Dameron / Durand The Future of Management Education

Volume 1: Challenges facing Business Schools around the World
1. Auflage 2017
ISBN: 978-1-137-56091-9
Verlag: Palgrave Macmillan UK
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 426 Seiten

Reihe: Business and Management

This book discusses the new challenges facing Business Schools around the world with potential scenarios that may be envisioned for 2030 and strategies for stakeholders. Based on documented descriptions of competitive dynamics in the 'business' of business schools in a variety of countries, the authors highlight the fact that the 'industry' of management education is going through major changes such as new governance and business models, mergers and acquisitions, internationalization of faculty and students coexisting with entrenchment in local markets, ever more needs for financial resources, development of distant and blended learning, and increasing pressure for research output to boost rankings. With concerns surrounding the sustainability of current trends in faculty salary inflation, social acceptability of higher fees, cost of distance learning and the risk of an academic-industry divide around knowledge produced by management research, The Future of Management Education develops an analysis of business models and institution regulation. The two volumes cover the context of Business Schools in ten countries and grapples with the challenges they currently face. They specifically discuss foresight scenarios and strategic implications for stakeholders (Deans, faculty, students, prospective students, alumni, local businesses, corporations, government, accreditation bodies).

Stéphanie Dameron is Professor of Strategic Management at Paris Dauphine University, France, where she runs the Chair 'Strategy and Competitive Intelligence'. She has been a Board member of Paris Dauphine University since 2012 and a member of the Supervisory Board of the ESSEC business school since 2016. Professor Dameron is the former chair of the French Academy of Management (2012-2014) and previously held the positions of Associate Editor of the British Journal of Management (2011-2015) and Associate Editor of the European Management Review in 2014. She was elected as Program chair of the Strategic Management Society's Strategy Practice Interest Group in 2014. Thomas Durand is Professor and Chair of Strategic Management at Cnam Paris, France. Professor Durand is a Fellow of the European Academy of Management (Euram), founding member of the European Institute for Technology and Innovation Management (EITIM), former president of both the International Association of Strategic management (AIMS) and the French Society of Management (SFM). He has published extensively in business strategy and innovation management. He was at Centrale Paris for 30 years and taught at HEC, INSEAD, Dauphine, the Stockholm School of Economics or Chalmers. He has an extensive experience in executive education. They jointly co-authored and co-edited The Future of Business Schools: Scenarios and Strategies for 2020 (Palgrave Macmillan, 2008).

Autoren/Hrsg.

Dameron, Stéphanie

Durand, Thomas

Inhaltsverzeichnis

1;Contents;5
2;Notes on Contributors;7
3;List of Figures;13
4;List of Tables;16
5;1: Trends and Challenges in Management Education around the World;21
5.1; The Role of Business in Society and the Booming of Tertiary Education in Management Around the World;22
5.2; Management Education is Increasingly Subject to External Evaluation Conducted by Third Parties. How to Deal with This Market of External Evaluation?;23
5.3; The Business Model of Business Schools Built on Funding and Reputation is at Risk. The Search for More Revenues;27
5.4; A Dividing Line May Increasingly Split Management Faculty. How to Ensure the Quality and the Relevance of the Management Knowledge?;31
5.5; Competition Among Business Schools Across the World is Changing with Transnational Offerings and Brain Drain: How to Compete in an Increasingly International Arena?;33
5.6; Distance and Blended Learning, and Other Innovations in Management Education;36
5.7; The Development of Private Companies Running Management Education for Profit;38
5.8; Summary of Challenges Facing Business Schools;40
5.9;Bibliography;41
6;2: Higher Education in Management: The Case of the United States;42
6.1; The History of Management Education in the United States of America;42
6.2; The Supply Side of Higher Education in Business in the USA;44
6.2.1; Main Suppliers of Business Education;44
6.2.1.1; Private Institutions;45
6.2.1.2; Public Institutions;45
6.2.1.3; Public University Systems at the Individual State Level;46
6.2.1.4; Distribution of Institutional Governance, Business School Accreditation and Data Sources;47
6.2.2; Typical Programs Offered;49
6.2.3; Development of Current Pedagogy;51
6.2.4; Business Models of Business Schools;53
6.3; Faculty in Higher Education in Business in the USA;59
6.3.1; Demographics;59
6.3.1.1; Gender;60
6.3.1.2; Ethnicity/Race;60
6.3.1.3; The PhD Project;62
6.3.2; PhD Requirements;63
6.3.3; Faculty Career Paths;66
6.3.3.1; Non-Tenure-Track Faculty Positions;69
6.3.3.2; The Tenure Track: Expectations and Assessment;70
6.3.4; Teaching Loads and Other Workload Components;71
6.3.5; Remuneration of Faculty;73
6.4; The Demand for Higher Education in Business in the USA;74
6.4.1; Students Involved in Business Programs in the USA;75
6.4.2; Competition for Degree Programs in Business in the USA;80
6.4.3; Labor Market for Graduates;81
6.5; Regulatory Bodies Affecting Higher Education in Business in the USA;82
6.5.1; An Open Market for the Establishment of Educational Institutions;82
6.5.2; Regional Organizations Accrediting Universities and Colleges;82
6.5.3; AACSB as the Accrediting Organization for US Business Schools;84
6.5.3.1; Accreditation Standards and Review Process;85
6.5.3.2; Accredited Schools and Member Schools;87
6.5.4; AACSB as Both Judge and Partner;88
6.5.4.1; Continuous Quality Development;88
6.5.4.2; Data Collection and Dissemination for Benchmarking;89
6.6; Concluding Reflections;90
6.7;Bibliography;92
7;3: Higher Education in Management: The Case of Germany;93
7.1; A History of Business Administration Education in Germany;93
7.2; Institutionalization of Business Administration at the Beginning of the Twentieth Century;94
7.3; Transformation of the Object of Knowledge or Research Topic Over Time;96
7.3.1; Internationalization of German Business Administration;97
7.4; The Supply Side;98
7.4.1; The Structure of the Education System;98
7.4.2; Main Suppliers of Business Education;100
7.4.3; Typical Programs Offered;108
7.4.4; Current Development of Pedagogy;111
7.4.5; Faculty;112
7.5; The Demand Side;115
7.5.1; Students Taking Courses in Business Administration;115
7.5.2; Labor Market for Business Administration Graduates;118
7.5.3; Employers’ Investments in Continued Management Education;118
7.6; Regulatory Bodies;120
7.6.1; State Regulation and Public Policy;120
7.6.2; Ranking and Accreditation;121
7.7; Concluding Remarks;122
7.8; Appendix: State-Owned Universities with Business Administration Study Programs (also Included: Industrial Engineering with Focus on Management, Business Administration and Economics) (Status 2015);123
7.9;Bibliography;132
8;4: Higher Education in Management: The Case of Australia;135
8.1; A Brief History of Business HE in Australia;135
8.2; The Supply Side: Institutional Edifices and Transforming Pedagogies;137
8.3; The Demand Side: Key Stakeholders and Their Expectations;144
8.4; The Regulation of Business HE in Australia;147
8.5; Conclusions: Future Challenges and Opportunities;150
8.6;Bibliography;151
9;5: Higher Education in Management: The Case of Spain;156
9.1; The History of Management Education in Spain;156
9.2; The Supply Side of Higher Education in Business;160
9.2.1; Main Suppliers of Management Education;160
9.2.2; Business Studies in the Higher Education System;164
9.2.3; Programmes Offered and Corresponding Fees;166
9.2.4; Current Development of Pedagogy;171
9.3; Faculty;172
9.3.1; PhD Requirements;172
9.3.2; Professional Career;174
9.3.3; Workload and Salaries;176
9.4; The Demand for Higher Education in Business;179
9.5; Teaching and Research Performance in Business Higher Education;182
9.6; Regulatory Bodies;187
9.7; Conclusion;190
9.8;Bibliography;196
9.8.1;Websites;196
10;6: Higher Education in Management: The Case of Israel;198
10.1; From the Kibbutz to the Start-Up;198
10.2; The Management Education System of the “Start-Up Nation”;200
10.3; Specificities of Business Education in Israel;202
10.4; A Practical Approach to Pedagogy;204
10.5; MBAs Galore: The Demand for Higher Education in Business;209
10.6; Academy–Industry Partnership;211
10.7; Israel’s Insular Mentality When it Comes to Management Education;212
10.8; Faculty Lifecycle, PhD Requirements, Salaries;214
10.9; Conclusion;218
10.10;Bibliography;219
11;7: Higher Education in Management: The Case of the UK;221
11.1; Introduction;221
11.2; The Supply Side of Business and Management Education and Training;223
11.2.1; The UK’s Public Business/Management Schools;226
11.3; Typical Programmes Offered;233
11.4; Current Development of Pedagogy;234
11.5; Business Models of Business Schools and Their Sustainability;239
11.5.1; The Educational Model;242
11.5.2; Underpinning Pedagogic Philosophy;243
11.5.3; Scope of Services;243
11.5.4; Scope and Modes of Internationalisation;244
11.5.5; Strategic Partnerships;246
11.5.6; Knowledge Production;246
11.5.7; Accreditation;247
11.5.8; Rankings;248
11.5.9; Market Segments;248
11.5.10; Faculty;249
11.5.11; Hygiene Factors;249
11.6; Faculty;250
11.7; The Demand for Higher Education in Business;253
11.7.1; Regulatory Bodies;259
11.8; Conclusions;262
11.9;Bibliography;264
12;8: Higher Education in Management: The Case of South Africa;270
12.1; Changes in the South African MBA Landscape;279
12.1.1; MBA Student Age and Gender Trends;279
12.1.2; South African Business School Links with International and African Schools;281
12.1.3; Source;282
12.2; The South African Business School Environment;282
12.3;Bibliography;291
13;9: Higher Education in Management: The Case of Poland;292
13.1; Introduction;292
13.2; The Supply and Demand for Higher Education in Business;294
13.2.1; Undergraduate and Graduate Education in Business Administration;297
13.2.2; Postgraduate and Executive Education in Poland;298
13.3; Faculty and Doctoral Programmes;299
13.4; Regulatory Bodies and Evaluation;303
13.5; Conclusions;305
13.6;Bibliography;306
13.6.1;Reports;307
13.6.2;Website Information;307
14;10: Higher Education in Management: The Case of Canada;309
14.1; The Supply Side of Management Education in Canada;310
14.2; The Faculty on the Canadian Management Education Scene;314
14.3; Other Issues;320
14.4; Concluding Notes;322
14.5; Appendix 1: Historical Evolution of Median Academic Salaries in Universities and Business Schools in Canada, Selected Years 1970–2000;322
14.6;Bibliography;323
15;11: Higher Education in Management: The Case of Portugal;324
15.1; Introduction;324
15.2; The Supply Side of Higher Education in Business;326
15.2.1; Main Suppliers of Management Education;327
15.2.2; Typical Programmes Offered;328
15.2.2.1; Undergraduate;328
15.2.2.2; Master’s Programmes;329
15.2.2.3; Doctoral Programmes;330
15.2.2.4; Non-academic Courses and Executive Education;330
15.2.2.5; Tuition and Registration/Entry Fees;331
15.2.2.6; Internationalization and Similar Trends;331
15.2.3; Current Development of Pedagogy;332
15.2.4; Business Models of Business Schools and Their Sustainability;332
15.2.4.1; Management Research;333
15.3; Faculty;334
15.3.1; PhD Requirements;334
15.3.2; Faculty Career Development;335
15.4; The Demand for Higher Education in Business;337
15.5; Regulatory Bodies;338
15.5.1; Accreditation;338
15.5.2; Rankings of Business Schools;339
15.6; Conclusion;339
15.7;Bibliography;340
16;12: Higher Education in Management: The Case of Sweden;343
16.1; History of Management Education in Sweden;343
16.2; The Supply Side;346
16.2.1; Structure of the Educational System;346
16.2.2; Main Suppliers of Business Education;347
16.2.2.1; Typical Programs Offered;348
16.2.2.2; Business Schools;348
16.2.2.3; Technology Universities;349
16.2.2.4; Regional University Colleges;350
16.2.2.5; Other Education Suppliers;350
16.2.3; Tuition Fees;351
16.2.4; Faculty;351
16.2.5; PhD Requirements;352
16.2.6; Career Paths and the Emergence of a Tenure-Track System;353
16.2.6.1; An Example: The Tenure-Track System at Stockholm School of Economics;354
16.2.6.2; Tenure Track: Implications for Research and Teaching;355
16.2.7; Remuneration of Faculty;356
16.3; The Demand Side;357
16.3.1; Students Taking Courses in Business Administration;357
16.3.2; Competition for Degree Programs in  Business Administration;358
16.3.2.1; Labor Market for Business Administration Graduates;359
16.3.2.2; Employers’ Investments in Continued Management Education;360
16.3.3; Regulatory Bodies;361
16.3.4; Bureaucratic Regulation;361
16.3.5; Market Regulation;362
16.3.6; Ranking and Accreditation;363
16.4; Concluding Reflection on Internationalization of the Business School;364
16.5;Bibliography;365
17;13: Higher Education in Management: The Case of Italy;367
17.1; Introduction;367
17.2; The Supply Side of Higher Education in Business Administration;368
17.2.1; Universities;370
17.2.2; State-Owned Universities;373
17.2.3; Private Universities;380
17.2.4; Other Competitors in the Business Education Arena;383
17.2.5; Typical Programs Offered;385
17.2.5.1; Lauree Triennali;386
17.2.5.2; Lauree Magistrali;386
17.2.5.3; First-Level Master’s;388
17.2.5.4; Second-Level Master’s;388
17.2.5.5; PhD Programs;388
17.3; The Demand Side: Students;395
17.4; The Role of Other Players;402
17.4.1; The State;402
17.4.1.1; Italian University Reforms;402
17.4.1.2; Financial Support to Universities;403
17.4.2; Rankings;407
17.4.3; Role of the National Agency for University System and Research Evaluation (ANVUR);407
17.5; Faculty;409
17.5.1; The Career Path;411
17.5.2; Wages;412
17.5.3; Faculty Evaluation;413
17.6; Trends;414
17.6.1; Internationalization;414
17.6.2; Concentration;415
17.6.3; Market Shrinking;415
17.6.4; Competition and Cooperation;416
17.7; Conclusions;417
17.8;Bibliography;418
18;Index;420