The Future of Management Education

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