Meeting Expectations in Management Education (eBook)

Social and Environmental Pressures on Managerial Behaviour

Elizabeth Christopher (Herausgeber)

eBook Download: PDF

2018
XXVII, 244 Seiten
Springer International Publishing (Verlag)
9783319764122 (ISBN)

Infos

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).

Inhalt

Foreword 5
Introducing the Book 5
Principles of Responsible Management Education (PRME) 6
Developing Economies 6
Education and Society 7
Acknowledgements 8
Contents 9
Notes on Contributors 12
List of Figures 21
List of Tables 22
1: Introduction: Playing Devil’s Advocate: What is the Business of Business? 23
References 30
2: The Transformation of Business Education in Post-Apartheid South Africa 32
Introduction 32
Background and Context 32
Business School Education During Apartheid 34
Post-Apartheid Business School Education 35
The Expansion of Business Education in South Africa: The Introduction of MBAs 35
The Impact of PRME 38
Rethinking Management Education Pedagogy For Transformation in South Africa 42
Pedagogical Approaches 42
Practical Examples of Reimaging the Curriculum 44
Conclusion 45
References 45
3: From Occupation to Cultural and Social Responsibility in Philippine and Puerto Rican Business Education: A First-Stage Historical Research Perspective 48
Introduction 48
CSR: Cultural Identification and Protection Issues 49
The Philippines: American Occupation and Its Americanization of Local Values 50
Educational Transfer and Relations: American Ideals and Training in the United States 51
The Founding and Growth of the Asian Institute of Management—United States Influence Personified 52
A Distributed and Cooperative Learning Environment 54
Continued American Ties 54
Puerto Rico 55
Distance Learning for the Diaspora—A Culturally Sensitive Initiative 57
The Status of Puerto Rico’s National Universities—Steps Forward 58
A Partial Conclusion: Needs and Opportunities for Further Research 59
References 61
4: A Historical Perspective on Social Expectations for Management Education: Training for Empire 64
Introduction 64
Training for Empire 65
Low-Level Bureaucrats 65
Need for Formal Training 66
Summary 68
References 68
5: Problems in Management Ethics Training: An Indian Perspective 70
Introduction 70
The Indian View 71
Corporate (Bhandarkar, 2006) 72
Rocket Singh: Salesman of the Year (Amin, 2009) 74
Framework for Ethical Teaching in Management Education 76
Current Ethical Training and Education of Managers in Indian Universities 77
Curriculum 78
Textbooks 78
Teaching Methodology 80
The Way Forward 80
Conclusion 81
References 82
6: Integrating Responsible Education Principles into a Conventional System: The Case Study of TERI School of Advanced Studies, India 85
Introduction 85
The Case: TERI SAS 86
Integrating PRME into Educational System 87
Beyond Physical Infrastructure 87
Critical Enablers, Challenges and Way Forward 90
Summary 90
Bibliography of Works Consulted 91
7: Tri-Sector Leadership and Collaboration in Management Education: The Case of Singapore 92
Introduction 92
Nation Building in Singapore: Transformation from Third to First World 92
Leadership in Nation Building 93
New Forms of Leadership and the VUCA World 94
Singapore Management University’s Post- Graduate Management Education Programme 94
Key Theme 1: Developing Partnership Mindsets 95
Key Theme 2: Decision Making 96
Scenario Planning 96
Key Theme 3: Application of Tri-Sector Collaboration 97
Summary 97
Conclusion 98
References 98
8: Demand for and Supply of Responsible Managerial Behaviour 101
Introduction 101
1: Theoretical Framing 102
The Analogy of Demand and Supply 102
Responsible and Irresponsible Behaviour 102
2: Defining Irresponsibility and Responsibility 104
3: Supply of Managerial Responsibility 105
Demand and Supply 105
Managerial Attitudes, Beliefs, and Values 106
4: Implications for Management Education 107
References 109
9: Social and Environmental Pressures in Management Education: How Anticipatory Stress and Social Support Interact to Predict Students’ Academic Engagement and Performance 114
Introduction 114
Precursors to the Development of Students’ Academic Engagement 115
Anticipatory Stress 115
Social Support from Instructors 116
Involvement in Orientation and Other On-campus Activities 117
Academic Engagement Trajectories 117
Research Context 118
Results 119
Preliminary Findings 119
Discussion 121
Stable Trajectories: Low Match, Moderate Match, and High Match Low Match 122
Moderate Match 123
High Match 124
Dynamic Trajectories: ‘Honeymoon Hangover’ or ‘Learning to Love’ 125
‘Honeymoon Hangover’ 125
‘Learning to Love’ 126
Conclusions 127
References 128
10: Learning in Higher Education: The Role of Sustainability Integration Strategies, Legitimacy, and Teaching Tools 131
Introduction 131
Sustainability Integration in the Business Curricula 132
Implementation Strategies for Sustainability Integration 133
Sustainability Legitimacy 134
Social Referents 134
The Position of Sustainability in the Syllabus 136
Teaching Tools 136
Methodology 137
Data Collection 137
Sample Description 138
Measures 138
Control Variables 141
Results 142
Descriptive Analysis 142
Common Method Variance and Multicollinearity Tests 143
Determinants of Students’ WTL 145
Discussion 147
Conclusions 149
Limitations and Further Research 150
References 151
11: Responsible Managers and Responsible Management Education 154
Introduction 154
Responsible Managers and RME 155
Corporate Social Responsibility and Business Ethics 155
Responsible Managers and RME 156
Conclusions and Implications 159
References 160
12: Sustainable Business Ethics Education 164
Introduction 164
Ethics Education 166
Teaching Business Ethics 167
The Research 168
Research Design 169
The Research Samples 170
Analysis 170
Findings 171
Indicative Quotations from Focus Groups and Interviews 171
Social Benefits 172
Friendship 172
Language 172
Engagement with Academics 173
Working with People (in Career) 173
Networking 174
Satisfaction with University Experience 174
Co-Creation 174
Student Motivation 175
Student Engagement 175
Teamwork 175
Experience of Other Cultures 176
Experience with Different Learning Styles 176
Self-Discipline 177
Concluding Remarks 177
Limitations and Further Research 178
Appendix. Sample Ethics-Based Experiential Learning Activity (ELA) and Critical Action Learning (CAL) Used in the Course 179
Activity I: Simulation in Genetically Modified Food 179
Activity II: The Bribery Scandal at Siemens AG—Case Study 180
Activity III: Sample International Bribery Scenario 180
Activity IV: The Global Strategy Game 181
References 181
13: Creating an Organization in the Classroom: Students Living Management Theories in Action 186
Introduction 186
Dissonance in Management Education 187
CAO—Theory into Practice 188
Three Initiating Conditions for CAO 192
Educators Dissatisfied with “Telling” 193
Students’ Opportunities to Engage 194
Administrative Environment: Tolerating Alternative Processes 195
Creating and Guiding a CAO 196
Beginning to Shift Responsibility 196
Day 1 196
Day 2 196
Day 3: Structure and Ambiguity 197
Days 4–7 197
Days 8–14 198
Overall Sequence 198
Day 15: The Final Day 198
Concluding Comments 199
References 200
14: Reflections on the Development and Delivery of an Experiential Learning Capstone Project Course 203
Introduction 203
Experiential Learning 204
The Capstone Course 205
Opportunities and Challenges 206
Opportunities 206
Relationship Building with External Stakeholders 206
Integrating Theory and Practice 207
Challenges 207
Student Perspectives 207
Instructor Challenges 208
Challenges to the E& B Program and the University
Evolution 209
Addressing Student Perspective Challenges 209
Addressing Instructor Challenges 210
Dealing with Conflict 211
Team Contracts and Peer Evaluations 211
Early Diagnosis 212
Threat of Removal 212
Minimizing Risks 212
Future Directions 212
Conclusion 213
References 214
15: Shaping Managerial Values: Incorporating Experiential Learning in Management Education 215
Introduction 215
Review of Literature 217
Experiential Learning 221
Kolb’s (1984) Experiential Learning Theory 221
Shaping Managerial Values through Experiential Learning Methods 222
Value Creation Framework 223
Important Considerations 224
Limitations and Future Research Directions 227
References 227
16: Management Education for Women—and Men? 231
Introduction 231
Perceptions and Realties 233
Informal Management Education for Women 234
Mentoring 234
Spreading the Word 235
‘Women in business’ Groups 235
Formal Management Education for Women 236
Counter-Arguments 237
The Missing Ingredient 238
The Way Forward? Transformative Learning 238
The Nature of Management 239
Transformative Learning Methods 241
Teaching a Management Curriculum to Foster Transformational Learning 242
Summary and Conclusion 244
Appendix 245
Matrix 245
Purposes 245
Procedure 246
Briefing and Administering the Game 247
Matrix 247
Instructions 247
References 248
Index 252

Produkt-Details

• Erscheint lt. Verlag: 25.5.2018
• Zusatzinfo: XXVII, 244 p.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Wirtschaft ► Betriebswirtschaft / Management ► Unternehmensführung / Management
• Schlagworte: Classroom interaction • Concept Mapping • Corporate Social Responsibility • Environment • Management Education • Social Responsibility • societal values • transformational learning
• ISBN-13: 9783319764122 / 9783319764122