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Project management research has evolved over the past five decades and is now a mature disciplinary field investigating phenomena of interest to academics, practitioners and policymakers. Studies of projects and project management practices are theoretically rich and scientifically rigorous. They are practically relevant and impactful when addressing the pursuit of operational, tactical and strategic advancements in the world of organisations. We want to broaden the conversation between project management scholars and other scholars from cognate disciplines, particularly business and management, in a true scholarship of integration and cross-fertilisation. This Manifesto invites the latter scholars to join efforts providing a foundation for further creative, theoretical and empirical contributions, including but not limited to tackling grand challenges such as climate change, pandemics, and global poverty. To this end, we identify five theses:1) Projects are often ‘agents of change’ and hence fundamental to driving the innovation and change required to tackle grand challenges.2) Much project management research leverages and challenges theories across disciplines, including business, organisation and management studies, contributing to developing new theories, including those specific to projects and temporary organisations.3) ‘Projects’ are useful units of analysis, project management research is ideal for scientific cross-fertilisation and project management scholars welcome academics from other communities to engage in fruitful conversations.4) As in many other fields of knowledge, the project management research community embraces diversity, welcoming researchers of different genders and various scientific and social backgrounds.5) Historically rooted in ‘problem-solving’ and normative studies, project management research has become open to interpretative and emancipatory research, providing opportunities for other business, management and organisational scholars to advance their knowledge communities.

This systematic review analyzes the factors influencing students’ selection of management institutes. Following PRISMA guidelines, 53 studies were selected for analysis based on set inclusion and exclusion criteria. The study applies theories of planned behavior, personal epistemology, goal pursuit, and signaling to understand the results. The literature is categorized into choice, perception, and realization studies. Seven constructs are identified: campus, academic quality, online presence, financial considerations, personal, psychological, and social factors, and 30 variables used to quantify these constructs. The findings have important implications for management institutes seeking to attract and retain students., Academia, No 31-32 (2023)

This paper introduces a transformative systems-level framework for understanding the interplay of institutional, cultural, and systemic dynamics influencing the societal impacts of academic research. We introduce and apply the Societal Impacts of Research Institutional Ecosystem (SIRIE) framework to business school scholarship and academic research in higher education. The United Nations Sustainable Development Goals (SDGs) serve as SIRIE’s normative ethical framework to benchmark: institutional mission; accreditation bodies’ compliance requirements; faculty tenure and promotion research expectations; the influence of rankings and ratings; and journal quality metrics. Our framework acknowledges the role the Anthropocene Epoch plays in contributing to contemporary social and environmental problems. We argue that recalcitrant institutional forces in academia neutralize the promise of academic scholarship to galvanize meaningful societal impacts. We assert that the contemporary state of higher education research is unfortunately dominated by a “publish or perish” mentality. This narrative produces academic research that is decontextualized from today’s exigent “grand challenges” related to poverty, climate, equity, health, peace, environment, etc., as well as transformative solutions for a sustainable future. By exploring an alternative paradigm for academic research through SIRIE and the SDGs—“publish and prosper”—we detail how academic research can meaningfully contribute to change the world for the better.

Business schools, and universities providing business education, from across the globe have increasingly engaged in responsible management education (RME), that is in embedding social, environmental and ethical topics in their teaching and research. However, we still do not fully understand the institutional pressures that have led to the adoption of RME, in particular concerning under-researched regions like Central and Eastern Europe (CEE). Hence, we undertook what is to our knowledge the most comprehensive study into the adoption of RME in CEE to date (including 13 countries: Belarus, Bulgaria, Croatia, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania, Russia, Slovenia and Ukraine). We find that, with regard to RME, isomorphic pressures seem to shape teaching and research in different ways, which suggests that the idea of a holistic approach to RME, promoted by, for example, the Principles of Responsible Management Education (PRME), needs to be revisited rather, different trajectories of organizational engagement may emerge for each principle. As a contribution to institutional theory, we discuss how a highly fragmented organizational field—like RME with its multiple dimensions—impacts on notions of actor centrality, where actors achieve centrality with regard to some dimensions of the field but fail to do so for others. In particular, we found that the European Union holds centrality in the area of RME teaching, but not in RME research. Our findings thus suggest that the concept of field centrality needs further clarification.

[ES] Partiendo de la premisa de que las escuelas de negocios vinculan el mundo académico con el profesional, el presente estudio se centró en los resultados de aprendizaje de la preparación para el puesto de trabajo.profesional, el presente estudio se centró en los resultados del aprendizaje de un plan de comunicación por un grupo de estudiantes universitarios de Negocios Internacionales sin experiencia previa en ningún curso de comunicación. El proyecto fue una colaboración entre una escuela de negocios española y un estudio cinematográfico de Hollywood. A lo largo de varias semanas, el profesor guió el progreso de los estudiantes, dándoles suficiente libertad para tomar sus propias decisiones a la hora de abordar la tarea y respetando el marco de competencias digitales establecido por la UE. Como el proyecto estaba integrado en los resultados de aprendizaje de un curso los estudiantes pudieron aplicar todo el contenido teórico de la asignatura en en la tarea. La actividad resultó muy satisfactoria tanto para los estudiantes como para la empresa invitada, que pudo acceder a los trabajos finales. Los alumnos respondieron a un cuestionario posterior a la actividad, valorando la experiencia tanto con información cuantitativa y cualitativa. Esta colaboración mutuamente beneficiosa demuestra las ventajas de establecer asociaciones entre organizaciones e instituciones de enseñanza superior superior para una mejor preparación en la carrera profesional de los estudiantes. Asimismo las empresas pueden recibir una serie de ideas frescas que pueden aplicar en sus negocios a la hora de acceder a un nuevo mercado o explorar nuevas áreas. De este modo, las escuelas de negocios desarrollan un papel clave como nexo de unión entre las distintas partes interesadas, sin perder de vista al mismo tiempo las demandas del mundo empresarial, [EN] Based on the premise that business schools link academia with the professional world, the current study focused on the learning outcomes of the preparation of a communication plan by a group of undergraduate International Business students (n=58) with no previous experience to any communication course. The project was a collaboration between a Spanish business school and a Hollywood film studio. Throughout several weeks, the lecturer guided the progress of the students, whilst giving them enough freedom to make their own decisions when approaching the task and respecting the digital competence framework established by the EU. As the project was integrated within the learning outcomes of one course, students were able to implement all the theoretical content of the subject into the assignment. The activity proved to be highly satisfactory for both the students and the guest company, which could access the final submissions. The students answered a post-activity questionnaire, assessing the experience both with quantitative and qualitative information. This mutually beneficial collaborations demonstrate the advantages of establishing partnerships between organisations and higher education institutions for a better preparation in the students’ careers. Likewise, companies may receive a series of fresh ideas that can be implemented in their businesses when attempting to access a new market or explore new areas. Thus, business schools develop a key role linking different stakeholders while keeping an eye on the demands of the business world.

Chartered Association of Business Schools (CABS), Professional Managers' Annual Conference (PMAC) 2023 In this session we will explore how senior professional services staff can support the mental, physical, emotional and economic wellbeing of their teams; and build the resilience that is needed in high performing and effective teams. It will consider lessons learned from recent challenges, and address building team resilience in implementing student support whilst remaining emotionally detached. Invited speakers: Zoë Allman, Associate Dean (Academic), De Montfort University Dr. Kendi Guantai, University Co-Dean for Equity, Diversity and Inclusion, University of Leeds Business School Chair: Dr Loyin Olotu-Umoren, Head of School Operations, Nottingham Business School

Data de publicació electrònica: 13 de febrer de 2023 The number of Business Schools (BS) and their market share had increased in the last decades. Positioning strategy of BS is crucial in today’s competitive and changing environments. Thus, paying attention to student’s satisfaction and the factors, which motivate their selection, are relevant for service quality assurance in BS. This paper designs a scale to measure these perceptions as a useful tool for BS managers in the pursuit of excellence. Using a mixed analysis methodology, the most prominent dimensions detected in the literature were validated by BS managers and later by BS graduates. Internal and external dimensions compose the resulting scale, named BS-QUAL. The internal dimensions are related to Academic staff, Services, Facilities, and Sustainability while the external factors are related to Preparation for the future, Internationalization and Notoriety. BS-QUAL could be useful for the top management of BS to develop strategies that minimize the distance between student expectations and service provided.

Current marketplace narratives increasingly demand a move from shareholder towards stakeholder primacy and responsible capitalism yielding social value creation. In parallel, the demand for entrepreneurial value creation at higher education institutions (including, but not limited to business schools) continues to grow. The intersection of these two demands, however, engenders critical tensions. While social value creation emphasizes stakeholder returns and a long-term perspective, entrepreneurial value creation revolves around investment returns and short-term agility. As a result, business schools have been grappling to find ways to incorporate a broader, holistic view on value creation into their activities. We bring together future studies and management scholars and scholarship to explore futures literacy as a potentially instrumental capability for business schools. Our investigation suggests that an interdisciplinary approach is particularly promising since both management and futures studies investigate how to engage with uncertainty and chart more desirable futures. We illustrate the instrumental role of futures literacy and foresight with an educational program built at the intersection of entrepreneurial and social value creation and with anticipatory practices at its core. We suggest that anticipatory practices are currently underutilized in business schools’ curricula, outreach activities, and strategy making, and may be necessary to shape productive and constructive business schools of the future.

Business schools, and universities providing business education, from across the globe have increasingly engaged in responsible management education (RME), that is in embedding social, environmental and ethical topics in their teaching and research. However, we still do not fully understand the institutional pressures that have led to the adoption of RME, in particular concerning under-researched regions like Central and Eastern Europe (CEE). Hence, we undertook what is to our knowledge the most comprehensive study into the adoption of RME in CEE to date (including 13 countries: Belarus, Bulgaria, Croatia, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania, Russia, Slovenia and Ukraine). We find that, with regard to RME, isomorphic pressures seem to shape teaching and research in different ways, which suggests that the idea of a holistic approach to RME, promoted by, for example, the Principles of Responsible Management Education (PRME), needs to be revisited; rather, different trajectories of organizational engagement may emerge for each principle. As a contribution to institutional theory, we discuss how a highly fragmented organizational field—like RME with its multiple dimensions—impacts on notions of actor centrality, where actors achieve centrality with regard to some dimensions of the field but fail to do so for others. In particular, we found that the European Union holds centrality in the area of RME teaching, but not in RME research. Our findings thus suggest that the concept of field centrality needs further clarification.

Purpose: The objective of this work is to determine whether the effort of business schools in terms of sustainability policies improves student satisfaction through boosting the internationalization of the institution and its notoriety.Design/methodology/approach: The sample considered in this study consisted of 272 Spanish business school graduates. The data was collected via online survey during the first quarter of 2020. To validate the hypotheses and the model, structural equations modelling was performed using robust method.Findings: A commitment of the business schools to sustainability not only has an ethical component but also improves their positioning, leading to greater competitiveness.Practical implications: The results obtained point to sustainability practices facilitating entry processes involving joint agreements among business schools and leading to clear accreditations and/or sustainability policies.Originality/value: The present research focuses on those variables included in the scarcely investigated external factors that should be considered to maintain high satisfaction among business school students.

Refereed/Peer-reviewed The issue of student engagement in online learning (SEOL) environments which gained attention during the COVID-19 pandemic, continues to be a significant topic of interest in the innovative scholarship of teaching and learning space within business schools. This paper explores academic perspectives on the rhetoric and realities of SEOL in Australian universities. The study employs an exploratory qualitative research approach utilising interview (n = 33) data and content analysis of university policies and documents. The findings highlight technological hurdles, administrative negligence, piecemeal professional development initiatives, and policy ambiguities impeding SEOL. The paper discusses the implications of these findings in the context of the professional development of academics in a post-pandemic era. The paper makes broader analytical contributions toward evaluating the implementation of SEOL-related policies in Australian universities and beyond.

This contribution examines individual benefits of continuing higher education courses provided by a business school. Lifelong learning is important when it comes to keeping up with changing professional requirements and conditions. Adult education and training courses in the form of continuing higher education offer an organized and systematic possibility to further develop oneself. However, empirical evidence on the benefits to graduates is sparse. This article aims to expand the state of knowledge through a Swiss case. Using univariate and multivariate analyses of survey data (n = 1,615), benefits contributing to the satisfaction with practice oriented non-formal education for working professionals are examined. The analyses focus on satisfaction with one of three types of continuing education programs as a measure for the overall benefit to the graduates. The findings provide important indications for the design of continuing education programs in the context of professional higher education. They reveal that subjectively, monetary benefits as well as increases in personal competence are secondary to the overall benefit accrued through the completion of courses. Instead, career development and the enhancement of specific professional competence significantly contribute to the satisfaction of professionals completing continuing higher education., + ID der Publikation: hslu_96719 + Art des Beitrages: Wissenschaftliche Medien + Sprache: Englisch + Letzte Aktualisierung: 2023-06-19 14:36:21

Students' engagement in their studies during their time at university is a fundamental building block of a high-quality learning experience. In this paper, we investigate learning goal orientation as a predictor of student engagement in the context of higher education. Moreover, we examine whether the perception of feeling envied mediates this effect and investigate the moderating effect of ethical climate in this regard. The proposed moderated mediation model was tested on a sample of 230 business students. Results reveal that learning goal orientation is positively related with study engagement and that feeling envied mediates this relationship. We also affirm the moderating role of ethical climate in the relationship between learning goal orientation and study engagement. Specifically, in schools where the climate is perceived to be more ethical, student engagement is higher, regardless of how envied students feel. The paper concludes with a list of practical implications that may serve educators in their attempts to create conditions that foster students' engagement in class. Uključenost studenata na studiju predstavlja temeljni element visokokvalitetnog iskustva učenja. U ovom radu istražujemo ciljnu orijentaciju na učenje kao prediktor studentske uključenosti u kontekstu visokog obrazovanja. Nadalje, u radu istražujemo i medijacijski utjecaj percepcije osjećaja zavisti te moderatorski utjecaj etičke klime na odnos ciljne orijentacije na učenje i studentske uključenosti. Predloženi moderatorsko-medijacijski model testiran je na uzorku od 230 studenata. Rezultati otkrivaju da je ciljna orijentacija na učenje pozitivno povezana s uključenosti i da je osjećaj zavisti medijator u ovom odnosu. Potvrđujemo i moderatorski učinak etičke klime u odnosu između ciljne orijentacije na učenje i uključenosti na studiju. Preciznije, u visokoobrazovnim ustanovama, u kojima se klima percipira kao etičnija, uključenost studenta je veća, neovisno o osjećaju zavisti. Rad zaključujemo popisom praktičnih implikacija koje bi mogle poslužiti nastavnicima u njihovim pokušajima da stvore uvjete koji potiču uključenost studenata u nastavi.

Resumo O paper aborda o tema da construção do objeto sociológico a partir de uma pesquisa sobre a apropriação da ideia de “sustentabilidade” por agentes engajados no campo econômico. O objetivo principal é discutir, a partir de uma pesquisa em andamento, a relevância dos aportes de Pierre Bourdieu no que se refere às formas de construir, desenhar e operacionalizar pesquisas sociais. Trata-se também de minimizar a lacuna de trabalhos que explicitem diretamente os meandros do fazer sociológico, do rompimento com o senso comum até os desdobramentos analíticos derivados do processo de investigação. A investigação, iniciada em 2015, tem dimensões analíticas que enfatizam desde a sociogênese do fenômeno da chamada sustentabilidade empresarial e a formação de uma elite de top managers adeptos até os processos educacionais em escolas de negócios. Primeiramente, o artigo trata da necessidade de rompimento com as prenoções que baseiam o senso comum sobre a sustentabilidade empresarial e do caminho percorrido até a pergunta norteadora. Em seguida, destaca as categorias sociológicas que facilitaram a operacionalização das duas primeiras frentes de pesquisa: a análise sociogenética e a prosopografia de uma elite de adeptos. Por fim, os contornos atuais do objeto de pesquisa são apresentados, cuja aposta se dá na dimensão da reprodução social dos adeptos da sustentabilidade empresarial, que ocorre por meio da educação gerencial em escolas de negócios. Abstract The paper addresses the issue of the construction of the sociological object anchored on a research about the appropriation of the idea of “sustainability” by agents engaged in the economic field. The main objective is to discuss - based on an ongoing research - about the relevance of Pierre Bourdieu’s contributions with regard to the methods of constructing, designing and operationalizing social research. The paper also intends to minimize the lack of publications that directly explain sociological specificities: from the rupture with common sense to the analytical developments derived from the investigation process. The research, started in 2015, has some analytical dimensions that emphasize the sociogenesis of the phenomenon of the so-called corporate sustainability, the formation of an elite of top managers adherents and the correspondent educational processes in business schools. First, the paper discusses the need to make a rupture with the preconceptions that base common sense on corporate sustainability and the path taken to the guiding research question. Then, it highlights the sociological categories that facilitated the operationalization of the first two research axes: the sociogenetic analysis and the prosopography of an elite of adherents. Finally, the current stages of the research are presented, whose focus is on the dimension of the social reproduction of adherents of corporate sustainability, which occurs mainly through management education in business schools.

Business schools are the “nurseries” of the corporate world. This article offers an empirical analysis of the business student ethos on the basis of research conducted at three Dutch universities. A theoretical framework in the tradition of virtue ethics and dubbed “moral ethology” is used to identify the values business schools convey to their students. The central research question is: What types of ethos do Dutch business students have? Forty‐three undergraduate students participated in Q‐methodological research, a mixed qualitative–quantitative small‐sample method. Five different types of ethos were generated: Do‐Good Managers, Market Managers, Searching Managers, Balancing Managers, and Radical Market Managers. Some general characteristics that apply to all the types of ethos were identified, such as the search for efficiency. It is argued that business schools should pay much more attention to the values that are endorsed in both life and business and should help students to address situations in which values are neglected.

San Josemaría proyectó universidades con los rasgos distintivos de la institución milenaria, que, promueven el núcleo del espíritu del Opus Dei: la coherencia de la vida cristiana en el trabajo, en la familia y en todas las actividades ordinarias. Este espíritu implica unidad con el magisterio de la Iglesia, respeto a la dignidad de cada persona y de su trabajo, amor a la verdad y a la libertad, apertura al diálogo, responsabilidad y espíritu de servicio. La primera universidad fundada fue la de Navarra en 1952. Setenta años después, existen 19 Universidades, distribuidas en 15 países y Escuelas de Negocios en 20 ciudades. Se trata de instituciones abiertas a todos, en colaboración con las universidades nacionales e internacionales. En este trabajo se analiza cómo estas ideas cobran vida en el caso de la Universidad del Istmo en Guatemala. Saint Josemaría designed universities with the distinctive features of the millenary institution that, at the same time, promotes the core of the spirit of Opus Dei: the coherence of Christian life in work, in family and all the ordinary activities. This spirit implies unity with the magisterium of the Church, respect for the dignity of each person and their work, love for truth and freedom, openness to dialogue, responsibility and a spirit of service. The first university founded was that in Navarra in 1952. Seventy years later, there are 19 universities located in 15 countries and Business Schools in 20 cities. These are institutions open to all, in collaboration with national and international universities. It is analyzed how these ideas come to life in the case of the Universidad del Istmo in Guatemala.

"Without a doubt, business schools have been a success story in higher education over the last 50 years (the period of EFMD's existence). Even so, they have come under scrutiny, and attack, over their academic legitimacy and value proposition for business and society. In this book, drawn from a special issue of Global Focus, the EFMD has selected around 25 of the best, most thoughtful short papers published in Global Focus to examine the role and purpose of EFMD in the evolution of management education. Each of the chapters interpret current strategic debates about the evolution of business schools and their paradigms and also identify possible strategic options for handling uncertain, volatile futures. These chapters can be broadly categorized into four consistent themes. The first theme is concerned with the purpose and value proposition of management education; the second theme focuses on a perceived need for new business models and how to design and build them; the third theme addresses the question of the impact of the business school on business and society have given the increasingly academic pursuits of business schools and their often weak links to the business community - the so-called rigour/relevance dilemma; and the fourth theme concerns how to 'map' and design business school futures in an increasingly volatile, uncertain, complex and ambiguous crisis-oriented environment. This impressive collection of insights from business management leaders from across the globe is inspiring reading for higher education leaders, policy makers and business leaders seeking insight into the future of management education"

Recent trends in business school architecture and design have sparked significant interest in exploring the ways space is used to build organisational identity and reputation. In this article, we add to these conversations by exploring the ways in which spatial designs and practices shape student experiences of business school education. Drawing from Lefebvre’s theorisation of spatiality as simultaneously physical, social and imaginary, we conceptually link spatial designs and practices to the business school’s hidden curriculum. The empirical study we conducted at a UK business school predominately focused on student accounts of their experiences with and within the school. The findings point out three aspects of the relationship between spatiality and the student experience: (1) space is deliberately used to symbolically orientate the school, and to reflect organisational values and ideals; (2) the way in which spatiality shapes student experiences relies on the student contextualisation of spatial designs and practices; (3) student reaction to spatiality is framed by their ideal vision of business school experience. We add to the current conversations on business school spaces and the student experience by showing how spatiality plays an active role not only in student on-course experiences, but also in their conceptualisation of business school education.

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link. This special issue assembles eight papers which provide insights into the working lives of early career to more senior academics, from several different countries. The first common theme which emerges is around the predominance of ‘targets’, enacting aspects of quantification and the ideal of perfect control and fabrication. The second theme is about the ensuing precarious evocation of ‘terror’ impacting on mental well-being, albeit enacted in diverse ways. Furthermore, several papers highlight a particular type of response, beyond complicity to ‘take freedom back’ (the third theme). This freedom is used to assert an emerging parallel form of resistance over time, from overt, planned, institutional collective representation towards more informal, post-recognition forms of collaborative, covert, counter spaces (both virtually and physically). Such resistance is underpinned by a collective care, generosity and embrace of vulnerability, whereby a reflexive collegiality is enacted. We feel that these emergent practices should encourage senior management, including vice-chancellors, to rethink performative practices. Situating the papers in the context of the current coronavirus crisis, they point towards new forms of seeing and organising which open up, rather than close down, academic freedom to unleash collaborative emancipatory power so as to contribute to the public and ecological good.

In today's fast changing world, where knowledge relevant today can became obsolete tomorrow, higher education institutions are putting great efforts into empowering students to be able to meet demands of the employers from the start. Besides the phenomena of the fast-changing needs for new knowledge, which should be included in curricula, there is the challenge of training students to have adequate skills necessary for doing business in the 21st century. Those skills, soft and generic should allow students to be able to cope more efficiently and effectively with the changes and demands of the contemporary business environment. The research subject of this paper is the perception of the business environment, i.e. employers, on the importance of knowledge and skills in the field of business economics that students of business schools acquire during undergraduate studies. The research goal is to gain a comprehensive and detailed insight into the opinion of the employers on the knowledge and skills they consider most important for the employment of undergraduate students of business schools. In addition, the aim is to articulate the types of activities and forms of cooperation with companies that, in the opinion of employers, can contribute to greater harmonization of the content of study programs in the field of business economics with the needs of practice. The research starts from the specifics of business economics studies in business schools, since this type of study differs from academic studies primarily in terms of training students in applied knowledge.

The internationalization of higher education has gained in theoretical and empirical importance in recent decades. In this context, this article aims to describe and analyze the internationalization of business schools from the activities of their academics and based on the propositions defended by the Social Exchange Theory (SET). To achieve our goal we conducted 39 interviews with academics from business schools in the United States and Brazil, including Massachusetts Institute of Technology (MIT), Harvard, Getulio Vargas Foundation (FGV) and University of Sao Paulo (USP). We found that: (i) there are individual rewards that are not addressed by SET; (ii) there are benefits to third parties not covered by SET; (iii) certain non-rational choices are not provided by SET; and (iv) the condition of equivalence between costs and rewards provided by SET has its weaknesses. With these findings we add theoretical and empirical contributions to our theme. RESUMEN La internacionalización de la educación superior ha ganado importancia teórica y empírica en las últimas décadas. En este contexto, este artículo tiene como objetivo describir y analizar la internacionalización de las escuelas de negocios a partir de las actividades de los académicos y de las propuestas defendidas por la Teoría del Intercambio Social (SET). Para lograr nuestro objetivo, realizamos 39 entrevistas con académicos de escuelas de negocios de Estados Unidos y Brasil, incluidos Instituto de Tecnología de Massachusetts (MIT), Harvard, Fundação Getulio Vargas (FGV) y la Universidad de São Paulo (USP). Los resultados principales son: (i) que hay recompensas individuales que la SET no aborda; (ii) que hay beneficios para las partes interesadas no cubiertos por la SET; (iii) que hay ciertas decisiones no racionales no previstas por la SET; (iv) y que la condición de equivalencia entre costos y recompensas prevista por la SET tiene debilidades. Con estos resultados aportamos contribuciones teóricas y empíricas al tema. RESUMO A internacionalização do ensino superior vem ganhando importância teórica e empírica nas décadas recentes. Nesse contexto, este artigo objetiva descrever e analisar a internacionalização de escolas de negócios a partir das atividades dos acadêmicos e com base nas proposições defendidas pela Teoria da Troca Social (SET, do inglês Social Exchange Theory). Para atingir nosso objetivo, conduzimos 39 entrevistas com acadêmicos de escolas de negócios dos Estados Unidos e do Brasil, incluindo Instituto Tecnológico de Massachusetts (MIT), Harvard, Fundação Getulio Vargas (FGV) e Universidade de São Paulo (USP). Temos como principais achados: (i) existem recompensas individuais que não são abordadas pela SET; (ii) há benefícios para outras partes interessadas que não são contemplados pela SET; (iii) há certas decisões não racionais não previstas pela SET; (iv) e a condição de equivalência entre custos e recompensas prevista pela SET apresenta fragilidades. Com esses resultados, trazemos contribuições teóricas e empíricas para a temática.

This study analyses the relationship of environmental sustainability and the corporate social responsibility (CSR) of business schools by using the partial least squares structural equation modelling (PLS-SEM) empirical approach on a sample of 338 students from South East Europe. In support of the extant theory of responsible management education, emphasizing the transdisciplinary relationship between the Ethics, CSR, and Sustainability (ERS) domains, we found a direct relationship between environmental sustainability and CSR of business schools. However, we empirically verified a path of indirect effects at the institutional level, starting with the idealism of individual students, leading to the CSR institutional involvement of a business school, mediated by its environmental involvement. Provided that the idealistic individuals might be driving the functioning of the individual responsible management education and its domains, we propose the existence of a potential halo effect (’ERS halo effect’), which has already been described and verified in the corporate sector. We believe that its dynamics, based on the biased assessment of a single business school ERS domain, with its outcomes reflected in the other domains, should be further explored in different institutional and cultural environments.

Background: Business schools are one of society’s most influential institutions as they contribute to transforming and influencing the way the business world works. Hence, business schools bear responsibility for the creation of future, socially aware, graduates. Accordingly, the business industry expects business schools to educate future managers enhancing sustainability and ethical standards. Although it is argued that graduates in business schools get taught many professional skills and abilities to gain economic success, ethical and sustainable practices are often neglected. The schools are getting criticism for providing education distant and irrelevant to industry demands. Purpose: This study aims to create a deeper understanding of the phenomenon of responsible management education (RME) in business schools. The research can hopefully provide valuable insights, both practically and academically, for both the investigated school and other business schools while also providing a richer and more holistic view of the subject. Method: This single-case study uses an exploratory and abductive research approach. Empirical data have been collected through semi-structured interviews with participants from Jönköping International Business School. Data has also been collected through document analysis. To understand and analyze the findings, thematic analysis has been used. Findings: The findings show that RME has been implemented in various ways, both because the school itself believes it is highly important, but also because of the pressures stemming from various stakeholders and other institutional forces. Progress is found to have been made, yet the effects of that progress were not acknowledged significantly by either students or document analysis which might be due to a lack of a common definition of both RME and sustainability amongst staff and faculty. For the school to remain attractive, it is found important to continue its work towards RME and put equal emphasis on teaching financial, social, and environmental responsibilities.

International audience; L'article s'appuie sur une revue de la littérature et sur une étude exploratoire portant sur les stratégies en matière de Responsabilité Sociale des Organisations (RSO) mises en oeuvre au sein de deux écoles de management françaises. Tant l'analyse de la littérature que notre première étude exploratoire suggèrent qu'une stratégie de soutenabilité ne se réduit pas à l'introduction de cours et de diplômes dans les programmes, mais a des implications sur les approches pédagogiques, sur le développement de compétences et l'acculturation au management responsable, ainsi que sur le management stratégique et opérationnel de l'école.

Issue. This article studies the research collaborations in the field of management between French private Business Schools (BS) and public Universities, which are historically two separated worlds. We investigate whether this separation continues over the 2008-2018 period marked by the growth of research activity in Business Schools and collaborative practices (including international collaboration) in the academic world.Methodology. Our data set coming from Scopus includes 15,494 publications from 1,177 journals. It enables us to outline the main trends in the production of academic research by groups of French institutions.Main results. Our results show that the Universities-CNRS group increasingly collaborate with the BS and represents the first set of partners of the BS group. However, the collaborative publications between BS and Universities-CNRS were weakly internationalized and had less impact than the average value of BS publications during that period. We contribute to the literature by showing that collaboration between research organizations, which is particularly dynamic, can be extended to collaborations between private and public institutions., Problématique. Cet article traite des collaborations en recherche qui se nouent dans le domaine de la gestion entre Business Schools (BS) privées et Universités publiques françaises, historiquement très séparées. Nous cherchons à savoir si cette séparation (juxtaposition) perdure sur la période 2008-2018 marquée par la croissance de l’activité de recherche des Business Schools et des pratiques collaboratives (y compris internationales) dans le monde académique.Méthodologie. On a mis au point une base de données tirée de Scopus portant sur 15 494 publications issues de 1 177 revues permettant de décrire les principales tendances concernant la production de recherche académique en gestion des institutions françaises.Principaux résultats. Nos résultats témoignent de la fin de deux mondes séparés (ou juxtaposés) : le bloc des Universités (accrus des chercheurs CNRS) collabore de plus en plus avec les BS et constitue le premier partenaire en recherche du groupe des BS. Toutefois, les publications collaboratives entre les BS et les Universités-CNRS sont faiblement internationalisées et ont moins d’impact que la moyenne des publications des BS. Nous contribuons à la littérature en montrant que la collaboration entre organisations de recherche, particulièrement développée dans la décennie passée, peut être étendue à des collaborations entre institutions privées et publiques.

Although there is extant literature on corporate training and studies that identify it as a basic income for business schools, the dynamics between companies and business schools to successfully develop Customized Executive Programs (CEP) are unknown –by its acronym in Spanish “Programas de Capacitación a la Medida (PCM)”–. This article explores the dynamics of collaboration between companies and business schools to develop CEP in Latin America successfully. Since previous investigations are scarce, a qualitative and exploratory investigation was carried out in six Latin American countries: Argentina, Brazil, Colombia, Ecuador, Mexico, and Peru. Based on grounded theory and a case study carried out during 2017 and 2018, five CEP that was successfully developed is compared with another four CEP that presented difficulties. We used the ATLAS.ti software for data processing and analysis. The results allow us to answer the research question: How do companies and business schools collaborate in developing CEP in Latin America? The results suggest that the success of CEP depends on efficient collaboration dynamics between specific critical agents of companies and business schools throughout three phases: diagnosis, design, and implementation. The findings of this research are novel because they expand the existing literature on corporate training, help understand collaboration in executive education, offer criteria to optimize the execution of CEP, and open new lines of future research. Aunque existe abundante literatura sobre la capacitación corporativa y estudios que la identifican como un ingreso importante para las escuelas de negocios se desconocen las dinámicas entre empresas y escuelas de negocios para desarrollar de manera exitosa los Programas de Capacitación a la Medida (PCM). El propósito de este artículo es explorar las dinámicas de colaboración entre empresas y escuelas de negocios para desarrollar con éxito los PCM de Latinoamérica. Debido a que son escasas las investigaciones previas, se desarrolló una investigación de carácter cualitativo y exploratorio en seis países de Latinoamérica: Argentina, Brasil, Colombia, Ecuador, México y Perú. Con base en la teoría fundamentada y mediante un estudio de casos llevado a cabo durante 2017 y 2018, se compararon cinco PCM desarrollados exitosamente con otros cuatro programas que presentaron dificultades. Se utilizó el programa ATLAS.ti, para el procesamiento y análisis de los datos. Los resultados permitieron responder a la pregunta de investigación ¿Cómo colaboran empresas y escuelas de negocios en el desarrollo de PCM de Latinoamérica? Los resultados sugieren que el éxito de los PCM dependen de dinámicas eficientes de colaboración entre ciertos agentes críticos de las empresas y de las escuelas de negocios a lo largo de tres fases: diagnóstico, diseño e implementación. Los hallazgos de esta investigación son novedosos porque amplían la literatura existente en capacitación corporativa, ayudan a comprender la colaboración en el campo de la educación ejecutiva, ofrecen criterios para optimizar la ejecución de los PCM y abren nuevas líneas de investigaciones futuras. Aunque existe abundante literatura sobre la capacitación corporativa y estudios que la identifican como un ingreso importante para las escuelas de negocios se desconocen las dinámicas entre empresas y escuelas de negocios para desarrollar de manera exitosa los Programas de Capacitación a la Medida (PCM). El propósito de este artículo es explorar las dinámicas de colaboración entre empresas y escuelas de negocios para desarrollar con éxito los PCM de Latinoamérica. Debido a que son escasas las investigaciones previas, se desarrolló una investigación de carácter cualitativo y exploratorio en seis países de Latinoamérica: Argentina, Brasil, Colombia, Ecuador, México y Perú. Con base en la teoría fundamentada y mediante un estudio de casos llevado a cabo durante 2017 y 2018, se compararon cinco PCM desarrollados exitosamente con otros cuatro programas que presentaron dificultades. Se utilizó el programa ATLAS.ti, para el procesamiento y análisis de los datos. Los resultados permitieron responder a la pregunta de investigación ¿Cómo colaboran empresas y escuelas de negocios en el desarrollo de PCM de Latinoamérica? Los resultados sugieren que el éxito de los PCM dependen de dinámicas eficientes de colaboración entre ciertos agentes críticos de las empresas y de las escuelas de negocios a lo largo de tres fases: diagnóstico, diseño e implementación. Los hallazgos de esta investigación son novedosos porque amplían la literatura existente en capacitación corporativa, ayudan a comprender la colaboración en el campo de la educación ejecutiva, ofrecen criterios para optimizar la ejecución de los PCM y abren nuevas líneas de investigaciones futuras.

Aunque existe abundante literatura sobre la capacitación corporativa y estudios que la identifican como un ingreso importante para las escuelas de negocios se desconocen las dinámicas entre empresas y escuelas de negocios para desarrollar de manera exitosa los Programas de Capacitación a la Medida (PCM). El propósito de este artículo es explorar las dinámicas de colaboración entre empresas y escuelas de negocios para desarrollar con éxito los PCM de Latinoamérica. Debido a que son escasas las investigaciones previas, se desarrolló una investigación de carácter cualitativo y exploratorio en seis países de Latinoamérica: Argentina, Brasil, Colombia, Ecuador, México y Perú. Con base en la teoría fundamentada y mediante un estudio de casos llevado a cabo durante 2017 y 2018, se compararon cinco PCM desarrollados exitosamente con otros cuatro programas que presentaron dificultades. Se utilizó el programa ATLAS.ti, para el procesamiento y análisis de los datos. Los resultados permitieron responder a la pregunta de investigación ¿Cómo colaboran empresas y escuelas de negocios en el desarrollo de PCM de Latinoamérica? Los resultados sugieren que el éxito de los PCM dependen de dinámicas eficientes de colaboración entre ciertos agentes críticos de las empresas y de las escuelas de negocios a lo largo de tres fases: diagnóstico, diseño e implementación. Los hallazgos de esta investigación son novedosos porque amplían la literatura existente en capacitación corporativa, ayudan a comprender la colaboración en el campo de la educación ejecutiva, ofrecen criterios para optimizar la ejecución de los PCM y abren nuevas líneas de investigaciones futuras. Although there is extant literature on corporate training and studies that identify it as a basic income for business schools, the dynamics between companies and business schools to successfully develop Customized Executive Programs (CEP) are unknown –by its acronym in Spanish “Programas de Capacitación a la Medida (PCM)”–. This article explores the dynamics of collaboration between companies and business schools to develop CEP in Latin America successfully. Since previous investigations are scarce, a qualitative and exploratory investigation was carried out in six Latin American countries: Argentina, Brazil, Colombia, Ecuador, Mexico, and Peru. Based on grounded theory and a case study carried out during 2017 and 2018, five CEP that was successfully developed is compared with another four CEP that presented difficulties. We used the ATLAS.ti software for data processing and analysis. The results allow us to answer the research question: How do companies and business schools collaborate in developing CEP in Latin America? The results suggest that the success of CEP depends on efficient collaboration dynamics between specific critical agents of companies and business schools throughout three phases: diagnosis, design, and implementation. The findings of this research are novel because they expand the existing literature on corporate training, help understand collaboration in executive education, offer criteria to optimize the execution of CEP, and open new lines of future research. UCR::Vicerrectoría de Docencia::Ciencias Sociales::Facultad de Ciencias Económicas::Escuela de Administración de Negocios

Employers expect business school graduates to possess a wide and diverse range of competencies, because the conditions governing the operations of enterprises are subject to constant and dynamic change. Therefore, adjusting study programs to labor market requirements is one of the main challenges faced by higher education institutions, particularly business schools. Therefore, the expectations of potential employers have become an object of detailed study for most universities. The most frequently applied research approach adopted for such studies involves direct surveys of employer opinions, based on various types of questionnaires. An alternative method is textual analysis of job advertisements using analytical tools that automate the research process. The aim of this article is to identify the gap between the business education offer and the expectations of the labor market in Poland, as well as to show the possibility of using the analysis of the contents of job advertisements to identify employer expectations regarding the competencies of university graduates. The presented research is exploratory in nature, with four questions posed by the authors during the research process. The research is innovative with regard to Poland and in relation to graduates of business schools.

International audience; This paper evaluates how three different international accreditations for business schools (AACSB, EQUIS and AMBA) affect student preferences, expressed via enrollment decisions. Focusing on the French context, we build a relative preference indicator to compare schools using data collected by the central clearinghouse that allocates students to schools. We observe that all three accreditations positively and significantly influence students, but that the impact of the AACSB accreditation is larger than the other two accreditations. Having an AACSB accreditation is equivalent to moving up four places in rankings by L’étudiant magazine, whereas the impact of having EQUIS or AMBA is similar to moving up two places. We also find a sizeable “triple crown” effect, meaning that the three accreditations tend to complement each other. Our results are robust to different ways of assessing potential self-selection into accreditation.

Chapter summary Julian Birkinshaw draws on the experiences at London Business School to propose reinforcing the three different modes of leadership development through executive education in a hybrid and challenging environment. Volume summary Business education and executive development has been one of the most fascinating industries in the world and the fastest growing segment of higher education over the past decades. Today, it is experiencing change on a scale unprecedented since the foundation of the first business schools in the early 20th Century, both due to changes in the corporate environment and also due to the impact of the COVID-19 pandemic across all industries. In this context how do you create world-class educational and training institutions that can cope with those challenges, and be rigorous, vocationally relevant and suited to the corporate growing needs in this new fluid world? And how do you combine the very best of traditional academic values with new learning technologies to create an educational model that is fit to compete in the global economy, threatened today by populism, nationalism and economic turmoil? Yet, as daunting as it is, some institutions have already made significant progress in the journey.

Leadership in the age of digital transformation is facing new challenges. We observed such a case when the global coronavirus pandemic took over our lives. Leaders of Higher Education Institutions were given a unique opportunity to leverage their online presence for managing this crisis. Hence, by the means of descriptive statistics, we studied the social media accounts of 216 leaders of business schools to learn about the practices they adopted from March 2020 to March 2021. Our findings show that in this group no universal strategy of communication can be stipulated, however, some patterns are visible in different world regions.

Based on an autoethnographic study of early career researchers’ field research experiences, we show how individuals deal with moments of discrimination that present identity threats. This is accomplished through participating in the construction of a shared holding environment to provide emotional shelter and resources for resultant identity work. We show how they collectively develop anticipatory responses to future identity threats and inadvertently how this allows the effects of discrimination to be both unchallenged and amplified. We draw implications for identity work theory, adding to current understandings of identity threats, tensions, and challenges and the dynamics through which these are addressed, avoided, or worked around, as well as the shadow side of such activities. We also offer practical implications about the business schools’ role in nurturing early career researchers’ identity work. Postprint

Business education faces shortcomings that can be mitigated through the broad perspective of interdisciplinarity, fulfilling a call for a greater orientation toward Education for Sustainable Development (ESD). Despite the relevance and urgency, current frameworks cannot embed context-related problems into their design, increasing the detachment of wicked problems and management education, and falling short of the goal-oriented prerogative. Interdisciplinarity is up to this task as an educational attitude and behaviour rather than a toolkit of cross-disciplinary classification. This paper aims to propose a framework for interdisciplinarity-based sustainability management for business education. We established the framework via a literature review analysis, and then we validated it through discussions with specialists from the United Nations Principles for Responsible Management Education (UN-PRME) to introduce a model with 49 evidence-driven, interdisciplinarity practices. We grouped results in three main dimensions of analysis connecting the 16 categories. We gave special attention to spaces of discomfort that ought to be fostered in business schools under a critical thinking perspective and the student’s role in the relevance of sustainability education. The work harbours practical implications for developing better practices for management education by blending an interdisciplinary approach to sustainability in the management education literature.

In this article, we recommend the drama of theatre of the absurd as a novel space for critically reflecting upon management and management education as shaped by the forces of emotion, irrationality and conformism rather than reason. We discuss the theatre of the absurd as uniquely relevant to understanding our troubled times. We present a brief overview of the history of business schools and management education. We apply the idea of absurdity to the world of business schools and management education, focusing on the work of one of the theatre of the absurd’s leading proponents, Eugène Ionesco. We emphasise the importance of fiction and fantasy as key aspects of organisation and education. We contribute to debates about management education by reflecting on possible futures for management education and the business school, embracing the humanities as a core disciplinary focus. We suggest that this will help rebalance management education, retaining the best of the existing curriculum, while re-situating the study of management in its broader historical and philosophical nexus.

The adoption of market orientation practices at the Higher Education Institutions is a rising trend, since the challenges of changing the global higher education environment raise a growing issue for meeting the needs of the global market. Developing an appropriate strategy to cope with all of the requirements of the global education market changes and competitive pressures is especially challenging for University Business Schools in transition countries. The paper is based upon an identification of a variety of theoretical perspectives about the global education market, its trends and influences on those schools in the aspects of market orientation. Conceptual Framework analysis was used to characterise the market orientation of Business Schools as an opportunity for the strategic business model of University Business Schools in transition countries. Key factors and indicators for understanding their environment were identified, structured and categorised within a theoretical framework. These factors reflect the evolving context of reformation of the existing business model of University Business Schools in transition countries in a comprehensive way, since the framework outlines the complexity of their adaptation, considering the linkages and dependencies of all the crucial global external in internal environment trends and aspects. The authors suggest that, in order to align their business model more adequately to the global market needs and develop a sustainable competitive position, University Business Schools from transition countries have to follow the market orientation principles, taking into account also the limitations and challenges from a wider social and institutional environment.

This article deals with the long-term impact of business schools on the organizational and growth strategies of their client-firms. Although it is crucial to understand the global influence of business schools, this issue has been rarely approached from a historical perspective. Our research focuses on the relationship developed between the Instituto de Estudios Superiores de la Empresa (IESE) and the family firms Salvat, Puig, and Lladró through their professor-consultants and student-clients from 1958 to the 1990s. This analysis allows, first, to identify the exogenous and endogenous forces participating in the making of IESE, a world-leading business school in the 21st century. Second, we show that IESE’s early executive education programs provided expert knowledge, consulting services, and networks that amplified the school’s influence in the long-term development of its client firms. Third, we explain the engagementof IESE and some of its associated firms in the worldwide academic legitimation of family business studies that took place from the 1980s onwards., Este articulo se ocupa del impacto de las escuelas de negocios en la organizacion y el crecimiento de las empresas de su entorno. Aunque se trata de una cuestion crucial para comprender el poder adquirido por esta institucion en la economia global, apenas ha sido abordada desde la historia economica. Nuestra investigacion se centra en la relacion forjada entre el Instituto de Estudios Superiores de la Empresa (IESE) y tres grupos familiares, Salvat, Puig y Lladro, a traves de sus profesores-consultores y alumnos-propietarios-directivos desde la fundacion de la escuela en 1958 hasta finales del siglo xx. El analisis permite, en primer lugar, identificar las fuerzas exogenas y endogenas que participaron en la creacion de IESE, una de las escuelas mas competitivas del mundo en el siglo xxi. En segundo lugar, se comprueba que los primeros programas de formacion de directivos (executive education) del instituto proporcionaron conocimiento especializado, servicios de consultoria y una red de contactos que amplificaron la influencia de IESE en el desarrollo a largo plazo de las empresas vinculadas a sus alumnos. Y en tercer lugar, se explica la participacion activa de la escuela y algunas de las empresas de su entorno en el proceso de legitimacion academica de los estudios de la empresa familiar que tuvo lugar en todo el mundo a partir de los anos ochenta del siglo xx.

How do students perceive “greenwashing”attitudes in European business schools? With the current increasing expectations for business schools to foster and teach sustainability, this question is a fundamental one. Surprisingly, however, empirical research on this topic is scant–most of the contemporary literature focuses instead on greenwashing attitudes among firms. The goal of this dissertation is to initiate a scientific inquiry on the topic of greenwashing in the educational context. To this end, a theory explaining how students perceive greenwashing in European business schools is developed by utilizing a qualitative research methodology.

Business colleges and college should think often about the basic issues and their alumni play a significant part as they are the future managers and supervisors of the worldwide society. Therefore, a worldwide change is required in business schools and colleges. Basically, refers to the genuine content and use of the idea and the concept of responsible management education, as well as to the impact that influences the Responsible Management Education on student’s behavior. Early the nations who adopted the Responsible Management Education have ruined the school from completely the objective, learning, and the larger region. The developing assemblage of examination on responsible management education by giving a long viewpoint that features the unpredictability of adjusting an academic organization to this groundbreaking instructional method. The purpose of this paper is to provide a better understanding of the Principle of responsible management education and how the business schools and colleges adopted the PRME initiative and the incorporation of Responsible Management Education into the syllabus of b-schools and the objective to make future responsible managers. But the modern way shows that the course structure and education techniques are not much effective and are not able to support the Principle of Responsible Management Education objective.

The SIGEM centralized procedure is in charge of assigning potential candidates to business schools in France. The analysis reveals the use of a well-know algorithm, namely the college-proposing version of the Gale and Shapley algorithm. The theoretical results of the two-sided matching literature, related to this algorithm, make possible the identification of fundamental properties satisfied by the procedure. Some specificities of the SIGEM environment may also generate behavioral biases on the side of participants, be they candidates or schools. We show how the outcome of the mechanism can be used to generate a strict ranking of schools. The implications of this common ranking of schools, specific to SIGEM, are also assessed., La procédure centralisée du SIGEM est en charge de l'affectation des candidats reçus aux concours des grandes écoles de management en France. Elle est basée sur l'utilisation d'un algorithme connu qui correspond à la version "écoles" de l'algorithme de Gale et Shapley (1962). Les résultats théoriques des modèles d'appariement, liés à cet algorithme, permettent d'identifier des propriétés fondamentales satisfaites par la procédure. Certains particularismes de l'environnement du SIGEM qui génèrent des biais de comportements de la part des participants sont étudiés. Nous montrons comment le résultat de la procédure est finalement utilisé pour générer un classement des écoles. Les implications de cette hiérarchisation commune des écoles, propre au SIGEM, sont également évaluées.

International audience; Ce livre est une tentative pour saisir par l’image les effets du capitalisme sur une ville située à la périphérie des grands centres mondiaux d’affaires.Dans cette ville entièrement dépendante des importations, on s’active pour survivre, on bricole comme on peut pour faire face à l’insupportable, et l’on rêve de prospérité.

The study hereby presented displays the possibility of having a Sports Management program at Nova School of Business and Economics. In order to reach conclusions regarding the topic, two data collections were conducted: a series of interviews with industry professionals (November to December 2020) in order to obtain the industry’s perspective regarding a possible program (qualitative analysis); a questionnaire was spread throughout different student hubs, to obtain the perspective of possible interested in the program, and what they would value in it (quantitative analysis). The qualitative analysis pointed out a need to develop soft skills and a knowledge of the industry, all while showing availability to work with Nova SBE on this project, mainly through strategic partnerships. The quantitative analysis focused mainly on the program’s structure (modules, courses, thesis format), suggested fee and interest in the industry.

This research aims to understand if universities are preparing students well enough to cater to companies’ current data science needs, particularly in terms of skills. To do so, the study reviews data science programs in Portuguese business schools and follows a mixed-method approach, by interviewing data science managers, and surveying recent data scientists online. It was concluded that there is room to improve the skillsets of graduates and recommendations are provided to business schools, who can have a strategic role in bridging the skill gap for future graduates, in what is consensually perceived as strategic, fast growing professional occupation.

This article investigates actual training programs of leading Russian business schools for entrepreneurs, managers, and business owners. The aim of this research is to analyze current trends in the Russian business education and compare them with experts’ forecast and opinions about the orientation of Russian entrepreneurship to general management issues (complex, integrated consideration of business processes, cultural and value based approaches to business management). The main research methods are analysis, systematization, and generalization. Based on the results of this research work, the authors make a conclusion about the presence of a new development stage of Russian entrepreneurship characterized by new tasks and requirements, urgent needs and skills in demand.