Index
Gabriela Alvarado
(ITAM, Mexico)
Howard Thomas
(SMU, Singapore, and Boston University, USA)
Lynne Thomas
(Stratford-Upon-Avon, UK)
Alexander Wilson
(School of Business and Economics, Loughborough University, UK)
This content is currently only available as a PDF
Citation
Alvarado, G., Thomas, H., Thomas, L. and Wilson, A. (2018), "Index", Latin America, Emerald Publishing Limited, Leeds, pp. 171-178. https://doi.org/10.1108/978-1-78756-807-520181006
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited
INDEX
Academic papers
, 48
Academic texts
, 48
Accreditation(s)
, 46, 60, 91
guidelines and criteria
, 151
See also International accreditations
Actor role in future development of management education
, 144
government and public sector
, 147–149
international academic institutions
, 149–150
international accreditations
, 150–151
private sector
, 145–146
Advanced Management Program
, 108, 113
América Economía ranking
, 68
American MBA model
, 104
Andean Community (CAN)
, 17
Andean Pact
, 17
Argentina
, 2, 10, 11, 17, 21, 42, 53, 82, 95, 115, 118, 160, 161
accreditation activities in
, 29
business in
, 124
economy
, 15
formal educational system
, 43
public sector in
, 147
Universidad del CEMA in
, 28
Argentinean educational system
, 43
Association of MBAs (AMBA)
, 25, 28, 29, 99
accreditation
, 112
Accredited Schools in Latin America
, 31–32
Association to Advance Collegiate Schools of Business (AACSB)
, 25–26, 46, 62, 99, 157
AACSB International
, 26, 28
accredited schools in Latin America
, 30–32
Barriers to change or constraints
, 155
barriers within business school “industry”
, 156–159
contextual
, 159
Belize’s legal system
, 12
Best institutions
, 136, 142
Best-case scenario
, 134–138
economic and political conditions
, 135
structure of field of management education
, 135–136
value to stakeholders
, 137–138
Bimbo Company
, 57
Blended and online options
, 130
Blind spots
, 71–77
Bloomberg Markets magazine
, 14
Bolivia
, 2, 3, 7, 9, 11–12, 16, 17, 18, 21, 116, 139
Bottom-of-the-pyramid schools
, 128–129
Brazil
, 2, 11–12, 21
executive education in
, 44
FIA
, 28
management education in
, 28, 46
MBA programs in
, 46–47
Brazilian management education
, 67
British Honduras, colony of
, 2
Business
community
, 120
education
, 48, 93, 146
Business Association of Latin American Studies (BALAS)
, 25, 34
Business schools
, 95, 152–153
barriers within business school “industry”
, 156–159
heterogeneous quality
, 45–47
in Latin America
, 75
quality enhancements in
, 101–102
relevance
, 102–103
sector
, 160
standardization
, 99
Catholic university
, 106
Cayetano Heredia in Medicine University
, 58
Cemex Company
, 57
Central America
, 2, 6, 10, 11, 17, 36, 89, 130
CENTRUM business school
, 46
Chile
, 2, 9, 11, 12, 14, 16–17, 20, 21, 41, 65, 86, 95, 116, 155
Adolfo Ibañez in
, 26
Pontifical Catholic University of
, 35
schools in
, 50
Universidad Diego Portales in
, 28
China
, 9, 17, 22, 23, 48, 55, 88, 98, 100, 124
Civil law system
, 12
Cluster analysis, results of
, 20
Collaboration
, 132–133, 149
Collaborative research
, 85, 133
Colombia
, 2, 3, 11, 14, 16, 26, 28, 39, 42, 55, 107, 131
Colombian government
, 54
Colonial rule
, 2
Common Market of the South (MERCOSUR)
, 17
Company reputation
, 96
Competition
, 39–40, 128, 140–144
blended and online options
, 130
changes and challenges in
, 128–130
intensity
, 128–130
Competitive environment over next 10 years
, 127–134
changes and challenges in competition
, 128–130
future changes
, 132–134
more international and regional efforts
, 131
quality and relevance gains
, 132
CONACYT
, 55
Consejo Latinoamericano de Escuelas de Administración (CLADEA)
, 25, 34, 67, 69
Consejo Nacional de Acreditación (CNA)
, 62
Contextual
barriers
, 159
issues
, 94–96
managerial specificities
, 114
Corporate Governance
, 96
behavior manual for
, 122
practices
, 119
role
, 137
Corruption
, 76, 139
consequences
, 117
high level of government
, 117
issue
, 95
in Latin America
, 13
perceptions index
, 12
Corruption Perceptions Index
, 12, 13
Costa Rica
, 2, 3, 9, 11, 12, 17, 21, 22, 35
Coursera
, 93, 141, 154
Culture and management in Latin America region
, 21–23
Current State of Management Education in Latin America
, 79
broad contextual issues
, 94–96
diversifying schools’ sources of funding
, 85–87
economic impact of family businesses
, 119
effects of globalization
, 98–100
faculty recruitment and development
, 80–84
internationalization
, 87–90
issues
, 94–100
key challenges
, 79–94
lack of research faculty
, 96–97
Latin American Management Education Curriculum
, 120–124
Latin American Model for Management Education Realistic
, 111–116
new learning and teaching methodologies
, 92–94
impact of online education
, 97–98
prevailing model of Management Education
, 103–107
priority issues in Latin American Management Education
, 100–103
Program Portfolio and Management Curriculum
, 107–111
providing relevant education
, 90–92
research support
, 85
strategies for faculty recruitment
, 83–84
See also Management Education in Latin America
Curriculum
, 51
evolution
, 111
Harvard-oriented teaching
, 130
management
, 92, 123
MBA
, 111
Degree programs
, 48, 63, 86, 109, 110
Demographic data
, 6
“Developmental” sub-groups
, 11, 20
Distance education
, 46, 144
predominance
, 141
technology
, 99
Dominican Republic-Central America Free Trade Agreement (CAFTA-DR)
, 17
Dutch colony
, 2
EAESP at Fundação Getulio Vargas in Brazil
, 35
“Ease of doing business index”
, 12, 13
Economic clusters
, 20, 24
Economic conditions
, 116
best-case scenario
, 135
worst-case scenario
, 139–140
Economic deceleration
, 14
Economic growth
, 1, 16, 114, 134, 135, 147
and inequality in Latin American Countries
, 15
of many countries in Latin America
, 134
positive aspects
, 135
Economic problems
, 139
Ecuador
, 2, 3, 7, 11, 13, 15, 17, 21, 22, 27, 89, 90, 116, 139
Educational groups
, 129
edX
, 93
E-learning
, 97
Elite schools
, 128–130, 138, 142
English common law
, 12
English courses
, 48
Entrepreneurship
, 50–51, 91, 111, 113, 134
EQUIS
, 38, 99, 112
accredited EAESP
, 29
accredited schools in Latin America
, 33
ESAN
, 27, 58
Ethics
, 51, 76, 92, 95, 96, 103, 111, 125, 155
European Foundation for Management Development (EFMD)
, 25, 28, 29, 60, 62, 150, 157
European inspiration
, 106
European management school models
, 92
European Union (EU)
, 9, 48, 75, 136
Executive education
, 9, 35, 92, 113
in Brazil
, 44
programs
, 109
types
, 92
Executive MBA program
, 108, 109, 110
Face-to-face methods of instruction
, 93
Faculty
development
, 100–101
lack of research
, 96–97
recruitment and development
, 80–84
“Feminine” cultures
, 23
FEMSA Company
, 57
Foreign business schools
, 65, 66
Foreign competition
, 77, 143
Foreign universities
, 63, 65, 149, 153
Free trade agreements
, 17, 41, 48
French inspiration
, 106
Full-time MBA
, 48, 104, 109
Fundação Instituto de Administração (FIA)
, 28
Funding, diversifying schools’ sources of
, 85–87
Future evolution of management education in Latin America
, 127
actor’s role in future development of management education
, 144–151
barriers to change or constraints
, 155–159
best-case scenario
, 134–135
business schools
, 152–153
competition
, 140–142
competitive environment over next 10 years
, 127–134
creating change in future
, 152
most likely scenario
, 142–144
private sector
, 154–155
scenarios for management education in Latin America
, 134–144
technology
, 154
timetable for change
, 160–163
worst-case scenario
, 138–140
see also Management education in Latin America
German foundation
, 59
Gini Index
, 15, 16
Global business schools
, 66, 150
Global Connections, International Trade and
, 17–21
Global Consortium for University-Based Executive Education (UNICON)
, 25, 35
Global Executive MBA
, 109
“Global mind-sets” development
, 91, 92, 94
Global rankings
, 26
presence in
, 35
Globalization
, 41–43, 131
effects
, 98–100
rankings and reputation
, 99
Government
, 52–55
sector
, 147–149
Gran Colombia
, 11
Guyana
, 2, 4, 6
Heterogeneous quality of business schools
, 45–47
High-quality
business schools
, 129
faculty
, 81, 83, 85
Higher education
, 44, 149
field
, 26
funds to
, 148
international accreditation bodies for
, 28
regulation
, 43–45
Hispanic America
, 1
Iberian Peninsula
, 1
“Ibero-America”
, 1
INCAE
Business School in Nicaragua
, 27
from Costa Rica
, 35
Inclusive growth
, 117, 134
Innovation
, 107, 153
Instituto Tecnológico Autónomo de México (ITAM)
, 26
Integration
, 131, 136
Intensity
of competition
, 128–130
of rivalry
, 140
Inter-regional trade and cooperation
, 89–90
International Academic
community
, 42
Institutions
, 63–66, 149–150
International accreditations
, 28–34, 42, 59–62, 134, 150–151, 157
International and local rankings
, 62–63
International business schools networks
, 34–35
International Communication Union
, 1
International Corporate Masters
, 109
International efforts
, 131
International faculty
, 81, 82, 89, 136, 138
International Monetary Fund
, 1
International organizations
, 1, 34, 62, 151
International partnerships
, 41, 61, 67, 87
International students
, 87, 89, 113, 137
International theme
, 138
International trade and global connections
, 17–21
Internationalization
, 87–90
challenge
, 47–48
Internationalization of Schools
, 66–68
Interview transcript
, 37
Intra-regional cooperation
, 132
IPADE from Mexico
, 35
Jesuit school
, 106
Joint cooperation
, 136
Latin America(n)
, 1, 12–13, 90
culture and management in Latin America region
, 21–23
historical and cultural aspects
, 2–6
international accreditations
, 28–34
international business schools networks
, 34–35
international trade and global connections
, 17–21
macroeconomic outlook
, 14–17
management education evolution in
, 25
management education history
, 26–28
management education landscape
, 26–35
market
, 65
model for management education realistic
, 111–116
people
, 6–11
presence in global rankings
, 35
Latin American business schools
, 63, 65, 80, 93–94, 127
internationalization
, 66, 89
percentage of full-time faculty with PhDs in
, 81
Latin American Council of Management Schools
, 34
Latin American Management Education
curriculum
, 120–124
priority issues in
, 100–103
Latin students
, 48
Lato sensu
, 47
Leadership
, 52, 91, 109, 111, 162
Legal regulations
, 12
Local accreditations
, 62
Local context, value of
, 72–75
Local research, need for
, 76–77
Macroeconomic
conditions
, 134
outlook of Latin America
, 14–17
Mainland Latin America
, 2
foreign direct investment within
, 20
North America within
, 11
total populations
, 6
Management concepts
, 90
Management Curriculum
, 107–111
Management education in Latin America
, 37, 45
benefits from regional collaboration
, 75
challenge of internationalization
, 47–48
impact of different actors on
, 52–66
entrepreneurship
, 50–51
globalization
, 41–43
government
, 52–55
growth
, 38–40
heterogeneous quality of business schools
, 45–47
important events in evolution
, 38–45
increasing importance of research
, 69–70
International Academic Institutions
, 63–66
International Accreditations
, 59–62
International and local rankings
, 62–63
Internationalization of Schools
, 66–68
interview transcript
, 37
key management education issues
, 45–52
lessons in
, 71–77
main changes in evolution of
, 66–71
need for local research
, 76–77
need to developing local relevance
, 49
online education
, 70–71
open economy
, 41–43
perceived impact of stakeholders on
, 53
private sector
, 56–59
public sector
, 52–55
quality business schools
, 70
regulation of higher education
, 43–45
research orientation
, 49–50
soft skills
, 51–52
value of local context and practical relevance
, 72–75
see also Future evolution of management education in Latin America
Managerial MBA
, 109
“Masculine” cultures
, 23
Master of Science programs
, 47
MBA programs
, 39, 43, 46, 47, 52, 108
Mexican market
, 64
Mexico
, 11–12, 14, 17, 21, 26
IPADE from
, 35
ITAM from
, 35
Middle tier schools
, 129
Minister of Education
, 44
MOOCs
, 71, 93, 98
Most likely scenario
, 142–144
competition
, 143–144
Multinationals in Latin America
, 131
New learning and teaching methodologies
, 92–94
Nicaragua
, 2, 4, 8, 11, 12, 15, 16, 27, 30, 33
Non-experience masters
, 109
North American Free Trade Agreement (NAFTA)
, 15
Online education
, 70–71
impact
, 97–98
Online options
, 130
Online programs
, 109, 130, 140
Open economy
, 41–43
“Open-market” orientation
, 17
Pacific Alliance
, 17
Pacífico University
, 58
Panama
, 2, 9, 11, 16, 21, 22
Paraguay
, 2, 4, 8, 10, 11, 16, 17, 27, 29, 95, 119
Part-time International MBA
, 109
Partnership in International Management (PIM)
, 25, 35
Peru
, 2, 5, 11, 16, 17, 26
educational law in
, 44–45
INCAE Business School in Nicaragua and ESAN in
, 27
PhD programs
, 45, 47, 81, 84
PhD-trained faculty
, 96
Political conditions
best-case scenario
, 135
worst-case scenario
, 139–140
Political factors
, 139
Pontifical Catholic University of Chile
, 26, 35
Populism
, 139
Power distance
, 21–23
Practical relevance
, 72–75
Prevailing model of Management Education
, 103–107
Priority issues in Latin American Management Education
, 100
faculty and research development
, 100–101
quality enhancements in business schools
, 101–102
relevance of business schools
, 102–103
Private sector
, 56–59, 144–146, 154–155
Private universities
, 39, 54, 58, 115
Program Portfolio
, 107–111
Public sector
, 52–55, 147–149
Public universities
, 54, 106
Quality and relevance gains
, 132
Quality business schools
, 70
Quality enhancements in business schools
, 101–102
Rankings
, 62–63, 91
“Red tape”, level of
, 13
Regional collaboration
benefits from
, 75
efforts
, 136
Regional efforts
, 131
Regulatory responsibility role
, 147
Relevance-rigor gap
, 91
Research
development
, 100–101
interview
, 134
lack of research faculty
, 96–97
orientation
, 49–50
research-trained faculty
, 49–50
support
, 85, 132
Roman Catholicism
, 6, 23
SACS accreditation
, 60
Scholarly research
, 69
Schools
, 27, 137, 142
with international accreditation
, 29
internationalization
, 66–68
in Latin America
, 80
leaders
, 134
second wave
, 27
see also Business schools
Second wave of schools
, 27
“Serious academic work”
, 69
Skype
, 140
Social responsibility
, 96
Soft skills
, 51–52, 91, 103
South America
, 2, 9, 28, 73, 75
Southern Cone
, 11, 16, 130
Spaniards
, 2, 6
Spanish
, 2
colonies
, 2
universities
, 130
Stable growth
, 135
Stakeholders, value to
, 137–138
State owned university
, 144
State-controlled education
, 140
State-owned education
, 140
“Strategic groups”
, 20, 21
Stricto sensu
, 47
Suriname
, 2, 5, 6
Technology
, 71, 154
technology-based applications
, 92–93
Tecnológico de Monterrey
, 26
Tenaris
, 59
Transparency International
, 1
Tricontinental MBA
, 109
“Triple Crown” business schools
, 34
Undergraduate level
, 131
Universidad Argentina de la Empresa (UADE)
, 39
Universidad Católica
, 39
Universidad de Lima University
, 58
University of Chile
, 26
Uruguay
, 2, 5, 8, 9, 10, 11, 15, 17, 95
US Central Intelligence Agency (CIA)
, 1
US management school models
, 92
Value to stakeholders
, 137–138
Venezuela
, 2, 5, 8, 10, 11–12, 14, 22, 28, 119, 139
Volatile, Uncertain, Complex, and Ambiguous (VUCA)
, 72, 116
World Bank
, 1, 12
Worst-case scenario
, 138–140
economic and political conditions
, 139–140
- Prelims
- Chapter 1 Latin America: Countries with a Common Past Facing Different Realities
- Chapter 2 The Evolution of Management Education in Latin America
- Chapter 3 An Evaluation of the Last Decade of Management Education in Latin America
- Chapter 4 The Current State of Management Education in Latin America
- Chapter 5 The Future Evolution of Management Education in Latin America
- Postscript
- References
- Appendix: Names of Interviewees
- Index