The Invasion of the Mind Snatchers: The Business of Business Education

Muller, Helen J.; Porter, J. Winston; Rehder, Robert R.

doi:10.1080/08832323.1997.10116848

Cited by 6 publications

(11 citation statements)

References 7 publications

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“…Critics of the metaphor (e.g., Edmunson, 1997;Porter et al, 1997;Scott, 1999;Sharrock, 2000;Carlson & Fleisher, 2002;Ferris, 2002;Maskell & Robinson, 2002;Beatty, 2004;Clayson & Haley, 2005;Furedi, 2007;Snyder, 2007) highlight its negative consequences: a short term perspective and "easy A" mentality among students; absence of student accountability; adversarial relationships; commoditisation of education; and even the compromising of academic values, integrity and freedom.…”

Section: The Student As Customermentioning

confidence: 97%

“…They benefit from faculty participation in the business world such as consulting and internships. However, collaboration between business schools and business does not imply that the former morph into the latter, thereby compromising their core values (Porter et al, 1997). For instance, curricular design based solely on market requirements may become the hostage of fashion, self-serving interests and expediency, all of which are fertile grounds for confusion, scepticism and even cynicism.…”

Section: Ethically Speakingmentioning

confidence: 98%

“…Their classrooms are enriched with the experiences shared by entrepreneurs, consultants and other business professionals (Porter et al, 1997;Mangan, 2002). They benefit from faculty participation in the business world such as consulting and internships.…”

Section: Ethically Speakingmentioning

confidence: 99%

“…From its inception, the anchor of business education has been the liberal arts (Porter et al, 1997;Arenas, 2006;Starkey & Tempest, 2006;Khurana, 2007). Its respectability as a university discipline rests on the attributes it adopted from the arts and sciences (Pfeffer & Fong, 2002).…”

Section: Ethically Speakingmentioning

confidence: 99%

“…A student is not simply a summation of skills, attitudes and information bits. Education has value beyond measurable outcomes (Porter et al, 1997).…”

Section: The Student As Customermentioning

confidence: 99%

See 4 more Smart Citations

Business ethics 101: The student is not a customer

Acevedo¹

2011

IJME

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Section: The Student As Customermentioning

confidence: 97%

Section: Ethically Speakingmentioning

confidence: 98%

Section: Ethically Speakingmentioning

confidence: 99%

Section: Ethically Speakingmentioning

confidence: 99%

“…A student is not simply a summation of skills, attitudes and information bits. Education has value beyond measurable outcomes (Porter et al, 1997).…”

Section: The Student As Customermentioning

confidence: 99%

See 3 more Smart Citations

Business ethics 101: The student is not a customer

Acevedo¹

2011

IJME

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Engagement for quality development in higher education: a process for quality assurance of assessment

Lucander

Christersson

2020

Quality in Higher Education

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This paper reports on the design, development and evaluation of a novel process for quality assurance of assessments for entire educational programmes. The process was developed and tested by multidisciplinary teaching staff and consists of five phases: inventory, analyses, evaluation, planning change and realising change. The process for quality assurance was evaluated in three diverse programmes. The results show that the process forms a solid base for decisions on short-term as well as long-term quality improvements. It was also found to encourage the development of a quality culture and had an improving effect on the curriculum design, enhanced internal quality work and supported documentation for external quality assurance. The results show that the process has the capacity to engage and involve teachers and other internal stakeholders in the quality development of a range of educational programmes, promoting engaged change for improved quality in a higher education institution.

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Responding to crisis: World War 2, COVID‐19, and the business school

Pattit

2022

Business and Society Review

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The COVID‐19 crisis will continue to have an immense impact on society, especially on the economic livelihood of ordinary people worldwide. Given the role of business schools in training managers to lead organizations and people across industry, the COVID‐19 crisis highlights a new opportunity to reflect on the purpose of the business school, which stakeholders it serves, and how it might evolve toward broader consideration and effective anticipation/response to pressing societal issues. Thus, we set out in this study to investigate these questions by examining the role that Harvard Business School played during World War 2, a crisis that also had an unprecedented impact on society. Based on this examination, we highlight the importance of flexibility and organizational innovation in times of crisis. We also discuss how the business school might expand its focus and its audience to consider broader societal issues, allowing it to better prepare students to serve society in the future, where the next crisis might be right around the corner.

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The Invasion of the Mind Snatchers: The Business of Business Education

Cited by 6 publications

References 7 publications

Business ethics 101: The student is not a customer

Business ethics 101: The student is not a customer

Engagement for quality development in higher education: a process for quality assurance of assessment

Responding to crisis: World War 2, COVID‐19, and the business school

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