2014
DOI: 10.1108/ijem-08-2013-0133
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Investigating whether UK business schools need to be more business-like in order to survive in today's dynamic environment

Abstract: Purpose -The purpose of this paper is to explore whether UK business schools need to change their strategy, to adopt a more business-like approach, without compromising their role as providers of 'quality education.' Businesslike activities, as explained by Dart (2004: 294) are generally understood to be those characterised by some blend of profit motivation, the use of managerial and organisation design tools developed in for-profit business settings, and broadly framed business thinking to structure and org… Show more

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Cited by 7 publications
(6 citation statements)
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“…Contemporary evidence also suggests that though B-schools have responded to the current dynamic environment by adapting a more business-like approach to prepare students according to the industry (Pellegrino and Hilton, 2012;Rosenberg et al, 2012;Mourshed et al, 2012;Heimler et al, 2012), scanning the horizon and identifying new markets and opportunities for students' growth, some business schools remain ardently against a more business-like approach, considering it to work against academic clarity and research excellence, expected of universities (Curtis and Samy, 2014).…”
Section: Introductionmentioning
confidence: 99%
“…Contemporary evidence also suggests that though B-schools have responded to the current dynamic environment by adapting a more business-like approach to prepare students according to the industry (Pellegrino and Hilton, 2012;Rosenberg et al, 2012;Mourshed et al, 2012;Heimler et al, 2012), scanning the horizon and identifying new markets and opportunities for students' growth, some business schools remain ardently against a more business-like approach, considering it to work against academic clarity and research excellence, expected of universities (Curtis and Samy, 2014).…”
Section: Introductionmentioning
confidence: 99%
“…The degree of entrepreneurialism observed in the mainstream business school sector can vary considerably and, in extreme cases, may imply that institutions have de facto adopted for-profit-like behaviour under a non-profit umbrella (Almeida, 2010;Curtis and Samy, 2013). It is typically accompanied by the widespread use of managerial control mechanisms commonly employed in the commercial sector (Callie and Cheslock, 2008;Deem et al, 2007;Locke and Spender, 2011).…”
Section: Jmd 355mentioning
confidence: 99%
“…With the aim to answer the industry demands for new ways of thinking, there is a general consensus that a novel way of looking at "entrepreneurship education" would be to focus on method and more business-like (Curtis and Samy, 2014). The method approach avoids process-based teaching and encourages doing while learningthe principles associated with reflective and experiential learning (Kolb, 1984;Hmelo-Silver and Barrows, 2006).…”
Section: Learning Approachesmentioning
confidence: 99%
“…Rather than having a teacher provide facts and then testing their ability to recall these facts via memorization, Hmelo-Silver (2004) and Rae (2009) prefer problem based learning (PBL), which aims at getting the students apply the knowledge to new situations; when faced with contextualized, structured problems the students are asked to investigate and discover meaningful solutions by using action and impact driven programs like SPEED, a program implemented in 13 UK higher education institutions and funded by the Higher Education Funding Council for England. With the aim to answer the industry demands for new ways of thinking, there is a general consensus that a novel way of looking at 'entrepreneurship education' would be to focus on method and more business -like (Curtis, Samy, 2014). The method approach avoids processbased teaching and encourages doing while learning -the principles associated with reflective and experiential learning (Kolb, 1984;Silver & Barrows, 2006).…”
Section: Learning Approachesmentioning
confidence: 99%