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In the face of continued criticism from Australian higher education stakeholders regarding problems with undergraduate business education outcomes; it is notable that little change has occurred to the philosophy, and the learning and scholarship activity underpinning Australian undergraduate business education since the early 1970s. Exceptions of recent times though include The Universities of Melbourne (UM) and Western Australia (UWA), Macquarie University (MU) and The Australian Catholic University (ACU). The purpose of this paper is to comment on this criticism and critique existing Australian curriculums and scholarship practices, and offer a potentially more informed and improved pathway.

The paper expresses a viewpoint in critiquing Australian undergraduate business practices; including external stakeholder commentary, and supports a renewed curriculum focusing on personal growth and the early career needs of business undergraduates.

The paper argues for a more informed foundation to the undergraduate business curriculum; to wit, the traditional Aristotelian classical liberal approach, including scholarship aspects which assist in enhancing student values.

Whilst the paper is limited to Australia, implications exist for other Western and Asian higher education environments. The paper is also limited to undergraduate business education, but also has implications for other undergraduate disciplines.

Whilst not entirely original in its approach; the paper seeks a more informed balance of teaching, learning and scholarship approaches away from the traditional studia divinitatis approach based in skills and specialised knowledge, in favour increased attention to a studia humanitatis perspective, in pursuit of three principles: intellectual enhancement, moral behaviour and aesthetic appreciation.

While many business schools use large classes for the sake of efficiency, faculty and students tend to perceive large classes as an impediment to learning. Although class size is a contested issue, research on its impact is inconclusive, mainly focusing on academic performance outcomes such as test scores and does not address classroom dynamics. This study aims to expand the focus of class size research to include classroom dynamics and subjective educational outcomes (e.g. student learning outcomes and satisfaction).

Using Finn et al.’s (2003) theoretical framework and research conducted in introductory business classes, this study investigates how student academic and social engagement influence educational outcomes in different class sizes.

Results highlight the critical role that student involvement and teacher interaction play on student success and student satisfaction regardless of class sizes. In addition, the results indicate that students perceive lower levels of teacher interaction and satisfaction in larger classes.

This study applies Finn’s framework of student engagement in the classroom to understand the dynamics of class size in business education. The results reveal the influential roles of academic and social engagements on educational outcomes. Practical strategies are offered to improve learning outcomes and student satisfaction in large classes.

To identify key factors that are contributing to vulnerability in business schools in Australian public universities and determine the degree of vulnerability exhibited by these schools.

Using a multi-criteria assessment (MCA) approach, a framework is developed to determine which business schools are most vulnerable to disruptions and uncertainty.

The findings show a lack of preparedness on the part of many business schools, particularly those relying heavily on international students.

The implication is that business schools in Australian public universities need to diversify revenue streams and continue to seek legitimacy through external stakeholders such as employers and international accrediting bodies.

This study presents an empirical perspective of business schools in Australian public universities and offers valuable insights for university leaders and policymakers.

Higher education institutions are undergoing a change in their teaching–learning practices, with the core goal of giving students the necessary skills and competencies to succeed in a complex and uncertain society. This study aims to evaluate the effectiveness of business simulation as a pedagogical strategy for teaching 21st-century competencies to undergraduate students. The study looks at students’ self-perception on how business simulation impacts future skills such as entrepreneurship, employability and sustainability.

The research incorporates a one-week workshop for undergraduate business students using AnyLogic business simulation. For this study, a 24-item skills-based survey was used as the instrument for eliciting input about students’ self-perceptions. To measure the impact of business simulation on overall student learning, a theoretical framework was developed and tested using SmartPLS version 4 for construct reliability, validity and hypotheses testing.

Based on the students’ feedback, the finding shows that most of the 24 soft skills were facilitated by the business simulation used. The simulation significantly affects the development of entrepreneurial and employable skills. On the contrary, it has little effect on enhancing sustainability skills. In addition, the study suggests that factors like gender and expertise had little overall impact on the results.

The most apparent practical implication of this study is that business schools should focus more on skill development by stressing on experiential teaching methods like business simulation to help students build various skills and become more prepared for the actual world of business.

The research presents fresh empirical data that add to the continuing discussion on active learning in business education and assist educators in avoiding some potential drawbacks of these innovative teaching techniques. With the right direction and criticism throughout the simulation, this learning experience has shown to be useful for everyone involved.

The present paper concerns the domestic and international accreditations of business schools to find the commonalities in various accreditation standards. The study also addresses cost involvement and comparisons between various accreditations.

The research examined the requirements, methods and preparations for many national and international accrediting authorities. The accreditation criteria, history and guidelines were collected from secondary data sources. The content analysis was used to draw conclusions about the similarities and differences between the data sources and identify any differences and similarities between various accreditations.

The study found commonalities across accreditation standards and cost analyses, helping institutions achieve suitable accreditations. To unify the administrative procedure at the institutional level and reduce duplicates for schools seeking multiple accreditations, similarities in all accreditation requirements are analysed. The comparison helps organisations determine which accreditation standard best suits their needs and goals. Schools with limited budgets might compare accreditation costs to determine which are worth pursuing.

This study is limited to comparing a few accreditation bodies related to management education. In future research, the study may be extended to other areas. The use of the approach developed in this study for evaluating accreditation agencies of different streams, such as engineering, science and medicine, will be the study's future implications.

The research indicates that schools can streamline accreditation by identifying commonalities, aligning procedures, comparing standards and conducting cost assessments. These insights aid efficient accreditation and inform accrediting bodies' framework enhancements. Standards facilitate global performance comparisons.

This is likely the first study to compare Indian and international accreditations using the accreditation frameworks and cost analyses using comparative analysis. The study recommends strategies for achieving academic benchmarks through continuous improvement activities and success in international competition.

The post-globalization epoch has placed academic institutions internationally in competitive situations where knowledgeable, effective and capable decisions have come to provide the comparative edge. Academia has turned to explicit – and even conceptualizing on tacit – knowledge management to elaborate a systematic approach to develop and sustain the intellectual capital needed to succeed, in response to the employment market demand for its products. To be able to do that, you must be able to visualize your organization as consisting of nothing but knowledge and knowledge flows. The use of web-based technologies in academic institutions for their diverse practices has been widespread in colleges and universities for several decades. These applications include surveying stakeholders, assessing classes, reporting on faculty development and assurance of learning (AoL) data to mention a few. Further advances have led to the integration of applications that not only enable the sharing of knowledge but which also support the reporting requirements necessary to obtain and retain accreditation, for example; likewise, satisfy the supply of intellectual capital to the employment marketplace. The purpose of this paper is to portray the relationship between AoL and accreditations at large in business schools, with the particular articulation of a modus operandi and relevant model that could facilitate curriculum improvement likewise.

Observational research (or field research) is a type of correlational (i.e. non-experimental) research in which a researcher observes ongoing behavior. There are a variety of types of observational research, each of which has both strengths and weaknesses. A select set of business schools and leading accreditation agencies have been observed and reported upon in pertinence with the expected practices and modus operandi toward assuring learning.

The use of web-based technologies in academic institutions for their diverse practices has been widespread in colleges and universities for several decades. These applications include surveying stakeholders, assessing classes, reporting on faculty development and AoL data to mention a few. Further advances have led to the integration of applications that not only enable the sharing of knowledge but which also support the reporting requirements necessary to obtain and retain accreditation; likewise, satisfy the supply of intellectual capital to the employment marketplace. In this paper, the author aims to portray the relationship between AoL and assessment at large with real-life examples and approaches.

Observational research types are organized by the extent to which an experimenter intrudes upon or controls the environment. Observational research is particularly prevalent in the social sciences. It is a social research technique that involves the direct observation of phenomena in their natural setting. This differentiates it from experimental research in which a quasi-artificial environment is created to control for spurious factors, and where at least one of the variables is manipulated as part of the experiment. Henceforth, other research methods may be engaged in to quantify and investigate the phenomenon of AoL vs international practices reported upon as per internal and external forces acting on business schools.

The diversity of approaches followed by business schools and encouraged by accreditations agencies is immense and at times may be connected to the choices such schools make as to how they ought to measure the learning curves of their constituents. Herein, a practical AoL approach is transcribed, as liaised with assessment and evaluation data.

Academia has turned to explicit – and even conceptualizing on tacit – knowledge management to elaborate a systematic approach to develop and sustain the intellectual capital needed to succeed, in response to the employment market demand for its academic products and services. To be able to do that, you must be able to visualize your organization as consisting of nothing but knowledge and knowledge flows.

This research is conceptualized upon as per the international standards and expectations from the field with an Association to Advance Collegiate Schools of Business framework in mind and aims to link AoL to curriculum management and through e-Assessment in a practical manner.

Increasing the need for education for sustainable development in universities requires an understanding of the predictors of students’ environmental concern (EC). In this paper, the authors focus on the EC of business students because of their future responsibility for business operations regarding the exploitation of natural resources. The aim of the study is to examine the predictors of business students’ environmental concern.

Based on the Norm Activation Model as the theoretical framework, this study hypothesizes the model of EC with two main predictors: ascription of responsibility for the environment (AOR), driven by locus of control and self-efficacy (LC/SE), and awareness of positive consequences of consumption reduction on the environment (AOC), driven by perceived environmental knowledge. Structural equation modelling was applied to confirm the conceptual model based on the responses of business students from six countries (Czech Republic, Croatia, Hungary, Poland, Slovakia and Spain) collected through an online survey.

The environmental concern of business students is predicted both by the ascription of responsibility and by awareness of consequences; however, the ascription of responsibility is a stronger predictor of EC. A strong impact was found for internal locus of control and self-efficacy on AOR, as well as a weaker influence of perceived environmental knowledge on AOC.

Sustainability education dedicated to business students should provide environmental knowledge and strengthen their internal locus of control and self-efficacy in an environmental context.

This study analyzes which worldviews on the interrelatedness of the economic, environmental and social systems are adopted in the literature on responsible management education (RME) and explores how this affects the way business schools educate future responsible managers.

The sustainability-focused relational worldviews of Kurucz et al. (2014) were used to perform a content analysis on 100 articles from the field of RME to understand which worldviews are adopted and to distill potential implications of the prevalence of such worldviews in the RME field.

In the sample, the most adopted view was the intertwined view that imagines a balance between the economic, environmental, and social system (61% of the articles). The subsuming worldview (highlighting the business case for sustainability) accounted for 8% of articles in the sample. The embedded worldview (a new paradigm that respects the limitations of the environmental and social systems) accounted for 31% of the articles in the sample. The disparate view (representing classic economic views of discrete systems) was not adopted, indicating a rather uniform belief that RME is about moving management education away from this view. Examining the evolution of views over the last 20 years, it can be observed that the embedded view is growing in popularity. The continuing prevalence of the ambiguous and malleable intertwined view in the RME literature could explain why so many RME initiatives have been taken in the last two decades, while simultaneously critics remain vocal that business schools are not preparing future managers to engage with ethics, responsibility, and sustainability (ERS).

While sustainability-focused relational worldviews have been introduced in the RME literature, this study provides empirical evidence of the prevalence of such worldviews in the literature, allowing an exploration of the implications for the field. The presence of multiple — and at times competing — worldviews adds tension to the field of RME. Seen on the trajectory of increasingly progressive worldviews, the intertwined view is not limited by economic rationalism (like the subsuming view) but also stops short of requiring a full paradigm shift (like the embedded view).

The study aimed to explore the core competencies that make educators competent in delivering and achieving the purpose of business/management education effectively.

An exploratory-cum-descriptive approach has been used. Educators at different academic levels in university-led B-schools were the participants of this study. For data collection, a structured questionnaire was developed and implemented.

This study has explored ten core competencies that educators must possess. These competencies have been described based on their attributes and relevance in an educator's academic role.

This study was limited to university-led B-schools of South Asia, thus further validation may more adequately generalize the findings.

This study is raising awareness of the current state of educators in university-led B-schools in South Asian countries and the need for educator competencies toward responsible management education. This study would help educators to develop core competencies, and university-led B-schools to make and manage a system for their educators to keep them competent and performing.

Business/management education is expected to offer the required competencies and opportunities to learn the intricacies of business and management, so students can readily enter into corporate life. It exhibits the significance of educators' competencies. University-led South Asian institutions have seldom tried to develop a standardized framework for the sensitization and development of their educators. It is a key challenge to identify, understand and define a diverse range of competencies and methods of competency development.