The Greening of Business Schools

"New modes of thinking" are necessary to meet a new set of complex environmental challenges-greenery, globalization, diversity, complexity and acceleration of technological change of the 1990s. The green challenge to business schools is to articulate, develop, and deliver environmental education for managers as an effective tool for a sustainable world economy and society. Every business student must have at least broad understanding of the social, political, ethical, technological, economic, and ecological context of global business. The challenge of educating business leaders for a global future requires a new portfolio of capabilities, commitments. and visions on the part of business school faculty, the multinational corporations, and other stakeholders in management education. Business schools around the world have an obligation to present the ecological challenge as clearly to students as to faculty members. The more environmentally conscious business student community of the 1990s probably will demand to have structured learning opportunities about environmental issues and their impact on business management- with a superordinate goal of improving environmental sensitivity and environmental performance of individuals and their institutions.     

Business Education in Asia and Australasia: Recent Trends and Future Prospects

The globalization of business education is leading to convergence in the traditionally more diverse business curriculum. This can be seen by examining the mission and vision statements of Asia and Australasia's leading business schools, which emphasize the provision of quality learning and scholarship; educating future leaders; and contributing to the growth and transformation of the economies within which they operate. Less commonly mentioned are the personal, ethical, and responsible leadership development of their students. These are emergent themes in Asian and Australasian business schools—just as they are in Europe and North America. Much work remains to embed the role of culture and precognitive decision making in the business school curriculum.     

Leadership in the promotion of peace: Interviews with the 2015 Business for Peace honorees

Ethical leadership can lead to many positive organizational outcomes. Previous studies have shown a correlation between ethical conduct and profitability; in addition, firms that have high ethical standards have fewer legal issues. The existing ethical leadership literature assumes a stable external environment. The business and peace literature, on the other hand, assumes instability but has thus far largely ignored the role of leadership within companies as a possible driver of peacebuilding activities. The practitioner community has already begun to recognize that leaders of organizations are the key drivers of change in the peacebuilding context. The Business for Peace Foundation, the foremost organization in the practitioner community, gives its annual award to business leaders who promote peace within their organizations and communities. These Business for Peace honorees represent the ‘ethical leadership’ qualities of peace promotion, without reference to academic theories in either area. We conducted semi-structured interviews with the 2015 Business for Peace honorees and combined those with their public speeches at the Business for Peace events to examine what role these business and peace leaders saw between ethical leadership and peace promotion. Unlike the academic research that suggests only a theoretical and sometimes a direct but tangential connection to peacebuilding, the honorees highlight the direct and visible connection of ethical leadership to peace in unstable environments. We begin by describing the relevant business for peace and ethical leadership literatures. Then we highlight the significant aspects of the interviews and speeches and relate these to the prevailing theories of both business and peace and ethical leadership. Our findings suggest that ethical leadership may be an important missing link within the business and peace literature as an avenue for peace promotion, and that the leadership literature may be ignoring an important positive impact of ethical leadership.     

Establishing Collaborative Business Education Programs in China

ABSTRACT

American universities have a valuable product for export to China, a world-class business education. Currently, the demand for Western-style business education far exceeds the supply. The undergraduate university system in China offers an excellent, though under-utilized, venue for providing Western-style business education to large numbers of China's next-generation business leaders. This paper describes the official procedures for establishing joint business education programs in Shanghai as well as the benefits and challenges of international collaboration.     

Trends in Executive Education in Business Marketing

ABSTRACT

Business marketers in the 21st century are grappling with the harsh, tough demands of a consolidated customer base, rapid product and service commoditization, complex channel structures, and hyper-competition in a rapidly evolving, information-intensive global economy. Across the globe, firms concerned with developing managerial talent to respond to these trends are demanding and expecting changes in the executive education programs offered by business schools. We consider in this paper a number of recent trends and changes in customer expectations, program format, content development and delivery, and program marketing that we have observed in executive education in the field of business marketing.     

A school is “a building that has four walls…with tomorrow inside”: Toward the reinvention of the business school

Business schools, defined as educational institutions that specialize in teaching courses and programs related to business and/or management, are facing major challenges. These challenges stem from a number of major shifts in the business education landscape, including the rising importance of rankings and accreditations, the increased weight placed on ethical decision making, the ongoing debate on rigor vs. relevance in research, the digital revolution, and the significant decrease in public funding. In fact, they are so fundamental that the coming decade is likely to represent a new era in the history of business education, the fourth since the concept of the business school was created in 1819 with the establishment of ESCP Europe. The purpose of this article is to outline these main changes (TASK: T—from tower to Twittersphere, A—from auditorium to anti-café, S—from stakeholder to shareholder, K—from knowledge to know-how) and to discuss how they impact the different AS-SE-TS of a business school (alumni & students, staff & equipment, teachers & scholars). The article ends with a proposed classification of schools along four corners (culture, compass, capital, and content) and a discussion of which types of schools are best suited to adapt to these changes.     

The Role of Business Schools in Ethics Education in Iceland: The Managers’ Perspective

This article explores managers’ views on various ways in which business schools can contribute to providing solid ethics education to their students, who will ultimately become the next generation of business leaders. One thousand top level managers of Icelandic firms were approached and asked a number of questions aimed at establishing their view on the relationship between ethics education and the role of business schools in forming and developing business ethics education. Icelandic businesses were badly hurt by the 2008 crisis, and therefore Iceland provides an interesting foundation for an empirical study of this sort as the aftermath of the crisis has encouraged managers to consciously reflect on the way their business was and should be conducted. Based on the results of the survey, a few main themes have developed. First, it appears that according to practicing managers, business schools should not be held responsible for employees’ unethical behavior. Nevertheless, managers believe that business schools should assist future employees in understanding ethics by including business ethics in teaching curricula. Second, managers believe that the workplace is not where ethics are learned, while also insisting that former students should already have strong ethical standards when entering the workplace. Third, managers call for business schools not only to contribute more to influencing students’ ethical standards, but also to reshape the knowledge and capabilities of practicing managers through re-training and continuous education. Based on the results of the study, the article also offers some recommendations on how to begin reformulating the approach to business ethics education in Iceland, and perhaps elsewhere.     

Designing an International Business Curriculum

ABSTRACT

Recently, the American Assembly of Collegiate Schools of Business (AACSB) called for more interaction between business schools and the business community. This is in partial response to the growing perception of U.S. businesses that business schools are out of touch with the needs of the business community. The authors of this paper document a market driven approach to international business curriculum development-one which includes the business community from the onset. To provide a high-quality international business education, the collegiate schools of business can no longer afford to remain aloof from their customers. The conceptual framework used here broadens curriculum design norms. Academic leaders interested in internationalizing the education of professionals in all academic disciplines will find this paper useful.     

A Comparative Analysis of Curriculum in International Marketing and Business Between Peruvian and Guatemalan University Students

Business education is important for economic development. A skilled workforce allows for greater advancements in productivity, the creation of new business opportunities, increased employment, and enhances the quality of life of the citizenry. With the changing international business environment it is important for academics and practitioners alike to understand the methods, techniques, and activities being used to train future business leaders. This article investigates the context, content, and delivery of business education in Peru and Guatemala. It analyzes the business education structure and curriculum content of two universities that have successfully implemented comprehensive international business programs. Data for this article was collected in Peru and Guatemala and reflects the students' perspective on the international business curriculums of their respective programs of study.     

Transforming business education to produce global managers

In recent years, globalization of businesses has occurred faster than the internationalization of business schools—in terms of faculty, students, and curriculum. Indeed, there is now a disconnect between global economic realities and the ability of business schools to produce global managers. This article discusses mission-based strategies for international business education and proposes opportunities that increase global awareness, global understanding, and global competence through student and faculty engagement and development. These changes will advance business schools’ mission of producing global managers.     

The Development of Undergraduate International Business Practicums in Small Business Schools: An Experiential Learning Framework

The value of the inclusion of experiential learning opportunities in international business education has been well established in the literature. We set out to examine industry-identified skills and experiences that could lead to enhanced employability and early career performance. Through our extensive review of theory, empirical work, leading programs, practicum channels, and our own qualitative study, we proposed frameworks to help guide small business schools best structure their undergraduate international business experiential learning offerings. Specifically, we suggest the establishment of tracks or concentrations with supplemental skill focus, emphasis on foreign language proficiency, and requiring at least two international internship or service learning practicums, preferably abroad, that include mini-consulting projects, presentations, and deliverables.     

One hundred years of excellence in business education: What have we learned?

The quality of the next generation of business leaders will be determined by the ways in which business schools respond to a host of dramatic changes emerging in the environment of higher education. While specific initiatives will vary widely, one thing seems certain: business schools will need to be more nimble, more innovative, and more efficient than ever before. The Kelley School of Business, Indiana University has consistently been at the forefront of business education. Over the past century, the School has developed a set of capabilities that has enabled it to capitalize on the forces that have shaped the evolution of business education. In this article, we review several significant trends affecting the future of business education and share the success principles that we believe are most applicable to thriving in the new world that is on our doorstep.     

Factors Affecting the Design of Short-Term Study-Abroad Programs: An Exploratory Study of Two Business Schools

Study-abroad programs have played a significant role in globalization of business curricula over the years. Short-term study-abroad programs (STSAPs) are proliferating in business schools and provide a viable alternative of studying abroad to students who are unable to participate in programs of longer durations due to disruption in family, work, and education schedules. This exploratory study attempts to understand factors that are critical to students’ participation in STSAPs offered by business schools. This research focuses on a combination of factors that include STSAP components and attributes as well student specific characterisitics. Initial analysis indicates that STSAP cost, STSAP content, and organizational and personal issues, in that order, are considered important by business school students. Significant differences exist in the perceived importance of different factors used by students to choose to participate in STSAPs based on gender, age group, family income, program level (undergraduate versus graduate), and program type. Results of this research have implications for the design of STSAPs in business schools that are offering or considering offering such courses or programs.     

Higher aims fulfilled: The Social Capital Academy as a means for advancing underrepresented students in comprehensive university business schools

Current research underscores how a college education can reflect broader social inequality via the disproportionate flow of resources to elite universities and advantaged students. In contrast, underresourced comprehensive universities disproportionately serve minority, first-generation, and working-class students. This article argues that the comprehensive university is uniquely positioned to reduce social inequality and that the comprehensive university undergraduate business school (CUUBS) should test a new approach to education. The article also advocates a substantive response to social inequality by (1) focusing on undergraduate business education within comprehensive universities rather than MBA programs in well-funded, elite business schools, (2) implementing a strategic emphasis on career-related jobs (CRJs) for underrepresented students, and (3) helping students pursue CRJs via the development of a Social Capital Academy (SCA). This article describes the benefits of an SCA for underrepresented students, its requirements and benefits for universities and business communities, and the possibilities for scaling the program to address social inequality. Future applications of the SCA to STEM-related fields are also explored.     

电子商务与商业文化重塑研究

由于电子商务依托互联网,变化快,机遇与挑战并存,需要企业、政府和社会多方协作,共同努力才能构建适合电子商务企业发展的、具有中国特色的商业文化体系,从而为中国电子商务发展提供养分。通过剖析国内外商业文化思想,分析电子商务对传统商业文化的影响因素,进一步提出重塑电子商务企业的商业文化体系路径。     

Developing an International and Technology-Driven Business School Program

Abstract

Academics and practitioners alike have voiced their concerns about how to continuously improve the quality of education in the business school. Two central issues that have received recent attention are (1) how to address a rapidly changing and increasingly global economy, and (2) how to infuse technology into the business school curriculum. Both of these issues are changing at break-neck speed, whereas the academic environment, by its very nature and structure, is struggling to meet these demands ata much slower pace. We attempt to offer solutions to these major issues by developing an action plan for international business and technology. One key factor in developing global and technological programs in business schools is the input of its stakeholders-the international and technological business community. In this study, we report the results of an investigation of the international business and technological community's perceptions of the skills they require of recent business school graduates. A total of 126 business organizations provide insights for business schools to develop action plans to address international and technological needs. A discussion and implications of our findings provides an initial avenue for schools to follow in their strategic planning for the future.     

The Unholy Alliance of Business and Science

This paper will build on a recent article appearing in the Harvard Business Review that blamed the alleged crisis in management education on the scientific model that has been adopted as the sole means of gaining knowledge about human behavior and organizations. The solution, they argue, is for business schools to realize that business management is not a scientific discipline but a profession, and deal with the things a professional education requires. We will expand on this article and discuss its implications by looking at the scientific model from a philosophical perspective and dealing with the issue of whether management is a profession. Our discussion of these issues has implications for our understanding of business in society and the design of the business school curriculum. Rogene A. Buchholz is the Legendre-Soule Chair in Business Ethics Emeritus in the College of Business Administration at Loyola University of New Orleans. He has published over seventy-five articles and is the author of ten books in the areas of business and public policy, business ethics, and the environment. He is on the editorial board of several journals and served as chair of the Social Issues in Management Division of the Academy of Management. Sandra B. Rosenthal is Provost Eminent Professor of Philosophy at Loyola University of New Orleans. She has published approximately 200 articles and 11 books on various dimensions of American pragmatism and its relevance for other areas of philosophy, and in both books and articles has applied pragmatism to a wide range of business ethics issues. She is a member of the editorial board of several journals, and has served as president of numerous philosophical societies.     

Closing the Learning Loop: A Review of Assignments in International Business Education

The continuing rapid globalization has significantly changed the nature of business and management, leading to increased pressure from a wide range of stakeholders to globalize business schools and to internationalize business curricula. This comes with a corresponding imperative to rigorously evaluate the impact of an international business education at institutional, program, and course levels. This study focuses on the types of assignments employed and approaches to assignment design in international business courses. A total of 92 studies in the scholarly literature on international business and international management are reviewed from 1970 to 2014. The study finds significant opportunities to expand and enrich research on assignment design, so as to better equip international business educators to validly and reliably measure learning outcomes.     

Born to be similar? Global isomorphism and the emergence of latecomer business schools

By building on insights from institutional isomorphism, this paper investigates the development paths of latecomer business schools in Hong Kong, (South) Korea, Singapore, and Taiwan. The global isomorphic pressure prevalent in higher education (e.g. the global regime of rankings) drives latecomers to imitate the practices of incumbents in order to enhance their academic impact through business and management research. Our study argues that latecomers respond to global isomorphism by forging their own paths. Our analysis shows that business knowledge production in Hong Kong and Singapore was more responsive to coercive (research strategy) and normative (faculty recruitment strategy) isomorphic pressure than Korea and Taiwan. The response to mimetic isomorphic pressure (co-authorship strategy) was less salient in Hong Kong and Taiwan than in Singapore and Korea. Further, we find that research, faculty recruitment, and co-authorship strategies affect the academic impact (citations) of the higher education institutions across each country differently. Our study sheds new light on the role of global isomorphism in the emergence of latecomer business schools.     

Do International Cocurricular Activities Have an Impact on Cultivating a Global Mindset in Business School Students?

ABSTRACT

In today’s integrated global economy, business executives of multinational corporations are required to have a flexible global mindset in order to cope with the driving forces of globalization. Thus, the global market forces stress the importance for business schools to graduate students with skill sets pertinent to functioning competitively in the ever-changing business environment. In this article, we conducted a survey of 165 students in the Albers School of Business and Economics at Seattle University to examine whether international cocurricular activities help achieve the goal of cultivating a global mindset in students. The results suggest that international cocurricular activities enhance students’ global mindset. Short-term study tours and international internships do have a significant impact on students’ global mindset as other long-term cocurricular activities, which may cost more time and money. We recommend that short-term study tours be used as an alternative cost-effective way to engaging business students in the internationalization of the business curriculum at their institutions.