Search

Artificial Intelligence (AI) and prescriptive analytics are increasingly being reported as having transformative powers to enable resilient supply chains (SC). Despite such a benefit, and the increase in popularity of AI and analytics in general, research is largely fragmented into streams based on different types of AI technologies across several SC contexts and through varying disciplinary perspectives. In response, we curate and synthesise this fragmented body of knowledge by conducting a systematic literature review of AI research in supply chains that have been published in 3* and 4* Chartered Association of Business Schools (CABS) ranked journals between 2000 and 2023. The search strategy retrieved 5, 293 studies, of which 76 were identified as primary papers relevant to this study. The study contributes to the accumulative building of knowledge by extending theoretical discourse about the specificities of AI for prescriptive analytics to enable SC resilience. This study proposes a strategic AI resilience framework to support SC decision-makers enhance the use and value of prescriptive analytics as an enabler to developing resilient SC. We make the call to action for an orchestrated effort within and between academic disciplines and organisations that are guided by a research agenda to guide future research initiatives. [ABSTRACT FROM AUTHOR]

In the context of integrating the 2020 Association to Advance Collegiate Schools of Business International (AACSB) revised standards on societal impact and the United Nations Development Goals (UN SDGs), this paper provides a detailed guide for developing and implementing four societal impact projects showcasing the design, implementation, student engagement, and impact aspects of these projects through the framework of community-engaged learning. The authors share their combined experiences designing and implementing a variety of marketing courses with the hope of guiding and encouraging marketing instructors to educate the next generation of business leaders in a manner that will contribute to a positive societal impact. The authors conclude with a discussion of the inherent challenges of such societal impact projects and suggestions for addressing several challenges so that business schools and marketing departments can succeed in making the paradigm shift necessary to shift to a societal well-being mind-set. [ABSTRACT FROM AUTHOR]

In our ever-changing and complex world, we encounter difficult problems that demand sophisticated solutions. Critical thinking, a vital skill for modern survival, lies at the heart of higher education. It is what we should develop in students, arguably a concept that defines higher education. Critical thinking, however, is subject to wide interpretation and definition. This paper explores how business school academics conceptualise critical thinking in relation to final-year undergraduate students. Thematic analysis identified three core themes that combine to form critical thinking as concepts in the business school context, namely critical thinking as skills (predominantly of argumentation), critical thinking as dispositions (scepticism, open-mindedness and flexibility), and critical thinking as originality (creativity, contribution). Whilst the inclusion of skills and dispositions is confirmatory in line with broader conceptualisations of critical thinking in higher education, originality forms an additional, if contested, nuanced component. [ABSTRACT FROM AUTHOR]

AbstractThis study examines the factors driving student non-compliance with AI use declarations in academic assessments at King’s Business School, where 74% of students failed to declare AI usage despite declaration being a requirement of a mandatory coursework coversheet. Utilising the Theory of Planned Behaviour (TPB) as a framework, the research combines service evaluation survey data and semi-structured interviews to explore how attitudes, subjective norms, and perceived behavioural control influence compliance. Findings reveal that fear of academic repercussions, ambiguous guidelines, inconsistent enforcement, and peer influence are key barriers to AI use declaration. These factors complicate the declaration process, undermine transparency, and challenge academic integrity. The study extends the TPB model by highlighting the ethical and practical dilemmas posed by generative AI, which blur traditional norms of academic integrity. This research offers critical insights for policymakers, suggesting that clear, consistent, and trust-based policies are crucial in fostering ethical AI use. The findings underscore the importance of transparent communication and supportive institutional cultures to improve compliance. Ultimately, this study informs policy development by evaluating the effectiveness of declaration mechanisms and providing actionable recommendations to promote a culture of academic integrity in the evolving landscape of AI technologies. [ABSTRACT FROM AUTHOR]

Following a series of high-profile incidents of violence against women by serving London Metropolitan Police Officers, questions of standards and the public's confidence in policing are in the spotlight. Over a fifteen-month period between July 2022 and September 2023 using monthly surveys of representative English samples, this study confirms that women, in general, are more trusting in the police than men. This, however, does not hold true in London. Out of nine regions in England, London is the only region where women's overall trust in the police is lower than men. Lower levels of trust in the police among women in London hold when controls for age, income, political environment and crime levels are considered. In line with existing literature that considers women being more sensitive to cues about trustworthiness, the concerning incidents of sexual violence by police officers against women are likely to further erode trust in police in the capital, which already ranks last among England's nine regions in citizen trust of the police. Statement on ethics approval: Approval was granted for this study to be carried out by the College of Business, Arts and Social Science Research Ethics Committee, Brunel University London. Approval reference: 35290-LR-Jan/2022-37313-1. [ABSTRACT FROM AUTHOR]

This paper examines the demographic factors of the subjects enroled and completed by an hyperflexible online MBA Leadership (L) programme for 1034 students at Central Queensland University using the deductive research methodology and statistical analysis. Australian-born students are influenced by their industry experience when enroling in subjects, whilst overseas-born students are influenced by where they are located, suggests more focus on their career. The time students are enroled in the online MBA programme have the most significant influence on the number of subjects enroled and completed. However, age and gender do not influence subjects' enrolment or completion rate. [ABSTRACT FROM AUTHOR]

Prior research has indicated that positive affect, energy, and vitality are positively related to subjective well-being. Unfortunately, most scholars have overlooked the possibility that individuals may proactively manage their energetic, affective, and cognitive resources to boost their subjective well-being. Grounded in social cognitive theory, the current research focuses on explaining why students' proactive vitality management (PVM) leads to positive outcomes (i.e., meaning in life, subjective well-being) and considers how school support climate moderates these effects. One experimental study (Study 1) and a three-wave lagged survey (Study 2) were conducted to examine the benefits of PVM. The results demonstrated that PVM was positively related to students' meaning in life, further promoting their subjective well-being. Moreover, school support climate accentuated PVM's effect on meaning in life and its indirect effect on subjective well-being via meaning in life. Implications for research and practice are also discussed, along with study limitations and future research directions. [ABSTRACT FROM AUTHOR]

It is essential for students, both inside and outside the business school, to learn business information literacy skills to make -evidence-based decisions. To address this need, faculty from a large public university developed a competitive intelligence digital module using micro-learning and micro-credentialing concepts designed to be scalable for use in many disciplinary areas. During the pilot, students in a first-year Management course and a senior capstone Engineering Technology course were surveyed to determine their perceptions of the content's utility and usability. This paper presents the results of this survey to determine student perceptions and if there are any disciplinary differences. [ABSTRACT FROM AUTHOR]

Leading business schools all over the world increasingly tend to conform to the American-style business school model. During recent years, a global discourse about the emergence of the corporate university has also arisen. The term has been used to refer to universities that have uncritically adopted management concepts and practices from corporations. However, little is known about how elite business schools from different parts of the world are strategically developed towards increased Americanisation and corporatisation, and what are the consequences. Therefore, this paper offers a leadership history of the Helsinki School of Economics/Aalto University School of Business, the leading elite business school in Finland, over the research period of 1974–2022. During the research period, the idea of an American-style top-tier business school gradually gained more and more ground among faculty. Moreover, after the Aalto University was created in a large university merger in 2010, increased corporatisation occurred. [ABSTRACT FROM AUTHOR]

Thank you, Andy!" Concluding remarks On a personal note, my interactions with Andy were incredibly formative in both my initial professional career (as a management consultant) and my current academic career (as a business school professor). Bridging academia and industry: Reflections on the double legacy of Andy Zoltners (1945-2023) But in many ways, ZS represents Andy's I second i career, one that would never have materialized without his first career - as an academic researcher and professor. The entrepreneur Most sales practitioners will be familiar with ZS Associates (ZS), the management consulting firm co-founded by Andy and his collaborator Prabha Sinha in 1983. [Extracted from the article]

Business education has had limited discussion on professional development for academics. Given the increasing focus on the quality of teaching and learning in higher education, we investigate how academics conceptualise professional development. This has important implications since one's conceptions of a phenomenon can influence subsequent approaches. Few phenomenographic studies have investigated academics' conceptions of professional development. Our study asked business academics a typical phenomenograhic question: what does professional learning and development mean to you? Our participants conceptualised it in four qualitatively different ways: continual growth mindset; student-centric mindset; knowledge-sharing mindset; and purpose-oriented mindset. We discuss the implications of these mindsets for designing professional development in higher education. [ABSTRACT FROM AUTHOR]

In recent years, much has been written about the so-called 'Americanisation' of management education in Europe in the post-1945 era. One area that has relatively little attention in this literature, however, is the impact that material and spatial factors had on efforts to import US models of management education overseas. This study begins to redress this issue by focussing in-depth on the challenges involved in the design, planning, and construction of the physical spaces of the London Business School—one of the most prominent advocates of the US model of management education in this period. In the process, it contributes to the literature on Americanisation, as well as our understanding of the history of business schools, by illustrating how the historical trajectories of such institutions can be influenced and shaped by external actors, material constraints, and other contingent factors related to the planning and building of a business school. [ABSTRACT FROM AUTHOR]

Assumptions about fostering human capital for national competitiveness underpin higher education policy drivers regarding employability. Departing from this focus on human capital development, research has highlighted the importance of relationality for employability, but there is a gap in scholarship about the role of peer relationships. Drawing on interview data about a curriculum-based intervention in an English university business school, we examine how students reflect upon and what they gain from peers in peer-focused employability learning experiences facilitated by external professionals. A ‘graduate capitals’ lens is used to illuminate student learning. Through group coaching, students’ identity capital grows by comparing themselves to peers and recognising mutual concerns; and through group activities in an assessment centre, students’ cultural capital expands through observation of peers and interaction with each other. We conclude by discussing the importance of reflexivity stimulated by peer interactions, and how to address student reluctance to engage with peer-based learning. [ABSTRACT FROM AUTHOR]

In recent years, China emerged as one of the world’s largest producers of academic research papers contributing massively to national and international journals annually. This prolific output serves as evidence to the dedicated efforts of Chinese universities to foster research activities among their teaching staff. However, the role of academic leaders, particularly that of school deans, on research productivity within these institutions remains an important and unresolved question. The aim of this study is to investigate the impact of the academic achievements of deans on the research output of business schools of China prestigious 985/211project universities. For this purpose, we manually collected data on the deans of business schools of 985/211 project universities from 2000 to 2018 as well as data on published research papers by each school. Empirical results show that during the tenure of an ‘academic dean’, the average number of papers published by business schools increased by about 10.6% annually. After being converted into standard ‘Economic Research Journal’ articles, this effect increased by as much as 28%. The above results are robust with several different model specifications and definitions for academic deans. Our research findings hold significant policy implications, not only for China's education system but extends to various knowledge-intensive institutions, such as hospitals, research labs, and consultancy organizations. [ABSTRACT FROM AUTHOR]

This article delves into student course feedback using publicly available data from the University of North Texas. It examines factors influencing elevated student course evaluation ratings in the Information Technology and Decision Sciences department. The study reveals a positive relationship between higher response rates and better evaluation scores. The challenge index, individual course engagement, and difficulty are linked to higher scores. Course level impacts scores, with higher-level courses receiving higher ratings. This prompts further investigation into why full professors may not outperform associates in student ratings, advocating for broader research into characteristics influencing course evaluation performance. The study contributes valuable insights into academia and fostering discussions on business faculty assessment. [ABSTRACT FROM AUTHOR]

This study compares student evaluations across face-to-face and online modalities, as well as qualitative versus quantitative courses, in a large sample of graduate-level courses from 2008 to 2023 at a US business school. The findings reveal significantly lower course and instructor evaluation ratings despite similar class performance in online modality. Quantitative courses received notably lower satisfaction ratings than qualitative courses. Importantly, when accounting for modality and course type, grades do not influence student evaluations. Maintaining fair comparisons by restricting evaluations solely to the same modality and course type is crucial for assessing college professors' teaching quality through student evaluation ratings. [ABSTRACT FROM AUTHOR]

Recent studies have highlighted the major challenges faced by managers in the higher education sector and shown the contradictory demands which foster paradoxical tensions. Previous works have also underlined some specific tensions and rigidities that business school deans regularly face in their role. Yet, few studies have empirically explored which paradoxical tensions deans face and how they cope with them. Our paper addresses this gap. Using a qualitative study, we explore the simultaneous and interrelated contradictions faced by deans in French business schools and address how they manage the tensions related to these conflictual and complicated situations. Our work reveals five main tensions that deans have to face and two individual categories of responses to these tensions. It underlines two types of cognitive mindsets (paradox mindset and dilemma mindset) adopted by deans to deal with paradoxical tensions and highlights how deans have become academic entrepreneurs with hybrid profiles in a paradoxical system. [ABSTRACT FROM AUTHOR]

The emergent transition from face-to-face to online teaching and training has swayed the design and operating model of executive education globally. Reports indicate that this change has adversely impacted the learners’ satisfaction with executive education programmes and desired learning outcomes. Scholars believe that learners’ learning outcomes in the online learning environment are driven primarily by the satisfaction and frustration of their universal psychological needs (UPN) (autonomy, competence, and relatedness). Using, the theoretical view of Self-Determination Theory and Cognitive Load Theory, this study examines, how cognitive overload and online learning self-efficacy affect the positive impact of behavioural engagement on executive learners’ UPNs and learning outcomes in an online learning environment. Through this combined theoretical lens, we studied the dynamics of behavioural engagement, UPN satisfaction (frustration), and learning outcome relationships from the viewpoint of resource misfit. Hypotheses for direct and indirect effects were empirically validated by surveying online learners enrolled in a premier business school executive education programme. The findings indicate that in an online learning environment, executive programme designers and educators should balance the availability of information, interaction and learning tools to help learners attain UPN satisfaction and ultimately achieve desired learning outcomes. [ABSTRACT FROM AUTHOR]

This research study aims to explore the factors that influence continuance intention in Blended learning (BL) among business school students in China. By employing a grounded theory approach and utilizing the Fuzzy Set Qualitative Comparative Analysis (FsQCA) method, the research investigates the complex interplay of various variables that contribute to business school students’ intention to continue participating in BL programs. The study includes a comprehensive analysis of factors such as self-efficacy, perceived usefulness, task-technology fit, social influence, and satisfaction. The findings provide valuable insights into the factors that drive business school students’ continuance intention in BL, specifically within the business school context in China. Moreover, the study highlights the non-linear relationships and various configurations of these factors that result in high levels of continuance intention. The results contribute to the existing knowledge base and inform educational institutions in designing effective strategies to enhance business school students’ engagement and promote the long-term success of BL initiatives. [ABSTRACT FROM AUTHOR]

Developing quality higher education is essential to increase the prosperity of a country. This research examined the impact of Faculty Development Programmes (FDPs) on business schools' performances in Pakistan, facilitated by the Training and Development Wing of the National Business Education Accreditation Council. Informed by Kirkpatrick's model, using a mixed methods approach, the perspectives of business school faculty staff were sought on the impact of these programmes in their respective business schools. Data gathered at four points, aligned to the four levels of Kirkpatrick's model, identified the effectiveness and the positive impact of FDPs as capacity building initiatives in business schools over time, leading to their success in obtaining accreditation. [ABSTRACT FROM AUTHOR]

Research has traditionally addressed higher commercial education in the setting of Western countries, which does not consider empirical evidence that historically some higher education institutions devoted to commercial education were also founded in the colonies. Drawing on archival analysis, this article details the case of the Indochina Higher School of Commerce, founded in 1920, which was officially the first commercial school at the tertiary level in Vietnam in colonial times. Although this school was formed to contribute to the formation of a new type of 'indigenous elite', as the colonial administration referred to them, its development was hampered by the contradictions of French colonial policy. Despite its brief existence, the analysis of the Indochina Higher School of Commerce adds a significant layer to the literature concerning the global history of commercial education at higher level. [ABSTRACT FROM AUTHOR]

Professor Gordon Redding, a world-class academic, passed away after a brief illness. He was born in Bootle, Lancashire, England, and had a fondness for Liverpool. Gordon had an extensive career in academia, with positions at various universities and institutions around the world. He was known for his research on societal progress and different forms of capitalism, particularly in Asia. Gordon's contributions to the field will have a lasting impact, and he is remembered for his high standards, collegiality, and intellectual curiosity. He is survived by his wife, Laura, three sons, and wider family. [Extracted from the article]

Business scholars are choosing to teach in line with their integrity. Critical and creative pedagogies disrupt the hegemony of neoliberal capitalism and empower students to transform the oppressive systems that shape organisations and society. With growing racial, ethnic, religious, class, gender, sexual, neuro, and bodily diversity on campuses, justice-oriented teaching has the potential to co-create inclusive spaces where all students feel recognised. In this opinion piece, I reflect on why educating for freedom is increasingly necessary and why educators guided by critical and creative pedagogies need to take care of themselves. [ABSTRACT FROM AUTHOR]

This paper explores the potential of Slam poetry to serve as a transformative and emancipatory pedagogic tool for marketing education. An under-researched style of poetry within the field of marketing pedagogy, Slam's ability to foster compassionate criticality through the creative presentation of subjective voices feeds into the broader business school agendas of responsible management education and decolonisation. Through situating the audience, Slam poetry offers a resonant method to harness critical reflexivity away from the traditional conventions of academic expression. Extending extant research on the role of poetry, the paper argues that the efficacy of Slam poetry through meaningful, accessible dialogue rooted in the vernacular becomes an important dialogical encounter for individuals to understand other subject positions. Through the application of Slam as an emancipatory tool, individuals are afforded intellectual freedoms as critically reflexive citizens engaged in the serious business of emotion. [ABSTRACT FROM AUTHOR]

This paper investigates the institutionalization of international internships in business education through action research (AR), addressing the scarcity of research on overcoming institutional barriers and driving systemic change. Using AR at the meso-level in two Norwegian business schools, we investigate challenges and processes involved in incorporating international internships into curricula. Our multiple-case study explores contrasting experiences, organizational structures, and institutional practices within Norway’s context. We reveal the interconnectedness of regulative, normative, and cultural-cognitive institutional pillars in institutionalizing international internships through meso-level AR, proposing a theoretical model emphasizing internationalization strategy drivers, practices of education and engagement, and organizational dynamics. Practical implications include fostering a culture of global competence development, promoting active learning and innovative pedagogy, and encouraging shared responsibility for internationalization among academic and administrative staff. We emphasize the need for continuous reassessment and adaptation of institutional processes and strategies to align with evolving demands and best practices. [ABSTRACT FROM AUTHOR]

The article discusses the author's experiences teaching in a business school in Idaho, a state known for its right-wing political environment. The author highlights the challenges and opportunities of teaching in a region with a unique demographic of non-traditional and first-generation students. By incorporating critical analysis of markets and historical context into their teaching, the author aims to engage students in meaningful discussions about political economy and social justice. Despite facing austerity measures and potential pushback, the author finds teaching in a business school to be a valuable platform for fostering awareness and understanding among students from diverse backgrounds. [Extracted from the article]

This article revisits scholarship on the Tōa Dōbun Shoin, an innovative international business school operated by the Japanese in Shanghai from 1901 to 1945. After reviewing the school's history, we carefully examine the institution's course mix, language programming, product-studies focus, and research trips. We conclude that Japanese educators did not design the Tōa Dōbun Shoin curriculum all on their own in China, which has been the assumption of scholars since the end of the Second World War. Instead, architects of the institution amply borrowed from a flourishing commercial school system in late nineteenth-century Europe, showing particular interest in the curriculum at the Institut Supérieur de Commerce at Antwerp in Belgium. Both the European and Japanese business schools, it is argued, need to be re-examined in the context of the burgeoning global trade in which they operated. [ABSTRACT FROM AUTHOR]

To determine whether the Angelo Bruno Business Library was meeting the needs of business faculty in the College of Business (COB) at The University of Alabama, and to measure the frequency of publishing via Open Access (OA) journals, a comprehensive citation analysis of business faculty (tenured/tenure-track/non-tenure track/clinical/instructor/etc.) publications was conducted for the years 2019 - 2020. There are other reasons, as well, for considering the exercise of a citation analysis. The following data were collected from Scopus: all citations from works listed by each faculty member per the COB Faculty and Staff Directory (each department in the COB was included), title of reference, authors, year of publication, source title, volume/issue, and publication type. The results were analyzed collectively as well as for each department. This study also determined how often OA journal titles were chosen as the outlet for publication. Only 24% of published works by COB authors during this time frame are OA. This research also revealed the dismal results that none of the 100 most-cited journals were OA. It is to libraries' financial advantage that more authors use OA publishing for their works as well as their places for cited research. [ABSTRACT FROM AUTHOR]

Increasingly higher education institutions are expected to demonstrate their contribution to academia, society, and the economy. This is pertinent for business schools as a key purpose for them is to provide education that enhances management practice, with Doctorates in Business Administration (DBAs) being the highest-level qualification offered in pursuit of this goal. Yet there is scant research that captures the impact of DBAs beyond the individual and academia. This paper focuses on the important role of DBAs in generating and transferring knowledge from academia to practice and in creating wider impact in society and the economy. Based on 36 semi-structured interviews with DBA students and alumni, our research shows how DBA students are able to generate and exchange knowledge between academia and business, enabling a wide range of impacts to be achieved. We show how knowledge transfer is the outcome of a learning process in which DBA students and their supervisors learn to speak each other's language, enabling two-way communication. Facilitated by the power and associated credibility and legitimacy of the DBA students as practicing senior managers, the knowledge can then be transferred. Personal development in the form of analytical skills and increased confidence gained through the learning process results in a personal impact that acts as the precursor to other forms of impact, such as improved organisational performance and broader societal benefits. Research generated by DBAs is thus well-placed to offer opportunities for impact and contribute substantially to the research-practice conversation in higher education. [ABSTRACT FROM AUTHOR]

The 42nd Annual Conference of the International Society of Travel and Tourism Educators (ISTTE) took place from October 11-13, 2023 in Toronto, Canada. The conference had both in-person and virtual components, allowing participants from around the world to connect and share research and best practices in travel and tourism education. The theme of the conference was "Redefining Tourism Education and Research: Critical Issues and Reflexive Perspectives," and it featured various sessions, workshops, and awards. The conference was considered a success and marked the return of in-person gatherings for the travel and tourism education community. The 43rd annual ISTTE conference is scheduled to take place in Hong Kong in 2024 with the theme "Changing Paradigms in Hospitality/Tourism Education and Research." [Extracted from the article]

This special issue continues in the spirit of ongoing debates on the future prospects, challenges, and limitations of the compelling academic project named Consumer Culture Theory (CCT) (Arnould & Thompson, [5], [6], [7], [8]; Arnould et al., [4]; Askegaard & Linnet, [9]; Askegaard & Scott, [10]; Belk & Sobh, [16]; Bode & Østergaard, [17]; Rokka, [47]; Thompson et al., [57]). In their commentary entitled I Some reflections on interdisciplinary CCT research: field boundaries, social impact and the semantics of consumer vulnerability i , Kathy Hamilton and Holly Porteous reflect on some of the challenges of working across conventional disciplinary boundaries to show how misunderstandings and preconceptions that might otherwise inhibit the development of CCT can be overcome and accommodated. Arnould is a visionary CCT writer because he continues to ask us to remember to put consumption, consumer culture, and capitalism in their appropriate cultural context, and from there we might be able to imagine alternative cultural fantasies. [Extracted from the article]

Changes in government policy and funding structures, alongside a rapidly evolving (international) market for education have made education provision a key revenue driver for UK higher education institutions. In this setting, the Russell Group of Universities (RGU), a self-selected association of elite, research-intensive universities and Business Schools (BSs) appear to be at the forefront of commercialising their educational activities at an institutional and a discipline level to enhance revenues. Using interview evidence from established academics, and drawing on the framework of academic capitalism and notions of morality in higher education, respectively, this study explores the play-out of the commercialisation of educational activities at a selection of RGU BSs and its implications for education provision. Results suggest major shifts in university cultures and systems – aligning them to capitalise on the market for (international) education. Activities include the creation of a suite of demand- and efficiency-led programmes in response to market intelligence, establishment of financial targets to nurture growth, efforts to seek out new markets and influencing admissions practices. The ensuing changes have disrupted extensively the educational spaces at the micro level in which meaningful learning for business students, as nurtured by values of academic care and responsibility, can take place. Operating at a distance from their students and in restrictive ways in response to large student numbers, faculty are limited in the extent to which they can enrich these students' experiences and enable them to reach their full potential. [ABSTRACT FROM AUTHOR]

The Africa Journal of Management (AJOM) has become an established reality after a decade of development. The journal is indexed in Scopus and the Chartered Association of Business Schools UK (ABS Guide), with over 34,000 downloads and an impact factor of 1.3. The journal has grown from its early years of describing interesting developments in Africa to focusing on research articles, covering topics such as international business, supply chain, sustainability, organizational behavior, leadership, human resource management, entrepreneurship, and strategy. With a strong editorial team and increasing quality of submissions, AJOM aims to be the premier outlet for management research about and for Africa. [Extracted from the article]

This study analyzed the impact of location, accreditation, and faculty size on the ranking of elite business schools. It used descriptive statistics and inferential analysis (analysis of covariance) to establish the effect of location on the business schools’ ranking while also controlling the influence (impact) of the covariates (accreditation and faculty size) on the outcomes. It found that location and accreditation type do not significantly affect the business schools’ ranking. The size of the faculty impacted the rankings of the programs. However, the pairwise comparison of the critical factors shows that faculty size and accreditation are more impactful in European business schools than in China, the United States/ Canada, and other regions. Finally, smaller business schools (mainly in Europe) pursue Triple Crown accreditation to compete with more extensive, U.S.-based programs, favoring only the Association to Advance Collegiate Schools of Business accreditation. [ABSTRACT FROM AUTHOR]

Although entrepreneurship is presently one of the core elements of business schools' curricula worldwide, little is known about the emergence and evolution of this type of training outside the U.S.A. To bridge this gap, this paper examines entrepreneurship training in France drawing on the case of ESCP, the oldest business school in the world. Its contribution is threefold. First, it details the determining role of contextual factors on the emergence and evolution of entrepreneurship instruction within a business school. Second, it illustrates that there is no automatic correspondence between the intention or the content of entrepreneurship courses and their results, which questions the nature of entrepreneurship instruction. Third, it examines the role of business school students in defining the boundaries between business education and entrepreneurial education. [ABSTRACT FROM AUTHOR]

Our study presents some of the voces of Latinas/os/xs undergraduates in a western U.S. business school to explore the concept of "working identity" in employment discrimination law under Title VII of the 1964 Civil Rights Act. While overt racial discrimination is outlawed, racial salience through factors such as phenotype, accent, demeanor, associations and assimilation all impact the way employers see potential applicants and fit with future corporate job roles. We used this conceptual framework to gain insights into ways that some Latinas/os/xs students initially experienced the pressure of "working identity" through their education in schools of business. We selected students majoring in business because it is a popular major and diversity, equity and inclusion efforts have taken hold in business school contexts. The five participants in our study were majoring in accounting, business administration and management, and preparing for their future as employees in the business world. The first part of our paper provides an overview of the context of business schools and diversity; research on Latina/o/x student experiences in higher education, and the significance of the "working identity" concept; followed by our methods section, results and interpretation of how the pressures to perform working identity negatively impacts Latinas/os/x students. [ABSTRACT FROM AUTHOR]

In this research we attempt to empirically validate a model – using signalling theory – that explains important antecedents and consequences of students' attitude towards internationally accredited business schools. Using a quasi-experimental design, we collected data from undergraduate students of eight countries across four scenarios. The results of our overall model suggest that students' concern for achievement is strongly correlated with their attitude towards international accredited schools. Students' attitude towards accredited business school is a strong predictor of school reputation and legitimacy and both influence their support intentions. The study also indicates that multiple accreditations do not moderate the relationships in our proposed model. [ABSTRACT FROM AUTHOR]

This paper aims to investigate the impact of education factors on the relationship between corruption and the Ease of doing business in Central and Eastern Europe. We employed a regression analysis using panel data from 20 CEE countries between 2010 and 2017. Our findings argue that the impact of the perceived levels of public sector corruption on the Ease of doing business score is accentuated when a society is characterized by a higher level of quality of education systems and management schools, a better collaboration university-industry in the field of research, and a higher quality of scientific research institutions. [ABSTRACT FROM AUTHOR]

The given text is a summary of the growth and development of the Journal of Workplace Behavioral Health (JWBH) over the past year. The journal received its first Impact Factor of 1.5 and is now categorized under Public Environmental and Health. There has been an increase in global representation, with more authors, board members, peer reviewers, and readers from around the world. The journal received a total of 146 research articles and 17 brief reports, covering topics such as personality diversity, emergency-worker burnout, and COVID-19. The publication process has been expanded to ensure immediate online publication of accepted articles. The first issue of 2024 includes a range of content, including measurement development, new methods, occupation-specific research, and an Employee Assistance Program (EAP)-focused brief report. The journal has welcomed new members to its editorial board and expressed gratitude to retiring members and program managers. There has been an increase in article downloads and submissions, with a higher volume and caliber of articles published. The top three regions with the highest downloads are North America, Europe, and Asia. The journal is committed to maintaining high-quality scientific standards and appreciates the efforts of its reviewers and editorial board members in ensuring the integrity of the publication. [Extracted from the article]

We provide a worldwide investigation of the role of education in combatting tax evasion with the moderation effect of digitalization. The analysis is based on a data set for 142 countries. We find robust evidence that education quality significantly contributes to mitigating tax evasion. More specifically, quality of overall education, quality of math and science education, and quality of management schools are all influential in curbing tax evasion. This effect is particularly striking for countries showing a high level of digitalization in education. The results are robust to endogeneity concerns. In the end, the study suggests policymaking and educational implications. [ABSTRACT FROM AUTHOR]

Despite increased scrutiny of administrators' salaries in higher education, little is known about the determinants of executive-level compensation at universities. This study examines the individual and institutional determinants of compensation of business school deans, in the United States, with a focus on differentials between private and public university deans, in the level of remuneration and the structure of compensation. Specifically, using a Oaxaca-decomposition, I estimate that despite managing smaller, less research intensive business schools, private university business school deans earn approximately 15% more than comparable public university deans, and that they are compensated more for managing finances than for managing students. [ABSTRACT FROM AUTHOR]

However, when one scratches the surface of the problem, the challenge of combining practitioners with academics cannot be separated from the question: What sort of academics and practitioners do we want in our intelligence programs? 8 José-Miguel Palacios, "Assessing the Quality of Strategic Intelligence Products: Cooperation and Competition between Scholars and Practitioners", p. 124. Americans also tend to assume that all intelligence challenges are amenable to technical answers - which is a delusion that academics and practitioners in other nations would do well to avoid. [Extracted from the article]

This paper aims to explore the extent to which Globally Responsible Humanism (GRH) is embedded in the management education offered by public business schools in Egypt. We conducted semi-structured interviews with 24 management educators working at three public business schools. The findings show an absence of socio-cultural, ethical, and eco-political themes in their courses and research activities. Moreover, only five of our respondents highlight a superficial embedding of the definitions of social responsibility, sustainability, environmental awareness, and ethics in economics, accounting, and management courses. [ABSTRACT FROM AUTHOR]

The economic landscape of the UK has been significantly shaped by the intertwined issues of Brexit, COVID, and their interconnected impacts. The disruptions caused by Brexit and the COVID pandemic have created uncertainty and upheaval for both businesses and individuals. Whilst the effects of COVID are now receding, Brexit is still dominating headlines seven years after the referendum and is likely to do so for the foreseeable future. In this introduction, we provide an overview of the literature on Brexit. We review the reasons for leaving the European Union, as well examine the consequences of Brexit, with a focus on investment, economic growth, trade, unemployment, and financial markets. We then introduce the seven papers selected from the 'Post Brexit: Uncertainty, Risk Measurement and Coronavirus Challenges Conference' held at Birmingham Business School in June 2021, that advance the current literature on the effects of Brexit and COVID on the UK economy. Evidence in these papers suggests that Brexit and COVID are still clearly posing a severe strain on the UK's economy. However, some papers suggest that not everything about Brexit has been detrimental, or at least certain sectors of the UK economy are displaying a marked resilience. [ABSTRACT FROM AUTHOR]

This paper sheds light on the impact of the digital platforms' enhancement and usage of latest synchronous and asynchronous teaching-learning platforms through a global virtual project involving business schools across five countries. The study focuses on how technology involved in the learning-teaching process at different business schools has affected the commitment of undergraduates and graduates in the post-COVID era. Furthermore, the paper discusses how the global virtual teams of students has increased their motivation in their studies. The paper is based on a blended learning international collaboration (BLIC) project involving 150 students participating in global virtual collaboration via different digital platforms in classes on International Management and International Business. The study results show, that with computer-supported collaborative learning, students across all involved business schools have been highly committed and motivated in conducting their assignments. The paper shows that the enhancement and utilization of digital platforms in face-to-face and online classes in International Business and International Management, within this virtual collaboration, has provided the students with new knowledge and has held motivation high throughout the project. [ABSTRACT FROM AUTHOR]

This research explores Vietnamese librarian' skills regarding age, gender, management levels, and educational background in private business school libraries. Two hundred one Vietnamese staff in private business school libraries are surveyed to fulfill this objective. Levene's test, analysis of variance, and paired t-test are used to explore whether there is a difference in respondents' answers based on gender, age, education, and managerial level. The findings indicate that education and maturity age make a difference in the working skills of Vietnamese librarians. In other words, the results concerning working skills are partially approved by those with a more mature age and more formal education. This research strengthens the social exchange theory about working skills in Vietnamese business school librarians, particularly the first-known research measuring this issue. The current situation calls for introducing organizational systems on corporate skills and providing the necessary skills to boost working efficiency in Vietnamese private business school libraries. Therefore, this research is essential in its field. [ABSTRACT FROM AUTHOR]

Accreditation by the Association to Advance Collegiate Schools of Business (AACSB) exemplifies a widely accepted commitment to business school differentiation both in terms of both value and quality. Business schools embarking on the initial accreditation journey must invest significant human and capital resources to achieve this goal. Given this, institutions should employ practices designed to optimize their potential for success. Well-established project management processes can do just that. This paper summarizes the scope of AACSB initial accreditation, reviews applicable project management development approaches, and summarizes the project management methods and artifacts most appropriate for each phase of the accreditation process. [ABSTRACT FROM AUTHOR]

Teamwork skills are an important part of business school curriculum typically taught using project-based experiential methods. This paper presents best practices for teaching teamwork skills to Gen Z students using a project-based learning, peer mentoring approach. With experiential learning theory as a guide, an interdisciplinary process was developed between an introductory programming course and a capstone business project management course to improve experiential learning and overcome issues like the free-rider problem. The opinions and sentiments of peer mentors were examined using text analysis and sentiment analysis. Peer mentoring between two interdisciplinary courses was found to reduce the free-rider problem and was beneficial for both classes. [ABSTRACT FROM AUTHOR]

The article "Building Societal Impact In The Marketing Classroom" discusses the incorporation of societal impact into marketing education, following the UN Sustainable Development Goals. It highlights the challenges faced by faculty in demonstrating societal impact at various levels and provides examples of projects that connect marketing concepts with societal impact. The article emphasizes the importance of community-engaged learning, service-learning, DEI certification, AI integration, digital activism, and intergenerational learning in creating societal impact within the classroom. The authors encourage further research and innovation in marketing education to prepare students for making a positive impact on both business and society. [Extracted from the article]