The Future of Management Education

Description

Cover Half Title Series Page Title Page Copyright Page Contents The Editors Contributors Part I: The Changing Context of ME 1. "May You Live in Interesting Times": Considering the Future of Management Education Introduction Pandemic-Induced Change and the Wider Themes of ME Evolution International ME Markets and ME Learner Mobility The Technological Pivot in ME The Wider Themes of ME Evolution References 2. The Global Market for Management Education The Boom Years of Management Education Cyclical and Counter-Cyclical Demand for Management Education Trends in Internationalization Research, Publications, Journal Rankings, and the Business School Online Education Business Education, Elites, and Politics Conclusion References 3. Management Education and Business School Strategic Positioning: Exploring and Exploiting History for Competitive Advantage Introduction Current Constraints on Business Schools Dynamic Capabilities Approach to Business Schools The Past, History, and Tradition: Interpretation and Strategic Use The Appropriation of History and Tradition within Business Schools Strategic Positions to Explore and Exploit History in Business Schools Elite Branding Establishment Quality Expert Pedagogy Edgy Creativity Conclusions and Implications for Business School Strategic Positioning Notes References 4. Management Education and Digital Technology: Choices for Strategy and Innovation Introduction The Evolving Educational Technology Landscape Web 2.0 and the Innovation Life Cycles in Management Education Implications for Business School Strategy Educational Technology as a Determinant of Strategy: The Digitally Enhanced Education Portfolio Enhance Migrate Change Disrupt Strategy into Practice: The Hybrid School Staff Specialist staff: the educational technology team Faculty Professional staff The Campus The virtual campus: the poor relation The physical campus Accessing External Capability: Collaboration, Networks and Suppliers Conclusion References 5. Management Education and Early Career Academics: Challenges and Opportunities Introduction Challenge 1: Transitioning from PhD Student to University Employee Challenge 2: Crafting an Identity and Finding Meaning Challenge 3: Finding a Balance between Resistance and Compliance Challenge 4: Setting the Pace and Finding a Rhythm Challenge 5: Dealing with Adverse Contexts Discussion Conclusion References Part II: Prospects and Perspectives of ME 6. Management Education and Interpersonal Growth: A Humanist Transcendental-Personalist Perspective Introduction: Why Renew Management Education? Humanism in ME: Current Approaches and Their Shortcomings Transcendental Personalism and Features of Personalist Management Personal Intimacy and Managers' Selfhood The Person's Transcendence and Managers' Interpersonal Growth The Person's Manifestative Action and Managers' Activity Educating Future Managers for Interpersonal Growth Self-Reflection and the Enrichment of Selfhood Interpersonal Relationality Personalist Practical Wisdom Broader Discussion and Practical Implications for ME Conclusion Funding Support Notes References 7. In Search of Diversity in Management Education Introduction Diversity in Critical Management Education: Theories in Use In Search of Diversity in Management Education Critical by Design: Working with Diversity in Critical Management Education Critical Action Learning (CAL) Systems Psychodynamic Illustration One - Bringing Diversity into Critical Management Education Psychodynamic-Designed Space for Learning Context for Creating Psychodynamic Learning Spaces Program Design Psychodynamic Learning Spaces in Action Illustration Two - Grasping the Nettle: Working with Diversity, Inclusion, and Cultural Difference Concluding Reflections: Possibilities and Challenges for Critical Management Education Conclusion References 8. Evidence-Based Management Education An Introduction to Evidence-Based Practice What Is Evidence-Based Practice and Where Did It Originate? What Are Some Common Misconception about EBP? What Is Evidence-Based Practice in Management? An Illustration of Taking an EBMgt Approach (Why) Should Management Schools Teach Evidence-Based Management? Key Principles for Incorporating Evidence-Based Management Approaches into Teaching Teach the Skills Needed to Ask and Answer Practice-Relevant Questions Using Critical Thinking and Evidence rather than Transmit Received Management Literature or Case Study Wisdom Provide Students with Experience of Some of Our Common Individual and Social Cognitive Biases and Distortions and Ways of Dealing with Them Help Students Develop Sensitivity to Claims and Assumptions and How They Can Be Evaluated Emphasize That the Management Literature Is One But Only One Source of Evidence and That It Is Not Intrinsically Superior to Other Types and Sources of Evidence Teach Some Practical Techniques for Identifying, Collecting, Aggregating and Judging the Trustworthiness and Relevance of Evidence "It Depends" Is Usually the Right Answer Doubt and Humility rather than Certainty and Hubris Start with a Practical Question or Problem Not with Academic Theory or Evidence Practical Examples of Evidence-Based Management Teaching Example 1: Evidence-Based Human Resource Management Aims Structure and Assessment Reflections Example 2: Global Immersion Consultancy Practicum (Tourism Management Course) Aims Structure and Assessment Reflections Example 3: Evidence-Based Practice in Organizations (Capstone) Aims Structure and Assessment Reflections Responding to Concerns Raised by Teaching Evidence-Based Management Examples of Concerns Raised by Academics with Some Responses Why Are Students Asking Me to Justify My Course Material in Relation to Evidence-Based Practice Principles? Why Do These EBMgt Courses Privilege Only Certain Types of Scientific Evidence? Examples of Concerns Raised by Students with Some Responses Aren't You Supposed to Be Telling Us What We Need to Know? But I Don't Know What to Believe Anymore This Course Is Hard Work But We Aren't Practicing Managers So How Can We Use the Other Sources of Evidence? Implications for the Future of (Evidence-Based) Management Education Note References Part III: Innovative Practices in ME 9. Teaching Management in the Fourth Industrial Revolution Introduction Foundations of Management Thought: Then and Now; What and How What We Teach How We Teach The Future of Work: We Have Been through This Before, or Have We? The Future of Management Education: What Should We Teach and How? Preparing 4IR Managers Human interactive skills Operational skills Technological savvy Predictive capacity Stakeholder Perspectives on the Future of Management Education The Student Perspective The Faculty Perspective The Educational Institution Perspective The Societal Perspective Ideas for The Future of Management Education: Concluding Thoughts Notes References 10. The Management Classroom of the Future: Megatrends and Global Challenges Introduction Global Megatrends and Their Impact on Management Education Technology for Engagement and Learning in Management Classrooms of the Future The Inclusive Management Education Classroom of the Future The Management Educator of the Future And to the Future... References 11. Management Education and Artificial Intelligence: Toward Personalized Learning Introduction The Dimensions of Teaching and Learning in Management Education Matrix The Value of the Management Educator The Value of the AI-Driven Management Educator (AIME) Teaching Philosophies Shaping AIME Development The Collaborative Model of Management Education Conclusion References Part IV: Dynamics of Accreditation and Regulation of ME 12. Beyond the "School" as the Object of Assessment: Sector Disruption and the Changing Nature of Business School Accreditation Introduction The "School" as the Object of Accreditation Boundaries of the "School": AACSB versus EQUIS Perspective Quality Assurance as a Multi-Layered Process Understanding the Role of Accreditation by Employing the Theory of Fields Management Education as a Strategic Action Field Typology of Business Schools within the Accreditation Field How the Strategic Action Field Changes From Unbundling to Network Provision of Management Education to Ecosystems Unbundling and Re-bundling as Generic Change Processes Accreditation Agencies - Barriers to Change or Architects of the Future? Time-Lag Biases in Accreditation Processes Pathways for Accreditation Agencies Conclusion and Outlook References 13. A Vison for Management Education: The AACSB Perspective Introduction What Learners Want Business Knowledge and Skills Economic Benefits, Relationships, and Career Advancement Contributions to Building a Better Society What Organizations Want Workforce-Ready Graduates Relevant and Impactful Research What Society Wants Purpose-Driven, Ethical Leaders Who Value Social Responsibility Commitment To Resolving Major Societal Challenges Responses to Criticisms A Call to Action: Strategies for Enhanced Value Connect With Other Disciplines Interdisciplinary Education Interdisciplinary Research Cultivate a Position at the Intersection of Academia and Practice Talent Empowerment and Agility Co-creation of Knowledge Idea Exchange Be a Driver of Innovation in Higher Education Educational Models Faculty and Staffing Models Operational Models A Roadmap for Increased Value for Learners, Organizations, and Society: AACSB 2020 Business Accreditation Standards Strategic Management and Innovation (Standards 1-3) Learner Success (Standards 4-7) Thought Leadership, Engagement, and Societal Impact (Standards 8-9) What the Future Holds for Business Education Acknowledgements References Part V: Conclusion 14. Quo Vadis? Reconsidering the Future of Management Education References Index