Does MBA’s paradigm transformation follow business education’s philosophy? A comparison of academic and job-performance and SES among five types of MBAian

Alam, Gazi Mahabubul; Giacosa, Elisa; Mazzoleni, Alberto

doi:10.1016/j.jbusres.2021.10.038

Cited by 14 publications

(11 citation statements)

References 43 publications

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“…Lastly, we heed Mandalaki's and Prasad's (in press) call for academic communities that are more engaged with diversity and inclusion; since we believe this is a paramount element for academic faculty's SWB. As Alam et al. (2022) have stated, higher education management during the so-called Fourth Industrial Revolution, needs to extend its coverage to technological issues and human science affairs more than thinking only about diplomas or distinctions.…”

Section: Discussion and Concluding Remarksmentioning

confidence: 99%

Faculty's subjective well-being: insights from a Mexican business school

Segarra

Villanueva

Martínez

2022

QROM

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PurposeIn this article, the authors aim to achieve a deeper understanding of the aspects that influence academic faculty's subjective well-being (SWB). For this purpose, the authors focus on scholars who work in a business school that not only is located in Latin America, but is in a transition process, changing from being solely a teaching-oriented to a research-oriented model due to Association to Advance Collegiate Schools of Business (AACSB) accreditation purposes.Design/methodology/approachTwenty in-depth semi-structured interviews were conducted with professors at a private business school in Mexico. The interviews took place between November 2018 and late 2020.FindingsScholars of business schools who are transitioning from being teaching-oriented to becoming research-oriented in order to comply with AACSB requirements face heightened institutional pressures that can generate negative effects on professors' SWB; especially on three dimensions: health, a sense of lack of self-efficacy and apprehension due to the lack of resources.Research limitations/implicationsThis paper studied a particular context; however, even when the findings of this article are relevant, they cannot be generalized, as each context will have its own peculiarities.Originality/valueMore attention needs to be given to scholars' SWB, particularly of those working in business schools located in the Global South. This is especially relevant since faculty members of business schools in emerging economies are aiming to compete in the international arena; therefore, they face heightened institutional pressures since they need to be more academically productive without neglecting teaching and administrative tasks and despite having less access to resources than their counterparts working in business schools in developed economies. The authors believe that hearing researchers' stories about their concerns and desires can raise awareness and lead to better work conditions.

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Section: Discussion and Concluding Remarksmentioning

confidence: 99%

Faculty's subjective well-being: insights from a Mexican business school

Segarra

Villanueva

Martínez

2022

QROM

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“…Beginning with the Equality of Educational Opportunity Report, James Coleman and his colleagues [ 33 ] noted that family resources were major predictors of educational achievement and even exerted a larger effect than school resources, it appeared. Subsequent research has also demonstrated the importance of family resources for academic achievement [ 22 , 23 , 34 , 35 ]. Beyond individual-level family dynamics, having relatively high family SES enables parents to be more selective about the school environments that they send their children into [ 36 , 37 ].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…That is, public education, widely available extracurricular activities, and expanded access to college are thought to provide equitable opportunities for all to obtain a good foundational education through high school, achieve necessary and desired credentials for college admittance, and attend an appropriate college, if one wants and so chooses, on the pathway to realizing deserved labor market outcomes. Yet, ever emerging evidence suggests that those from advantaged backgrounds are primed, focused, intentional, and able to leverage their knowledge, privileges, and resources in order to disproportionately take advantage of educational and extracurricular systems and opportunities that consequently results in superior educational outcomes for higher SES students-with administrators, power brokers, and other guardians of the systems none too upset or resistant to these dynamics [21][22][23][24]49].…”

Section: Educational Expectations Educational Achievements and Colleg...mentioning

confidence: 99%

“…Altogether, in fact, higher SES individuals disproportionately affect and control educational systems and the establishment of meritorious criteria used to make decisions about educational advancements -and do so in ways that tend to privilege higher SES students and their families. Yet, higher SES students and their families also work very hard to use and leverage their privileges to achieve desired outcomes [21][22][23][24].…”

Section: Introductionmentioning

confidence: 99%

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Family socioeconomic status and college attendance: A consideration of individual-level and school-level pathways

Tompsett

Knoester

2023

PLoS ONE

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Inequality research has found that a college education can ameliorate intergenerational disparities in economic outcomes. Much attention has focused on how family resources impact academic achievement, though research continues to identify how mechanisms related to social class and structural contexts drive college attendance patterns. Using the Education Longitudinal Study and multilevel modeling techniques, this study uniquely highlights how extracurricular activities relate to family socioeconomic status and school contexts to influence college attendance. Altogether, sport and non-sport extracurricular participation, college expectations, and academic achievement scores, situated within unique school contexts that are driven by residential social class segregation, contribute to the cumulative advantages of children from higher SES families. The results from this study show that these cumulative advantages are positively associated with college attendance and an increased likelihood of attending a more selective school.

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“…Hence, one largely accepted proposition may suggest that, because elites are mainly studying science programs in emerging nations, this hinders the sustainable development of education, especially science education in the secondary provision [11]. This uneven development does not support all students equally regardless of their SES [12,13].…”

Section: Introductionmentioning

confidence: 99%

Has Secondary Science Education Become an Elite Product in Emerging Nations?—A Perspective of Sustainable Education in the Era of MDGs and SDGs

Alam

2023

Sustainability

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Education is considered the single most important tool that supports the achievement of a nation’s sustainable development. However, if a particular education program itself deprives students with a lower socioeconomic status (SES) to access it and subsequently restricts them from achieving a better performance, should such an education program be labelled as sustainable education, supporting the achievement of the SDGs (Sustainable Development Goals)? This question remains to be answered. Science education, which is also treated as an “international product”, is the most essential component in education required to ensure sustainable national development. Consequently, science education should be a “right-based education program” that every “capable student”, regardless of his/her SES, is able to obtain. This motive should ideally ensure the best practice mode of sustainable development in education. Keeping this view in mind, this research was conducted in an emerging nation, namely Bangladesh, to examine whether secondary science education has become an elite product and its consequential effect on sustainable education. A qualitative research method that adopts a descriptive analysis of secondary data was primarily used. The secondary data were collected from the public archive(s). Findings suggest that, mostly, students with a privileged SES can access science education programs. Moreover, these students perform well in major public examination(s). Primary data further collected by Focus Group Discussions (FGDs) summarise that science education is an international product. The following artificial perception has thus developed. To participate in such a program, a significant informal budget from parents’ pockets is required in order to perform well. This is an obvious conflict with the spirit of sustainable education and SDGs. Hence, policy reform guidelines for decent practice are provided to resolve this misleading perception.

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Does MBA’s paradigm transformation follow business education’s philosophy? A comparison of academic and job-performance and SES among five types of MBAian

Cited by 14 publications

References 43 publications

Faculty's subjective well-being: insights from a Mexican business school

Faculty's subjective well-being: insights from a Mexican business school

Family socioeconomic status and college attendance: A consideration of individual-level and school-level pathways

Has Secondary Science Education Become an Elite Product in Emerging Nations?—A Perspective of Sustainable Education in the Era of MDGs and SDGs

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