Institutional Evolution and New Trends in Russian Management Education
Management is a popular term in the Russian labor market today; indigenous companies and multinationals are dreaming about hiring competent professionals in the ﬁ eld of management. For example, in April 2011 the popular jobs directory Rabota.Ru counted the highest number of new jobs available per month was in specialist areas such as sales manager, business development manager, project manager, and PR manager. Among the top-ten offers with the best prospects, four are in the ﬁ eld of management, and two others, electrical engineer and accountant, also required managerial experience. In contrast, experts working in the newspaper “Trud” produced a ranking of the most popular professions in terms of expectations of prospective students. Management ranked fourth place, behind ﬁ nancial specialist, nanotechnologist, and programmer. Respondents characterized it as the profession in which they could fully realize their expectations and ambitions.
This chapter aims to show how the predominantly North American-based concept of service learning (Jacoby et al. 1996; Eyler and Giles 1999; Frumkin and Jastrzab 2010) translates into the context of a European university. After a brief overview of the theory of service learning and community service, we introduce the program Volunteering@WU, which can be classified as a hybrid of community service and service learning. Stakeholders’ interests, goals, methods, performance and evaluation procedures are discussed in detail, followed by a description of the program’s development within its six-year period of existence. The chapter then discusses several challenges to the programming with a view to future development opportunities.
The chapter describes how instructors can capitalize on student prior experiences and create opportunities for new experiences in the classroom to foster student learning in management education programs. The chapter provides an overview of research around experiential learning (Kolb, 1984; Kolb & Kolb, 2005), learning from experience or on-the-job learning by managers, and teaching techniques that have been shown to foster student learning in management undergraduate and graduate programs. The chapter focuses on experiences that could be created in-class or in the context of one course and does not discuss practices related to a program and curriculum design.
In this essay, we integrate institutional and business bubble perspectives to build a theoretical explanation for the growth and subsequent decline of the business school sector in Dubai during the period 2002-2012. The motivation for our research-based essay stems from the question: How is it possible that the world's top business schools simultaneously judged the market so badly and collectively invested in activities that, in retrospect, were far from economically rational and more closely resembled euphoria and mania? Furthermore, we ask: Why did business school leaders decide to enter the overcrowded Dubai market in particular, precipitating its boom and bust cycle? The novel integration of institutional logics and bubble literatures produces a detailed theoretical understanding of why business school bubbles have emerged in the past and may emerge again in the future. From a practical perspective, our essay also indicates that business schools are not immune to business cycles or to bubbles and bursts. Business schools can even create their own bubbles and bursts.
Business schools are arguably some of the most influential institutions in contemporary society. The research and education they provide set the standard for how future leaders manage local and global organizations - a responsibility requiring continual discussion, development and challenge.
This exciting book explores the role of business schools through 3 key dimensions:
- How business school legitimacy has been challenged by the recent economic crisis and corporate scandals;
- How schools contribute to shaping and transforming business conduct; and
- How institutions, past and present, develop their identities to face the challenges presented by the ongoing globalization process.
Combining global perspectives from business school Deans, scholars and stakeholders, this book presents a unique discussion of the current and future challenges facing business schools and their contributions to society.
The Journal of Management Inquiry astutely predicted in 2004 that the Americanization of business education would not just continue but increase. Ten years later, it is arguable that the acceleration of the Americanization of management education has exceeded all expectations. To theoretically build toward understanding how and why the American business education model has been adopted to different extents, this comparative study builds on the institutional logics perspective, arguing that different institutional logics can potentially explain the various forms and patterns of Americanization and how they are manifested in the world’s business schools Accelerating the Americanization of Management Education: Five Responses From Business Schools (PDF Download Available).