中国情境下的哈佛案例教学法：多案例比较研究

本文从价值链模型和资源基础观出发,分析了哈佛案例教学法的价值活动结构与特征、作用机制及该模式的系统性和难模仿性。通过四个案例的比较研究,揭示了中国情境下的MBA管理教育中,有经验的教师如何根据中国的环境和学员情况,在学习哈佛模式的基础上,在案例来源与选择、组织方式、课堂讨论、教师总结等方面进行一系列替代和创新性活动,以取得较好的教学效果。研究表明,中国MBA管理教育中运用哈佛案例教学法必须在坚持、替代和创新中达到平衡。论文提出了国内教师在MBA教育中运用案例教学法的一个假说性的综合框架,并提出了相应的管理政策建议和进一步的研究展望。     

Explaining influences on career ‘choice’: the case of MBA students in comparative perspective

This study explores the micro-individual, meso-institutional and relational and macro-structural level influences on career choices of MBA students from three countries, questioning the apparent dominance of ‘free choice’ in the context of persistent forms of structural constraints in career markets. The paper takes a critical perspective on career ‘choice’, acknowledging the contested nature of ‘choice’ and identifying career as a socially and historically situated phenomenon. The central hypothesis of the study is that ‘it is more likely for the MBA students to report micro-agentic or meso-instutional and relational rather than macro-structural conditions as key influences on their career choices’. The study draws on the findings of a cross-national survey on careers involving Britain, Israel and Turkey. Findings show that MBA students consider the impact of structural conditions as less significant on their career choices than their own human capital and capacity to make free choices. The study provides an understanding of the main cross-national similarities and differences in reporting of influences on career ‘choice’, and brings to bare interesting theoretical and methodological insights.     

Assessing ethics education needs in the MBA program

A methodology for assessing ethics educationneeds in a Masters of Business Administration(MBA) program is proposed and applied at oneinstitution by comparing the ethical judgmentof MBA and MPA (Masters of PublicAdministration) students over a variety ofbusiness scenarios. Implications are discussedfor ethics education and its assessment in thisand other MBA programs. MPAs were chosen asthe comparison group because their education,organizational knowledge, and work experienceare expected to promote reasonable judgments. They were also selected because future negativeconsequences are likely from an ethics gapbetween MBA and MPA graduates. MBAs were lesscritical in the current study, and were alsomore likely to report reliance on egoism, aprinciple strongly associated with greatertolerance of the practices described. Anadditional factor, however, appeared tocontribute to the MBAs' less critical judgment. Ethical decision-making models suggest thisfactor was ethical perception. Suggestions aremade for modifying ethical principles andperceptions where indicated. Decision makersare urged to assess ethics education needs intheir own MBA programs, particularly if theyhave not added significant ethical content totheir curricula.     

A Reply to “Business Marketing in Master's Programs: A Part of the Fabric”, But What If the Suit Differs?

ABSTRACT

In this reply to James Narus, James Anderson and Earl Honeycutt (NAH) we elaborate on the journey, a 25-year process, in teaching Business Marketing at Ivey. We further discuss the goal to elevate Business Marketing knowledge in the core of the program, rather than to build a strong specialization in the area. Inspired by NAH's reply, we then comment on the root causes of lack of progress at some schools in bringing more Business Marketing into master's programs, and we address the question, “What about those schools where the characteristics are different from Ivey, i.e., how far can our ideas be generalized?”     

工商管理专业学生人才培养面临的机遇和挑战

社会变化的来势会汹涌澎湃,个人及团体的抱负和愿望将会继续加强,当考虑未来的管理活动以及怎样通过教育加强管理活动时,我们必须认清等待我们的是怎样的未来。只从当前形势着眼来谈工商管理专业人才培养在教学内容和课程设置、教学方法等方面存在很多问题,集中体现为学生能力的欠缺和能力发不均衡,培养人才教育要考虑未来的管理活动以及怎样通过教育加强管理活动,我们需要预测以后的就业形式,必须密切关注市场人才需求,以能力培养为突破口,按照知识经济发展趋势和工商管理教育的发展规律进行改革的机遇和挑战。     

A Global MBA for Tomorrow's Global Business Leaders

Abstract

Traditional IB programs have received mixed reviews from the corporate world. With this in mind, the Suffolk GMBA was benchmarked against the leading international business programs. The Suffolk GMBA was designed to be different and to ascertain the global environment in which business operates. A unique feature of the GMBA curriculum detailed in this article is the combination of Boston's international business locational advantage with functional integration of the many disciplines that make international business unique. Borrowing components from the fields of economics, government and politics, finance, marketing, ethics, and law, a curriculum matrix was developed identifying and sequencing the key topics to be taught. The authors also explain potential pitfalls and outline a model which can be successfully implemented in other graduate international business programs. This program is shaping the thoughts and actions of tomorrow's global business leaders through its integrative decision-making framework of global perspectives and competencies.     

功过是非:MBA教育反思

MBA教育是为企业、社会和国家培养管理型人才,其教育内容应该注重伦理道德、文化心理以及法律规范的熏陶,以促进整个社会的合作;然而,商业主义膨胀却使得MBA教育日益功利化和实用化,蜕化为一门服务于个人发财的技术训练学科.相应地,当前MBA教育出来的往往是缺乏社会性的"MBA人",其行为和管理方式都是为了提高特定个体或群体的利益而不是增进整个组织的有效性,从而强化社会的冲突而非合作.因此,人文性的不足正是MBA教育中的症结所在,它将现代管理引向一个严峻困境.     

从产业层面对经济发展三大潮流的贯通把握——评《当代产业的知识化与生态化》

创新精神和能力的培养是MBA教育的灵魂和目标 ,本文从明确案例教学在MBA教育中的地位入手 ,通过分析国外知名商学院案例教学的发展过程及在我国的应用现状 ,提出建立培养跨世纪管理人才的案例教学理论体系的总体思路 ,并分析了建立适合国情的典型案例库的具体方法。     

How relevant is the MBA: A revisit

The master of business administration (MBA) is the centerpiece of management education and holds the promise of systematically preparing its graduates for their managerial roles. However, there is escalating criticism that MBA programs are losing their relevance based on empirical evidence that competencies indicated by managers to be most critical are least represented in core MBA curricula. The authors re-examine the evidence and argue that the misalignment appears to be overstated. Consideration for relevance in preparing graduates for managerial roles needs to consider not only curricula, but also actual learning, social capital from the alumni network, and the signaling effect of graduating from an MBA program.