The early emergence of European commercial education in the nineteenth century: Insights from higher engineering schools

The setting of European commercial education has traditionally been addressed with reference to higher schools of commerce and faculties of business. This has not taken into account empirical evidence showing that, historically, higher engineering schools also offered a mixed education in mercantile and technical subjects to students who wanted to devote themselves to business. However, this type of schooling has received little attention. This article investigates how commercial departments from higher engineering schools constituted an initial, yet ephemeral, public attempt to build an engineering model of commercial education that closely combined mercantile and technical instruction well before the twentieth century.     

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.     

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.     

Introducing Practical Wisdom in Business Schools

This article echoes those voices that demand new approaches and ‹senses’ for management education and business programs. Much of the article is focused on showing that the polemic about the educative model of business schools has moral and epistemological foundations and opens up the debate over the type of knowledge that practitioners need to possess in order to manage organizations, and how this knowledge can be taught in management programs. The article attempts to highlight the moral dimension of management through a reinterpretation of the Aristotelian concept of practical wisdom. I defend the ideas that management is never morally neutral and that Aristotelian practical wisdom allows the recovery of moral considerations in management practice. I analyze the impact and implications that the introduction of practical wisdom in business schools entails for the conception and objectives of management education. This view reconfigures management education in terms of attention to values, virtues and context. Therefore, management programmes should prepare students to critically evaluate what they hear and to make decisions coherent with their values and virtues. In the final section, I reflect on the pedagogical implications of this approach. I point out that an integrated model of ethics and practical wisdom promotes education of cognition and education of affect as well. I provide an example to illustrate my perspective and to support my conclusions.     

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 Business Ethics of Jamsetji Nusserwanji Tata – A Forerunner in Promoting Stakeholder Welfare

This article examines the business practices of Jamsetji Nusserwanji Tata, the founder the Tata group of business in India in the 19th century, from the perspective of stakeholder welfare. Jamsetji Nusserwanji Tata was concerned about the welfare of all major stakeholder constituents. His business practices promoted the welfare of employees, customers, society, owners, competitors, environment and other stakeholders. He implemented several measures even before law mandated them thus acting as a forerunner in promoting stakeholder welfare. His business plans became the foundation for an economically strong India. This article, after an initial overview of the stakeholder framework, describes the business practices of Jamsetji Nusserwanji Tata with regard to major stakeholder constituents. Relevant research findings regarding each stakeholder constituent studied have been cited to show that the practices of Jamsetji Nusserwanji Tata have relevance to business even today. The author humbly dedicates the article to Bhagawan Sri Sathya Sai Baba, the Revered Chancellor of Sri Sathya Sai University, Prasanthinilayam, India.     

Business Teaching in the Era of Perestroika

The reform of economy has brought the problem of training personnel quickly for the requirements of market economy in the Soviet Union. Because marketing, especially international marketink education has been a neglected, or occasionally even prohibited side of economic education it has a real demand. But this should not lead to the overemphasis of this area at the expense of other sides of business education. Against this background, I shall try to describe some basic issues of developing higher business teaching in the Soviet Union. Because of the shortages in eeneral business education and its importance even from the viewpoint of teaching in international business, I start with the general issues and deal with international business teaching later. Most arguments raised concern analogously the smaller Eastern European countries, too.     

Branding before the brand: Marks,imitations and counterfeits in pre-modern Europe

Abstract

This article aims to analyse the practices of branding adopted in the European pre-modern economy in order to communicate information about the product to the consumer. It examines the nature and function of master’s marks and collective marks and their interaction with processes of imitation and counterfeiting, and takes a stance in the debate on the origins of the modern brand, arguing in favour of the thesis that early forms of brand may be found only in the economic context of the eighteenth century and not before.     

Economic relations between the EU and East Asia: Past, present and future

Present economic linkages between the European Union and East Asia are relatively underdeveloped despite the fact that a number of EU member states have deep historical associations within the region. It is imperative that EU business engages itself more intensively in East Asia if Europe is not to become marginalised in an emergent “Pacific century”. *** DIRECT SUPPORT *** A02GP109 00002     

Internationalization of MBA Program in Asia-Pacific

Abstract

With the global village becoming a reality, efforts at the internationalization of business education have ceased to be merely fashionable. The internationalization of business education has become an increasing relevant and important goal for business schools. Most of the efforts have been focused at the internationalization of MBA programs as this is the level of business education targeted at the training of middle management personnel, for whom the creation of a global mindset and the exposure to the international realm of business would have the most immediate effect. With the Asia-Pacific becoming a major arena of international trade and business in what has been called the Pacific century, the internationalization of MBA programs in Asia is of great interest as most of the efforts at internationalization of MBA programs have taken place in developed countries, with much of the literature being about the North America and European experience. Little is known about the MBA programs offered in Asia and their internationalization. This paper provides some insights on the internationalization efforts at the Nanyang Business School (NBS), Singapore. The experience at the NBS is unique because its efforts at internationalization have coincided with government policy initiatives in encouraging Singapore businesses to extend their operations into countries of the region. The paper provides some lessons from the experiences at regionalizing the MBA programs in China, India and the transitional economies of Vietnam, Myanmar and Cambodia. Apart from the admission of international participants to its programs and the changes to its Business Study Missions, new initiatives have been introduced in the form of the MBA in International Business. The paper also explores other future initiatives for the internationalization of MBA programs in Asia-Pacific.     

An Early Academic Enterprise: A Study of Technology Transfer

This article examines the foreign influence on the education of Norwegian business managers before 1940. As in other Scandinavian countries, Norwegian educational institutions were strongly inspired by German models. However, the first Norwegian business school was not established until 1936, and this study examines how managers were educated when institutions were weakly developed. It is argued that an efficient use of foreign institutions to train managers more than compensated for the lack of domestic institutions. This system of combining national and foreign educational institutions is related to the debate on the links between educational systems and economic development.     

The Operations of the Brecon Old Bank of Wilkins & Co. 1778–1890

This article surveys the specialist accounting history literature and utilises primary sources relating to the development and application of cost and management accounting in British industry before 1850. After explaining the purpose of cost and management accounting and outlining their principal features, the findings of various studies of individual firms and industries are described and analysed. It is shown that the findings of accounting historians adds to the business historian's understanding of the development of managerial practices, and that there is sufficient evidence that businessmen were cost-conscious and utilised costing data for planning, control and decision-making purposes from the sixteenth century to challenge the established view of lack of progress in these forms of accounting before the late nineteenth century.     

美洲白银与欧洲价格革命

一般认为16世纪欧洲发生的“价格革命”是由于美洲白银输入所引起的。其实不然。欧洲“价格革命”在美洲白银到来之前就已经发生了，其根本原因是欧洲经济发展有限，尤其是粮食不足，不能适应人口增长的需要。美洲白银的输入促进了欧洲社会经济的发展，加强了欧洲在亚洲贸易中的实力，进一步强化了东西方的经济联系。     

The Economic Significance of the Film Business: An Empirical Analysis of the Italian Market

Most studies indicate Hollywood's economic and financial leadership in the movie markets from the 1910s onward. There is a shortfall in the literature concerning the analysis of the efficacy of other minor film industries. This article examines the Italian film industry in the 1990s and beginning of the twenty‐first century. The research suggests that the Italian film industry is very risky and unpredictable, but while the extreme uncertainty surrounding the business is offset by the considerable economic success that Hollywood movies achieve at the box office, as indicated by previous literature contributions, a different business scenario emerges in Italy. The value of this article is first represented by the data used—provided by the Osservatorio of Cinecittà—which is unique and has not been published before. © 2016 Wiley Periodicals, Inc.     

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.     

Transatlantic business ethics

The Business Ethics Center of the Budapest University of Economic Sciences organized a Transatlantic Business Ethics Summit on September 15–17, 2000 in Budapest, Hungary. The Summit was sponsored by the Community of European Management Schools (CEMS) and Procter & Gamble.
The main function of the Summit was to provide a forum for leading American and European scholars to explore the background theories and value bases of business ethics from the perspective of the 21st century. The participants reflected on the state of the art of business ethics as it has been practised in the USA and Europe; however, the future of business ethics as a discipline was the main focus of the Summit. Since business ethics is closely related to business and capitalism, some considerations of the 21st century economic, political, and social reality were presented too. The paper is based on and composed from the abstracts provided by the participants of the Transatlantic Business Ethics Summit. The abstract booklet can be obtained from Laszlo Zsolnai, the Convenor of the Summit.     

Best practices to increase racial diversity in business schools: What actually works according to a nationwide survey of business schools

Many scholarly works have identified potential strategies for hiring underrepresented minority faculty members. However, no known nationwide study of business schools has explored whether these various strategies are associated with more faculty diversity. The authors explored best practices in corporations and higher education in the following areas: diversity priorities, strategic planning, outreach to underrepresented minority communities, administrative structures, and diversity training. The nationwide survey of business school deans showed that authority structures, which have proven to work in business, also are effective in academia. Similar to business results, training programs by themselves do not seem to be effective in increasing diversity.     

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.     

Big business in the Russian empire: A European perspective

This paper presents an inventory of the largest private companies in the Russian Empire in 1914, and their comparison to the largest contemporary British, German, and French companies identified by Youssef Cassis as ‘big business’. It focusses on three questions. First, how big was big business in Russia from a European perspective? Second, how did the structure of big business in Russia compare to that of other large European economies? And finally, how did foreign entrepreneurship appear in Russian big business? Drawing on new empirical evidence, it contributes to the discussion on the ‘backward’ and ‘peripheral’ character of the Russian economy before the First World War.     

Adult consumer education across Europe – redressing the market or reaching the vulnerable consumer

Consumer education is an important EU and United Nations priority. In most countries’ formal education systems, it is not a single discipline in its own right, but a cross‐curricular subject involving many areas of the school curriculum. Adult consumers are expected to be critical and informed consumers but may not know how to acquire the appropriate skills. The formal school system in many countries has failed to deliver these skills and values and adults need consumer education through both formal and informal means. With increasingly varied societies consumer education will help to produce active socially responsible citizens and citizenship is an essential element of the delivery of consumer education to adults. It is particularly important that consumer education should reach the vulnerable groups in society. Increasing globalisation and business power necessitate ethical and sustainable business practices; an informed, educated and empowered consumer will strengthen the market place to the benefit of both consumers and business. Unlike school education, adult education across Europe is fragmented with a mixture of formal education, including training for vocational qualifications, continuing and community education, and informal education, an essential contributor to life‐long learning delivered through media, women's groups, consumer groups and many other large and small organisations. The issues have been addressed by the EU Socrates supported CEA (Consumer Education for Adults) project which has 10 partners from 7 European countries drawn from non‐government organisations, teacher training and adult education institutions, universities and research institutes. The project has produced a training manual for adult consumer education, a training module, piloted in Vienna, which includes a handbook of teaching materials and a video, and has initiated a dialogue between consumers, consumer educators, business and producers.