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The much-discussed "relevance gap" (Starkey & Madan, 2001) between research and practice in management is a major source of concern for business schools, in terms of their legitimacy in the eyes of students, employers, and funding bodies. We frame the relevance gap as a knowledge-transfer issue, focusing on the role of "bridging media" as one mechanism through which academic research is made accessible to practicing managers. Specifically, we ask two questions: (1) Which academic research is selected for dissemination by bridging media? And (2) How can we develop better ways of measuring this type of bridging activity? Through a preliminary empirical analysis (of the citation trails from 264 academic papers to bridge journals such as Sloan Management Review), we find that academic papers cited in bridge journals: (1) also have a high academic impact factor; (2) draw on and/or contribute to a broad body of literature; (3) are more likely to be inductive or theoretical than deductive; and (4) are on topics rated by practitioners as "interesting." We also discuss how our methodology could be extended to contribute to Aguinis et al.' s (2014) pluralist conceptualization of scholarly impact. [ABSTRACT FROM AUTHOR]

This document is a compilation of academic articles and papers that cover topics such as economic inequality, diversity and inclusion in education, and the role of business schools in society. The articles offer a range of perspectives and research findings, making them useful resources for library patrons conducting research on these subjects. However, the document does not provide summaries of the individual articles. [Extracted from the article]

Over the past decade, there has been a notable increase in discussions surrounding the integration of global sustainability issues and responsible management practices into the business school curriculum. What we have yet to see, however, and what we would like to begin with this essay, is a meaningful discussion regarding the overarching goals of sustainable and responsible management education as they relate to the available teaching and learning resources in this domain. To achieve this, we first identify the tensions between teaching sustainability to change the world for the better and those aimed at making companies better off. We propose a balance between these two aspirations. We then turn to the thoughts of academic practitioners in the field with a survey of 169 management and sustainability instructors. Results indicate that respondents use papers, cases, and videos to teach courses in this field, while textbooks and electronic resources (i.e., databases, simulations, and apps) are only marginally utilized. The respondents are only moderately satisfied with most of the available teaching resources and the integration of existing resources within general curricula. The results show some interesting differences between postgraduate and undergraduate courses, and also between junior and senior instructors. In this essay, we argue that the moral enthusiasm for teaching in the sustainability domain must not take away from precise analysis of problems, solutions, their implementability, and their interconnected complexity. As such, we propose a set of five recommendations for the design and selection of sustainability management teaching resources that will effectively address issues related to planet, people, and profits. [ABSTRACT FROM AUTHOR]

Academic rankings, despite their pitfalls, play a major role in the "business of business schools." The claim that "rankings are here to stay" continues to be frequently accepted at face value. This essay challenges this situation, arguing that while many business schools perceive rankings as a source of legitimacy, their participation in rankings can actually undermine the very legitimacy they seek. By adopting an effectual stance—which focuses on problem-solving and innovation using available resources—we theorize about a phased approach to steer business schools (and other higher education institutions) away from reliance on "ranking-based legitimacy" toward "research-based legitimacy." In the first phase, deans and academics can consider short-term bridging measures that do not fundamentally change the ranking game but influence it in self-serving directions. Rather than being powerless "ranking takers," some proactive approaches can allow business schools to change the zero-sum game nature of rankings and become "ranking makers." In the second phase, deans and academics can challenge and reject the ranking game by reaffirming the true purpose of business education. We encourage deans and academics to seize back control and restore research-based legitimacy by rigorously addressing managerial, societal, and ethical issues. [ABSTRACT FROM AUTHOR]

The i5 Playbook—Transforming Business Education with 5 Impactful Methods, published by the Principles for Responsible Management Education (PRME), offers concrete pedagogical approaches to develop responsible business leaders. The playbook presents five teaching methods, known as the "impactful five" or "i5," that focus on making learning meaningful, facilitating active engagement, designing for iteration, developing supportive social interaction, and fostering joy and well-being. The resource emphasizes the integration of cognitive, creative, emotional, and social skills in responsible leadership education. It is structured in a clear and accessible manner, providing definitions, literature links, high-impact actions, illustrations, and quick exercises. The playbook is an open access resource, making it widely accessible, and encourages educators to reflect on their own teaching practices as responsible leaders. It is recommended for anyone seeking to enhance their pedagogical skills and develop more responsible leaders. [Extracted from the article]

Abraham Maslow's theory of motivation, the idea that human needs exist in a hierarchy that people strive to satisfy progressively, is regarded as a fundamental approach to understanding and motivating people at work. It is one of the first and most remembered models encountered by students of management. Despite gaining little support in empirical studies and being criticized for promoting an elitist, individualistic view of management, Maslow's theory remains popular, underpinned by its widely recognized pyramid form. However, Maslow never created a pyramid to represent the hierarchy of needs. We investigated how it came to be and draw on this analysis to call for a rethink of how Maslow is represented in management studies. We also challenge management educators to reflect critically on what are taken to be the historical foundations of management studies and the forms in which those foundations are taught to students. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editors discuss various articles within the issue on the challenges of legitimacy and its impact on business schools and practitioners.

To promote entrepreneurship among students, academic institutions should focus on developing a positive entrepreneurial personal attitude (EPA), since it is a strong antecedent of entrepreneurial intentions, which in turn predict actual entrepreneurship. Previous research has found that EPA is lower for women than for men, which is related to the acknowledged gap between women and men in entrepreneurial activity. The present work builds on the elaboration likelihood model (ELM) to examine how nine different entrepreneurship-focused academic activities in school impact on students' EPA, paying special attention to gender differences. We use a sample of 918 students from a French business school to analyze gender differences in the mechanisms based on ELM central and peripheral routes to promote EPA through academic activities. Post hoc tests are also performed to explore differences by gender at various academic levels. The results have important implications for academic institutions wishing to promote entrepreneurship, since we unpack entrepreneurial education into individual academic activities. In particular, results suggest that students' gender and academic level should be considered when designing activities to promote entrepreneurship. [ABSTRACT FROM AUTHOR]

The article presents a case study of the development of family business education at the University of St. Thomas (UST) in Minnesota. It traces the history about the impact of champions of change to the development of a community of practice at UST. Details about the conditions that allow UST to establish learning communities among business families are also discussed.

Relationships, past, present, and future, and applied learning are critically important aspects of Indigenous knowledge systems. We advocate bringing forward Indigenous ways of thinking, oldways of thinking, as novel and relative to theways of thinking generally practiced byAcademymembership. This article demonstrates howthree Indigenous business scholars useapplied relationalmethodstoimaginenewpossibilities for business studies. Using a combination of autoethnographic and conversational style writing, we reflect on our experiences as Indigenous scholarsworking, learning, and teaching in business schools. We highlight how business school knowledge systems--past and present--reinforce colonial narratives, despite calls for diversity. We explain the double bind that Indigenous scholars face engagingwiththe critical studyof history. Finally, we encourage our colleagues to consider using relational methods to reflect on their sources of agency within business school systems. [ABSTRACT FROM AUTHOR]

Historical exploration based on archival sources indicates the subsequently somewhat obscured development of a distinctive approach to business and management education in the United Kingdom. Based in the polytechnics that were created in the 1960s, this approach featured a learner-centered and structured approach to course design and assessment. Innovative developments at both undergraduate and postgraduate levels were conditioned by a systemof national monitoring. While often experienced as bureaucratic and intrusive, the practices of visits and committee discussion fostered reflection on teachingand learning. However, a key weakness was a lack of focus on research. Whent he so-called "binary line" dividing polytechnics fromuniversities wasabolished in 1992, the polytechnics were subject to the isomorphic pressures of league tables and accreditation requirements--ones that often privileged the research activities of the universities. The value of a historical approach is in uncovering traditions that have often been obscured by later developments but that offer resources to address contemporary concerns. [ABSTRACT FROM AUTHOR]

There is a healthy skepticism regarding whether one can learn entrepreneurship in a business classroom setting. One unique challenge of entrepreneurship education is that at least to some degree, entrepreneurship involves disruptions of the usual business rules, norms, and models. Furthermore, entrepreneurship may not conform to the scientific management rationality that is promoted in most management education. This underscores a dilemma: In a business school, how do we teach a discipline that may not conform to our traditional ideas of rationality? Prior research has observed a variety of definitions and approaches taken to teaching entrepreneurship, yet scholars have given less consideration to how we are constructing and disseminating knowledge in entrepreneurship and the nature of rationality we are enacting during the educational process. In this field study, we show that three MBA programs address the challenge of entrepreneurship education by enacting distinct attitudes toward knowledge in entrepreneurship—or epistemic stances—each aligning with the notion of scientific rationality to a different extent. We offer the epistemic stance lens as a new avenue for understanding the practiced rationality of business education. Using this lens, we show the breadth of what is "rational" in entrepreneurship education beyond scientific management rationality. [ABSTRACT FROM AUTHOR]

Can We Save the Business School? In his book, Martin Parker iconoclastically and metaphorically calls for us to "bulldoze the business school" (p. 180). Essentially in I Shut Down the Business School i , he urges us to replace the b-school with a "school for organizing" that teaches more than just "market managerialism." With the b-school operating as a "cuckoo in the nest" (p. 89), "[b]-school knowledge provides a template for how the university can become a global knowledge corporation" (p. 94). [Extracted from the article]

Many students show little improvement in critical thinking, complex reasoning, and written communication while in undergraduate school, but the data are especially unfavorable for business majors. Some writers attribute the current state of undergraduate education to a "perfect storm" caused by an improbable convergence of forces. My purpose here is to argue that climate change should replace the perfect storm framework for understanding the undergraduate business education crisis. First, I explain how metaphors guide our thinking and actions. Second, I examine a perfect storm as a dominant metaphor for disasters and introduce climate change as an alternative. Although both meteorological metaphors entail a crisis caused by a convergence of forces, they differ in terms of probability, duration, and responses. Third, I describe the crisis and several of its causes. Finally, informed by climate change literature, I suggest that because a perfect storm is a brief unlikely event, climate change is more apt. The state of undergraduate business education reflects a "new normal" that requires sweeping top-down change. However, in the face of institutional inertia (Khurana, 2007), I pragmatically suggest small but meaningful bottom-up tactics that should appeal to many stakeholders without provoking "solution aversion" (Campbell & Kay, 2014). [ABSTRACT FROM AUTHOR]

We examine the business and management education (BME) research field along three dimensions of the legitimation code theory (LCT). These dimensions (Specialization, Semantics, and Autonomy) showed different bases for BME knowledge recognition, the extent knowledge is borrowed from other business disciplines, and factors that influence field development. The origin of LCT can be traced to sociological research in education, where perspectives of social control, position, and prestige of ideas were highlighted in the learning environment. We first identified a list of 250 highly cited articles from BME research by way of Harzing's (2013) Publish or Perish, and then categorized abstracts from these articles into research streams through the TxtViz clustering software. Next, we developed operational definitions of LCT dimensions for the BME field. We then calculated measures to position and assess characteristics of different BME research streams within the field. We expect this study to provide a theoretical framework that will contextualize BME research streams in relation to each other along different LCT dimensions, with consequent insights on within- and across-stream developmental implications. The findings should help BME researchers take a wider perspective and adopt a more cross-disciplinary approach to their work within the emerging LCT framework. [ABSTRACT FROM AUTHOR]

Published by the Ford Foundation in 1959, the Gordon–Howell Report has become part of the dominant narrative of the origin of the research-based model of education that dominates U.S. business schools and has led to the decades-long rigor–relevance debate. In answering calls for a more rigorous approach to the rigor–relevance debate and for management scholars to look to the past to think differently about the future, I conducted a critical hermeneutic analysis of the Gordon–Howell Report and the context in which it was written to construct a counterhistory to the dominant narrative. Whereas scholars have claimed that the Gordon–Howell Report was the origin of the current U.S. business school, my analysis shows that an intertwined set of forces acting on U.S. business schools during the 1950s, including the Ford Foundation, the Cold War, the adulation of science, and the search for legitimacy by these business schools, were also acting on Gordon and Howell and the readers of their report. Little in the report had not already been said. With a broader understanding of the history of the report, we create opportunities for re-framing the rigor–relevance debate moving forward, with new questions and a greater awareness of our own context. [ABSTRACT FROM AUTHOR]

Scholarly impact is typically conceptualized and measured as an internal exchange that occurs among researchers in the form of citations in journal articles. We offer an expanded conceptualization and measurement of scholarly impact by investigating knowledge transfer to a critical management education constituency: students. To do so, we investigated which sources (e.g., peer-reviewed journals, business periodicals); individual items (e.g., journal articles, book chapters); and authors are most frequently cited in 38 widely used organizational behavior, human resource management, strategic management, and general management undergraduate-level textbooks. By extracting all endnotes and references, we created a database including 7,445 sources, 33,719 articles and book chapters, and 32,981 authors (and their affiliations) cited at least once. Results showed a weak relationship between journals, articles, and authors cited most frequently in journals and those most frequently cited in textbooks. We also found that students are exposed to knowledge and content originating both in academic and non-academic outlets. Results have implications for theory and practice regarding the science–practice gap and a consideration of students as stakeholders, the conceptualization and measurement of scholarly impact and the design of academic performance management and reward systems, and choices regarding what knowledge academics create and disseminate. [ABSTRACT FROM AUTHOR]

Business schools throughout the world are pursuing national and international validation by seeking accreditation such as AACSB, EQUIS, and/or AMBA. The issue of accreditation of African universities, in general, and of business schools, in particular, is only now beginning to be addressed on a continental level. There is also a growing concern about the quality of higher education in Africa. We examine international business school accreditation from a post-colonial theory perspective. We argue that simply applying Western accreditation standards in a post-colonial context does not address relevant African business problems, nor does it examine educational needs in this environment. Our discussion focuses on these issues as well as on recommendations to assist many, if not most, African business schools in meeting the needs of their stakeholders given the socioeconomic and cultural realities of Africa. [ABSTRACT FROM AUTHOR]

Waddock and Lozano (2013) propose that there is an urgent need to bring the "heart and soul" back into management education. Indeed, its absence has also been implicated in the plethora of recent scandals and the global financial crisis. We suggest that such issues are, in part, attributable to a continued overreliance on a scientific and detached form of knowing that displaces particular "human characteristics" and in so doing, downplays our inherent connections to others. In contrast, we identify the importance of embracing a supplementary form of knowing, collaborative inquiry, which potentially restores our connections to others in ways that provide opportunities for a more heartfelt and soulful management practice. Specifically, we extend Van de Ven and Johnson's (2006) notion of collaborative inquiry to consider how it is mobilized in the context of a U.K. DBA program and in turn we examine the impact this move accomplishes. Drawing upon a detailed analysis of 20 students' reflective journals, we illustrate the ways in which they develop a form of empathy. Crucially, we found that this was one important means for (re)connecting to others in ways that begin to bring a sense of heart and soul back into management education. [ABSTRACT FROM AUTHOR]

We present a conceptual framework for strategic management instructors to enhance teaching of strategy implementation. Strategy textbooks are valuable in teaching certain aspects of implementation such as organizational structure. Much less attention is paid, however, to preparing students for the microlevel challenges and ambiguities of the tricky final stage of putting strategic plans into practice: the action and interaction of individuals when collaborating with and coordinating others. We explain how strategy instructors can use "critical diversity" as a threshold concept to enhance students' understanding and empathy for the microlevel complexity of strategy implementation and thereby develop their capacities to enact strategies successfully. Critical diversity is an umbrella term for studies of the contentious effects of strategic managerial approaches to workplace diversity. It relates to concerns with the social categories used in such approaches, the politics of diversity in the workplace, and the emotion this engenders. These three areas of complexity, which we label boundary, political, and emotion complexity, comprise our conceptual framework and can be adapted to address implementation issues in the classroom. To put this framework into practice, we suggest learning outcomes and activities for advanced undergraduates and postgraduates, and implications for instructors and strategic management textbook authors. [ABSTRACT FROM AUTHOR]

I examine the ways in which theory can improve strategy education and learning. It does so by examining one key question: how and why, and across which dimensions do firms differ? Pedagogical approaches can be formulated to test the proposition that firms differ to challenge students to explore the reasons for those differences (and the impact of this on strategy) and to discover systematic differences and similarities in firms cross a wide variety of contexts. [ABSTRACT FROM AUTHOR]

Modern business schools exist in a complex world of rankings, ratings, and credentials. Some argue that in increasingly competitive global higher education markets, signaling status and quality has actually become more important than having them (Gioia & Corley, 2002; Trank & Rynes, 2003). For many contemporary business schools, international accreditations have become key means and first steps in pursuing legitimacy and global status. In this essay, we elaborate in detail on a business school’s international accreditation process, including its motivations and outcomes. We conclude that while accreditation processes are, at best, fruitful quality improvement exercises, the inherent motivations stemming from the urge for organizational legitimacy, status, and reputation should not be overlooked by either the accrediting agencies or business schools themselves. Ironically, while accreditation agencies (AACSB and EQUIS are those focused on here) rarely explicitly encourage competition, their exclusivity seems to generate it between schools that aspire to belong to “the club.” For schools that gain access to the process, this means that on the flip side of the happy and collaborative jump in quality there is a much more serious demarcation and revealing redefinition of the accredited entity’s future supporters, collaborators, partners, and competitors. [ABSTRACT FROM AUTHOR]

We build theory for a more effective use of the case method in environmental sustainability management education. Using grounded theory, we analyze a set of 75 teaching cases on environmental sustainability to propose a classification framework based on literary genres. This theoretical framework will help instructors select teaching cases that promote a more holistic learning experience: One that allows students to undergo both the cognitive and emotional learning needed to manage businesses sustainably. The framework can also be utilized to gain insights for course designs that more effectively promote student engagement in environmental sustainability management classes. [ABSTRACT FROM AUTHOR]

We analyze the identity work of Indian management educators and scholars as they seek to establish, maintain, and revise a sense of self in the context of business school globalization. We show how globalization, combined with the historical legacy of colonialism, renders Indian scholars’ positions precarious in their interactions with Western business schools. Based on a qualitative interview study, we explore how Indian business school scholars perform their identities in the context of neo-colonial relations, which are characterized by the dominance of the English language and a pressure to conform to research norms set by globally ranked journals. Drawing on postcolonial theory, our argument focuses on mimicry as a distinctive form of identity work that involves maintaining difference between Western and non-Western identities by “Othering” Indian scholars, while simultaneously seeking to transform them. We draw attention to ambivalence within participants’ accounts, which we suggest arises because the authority of Western scholarship relies on maintaining non-Western scholars in a position of alterity or “not quite-ness.” We suggest that hybridity offers an opportunity to disrupt and question current practices of business school globalization and facilitate scholarly engagement that reflects more diverse philosophical positions and worldviews. [ABSTRACT FROM AUTHOR]

Entrepreneurship education is a key beneficiary of design thinking's recent momentum. Both designers and entrepreneurs create opportunities for innovation in products, services, processes, and business models. More specifically, both design thinking and entrepreneurship education encourage individuals to look at the world with fresh eyes, create hypotheses to explain their surroundings and desired futures, and adopt cognitive acts to reduce the psychological uncertainty associated with ambiguous situations. In this article, we illustrate how we train students to apply four well-established cognitive acts from the design-cognition research paradigm-framing, analogical reasoning, abductive reasoning, and mental simulation-to opportunity creation. Our pedagogical approach is based on scholarship in design cognition that emphasizes creating preferred situations from existing ones, rather than applying a defined set of tools from management scholarship. In doing so, we provide avenues for further development of entrepreneurship education, particularly the integration of design cognition. [ABSTRACT FROM AUTHOR]

Business schools face growing institutional pressure to respond to the sustainability agenda, especially since the financial crisis highlighted the need to educate business leaders who engage with issues beyond a profit imperative. Although business schools increasingly signal their engagement with global issues, such as sustainability, there are also suggestions that they decouple their espoused commitments from their practices. Rather than institute actual change and include sustainability in organizational activities, business schools may merely indicate that such change is taking place. We examine the key organizational and strategic conditions under which business schools decouple their sustainability policies from their practices. We draw on interviews with 40 deans of U.K. business schools and analyze the data using fuzzy set (fs) qualitative comparative analysis (fs/QCA), a method that investigates combinations of individual conditions. We find evidence to suggest that tight coupling is associated with small, prestigious business schools and that decoupling is associated with business schools that are large, wealthy, or lacking in expertise. We discuss the implications of these findings for business school legitimacy and institutional theory. [ABSTRACT FROM AUTHOR]

Although supportive of calls for business schools to learn the lessons of history to address contemporary challenges about their legitimacy and impact, we argue that our ability to learn is limited by the histories we have created. Through contrasting the contested development of the case method of teaching at Harvard Business School and the conventional history of its rise, we argue that this history, which promotes a smooth linear evolution, works against reconceptualizing the role of the business school. To illustrate this, we develop a "counterhistory" of the case method-one that reveals a contested and circuitous path of development-and discuss how recognizing this would encourage us to think differently. This counterhistory provides a means of stimulating debate and innovative thinking about how business schools can address their legitimacy challenges, and, in doing so, have a more positive impact on society. [ABSTRACT FROM AUTHOR]

Business faculty represent an intriguing platform from which to examine the interplay between human capital theory and legitimacy. We examine a cohort of Canadian business school scholars over 10 years, through the theoretical framework of human capital and legitimacy to gain insight into how factors interact differently in their environment. We show the importance of both human capital and external legitimacy on faculty compensation, highlighting the role of movement as a partial mediator between general human capital (publication number and quality) and compensation, and as a full mediator between external legitimacy (journal editorship and editorial board membership) and compensation. In addition, we found that external legitimacy (journal editorship and professional roles) interacted with movement to impact faculty compensation. We make a unique theoretical contribution by examining how individuals' estimates of their knowledge and comparative value impacts individual compensation trajectories, and ultimately the business schools themselves. Our study has implications for the management of knowledge industries as well as for the curricula design of business schools. [ABSTRACT FROM AUTHOR]

The walls around many business schools remain high, eroding interdisciplinary education and research collaboration that might address some grand challenges facing society. In response, we adopt a public interest perspective and argue business schools should lower their walls to engage with other academic departments to address such grand challenges in away that engenders social value. We identify forces for lower and higher walls that surround business schools and influence prospects for interdisciplinary collaboration. We highlight examples of successful relationships between business schools and other academic departments, which offer some optimism for a reimagined public interest mission for business schools. Finally, we draw out some boundary conditions to take a more contingent view of possibilities for such interdisciplinary collaboration encompassing business schools. [ABSTRACT FROM AUTHOR]

The power of great novelists' storytelling is demonstrated by their ability to shape social attitudes, beliefs, and behaviors, and even to make life more worth living. However, although narrative pedagogical methods are widely employed in business education, and there are literature-focused electives, business seems to be too busy to require students to read novels. Novels may be perceived to be too long to generate an immediate return on investment. Few great novels are about business, and fewer still are set in a business environment relevant to the economic and technological context of the 21st century. The ones that are, however, are worth the investment, as they just might turn our business students into better business people. This "novel" claimbuilds upon the widely accepted thesis that narrative pedagogy cultivates better business people, as well as the increasing scientific evidence of the benefits of reading great novels. It goes further to suggest that great novelsmight belong in the core ethics requirement in that the form and quality of a narrative determines its enduring, ethical effectiveness. In particular, novels explore in a distinctive way the intersection of what to do and how to live that management education needs to develop better persons and more responsible professionals. [ABSTRACT FROM AUTHOR]

We present a comprehensive briefing on the past and present of a business educational culture that is significantly different in ethos and structure to the widely known systems in the United States and United Kingdom; namely, the history and culture of the French Grandes Ecoles de Commerce. We follow with a brief reminder of extant literature on the utility of business education and its seeming misalignment with the competencies and skills specified by practitioners. Key pressures and trends on and within this system, such as internationalization, accreditation, and a greater emphasis on publications are identified and discussed. We then combine these threads in a partial replication of the work of Dierdorff and Rubin (2006; Rubin & Dierdorff, 2009). Specifically, we present collated information on 1582 classes from 542 programs at the top Grandes Ecoles de Commerce alongside further secondary data and then analyze it in respect of alignment with Rubin and Dierdorff's identified behavioral competencies. Weargue that the outcome of these pressures may well be that inherent and historical strengths of great value are being discarded, and that the degree of irrelevance and misalignment between educational provision and required managerial competence will stay the same or even get worse. [ABSTRACT FROM AUTHOR]

Although the past 2 decades have produced much promise (and accompanying research) on the use of information technology (IT) in business school courses, it is not entirely clear whether IT has truly "transformed" management education. There are compelling arguments on both sides. On one hand, advocates for the transformative role of IT can point to several success stories. On the other hand, skeptics of the role of IT in management education can also point to support for their view. This lack of consensus has led researchers in Academy of Management Learning & Education to call for scholars to confront the bias against online education (Redpath, 2012) and engage in serious research on online education (Arbaugh, DeArmond, & Rau, 2013). In this article, we respond to these calls for research by using adaptive structuration theory to develop a conceptual model of three factors that influence the use of IT in business education. We review prior research for each factor and use the conceptual model to identify implications for the design and delivery of business education. Based on the implications, we offer recommendations and recognize challenges for business schools and faculty related to the use of IT in business education. [ABSTRACT FROM AUTHOR]

We engage in a conversation about the relevance of practice theory for management. We argue that management educators can use practice theory to help current and future managers develop intuitions that are useful for managing dynamic and complex situations, and we provide management educators with three orientations designed to help make practice theory practical. First, we introduce a way of thinking about practicality that orients to the everyday context of management. Second, we provide a primer on practice theory. Third, we illustrate the potential for the practicality of practice theory through the idea of resourcing and in-depth case examples of resourcing in practice. We conclude with suggestions for further development of this conversation. [ABSTRACT FROM AUTHOR]

"What's going on?" Within the context of our critically informed teaching practice, we see moments of deep learning and reflexivity in classroom discussions and assessments. Yet, these moments of criticality are interspersed with surface learning and reflection. We draw on dichotomous, linear developmental, and messy explanations of learning processes to empirically explore the learning journeys of 20 international Chinese and 42 domestic New Zealand students. We find contradictions within our own data, and between our findings and the extant literature. We conclude that expressions of surface learning and reflection are considerably more complex than they first appear. Moreover, developing critical reflexivity is a far more subtle, messy, and emotional experience than previously understood. We present the theoretical and pedagogical significance of these findings when we consider the implications for the learning process and the practice of management education. [ABSTRACT FROM AUTHOR]

I argue that managers, management academics, and management students benefit from being knowledgeable in Western philosophy. To that effect, a survey of six major themes of Western philosophy is offered: heroism, rationalism, positivism, romanticism, existentialism, and postmodernism. This survey reveals that the dominating themes taught in management schools have recognizable philosophical origins: Power in human relationships is a heroic concept; the case for management education is of rationalist descent; and the conviction that research is to be a value-free, inductive enterprise is a legacy of positivism. Further, the importance of innovation is a romantic theme; accepting one's personal responsibility for one's decisions is a distinctively existentialist demand; and the idea that the world and human existence are without firm foundations is the dominating message of postmodernism. Knowingly or not, in one way or another, all important management authors inscribe themselves in at least one of these traditions. No management education is complete if it is not anchored in their understanding. [ABSTRACT FROM AUTHOR]

This article examines how and why business schools might be complicit in a growing disconnect between leaders, people who are supposed to follow them, and the institutions they are meant to serve. We contend that business schools sustain this disconnect through a dehumanization of leadership that is manifested in the reduction of leadership to a set of skills and its elevation to a personal virtue. The dehumanization of leadership, we suggest, serves as a valuable defense against, but a poor preparation for, the ambiguity and precariousness of leadership in contemporary workplaces. We propose ways to humanize leadership by putting questions about the meaning of leadership--its nature, function, and development--at the center of scholarly and pedagogical efforts. Reflecting on our attempts to do so, we argue that it involves revisiting not just theories and teaching methods, but also our identities as scholars and instructors. [ABSTRACT FROM AUTHOR]

Power in business schools is ubiquitous. We develop individuals for powerful positions. Yet, the way we deal with power is limited by our utilitarian focus, avoiding its visceral nature. In relation to this we address two questions business schools don't ask: "What is the experiential nature of power? How are we teaching power?" We use experiential, aesthetic developments on power in the social sciences to critique the rational-utilitarian stance on power found in business schools, drawing on the work of Dewey and French philosopher Levinas to treat power as a lived phenomenon. We overview and critique approaches to teaching power in business curricula informed by our own research on Executive MBA students learning through choral conducting. Taking an appreciative-positive stance, this research showed students developing new, non rational, nonutilitarian understandings of power. They developed nuanced learning on the feeling, relationality, and responsibility of exercising power. Coming out of this we argue for more experiential and reflexive learning methods to be applied to the phenomena of power. Finally, we shine a reflexive light on ourselves and our "power to profess," suggesting ways we can change our own practice to better prepare our students for the power they wield. [ABSTRACT FROM AUTHOR]

The burgeoning economic inequality between the richest and the poorest is a cause of concern for social, political, and ethical reasons. While businesses are both implicated and affected by growing inequality, business schools have largely neglected to subject the phenomenon to sufficient critique. This is, in part, because far too many management educators rely on orthodox economic perspectives--often represented by neoliberal capitalism--which have dominated the curricula and the teaching philosophy of business schools. To address this issue, we underscore the need for business schools to critically examine the relationship between neoliberal capitalism and economic inequality, and to overtly engage with this nexus in pedagogical practice. We conclude by revisiting the concepts of relationality and answerability as paths by which to address the current predicament. Relationality and answerability collectively offer (1) conceptual and reflexive tools by which to reimagine business school education, and, (2) space for business schools to debate important questions about the taken-for-granted, but problematic, assumptions underlying the ideology of neoliberal capitalism. [ABSTRACT FROM AUTHOR]

Evidence-based management has been widely advocated in management studies. It has great ambition: All manner of organizational problems are held to be amenable to an evidence-based approach. With such ambition, however, has come a certain narrowness that risks restricting our ability to understand the diversity of problems in management studies. Indeed, in the longer term, such narrowness may limit our capacity to engage withmany reallife issues in organizations. Having repeatedly heard the case for evidence-based management, we invite readers to weigh the case against. We also set out an alternative direction--one that promotes intellectual pluralism and flexibility, the value of multiple perspectives, openness, dialogue, and the questioning of basic assumptions. These considerations are the antithesis of an evidence-based approach, but central to a fully rounded management education. [ABSTRACT FROM AUTHOR]

This article presents an archival history of the relationship between the U.S. Ford Foundation (FF), and Brazil's preeminent business school, EAESP (the São Paulo School of Business Administration), and assesses its lessons for today. Contributing to the literatures on the FF and the Americanization of management education, we show how the aspirations of Thomas Carroll, a leader in postwar management education for the FF's idealized, and still prevalent, form of "scientific" business school were thwarted in Brazil. We also show that Carroll secretly engaged with the U.S.-supported Brazilian military dictatorship, suggesting the FF was actively supportive of U.S. foreign policy in Latin America. Yet, while Brazilian EAESP actors shaped the school according to their own priorities and ignored Carroll's, they managed to spend the FF's money. Broader understandings of the FF as a "dominating" power in management education, must therefore, be nuanced, taking this subversion into account.More generally, this "first wave" case in the internationalization of management education has lessons for today's management educators, particularly given the burgeoning interest in global management and global management education. Not least, we argue, historic, as well as cultural, reflexivity is an essential requirement of the global management educator. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including the relevance of design science in management practice and education, the integration of design thinking methods in business education, and educational advancement.

As business schools are expanding their offering of family business courses and programs, educators are challenged to identify and select useful learning resources that could be used to teach family business topics. To assist these efforts, we reviewed a repository of learning resources for family business education that includes an extensive list of books, teaching case studies, films, and magazines. This resource review organizes and maps existing learning resources for family business education, discusses the potential usefulness of different types of resources, identifies gaps in current family business education, and outlines directions for future work. The guidelines developed in our review will help expand and further enhance the pool of resources available for family business education, and ideally, will contribute to reducing the gap between family business research and practice. [ABSTRACT FROM AUTHOR]

The purpose and quality of management and business education in universities have been subjected to an onslaught of vitriolic criticism. Most of this conversation emanates from the global north or west, particularly the United States and to a lesser extent Western Europe. I focus here on management and business education challenges in South Africa. Its sociopolitical history as well as its location in the global south, in juxtaposition to the global north, raises different challenges. South Africa's multilayer context creates differences in both the challenges faced by universities and management academics and the responses required. The dominant prescriptions for changing management and business education are inadequate where the challenge is transformative nation building across all sectors of society. After describing the challenges for management education, I offer an agenda that attempts to traverse the complex interplay between South Africa's simultaneous postapartheid and postcolonial conditions. [ABSTRACT FROM AUTHOR]

The article looks at the aspects of multidisciplinary research and polymath scholars and its benefits to business schools to rejuvenate the intellectual and moral training of future business leaders. Topics discussed include the benefits of multidisciplinary scholarship both to society and individuals, the challenges to multidisciplinary scholarships, and strategies to enhance multidisciplinary scholarship.

An introduction to a section of book reviews on topics related to the principles for responsible management education is presented, which include "Globally Responsible Leadership: Managing According to the U.N. Global Compact" and "Socially Responsive Organizations and the Challenge of Poverty."

In recent years, many scholars have argued that business schools have jeopardized their legitimacy and identity. However, business schools have also been praised as a success story of higher education. To understand the legitimacy-related contradictions faced by business schools, we examine the historical development of the business school as an academic and professional institution. Specifically, we argue that certain transitions in the ethos and practices of business schools that were aimed at strengthening their legitimacy have subsequently produced challenges and threats to that legitimacy. We then discuss three sequential but interrelated periods, namely, the scientification, politicization, and corporatization of business schools, which have created legitimacy paradoxes and challenges for their management. We conclude by discussing how the legitimacy paradoxes contribute to our understanding regarding the challenges of managing business schools. [ABSTRACT FROM AUTHOR]

The growing attention to entrepreneurship education has caused a debate about whether entrepreneurship education can affect entrepreneurial behavior. We use a quasiexperimental design, comparing a MSc entrepreneurship program with a comparison group from a MSc supply-chain management program to test the effectiveness of entrepreneurship education, relying on the theory of planned behavior (TPB). The findings suggest that entrepreneurship education is effective. Specifically, students participating in entrepreneurship education show an increase in attitudes and perceived behavioral control. Furthermore, they have higher entrepreneurial intentions at the end of the program. Finally, entrepreneurial intentions mediate the effect of entrepreneurship education on subsequent behavior associated with the creation of new business ventures. These results suggest that entrepreneurship education emphasizes increasing antecedents of intentions and behavior. [ABSTRACT FROM AUTHOR]

Joining the sharpening critique of conventional university-based business school education, we argue that educating students to be integrated catalysts is necessary to meet current sustainability challenges. The key feature of moving toward the integration required at the individual level is focusing on developing students' capacity for moral and cognitive maturity. To effect this, the practice of genuine dialogue is the focus of our interpersonal method for educating management students. In supporting such education, business schools must, however, first transform themselves. As transformative social enterprises, they model critical questioning as well as improve the impact and relevance of management on flourishing wider society and an ethically oriented economy. We offer practical suggestions and implications for future business education reform. [ABSTRACT FROM AUTHOR]

Not everything that is important for success can be learned from a lecture or assessed on an exam. In fact, the informal elements of a learning environment may be just as important as the formal ones. In this article, we argue for recognizing the existence and influence of the informal management curriculum, which consists of those elements of the educational environment outside formal goals and assessments. The informal management curriculum is a potentially powerful factor in student learning, and our field's current lack of discussion about it suggests that we are not using its influence as well as we might. We offer a definition of the informal management curriculum, including a comparison to related constructs. Our definition provides the foundation for a conversation among three management education experts, Kenneth G. Brown, Rakesh Khurana, and Robert S. Rubin, who discuss the role of formal and informal elements in management education. Their discussion and our conclusions suggest future directions for the classroom, for research, and for administration. [ABSTRACT FROM AUTHOR]