Development of Business Schools in Emerging Markets: Learning through Adoption and Adaptation

Abstract

The purpose of this study is to contribute to the understanding of the critical resources and capabilities that business schools (BS) have developed to achieve sustainable development. Framed within the resource-based theory, it analyzes seven of the top 50 BS from emerging markets (EM). It argues that these schools have grown through a development process of adopting and adapting business models, including teaching and research methodologies, organizational structures, and business practices; when they consolidated their local leadership, they started to follow a more idiosyncratic process. The findings shed light on the challenges that schools from EM face to deliver local impact while being measured by international standards and have implications for theory development, practice, and policymaking. In terms of theory, the findings show how the Global North model has exerted a determining influence in the development path of BS in EM, and, subsequently, how the pressure to respond to domestic demands has guided the acquisition of resources and the development of capabilities. For practice, the study reveals development patterns, clues about the challenges these BS face, and the range of solutions they have implemented. For policymaking, the case studies offer valuable lessons on how governments can design support systems for BS development.

COVID-19 and higher education: responding to local demands and the consolidation of e-internationalization in Latin American universities

“…This line focuses on analyzing the gap between HEIs' teaching vs market needs (Datar et al, 2010(Datar et al, , 2011, the steps adopted by schools to improve professional and ethical standards (Hawawini, 2005;Mintzberg, 2004) and the challenges of strategic execution in these loosely coupled systems (Fragueiro and Thomas, 2011;Foss and Møllgaard, 2020). On the emerging markets front, research has been scarceanalyses have mainly centered around the challenges of operating with limited resources while balancing the adaptation of developed-country practices to local needs (Ilie et al, 2020;Alon and McIntyre, 2004).…”

Is sustainable management education contributing to gender equality?

“…During the course, the program also organizes visits to companies and start-ups to share experiences with students regarding the growth and nurture of their entrepreneurial and innovative capacity. More importantly, it has been acknowledged that business schools in emerging markets have adopted and adapted their model from business schools in the global north (Ilie et al, 2020). Therefore, although the program is offered in the context of Latin Americain which certain gender stereotypes may be in place arguably it holds the characteristics of reputable EMBA programs found elsewhere that aim to prepare its graduates for top-management positions.…”

Collaborative Consumption in an Emerging Market: What Motivates Consumers to Adopt It under Economic and Political Uncertainty?

“…For its part, improving access to education and equalizing and guaranteeing quality at all levels of education will provide knowledge, competencies, and capabilities for the present and future [76], as well as improve the educational level in extracurricular activities, encouraging students to develop more competencies that facilitate collaboration, strategic thinking, collaborative problem solving, and systems thinking among others [77,78]. Then, individuals with higher exposure and education levels will have greater awareness and pro-environmental behavior, even in developing countries [79].…”