Management relevance in a business school setting: A research note on an empirical investigation

McMillan, Charles J.; Overall, Jeffrey

doi:10.1016/j.ijme.2016.04.005

Cited by 14 publications

(9 citation statements)

References 28 publications

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“…Students also seek educational programmes that offer hands-on, practical experiences to be attractive in the job market. However, business schools seem to struggle to provide dependable practical and actionable knowledge (McMillan & Overall, 2016).…”

Section: Studies and Articlesmentioning

confidence: 99%

Losing Touch? A Case Study on Students' Learning Barriers Within an Experiential-Learning-Based Course

Fazekas

Beck-Bíró²

2021

Veztud

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The research aimed to discover learning barriers that educators unconsciously raise in students of the organisation development master’s course at Corvinus University of Budapest within an experiential and transformative educational setting. The research follows the interpretive and critical traditions of organisation studies and applies the concept of responsible research and innovation (RRI) in its research design. This article aspires to present a case that can be used by management educators working with experiential pedagogical approaches in higher education. Research results displayed a lack of emotional security and a lack of common vision and understanding as the main obstacles to students’ transformative learning through the experiential learning process. Results suggest dialogical practice for building trust and understanding to eliminate alienation in student-teacher relationship and to improve learning quality. Finally, limitations and further research directions are discussed.

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Section: Studies and Articlesmentioning

confidence: 99%

Losing Touch? A Case Study on Students' Learning Barriers Within an Experiential-Learning-Based Course

Fazekas

Beck-Bíró²

2021

Veztud

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“…While a generalized approach to business education is fast becoming unbeneficial to business graduates' career outlooks (Lohmann et al, 2019;McMillan, & Overall, 2016;Medeiros et al, 2017), there nevertheless needs to be a universally acceptable form of logical decision-making imbedded into every curriculum focusing on business programs that can be adapted to any business environment, and that is precisely what is needed for future research focusing on the rational action model. As expressed by the participants of this study, a logical analysis approach, combining theory with practice; cognitive/critical-thinking skills, is the greatest recommendation from the leaders in business operations for the Greater Bay Region alone.…”

Section: Recommendationsmentioning

confidence: 99%

An Examination of the Rational Model in Business Education in the Greater Bay Area (Guangdong, Hong Kong, and Macau) for Curriculum Revision and Development Aimed at Improving Graduates’ Employability Potential

Carter

2020

AJUE

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The rational action model are techniques and processes of decision-making from data for effective decision-making. Business leaders are strategizing for their futures for their future employment needs in the Greater Bay Area region of Hong Kong, Macau, and the Guangdong province. Tertiary business curriculum revision and development efforts are focused on properly preparing graduates’ productive decision-making skillsets that ultimately increases their employability. This qualitative study examines the perspectives of regional business leaders for the knowledge and use of rational action in their own companies, the need or not for the rational action model in future employment decisions, and their take on the rational model inclusion in business curriculum. The purpose is determining what entanglements rational action has in delivering on business leaders’ expectancies in their employment decisions. The findings indicate a strong use by business leaders of rational action and a desire for new graduates to be proficient in rational decision-making, but without a cohesive expression between the three major areas of how to affect curriculum enhancement efforts. The conclusion is a positive demand for rational models to be included in curriculum revision and development efforts, but dependent on the tertiary institutions themselves for design. Recommendations focus on the rational action model in studies of a similar nature, but focused on other regions where emerging economies are focusing on the business education enhancements.

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“…In order to overcome the problems discussed by Pfeffer and Fong (2002), Ferlie et al, (2010) argue that there is scope for reformation of business schools and see merit in development of 'public interest' schools, which focus on profession building from a social sciences knowledge base and which balance linkages with the corporate world. McMillan and Overall (2016) stress the importance of real-world interactions and call for MBA students to be taught systematic thinking. Ferlie et al, (2010) also note a potential distinction between business schools and management schools, a potential distinction that could be important here, is to consider to what extent critical thinking skills (Enis, 2015) can be engendered.…”

Section: Crossing the Research-relevance Chasmmentioning

confidence: 99%

Bridging the relevance-ranking chasm: mission impossible?

Zolkiewski

2018

EBR

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Purpose (mandatory) This paper debates the challenges related to balancing relevance and ranking in management research. Design/methodology/approach (mandatory) This is a commentary on and review of the challenges faced by 21 st century management academics. Findings (mandatory) There is a chasm between managerial relevance and current managerial research, however, with academic buy-in there are ways in which the chasm can be crossed. Research limitations/implications (if applicable) The implications of this are wide reaching for management researchers. They are challenged to consider different methodologies, strategies and dissemination avenues for their research. Practical implications (if applicable) Researchers need to consider not only collaboration with practitioners as they pursue solutions to managerial problems but also to consider much more inter-disciplinary research that addresses the wicked problems of management in practice. Social implications (if applicable) Solving the challenge of managerial relevance of business research has the potential to allow the contribution of business academia to be fully appreciated by practitioners. Originality/value (mandatory) The value of this thought-piece is that it challenges business and management academics to question the status quo and fight to make their research relevant to and valued by the business world.

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Management relevance in a business school setting: A research note on an empirical investigation

Cited by 14 publications

References 28 publications

Losing Touch? A Case Study on Students' Learning Barriers Within an Experiential-Learning-Based Course

Losing Touch? A Case Study on Students' Learning Barriers Within an Experiential-Learning-Based Course

An Examination of the Rational Model in Business Education in the Greater Bay Area (Guangdong, Hong Kong, and Macau) for Curriculum Revision and Development Aimed at Improving Graduates’ Employability Potential

Bridging the relevance-ranking chasm: mission impossible?

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