State of Undergraduate Business Education: A Perfect Storm or Climate Change?

Bunch, Kay J.

doi:10.5465/amle.2017.0044

Cited by 29 publications

(18 citation statements)

References 71 publications

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“…Most changes in both businesses and b-schools focus on doing more and better at what is already being done. Further, many critiques have been raised about the impact of today's economics, economic thinking on students [20]. They claim what is needed is a new or next economics that puts life or wellbeing itself, rather than wealth maximization, as the central goal [11,[21][22][23].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Will Businesses and Business Schools Meet the Grand Challenges of the Era?

Waddock

2020

Sustainability

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Meeting today’s grand challenges means changing the economics paradigm that informs both business practice and business/management education. This paper asks whether business schools meet the challenges of the 21st century and argues not without shifting away from the core—neoliberal—paradigm of economics. This essay makes the following argument. Paradigms shape narratives. Changing core narratives is a powerful lever for transformation. Narratives are constructed of core ideas (memes) that replicate readily from mind to mind. Neoliberalism’s memes are pervasive and highly resonant in business schools. To move towards sustainability, the fundamentals taught in business school need to shift away from neoliberalism’s tenets towards what gives life to economic systems. From a theory perspective, neoliberalism’s lack of attention to social and ecological consequences of economic activity plays a large part in shaping today’s crises, including the pandemic, climate change, and biodiversity loss. A new/next economics paradigm is needed that shifts away from an emphasis on only financial wealth and constant economic growth on a finite plant towards life-centered economies that foster wellbeing and flourishing for all, creating what scholars call collective value. The result of this analysis is a conceptualization supporting new memes that include collaboration and competition, stewardship of the whole system, a cosmopolitan to local sensibility, and recognition of humanity’s deep embeddedness and connection with other people, other beings, and nature. The article concludes that business schools need to meet this challenge head on, changing the fundamentals of what is taught and why.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Will Businesses and Business Schools Meet the Grand Challenges of the Era?

Waddock

2020

Sustainability

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“…Ample evidence suggests that a majority of business schools and universities in the U.S. use SETs as a measure of teaching effectiveness that is included in the process of determining annual faculty performance evaluations, tenure and promotion assessments, and for decisions on instructor contract renewals (Bunch, 2020; Flaherty, 2018; Uttl et al, 2017). The use of SETs for evaluating teaching performance for the large number of women who are adjunct faculty in non-tenure track roles is particularly problematic (Caruth & Caruth, 2013).…”

Section: Student Evaluations Of Teaching and Gender Inequitiesmentioning

confidence: 99%

The Effect of Gender Inequities in the Classroom and Beyond in U.S. Business Schools

Balkin

Treviño

Straub

2021

Journal of Management Education

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When women teach management in U.S. business schools they are likely to experience more gender inequities than men. In this essay we examine three dimensions of management teaching where gender inequities are likely to occur: (1) student-faculty interactions; (2) student evaluations of teaching; and (3) interactions between faculty peers. The types of inequities experienced by women when they teach include feeling social pressure to submit to ad hoc student demands for personal favors and emotional support that infringe on a professor’s time; having their teaching performance judged from student evaluations of teaching that are subject to gender bias; and experiencing lower levels of organizational inclusion compared to their male colleagues. We utilize theoretical logic from social role theory, relational practice, and perceived organizational inclusion frameworks supported by the research literature to provide greater insight as to why women are likely to experience more adversity when they teach management in business schools. After we explain the basis for gender inequities we prescribe action steps that should improve equity for all faculty who teach management. Finally, we provide a call-to-action for business school administrators to implement action steps to make an equitable teaching culture a reality.

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“…Universities have not significantly addressed the impact of the expectations of Generation Z on the changes required to the educational system. Bunch (2019) uses the metaphor of "perfect storm" in order to address the issues that would require a sweeping change for universities. Some of the important issues to be addressed are value of critical thinking in courses, improving student efficacy and awareness by providing developmental feedback and inculcating management competence through applied management knowledge, and soft skills in students.…”

Section: Educational Expectations Of Generation Zmentioning

confidence: 99%

Are Gen Z Values the New Disruptor for Future Educational Institutions?

2021

JHETP

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State of Undergraduate Business Education: A Perfect Storm or Climate Change?

Cited by 29 publications

References 71 publications

Will Businesses and Business Schools Meet the Grand Challenges of the Era?

Will Businesses and Business Schools Meet the Grand Challenges of the Era?

The Effect of Gender Inequities in the Classroom and Beyond in U.S. Business Schools

Are Gen Z Values the New Disruptor for Future Educational Institutions?

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