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Once a preferred strategy, corporate diversification into disparate lines of business has gradually declined in the U.S. over the past several decades. We argue that changes that occurred in a closely related domain--graduate business education--are important in understanding variation in de-diversification across firms. Building on a historical account of the transformation of business education, we explain how the rise of financial economics and agency-theoretic logic in business education changed students' views about diversification. Nearly 20 years later, these MBA graduates rose to top decision-making positions and put the brakes on diversification. Using data on CEOs who ran 640 large U.S. corporations from 1985 to 2015, we show that CEOs who earned an MBA before the 1970s actively pursued diversification, whereas the next cohort of CEOs, who had been exposed to agency-theoretic logic in financial economics, refrained from it. We also demonstrate that the degree of managerial discretion moderated the effect of the CEO's MBA education. Our study shows that institutional change in one domain (i.e., business education) contributed to change in another domain (i.e., corporate diversification), albeit with a considerable time lag. [ABSTRACT FROM AUTHOR]

Business administration appeared as a distinct field of education in the European and North American higher education at the end of the 19th and the beginning of the 20th century. Ilie and Horobeþ (2007) argue that „Business schools have their origin in a pragmatic mix of intellectual challenge, social need and practical efficiency“. The elements of this mix change over time. In response, business education is continuously adapting its content and mode of delivery. The changing world demands today an in-depth reconsideration of the approach of how to teach and learn doing business. This paper gives, in the first part, an overview of the main change drivers in the current business education. It unveils in second part differences between incremental and transformational change. Finally, it discusses the academic and organizational issues a school should consider in implementing a consistent transformation in the provision of graduate business education. [ABSTRACT FROM AUTHOR]

Synchronous hybrid delivery (simultaneously teaching on-campus and online students using web conferencing) is becoming more common; however, little is known about how students experience emotions in this learning environment. Based on Pekrun's (2006) control-value theory of emotions, the dual purpose of this study was first to compare synchronous hybrid students who attend online versus on-campus in terms of control, value, emotions and perceived success and second to compare students’ degree of emotional activation in the domains of programme achievement and technology use. Survey data from 101 graduate business students revealed that online students reported significantly higher levels of technology-related anger, anxiety and helplessness. Furthermore, in comparison to their on-campus counterparts, online students more clearly separated their emotions in terms of programme achievement and technology use. Emotions related significantly to students’ perceived success for both programme achievement and technology use, and mediated the effects of control and value appraisals on perceived success.

Synchronous hybrid delivery (simultaneously teaching on-campus and online students using web conferencing) is becoming more common; however, little is known about how students experience emotions in this learning environment. Based on Pekrun’s (2006) control-value theory of emotions, the dual purpose of this study was first to compare synchronous hybrid students who attend online versus on-campus in terms of control, value, emotions and perceived success and second to compare students’ degree of emotional activation in the domains of programme achievement and technology use. Survey data from 101 graduate business students revealed that online students reported significantly higher levels of technology-related anger, anxiety and helplessness. Furthermore, in comparison to their on-campus counterparts, online students more clearly separated their emotions in terms of programme achievement and technology use. Emotions related significantly to students’ perceived success for both programme achievement and technology use, and mediated the effects of control and value appraisals on perceived success. [ABSTRACT FROM AUTHOR]

Synchronous hybrid delivery, defined as a course option where mutually exclusive groups of online and on-campus students are taught simultaneously using real-time audio and video technology, is becoming more common in higher education. This paper reports on a study whose objective was to investigate how online versus on-campus attendance in synchronous hybrid graduate business programs affects the relationships among students' need satisfaction, motivation, and perceived success. Ryan and Deci's self-determination theory was used to guide the analyses and interpret the results. Survey data involving 112 hybrid graduate business students revealed that need satisfaction significantly predicted several categories of motivation, which in turn predicted perceived success. For online students, perceived favorability of online and on-campus delivery was significantly correlated with key dimensions of need satisfaction and perceived success. The results also indicated that there are few significant differences on types of motivation and psychological needs between online and on-campus hybrid students; an exception was that online students reported significantly lower levels of relatedness than their on-campus counterparts. Differences based on attendance mode, may not be as substantial as was once thought. [ABSTRACT FROM AUTHOR]

Biomedical research enterprises require a large number of core facilities and resources to supply the infrastructure necessary for translational research. Maintaining the financial viability and promoting efficiency in an academic environment can be particularly challenging for medical schools and universities. The Indiana Clinical and Translational Sciences Institute sought to improve core and service programs through a partnership with the Indiana University Kelley School of Business. The program paired teams of Masters of Business Administration students with cores and programs that self-identified the need for assistance in project management, financial management, marketing, or resource efficiency. The projects were developed by CTSI project managers and business school faculty using service-learning principles to ensure learning for students who also received course credit for their participation. With three years of experience, the program demonstrates a successful partnership that improves clinical research infrastructure by promoting business best practices and providing a valued learning experience for business students. [ABSTRACT FROM AUTHOR]

This article provides a "how to" guide for developing and teaching a servicelearning course in social entrepreneurship and community leadership. As the framework of the course, service-learning operates through faculty to student, student to student, and student to client interactions. The discussion articulates the planning and faculty commitment necessary as well as the goals, objectives, project examples, and outcomes associated with the class. A unique aspect of the course, the pairing of graduate student mentors with high school student protégés within teams, is described. The service-learning activities required throughout the course are generalizable to several management education contexts that wish to enhance learning and leadership by creating partnerships between the university, its students, and its community. [ABSTRACT FROM AUTHOR]

In 2004, the United States Agency for International Development (USAID) concluded a 4-year, 10 million dollar contract with the University of Delaware to create the Sarajevo Graduate School of Business, the first Association to Advance Collegiate Schools of Business [AACSB]-accredited business school in Southeast Europe. This case study examines inconsistencies in the school's mission and goals, the structure and operation of the joint venture between Delaware and the University of Sarajevo, the fit between Delaware's MBA program and the local environment, pricing in an emerging market, the impact of the school's business model on its sustainability, challenges of market estimation and new product introduction, and the realism of USAID's goal of cultural change. The article concludes with an up-to-date epilogue and summary of conclusions that pertain generally to organizational strategies in emerging markets. [ABSTRACT FROM AUTHOR]

Although the 1990s represented an expansive period for business schools in the United States the past few years have seen a significant drop in demand for this once popular degree program. As many schools of business struggle to retain their market share in this increasingly competitive environment, one powerful, but sometimes overlooked, strategy is to survey program graduates to better understand the many ways in which they may have benefited from their program. Because this information can be used for more focused advertising, targeted recruitment, and program improvements, the authors present a plan for gathering, analyzing, and using this important information. In their plan, they use results from a recent survey of more than 2,200 Master of Business Administration (MBA) graduates from a business school associated with a private university in the southwestern United States. [ABSTRACT FROM AUTHOR]

The impact of hybrid classroom/distance education approaches is examined in the context of the case method. Four distinct semester-long treatments, which varied mixes of classroom and online discussion, were used to teach a graduate MIS survey course. Specific findings suggest that by using Web technology, college instructors may offer students the option of participating in high-quality courses using the case method pedagogy in an online environment. Students not only appear to do as well as in the traditional classroom, but the data suggest that students in the online environment may perform better at multiple levels of learning outcomes, especially when using a blend of classroom and online technologies. Furthermore, the precepts of the case method pedagogy may be enhanced by the use of online discussions. Instructors employing the technique may find their own importance devalued, while the time demands of the approach can be much greater than for traditional classes. The findings infer that it is the model of learning and its fit with supporting technologies, rather than the presence of technology per se, which enhances learning outcomes. [ABSTRACT FROM AUTHOR]

The article discusses the ideas of its author regarding how to bring a production and operations management (POM) course alive. It outlines how to ensure introductory POM courses are as challenging, current, and motivational as possible. POM is one of the most exciting things a professor can be doing in the late 1990s. It is a challenging, changing, alive field in which students at undergraduate and MBA levels are showing an interest in larger numbers than ever before. The author proposes an overall model f0r teaching POM. The model has many components, but since no two professors will approach the course identically, these components provide flexibility, not hindrance to effective communication in the classroom. In this article, the author touches on each component briefly. Components indicate a focus on numerous course components emanating from the choice of textbook, perhaps the natural slant from an author's perspective. This means that selection of a text effectively selects the subcomponents and is hence a major decision as to how the course will be taught.