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2017 | Buch

The Future of Management Education

Volume 1: Challenges facing Business Schools around the World

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This book discusses the new challenges facing Business Schools around the world with potential scenarios that may be envisioned for 2030 and strategies for stakeholders. Based on documented descriptions of competitive dynamics in the ‘business’ of business schools in a variety of countries, the authors highlight the fact that the ‘industry’ of management education is going through major changes such as new governance and business models, mergers and acquisitions, internationalization of faculty and students coexisting with entrenchment in local markets, ever more needs for financial resources, development of distant and blended learning, and increasing pressure for research output to boost rankings. With concerns surrounding the sustainability of current trends in faculty salary inflation, social acceptability of higher fees, cost of distance learning and the risk of an academic-industry divide around knowledge produced by management research, The Future of Management Education develops an analysis of business models and institution regulation.

The two volumes cover the context of Business Schools in ten countries and grapples with the challenges they currently face. They specifically discuss foresight scenarios and strategic implications for stakeholders (Deans, faculty, students, prospective students, alumni, local businesses, corporations, government, accreditation bodies).

Inhaltsverzeichnis

Frontmatter
1. Trends and Challenges in Management Education around the World
Abstract
The various chapters focusing on specific countries that our colleagues from around the world have kindly contributed to form the two volumes of this book provide a fascinating account of both specificities and commonalities in the current dynamics of management education across a wide range of countries. This chapter deals primarily with the commonalities that we identify across these contributions. Yet some of the specificities will also be mentioned along the way.
Thomas Durand, Stephanie Dameron
2. Higher Education in Management: The Case of the United States
Abstract
The earliest business schools in the USA trace their founding to the late 1800s, with the Wharton School of Finance and Economics, founded by Joseph Wharton in 1881, often cited as the first (MacKenzie 1966; Flesher 2007; Spender 2016). Business Schools were founded at the University of California and the University of Chicago in 1898, and nearly 75 business schools opened over the next three decades.
Irene M. Duhaime, Tracy A. Widman
3. Higher Education in Management: The Case of Germany
Abstract
The aim of this introductory section is to provide a general overview of the history of business administration as an academic discipline in Germany, as well as in part in the neighboring German-speaking countries of Austria and Switzerland. It illustrates the lines of development and trends that have shaped the subject of business administration over the last 100 years.
Dodo zu Knyphausen-Aufseß, Wolfgang Burr
4. Higher Education in Management: The Case of Australia
Abstract
The strategic relevance of higher business education in Australia cannot be overstated. From a purely economic perspective, it has the lion’s share in one of Australia’s most valuable exports, education, generating around $15 billion in revenues each year (Group of Eight 2014). Business schools train and accredit generations of business leaders, entrepreneurs and business professionals, who constitute the backbone of national economy and society. Their research offers useful intelligence on how to reinforce and reconfigure organizational and industrial capabilities, helping practitioners and policymakers.
Roy Green, Marco Berti, Nicole Sutton
5. Higher Education in Management: The Case of Spain
Abstract
The history of the management education system in Spain can be described by breaking it down into four periods: (1) the emergence of the management education system, (2) the creation of formal university studies and foundation of management/economics faculties (under pre-democratic laws), (3) the structuration and universalization of the management education system (under democratic laws) and (4) the current management education system (after the implementation of the European higher education reform, or Bologna declaration).
(1)
Emergence of the management education system (up to 1943): The university education system in Spain is one of the oldest in Europe. The University of Salamanca was founded 1218 by King Alfonso IX. Together with the universities of Paris, Oxford and Bologna, it is one of the oldest universities in Europe. Formal education in business administration can be dated back to 1897 when the so-called schools of commerce were created. Those initial studies in management or business did not belong to the public university system until 1912, when the schools of commerce were ascribed to the different public universities. In the private university system, the Deusto Business School that belongs to University of Deusto (founded 1886) pioneered the training of business leaders, starting its activity in 1916. Up to that point, studies in management were not considered part of the formal education system and were mainly offered and performed by the schools of commerce.
 
(2)
Creation of formal university studies and foundation of management/economics faculties: The second period of development of management studies starts with the formal establishment of university-level studies in business and the foundation of the faculties of economics and business (1943–1980s). The first faculty offering business education was founded in 1943 (The Faculty of Political Science and Economics of the Complutense University) in Madrid, and some scholars consider this to be the most important milestone in the changing of business studies’ structure in the higher education system (Infante Diaz 2013). After Madrid, new faculties were created in 1953 in Barcelona and Bilbao, and between 1963 and 1967 at the universities of Málaga, Santiago de Compostela and Valencia. Before 1983 there were already 34 Spanish public universities and four private universities (Deusto, Pontificia de Comillas, Navarra and Pontificia de Salamanca) offering business studies. In this period, business studies were offered through three different types of programmes. There was a three-year programme amounting to a diploma in business administration (BA), mostly offered in schools of commerce belonging to universities, a five-year programme for the graduate (Licenciado) in economics and business administration and the doctorate programmes in BA offered in the faculties of economics and business.
 
(3)
Structuration and universalization of the management education system: After the establishment of democracy in Spain (1978), the higher education system was widely reformed. The legal system changed significantly, granting a higher level of autonomy to the universities (LRU 1983). Degrees in economics and business were significantly updated, introducing new subjects, both compulsory and non-compulsory, and increasing specialization. In this period (1980s–2007), the demand for management education notably grew and the number of suppliers, both private and public, increased considerably too (see Fig. 5.1); virtually every public university created its own faculty of economics and business. The system allowed for the first time the creation of degrees specialized in business studies, independent from those in economics. The structure of the university studies remained very close to what existed in the previous period, with a catalogue of official studies based in two cycles: Diplomado (three years, first cycle degree) or Licenciado (three + two years, second cycle degree). The educational system recognized only four official degrees related to business: Diplomado in business sciences (first cycle: mainly taught at schools of commerce), Licenciado in management and/or business administration (first + second cycle: five years), Licenciado in market research techniques (second cycle: + two years), Licenciado in actuarial and financial sciences (second cycle: + two years). Students had to complete a five-year degree (or three + two) in order to be admitted onto a PhD programme. Master’s studies were not included in the official catalogue of university degrees, so they were offered as a complement by universities or private business schools. Private business schools dominated the market in master’s for management education and training.
 
Alejandro Escribá-Esteve, María Iborra, Vicente Safón, Irene Zaera
6. Higher Education in Management: The Case of Israel
Abstract
The relationship between society’s needs and its educational systems has been discussed at great length. For some, education should ideally be detached from society’s demands—students should be prepared to contribute to social progress without being limited by the established order. An opposing view contends that social needs always determine developments within the educational system, an idea which has been interpreted in several ways. Critical approaches lament the way capitalism utilizes the educational system to provide businesses with the manpower needed to make profits, while reform-minded or indeed conservative authors celebrate this manifestation of the raison d’être of education: to prepare students to meet society’s requirements. As far as academic education in the field of management in Israel is concerned, as we will see, it appears to be consistent with the ideal-type of an educational system determined by social needs.
Pierre Kletz, Granit Almog-Bareket
7. Higher Education in Management: The Case of the UK
Abstract
The genesis of modern business and management education owes much to the Urwick Committee’s report in 1945 (Argles 1964). Bryan (2009) suggests that the critical few lines in the Urwick Report were: “A valid distinction cannot be drawn between the study of management for one purpose rather than for another, nor is there anything new in the suggestion that management should be the subject of theoretical study.”
Abby Ghobadian
8. Higher Education in Management: The Case of South Africa
Abstract
Dr Hendrik Verwoerd, then Minister of Native Affairs, later South African Prime Minister, and considered by many to be the architect of apartheid, argued in 1953 that “there is no place for [the Bantu] in the European community above the level of certain forms of labour … What is the use of teaching the Bantu child mathematics when it cannot use it in practice? That is quite absurd. Education must train people in accordance with their opportunities in life, according to the sphere in which they live.”
Millard W. Arnold
9. Higher Education in Management: The Case of Poland
Abstract
Higher education in Poland is one of the most dynamically developing areas of society in the country. Within 20 years it has undergone dramatic quantitative and institutional changes. Among major developments was the introduction of private academic institutions and continuing demand for management training. However, a grasp of contemporary management education would not be complete without understanding its roots reaching back to 1918, when Poland regained its independence. At that time, the development and reconstruction of Polish industry became a priority.
Dorota Dobija, Sylwia Hałas-Dej
10. Higher Education in Management: The Case of Canada
Abstract
Canada is a bi-cultural country and this has contributed to the development of a two-tier government system. As a result, education has been a provincial endeavour—even though the central government has found several ways to have its say in education, mostly through stipend programmes for students and academics.
Jean-François Chanlat, Allain Joly
11. Higher Education in Management: The Case of Portugal
Abstract
Formal management education started in Portugal by 1759 when the Board of Trade, with the support of the Prime Minister, Marquis of Pombal, founded the School of Commerce in Lisbon. ISEG Lisbon School of Economics and Management, actually integrated in the University of Lisbon, is the heir of this eighteenth-century venture.
João Carvalho das Neves, Vitor da Conceição Gonçalves
12. Higher Education in Management: The Case of Sweden
Abstract
Sweden has a rather long history of business education. The first chair in the economic sciences was created at Uppsala University in 1741 in spite of strong resistance from the professorial corps. The chair was inspired by Germany where similar positions had been established in Halle 1727 and in Rinteln in 1730. The first professor dealt already then, according to Engwall (2004), with issues that today would be labeled management. Academic business studies became more widespread with the founding of business schools during the twentieth century. While the early system of business studies in Sweden was originally modeled on the pattern of Germany, American influence became increasingly important in the years following World War II. Many professors spent study periods in the USA and American literature came to dominate the curriculum (Engwall 2004).
Johan Berglund, Bengt Stymne, Andreas Werr
13. Higher Education in Management: The Case of Italy
Abstract
Business studies in Italy are relatively new, dating back to the betabtginning of the twentieth century. The birth of business studies is often related to Gino Zappa’s famous speech on new trends in accounting studies, which was delivered in Venice (1926). At that time, Zappa was a professor of accounting at the Bocconi University (after teaching in Genoa and Venice), and he is now regarded as a key player in shaping business studies in Italy.
Donatella Depperu
Backmatter
Metadaten
Titel
The Future of Management Education
herausgegeben von
Stéphanie Dameron
Thomas Durand
Copyright-Jahr
2017
Electronic ISBN
978-1-137-56091-9
Print ISBN
978-1-137-56089-6
DOI
https://doi.org/10.1057/978-1-137-56091-9