We have assembled a distinguished international panel of leaders and scholars in management education whose contributions reflect diverse perspectives on management theory and practice. Gerald Ferris and his associates conceptualize political skill to include self and social astuteness, influence and control, networking and building social capital, and genuineness/sincerity. Their chapter describes methods for developing and shaping such skills. Nick Nissley examines how arts-based learning is informing the practice of management education. How artful ways of knowing are being practiced in organizations. Anne McCarthy and associates provide a cutting-edge balanced assessment of both service learning theory and its current practice. Godshalk and Foster-Curtis present four models of online MBA curricula focused on part-time students including curricular issues, technology requirements, and funding and institutional commitment requirements for each model. Sabine Seufert examines eLearning models of web-based education and web education support services. Her chapter offers a breathtaking, panoramic view of six landscapes for eLearning business models and best practices emerging from both the corporate and academic sectors. Eric Dent's chapter is a thought-provoking critique of doctoral education and innovative suggestions for developing doctoral programs more attuned to the learning requirements of executive managers seeking doctoral education. Tom Moore examines competition within the market for executive education and observes how three sets of rivals have enjoyed distinctive market place perceptions. Antonacopoulou penetratingly critiques the confusion of training with learning in management education. Reed examines the processes of globalization and how their effects should be incorporated into management education.
The Handbook of 21st Century Management provides authoritative insight into the key issues for students in college or corporate courses with a particular emphasis on the current structure of the topic in the literature, key threads of discussion and research on the topic, and emerging trends. This resource is useful in structuring exciting and meaningful papers and presentations and assists readers in deciding on management areas to take elective coursework in or to orient themselves towards for a career. Indeed, familiarity with many of the topics in this Handbook would be very useful in job interviews for positions in business.
The position and role of the business school and its educational programmes have become increasingly prominent, yet also questioned and contested. What management education entails, and how it is enacted, has become a matter of profound concern in the field of higher education and, more generally, for the development of the organized world. Drawing upon the humanities and social sciences, The Routledge Companion to Reinventing Management Education imagines a different and better education offered to students of management, entrepreneurship and organization studies. It is an intervention into the debates on what is taught and how learning takes place, demonstrating both the potential and the limits of what the humanities and social sciences can do for management education. Divided into six sections, the book traces the history and theory of management education, reimagining central educational principles and outlining an emerging practice-based approach. With an international cast of authors, The Routledge Companion to Reinventing Management Education has been written for contemporary and future educators and for students and scholars who seek to make a difference through their practice.
Being and Becoming a Management Education Scholar is a volume that is comprised of reports by the scholars leading the main research publication venues in the discipline of management on what it takes to succeed in academic management education and development scholarship, presenting perspectives on the opportunities, constraints and requirements of contemporary research in management education. Issues that are discussed in this volume include: the changing career implications of coming to be a researcher on management education rather than on management topics, leveraging leadership roles in management education scholarship and its venues including journals, book series, handbooks, textbooks and scholarly societies. The chapter authors address these issues through research grounded in personal biography, institutional history, and critical reflection.
Questions about the status, identity and legitimacy of business schools in the modern university system continue to stimulate debate amongst deans, educational policy makers and commentators. In this book, three world experts share their critical insights on management education and new business school models in the USA, Europe and Asia, on designing the business school of the future, and how to make it work. They look at how the business school is changing and focus in particular on emergent global challenges and innovations in curricula, professional roles, pedagogy, uses of technology and organisational delineations. Set within the context of a wider discussion about management as a profession, the authors provide a systematic, historical perspective, analysing major trends in business school models, and reviewing a wealth of current literature, to provide an informed and unique perspective that is firmly grounded in practical and experimental analysis.
Explains how curricula should be streamlined and rejuvenated to ensure a high level of integrity in management education, providing numerous examples of new tools, teaching methods, integrity sensitization and development exercises and ethical management education assessment approaches.
With an expanding awareness of the challenges of sustainability, featured more in the daily news than in higher education textbooks, scholars and faculty have been called to connect their syllabi to the ‘real world’. This book doesn’t just offer the ‘why’; it offers the ‘how’ through presenting the definition and model of the ‘sustainability mindset’ to help educators frame curricula to facilitate broad and deep systemic learning among current and future leaders. A sustainability mindset is intended to help individuals analyze complex management challenges and generate truly innovative solutions. The sustainability mindset breaks away from traditional management disciplinary silos by integrating management ethics, entrepreneurship, environmental studies, systems thinking, self-awareness and spirituality within the dimensional contexts of thinking (knowledge), being (values) and doing (competency). This book is aimed at professors, faculty members, instructors, teaching assistants, researchers and doctoral students in higher learning management education programs. Chapter contributors are all teaching professionals from programs around the world, who have been doing research and creating curricula, assessments, tools, and more for the students in their classes, and the book will be globally applicable.
For more than a century management education has fostered the development of leaders of many of the world's industrial successes with their immense creation of output that we now see as unsustainable. If we wish to avoid a time of tumultuous environmental crises in the global ecosystem management education must move more to being part of the solution, rather than of the problem. The task of transforming management education to contribute to the challenge of moving to global sustainability is upon us. Management Education for Global Sustainability provides a diverse and extensive set of perspectives on how management education can be transformed to be a significant part of the solution to the sustainability problem that business and other sectors of our world must grapple with. The spectrum of current integration of managing for sustainability into business school curricula is provided. A review of the current status sustainability oriented business degree options is completed. Approaches from around the world including China are offered. Management Education approaches through systems thinking, art, and stakeholder's theory are parsed. Specific examples of notable programs are covered, sustainable entrepreneurship for instance. A series of reports on program and institutional level initiatives that have been very successful are described. A new MBA program with a major in sustainability, integrating ocean science courses, is considered. Programs with action learning projects and industry concentrations as core elements will be analyzed. The sense of deeper purpose vibrancy and developing authentic relationships in management education for global sustainability is robust throughout this volume.
The scholarship of management teaching and learning has established itself as a field in its own right and this benchmark handbook is the first to provide an account of the discipline. Original chapters from leading international academics identify the key issues and map out where the discipline is going. Each chapter provides a comprehensive and critical overview of the given topic area, highlights current debates and reviews the emerging research agenda. Chapters embrace the study of organizations as a whole, the concepts of individual and collective learning, the delivery of formal management education and the facilitation of management development. Through consideration of these themes the Handbook analyzes, promotes and critiques the contribution of management learning, education and development to management understanding. It will be an invaluable point of reference for all students and researchers interested in broadening their understanding of this exciting and dynamic new field.
This fifth volume in our book series on Research in Management Education and Development (Information Age Publishing) is devoted toward an empirical and conceptual examination of some long-standing criticisms of graduate management education. This volume also showcases a wide variety of innovative experiments in new visions of Master’s level graduate management education. We draw upon a rich array of USA and non-USA scholars and empirical sources in this volume and we are most grateful to our volume’s distinguished academic contributors for sustaining our book series aspiration to both reflect upon and shape innovative thinking and practice on important issues of management education and development. The over-arching theme in each chapter is the need for each innovation to be integrated within the larger body of curriculum, program structures and pedagogic practices of the innovative Business School and its overall management education curriculum. Piecemeal and stand-alone versions of each innovation are seen more as pilots for early stage demonstration of the value of the innovation. Each chapter argues for a more holistic approach to embedding each innovation within the fabric of the entire business school and graduate management education enterprise. This call for holistic, integrative approaches to graduate management education is amply demonstrated in many chapters of this volume and we sincerely hope that you will find some inspiration in the forthcoming pages for furthering your own educational vision.
Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes reports on innovative approaches taken in universities in a number of nations of their experience in bringing together learning in courses with learning in co- and extracurricular activities.