., Lakami T. Baker, and Donde Ashmos Plowman. "Organizational Mindfulness in Business Schools." Academy of Management Learning & Education 10, no. 2 (June 2011): 188–203. http://dx.doi.org/10.5465/amle.10.2.zqr188.

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34

RAY, JOSHUA L., LAKAMI T. BAKER, and DONDE ASHMOS PLOWMAN. "Organizational Mindfulness in Business Schools." Academy of Management Learning & Education 10, no. 2 (June 1, 2011): 188–203. http://dx.doi.org/10.5465/amle.2011.62798929.

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35

Petriglieri, Gianpiero, and Jennifer Louise Petriglieri. "Can Business Schools Humanize Leadership?" Academy of Management Learning & Education 14, no. 4 (December 2015): 625–47. http://dx.doi.org/10.5465/amle.2014.0201.

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36

Tinker, Tony. "“The End of Business Schools?”." Social Text 22, no. 2 (2004): 67–80. http://dx.doi.org/10.1215/01642472-22-2_79-67.

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37

Hasan, S. M. Jameel. "The Greening of Business Schools." Journal of Teaching in International Business 5, no. 1-2 (June 13, 1994): 9–18. http://dx.doi.org/10.1300/j066v05n01_02.

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38

Abou- Warda, Sherein H. "Entrepreneurial orientation in business schools." International Journal of Educational Management 29, no. 2 (March 9, 2015): 192–212. http://dx.doi.org/10.1108/ijem-11-2013-0165.

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Purpose – The purpose of this paper is to examine the differences between the four main kinds of business schools in Egypt (private; internationally affiliated; public with local programs; and public with international programs) in terms of perceptions of entrepreneurial orientation (EO). Design/methodology/approach – Data were gathered 212 with a response rate of 55.1 percent from a sample of academics in the four groups of business schools (private; internationally affiliated; public with local programs; and public with international programs) using self-administered questionnaires. Results of exploratory and confirmatory factor analysis were conducted to check EO, construct validity and to identify meaningful factors. MANOVA was performed by using factors identified in the previous step to establish whether any significant differences exist between the four groups. Findings – The results show that differences between the four groups exist in terms of four sub-constructs of EO (research mobilization, unconventionality activities, industry collaboration, and perception of university policies) which successfully predict business school involvement in accreditation and commercialization setting. Practical implications – It is meaningful to conduct a comparative study of EO; the results of this study may be broadly applied to higher education (HE) systems in other countries where strong entrepreneurship has contribute to building a more solid economy. Originality/value – The recent literature has put little effort in understanding the effects of cultural differences among universities and its departments in terms of EO and none in identifying the differences between HE systems on the same topic.

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39

Patenaude, Genevieve. "Climate class for business schools." Nature 466, no. 7302 (June 30, 2010): 30. http://dx.doi.org/10.1038/466030a.

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40

Sönmez, Tayfun, and M. Utku Ünver. "COURSE BIDDING AT BUSINESS SCHOOLS." International Economic Review 51, no. 1 (February 2010): 99–123. http://dx.doi.org/10.1111/j.1468-2354.2009.00572.x.

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41

Chaudhry, Sohail S. "Computer applications in business schools." Education and Computing 5, no. 3 (January 1989): 157–58. http://dx.doi.org/10.1016/s0167-9287(89)80037-8.

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42

Wright, Mike, Evila Piva, Simon Mosey, and Andy Lockett. "Academic entrepreneurship and business schools." Journal of Technology Transfer 34, no. 6 (June 30, 2009): 560–87. http://dx.doi.org/10.1007/s10961-009-9128-0.

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43

Hawawini, Gabriel. "The future of business schools." Journal of Management Development 24, no. 9 (October 2005): 770–82. http://dx.doi.org/10.1108/02621710510621286.

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44

Lutz, Wolfgang. "Demographic challenges affecting business schools." Journal of Management Development 30, no. 5 (May 24, 2011): 463–73. http://dx.doi.org/10.1108/02621711111132975.

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45

Myddelton, D. R. "business schools in the marketplace." Economic Affairs 12, no. 4 (June 1992): 14–16. http://dx.doi.org/10.1111/j.1468-0270.1992.tb00004.x.

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46

Large, Sarah. "Business Sponsorship in British Schools." Business Ethics: A European Review 6, no. 4 (October 1997): 189–94. http://dx.doi.org/10.1111/1467-8608.00068.

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47

Hazeldine, Mary, and Morgan Miles. "Measuring Entrepreneurship in Business Schools." Journal of Education for Business 82, no. 4 (January 2007): 234–40. http://dx.doi.org/10.3200/joeb.82.4.234-240.

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48

Levine, Marsha. "Business and the public schools." Peabody Journal of Education 63, no. 2 (January 1986): 4–16. http://dx.doi.org/10.1080/01619568609538513.

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49

Engwall, Lars, and Rickard Danell. "Britannia and her Business Schools." British Journal of Management 22, no. 3 (August 19, 2011): 432–42. http://dx.doi.org/10.1111/j.1467-8551.2011.00761.x.

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50

Lorenzi, Peter. "Business Schools: Capitalism’s Last Stand." Society 49, no. 3 (March 13, 2012): 230–39. http://dx.doi.org/10.1007/s12115-012-9536-x.

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