If MacIntyre ran a business school… how practical wisdom can be developed in management education

The purpose of this paper is to show how a MacIntyre-inspired business school could contribute to developing practical wisdom in students through its curriculum, methods, faculty, student selection criteria, and governance. Despite MacIntyre's critiques, management can be presented, in MacIntyrean terms, as a second-order, domain-relative practice, with practical wisdom as corresponding virtue. Management education consists in developing practical wisdom. How? Primarily by initiating students and enabling them to participate in communal traditions of inquiry focused on, although not limited to, the purposes and ends of business. The transmission of objective knowledge, analytical skills, and techniques is subordinated to the end goal. We consider traditions centered on shareholder value maximization, the balancing of stakeholder interests, and the fulfillment of the common good of firms. Each gives rise to a particular kind of business school. A MacIntyrean business school is one that seeks the common good of firms.     

Tracing stakeholder terminology then and now: Convergence and new pathways

Over the past four decades, stakeholder research has united a chorus of voices from different disciplines using different terminology for different audiences all related to a seemingly similar topic: those that affect and are affected by business. By juxtaposing a comprehensive review of the early years of stakeholder research against more recent stakeholder research, we identify areas of common convergence (a focus on relationships and Freeman's definition of a stakeholder) as well as emergent scholarship (mechanisms underlying stakeholder relationships and solutions-oriented impacts). We develop an organizing framework consisting of three stakeholder-related themes: who or what is a stakeholder; mechanisms underlying stakeholder relationships; and outcomes-oriented stakeholder research. Future research opportunities include: simultaneously examining multiple stakeholders at multiple levels; multiplier effects along the value chain and across geographies; and net impacts (examining whether net positive benefits inclusive of negative outcomes exist). We conclude by identifying how stakeholder research can “move the needle” on important business issues such as: income inequality and CEO pay; human rights and building community inclusion; disease alleviation; and food security in firms’ continuous quest to create value.     

Meta-learning about business ethics: Building honorable business school communities

We propose extending business ethics education beyond the formal curriculum to the hidden curriculum where messages about ethics and values are implicitly sent and received. In this meta-learning approach, students learn by becoming active participants in an honorable business school community where real ethical issues are openly discussed and acted upon. When combined with formal ethics instruction, this meta-learning approach provides a framework for a proposed comprehensive program of business ethics education.Linda Klebe Trevino is Associate Professor of Organizational Behavior at the Mary Jean and Frank B. Smeal College of Business Administration, The Pennsylvania State University. Her research focuses on the management of ethical-unethical behavior in organizations and justice in disciplinary situations.Donald L. McCabe is Associate Professor of Management at the Graduate School of Management, Rutgers — the State University of New Jersey. His research focuses on decision making and interpretive processes under conditions of uncertainty, and the management of ethical behavior in organizations.     

Focusing on Ethics and Broadening our Intellectual Base

Declining levels of stakeholder trust in business are of concern to business executives and scholars for legitimacy- and performance-related effects. Research in the area of stakeholder trust in business is nascent; therefore, the trust formation process has been rarely examined at the stakeholder level. Furthermore, the role of personal values as one significant influence in trust formation has been under-researched. In this paper, we develop a contingency model for stakeholder trust formation based on the effects of stakeholder-specific vulnerability and personal values of the trustor. Using a factorial vignette methodology, we find that Schwartz’s (J Soc Issues 50:19–45, 1994) value set interacts with stakeholder roles so that trustworthiness signals of competence and character play differing roles during trust formation. These results inform stakeholder trust research, organizational trust research, and research in personal values. The research also informs managers tasked with rebuilding stakeholder trust in business.     

International business research: Trends and school rankings

Using 10 years of publication data (1995–2004) from four leading international business journals, we examine global patterns of international business research and school rankings. Although US institutions still lead in the international business research, non-US schools are making significant progress. Asian-Pacific and European schools are well represented among the schools that account for the most articles appearing in the four journals. International collaboration between scholars across the globe appears to enhance school ranking.     

Diversity and the starting salaries of undergraduate business school students

The authors treat racial diversity of the student body at both the college of business and the institutional level as an input into the undergraduate business school productive process, and find that diversity is positively related to improved student starting salary outcomes. The effects are meaningful—a 1-SD in increase in student racial diversity implies a six- to seven-place increase in salary rank among the 90 schools for which the authors have data.     

Early-stage business model experimentation and pivoting

Recent literature suggests entrepreneurs struggle to pivot—or fundamentally change aspects of their venture—due to identity-based resistance to change. Yet, when entrepreneurs receive negative feedback, overcoming this resistance may be important to pivoting their business model. We adopt a convergent, mixed methods research design to explore when and why some entrepreneurs overcome resistance to change in response to negative feedback during early-stage business model experimentation. Building upon qualitative data that we gathered and analyzed, we theorize entrepreneurs may resist pivoting their value proposition relative to other business model components despite receiving negative feedback on this aspect of their business model. However, we find three factors – entrepreneurial experience, startup mentoring, and team size – may enable entrepreneurs to pivot in response to negative feedback. We theorize that these factors broaden a startup team's perspective, enabling value proposition pivoting during early-stage business model experimentation. We test these relationships with quantitative data from 80 startups engaged in business model experimentation and find support across hypotheses. We contribute to understanding when and why entrepreneurs pivot aspects of their business models in response to negative feedback during early-stage business model experimentation.Executive summaryThe entrepreneurship literature suggests startups may benefit from experimentation and pivoting different parts of their business model in response to negative feedback from stakeholders (Andries et al., 2021; Camuffo et al., 2020; Shepherd and Gruber, 2021). In early stages of starting a new venture, a business model refers to a cognitive schema or belief about an activity system that could potentially create and capture value (Massa et al., 2017; Shepherd and Gruber, 2021). Business model experimentation is the process of testing assumptions underlying this potential business model and pivoting business model assumptions in response to negative feedback (Andries et al., 2013; McDonald and Eisenhardt, 2020; Leatherbee and Katila, 2020). Building upon prior literature, we define business model pivoting as a fundamental change to parts of the business model (Berends et al., 2021; Snihur and Clarysse, 2022; Shepherd and Gruber, 2021). Yet, literature also suggests founders often struggle to pivot assumptions despite negative feedback. Motives to preserve and protect certain assumptions relevant to founders' identities can interfere with pivoting (Grimes, 2018; Kirtley and O'Mahony, 2023; Zuzul and Tripsas, 2020). Despite the general understanding that founders struggle to change their ideas, however, the entrepreneurship literature currently lacks precise insight into when and why founders can overcome resistance to pivoting.In this research, we explore when and why startups pivot different parts of their business model. We do so within the context of early-stage business model experimentation, where founders explicitly state assumptions about different parts of their potential business model, test those assumptions against stakeholder feedback, and are encouraged to pivot business model components in response to negative feedback. Through a mixed methods research design, we find (1) founders tend to resist pivoting their value propositions relative to other parts of a business model in response to negative feedback; and (2) entrepreneurial experience, startup mentoring, and team size enables startups to overcome this resistance to pivoting in response to negative feedback. We theorize these factors broaden founders' perspectives (Warshay, 1962), contributing to a greater willingness to pivot during experimentation.We contribute to the literature on entrepreneurial pivoting by explaining nuanced variation in pivoting distinct business model components during experimentation. This contribution is important because it reveals that resistance to pivoting the business model may be more complex than previously thought. We also contribute to the literature at the nexus of business model experimentation and entrepreneurial cognition by finding that entrepreneurial experience, startup mentoring, and team size enable startups to pivot despite psychological resistance to pivoting in response to negative feedback because it broadens founders' perspectives. This insight is important theoretically because it advances what we know about enabling experimenting with business models under conditions of uncertainty. The research presented here has clear and important implications for practice. This research suggests founders often resist changing the value proposition versus other components of their business models in early stages of venture development. This resistance can impede experimentation and pivoting in response to negative feedback. To the extent founders want to broaden their perspective to enable pivoting their value propositions in response to negative feedback during early stages of venture development, our data suggest they may be able to do so by recruiting members with entrepreneurial experience on their team (or gain entrepreneurial experience themselves), engage frequently with startup mentors, and increase the size of their team. Overall, we view the breath of perspective that comes from experience and interactions with others as an advantage for entrepreneurs when experimenting with their business models during early stages of venture development.     

The commercialization of academic outputs in the administrative sciences: A multiple‐case study in a university‐based business school

Technology transfer, and its focus on research commercialization, is gaining popularity in all academic fields as a way to better demonstrate universities' external impacts. We conducted a multiple case‐study of three commercialization projects in Organizational Development, Information Technology, and Marketing, which took place in a university business school. We explored to what extent the technology transfer model of commercializing academic outputs could apply in business schools. We also examined its potential value compared to other ways of sharing academic expertise. Although the technology transfer approach appears to work, the three projects exhibited crucial characteristics that markedly differ from traditional technology transfer. Compared to other forms of knowledge uses, what makes research commercialization so attractive is that it is readily observable and traceable. However, it raises some fundamental questions about knowledge production and its use. Copyright © 2015 ASAC. Published by John Wiley & Sons, Ltd.     

To challenge the world view or to flow with it? Teaching sustainable development in business schools

This paper explores the fundamental question of what ‘responsibility’ means to different sets of world views adopted implicitly by business students. The exploration adopts the stakeholder theory and three subsets of the Friedman mentality to explain how individuals may value sustainability initiatives. Subsequently, it explores whether it is better to flow with the dominant economic‐driven world view as prescribed by the business school or to challenge it in order to cultivate business students with sustainability‐driven values. The conclusion highlights implications for business and management education, as well as the role of entrepreneurship to promote sustainability values.     

Context,values and moral dilemmas: Comparing the choices of business and law school students

Much has been written about the ethics and values of today's business student, but this research has generally been characterized by a variety of methodological shortcomings — the use of convenience samples, a failure to establish the relevance of comparison groups employed, attempts to understand behavior in terms of unidimensional values preselected by the researcher, and the lack of well-designed longitudinal studies. The research reported here addresses many of these concerns by comparing the values and ethical decision making behavior of a large cohort of students entering an M. B. A. program to students entering law school. Using the Rokeach value survey and several ethical decision making vignettes, significant differences were found between the two groups which have important implications for both the business and legal professions and the education of their future leaders.     

Accounting education,socialisation and the ethics of business

This study provides empirical evidence in relation to a growing body of literature concerned with the ‘socialisation’ effects of accounting and business education. A prevalent criticism within this literature is that accounting and business education in the United Kingdom and the United States, by assuming a ‘value‐neutral’ appearance, ignores the implicit ethical and moral assumptions by which it is underpinned. In particular, it has been noted that accounting and business education tends to prioritise the interests of shareholders above all other stakeholder groups. This paper reports on the results of a set of focus group interviews with both undergraduate accounting students and students commencing their training with a professional accounting body. The research explores their perceptions about the purpose of accounting and the objectives of business. The findings suggest that both university and professional students' views on these issues tend to be informed by an Anglo‐American shareholder discourse, whereby the needs of shareholders are prioritised. Moreover, this shareholder orientation appeared to be more pronounced for professional accounting students.     

Historical context and insights for criticisms of the 21st century business school

Many 21st century writers have articulated serious criticisms of the university-based business school. To have a complete understanding of the roots of these concerns and the viability of potential responses, we must see the business school in the context of the greater university—an institution with over 800 years of traditions and values. Seeing the 21st century university-based business school in this context informs us that many of the current-day criticisms are neither new nor unique to business schools. Without seeing the business school in this broader context, solutions offered by some critics are unlikely to gain sufficient traction to be successful. Fortunately, however, the lessons of history also provide the criteria for a solution that will succeed.     

Innovative ways of raising funds and adding value: A stakeholder approach to whole business securitization

Whole business (WB) securitization is a corporate fundraising strategy that allows companies to realize the full value of their operating assets in cooperation with their stakeholders. In a WB securitization, the company raises funds by issuing securitization bonds backed by its operating assets. A characteristic feature of this funding strategy is that it allows investors to impose operating conditions which obligate the company to develop its business strategy and operations. Hence, investors can influence the branding and customer service practices, as well as the stakeholder relationships of the company. Herein, we outline how managers of the securitized assets and investors can add value by adopting a stakeholder approach to whole business securitization.     

Corporate social responsibility research in international business journals: An author co-citation analysis

This paper aims to describe the development of research on corporate social responsibility in international business (IB) journals and to suggest future research directions. We conducted a bibliometric study of articles published in twelve leading international business journals over three decades in a longer time frame (1996–2015). Five research trends were found in IB journals: business ethics, integration of stakeholder management, the evolution of the CSR concept, the political and social demands of CSR, and the financial implications of CSR. Our results thus have several implications and suggest numerous opportunities for future research.     

Most cited business ethics publications: mapping the intellectual structure of business ethics studies in 2001–2008

This study explores the research paradigms of contemporary business ethics research in 2001–2008. With citation data from the top two business ethics journals included in the Social Sciences Citation Index, this study conducts citation and co‐citation analysis to identify the most important publications, scholars, and research themes in the business ethics area and then maps the intellectual structure of business ethics studies between 2001 and 2008. The results show that current business ethics studies cluster around four major research themes, including morality and social contract theory, ethical decision making, corporate social responsibility, and stakeholder theory. This study helps profile the invisible network of knowledge production in business ethics and provides important insights on current research paradigms of business ethics studies.     

Nongovernmental organizations as institutional actors in international business: theory and implications

Nongovernmental organizations (NGOs) have emerged as major actors in international business. NGOs have assumed a particularly prominent role in influencing the interaction between business and governments over the terms of international business rules, norms, and practices, especially the conditions applied to international investment projects. In this paper, we argue that the rise of NGOs as important institutional actors requires new perspectives on state–firm interactions in an era of increasing globalization. Host governments and multinational corporations (MNCs) must now critically assess the potential impact of nongovernmental actors on investment plans and projects. Drawing from institutional, agency, and stakeholder theory, we develop a model to help organizations evaluate and assess the relative importance of NGOs to the stability and longevity of international investment projects and the emergent impact of NGOs on investment projects at different stages of the investment cycle. We use the specific circumstance of infrastructure privatization and state-owned enterprise restructuring to demonstrate the potential value of this perspective to MNCs and host governments. We suggest this approach is also useful in evaluating classes of other stakeholders, and in examining other situations in which governments, companies, and NGOs negotiate over the terms of international business exchanges.     

The lessons from stakeholder theory for U.S. business leaders

It has been 20 years since Freeman [Freeman, R. E. (1984). Strategic management: A stakeholder approach. Marshfield, MA: Pittman Publishing.] first proposed his stakeholder approach to strategic management, which stated that corporations must consider the needs and demands not only of their shareholders but also those of a wide range of other external constituencies, or “stakeholders.” Examples of stakeholders include customers, employees, suppliers, and communities. Freeman's theory has generated an extensive body of research, including not only the efforts of the management researchers who have tested, revised, and refined the theory, but also the views of corporate executives who have used the stakeholder approach in their strategic planning. This article, based upon a review of that literature, identifies five important lessons from the stakeholder model for today's business leaders. These lessons are particularly timely, given the inappropriate behavior that has occurred in the business world during recent years.     

Coronavirus and international business: An entrepreneurial ecosystem perspective

Covid‐19 (Coronavirus) is a health pandemic that has significantly affected the global economy and fundamentally changed society. The impacts of coronavirus are most apparent at the international business level due to the restrictions on travel and mobility of labor. This has necessitated an entrepreneurial outlook for businesses in order to survive in the current market environment. The aim of this article is to discuss the implications of the coronavirus for international business by taking an entrepreneurial ecosystem point of view. This enables a reflection on how the pandemic has impacted various entities of the ecosystem in terms of stakeholder engagement. Suggestions for acting in a more dynamic and innovative manner are provided that highlight the importance of utilizing entrepreneurial ecosystems in times of crises.     

Measuring business school faculty perceptions of student cheating

Dealing with academic dishonesty remains an ongoing issue for business school faculty. In this study, using an online survey, the authors examined responses of 233 business school faculty from a Tier 1 Association to Advance Collegiate Schools of Business–accredited university and measured their perceptions of undergraduate cheating and reporting of such behavior. Study results showed promise for measuring 3 types of cheating behavior scales: paper based, internet based, and direct exam. Faculty who formally reported a cheating incident perceived a higher general cheating problem, and higher levels of paper-based, internet-based, and direct exam cheating than the faculty who had never reported a student.     

The attitudes of business majors toward the teaching of business ethics

Business majors were tested for their attitudes toward the teaching of business ethics in university business education. Respondents indicated that they considered ethics an important part of a business curriculum and that they preferred integrating ethics into a number of different courses rather than taking a separate compulsory or elective ethics course. Ethical business practices were seen by respondents as increasing profit and return on investment and creating a positive work environment and public perception of the organization.Karen Stewart is an Assistant Professor at Richard Stockton College of New Jersey. She has taught undergraduate business courses for over ten years and has published in the areas of educational marketing, business school accreditation, marketing by nonprofit agencies, and business ethics.Linda Felicetti is a Professor of Marketing at Clarion University of Pennsylvania. She has published in the areas of retailing, educational marketing, marketing of nonprofit organizations, and business ethics.Scott A. Kuehn is an Assistant Professor in the Department of Communication at Clarion University of Pennsylvania. He earned his Ph.D. in Communication in 1987. His research interests include the study of computer communication and the educational application of computers in higher education.