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The purpose of this chapter is to evaluate the role of business schools in corporate social responsibility (CSR) and responsible management education from the business school students’ perspective, and to develop a framework for effective CSR education that meets the Polish students’ expectations.

The chapter starts with a review of CSR concept evolution and importance, with a strong focus on Poland. Next, the review of the responsible management education state in Europe and Poland is presented. Then, an evaluation of CSR and responsible management education in Polish business schools from the students’ perspective is conducted. The evaluation is based on a survey amongst business students of a non-public Polish business school. The practical dimension of the chapter takes the form of a framework of effective CSR education in Polish business schools, presented at the end.

To sum up, the demand for CSR competencies and responsible management is on the rise, both amongst students and employers. The existing international initiatives and accreditation standards give a general idea about the shape of responsible management education, but the exact model must be developed on the regional/country level, as it must include various factors such as the economy, history, culture, academia-business relations or even the dominating teaching model.

The chapter provides a conceptual framework for CSR and responsible management education for those business schools operating in the Polish business context.

The purpose of this paper is to undertake a survey of the external and internal forces changing the nature of business schools and business education. It aims to investigate how management education responds to increasing productivity, innovation and capability challenges, examine how MBA programs currently meet these demands, and how these courses might redefine their identity and delivery and finally explore how to deepen engagement between business schools and business stakeholders, and to balance the imperatives of relevance and quality.

This is a survey of business schools and business education in the context of evolving educational and industry policy in Australia in response to an increasingly international and competitive economy. The different potential roles and strategies of business schools are examined, and future strategies identified.

The paper finds that management education is facing insistent pressure to change internationally, and that business schools need to become more dynamic, innovative and responsive to succeed.

This survey considers the implications of recent policy on business education and relates this to emerging practice. Further research is required on how innovative pedagogical approaches will deliver more integrated and relevant business education.

The paper defines key business school strategies, and outlines significant new approaches to making business education more innovative, responsive, integrated and engaged.

The paper considers means to more active stakeholder engagement for business schools.

The paper highlights the weaknesses of traditional business education strategy, and reveals the potential for significant change.

The purpose of this paper is to evaluate key implications of globalisation for business schools, and to put structural alignment of academic structures with the Bologna Declaration in a broader strategic alignment with the needs of a knowledge‐driven society and a socially sustainable development.

The analysis uses systems theory for analysing dynamic change in society and a synthesis of its influences on business education, as we see the Bologna Process is neither conceived nor implemented with sufficient care for holism in the European effort to become an innovative society.

Business schools should extend their transformation effort beyond the Bologna Process and align their strategic model of operation with societal needs by integrating social requirements into their strategic framework.

Research focuses on key external developments in business education at a transnational level. Future research should focus on the exploration of the business school response to social change in a local context.

A requisitely holistic picture of contextual change offers business school leaders deeper understanding of external implications for aligning schools with societal needs.

Emerging social challenges in Europe are taken as the starting point for realigning a strategic model of business school operation with societal needs and the business world with the aim to improve schools' accountability and their evolvement into socially engaged actors with innovative approaches.

The paper presents a systemic and requisitely holistic view of social change for aligning the business school model of operation with the broader needs of a knowledge‐driven society that stretches beyond the formal academic structures unification in the Bologna Process.

Pedagogy today has become a function of technology and this relationship becomes all the more promising when used to address the educational needs of the constantly changing and fast evolving business school education. Business schools today are responsible for empowering future managers and leaders with not only the knowledge and insights but also with the ability to sense and respond to the unanticipated changes of the turbulent business environment. The objective of this paper is to conceptualize an integrated pedagogical framework that combines “richness” of augmented reality, classroom teaching and academic research with “reach” of social networking to yield a paradigm of agile business school education.

The authors propose a conceptual model that would help in building entrepreneurial agility through business school education when internal factors collectively optimize the richness of education content and external factors provide the reach necessary to create a field for socialization that helps in building knowledge.

The authors’ conceptual model consists of three sub‐paradigms derived from the theories they discuss: richness (from theory of experiential learning), reach (from social network theory) and business school education agility (from contingency theory). These three dimensions together enable the authors to understand and propose a new model for business schools, which would have the objective of producing more graduates with entrepreneurial agility.

This research is just an attempt towards integration of emerging technologies to offer agile and experiential education. More research is needed to assess the effectiveness of various teaching and learning techniques. Multivariate analysis would be helpful in determining the multitude of effects on learning that can occur within a business school environment.

Agile business school education is a new variation on business school pedagogy that combines traditional‐style education with technology to provide education that is relevant today and will be relevant in dealing with unforeseen events in the future. Agile business school education will enable graduates to build and lead agile and successful organizations.

Management education is a booming business in Russia these days, with more than 1,000 business schools and training centres having been established in the past couple of years in Moscow alone. Focuses on the way management education is evolving in Russia. First presents an overview of the management education system that existed during the communist period as background. Follows with a discussion of how political, social and economic changes have influenced management education since 1988. Next presents the latest developments in management education. Topics include the types of business schools which have been created, as well as the characteristics of their faculty, programmes and curricula and teaching methodologies. Concludes with a discussion of the future of management education, and presents a pessimistic and an optimistic scenario of the potential impact of management education on the economy, politics and society in the new Russia.

Business schools are facing unprecedented challenges, ranging from financial sustainability in some quarters to waning demand for the MBA to the potentially disruptive impact of massive open online courses. Given these challenges, how might the future of management education unfold? The purpose of this paper is to better understand how leaders in management education perceive these challenges and their likely impact on the evolution of the field.

The authors conducted in-depth interviews with 39 experts, the majority of who were in leadership positions at business schools. Each of these in-depth interviews was tape-recorded, transcribed and then content-analysed.

The authors asked the panel of experts for their insights on what they perceive to be the most likely, best-case, and worst-case scenarios in the next ten years. The modal response for the most likely scenario was one where intense competition pushes schools to specialise and better differentiate their offerings, as they attempt to strengthen their position in the market. The best-case scenario was one where schools move closer to the practice, in an attempt to regain relevance and legitimacy. Finally, the experts described the worst-case scenario as a situation where management education as a whole fails to respond to the criticisms and challenges, leading the field down the path of greater and greater irrelevance.

The insights gained from this research can be of strategic value to administrators and those in leadership positions in business schools who wish to anticipate shifts in the management education landscape and strategic responses of peer schools.

This paper aims to use the origin story of Dalhousie’s Faculty of Management as a foil for unpacking the tensions between deep disciplinary specialization and liberal education in business schools in Canada and the USA. Ultimately, the paper reveals that those tensions are not irreconcilable, and that through the fortunes of historical contingencies and deliberate decision-taking, a faculty can embrace the benefits of both breadth and depth.

The paper proposes a critical organizational history of management education through a case study. By drawing on secondary literature and archival sources, the authors focus on moments in business education, such as the founding of the Wharton School of Business, the release of the Carnegie and Ford Reports and the trend towards increased specialization to situate a case study of Dalhousie University’s Faculty of Management.

The authors find that the evolution of business education in North America from its broad, liberal origins towards narrow, specialization has come at a cost to some of the benefits of business and management education. An alternative approach, one reflected in the design of Dalhousie’s Faculty of Management, its programme offerings and its interconnection with other disciplines, enables the advantages of deep disciplinarity to co-exist (and cross-inform) with the advantages of liberal approach to knowledges.

The Dalhousie model offers business schools an example of a faculty that balances the rich insights of liberal interdisciplinarity with the need for sophisticated approaches to more granular, often disciplinary, topics. In addition, the paper offers the story of a multidisciplinary management faculty, some explanation for how that faculty was maintained despite pressures towards specialization; and in doing so, contributes to the limited historical research of management education, particularly in Canada, post-2000.