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This study aims to validate a data collection tool's psychometric properties to explore whether business management research's relevance is a high-order construct made up of its perceived interest and perceived relevance. The authors conducted a confirmatory factor analysis to validate a two-factor scale. The sample was composed of 148 MBA students from a Peruvian business school. Results showed the appropriate levels of validity and reliability and confirmed the usefulness of this data set for exploring the relationship between perceived interest and relevance. Businesses and schools can replicate the validated tool for reviewing their curricula and teaching practices, exploring the gap between business and management research results and advancing managers' research literacy and evidence-based practice in business education and training.

Mission statements have become increasingly important for the accreditation of business universities and colleges. Thus, understanding similarities and differences in the content of business school mission statements is especially timely. The mission statement is also the first component of the strategic management process. It provides the framework or context within which strategies are formulated. This descriptive/informative study aims to present a background that describes and explains institutional mission statements and removes the so-called uncertainty encompassing the foci while preserving exceptional quality--a necessary quality for a compelling mission statement. We question whether all California State University (CSU) and The State University of New York (SUNY) business colleges/schools have developed enduring and inspiring mission statements for their employees and students? While no specific rule regarding length exists, we examined the word count length of these two school system mission statements. Institutions must not make their mission statements too long or too short, or they will risk losing focus and missing essential elements to guide their organization. The mission statement must be long enough to achieve its purpose. Based on our findings, we recommend that all CSU and SUNY campuses embrace a more straightforward, easy-to-understand, hard-hitting, lasting, and inspirational mission statement for their business colleges/schools, one directly relevant to faculty, staff, students, and their families.

Several decades of research suggesting differences in test performance across paper-based and computer-based assessments have been largely ameliorated through attention to test presentation equivalence, though no studies to date have focused on graph comprehension items. Test items requiring graph comprehension are increasingly common but may be especially prone to format effects. A crossover experimental design was used to compare paper-based (PBT) with computer-based test (CBT) formats in a sample of 28 MBA students answering 6 items requiring comprehension of Venn diagrams, scatterplots, and divided bar charts. Data analysis using a 2x2x2x2 ANOVA revealed that participants' better performance on CBT, [eta]2 = 0.07, was not statistically significant, p = 0.23. While DIF analysis suggested no difference by gender in total score or individual items, interaction analysis between gender and format showed the overall format effect was due mainly to males performing better on CBT, p = 0.02, d = 0.91. Females performed about the same in both formats. For scatterplot questions, participants also performed better on CBT, p < 0.005, [phi] = 0.41. Finally, participants were more likely to answer an easier question requiring attention to fewer graph components correctly after answering a more challenging question that required attention to all graph components, p = 0.02, [phi] = 0.5. Interaction analysis also revealed a large carryover effect from the research design ([eta]2 = 0.48, p = 0.000), which we interpreted as a learning effect.

This paper takes a look backward while simultaneously looking to the future for MIS departments that are making the transition to Analytics departments. MIS has a long past of providing a base of skills supporting organizations. We examine this history as well as how the blending of MIS with business translator and modeling skills has led to the development of analytics programs and concentrations. While the transition to analytics has taken place in many MIS departments at least partially, the question is how long analytics will remain a focus and when will the next major shift occur.

In recent years, Master of Business Administration (MBA) programmes and their curricula have been subjected to substantial scrutiny. However, the majority of studies have been confined to business schools in Western countries. By comparison, much less research is available on MBA programmes in developing countries, particularly those in Africa. In an effort to address this gap, this article examines MBA programmes in South Africa by first situating them within the global MBA curriculum debate. It then notes the need to move away from a generalist MBA programme to a specialized MBA in line with emerging global trends. Finally, it suggests a multidisciplinary approach to the redesign of the MBA curriculum.

The purpose of this research is to analyze the mission statements of business colleges operating in the United Arab Emirates. To this end, written and visual documents in the websites of business colleges were surveyed to collect data on components of mission such as philosophy, contribution, markets, and distinctiveness. Content analysis was used to analyze the data and the components of mission were classified or measured on a simple scale. The cost of tuition was also examined as, considered together with other findings, it can help point to the business strategy followed by colleges. The findings reveal clusters of colleges sharing similar characteristics and following strategies of differentiation or cost leadership in a segmented and crowded business education market. Predominantly privately-owned and characterized by a market philosophy but often with little distinctiveness business colleges are essentially teaching-oriented institutions. The need for return on investment and profit in a competitive education market has resulted in high tuition fees especially among better-known and internationally-accredited colleges. International accreditation is becoming important as the quality of education receives more attention. One limitation of this research is that conclusions are drawn on the basis of material found in publicly available documents only. The framework used in this research to analyze organizational mission of colleges of business in UAE can be helpful in carrying out similar research of tertiary institutions elsewhere.

This paper develops a spreadsheet simulation methodology for teaching simulation and performance analysis of priority queues with multiple servers, without resorting to macros, add-ins, or array formula. The approach is made possible by a "single overtaking" simplifying assumption under which any lower-priority customer may be passed in line by at most one higher-priority customer. By increasing the number of overtaking customers, one at a time, the simulation model is extended to the "multiovertaking" case. These simplifying assumptions make such spreadsheet simulations (of more complex queuing networks) accessible to students, and so the paper includes teaching and learning strategies for the classroom. Performance analysis of single-overtaking versus multiovertaking polices is included.

The document is a call for papers for a special issue of the Journal of Management Education focused on management education in Africa. The aim of the special issue is to nurture the development of management education in Africa by providing a forum for research and scholarship that is sensitive to the unique cultural, historical, and institutional context of African business schools and universities. The call invites submissions on various topics, including pedagogies in African contexts, curriculum puzzles, academic careers for African management educators, and entrepreneurship learning and education in Africa. The timeline for submissions and publication is also provided. [Extracted from the article]

Teaching and learning in higher education is informed by a multitude of conditioning factors, not least the values systems and outlook of academics. Understanding the epistemological positioning taken by academics in relation to teaching and learning is therefore important if we are to make judgments about how we educate now, and could do so in the future. Developments in educational theory and digital technology have opened-up new possibilities for the ways in which students learn, and to a degree this has been accelerated by the responses from universities to the COVID-19 pandemic. How then should we conceive the future? Heutagogy is one of a number of theoretical approaches that has attracted interest from those who wish to see greater student control over the learning journey- but how widespread is this view amongst academics? This paper reports on a qualitative study in which 12 academics in an English Business School were asked to describe their views on teaching and learning, which we can encapsulate through the concept of epistemic cognition. The findings infer that there is little epistemological underpinning for heutagogy and that if academics are going to innovate, then additional resource and professional development should be put in place to support epistemic reflexivity, and a shift in their epistemological positioning. The paper conceptualises academics' positioning through a typology of epistemic views.

Businesses and other organizations across the globe are becoming more and more data-driven, using a combination of descriptive, diagnostic, predictive and prescriptive analytics to gain a strategic advantage through understanding the past, what we hope to happen in the future, and the ability to accurately predict future outcomes. These forms of analytics span from basic statistical summaries and data visualization to artificial intelligence models. Many organizations are now requiring new job applicants, new hires, and existing employees to be data literate. As such, it is becoming incumbent on teachers, students, and practitioners to possess some basic knowledge or experience in business analytics, at least within their educational and functional domains. Current best-practice in business school curriculum embeds some form of analytics across the curriculum. Unfortunately, many business colleges do not have the experience or resources to do so, hence teachers are unprepared to teach, and students are not prepared to enter the business world being data literate. While higher levels of analytics can be statistically intimidating, there are numerous applications of analytics that do not require statistics or higher-level models. This paper introduces one such technique practiced within marketing education and industry since 1995 and is called RFM. RFM has long been known in marketing curriculum and practice but has seen virtually no exposure in business schools outside of marketing major courses. This reflects an unintended consequence of teaching and learning within "functional" silos. It is hoped that teachers and students across the business curriculum, as well as workforce participants, can use this case to gain an appreciation of data literacy and analytics toward application within any functional area of business. The purpose of this paper is to avail those outside of marketing education and practice with an effective, easy to understand, easy to apply model, with no statistics involved. The goal is to facilitate increased data literacy and interest in understanding and/or applying analytics to other functional arear of business. RFM is not unique to this paper but is aimed at broadening teacher, student and workforce participant experience and knowledge of business analytics.

This paper explores how sustainability has been integrated into and communicated in Canadian Master's of Business Administration (MBA) programs. We content analyzed university, business school, and MBA program mission and values statements; communicated strategic priorities; and relevant academic calendar content, as well as sustainability rankings and select media depictions of sustainable MBA programs and practices. We explore the potential for greenwashing practices in relation to the integration of sustainability in business education. We found some evidence of a decoupling between university and/or business school mission and claims, and MBA policies and practices. We conclude with a discussion of our findings, study limitations and some relevant implications for academia.

Purpose: This study aims to develop a framework for applying performance management principles to implementing a pluralistic model of scholarly impact in business schools to increase the value and relevance scholarly research to multiple stakeholder groups. Design/methodology/approach: Performance management principles were studied with case study data of scholarly impact that included bibliographic measures and altmetrics. An analytical model was built for a focal business school that provided benchmarks for managing scholarly impact by using data from three peer schools. Findings: Bibliographic, scholarly output measures and altmetrics were consistent across the focal school and peer schools, thereby providing a solid foundation for establishing performance benchmarks for annual performance reviews, promotion and tenure decisions and organizational impact goals. Practical implications: This paper provides guidance for designing, building and implementing performance management systems to foster scholarly impact. Originality/value: This paper integrates pluralistic impact models and performance management systems to build faculty expertise and align it with multiple impact domains.

In this essay, I argue that we should radicalize managerial climate change education given that incremental and accommodative forms of responsible management learning and education (RMLE) are at odds with the urgency, nature, and magnitude of the climate crisis. I argue for three practices to radicalize RMLE, and illustrate them through examples from a degrowth context. First, management educators should engage in anti-paradigmatic performative politics to disrupt the reality-making of climate damaging theories, and "realize" better alternative theories. Second, as management educators, we should engage ourselves, our students, and wider stakeholders in anti-paradigmatic thought that transcends and challenges problematic mainstream management paradigms. Third, we should explore what and how we and our students can learn from radical climate movements' civil disobedience, in order to disrupt climate-damaging practices. In this paper, I aim to provoke and facilitate urgently needed discussions about the radicalization of RMLE for climate change education and beyond. Therefore, I close this essay with an invitation for rejoinders and suggest salient implications for educational practitioners and researchers.

This paper presents field-tested improvements over an 11-year period of a large-scale "Introduction to Information Systems" core business school course and provides a framework for implementation. Engagement and learning in large-scale courses can prove challenging, especially when the class is a requirement within a business school's core curriculum where most students taking the class are not majors in the course's subject matter. The course sections typically have 100 or more students each. The non-IS major student population attends this core course because they must, rather than want to, attend which in most cases leads to indifference and disengagement. A primary need and challenge of a required core course are to create a compelling 14-week "Introduction to Information Systems" course that captures this student population's interest in an engaging manner. This paper identifies an innovative approach to create and foster an enhanced learning environment organized around active learning, dynamic content, and a narrative structure. Major changes discussed in the paper are the abandonment of textbooks, the introduction of in-class activities and JavaScript coding, and the establishment of a narrative.

What are the success factors for careers in marketing? This important question is lacking a definite answer so far. This paper presents an empirical study of the drivers of marketing career success. First, we interviewed renowned marketing executives about the characteristics that, in their view, make successful marketers. Next, we analyzed data from a career survey among the alumni of a major business school, with career success as the dependent variable. We identified three distinctive factors that are related with success in marketing: extraversion, independence, and breadth of experience. Furthermore, our findings suggest that a style of learning from concrete experiences (learning from "what happens") serves a marketer better than a learning style of deep reflection. Different from many other professions, we did not find a relationship between conscientiousness and performance in marketing. Interestingly, having followed a major in marketing during business school education is not correlated with later success in a marketing career. Our findings support the notion that work-integrated elements with an emphasis on experiential learning in marketing curricula contribute to marketing career success. We discuss ways of implementing this is in marketing education programs. Specific suggestions for follow-up research are given at the end of the paper.

Purpose: The purpose of this paper is to introduce the concept of a checklist, focusing on the detailed analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards related to strategic management and innovation area, for evaluation of implementation readiness in a business school setting. Design/methodology/approach: The paper presents an articulated procedure for the development of the checklist. The study adopted a multi-method approach for developing the final content for the checklist. Findings: The introduction of the checklist has provided a systemic approach to process design and evaluation of readiness of a business school for AACSB accreditation related to strategic management and innovation area. The checklist was developed and applied over the course of systematic reviews in a business school setting. Research limitations/implications: The present study has developed the checklist comprising the requirements of the standards related to strategic management and innovation area only. In the near future, the authors intend to develop checklists for the remaining areas of AACSB standards. Originality/value: The present work attempts to develop a comprehensive checklist comprising the requirements of the standards related to strategic management and innovation area. Academic institutions can benefit from the checklist whether they are planning to implement AACSB standards for accreditation or are interested in changing their current processes following AACSB standards.

Attracting prospective students could be difficult and expensive. Candidates, when choosing a future school for their studies, consider a great number of factors. Information from official university websites does not suffice to persuade. Word of mouth plays a significant role, among others. The aim of this paper is to present findings about important factors influencing the overall satisfaction of current students with university life as well as their willingness to share positive references. The study took place in the Czech Republic with students attending business schools at universities. Primary data was collected via an online questionnaire with students with bachelor's, master's, and doctorate degrees (n = 274) and in-depth interviews (n = 10). Data was processed with regression analysis and Spearman's correlation coefficient. The main findings suggest that there is a close positive correlation between students' satisfaction and the willingness to recommend the university. The quality of student life and the reputation of the school were identified as the most important factors influencing this satisfaction and willingness to recommend.

Despite the prevalence of teams in research, there is a lack of a good understanding of how their size and diversity affects their performance. We develop a theoretical framework that distinguishes two dimensions of research performance for an academic paper: impact (i.e., subsequent citations) and prestige (i.e., ranking of the journal where research is published). We propose that, while larger teams will enhance linearly the impact of research, they will affect its prestige in a nonlinear fashion. We further contend that these effects will be moderated by knowledge and international diversity of the teams. We test these hypotheses using bibliometric data between 1990 and 2020 on more than 1.4 million papers and 18 million citation counts across 22 subfields in management. Our results confirm significant benefits for research impact from both team size and diversity, but also highlight drawbacks when teams become very large and heterogeneous. Moreover, we find a nonlinear positive effect of team size on research prestige that can be offset only by high levels of knowledge diversity. These findings are robust to a variety of proxies, controls, and estimation techniques, including instrumental variables and propensity score matching. We discuss practical implications for stimulating research performance in business schools. [ABSTRACT FROM AUTHOR]

This paper discusses changes taking place in the delivery of work-integrated learning (WIL) in a Faculty of Maori and Indigenous Development in Auckland, New Zealand. WIL in the faculty utilized a model adopted from a business school which did not recognize key aspects of the students' lives and expectations, in particular the strong connection that Maori students can have with their communities. Over time the nature of the WIL experience is moving to a model based on Maori values. Indigenous models must be relevant to and driven by a community's underlying values, as many students feel primary responsibility to their community, and second to the academy. This paper is part of an ongoing reflection on how WIL placements in Te Ara Poutama at Auckland University of Technology can fulfil wide-ranging expectations of students and their communities and help develop a coherent Indigenous framework for WIL.

Real-world relevance can be developed through classroom case pedagogy that has an in-situational orientation, requires information search in and of the situation, and expects the use of this information for in-situational analysis and critical thinking. This paper reports on a case-based pedagogical developmental project using interactive avatars as situational sources of accounting information that students needed to search for andfind. Students preferred, however, to be given the information on paper, perhaps because this is what they had learned to expect. Powerful organizational processes in business schools militating against situation-analytical and real-world relevant teaching are identified. [ABSTRACT FROM AUTHOR]

The International Journal of Market Research (IJMR) is celebrating its sixty-fifth anniversary. Over the past decade, the journal has experienced significant growth in readership, impact factor, citations, and submissions. While the majority of accepted papers come from the United States, United Kingdom, Australia, and Germany, the journal aims to bridge the gap between academia and practice in the field of market research. In order to enhance its relevance and accessibility, IJMR will transition to an online-only format, adopt an interdisciplinary focus, provide guidelines for more user-friendly article formats, and publish a list of research priorities based on the perspectives of leading practitioners. [Extracted from the article]

Stripped of the distracting clutter of business school jargon, both papers read to me as a rearguard action in defence of the rapidly unravelling public sector 'reforms' that were promoted and driven through in the late 1980s, starting with the New Zealand Treasury's 1987 briefing document Government Management, and embodied in the State Sector Act 1988. [ABSTRACT FROM AUTHOR]

This paper presents an empirical study with 150 graduate students at a business school to analyse the educational impact of experiential learning about process-oriented thinking in the classroom versus online learning setting. The results show that both learning settings are effective in increasing student performance but the increase in student performance in the face-to-face setting is twice as much as that in the e-learning setting. While learning time has no impact on student performance in this study, active engagement in the learning process has a positive impact in the online learning setting, but not in the face-to-face setting. Contrary to general findings, the results of this study indicate that a face-to-face setting is preferable for experiential learning about process-oriented thinking. Practical implications are that online learning can be used for general understanding while classroom learning is preferred for deeper understanding in the context of experiential learning about process-oriented thinking.

The article is a foreword for the first issue of the journal "Croatian & Comparative Public Administration." The issue contains six papers written by 15 authors from Hungary, Brunei, Bosnia and Herzegovina, and Croatia. The papers cover topics such as decentralization, local tax autonomy, strategy implementation, service provision in intelligent public administration, equality institutions, corruption, and trust in institutions. The article highlights the comparative nature of the papers, providing new perspectives on different public administration systems. The journal has also seen growth in its ranking and aims to continue publishing high-quality papers in the field. [Extracted from the article]

Advertising has always played an important role in creating visibility for educational institutions. In today's time, digital marketing is the sought-after mode as there has been a significant shift from offline to online advertising. With the evolving times, flexibility and convenience take significant importance and it is critical for educational institutions to shift gears and adapt to the new formats. In order to stay relevant and have a competitive advantage, digital advertising helps higher educational institutions go that extra mile in engaging with their potential customers. It also helps in building awareness and attract good quality of students. In the world of digital advertising, 'Google Advertisement' is an online advertising platform developed by Google, where advertisers bid to display brief advertisements, service offerings, product listings, or videos to web users. It can place advertisements both in the results of search engines like Google Search and on non-search websites, mobile apps, and videos. Google AdWords offers the most pragmatic solutions and tools to all strategic issues of digital advertising. Click Through Ratio (CTR) stands out as the most significant index of reflecting its influence and impact. Amongst the array of choices, the right strategy requires an academic and strategic backing. The objective of this paper is to assess on the impact of Google Adwords is used in digital advertising campaigns promoting business schools in specific. This research concentrates on CTR as a measure of the campaign's effectiveness. This paper try's to understand CTR in the context related to the type of content embedded in these digital advertisements; the structure of this content; and hence identify and suggest new strategies. This paper identifies and proposes the right online advertising strategy that can be used by a Business School (B School). Purposive/non-probabilistic sampling was carried out to choose the specific of Business Schools (B-schools) for this study. The business schools selected were based on the National Institution Ranking Framework (NIRF) 2018 of the Indian Human Resource Development. The data was analyzed using to the Social Sciences Statistical Suite (SPSS). There was only access to publicly available and publicly displayed advertisement with no access to user profile data. CTR was utilized to measure total and proportional engagement. The advertisements were then categorized based on their content and analyzed through a one-way ANOVA test. For the purpose of an operationalizing, CTR was utilized as defined by Pak et. al. (2018): "A ratio showing how often people who see your advertisement end up clicking it." The main components analyzed are the characteristics of an effective advertisement appearing on the digital platform measured through its Click Through Ratio. One-way ANOVA has been conducted to assess the Click Through Ratio of advertisement segregated in twenty categories based on their format, content and time of appearance. The analysis reflects that Click Through Ratio differs for different format of advertisements, the information that they contain and for the time and day that they appear. Strategies based on these findings are suggested along with discussion, limitations and further scope of research.

If the ranking of students is based on grade scores independent of the selected college or university, it is critical to have an equal national measurement standard. It is a challenge to ensure this if there is a substantial difference in the composition of the students and enrolment requirements among colleges. Based on three different types of colleges in Norway merged into one unit in 2019, this paper examines the grading practices before and after the fusion. By using a regression model to predict the grade depending upon students' academic skills, one can identify different grading practices for the three independent schools and compare the results after they become one unit with identical exams and a common evaluation. The results show significantly more lenient grading practices at small colleges with low entry criteria and that the evaluation is more random, depending upon the instructor. Furthermore, this paper confirms that the grade point average (GPA) from upper secondary school, mathematical abilities and gender are strongly correlated with success in business studies.

Higher enrollments mean more funding for higher education, as the new model for funding rests on tuition rather than state funding. This paper describes a format for bringing relatively small groups of high school students to campus for an educational workshop, which also serves as a recruiting event. Connecting high school students with college faculty is an effective method to get them interested in a post-secondary education. Research shows that campus events like those described in this paper, rather than field recruiting and college fairs, is especially meaningful for first generation college students. In this case, enrollments increased.

This paper will discuss how intercultural communication (ICC) and Spanish classes at the Sydney Institute of Language and Commerce (SILC)-Business School at Shanghai University were adapted to be conducted virtually during COVID-19. The platforms used included Zoom, WeChat, and pre-recorded videos of lessons. While the Spanish course met for short classes to practice speaking, the ICC course only discussed via messaging in a WeChat group. Both had pre-recorded videos of lessons. The merits and drawbacks of each of these will be discussed. Additionally, perceptions of these tools were collected via questionnaires with 25 Likert-scale items and 15 open-ended items conducted with the students of the courses and teachers of different subjects at SILC. Findings indicate that each have their strengths and weaknesses but could be used synchronously to achieve the best outcomes. For example, Zoom being used only for small groups to practice speaking and videos for lecturing. Interestingly, most teachers reported not using WeChat for teaching purposes despite the students being very familiar with it and finding it useful for several aspects. The paper ends with suggestions on how these methods can be used for classes after the pandemic, whether they are conducted online or in person.

The doctoral journey is a complex endeavour, and like any complex project, deserves to be managed accordingly. Agile Project Management has been used successfully by practitioners in the Software industry for the last two decades and recently is being adopted in other industries, including in Higher Education. Based on the author's personal experience, this autoethnographic paper discusses the situations in which a model based on Agile principles might be applied to doctoral research and thesis write-up and the ways in which it might make the process more predictable and successful. The model developed in this paper can be generalised at least in part to various types of doctoral programmes, where candidates and supervisors can benefit from risk reduction through incremental knowledge creation, continuous learning, and increased visibility into progress.