Dameron / Durand The Future of Management Education

Volume 2: Differentiation Strategies for Business Schools
1. Auflage 2017
ISBN: 978-1-137-56104-6
Verlag: Palgrave Macmillan UK
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 308 Seiten

Reihe: Business and Management

This book discusses the challenges facing business schools and management education systems around the world. Based on documented descriptions of institutional and competitive dynamics in the 'industry' of management education, the authors show how management education is going through major changes such as new governance and business models, mergers and acquisitions, internationalisation of faculty and students coexisting with entrenchment in local markets, ever more needs for financial resources, development of distant and blended learning, and increasing pressure for research output to boost rankings. With concerns surrounding the sustainability of current trends in faculty salary inflation, social acceptability of higher fees, cost of distance learning and the risk of an academic-industry divide around knowledge produced by management research, The Future of Management Education develops an analysis of business models and discusses strategic implications for stakeholders. The second volume extends the discussion to a total of 23 countries to bring a genuinely global perspective and move away from the Euro-centric outlook. The countries covered in the second volume include China, Brazil, Russia, Singapore and France.

Stéphanie Dameron is Professor of Strategic Management at Paris Dauphine University, France, where she runs the Chair 'Strategy and Competitive Intelligence'. A Board Member of Paris Dauphine University and a member of the Supervisory Board of ESSEC business School, Stéphanie is former chair of the French Academy of Management (2012-2014) and was Associate Editor of the British Journal of Management (2011-2015) and the European Management Review in 2014. She was elected as Program chair of the Strategic Management Society's Strategy Practice Interest Group in 2014. Thomas Durand is Chaired Professor of Strategic Management at Cnam Paris. A Fellow of the European Academy of Management (EURAM), former president of both the International Association of Strategic Management (AIMS) and the French Academy of Management. He has published extensively in business strategy and innovation management. Thomas was at Centrale Paris for 30 years and taught at HEC, INSEAD, Dauphine, the Stockholm School of Economics or Chalmers.

Autoren/Hrsg.

Dameron, Stéphanie

Durand, Thomas

Inhaltsverzeichnis

1;Contents;5
2;List of Figures;7
3;List of Tables;8
4;1: Beyond Strategic Convergence: Designing Differentiation Strategies for Business Schools in a Multipolar World;12
4.1; Traits That Make Business Schools Different;14
4.2; Mapping the Arena;18
4.3; The “Territorial” Business Schools: Educating for and Promoting Their Own Business Culture;18
4.4; The “Global” Business Schools: Educating Managers for the World;19
4.5; The “Institutional-International” Business Schools: Educating Leaders for the Competitiveness of the Nation;20
4.6; The “Self-driven” Business Schools: Generating Self-experienced Entrepreneurs and Managers;21
4.7; In What Sense Is Strategic Convergence an Issue?;22
4.8; Strategies for B-schools According to Quadrants: How Can Business Schools Find Their Own Ways to Tackle the Six Main Challenges Identified?;26
4.9; Conclusion: Differentiating Away From the Strategic Convergence;30
4.10;References;31
5;2: Higher Education in Management: The Case of China;33
5.1; The Development of Business Administration Education and Typical Business Schools in China;35
5.1.1; Typical Business Schools in China;35
5.1.2; Business Schools in Comprehensive Universities Increase their International Ranking;35
5.1.3; Independent Business Schools Aim to Challenge Public Business Schools;36
5.1.4; Special Business Schools;37
5.1.5; Enterprise Business Schools;38
5.2; Typical Programs Offered;39
5.2.1; Undergraduate Education;39
5.2.2; Research-based Graduate Education;40
5.2.2.1; MBA;41
5.2.2.2; EMBA;43
5.2.2.3; DBA;43
5.2.3; Executive Education (Nondegree);45
5.2.4; Current Development of Pedagogy;47
5.3; Business Models of Business Schools and Their Sustainability;48
5.3.1; Chinese Business Schools Still in Exploration;48
5.3.2; Internationalization of Chinese Business Schools;48
5.3.2.1; Teaching Faculty;49
5.3.2.2; Student Enrollment;49
5.3.2.3; Teaching Contents;49
5.3.2.4; Cooperation Programs;50
5.3.2.5; An Accelerating Internationalization Process;50
5.4; Faculty;51
5.4.1; Teachers;51
5.4.2; Compensation, A Hierarchical System;52
5.5; Demand;53
5.5.1; Market Demand of Management Education in China;53
5.5.2; Alumni Associations;54
5.6; Regulatory Bodies;55
5.6.1; Chinese Ministry of Education and Education Commissions at Provincial Levels;55
5.6.2; International Quality Certification System;57
5.6.3; Certification Systems in China;58
5.7; Conclusion;58
5.7.1; Challenges;58
5.7.1.1; New Stakes for Chinese Business Schools;58
5.7.1.2; Tough Policy Impact;58
5.7.1.3; Back to the “Education Nature”;59
5.7.1.4; Visions for Chinese Business Schools;60
5.8; Annex30: AACSB, EQUIS and AMBA Accreditation and Certification in China;61
5.9;References;66
6;3: Higher Education in Management: The Case of the Netherlands;69
6.1; Introduction;69
6.2; The Supply Side of Higher Education in Business;70
6.2.1; Suppliers and Programs;70
6.2.1.1; Universities of Professional Education;71
6.2.1.2; Research Universities;73
6.2.2; Structure and Fees;75
6.2.3; Strategies;77
6.2.4; Development of Pedagogy;78
6.2.5; Business Models;79
6.3; Faculty;82
6.4; The Demand for Higher Education in Business;84
6.5; Regulatory Bodies;88
6.6; Conclusion;91
6.7;References;95
7;4: Higher Education in Management: The Case of Brazil;100
7.1; Introduction;100
7.1.1; The History of Management1 Education in Brazil;100
7.1.2; Regulatory Bodies;103
7.1.2.1; Evaluations and Rankings;104
7.1.2.2; International Accreditations;106
7.1.3; The Supply Side of Higher Education in Business;107
7.1.3.1; The Profile of Management Education Institutions in Brazil;107
7.1.3.2; Undergraduate Education in Management: Public and Private Sector Supply;107
7.1.3.3; The Influence of Government Policies on the Expansion of the Undergraduate Program Market;109
7.1.3.4; A Decade of Mergers and Acquisitions: A Market in Consolidation, But Still Fragmented;110
7.1.3.5; The Supply of Master’s and Doctorate Programs;114
7.1.3.6; Executive Education in Brazil;115
7.1.3.6.1;The Professional Master’s in Administration;115
7.1.3.6.2;The Supply of Brazilian MBAs;117
7.1.3.7; Financial Feasibility;119
7.1.4; Faculty;122
7.1.4.1; The Role of Research in the Academic Career;124
7.1.4.2; Faculty Wages and Benefits;124
7.1.4.3; Faculty Wages in Non-degree Programs;125
7.1.5; The Demand for Higher Education in Business;125
7.1.5.1; Government Policies to Encourage the Expansion of Demand at the Undergraduate Level;125
7.1.5.2; Market Pressure Behind the Demand for Brazilian MBAs;127
7.1.5.3; The Current Scenario of Executive Education;127
7.2; Conclusion;128
7.2.1; Future Challenges;128
7.2.2; The Sustainability of the Current Model of Financing Education in Management Education;129
7.2.3; The Challenge of Quality;130
7.2.4; Internationalization and the Status of Brazilian HEIs;130
7.2.5; Educational Technology;133
7.3;References;135
8;5: Higher Education in Management: The Case of Slovenia;138
8.1; Introduction;138
8.2; The Supply Side of Higher Education in Management and Business Administration;139
8.3; Faculty;147
8.4; The Demand for Higher Education in Management and Business Administration;151
8.5; Regulatory Bodies;152
8.6; Conclusion;154
8.7; Annex;156
8.8;References;160
9;6: Higher Education in Management: The Case of Japan;163
9.1; Introduction;163
9.2; The Supply Side;164
9.2.1; Main Suppliers of Management Education in Japan;164
9.2.2; Typical Programs Offered and Corresponding Fees;166
9.2.3; Current Development of Pedagogy;168
9.2.4; The Business Model of Business Education Institutions;169
9.3; Faculty;171
9.3.1; Doctoral Program;171
9.3.2; Career Steps;171
9.3.2.1; Salary Level;172
9.3.2.2; Evaluation of Faculty;173
9.3.2.3; Research;173
9.3.2.4; Teaching Load;174
9.4; The Demand Side;174
9.5; Regulatory Bodies;175
9.6; Conclusion;175
9.7;References;176
9.7.1;Website;176
9.7.2;Hitotsubashi University;176
9.7.3;Nikkei Biz Academy;177
9.7.4;Ministry of Education, Culture, Sports, Sciences and Technology (MEXT);177
9.7.5;Ministry of Health, Labor and Welfare;177
10;7: Higher Education in Management: The Case of Turkey;179
10.1; Introduction;179
10.2; The Supply Side of Higher Education in Business Administration: Provision and Providers Through the Post-1980 Transformation;181
10.2.1; Diversification in Degrees and Programs;181
10.2.2; Stability and Change in Organizational Forms;182
10.3; Faculty Members: Forms of Employment, Backgrounds and Careers;185
10.4; Ever-Increasing Domestic Demand for Entry to the University;187
10.4.1; Growth in Business Education;187
10.4.2; Limited Internationalization;188
10.5; Regulatory Institutions;189
10.6; Conclusions;189
10.7;References;190
11;8: Higher Education in Management: The Case of Russia;192
11.1; History of Management Education in Russia;192
11.2; The Supply Side of the Higher Education in Russia;197
11.3; Structure of the Educational System;198
11.4; Faculty;200
11.4.1; PhD Requirements;200
11.4.2; Career Paths;202
11.5; Regulatory Bodies;212
11.6; Conclusion;215
11.7;References;217
12;9: Higher Education in Management: The Case of Tunisia;219
12.1; Introduction;219
12.2; The Supply Side of Higher Education in Business;221
12.2.1; Main Suppliers of Management Education and Their Strategies;221
12.2.2; Typical Programmes Offered;223
12.2.3; Current Development of Pedagogy;224
12.2.4; Business Models of Business Schools and Their Sustainability;225
12.3; Faculty;226
12.3.1; PhD Programmes and Requirements;226
12.3.2; Career Steps for Faculty Members;227
12.4; The Demand for Higher Education in Business;229
12.4.1; Overall Demand for Higher Education;229
12.4.2; Demand for Higher Education in Business;231
12.4.2.1; Demand for Bachelor’s Degrees (First University Degree);233
12.4.2.2; Demand for Master’s Degrees and Executive Education;233
12.4.2.3; Demand from Companies;234
12.5; Regulatory Bodies;234
12.6; Conclusion;236
12.7;References;237
13;10: Higher Education in Management: The Case of Singapore;240
13.1; Supply Side;241
13.2; Faculty;245
13.3; Demand;246
13.4; Regulation;247
13.5; Conclusion;248
13.6;References;249
13.6.1;Websites of Business Schools in Singapore;249
14;11: Higher Education in Management: The Case of Romania;251
14.1; Introduction;251
14.2; Structure of Higher Education in Business;252
14.2.1; The National Reform Plan (NRP);252
14.2.2; First Cycle Programs;253
14.2.3; Second Cycle Programs (MBA Programs);254
14.2.4; Third Cycle (PhD) Programs;255
14.3; Characteristics of Higher Education;256
14.3.1; Tuition Fees and Their Funding;256
14.3.2; Support;258
14.3.3; Part-time Studies;259
14.3.4; Open Distance Learning;259
14.4; Continuity of Academic Research;260
14.4.1; Quality and Quantity of PhD and Postdoctorate Activities;260
14.4.2; Possibility of Employment as Teaching Staff and the Potential Wages;261
14.5; Conclusion;262
15;12: Higher Education in Management: The Case of France;265
15.1; The Supply of Higher Education in Business;267
15.1.1; “Grandes Ecole” Business Schools;267
15.1.2; Management Education and Research in Universities;274
15.2; The Faculty;278
15.2.1; The Faculty in Universities;278
15.2.1.1; The Faculty in Business Schools;282
15.3; The Demand for Higher Education in Business;283
15.3.1; Demand for Undergraduate and Graduate Degrees;283
15.3.2; Demand for Continuous and Executive Education;285
15.3.3; Demand from Companies;286
15.4; The Regulatory Bodies;287
15.4.1; Regional, National and Supra-National Regulation;287
15.4.1.1; The Chambers of Commerce and Industry (CCI);287
15.4.1.2; Ministries;288
15.4.2; Quality Assessment;288
15.5; Conclusion;291
15.6; Annex 1: Ranking of the French Master’s in Management Programmes (2005–2016);292
15.7; Annex 2: Rankings in France of the 36 Leading French Business Schools (2016);295
15.8;References;297
15.8.1;Studies;297
15.8.2;Books, Academic Articles and Book Chapter;298
15.8.3;Internet;299
15.8.4;Press;299
16;Index;301