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With data collected from 395 students of a business school, investigates the role of institutional image and institutional reputation in the formation of customer loyalty. The results indicate that the degree of loyalty has a tendency to be higher when perceptions of both institutional reputation and institutional image are favourable. The results also show that the addition of the interaction term between both constructs helps to explain more customer loyalty. Discusses research and managerial implications.

There is increased interest in online MBA programs across the globe. This paper attempts to review and assess online MBA programs and what lessons other universities and students can learn from them. It attempts to compare between the online and the traditional MBA. In addition, a thorough evaluation of the strengths, weaknesses, opportunities, and threats of the online MBA is made. The evaluation considers point of views from universities, professors, and students that combined together will assess the future and growth of “global MBAs”.

The paper seeks first to present an overview of the corporate university landscape in Germany contrasting it with the US‐American corporate university market and, second, to outline the development in Germany during the last 15 years and to have a look at future trends such as learning alliances.

The comparison in the paper is based on empirical data of the largest corporate universities in the USA and Germany gathered by interviews with the heads of the institutions and by evaluations of data such as homepages, brochures, and presentations by the companies. In addition, reference is made to surveys and case studies published by other researchers.

The paper works out major differences between Germany and the USA regarding the educational level, target groups, strategic directions, partnerships, alliances with external vendors, accreditation, focus on internal versus external job market, and organisation that can be led back to the stronger strategic orientation of German corporate universities. It presents the business model of a learning alliance as a potential solution to the major challenges German corporate universities are facing.

Research data being based on interviews and corporate data risk being biased due to marketing purposes. Future research should include internal observations and evaluations.

The paper gives an example for a learning alliance in practice that could be of relevance for a larger number of institutions.

The comparative study helps to understand the US‐American and German corporate university markets as well as their specificities and investigates future developments.

Considering that MBA programs have been the focus of many evaluations and much criticism in recent years, the purpose of this paper is to investigate the objective and subjective effects on careers experienced by part-time MBA students and graduates.

To achieve this purpose the authors conducted an empirical research, involving more than 700 students and graduates of three part-time MBA programs in Brazil.

The authors found that students and graduates experience more subjective than objective effects of such programs in their careers and that the subjective effects are primarily related to self-confidence, employability, expansion of business view, and ability to “play the game.”

The authors note two limitations of the study. First, the study focussed on Brazilian programs and cannot be generalized to other countries or contexts. Second, the study was based on the perceptions of students and graduates.

The authors believe that this study makes a contribution for program coordinators in business schools. By re-balancing attention among objective subjective effects, coordinators might improve their programs.

This study makes three contributions to the knowledge of the effects of MBAs. First, it provides insight into students’ perspectives. Second, it increases the knowledge of the subjective effects of MBAs on the careers of students. And third, it focusses on part-time programs in a developing nation rather than on full-time programs in a developed nation such as the USA, as is often the case.

The purpose of this paper is to develop and test a comprehensive model of personal and institutional input variables, composed of elements describing status‐based antecedents, job/organizational context antecedents, and individual level antecedents, which may contribute to the production of significant (top‐tier) research outputs in the management discipline.

The development and empirical examination of this model were done with two main goals in mind. First, the nature and degree to which certain factors lead to the production of top‐tier research productivity in the management discipline were explored. Second, it is hoped that information about these relationships could then be used by institutions and individuals so that they could better understand what it takes to adequately prepare faculty members to achieve increased productivity or, alternatively, to decide whether the goal of top‐tier research production is consistent with individual and institutional resources. As such, the results of this investigation should have interesting and potentially important implications for both academic status attainment and career success.

Hierarchical moderated regression analyses of 440 faculty records revealed that the status of current affiliation of the faculty member, editorial board membership, faculty rank, and the availability of doctoral students were related to top‐tier research productivity.

The findings from this study have important implications for the careers of management faculty at AACSB‐accredited business schools. Faculty at higher status institutions appear to enjoy a number of cumulative advantages due to increased social, human and cultural capital that support the production of top‐tier research. Additionally, faculty with doctoral student support and those with memberships on editorial boards seem to possess the resources and connections necessary to produce top‐tier research on a consistent basis. Future research should investigate institution‐specific inducements to research productivity (e.g. research support and remuneration) and the exact causal nature of the editorial board/productivity relationship.

Prior research has investigated status effects using broad categories as predictors, whereas this research uses interval values representing research‐based assessments of institution status rankings. Additionally, this research creates and tests a comprehensive causal model of research productivity antecedents.