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Economic, political, and demographic changes, technological advances, two crashes of the economy, ethical scandals, and other developments in the business environment have strained the roles and enrollments of American universities' business schools. The b-schools have not responded adequately. Prevailing theories in many of the management disciplines have broken down, partly as a result of the same environmental changes. Again, schools and curricula have not adapted. Collegiate business education is in dire crisis. In this paper we document the crisis, note measures that have been taken - both constructive and otherwise - and make further suggestions for improving the situation.

"How do we create the business school and managers of the future? This challenging question has been addressed by a number of researchers in recent times from the perspective of 'what needs to be changed?' - few if any have provided much in the way of 'how do we change things to meet the challenges of the future?'. Rethinking Business Schools draws upon extensive case study evidence from both Russell Group and Non-Russell Group University Business Schools in the UK to answer some of these questions from a European perspective and stimulate a wider debate between university leaders, business leaders and potential students as to what the business school of the future should really look like and the performance outcomes it should provide as we move through the twenty-first century and beyond"--

"How do we create the business school and managers of the future? This challenging question has been addressed by a number of researchers in recent times from the perspective of 'what needs to be changed?' - few if any have provided much in the way of 'how do we change things to meet the challenges of the future?'. Rethinking Business Schools draws upon extensive case study evidence from both Russell Group and Non-Russell Group University Business Schools in the UK to answer some of these questions from a European perspective and stimulate a wider debate between university leaders, business leaders and potential students as to what the business school of the future should really look like and the performance outcomes it should provide as we move through the twenty-first century and beyond"--

The realities of a business start-up in a war-torn Iraq—it''s not like this at Harvard Heyrick was on the first civilian plane into Baghdad after the airport had been secured. Armed with a camp bed, some baked beans, and a wallet full of greenbacks, his mission was to establish a foothold for one of the world''s largest logistics businesses in one of the world''s most inhospitable markets. This book charts the challenges, the characters, the comedy, and the catastrophe of trying to do business in a war zone. It also provides a unique perspective on the Iraq conflict; not of another journalist

This e-book includes articles that focus on higher educational issues and concerns at business schools worldwide. The collection of articles includes a discussion of the possible impact of measurements and rankings within research and education; an examination of the importance and impact of leadership education which is contextually relevant, an investigation of how business schools can organize their research, and meet the demands from the business community; and also a piece which examines the translation, censorship, and publication of Philip Kotler's Marketing Management in the Soviet Union. In his commentary Professor Kotler shares his personal views about his influence on marketing in the Soviet Union.

Professor David Myddelton, of Cranfield Business School, describes the business school courses on offer and outlines some of the problems faced by the schools.

As Organization celebrates its 30th Anniversary, this paper asks: what might it mean to be a good business school? The paper reviews research published in this journal to assess the current state of business schools, revealing a somewhat dismal picture of institutions beholden to instrumental managerialism, top-down hierarchical control, obsession with metrics, and narrow and elitist research agendas. This state of affairs is re-assessed though Raewyn Connell's idea of The Good University. Through this analysis, we are able to identify the good business school as one serves society by educating citizens and creating knowledge that leads to shared prosperity, social equality and human flourishing.

Members of the American Assembly of Collegiate Schools of Business were surveyed to determine to what extent the history of various business school subjects (accounting, economics, management, etc.) was a part of today's curricula. Findings indicated widespread teaching of history and the feeling that more should be done. However, the findings also indicate that much of the current teaching is not being done in separate courses by professional historians or even those interested in history. Implications for curricula development are discussed.

AbstractStakeholder relationships are a critical resource that contribute to or inhibit value creation. Building on this assertion, we explore the value of the business school at a stakeholder level. We draw on research by the Canadian multistakeholder working group, the Business School Research Network (BSRN), which was established to facilitate collaborative interinstitutional research on the management and practice of business schools. We provide a conceptual model of the value chain and associated scorecard that take into account the sources of value judgments that pertain to a business school at the stakeholder‐level. Copyright © 2016 ASAC. Published by John Wiley & Sons, Ltd.