Chapter
Business schools and business education as a social construction process
Differences between Asian, European and US business schools
Institutional differences
Social capital differences: reputation effects and brand loyalty
The business school's identity, legitimacy and positioning
2 Business school identity and legitimacy: its relationship to the modern university and society
The university and its critics
Impediments to change and liberalisation
Inflexible academic structures
The modern university is typically built up around an axiomatical structure
The missing balance between research and teaching
Too many committees and red tape
Slow pedagogical progress; too little curriculum innovation
Too little top-down articulation of strategic direction
Explosion in student numbers
The business school and its critics
The business school is a socialisation mechanism
The business school emphasises shareholder capitalism
The business school does not provide a clear sense of purpose, morality and ethics with respect to its role in society
The business school focuses on analytics and does not develop wisdom, interpersonal and leadership/managerial skills
The business school produces ineffective, self-referential (but not useful) ideas and research; it is seen as irrelevant
The business school embraces scientific rigour at the expense of other forms of knowledge
The business school lacks academic respectability, legitimacy and professional identity
The business school has pandered to the business school rankings and has become too responsive to the consumer voice
Tensions between business schools and traditional universities
Business acceptance in the university
Business school governance
Business school administration
Re-imagining, re-evaluating and rethinking the modern business school
3 Rethinking management education and its models: a critical examination of management and management education
What is management and what should be the content of management education?
What is the content of management education?
What are the challenges and key forces driving change in management education?
Key forces driving management education
Impacts and implications of demography and demographic change
Impacts and implications of technology
Impact and implications of globalisation
Globalisation, emerging markets and the growth of management education
Ageing population in advanced countries
Local educational options and non-traditional competition
Inclusive distance learning education
Impacts and implications of entrepreneurial enterprise
Competitive forces and dynamics for business schools
University alliance programmes
Non-traditional competition
Rethinking the business school model
The Lorange Institute of Business model for management education
Modular programme structure
The business organisation - no bureaucracy
Integration across axiomatic divides
'Constructive' innovation
4 A framework for re-evaluating paradigms of management education
The Sheth model framework
Broadening the market and the mission: the stakeholder perspective
Building selection and development value: how to enhance selection value
How to augment development value
Enabling non-linear transformation
Exogenous factors in selection and development
Growth of emerging markets
Public/private partnerships
A stakeholder perspective
5 Evaluating new and innovative models of management education
The Mintzberg IMPM (International Master's Program in Practising Management) model: a practising manager's model
The Haas/Berkeley dynamic capabilities model
The Rotman design thinking model
Ideas from highly ranked schools: Stanford, Yale and the Jain/Stopford programme for a global curriculum
The Open University 'blended learning' model
The early distributed learning model
'Blended learning' and learning communities: how to incorporate new social and digital media
The focused innovation model: UC San Diego
The 50+20 project: management education for the world
The Starkey knowledge model
The network model of Lorange
Summary observations about new models and the changing context of business schools
A set of guidelines for revising the modern business school´s `modus operandi´
6 Is the business school a professional service firm? Lessons learned
Context, controversy and business schools
Professional service and knowledge-intensive firms
Is the business school a professional service firm?
Professionalised workforce
7 Enhancing dynamic capabilities in the business school: improving leadership capabilities in curricula and management
Capability review (CR) models and processes
CR models: overall design and structure
Model evaluation: strengths and weaknesses
Dynamic capabilities and management education
Introduction to resource-based and dynamic capabilities approaches
Dynamic capabilities and curriculum changes in business schools
Curricula designs in practice: the dynamic capabilities approach
Leadership and dynamic capabilities
Leadership capabilities in the business school context
Leadership and leadership characteristics
Leadership roles, styles and change
Some emerging dynamic capabilities of the business school of the future
Greater faculty differentiation
8 Afterword: business school futures
The Business School in the Twenty-First Century
：Emergent Challenges and New Business Models
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