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The aim of the paper is twofold: to question the current use of the extant competitive strategy frameworks imported from the context of the business firm; and to call for innovative frameworks that are more faithful to the nature, purpose, and needs of business schools.

An extensive literature review is undertaken in the field of business school competitive strategy. This literature is then evaluated to see how sensitive it is to the specific context of the business school. Inferences are then drawn and the paper is structured to make the case for the need to rethink the current approach to business school strategy.

The application of the current dominant approach in the competitive strategy literature, which prioritizes value capture over value creation, is questionable in the context of business school strategy. There are deep and multiple differences between business firms and business schools. These differences call for shifting the focus toward value creation and emphasizing the social mission of business schools.

The paper focuses only on undergraduate education. Extending the argument to include other activities of business schools requires further research.

Business school strategy researchers and practitioners are encouraged to alter their current approach to be less occupied with competition and more concerned with value creation for students, stakeholders, and society at large.

The paper represents an early call for strategists and researchers to rethink their current dominant approach of applying the extant business strategy literature to business schools. It makes the case for the necessity of taking into account the deep and multiple differences between business firms and business schools.

The paper aims to present a framework for a systems perspective for business schools to formulate strategy, assess performance and adapt to change resulting from performance, environmental and learning feedbacks.

The paper focuses on the balanced scorecard as a means of measuring performance and modifying business school strategies over time.

The paper provides a range of metrics for business schools from financial lenses to innovation and learning lenses, and adapts the scorecard framework to strategic processes from business planning to feedback and learning.

The paper links strategy formulation to key performance indicators and strategic change for business schools.

Business schools are now facing the same type of radical restructuring as the corporation their students study. How often is strategy a part of the curricular mix?

The purpose of this paper is to clarify whether UK business schools need to change their strategy, to adopt a more business-like approach, without compromising their role as providers of “quality education”. Business-like activities, as explained by Dart (2004, p. 294) are generally understood to be those characterised by some blend of profit motivation, the use of managerial and organisation design tools developed in for-profit business settings, and broadly framed business thinking to structure and organise activity.

Adopting a mixed methods research design, this study involved the review of quantitative data from questionnaires sent to senior managers within UK business schools, followed by the case-study analysis of five UK-based business schools.

Contemporary evidence suggests business schools have reacted to the current dynamic environment by adapting a more business-like approach, scanning the horizon and identifying new markets and opportunities for growth. However, some business schools remain ardently against a more business-like approach, considering it to work against academic clarity and research excellence, expected of universities.

This paper illustrates the current challenges influencing strategy within five diverse UK business schools. Therefore, the original contribution of the paper lies in the authors’ empirical investigations into the current thinking and practice of existing business school leaders, in light of the changing HE policies and reduced funding arrangements.

Developing third stream activity is becoming increasingly important for business schools as they come under increasing financial pressure. The purpose of this paper is to highlight the strategies adopted by new university business schools and highlight the resources, capabilities and constraints under which they are operating.

The research conducted for this paper is based upon Yin's multiple case design methodology using replication logic. Six new university business schools were identified, where two cases would be literal replications (large schools with a large portfolio of third stream activity) and four cases designed to pursue different patterns of theoretical replication (large schools with small levels of third stream activity, and two small schools). In total 14 senior staff were interviewed in the six schools.

The overall picture that emerges from the research is of a complex market that is for the most part local and regional in nature, where the ability of individual schools to develop a coherent strategy towards growing third stream activity in a range of sub‐markets is constrained by their resources, capabilities and organisational arrangements, as well as market opportunities in their region. From the analysis it is possible to identify two distinct development paths. One where schools focus on delivering funded activity (funded for example by EU, regional development agencies, learning and skills councils and SSP's) and one where schools focus on more “commercially” based activity (in‐company programmes, accreditation, contract research for public and private sector organisations).

The paper is one of the first to highlight the resources and capabilities necessary to compete in this increasingly important market.

There is little hard evidence available highlighting the development of third stream activity in new university business schools.

This paper aims to present the progress of the implementation of sustainability in business schools in line with the United Nations Principles for Responsible Management Education (PRME) and its principles of responsible management education.

By analyzing the content of the Sharing of Information on Progress reports from PRME signatories, this study identified significant developments in the strategies business school use to implement sustainability. However, it seems that a framework that business schools can apply to accomplish that goal is still lacking. This paper proposes a framework that addresses four components of the integration process and stresses the important role of stakeholders. The authors discuss the results from 2021 in comparison to the results of a previous analysis of the first 100 signatories from 2010 and analyze the findings in relation to the developed framework.

This study shows that business schools have improved their sustainability engagement in many areas (e.g. education offerings and teaching methods, campus practices and engaging stakeholders). However, less attention has been paid to other aspects, such as reviewing and assessing, capability development or communication, which could slow the transformation process. The authors discuss further implications of the findings for enhancing the PRME signatories’ ability to implement the underrecognized aspects.

While the analysis focuses on the status and progress of the integration of PRME within business schools during the past decade, the framework may enable higher education institutions to analyze their potential to implement change and plan future transformation strategies.

This paper aims to examine current trends in business accreditation by describing and comparing the major international business accreditation agencies (Association to Advance Collegiate Schools of Business, European Quality Improvement System, Association of MBAs, Association of Collegiate Business Schools and Programs and International Assembly for Collegiate Business Education), and analyze their recent market expansion strategies (development and penetration using Ansoff model) as they compete for the schools seeking initial or continuing accreditation.

This is a comparative study of the business accreditation agencies and their competitive strategies, using publically available data such as lists of accredited schools published by the agencies as main data collection method.

Business accreditation agencies have utilized the market penetration and market development strategies to expand their market share in recent years. The key growth areas are international schools, regional teaching-oriented institutions, two-year institutions and for-profit institutions.

This study is based on publically available data published by accreditation agencies. More in-depth analysis with survey method could be utilized in future study to identify more specific strategies and their impact on business schools seeking accreditation.

Accreditation is no longer a luxury but a requirement for business schools, but they have to make an informed decision on which agency to pursue to assure an appropriate fit.

The public needs to understand the value and the requirements of accreditation. Multiple agencies provide different options to fit the missions of the different types of schools.

This study is valuable to business school stakeholders for understanding accreditation, the need for accreditation and the options they have available.

Given the ways in which the research pressures on university staff are becoming seemingly ever greater, an issue of the European Journal of Marketing that is given over to a survey of the kinds of research initiatives which are currently being carried out is timely. The study which provides the basis for this was conducted between December 1994 and February 1995, with questionnaires being sent to staff in universities throughout Europe. At the time the final selection was made, a total of 150 responses had been received from 18 countries.

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.

Western business schools currently face a number of pressures to internationalise their postgraduate course provision in terms both of content and place of delivery. In doing so they are faced with decisions concerning their motivations, the broad strategies to adopt, the nature of collaborative links with host‐country institutions, and a number of practical matters. The literature suggests that many of such issues have now broadly become clearly identified, and that a general “model” of postgraduate management course internationalisation may have begun to emerge. In this article a survey of the literature is followed by a case study of the internationalisation experience of a small UK university business school. It reports on the extent to which its experience supports the model and highlights other issues. The conclusion of the analysis is that an emergent strategy in this respect, not necessarily following a clear stages model, has nonetheless been largely successful.