This article comments on the book Managers Not MBAs: A Hard Look at the Soft Practice of Managing and Management Development, by Henry Mintzberg. Professor Mintzberg argues that Master of Business Administration (MBA) programs offer specialized training in the functions of business, not general educating in the practice of managing. He goes on to outline three types of management style: calculating, heroic, and engaging. He says that the latter management style is what our times now demand. This style is highly dependent on sensitivity to people, but Professor Mintzberg believes that MBA courses tend to attract students who do not necessarily have the necessary people skills or the necessary focus on people issues. He urges business schools to re-think their programs. There are three elements to global business capabilities: knowledge, skills, and attributes. Knowledge must be the starting point of any executive career. The second element of global capabilities is the acquisition of skills. Skills are practiced ability, the learning acquired through the repeated application of knowledge. The final element in global business capabilities is leadership attributes, individual qualities, characteristics, or behaviors that are the foundation of successful leadership. Such attributes are usually acquired at a later stage in an executive's career.

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... Signing up to the PRME aligned with the wider La Trobe University agenda of creating a sustainability-conscious, social and environmentally responsible tertiary institution (La Trobe University, 2010) as well as providing the opportunity to embed graduate capabilities into new course offeringscapabilities that make students more employable and able to graduate with the wider and diverse skills required by stakeholders, whilst providing a more holistic education. Graduate capabilities and the Complexity, Context and Connection (3C) Model Tyson (2005) asserts that in the future managers will require a daunting array of capabilities, including skills and attributes that are action-based. This will require business educators to nurture attributes such as integrity, judgment, intuition and leadership. ...

The current business landscape has created the impetus to develop management graduates with capabilities that foster responsible leadership and sustainability. Through the lens of Gitsham's (2009) 3C model (Complexity, Context and Connection) of graduate capabilities, this paper discusses the experience of implementing the United Nations Principles for Responsible Management Education at the Graduate School of Management, La Trobe University Australia. The case highlights that universities should use both a top down and bottom up approach and engage students in the implementation process. The analysis also shows that educational institutions face similar challenges to business organizations in terms of resource limitations, inertia, and resistance to change. While significant inroads have been made at the course and discipline level, more work needs to be done. The use of the UN PRME as a guide for delivering sustainability-focused management education has provided an opportunity to structure the change process, and to provide support through partnerships.

... Thus questions arise about the future and development directions of management education considered at many levels. Management education is criticized not only for its specific forms (D'Andrea Tyson, 2005), with an excessive influence of students on educational methods being questioned, but also for the organization of the university as a whole (Wieczorkowska-Wierzbi ska, 2011). In analysing an entrepreneurial and liberal university, Krzysztof Leja (2013) indicates that the future of the university lies in its added value created jointly with its internal and external stakeholders. ...

... Pfeffer y Fong (2002) sugieren que las Escuelas de Negocios deben ofrecer cursos con docentes que se centren más en la resolución de problemas, comprometidos con las aplicaciones prácticas, además de los conocimientos teóricos. Por lo tanto, se plantea la necesidad de que los programas de capacitación en Management en general, y en liderazgo en particular, deberían ser altamente enfocados a la práctica, a través de entrenamiento y coaching por parte de quienes realmente ejercen el liderazgo en el mundo de los negocios (Doh, 2003;Tyson, 2005). ...

  • Jorgelina Marino Jorgelina Marino

Históricamente, el debate en el mundo académico ha girado en torno a si el liderazgo es una habilidad o un comportamiento (Doh, 2003), y si líder ?se nace o se hace? (Benjamin y O?Reilly, 2011). Sin embargo, en los últimos tiempos, ha habido cierto consenso en considerar al liderazgo como ambos, una habilidad y un comportamiento que refleja esta habilidad, y que líder se nace y se hace (Conger, 2004). En este sentido, una cuestión central es si el liderazgo puede ser enseñado, y por ende aprendido, en ámbitos de educación formal. De hecho, los graduados de programas en Management suelen ser una importante fuente de recursos humanos que probablemente serán los líderes del futuro (Benjamin y O?Reilly, 2011), por lo cual es de vital importancia invertir en el desarrollo del talento capaz de desempeñarse en roles de liderazgo (McCall, 2010). El mundo de los negocios necesita de líderes que sepan desenvolverse en entornos turbulentos e inestables, donde deben mostrar flexibilidad y rápida adaptación a los cambios (Basile, 2011). Así es que en los últimos años, el liderazgo ha cobrado una gran popularidad dentro de la estructura curricular de los programas de postgrado en gestión y en los libros de negocios, constituyendo un tema de creciente interés entre la comunidad académica y también para la práctica profesional. De hecho, el liderazgo ocupa un lugar de relevancia en la investigación y en la educación en Management, proliferando los journals sobre liderazgo, y los cursos impartidos en la gran mayoría de los programas ofrecidos por las Escuelas de Negocios (Doh, 2003). Sin embargo, es necesario destacar la necesidad de incorporar métodos de enseñanza más innovadores (DeRue y Wellman, 2009), a través de los cuales pueda transmitirse el conocimiento en forma clara hacia quienes se forman para el ejercicio del liderazgo en roles de gestión (Bailey, 1994). El presente trabajo pretende analizar, desde una revisión de la literatura, cómo puede enseñarse el liderazgo en los programas de postgrado en gestión, para luego ilustrar la temática con un caso de aplicación: el MBA (Maestría en Administración de Negocios) de la Universidad Nacional del Centro de la Provincia de Buenos Aires (UNICEN). A modo ilustrativo, este caso sirve para ejemplificar cómo se lleva al aula el concepto de liderazgo y cuáles son las herramientas pedagógicas utilizadas. Dicho postgrado es considerado líder en la República Argentina, por su categorización ante la Comisión Nacional de Evaluación y Acreditación Universitaria (CONEAU), como ?A? (excelente). Este programa resulta ser un caso muy interesante para ilustrar cuestiones vinculadas a la enseñanza del liderazgo por su marcado énfasis en la construcción de habilidades efectivas de liderazgo para una nueva generación de managers.

... An historical analysis of management education shows the remarkable ability of business schools to reinvent themselves (Tyson, 2005) and adapt quickly to externalities such as diverse student markets, emerging fields of study, new technologies for delivery and unconventional teaching methods. Their success as an industry has been described as " one of the great (economic) success stories of the past 50 years " (Viten, 2000, 183). ...

This paper raises important issues for the identity of Australian business schools arising from the debate on the relevance of management education, a debate largely held outside of Australia. The identity theory of Laclau and Mouffe (1985), adapted to organizations by Bridgman (2005), is used as a basis to examine both general issues in the 'relevance' of management education debate and their pertinence to Australian business schools based on three competing identities: the 'academic department', the professional school' and the 'commercial enterprise'. The paper concludes that, although pressures from external government policies and internal institutional priorities have resulted in business schools becoming 'cash cows', appearing to privilege the 'commercial enterprise' discourse, the values and identities of individual academics and their academic units remain aligned with the 'professional school' and 'academic department'. While the dominance of one discourse or identity is yet to be decided, the debate is highly pertinent to universities in developing their own identities in an environment of competing pressures and discourses.

... The debate has lead to challenges to traditional curriculum design and teaching practices (Conger & Xin, 2000; Thomas, 2007, Wankel & De Fillippi, 2002). It has also prompted vigorous discussion in the literature on the issue of continued relevance of the Master of Business Administration (MBA) as a pre-eminent program in executive development (Barnett, 2005; Clegg & RossSmith, 2003; Miles, 2005; Mintzberg, 2004a; Tyson, 2005). ...

One of the key debates in management education literature has been around effectiveness of programs delivered by business schools in developing leadership and management practice (Bennis & O'Toole, 2005; Cummings, 1990; Dodd, Brown & Benham, 2002; Kinman & Kinman, 2001; Longenecker & Ariss, 2002; Monks & Walsh, 2001; Moratis & van Baalen, 2002; Ottewill, 2003; Watson & Temkin, 2000). There has been a growing view that the problem with many leadership and management education programs has been a discernable theory and practice divide (Conger & Xin, 2000; Garavan, Barnicle & O'Suilleabhain, 1999; Gosling & Mintzberg, 2004a). The current paper considers the impact of a University tertiary award program aimed at developing leadership and management practice. The paper presents insights from 20 post program interviews with participants of this award program. Data from the interviews was analysed using research methodological processes advised by Miles and Huberman (1994) in terms of data reduction and analysis and verification and conclusion. A final product presented in this research paper is a leadership and management learning and development model based on attributes of practice drawn from thematic matrices developed from the coded interview data. The major contribution of the model is the connection of theoretical frames of leadership and management as well as learning to underpin attributes of effective leadership and management practice.

... Obecnie istnieje zbyt du a rozbie no w oczekiwaniach ró nych grup i postrzeganiu przez te grupy ról organizacyjnych. Wspó czesna edukacja mened erska zdaniem wielu krytyków (Ko mi ski, 2008;D'Andrea Tyson, 2005;Grey, 2004) idzie w zgubnym kierunku. Powodów jest znacznie wi cej, ni mo emy w tym miejscu zanalizowa . ...

... Pojawiaj si wi c pytania o przysz o edukacji mened erskiej i kierunki jej rozwoju rozpatrywane na wielu p aszczyznach. Krytyka edukacji mened erskiej dotyczy nie tylko konkretnych form kszta cenia (D'Andrea Tyson, 2005), podania w w tpliwo nadmiernego wp ywu studentów na sposoby kszta cenia (Wieczorkowska-Wierzbi ska, 2011), ale te organizacji uniwersytetu jako ca o ci (Leja, 2011). Krzysztof Leja, analizuj c uniwersytet przedsi biorczy i liberalny, wskazuje, e przysz o ci jest uczelnia, na której warto dodana b dzie wspó tworzona przez interesariuszy wewn trznych i zewn trznych uniwersytetu (Leja, 2011). ...

... In response to Mintzberg (2004), Tyson (2005) argues that "there are three elements to global business capabilities: knowledge, skills, and attributes." She contends that business schools have traditionally confined their role to knowledge provision and now need to extend this to include skill development and the nurturing of leadership attributes that have largely been peripheral elements of MBA programmes. ...

... Other authors focus on the questionable value of the knowledge provided by the prevalent modes of education. D'Andrea Tyson (2005) enumerates lacks such as: no scienti c method, excessive focus on knowledge rather than skills, questionable relevance of knowledge. Czarniawska (2005) argues that current management education in the eld not only has nothing to do with the current state of research in this area, but o en it is clearly inconsistent with it. ...

This paper proposes a management learning technique called the co-narrative method. This approach is seen as a useful means of capturing the subtler nuances of experience economy interactions, as well as learning ethics and corporate social responsibility, by nurturing empathy and compassion. A method is presented based on the example of the idea of slow as fast side of organizational and festival experiences, which is explored through autoethnographic studies of participation in experience economy events. It builds upon insights into improving management education through the use of the humanistic approach. The so-called co-narrative method is based on a syzygic mode uniting the two oppositions (while preserving their inherent contradictions). It encourages its users to exercise understanding of the experience of the Other, while teaching about concrete cases and events.

This study of transferring management and business knowledge in China tapped the views and opinions of 43 expert management educators who had participated in the transfer of management knowledge in China from the mid-1990s to the present time. It traces the development of management education in China following the implementation of the 1978 Open Door Policy, demonstrates the impact of China's national culture on knowledge transfer, identifies success factors in the process, and exposes the noncomparability of culture-specific approaches to managing people and organizations. We argue that the management values, attitudes, and practices of Chinese managers are diverging from those in the West, which has significant implications for the curriculum and pedagogy employed in the delivery of management education. Understanding the basis for this divergence will benefit expat and local manager alike as they negotiate their managerial roles in cross-border organizations like international joint ventures (IJVs).

The market for MBA degrees is changing rapidly. As this market tends to maturity, an increase in the number of universities offering these degrees is evident, and also in the different formats in which these degrees are offered. In this increasingly crowded marketplace, there exist two main sources of information that buyers (students as well as prospective employers of MBA students) can use to assess the products on offer—whether or not a Business school/MBA programme is accredited, and also the position of the school in available rankings, a number of which are regularly published. Playing 'the rankings game' is one that occupies the time and effort of many MBA directors globally, as they all try to edge their way upwards in order to attract more and better students. The problem with an ordinal ranking, though, is that it suggests too readily that it is based upon a unidimensional measure. We use the data behind one of these rankings, that of the Financial Times top 100, full-time MBA programmes in 2008, in order to explore to what extent schools are using different routes to try to improve their rankings. Using a variety of multivariate statistical tools, we base our analysis on the three underlying factors of alumni career progress, diversity, and idea generation. What emerges is a clearer picture of the extent to which programmes that are ranked very closely do, in fact, base their success on very different routes to the top.

  • Behlül Üsdiken

This commentary complements the articles in the Special Topic Forum by discussing first the changes in the institutional logics that have underpinned higher education for business and management in the USA. It then examines the diffusion of US-based models to other parts of the world with reference to the center–periphery continuum that has emerged in management education in the latter part of the 20th century. The commentary concludes by highlighting the main arguments of the articles and the research directions that they suggest.

Purpose – The purpose of this paper is to bridge the knowledge gap in designing MBA strategy between China and the West by examining the content, context and process of MBA delivery. This paper challenges the assumptions and pedagogical approach underpinning the current design and delivery of MBA programmes that were originally moulded with Western management history and development in the era of globalization. There is consensus that MBA was used to train business managers; however, nowadays, people are inclined to state that MBA is used to develop global business leaders or full-fledged global competitors. How can we develop global business leaders without a global vision when designing MBA strategy? Design/methodology/approach – Based on extensive literature review and critical analyses through the strategic management approach, this paper examines the status quo of current MBA programmes in the West and in China. This paper presents a conceptual framework that draws on the current MBA literature and on-going debates around management education and development in the West and in China. Findings – The designing strategy of MBA has been originally strongly influenced by Western ideology and ethos. Therefore, the difficulties of management knowledge transfer are often explained through culture acclimatization and emphasize has been on cultural divergence rather than convergence. With synthesis between Western and Eastern management identified, we argue that the appropriateness and effectiveness of the traditional philosophy of MBA designing strategy based on Western management history has been challenged in the 21st century. The perception has fuelled criticism of business schools in the post-recession. They have come under fire for allegedly failing in their obligations to educate socially responsible business leaders (Barker, 2010). This leads to rethinking of the philosophy and vision underpinning the MBA designing strategy. A new philosophical approach – integration of Western management with Eastern philosophy has been under scrutiny, which is necessary in business education to enable future business leaders to become full-fledged competitors in the global market. Originality/value – The output of this discussion helps to establish a conceptual framework which will provide strategic insight in enabling business/management school and MBA providers to address the current deficiency in MBA teaching and learning strategy and develop more appropriate arrangement when considering the design and development of a successful MBA programme in the 21st century.

  • Jeffrey Nesteruk

Business ethics often draws from the content of liberal arts disciplines, but rarely from the practice of liberal education. Reconceptualizing the relation of business and liberal education offers a new strategy for promoting ethics within business schools. Under this strategy, ethics develops into more than a supplement to established functional courses. It becomes the locus for a more significant moral transformation of business education.

  • Polly Elizabeth Mary Bagley

In the last decade, Corporate Responsibility (CR) has grown in both popularity and importance as an occupation and field of management, triggering appeals for the consolidation and standardisation of approaches, through the pursuit of professionalisation and accreditation for the field. However, CR as a management discipline has been labeled both a nascent and dynamic phenomenon (e.g. Carroll, 1999). Thus, the formation of one, unified profession may be impossible. Furthermore, CR is boundary-spanning concept which impinges on an array of decision-making process and systems (DTI/CRG, 2003). Therefore, any change to the way CR is managed affects the behaviours, decisions and actions of CR practitioners across the board, and should be investigated thoroughly before its incorporation into business as usual. Accordingly, this study aims to explore the various practitioner and professional perceptions of the professionalisation of CR, in order to ascertain the next steps that the Corporate Responsibility Group (CRG) might take in their investigation of the case for the professionalisation of CR. Practitioners were generally supportive of professionalisation, and believed that CRG were capable of assuming the role of a professional body. However, they also highlighted the possibility of both positive and negative repercussions following the professionalisation process. While some of these issues could be overcome with the help of outside bodies such as the United Kingdom Accreditation Service (UKAS) and comparable professional bodies, such as the Chartered Institute of Personnel and Development (CIPD), there are some structural and attitudinal changes which need to occur before CR is able to label itself a unified profession (see: Becker, 1962; Hall, 1969). The report therefore provides some recommendations that for a more extensive feasibility study by CRG, which will question whether the structural and attitudinal requirements of a profession can or should be reached, and ultimately whether CRG should offer its services as a professional body for CR practitioners and pursue the formation of professional standards through accreditation.

  • Mark van Dongen Mark van Dongen

A summary of the research and its findings on leader development in international organizations.

  • Beth Benjamin
  • Charles O'Reilly Charles O'Reilly

Leadership development is often cited as an important organizational priority. Despite the criticisms of MBA education, MBA graduates represent one important source of future leaders. Although we have amassed significant knowledge about the roles and functions of senior leaders, we know far less about the challenges faced by younger ones. Indeed, Linda Hill's seminal work on new managers is predicated on the study of only 19 recently promoted sales managers from two companies (Hill, 1992). Our work here investigates the early career challenges of 55 young leaders who had graduated from an MBA program in the past decade. Based on in-depth interviews, we identified three types of transition that these young leaders described as particularly important to their development, and the four most common challenges they struggled with throughout these transitions. The process of working through these challenges led many of these young leaders to fundamentally change the way they thought about and practiced leadership, thereby facilitating their evolution from individual contributor to experienced leader. Drawing on these observations, we provide suggestions for how MBA programs can be modified to help students prepare for the experiences they will likely have to navigate early in their careers.

  • Mark van Dongen Mark van Dongen

In this dissertation the author describes a model for defining high potential sin international organizations, and reviews the model through an online panel of International HR directors, and assesses 5 Global companies, Accenture, Novartis, Allianz, Amcor and Cristal. He also designed a data simulation model to asses if Global pay distribution is aligned with talent assessments.

  • Bogdan Lipičnik
  • Katarina Katja Mihelic Katarina Katja Mihelic

As a response to the emerging trend of greater enrolment in graduate programmes in Slovenia, this paper assesses the role of higher education (i.e. specifically in the management field) in Slovenian enterprises. The research includes representatives from 80 enterprises and 160 graduate students. It is believed that knowledge and other individual's capabilities obtained in the process of formal education are utilized in companies. However, the opposing belief among students that enterprises do not seek candidates with graduate degrees emphasizes the importance of a deeper investigation of the subject. Research data show that graduate education can be seen not only as an advantage but also as a disadvantage.

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