Chapter
1.2 Critical background and history
1.3 Business schools and business education as a social construction process
1.4 The management education environment
1.5 The European landscape in management education
1.6 Differences between European and US business schools
Institutional differences
1.7 Competitive differences
1.8 Social capital differences: reputation effects and brand loyalty
1.10 Emerging issues and challenges: rethinking the business school
1.11 A compelling context for business schools and their leadership
2 Business schools as professional organisations (professional service firms)
2.2 The business school as a professional school
2.3 What is a professional service firm?
2.4 The key features and characteristics of PSFs
Standardisation/customisation
2.5 Linkages between key features and characteristics of PSFs, professionals and clients
2.6 Key processes in professional service firms
Innovation, and learning and knowledge management
Relations, networking, and trust building
2.7 Organising and managing professional service firms: linkage between key features and key processes
2.8 Leading and managing professional service firms
2.9 What are the main leadership challenges in professional service firms?
3 The leadership process in business schools
3.1 Introduction to the leadership literature
3.2 The institutional leadership process
Creating the sense of a common purpose, and shared values and beliefs
3.3 The social leadership process
Motivating and mobilising people
Supporting and empowering people
3.4 The structural leadership process
Coordinating the organisation
3.5 Governance and strategic leadership
3.6 Leadership as a process in context
3.7 A contextual approach to strategic leadership processes in business schools
3.8 Strategic leadership processes in business schools: a political approach
3.9 A glance at strategic leadership in practice
4 Strategic leadership in practice: leading the strategic process in three top business schools
4.2 IMD, INSEAD and LBS: contextual commonalities and specificities
IMD’s transition period (1992–3)
IMD’s consolidation and success (1993–2004)
Building IMD’s culture and identity
Building IMD’s culture and identity
INSEAD’s co-deanships, 1990–5
Antonio Borges’ deanship, 1995–2000
Gabriel Hawawini’s deanship, 2000–4
George Bain’s deanship (1990–7): turning LBS into a top international school
John Quelch’s deanship (1998–2001): furthering LBS’s transformation
Laura Tyson’s deanship (2002–4): consolidating LBS as a ‘pre-eminent global business school’
5 Strategic leadership in practice: the role of the dean
5.1 A contextual analysis to identify key forces at play
5.2 Why is context so important?
5.3 Using a political approach to explore strategic leadership phenomena
A comprehensive framework for deans’ leadership tasks
5.4 The use of power at work
5.5 The role of the dean in strategic leadership processes
5.6 Leading a business school
5.8 A road map for deans: four key tasks
6 Learning from the trenches: personal reflections on deanship
6.2 Looking back at the IAE situation:Fernando Fragueiro’s perspectives
6.3 Looking back at the WBS situation: Howard Thomas’s perspectives
Background on Warwick University
6.4 The parallel evolution of WBS, 1967–2000
6.5 2000–2010, the deanship of Howard Thomas
The 2000–2 period: agenda building and planning
The 2002–6 period: settling on a paradigm
2006–8: new paradigm development for ‘Vision 2015’
2008–10: strategic crossroads
6.6 Final reflections from my deanship experience at WBS