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PurposeThe purpose of this paper is to suggest that research can become the main change agent at business schools. Research can foremost take place within undergraduate programs, using philosophical approaches. Graduate programs can to a greater extent use applied approaches, suited for the needs of the business community.Design/methodology/approachThough an analysis of history of universities and a literature search on knowledge creation and innovation, the author believe that business schools can benefit from using radical approaches in marketing and organizational design when focusing on research.FindingsUndergraduate programs can be more research focused, using insights from the history of universities and recent findings in marketing and organizational design as illustrations. Graduate programs can benefit from being more practically oriented.Research limitations/implicationsFuture research can benefit from using conceptual foundations to a greater extent, and use concrete business schools as empirical settings.Practical implicationsResearch can be the main focus of undergraduate programs. Graduate schools can make more use of applied approaches, suited for the needs of the business community. The author also suggest how the administration at business schools can stimulate research, and meet the needs of the business community.Originality/valueUsing a historical analysis of universities, combined with a literature search on how to combine innovation with knowledge creation, as the author's reference the opinion that research can be regarded as a change agent at business schools. Such an approach can make it possible organize the relationship between the faculty and the administration in new ways.

Purpose
The purpose of this paper is to present an example of a fully operational impact assessment system called Business School Impact System (BSIS). It is designed specifically for business schools with a particular emphasis on their local and regional impact. Since its creation, the process has been adapted to schools of engineering and indeed to entire universities. The question of its relevance to all organisations is on the table.


Design/methodology/approach
Talking about measurement raises methodological issues that are common to all organisations. The methodology used in this chapter, particularly in its second part, is mainly inductive, based on direct experience in interviewing 44 business schools in 15 countries. The system was designed on the basis of a survey among around 20 actors of the education industries (deans, journalists). First of all, the system involves an extensive self-assessment phase based on the BSIS impact measurement framework consisting of 7 major impact dimensions and about 100 indicators. This is followed up by a two-day visit by two experienced experts (former deans) who engage in challenging discussions with internal practitioners and external stakeholders.


Findings
The question of the relevance of the dimensions used by business schools for companies is systematically asked, and it is argued that the seven dimensions of impact can be applied to all organisations whatever their mission.


Research limitations/implications
The methodology has not yet been tested on private organisations.


Practical implications
The process can be easily adapted to companies and could permit them to assess in a shared framework their impact. So, the practical implications are potentially large.


Social implications
One of the seven dimensions of impact is the social impact of the organisation and indeed the implications are significant in the social field.


Originality/value
To the best of the authors' knowledge, the transfer of a process of impact measurement from the educational sector to companies is studied for the first time.

AbstractThe role of research in business schools is considered to be twofold. It must increase society's understanding of management, and it should have practical value.Currently, much of the research conducted in business schools is considered to be academically rigorous, but at the same time, it is lacking in relevance for practising managers.Reasons for this, and some of the implications for business schools are discussed. Some of the ways for encouraging more research with direct applicability to the business community are put forward.RésuméLe rôle de la recherche dans les écoles de gestion est double: permettre à la société de d'augmenter son intelligence du concept de gestion et résoudre des problèmes concrets.Présentement la recherche que l'on réalise dans les écoles de gestion est généralement considérée comme étant scientifiquement rigoureuse; malheureusement, elle n'est pas toujours utile aux cadres en exercice.Cet article énumère les raisons de cette situation et quelques conséquences sur les écoles. On y trouve quelques façons d'encourager la recherche ayant un apport direct au milieu des affaires.

Anne Kathrin Adam conducts several empirical analyses to gain insights into the characteristics of institutional goals and strategy as well as the relationship between goals, strategy, and factors of success of business schools. The author gives an overview of the content of mission statements, strategic profiles of 521 U.S. AACSB-accredited business schools, and the importance of various factors of influence on selected dimensions of market success. Her findings stress the importance of setting a clear strategic focus. Contents The Market for Higher Education Assessing Institutional Success in Higher Education Mission Statements in Higher Education Strategic Groups in Higher Business Education Evaluating Success in Higher Business Education Target Groups Researchers and students in the field of business studies with a focus on management, controlling, and marketing of higher education as well as strategic management The Author Dr. Anne Kathrin Adam holds a doctoral degree from Johannes Gutenberg-University, Mainz, Germany. She is now a member of the management of the IBA, University of Cooperative Education, Darmstadt, Germany.

This research attempts to ascertain the feasibility of quantitatively measuring business school undergraduates'general ability in analyzing business situations effectively. As a first step toward establishing an international test model that business schools worldwide can emulate, the researchers designed a new educational test instrument— Case Reasoning in Management (CRiM)—and administered it to 120 business under-graduates (evenly distributed across four levels of study). Results show that under-graduates at a higher level of study and those who have achieved better academic results in the business curriculum tend to perform better on CRiM. The researchers also measured undergraduates'tolerance for ambiguity, creative thinking, stress resilience, and the Big Five personality of intellect and found that these personal factors are positively related to the test scores. As expected, English language score, gender, age, family income, and high school results are not related to performance on the test. However, because a convenience sample with students from only one university and similar ethnic background was used, this research can at best be a pilot study. Future research should rigorously examine the generalizability and predictive validity of CRiM on a global basis.

Innovative Business School Teaching showcases the latest pedagogic innovations that actively engage the millennial generation in learning within the business domain. In the context of the contemporary macro issues facing higher education, this book presents the latest teaching practices and tools used in higher education business teaching, clearly illustrating the practical ways in which business teachers can confront current pedagogic challenges. All of the contributors to this edited book have outstanding track records in teaching, having won national and international awards for.

"Social scientists are paying increasing attention to the business and financial elites: There's a great need to understand who these elites are, what they do, and what makes them tick, as individuals but also as a class. By examining elite business schools, the institutions that train and prepare people to assume important leadership and decision-making positions in business, finance and related sectors, we may also learn how the economic elites are made. A key argument in this book is that elite schools are known to create powerful groups in society, offering them the intellectual and analytical means to act as leaders, but, most importantly, the social, moral and aesthetic skills that are deemed necessary to exercise power; in all essential respects elite schools consecrate people. By dominating much of higher education today, and by doing so in a way that creates and reproduces a market-based organization and control of society, elite business schools represent certain interests and ideologies that affect the lives of most people. In understanding how the modern economy is run, elite business schools, therefore, represent critical study objects. This book, based on an in-depth study of the Stockholm School of Economics (SSE), offers a sociological analysis of the world of elite business schools. Specifically, this book examines the consecration of SSE's students from a number of perspectives and in a number of situations, focusing on student union activities, school culture, faculty behavior, teaching, courses and alumni events, noting the symbolic importance of economics and particularly the school's unique relation among the world's business schools to the Nobel Prize. The book addresses the topics with regards to the sociology of elites, management education and organizational studies and will be of interest to researchers, academics, and students also interested in business history, higher education studies, and sociology of education."