Lingering COVID and Looming Grand Crises: Envisioning Business Schools’ Business Model Transformations

Laasch, Oliver; Ryazanova, Olga; Wright, April

doi:10.5465/amle.2022.0035

Cited by 19 publications

(5 citation statements)

References 39 publications

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“…The significant role of videoconferencing, valued at $6.28bn in 2021 and projected to grow by 12.5% annually (Raphael, 2022), became evident during the pandemic. Laasch et al (2022) proposed that business schools take a more proactive approach by integrating face-to-face and virtual experiences to enhance value for future learners. Virtual classrooms facilitated through videoconferencing have the potential to benefit diverse stakeholders, including administrators, educators and learners.…”

Section: Discussionmentioning

confidence: 99%

Cultivating connectedness and elevating educational experiences for international students in blended learning: reflections from the pandemic era and key takeaways

He,

Edwards,

Schwarte

2024

JIEB

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Purpose This paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students’ perceptions and its impact on course engagement, student satisfaction and future technology use intention. In addition, it examines the role of teacher support in fostering interactive virtual learning experiences. Design/methodology/approach This study focuses on a cohort of international students regarding blended courses amid the COVID-19 pandemic when the conventional face-to-face components were substituted with virtual classrooms through videoconferencing. It aims to investigate how to facilitate connectivity between Southeast Asian students and their professors located in a Southern state in the USA. Findings This study reveals that the perceived usefulness of videoconferencing predicts future intention to use, emphasizing the vital role of teacher support in engaging students in virtual classrooms and contributing to student satisfaction. Research limitations/implications The small sample of international students in blended courses with an American university during the COVID-19 pandemic may limit the generalization of the findings. Practical implications Videoconferencing can be a valuable tool to enhance connectedness in digital learning post pandemic. Social implications Videoconferencing in blended learning can bridge geographical barriers and provide access to diverse learners who might otherwise have limited educational opportunities. Originality/value This study supports the integration of videoconferencing as a mechanism for providing high-quality digital learning experiences.

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Section: Discussionmentioning

confidence: 99%

Cultivating connectedness and elevating educational experiences for international students in blended learning: reflections from the pandemic era and key takeaways

He,

Edwards,

Schwarte

2024

JIEB

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“…Given the urgency of climate change, it is easy to enter into a carbon tunnel vision mode (Gloor et al, 2022; Konietzko, 2022). However, it is crucial to not forget that the urgency extends beyond the context of the climate crisis, which is just one of the interrelated grand challenges ready to turn into another grand crisis such as Covid, the Russia-Ukraine war, and a looming collapse of biodiversity (Laasch et al, 2022). Humanity has entered into the era of accelerating grand crises (Steffen, Broadgate, et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Radicalizing Managers’ Climate Education: Getting Beyond the Bull**** Fairy Tale of Eternal Economic Growth

Laasch

2023

Journal of Management Education

Self Cite

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In this essay, I argue that we should radicalize managerial climate change education given that incremental and accommodative forms of responsible management learning and education (RMLE) are at odds with the urgency, nature, and magnitude of the climate crisis. I argue for three practices to radicalize RMLE, and illustrate them through examples from a degrowth context. First, management educators should engage in anti-paradigmatic performative politics to disrupt the reality-making of climate damaging theories, and “realize” better alternative theories. Second, as management educators, we should engage ourselves, our students, and wider stakeholders in anti-paradigmatic thought that transcends and challenges problematic mainstream management paradigms. Third, we should explore what and how we and our students can learn from radical climate movements’ civil disobedience, in order to disrupt climate-damaging practices. In this paper, I aim to provoke and facilitate urgently needed discussions about the radicalization of RMLE for climate change education and beyond. Therefore, I close this essay with an invitation for rejoinders and suggest salient implications for educational practitioners and researchers.

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“…The work–life challenges (Hammer & Alley, 2020) and examples of organizational support (McGregor, 2020) catalyzed by the pandemic focused our attention on FSS and POS as pertinent and actionable resources that could be supplied in this time of need. COVID-19 is just one of many “grand crises” that individuals and organizations are facing (Laasch et al, 2022, p. 1), so we reasoned that our findings could offer meaningful implications for understanding responses to other acute organizational crises as well (e.g., natural disasters; Milburn et al, 1983).…”

Section: Changes In Fss and Pos And Worker Well-beingmentioning

confidence: 98%

Investigating the implications of changes in supervisor and organizational support.

Walsh¹,

Kabat-Farr²

2022

Journal of Occupational Health Psychology

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Workers tend to experience many benefits when they work for supportive supervisors and organizations. But what happens when workers experience changes in perceived support, more or less support than they typically experience? We studied family-supportive supervision (FSS) and perceived organizational support (POS) to test how changes in the perception of support in response to the COVID-19 pandemic may influence workers. Three waves of survey data from 368 workers in the United States and Canada were collected as the human and economic toll of COVID-19 manifested. Random-intercepts cross-lagged panel analyses were used to differentiate between stable associations and the within-person changes of interest. Stable associations among variables were consistent with prior research, but cross-lagged effects painted a complex picture that offered reasons for hope and concern. As hypothesized, we observed evidence for gain cycles such that there were reciprocal positive associations between FSS and POS, and higher-than-normal POS was associated with greater job satisfaction. However, remaining hypotheses were not supported, as changes in FSS and POS were not significantly associated with job insecurity, and heightened FSS was associated with higher levels of anxiety and depression. Our study reinforces prior findings by showing that employees generally benefit when working for supportive supervisors and organizations, while also suggesting that episodic changes in FSS and POS may have limited impacts on workers.

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Lingering COVID and Looming Grand Crises: Envisioning Business Schools’ Business Model Transformations

Abstract: How to cite:Please refer to published version for the most recent bibliographic citation information. If a published version is known of, the repository item page linked to above, will contain details on accessing it.

Cited by 19 publications

References 39 publications

Cultivating connectedness and elevating educational experiences for international students in blended learning: reflections from the pandemic era and key takeaways

Cultivating connectedness and elevating educational experiences for international students in blended learning: reflections from the pandemic era and key takeaways

Radicalizing Managers’ Climate Education: Getting Beyond the Bull**** Fairy Tale of Eternal Economic Growth

Investigating the implications of changes in supervisor and organizational support.

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