Transforming business education to produce global managers

Kedia, Ben L.; Englis, Paula Danskin

doi:10.1016/j.bushor.2011.02.006

Cited by 31 publications

(23 citation statements)

References 4 publications

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“…We found that, in most of the programs (53%), some lessons are taught at international partner institutions. This fosters the sharing of alternative cultural perspectives and enhances the students' ability to think globally (Kedia and Englis 2011), which is important to promote an entrepreneurial spirit.…”

Section: Discussionmentioning

confidence: 99%

Are European Part-Time MBA Programs Designed to Foster Entrepreneurial Minds? An Exploratory Study

Entrialgo

Argüelles

Müller

2019

Administrative Sciences

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Are the MBA programs really designed to foster entrepreneurial minds? Answering this question is the main objective of our work. After a literature review we identified several programs’ characteristics that promote entrepreneurship. Using a sample of 99 executive or part-time MBA programs, we found that the diversity in this sector is high. Not all the programs have been designed to foster entrepreneurship behavior; moreover, most of them do not even have an entrepreneurship subject in their curriculum. Nevertheless, other dimensions that favor this type of behavior, like internationality, are widespread in the European MBA market.

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Section: Discussionmentioning

confidence: 99%

Are European Part-Time MBA Programs Designed to Foster Entrepreneurial Minds? An Exploratory Study

Entrialgo

Argüelles

Müller

2019

Administrative Sciences

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“…Their stakeholder champions would be government and community leaders as well as school administrators seeking regional prominence. These journals can also be valuable for developing global awareness among any set of students ( Kedia & Englis, 2011).…”

Section: Publications For Scholars: Strategic Choicesmentioning

confidence: 99%

Evaluate your business school's writings as if your strategy matters

Cotton

Stewart

2013

Business Horizons

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Business school publications are widely criticized for their lack of managerial or teaching relevance. One reason for this criticism is that business school scholarship is typically evaluated purely in terms of one type of work: academic journal articles that are meant to be read by other scholars. However, academics produce multiple types of publications, and business schools serve a wider range of stakeholders. These other stakeholders are often central to the schools' purposes and may be critical in acquiring resources. These stakeholders probably prefer to see scholarship that is relevant for students or for practitioners. They may prefer scholarship that is ethically relevant or regionally relevant and otherwise different from the model that dominates U.S. journals. Technologies are now available to measure the impact of writings in a much wider range of venues than covered by the Social Sciences Citation Index in the Web of Science. Moreover, a wider range of measures, such as the size of writings' readership, may be needed. We consider these issues and present some recommendations, NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript.

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“…For example, Kedia and Englis (2011) conclude that globalization of business has evolved at a much faster rate than the internationalization of business schools, and neither faculty, nor students, nor curricula are sufficiently globalized. Similar conclusions are reached in well-researched journal articles authored by Aggarwal and Goodell (2011), Dalakoura (2010), Ghemawat (2008), Mugan and Kyvik (2010), Shen (2005), and Witte (2010).…”

Section: Introductionmentioning

confidence: 96%

Professional Development for Cross-Border Managers: New Growth Opportunities for Executive Education

Scalberg

2013

Journal of Teaching in International Business

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The need of business enterprises for professionals trained for the challenges of cross-border assignments will increase exponentially through the decade. Business schools will be hard pressed to deliver programs with the scope, scale, and effectiveness necessary to address the unique competencies required for cross-cultural understanding and communication, and the complexity of global business operations. This article reviews the existing literature in order to identify the competencies that are needed by global managers and the training approaches that can successfully build those competencies. A template of 10 criteria that should be addressed by training programs for cross-border professionals is proposed and applied to a sample of business schools that currently offer executive programs. Although there are good examples of programs that meet one or more of the 10 criteria, most business schools will be required to expand and to innovate their programs in order to meet the projected demand for training.

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Transforming business education to produce global managers

Cited by 31 publications

References 4 publications

Are European Part-Time MBA Programs Designed to Foster Entrepreneurial Minds? An Exploratory Study

Are European Part-Time MBA Programs Designed to Foster Entrepreneurial Minds? An Exploratory Study

Evaluate your business school's writings as if your strategy matters

Professional Development for Cross-Border Managers: New Growth Opportunities for Executive Education

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