Christopher Meeting Expectations in Management Education

Social and Environmental Pressures on Managerial Behaviour
1. Auflage 2018
ISBN: 978-3-319-76412-2
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 257 Seiten

Reihe: Progress in Mathematics

This book brings together a variety of international, cross-cultural case studies of management education programmes and discusses the results in light of the present higher social expectations on managerial behaviour. It presents both traditional and unusual approaches to management education, examining concept mapping, transformational learning theory, the practice-theory gap, cultural indoctrination and business students' increased concern with socio-ecological sustainability. It moves from restating the purpose of university business schools to discussing the construction of conducive learning environments on introductory courses and of communities of learning through 'harmonised teaching'. In addressing the social and ethical problems that will soon confront all managers, Meeting Expectations is a valuable resource for teachers, students and practitioners.

Elizabeth Christopher was Adjunct Professor at Macquarie University, Australia, from 2000 to 2010. She has interests in international management, managing cultural diversity, communication across cultures, and online teaching and learning. She is currently the leading co-editor of a Special Issue of the Journal of Management Education. She spent many years in the private sector before returning to a university environment and was awarded a PhD in 1983. From 1993 - 1995 she was Professor at Charles Stuart University's overseas study programmes, in Ankara and Istanbul, Turkey. Through the 1980s and '90s she was a visiting professor at various American universities and a visiting fellow at the East-West Center, Honolulu, United States. Until recently she was a part-time Faculty member of the Honolulu-based Japan-American Institute of Management Science (JAIMS). Since 1993 she has been a Chartered Member of the Australian Human Resources Institute (AHRI).

Autoren/Hrsg.

Christopher, Elizabeth

Inhaltsverzeichnis

1;Foreword;5
1.1;Introducing the Book;5
1.2;Principles of Responsible Management Education (PRME);6
1.3;Developing Economies;6
1.4;Education and Society;7
2;Acknowledgements;8
3;Contents;9
4;Notes on Contributors;12
5;List of Figures;21
6;List of Tables;22
7;1: Introduction: Playing Devil’s Advocate: What is the Business of Business?;23
7.1;References;30
8;2: The Transformation of Business Education in Post-Apartheid South Africa;32
8.1;Introduction;32
8.1.1;Background and Context;32
8.2;Business School Education During Apartheid;34
8.3;Post-Apartheid Business School Education;35
8.3.1;The Expansion of Business Education in South Africa: The Introduction of MBAs;35
8.3.2;The Impact of PRME;38
8.4;Rethinking Management Education Pedagogy For Transformation in South Africa;42
8.4.1;Pedagogical Approaches;42
8.4.2;Practical Examples of Reimaging the Curriculum;44
8.5;Conclusion;45
8.6;References;45
9;3: From Occupation to Cultural and Social Responsibility in Philippine and Puerto Rican Business Education: A First-Stage Historical Research Perspective;48
9.1;Introduction;48
9.1.1;CSR: Cultural Identification and Protection Issues;49
9.2;The Philippines: American Occupation and Its Americanization of Local Values;50
9.2.1;Educational Transfer and Relations: American Ideals and Training in the United States;51
9.2.2;The Founding and Growth of the Asian Institute of Management—United States Influence Personified;52
9.2.3;A Distributed and Cooperative Learning Environment;54
9.2.4;Continued American Ties;54
9.3;Puerto Rico;55
9.3.1;Distance Learning for the Diaspora—A Culturally Sensitive Initiative;57
9.3.2;The Status of Puerto Rico’s National Universities—Steps Forward;58
9.4;A Partial Conclusion: Needs and Opportunities for Further Research;59
9.5;References;61
10;4: A Historical Perspective on Social Expectations for Management Education: Training for Empire;64
10.1;Introduction;64
10.2;Training for Empire;65
10.2.1;Low-Level Bureaucrats;65
10.2.2;Need for Formal Training;66
10.3;Summary;68
10.4;References;68
11;5: Problems in Management Ethics Training: An Indian Perspective;70
11.1;Introduction;70
11.2;The Indian View;71
11.2.1;Corporate (Bhandarkar, 2006);72
11.2.2;Rocket Singh: Salesman of the Year (Amin, 2009);74
11.3;Framework for Ethical Teaching in Management Education;76
11.4;Current Ethical Training and Education of Managers in Indian Universities;77
11.4.1;Curriculum;78
11.4.2;Textbooks;78
11.4.3;Teaching Methodology;80
11.5;The Way Forward;80
11.6;Conclusion;81
11.7;References;82
12;6: Integrating Responsible Education Principles into a Conventional System: The Case Study of TERI School of Advanced Studies, India;85
12.1;Introduction;85
12.2;The Case: TERI SAS;86
12.2.1;Integrating PRME into Educational System;87
12.2.2;Beyond Physical Infrastructure;87
12.2.3;Critical Enablers, Challenges and Way Forward;90
12.3;Summary;90
12.4;Bibliography of Works Consulted;91
13;7: Tri-Sector Leadership and Collaboration in Management Education: The Case of Singapore;92
13.1;Introduction;92
13.1.1;Nation Building in Singapore: Transformation from Third to First World;92
13.1.2;Leadership in Nation Building;93
13.1.3;New Forms of Leadership and the VUCA World;94
13.2;Singapore Management University’s Post- Graduate Management Education Programme;94
13.2.1;Key Theme 1: Developing Partnership Mindsets;95
13.2.2;Key Theme 2: Decision Making;96
13.2.3;Scenario Planning;96
13.2.4;Key Theme 3: Application of Tri-Sector Collaboration;97
13.3;Summary;97
13.4;Conclusion;98
13.5;References;98
14;8: Demand for and Supply of Responsible Managerial Behaviour;101
14.1;Introduction;101
14.2;1: Theoretical Framing;102
14.2.1;The Analogy of Demand and Supply;102
14.2.2;Responsible and Irresponsible Behaviour;102
14.3;2: Defining Irresponsibility and Responsibility;104
14.4;3: Supply of Managerial Responsibility;105
14.4.1;Demand and Supply;105
14.4.2;Managerial Attitudes, Beliefs, and Values;106
14.5;4: Implications for Management Education;107
14.6;References;109
15;9: Social and Environmental Pressures in Management Education: How Anticipatory Stress and Social Support Interact to Predict Students’ Academic Engagement and Performance;114
15.1;Introduction;114
15.2;Precursors to the Development of Students’ Academic Engagement;115
15.2.1;Anticipatory Stress;115
15.2.2;Social Support from Instructors;116
15.2.3;Involvement in Orientation and Other On-campus Activities;117
15.2.4;Academic Engagement Trajectories;117
15.3;Research Context;118
15.4;Results;119
15.4.1;Preliminary Findings;119
15.5;Discussion;121
15.5.1;Stable Trajectories: Low Match, Moderate Match, and High Match Low Match;122
15.5.2;Moderate Match;123
15.5.3;High Match;124
15.5.4;Dynamic Trajectories: ‘Honeymoon Hangover’ or ‘Learning to Love’;125
15.5.5;‘Honeymoon Hangover’;125
15.5.6;‘Learning to Love’;126
15.6;Conclusions;127
15.7;References;128
16;10: Learning in Higher Education: The Role of Sustainability Integration Strategies, Legitimacy, and Teaching Tools;131
16.1;Introduction;131
16.2;Sustainability Integration in the Business Curricula;132
16.2.1;Implementation Strategies for Sustainability Integration;133
16.2.2;Sustainability Legitimacy;134
16.2.3;Social Referents;134
16.2.4;The Position of Sustainability in the Syllabus;136
16.2.5;Teaching Tools;136
16.3;Methodology;137
16.3.1;Data Collection;137
16.3.2;Sample Description;138
16.3.3;Measures;138
16.3.4;Control Variables;141
16.4;Results;142
16.4.1;Descriptive Analysis;142
16.4.2;Common Method Variance and Multicollinearity Tests;143
16.4.3;Determinants of Students’ WTL;145
16.5;Discussion;147
16.6;Conclusions;149
16.7;Limitations and Further Research;150
16.8;References;151
17;11: Responsible Managers and Responsible Management Education;154
17.1;Introduction;154
17.2;Responsible Managers and RME;155
17.2.1;Corporate Social Responsibility and Business Ethics;155
17.2.2;Responsible Managers and RME;156
17.3;Conclusions and Implications;159
17.4;References;160
18;12: Sustainable Business Ethics Education;164
18.1;Introduction;164
18.2;Ethics Education;166
18.2.1;Teaching Business Ethics;167
18.3;The Research;168
18.3.1;Research Design;169
18.3.2;The Research Samples;170
18.4;Analysis;170
18.5;Findings;171
18.5.1;Indicative Quotations from Focus Groups and Interviews;171
18.5.2;Social Benefits;172
18.5.2.1;Friendship;172
18.5.2.2;Language;172
18.5.2.3;Engagement with Academics;173
18.5.2.4;Working with People (in Career);173
18.5.2.5;Networking;174
18.5.2.6;Satisfaction with University Experience;174
18.5.3;Co-Creation;174
18.5.3.1;Student Motivation;175
18.5.3.2;Student Engagement;175
18.5.3.3;Teamwork;175
18.5.3.4;Experience of Other Cultures;176
18.5.3.5;Experience with Different Learning Styles;176
18.5.3.6;Self-Discipline;177
18.6;Concluding Remarks;177
18.7;Limitations and Further Research;178
18.8;Appendix. Sample Ethics-Based Experiential Learning Activity (ELA) and Critical Action Learning (CAL) Used in the Course;179
18.8.1;Activity I: Simulation in Genetically Modified Food;179
18.8.2;Activity II: The Bribery Scandal at Siemens AG—Case Study;180
18.8.3;Activity III: Sample International Bribery Scenario;180
18.8.4;Activity IV: The Global Strategy Game;181
18.9;References;181
19;13: Creating an Organization in the Classroom: Students Living Management Theories in Action;186
19.1;Introduction;186
19.2;Dissonance in Management Education;187
19.3;CAO—Theory into Practice;188
19.4;Three Initiating Conditions for CAO;192
19.4.1;Educators Dissatisfied with “Telling”;193
19.4.2;Students’ Opportunities to Engage;194
19.4.3;Administrative Environment: Tolerating Alternative Processes;195
19.5;Creating and Guiding a CAO;196
19.5.1;Beginning to Shift Responsibility;196
19.5.1.1;Day 1;196
19.5.1.2;Day 2;196
19.5.1.3;Day 3: Structure and Ambiguity;197
19.5.1.4;Days 4–7;197
19.5.1.5;Days 8–14;198
19.5.2;Overall Sequence;198
19.5.2.1;Day 15: The Final Day;198
19.6;Concluding Comments;199
19.7;References;200
20;14: Reflections on the Development and Delivery of an Experiential Learning Capstone Project Course;203
20.1;Introduction;203
20.2;Experiential Learning;204
20.2.1;The Capstone Course;205
20.3;Opportunities and Challenges;206
20.3.1;Opportunities;206
20.3.2;Relationship Building with External Stakeholders;206
20.3.3;Integrating Theory and Practice;207
20.3.4;Challenges;207
20.3.5;Student Perspectives;207
20.3.6;Instructor Challenges;208
20.3.7;Challenges to the E&B Program and the University;209
20.4;Evolution;209
20.4.1;Addressing Student Perspective Challenges;209
20.4.2;Addressing Instructor Challenges;210
20.5;Dealing with Conflict;211
20.5.1;Team Contracts and Peer Evaluations;211
20.5.2;Early Diagnosis;212
20.5.3;Threat of Removal;212
20.5.4;Minimizing Risks;212
20.6;Future Directions;212
20.7;Conclusion;213
20.8;References;214
21;15: Shaping Managerial Values: Incorporating Experiential Learning in Management Education;215
21.1;Introduction;215
21.2;Review of Literature;217
21.3;Experiential Learning;221
21.3.1;Kolb’s (1984) Experiential Learning Theory;221
21.3.2;Shaping Managerial Values through Experiential Learning Methods;222
21.3.3;Value Creation Framework;223
21.4;Important Considerations;224
21.5;Limitations and Future Research Directions;227
21.6;References;227
22;16: Management Education for Women—and Men?;231
22.1;Introduction;231
22.1.1;Perceptions and Realties;233
22.2;Informal Management Education for Women;234
22.2.1;Mentoring;234
22.2.2;Spreading the Word;235
22.2.3;‘Women in business’ Groups;235
22.3;Formal Management Education for Women;236
22.3.1;Counter-Arguments;237
22.4;The Missing Ingredient;238
22.5;The Way Forward? Transformative Learning;238
22.5.1;The Nature of Management;239
22.5.2;Transformative Learning Methods;241
22.5.3;Teaching a Management Curriculum to Foster Transformational Learning;242
22.6;Summary and Conclusion;244
22.7;Appendix;245
22.7.1;Matrix;245
22.7.1.1;Purposes;245
22.7.1.2;Procedure;246
22.7.1.3;Briefing and Administering the Game;247
22.7.2;Matrix;247
22.7.2.1;Instructions;247
22.8;References;248
23;Index;252