Search results

The purpose of this paper is to explore the potential learning consequences of AACSB accreditation as perceived by administrators and faculty members at four Canadian university business schools.

A qualitative, multiple case study approach was employed. A purposive sample of four Canadian business schools was selected and data were collected from multiple sources. The data were analyzed using NVivo7 and a cross case analysis was performed.

The results indicate that AACSB accreditation facilitated organizational learning in three of the four schools. Respondents felt that accreditation promoted strategic alignment, a re‐assessment of the school's mission, and an emphasis on performance management; others identified an increased focus on quality and/or research. Accreditation also served as a catalyst for change, one which motivated program improvement. In terms of contextual factors, leadership was found to be the most pervasive influence on organizational learning effects. Resource dependence was also found to be influential.

This research highlights the importance of educational leadership in facilitating organizational learning through evaluative inquiry. Because of the qualitative methodology, the sample size is limited to four university business schools.

This study has practical implications for management education internationally, as AACSB accreditation is increasingly a global phenomenon. The findings will be of interest to educational administrators, policy makers, managers, and accrediting bodies who are interested in facilitating learning through accreditation

This research offers a novel approach to studying the question of AACSB accreditation and its learning effects. By using a qualitative multiple case study method, this research provided a unique opportunity to focus more keenly on context and its role in influencing the potential learning consequences of accreditation.

This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade.

This study used a systematic literature review following Petticrew and Roberts’ study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database.

The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools’ identity, teaching, learning and business schools’ key players.

As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper.

This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation.

Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

Food insecurity and poor access to healthy food is known to compromise tertiary studies in university students, and food choices are linked to student perceptions of the campus food environment. The purpose of this study is to describe the prevalence, demographic and education characteristics associated with food insecurity in a sample of Australian university students and their satisfaction with on-campus food choices.

An online, cross-sectional survey conducted as part of the bi-annual sustainability themed survey was conducted at the University of Tasmania in March 2020. A single-item measure was used to assess food insecurity in addition to six demographic and education characteristics and four questions about the availability of food, affordable food, sustainable food and local food on campus.

Survey data (n = 1,858) were analysed using bivariate analyses and multivariate binary logistic regression. A total of 38% of respondents (70% female; 80% domestic student; 42% aged 18–24 years) were food insecure. Overall, 41% of students were satisfied with the food available on campus. Nearly, half (47%) of food insecure students were dissatisfied or very dissatisfied with the availability of affordable food on campus. A minority of students were satisfied with the availability of sustainable food (37%) and local food (33%) on campus.

These findings demonstrate a high prevalence of food insecurity and deficits in the university food environment, which can inform the development of strategies to improve the food available on campus, including affordable, sustainable and local options.

Women are underrepresented in most university entrepreneurship education (EE) programmes and less likely than men to pursue business venturing as a career. One reason may be the “entrepreneurial identity gap”, whereby female students do not see themselves as successful entrepreneurs. This paper aims to explore the nature of this identity gap and its relationship to entrepreneurial intent and entrepreneurship education.

A set of contemporary, gender-inclusive entrepreneurial attributes was developed using entrepreneurial subject matter experts and tested with 591 university students to explore the nature of the gendered entrepreneurial identity gap.

While masculine stereotypes persist and the entrepreneurial identity gap is larger for female students, results suggest that a more gender-inclusive vocabulary of entrepreneurship is emerging among the student population and an androgynous perception of the idealized entrepreneur. Entrepreneurship education had a positive influence on entrepreneurial intent.

Study findings advance the conversation about entrepreneurial identity, the nature of the gendered identity gap and the role of education in closing that gap. The questionnaire and set of gender-inclusive attributes should continue to be tested beyond student samples.

Based on this study, entrepreneurship education could benefit from more gender-inclusive instructional practices and vocabulary and a broadened definition of what it means to be entrepreneurial. More students – both men and women – will see themselves as entrepreneurs and be inspired to participate in the innovation economy.

This study takes a novel approach to the study of entrepreneurial identity, developing a new set of attributes and contemporary vocabulary around business venturing.

This study aims to problematize how gender is enacted within entrepreneurship education and training (EET).

Using a social feminist lens, this study advances principles, a conceptual framework, assessment criteria and illustrative performance metrics to inform gender-sensitive EET programs and courses. Findings are based on a cross-case thematic analysis of two large-scale case studies conducted in Canada and Jordan.

The findings bridge social feminist theory and EET studies. The originality of the research rests in its utilization of the principles and conceptual framework to examine EET and to inform the development, design and assessment of gender-sensitive programs and courses.

The framework and criteria do not differentiate types or levels of EET. The investigators lead the assessment of curricula and co-construction of gender-sensitive course content. Interpreter bias cannot be ruled out.

The proposed principles, framework, criteria and performance will assist stakeholders in EET program/course design, content, delivery and evaluation.

Aligned with the United Nation Sustain Development Goal 5 (gender equity), the findings demonstrate the value of adapting a critical lens across all elements of EET and responding to biases in participant selection and engagement, program design and curricula.

To the best of the authors’ knowledge, this is among the first studies to use a social feminist perspective and case study methodology to inform criteria to assess EET.

This study examined how youth would mitigate non-medical use of prescription medication among their peers.

The National Monitoring of Adolescent Prescription Stimulants Study (N-MAPSS) was conducted as an interview comprising 11,048 youth of 10–18 years of age between 2008 and 2011 from entertainment venues of 10 US urban, suburban, and rural areas. Using a mixed-methods approach, participants completed a survey culminating in open-ended questions asking: (1) How should kids your age be informed about prescription drugs and their effects? (2) If you ran the world, how would you stop kids from taking other people’s prescription medicines? (3) Why do people use prescription stimulants without a prescription? Responses from a random sample of 900 children were analyzed using qualitative thematic analyses.

The random sample of 900 youth (52 percent female, 40 percent white, with a mean age of 15.1 years) believed they should be educated about prescription drugs and their negative effects at schools, at home by parents, through the media, and health professionals. Youth would stop kids from using other people’s prescription drugs through more stringent laws that restricted use, and providing education about negative consequences of use. Peer pressure was the most common reason the youth gave for using other’s pills, though some reported taking them out of curiosity.

The importance of considering youth’s opinions on non-medical use of prescription medications is often overlooked. This evidence, from a peer perspective, could end the illicit use of prescription drugs among today’s youth.

Prior social movement research has focused on the role that axes of inequality – particularly race, class, gender, and lesbian, gay, bisexual, transgender, and queer (LGBTQ) status – play for who participates and how they do so. Age is another important axis of inequality. The pervasiveness of a youth deficit model, which casts young people as deficient and requiring benevolent adult tutelage, is of particular concern for youth. This chapter assesses whether the internalization of the deficit model influences young people's activism and how they perceive their engagement. Drawing on interviews with 40 high school and college students from a southwestern US city, we find that many young people have internalized deficit-model assumptions, affecting when and how they participated. This was most evident among high school students, who limited their participation because they were “not old enough” or gravitated toward more “age-appropriate” forms of activism. Interestingly, we found college students were more willing to engage in online activism but also felt compelled to do significant research on issues before participating, thereby distancing themselves from the deficit model's assumptions of their political naivety. Finally, some participants felt discouraged by the perceived ineffectiveness of protest, which resonated with deficit model narratives of the futility of youth engagement. These findings highlight the importance of understanding the impacts of an internalized deficit model as well as considering age as an axis of inequality in activism. Youth engagement is best supported by seeing young people as capable actors with unique interests, capacities, and points of view.

Growing interest in the use of digital technologies and a Putnam-inspired debate about youth engagement has drawn researchers from outside of the study of social movements into research on the topic. This interest in youth protest participation has, in turn, developed into a substantial area of research of its own. While offering important research contributions, we argue that these areas of scholarship are often not well grounded in classic social movement theory and research, instead focusing on new media and/or the relationship between activism and other forms of youth engagement. This chapter seeks to correct this by drawing on interviews with 40 high school and college students from a moderately sized southwestern city to examine whether traditional paths to youth activism (i.e., family, friends, and institutions) have changed or eroded as online technology use and extra-institutional engagement among youth has risen. We find that youth continue to be mobilized by supportive family, friends, and institutional opportunities, and that the students who were least engaged are missing these vital support networks. Thus, it is not so much that the process driving youth activism has changed, but that some youth are not receiving support that has been traditionally necessary to spur activism. This offers an important reminder for scholars studying youth and digital activism and youth participation more broadly that existing theory and research about traditional pathways to activism needs to be evaluated in contemporary research.

Despite their responsibility for mitigating the influence of commercial culture on children, parents' views of fun food marketing aimed at children remain largely unexplored. This article aims to probe parents' views of supermarket fun foods and the packaging used to promote them to children.

In total 60 in‐depth interviews were conducted with parents from different educational backgrounds, living in three different Canadian cities. Interview responses were analyzed and coded thematically using an iterative process in keeping with grounded theory.

Parents generally discussed the promotion of supermarket fun foods to children as either an issue of the nutritional quality of foods promoted to children and/or in light of the communication quality of marketing aimed at children. Parents were also divided along education lines: parents with higher educational backgrounds were more likely to oppose fun foods and praise more pastoral ideals food production and consumption, while those with less education more often praised fun foods.

These findings cannot be generalized to other parents or parents in other countries. The findings, however, suggest that a more nuanced consideration of differences within and across parents' views is warranted in debates about responsible marketing to children.

This article provides a qualitatively rich snapshot of the views of 60 Canadian parents regarding child‐targeted food marketing, and raises important questions about how to incorporate parents' views into discussions about responsible marketing, rather than presuming they are all of one mindset.

Public service ethos (PSE) is traditionally associated with public administration, bureaucracy and frontline response. Thinkers such as Aristotle and Weber embedded ideas of public virtue and vocation, yet new managerialism, as well as changes to public services management challenge traditional notions of PSE. Recent events such as the COVID-19 pandemic, counter terrorism and government austerity agendas have put PSE back into the public eye. In this chapter we examine the context for a renewed PSE as a crucial aspect of resilience for workers in public services and public management. We focus on three areas that we feel are important for PSE: policy, purpose and pedagogy, and how a renewed PSE can inform pedagogy in the discipline, renewing ideas of vocation in public administration training.