Search results
1 – 10 of over 183000Kathleen Sideli, Marc Dollinger and Sharon Doyle
Throughout the early 1980s, schools of business struggled with ways to internationalize their faculty, students and curriculum. In the face of an increasingly global economy, it…
Abstract
Throughout the early 1980s, schools of business struggled with ways to internationalize their faculty, students and curriculum. In the face of an increasingly global economy, it was necessary for schools to meet this challenge. Various strategies were employed: infusion of global topics into the classes, creation of International Business departments, the implementation of the CIBER program (Center for International Business Education and Research) and faculty exchanges. Although the Kelley School of Business tried all of these, our most successful efforts to internationalize students has been by facilitating overseas experiences through organized study abroad programs.
Ginger S. Lange and Wesley J. Johnston
Inspired by an efficacy debate, this paper aims to understand to what extent do entrepreneurs value business accelerators and what contributes to this value. And as entrepreneurs…
Abstract
Purpose
Inspired by an efficacy debate, this paper aims to understand to what extent do entrepreneurs value business accelerators and what contributes to this value. And as entrepreneurs consider accelerators to be a viable alternative to traditional business incubators, the research seeks to compare these startup support options.
Design/methodology/approach
Guided by resource-based theory, the researchers constructed a variance model and analyzed it using quantitative methods based upon data collected from 205 accelerators users as well as 66 incubator users for comparison.
Findings
Results indicate that the accelerator users find the programs to be very valuable for improving their business outcomes. Moreover, the users feel the program experience to be valuable regardless of whether their businesses ultimately survive. Knowledge- and culture-related resources contribute significantly to users’ perceptions of value. Findings indicate notable differences in the perceptions of accelerator versus incubator users.
Research limitations/implications
The research contributes to the ongoing academic debate concerning the efficacy of accelerators and provides a model for predicting user value. The research is limited to the USA.
Practical implications
Research serves as a practical guide for prospective accelerator users, as well as provides valuable insights to accelerator administrators and marketers for enhancing their programs.
Originality/value
The study uniquely provides a user’s perspective and highlights distinct differences in the perceptions between accelerators and incubators users.
Details
Keywords
Describes international management development programmes at theUniversity of Hawaii. The programmes prepare business people foreconomic development in the Asia Pacific region and…
Abstract
Describes international management development programmes at the University of Hawaii. The programmes prepare business people for economic development in the Asia Pacific region and the international marketplace. A unique feature is the strong interaction of participants with multinational and multi‐cultural students.
Details
Keywords
Melissa Franchini Cavalcanti-Bandos, Silvia Quispe-Prieto, Alberto Paucar-Caceres, Toni Burrowes-Cromwel and Héctor Heraldo Rojas-Jiménez
This paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher…
Abstract
Purpose
This paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher education institutions (HEIs) business programs in Peru, Brazil and Colombia. The paper examines institutional efforts to both introduce and implement ESD curricula and provide SL.
Design/methodology/approach
The methods used in this paper included reviews of university Web pages and course materials. Structured interviews were also conducted with program leaders, to examine the level of ESD, as input affecting the business programs curricula of the universities concerned.
Findings
Initial findings suggest that, in the three HEIs surveyed, there is still a tendency to talk about issues related to ESD but actions that confirm this interest are not sufficiently advanced. The authors surveys a sample of business programs curricula and interviewed its leaders and a mixed and dated picture emerged. When compared to other regions particularly the USA and Europe, the findings show that the HEIs surveyed still have not developed enough work to distinguish conceptually between sustainable development, ESD and SL making the embedment of these concepts in the curriculum not fully developed.
Originality/value
In LA HEIs, the ESD message seems to be slowly taking ground, equipping HEIs to respond to SL concerns. Implementation and practice in some HEIs are still at an embryonic and conceptually confused stage with regard to LA HEIs SL. This paper sheds light to help ESD delivery. It offers some strategies for moving on from this inception phase to a more structured SL provision and ESD outlook.
Details
Keywords
The purpose of this paper is to present a model of a university-led business support programme that ran in the West Midlands region of the UK. The initiative was designed with the…
Abstract
Purpose
The purpose of this paper is to present a model of a university-led business support programme that ran in the West Midlands region of the UK. The initiative was designed with the specific aim of assisting businesses to grow into the renewable energy technology markets by engaging them in a spectrum of support activities. A distinctive form of university-industry collaboration was used in the implementation of the programme where the leadership and management roles were carried out by Staffordshire University, while technical consultancy was delivered by external industry experts. The effectiveness of this model is investigated through a survey of businesses assisted by the programme.
Design/methodology/approach
The case study first describes the design and rationale of the support programme and then goes on to present findings from a survey conducted with firms who part took in the support programme (41 per cent response rate, n=54).
Findings
Respondents’ overall satisfaction with the programme indicate that the university-business collaborative model worked well. However, the survey findings show that businesses preferred group-based activities over one-to-one, direct consultancy type of support. Results suggest that the overall effectiveness of the scheme could have been improved through greater industry focus and better management of companies’ expectations through clearer articulation of the programme's ability and scope for support.
Research limitations/implications
The survey was carried out with participating businesses only four months after the programme had ended, which may have limited the time for programme-related impacts to mature and/or materialise.
Practical implications
The presented model of university-led business support programme and recommendations can be of use to other Higher Education Institutions (HEIs) as well as business organisations seeking to establish such collaborative initiatives.
Originality/value
This paper contributes to the discourse on university-industry relationships and the nature of business support programmes by presenting a “real-world” case study of a university-led business support initiative. The findings and recommendations may be of interest and use to researchers, HEIs, policy makers as well as business support and training organisations.
Details
Keywords
Barry Fallon and Lesley Brookes
Access to a strategic planning software package provided astate‐based small business training provider with an opportunity todevelop an innovative training/assistance program in…
Abstract
Access to a strategic planning software package provided a state‐based small business training provider with an opportunity to develop an innovative training/assistance program in financial management for small business. The program aimed to have accountants use the software to provide small business managers with financial management information specific to their firms, in a cost‐effective manner. It was hoped that in so doing, accountants would build the provision of such information into the services normally provided to small business, and the small business managers would recognize the value of such information and begin to use it in the management of their firms. Reports on an evaluation of the program which indicated that the program innovation was an effective means of encouraging and enabling both accountants and small business managers to undertake and utilize financial analysis in the management of small firms.
Details
Keywords
The object of this brief paper is to discuss the balance between business content and language proficiency in study abroad programs related to business. When blending these three…
Abstract
The object of this brief paper is to discuss the balance between business content and language proficiency in study abroad programs related to business. When blending these three activities, the challenge is to balance each appropriately. If the study abroad experience contains little or no business content, students lose out on the opportunity to learn elements of international business. If the study abroad experience contains little or no language content, students miss out on the cultural integration that is essential for international interactions. And if “study abroad” becomes too loose (i.e. party on the beach) or too rigid (i.e. no different than taking classes back home), students miss the essence of studying in a foreign location. Of course, there are excellent business study abroad programs that are conducted in English (e.g. see Keillor & Emore for the roundtable discussion regarding English language programs). The focus of this paper is the role of foreign language instruction and student proficiency in foreign language, as it relates to business study abroad programs.
Oswald A. J. Mascarenhas, Munish Thakur and Payal Kumar
The 170-year-old Master in Business Administration (MBA) program is becoming obsolete and inefficient to address today's real-world problems, and is facing mounting criticism from…
Abstract
Executive Summary
The 170-year-old Master in Business Administration (MBA) program is becoming obsolete and inefficient to address today's real-world problems, and is facing mounting criticism from business scholars, management deans, and academic scholars alike. Reviewing major criticisms, this chapter suggests a new design for the MBA program that will not only address the criticisms but also accept a paradigm shift that will spearhead it in coming decades. The redesigned MBA “structure” proposes a four-semester full-time program, during which each semester delves into deeper marketplace problems of increasing complexity (i.e., from simple to complex to unstructured to wicked problems) and deals with these problems with new levels of critical thinking skills and ethical reasoning processes tempered by corresponding entrepreneurial knowledge, skills, and values. The “content” of the redesigned program is anchored around five major themes of business learning: namely, intrinsic motivation management, creativity and innovation management, productivity management, revenue management, and eco-sustainability management, each geared to generate professional entrepreneurial knowledge, and skills and values urgently needed today. Numerous beneficial features of this newly redesigned integrated business management program (MBA) are also discussed.
Natalie Antal, Bruce Kingma, Duncan Moore and Deborah Streeter
In 2004 and 2007, the Kauffman Foundation awarded 18 universities and colleges $3–5 million dollars each to develop radiant model entrepreneurship education programs and…
Abstract
In 2004 and 2007, the Kauffman Foundation awarded 18 universities and colleges $3–5 million dollars each to develop radiant model entrepreneurship education programs and campus-wide entrepreneurial ecosystems. Grant recipients were required to have a senior level administrator to oversee the program who reported to the Provost, President, or Chancellor. Award recipients included Syracuse University (2007) and the University of Rochester (2004). Cornell was not a Kauffman campus. This chapter explores three case studies in the radiant model of university-wide entrepreneurship education as deployed at Cornell University, The University of Rochester, and Syracuse University. The authors examine the history, accelerators, and challenges of the radiant model of university-wide entrepreneurship education.
Details
Keywords
Gabriela Alvarado, Howard Thomas, Lynne Thomas and Alexander Wilson