Search results

With today’s business faculty being tasked with making meaningful contributions to their community, corporate stakeholders, as well as in research and student learning, this makes faculty engagement and performance outputs key to metrics of college success. Therefore, the purpose of this paper is to understand how faculty engage in shared governance at the college level is important to ensure success of the college.

The authors searched for research that examined governance structures in colleges of business and found this has received scant attention. After reviewing the research examining university governance, the authors evaluate how faculty engage in shared governance at the college level.

The authors identify four categories of decision-making that often involve shared governance and outline different shared governance options for colleges of business, along with their pros and cons. The authors posit that the most appropriate governance approach for a college of business depends upon the college’s external environment, culture and other contextual dimensions. Finally, guidance for future research and practice, including considerations for changing governance, is provided.

How colleges of business operationalize their governance structures has received scant attention in the management literature.

This study examines the impact of college education on incorporated and unincorporated self-employments. It specifically compares the effects on African Americans and Hispanics with the effects on Whites.

The study sample was drawn from the US Current Population Survey between 1989 and 2018. Based on a sample size of 1,657,043 individuals, this study employed logit regression models to test the hypotheses. Racial variations were examined using African Americans and Hispanics as moderators.

The results suggest that college education increases incorporated self-employment and reduces unincorporated self-employment. The impact of college education on incorporated self-employment is stronger for African Americans and Hispanics than for Whites. In contrast, its effect on unincorporated self-employment is stronger for Whites than for African Americans and Hispanics.

The findings provide empirical evidence of how college experience changes the motivation of starting an incorporated or unincorporated business. The results suggest that college education impacts African Americans and Hispanics differently than Whites in pursuing their career path of entrepreneurship.

It is the first study that examines the relationship between college education and incorporated/unincorporated self-employment. It also sheds light on radical variations.

The ability to acquire, share, and utilize knowledge has become a critical organizational capability as businesses attempt to cope with a rapidly changing environment. Colleges of business, the critical suppliers of future business managers, are not immune to such environmental changes. As such, many academics have come to realize that they must adopt cultures that embrace continuous learning so that college programs can be periodically updated to meet changing demands. Unfortunately, given the nature of academia, the implementation of many knowledge management (KM) processes is often difficult. To address such difficulties, this paper first identifies several barriers that inhibit KM within the college context and then presents a multi‐step framework that can be used to identify the boundaries of a college’s knowledge base so that it can be reconciled with the body of knowledge and skills currently needed in industry. The paper also offers some general concluding remarks as to the importance of KM and its role in helping colleges of business remain relevant in the educational supply chain.

Entrepreneurship is a source of innovation, job creation, and vibrancy for local and regional economies. As a direct result, there is a profound interest in creating an infrastructure that effectively encourages entrepreneurship and incubates entrepreneurial endeavors. Western State University has responded to this call by developing the Harvey Entrepreneurship Program, which is integrated in the Enterprise Residential College.The Harvey program provides a socially embedded experiential learning approach to entrepreneurial education. Faculty, students, entrepreneurs, and technical experts are drawn together in an environment that provides space for business incubators and an entrepreneurially focused curriculum. In this article, we present a case study in which we use qualitative research methods to explore the benefits and challenges of creating such a program.The delivery model that Enterprise Residential College provides for entrepreneurial education is examined through the perspectives of program administrators, faculty, and students. The findings reveal evidence that a residential college can form a powerful nexus of formal instruction, experiential learning, socialization, and networking to influence entrepreneurship. We discuss relevant findings that may aid others considering similar endeavors.

The growing professionalization of Malaysian industry over the past three decades, and the need for skilled business talent, have led to an increased demand for business education. This paper aims to examine how institutions in Malaysia have responded to this need.

This is a case study that synthesizes and organizes institutional experiences in delivering business education in Malaysia.

Malaysian academic institutions have responded to the demand for business education through a process modeled by the authors as a “cycle of business education” (CBE). The authors discuss institutional developments and competitive marketing strategies directed toward target markets during the five stages of the CBE.

The Malaysian experience in meeting business education needs can provide valuable guidance to educators and policy makers, among others, in developing countries engaged in similar initiatives. These countries can benefit from understanding more about institutional practices as well as from the problems that surfaced during the Malaysian CBE.

The paper makes an original contribution first by delineating and discussing the five stages of the cycle of business education (CBE), including institutional developments. Next it systematically articulates various components of the marketing strategies institutions use to deliver business education. Finally, recommendations are offered to improve the institutional provision and marketing of business education.

The purpose of this paper is to look into how universities identify themselves and the audiences they choose to serve, taking into account three specific universities in Atlanta, Georgia.

The paper gives brief overviews of the literature on differentiation and sustainability and the study, followed by descriptions of the three subject business schools and the geographic context, Atlanta, within which they operate.

Not every professional school will offer nationally ranked degree programs, but they all can aspire to establish unique, strong programs that are sustainable over time. Gaining a clear understanding of identity and purposefully targeting the audience to be served are important first steps in such an endeavor.

The article holds important lessons for professional schools and colleges that face increasing competition for students within their home arenas.

This article describes the origin, design, and implementation of the Haworth College of Business Electronic Portfolio Project, a curricular innovation that is one of the key components of the college’s newly revised and reaccredited undergraduate business program. Included in the article is a description of the portfolio process, its creation, and initial implementation, including implementation challenges and issues. Throughout the discussion, goals and the challenge of meeting them are examined, and suggestions for continuous improvement are explored. The article offers key issues to consider before adopting a portfolio process on a large scale.

Continuing work by US and Canadian community and technical colleges with colleagues and partners at higher education institutions offering vocational education programs in the Republic of Georgia provides a useful case study of how key elements of the community college model can be applied to reform programs affecting educational policy systems in emerging market economies. This chapter uses a theoretical framework informed by research on public–private partnerships and community capitals to analyze workforce education and training initiatives informed by government, industry, and community needs. Examples of such initiatives include infusing workforce skills and competencies into vocational education curricula, updating pedagogical methods through retraining for teachers, and expanding the governance paradigm of vocational education programs offered at universities, colleges, and vocational centers to reflect the importance of the workforce needs of business and industry. To actively apply a community college model in the Republic of Georgia and elsewhere requires (1) supportive partners among educational policymakers and academics, (2) international donors who continue their commitment to a reform initiative over enough time to see results, and (3) an approach which focuses on national and regional workforce development priorities. Students, parents, and other community stakeholders also need to understand that one of the most important measurements for vocational education reform over time is expanded job opportunities for students after graduation.

Accreditation reviews represent an important component of many educational institutions’ quality assurance systems. Integrating application for a quality award into the reaccreditation process can add a new dimension to the reaccreditation process and provide a college with significant benefits. The College of Business and Economics at the University of Idaho used application for the Idaho Quality Award, which is based on the Malcolm Baldrige National Quality Award, as its primary means for carrying out the self‐evaluation process required for AACSB professional reaccreditation. This paper discusses the college’s experiences combining AACSB self‐evaluation with application for a state quality award, describing the motivation for using this approach, how the college went about it, and the significant benefits that the college realized as a result.

Recruiting students to study abroad is a difficult challenge for American colleges and universities. Study abroad advisors and directors of international programs are searching for better ways of marketing the overseas academic experience. Approximately 3% of U.S. students who pursue a bachelor’s degree study abroad at some point in their college career. In any given year, less than 1% (0.8%) of U.S. students take part in study abroad (Hayward, 2000, p. 9). American higher education falls far short of the Presidential Commission’s target of 10% by 2000 set in 1979 (Strength Through Wisdom, 1979). The typical college student who participates in study abroad is an undergraduate liberal arts major who spends one semester in a country in Western Europe. In 1999–2000, 63% of American students studying abroad were in Europe (Snapshot of Report on Study Abroad Programs, 2000, p. 1). Almost one fourth go to one country – Great Britain. Fifteen percent of study abroad students travel to Latin America, 6% to Asia and 3% to Africa (Hayward, 2000, p. 10). The small number of U.S. students (129,770) who experienced foreign study in 1998–1999 compares unfavorably with the much larger number of foreign students (490,933) who enrolled in U.S. institutions (Hesel & Green, 2000, p. 5). Even more disheartening is the fact that nearly 50% of students entering 4-year colleges say that they want to study abroad and that three out of four adults agree that students should study abroad (Hesel & Green, 2000, p. 1). When asked to choose which activity in college is most important to them, entering freshmen rank study abroad second only to internships (Hesel & Green, 2000, p. 3). There are obviously a number of barriers to student participation in foreign study.