The Changing Role of Business Schools as Key Social
                    Agents in Asia

Yeung, Bernard; Singh, Kulwant

doi:10.4135/9781446250822.n3

Cited by 1 publication

(3 citation statements)

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“…The on-going sensemaking about how business schools may re-orient themselves in light of an uncertain future brings to the fore questions about the vision and purpose of business education beyond its economic role. In East Asia, business schools have seen a rapid and broad development over the past 30 years, driven by pragmatic stakeholder interests where governments recognise the role of business education in supporting economic growth and industrial development, and students perceive business degrees as financially rewarding (see Young & Singh, 2011).…”

Section: Diagnosis Of the Problem For East Asian Business Schoolsmentioning

confidence: 99%

“…East Asian business schools typically have a strong regional outlook and accord much importance to relevance in terms of business and corporate linkages (Thomas, Lorange & Sheth, 2013). Nevertheless, they face the dual pressure of on the one hand, gaining legitimacy by aligning with universal content and practices in the West, while on the other, remaining relevant in their local contexts by meeting the expectations of local stakeholders such as business students and employers (Tan, 2021;Young & Singh, 2011). Some scholars (e.g., Young & Singh, 2011;Rehman, Kashif & Mingione, 2019) note that while East Asian business schools have historically played a role in creating knowledge to support (national) economic growth and industrial development, the potential to be agents of social change remains underdeveloped.…”

Section: Diagnosis Of the Problem For East Asian Business Schoolsmentioning

confidence: 99%

“…Nevertheless, they face the dual pressure of on the one hand, gaining legitimacy by aligning with universal content and practices in the West, while on the other, remaining relevant in their local contexts by meeting the expectations of local stakeholders such as business students and employers (Tan, 2021;Young & Singh, 2011). Some scholars (e.g., Young & Singh, 2011;Rehman, Kashif & Mingione, 2019) note that while East Asian business schools have historically played a role in creating knowledge to support (national) economic growth and industrial development, the potential to be agents of social change remains underdeveloped. The ability of business schools to adapt and take on new challenges is dependent partly on their development stage and access to resources, which becomes particularly noticeable as institutions in the region strive to internationalise.…”

Section: Diagnosis Of the Problem For East Asian Business Schoolsmentioning

confidence: 99%

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East Asian business schools and challenges to introducing sustainability and SDG curricula

Shih¹,

Garvi²

2022

Preprint

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The COVID-19 pandemic, climate crisis, and a shifting geopolitical landscape present us with strategic, ethical and planetary dilemmas that demand more reflective action on behalf of actors at every level. The identified challenges of the not-so-distant future require a fundamental transformation of how companies do business, and the role of business schools in shaping the business practices of the future. But because businesses need to work in an existing network structure with stickiness of old norms and values, the balance between radical change and thriving in established structures is sometimes tricky to achieve. Such a conflict is even more accentuated in the East Asian context, where stability in power structures has been a dominating norm. This paper describes some major challenges and the directions that need to be undertaken by East Asian business schools. We offer the view that norms and values in the local context, which are reproduced through business schools, must be brought to light and questioned in a reflexive spirit, in order to pave the way for more progressive transformation.

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Section: Diagnosis Of the Problem For East Asian Business Schoolsmentioning

confidence: 99%