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.     

Revamping MBA programs for global competitiveness

World-wide, the MBA has become one of the most popular academic qualifications. In recent years, doubts have been raised regarding worth of the MBA degree, at least in its present form. This article examines the broad trends shaping business education and recommends how MBA curricula might be redesigned to make students globally aware, and be effective in the midst of global competition. Our focus here is on meeting future essential business needs that today's schools fail to sufficiently address. Although MBA education is at a crossroads, change will not be easy, as MBA education represents a sizeable global ‘industry.’ We conclude by listing issues which may be examined to make the change feasible.     

Getting what we wish for: The realities of business education for a global economy

Business schools around the world have embraced globalization and, as a result, attempted to attract international students to their programs. Teaching diverse student groups has many advantages, but is not without its challenges, including cultural differences in educational expectations and student self-efficacy. The goal of this article is to suggest that we can create plans and activities capable of helping Asian students adapt more quickly to the expectations of Western education. We herein describe Rotterdam Business School's experiences in working with a diverse—mainly Asian—population of students, focusing on strategies that may assist them in adapting to the expectations of the global business school classroom.     

E‐commerce: consumer protection issues and implications for research and education

The impact of e‐commerce on consumers, public policy, business and education is examined. It behoves academics and students alike to keep abreast of new developments in this field and to contribute to the public debate on the widespread effects of e‐commerce. A discussion of public policy initiatives, research questions and ideas for future research are given.     

A cluster analysis of highly productive business and management education scholars

The authors examined the publications and impact of highly productive business and management education (BME) scholars across the business disciplines of accounting, economics, finance, information systems, management, marketing, and operations management. Results from a hierarchical cluster analysis revealed five clusters of scholars: leading BME Scholars, leading discipline-focused BME scholars, high-profile BME scholars, focused BME scholars, and recognized BME scholars. The article includes a discussion of findings and their implications for BME scholarship, future BME scholars, and business schools.     

高职院校校史馆育人功能的发挥障碍及其解决

高职院校校史馆担负传承优良传统、宣讲校情校史、表彰优秀教师、记录优秀校友、呈现职教魅力的基本职能,发挥承载集体记忆、弘扬学校精神、倡导端正教风、宣扬奋斗品格、熔铸职业精神的育人功能。然而,这些功能受制于版面、板块,场地、时段,途径、方法等因素,面对育人内容少、育人频次低、育人层面窄三重障碍。有鉴于此,应通过明确办馆目的,凸显职教宗旨、创新办馆思路,强化育人主题、优化管理方式,提升育人效能来清除障碍。     

浅谈高校教学管理的信息化建设

随着信息技术的发展和普及,信息化建设越来越受到高校教学管理者的关注。分析了当前高校教学管理信息化建设的现状及存在的问题,针对这些问题,提出了推进高校教学管理信息化建设工作的对策措施。     

我国企业开展B2B电子商务面临的问题与对策

本文首先介绍了B2B电子商务的涵义及竞争优势,其次在分析我国企业参与B2B电子商务现状的基础上,从培育网上市场、发展B2B中介服务网站和完善电子商务环境三个方面探讨我国企业开展B2B 电子商务面临的问题与对策。     

西方轻商思想的历史演变及其与中国的比较

古希腊罗马的哲学家认为商业是一种卑贱的职业,不能创造新的财富,应由最下等的人来从事。他们的轻商观念对西方社会产生了深远影响。中世纪西欧社会在宗教神学的笼罩下,将商人的逐利行为斥为罪孽。商业由那些被认为下等的外来人或失去土地的流浪人来从事。但中世纪松散的社会结构又为商业留下了发展空间。商业经济的发展瓦解了西欧的封建制度,民族国家随之兴起,并迎来了重商主义时代。开展海外贸易的商人赢得了尊敬,但国内贸易依然受歧视,因为重商主义并不“重商”,认为贸易是零和游戏。重商主义之后,轻商观念逐渐被消除,但西方形成的经济学研究传统并未使商业成为重要的研究对象。与西欧相比,中国的轻商思想更加根深蒂固,因为森严的封建等级制度没有给商业的壮大留足空间。轻商思想与抑商政策合二为一限制了商业的发展,因而中国没有形成如同西欧那样强大的商人阶层。     

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.