Search results

The purpose of this paper is to explore how leadership can better respond to a crisis. It aims to integrate ideas from existentialism into a discussion of how leadership could develop and provoke debate.

A review of the literature on leadership, crisis management and existentialism was adopted for the preferred research methodology.

This paper identified a gap in the literature on leadership in an exigency and offered an alternative to the technical-rationalist conceptions of leadership behaviour.

Reference is made to the benefits of counselling for leaders following a crisis.

This paper is an original contribution to the work on leadership. Through the concept of exige-stential leadership, this paper integrates ideas taken from existentialist philosophy, to provide a new way of conceptualising leadership in an exigency.

This paper aims to present an insight into the introduction of an e-textbook’s learning platform for online students residing in Asia by an English Business School. This platform also generated a range of data analytics that provided teachers with an understanding of how their students interact with learning materials.

This paper interrogated the data generated through students’ interaction with the e-books learning platform, as well as students’ feedback via a questionnaire. The data generated are presented in a series of diagrams.

This paper makes links between self-regulated theory and how e-textbooks are used by students. The findings also offer tentative support for the use of e-books platforms as both a learning resource and a mechanism to obtain learning analytics.

This paper contributes to the wider discourse of the use of learning analytics and how information technology may align with self-regulated learning.

This paper represents a contribution to the developing field of research related to learning analytics and how students manage their use of information technology.

The purpose of this paper is to elicit the views of students on their experiences of being part of a doctoral community. In doing so, this paper will shed light on the success of doctoral schools and the degree to which students identify with the wider community of postgraduate researchers.

This research adopted an in-depth interview method based on interpretative phenomenological analysis (IPA).

The findings indicate that Higher Education still has some way to go before all students identify as being part of a doctoral school. The data suggest that significant differences exist between PhD and Doctor of Business Administration students on their perceptions of being part of a doctoral community.

This paper contributes to the growing corpus of work produced through IPA, and also provides insights into the development of a doctoral school.

The purpose of this conceptual paper is to advocate the adoption of heutagogic principles within management education and to show how it could be implemented.

This paper is the outcome of a review of the literature on learning theory and management education.

This paper demonstrates how heutagogic principles have been introduced in three areas: entrepreneurial education, executive coaching and e-learning.

This paper makes an original contribution to the discourse on heutagogy through the OEPA model that maps the heutagogic learning journey.

The purpose of this paper is to evaluate the benefits to both organisations and individuals in adopting heutagogy within management education and development.

This conceptual paper is based on a systematic review of the literature relating to heutagogy and learning theory.

This paper calls for the adoption of heutagogic learning within management development. It provides several practical examples of how heutagogy may be implemented.

This paper contributes to the literature related to new forms of management development and, in particular, heutagogy.

This paper is an original contribution to the discourse on management development and the contribution that heutagogy may make to the professional development of individuals.

This paper aims to address the United Nations’ Sustainable Development Goal 4 “quality education” through the adoption of heutagogic ideas in improving work-based learning for individuals.

This paper locates a discussion of heutagogy within the wider context of vocational and higher education, as well as through reference to the theoretical discourse on learning theory.

Heutagogy is concerned with the development of individual capability through the creation of a learner-determined curriculum that is attuned to professional goals. Organizations that adopt heutagogic approaches enhance corporate adaptiveness through personalized learning.

This briefing provides the reader with an accessible insight into both the individual and organizational benefits of adopting heutagogic ideas in professional development. As organizations confront an increasingly uncertain external environment, this paper offers an insight into how to develop individual capability.

The purpose of this paper is to explore the response of British business schools to criticism levied against the MBA.

The content of elite British MBAs was surveyed using web-based research. This followed the approach adopted by Navarro (2008) in his analysis of MBA curricula in the USA.

The findings suggest that there is significant innovation and diversity within British business schools as they search for more effective ways of preparing MBA students for senior management positions.

This survey was limited by the sample size of the top-10 MBAs in the UK. The results do provide an insight into the curriculum development that is occurring within elite institutions.

This paper not only refutes much of the criticism of the MBA but also provides evidence of the evolution of the degree.

This paper contributes to the body of research relating to the MBA as the premier qualification for senior managers. It details the progress made in the UK in making the degree fit for purpose.

The purpose of this paper is to explore how students interact with discussion boards, given different cultural backgrounds. The paper draws from the literature on activity theory, communities of practice, as well as learning theory to inform a discussion on students use of discussion boards.

Students from a range of nationalities studying in London were issued with a five-point Likert scale questionnaire that was supplemented with opportunities for students to elaborate on their thoughts through the use of open response comment boxes. In addition to qualitative analysis, statistical analysis using the Kruskal-Wallis test was undertaken to investigate the degree to which national background influenced the use of discussion boards. Students were divided into four groups (British, European, Asian and African) for the purpose of analysis.

The findings tentatively echo earlier work (Hofstede) on how cultural/national factors impact on how people approach work/study. In this case, differences between African and Asian students were most apparent in a number of interesting areas.

This study is limited by the sample size and time constraints involved. The data were drawn from 70 students. Future student intake will be added to this cohort to build up the sample and test preliminary findings.

This paper infers that teachers should be actively aware of how nationality/cultural background may impact on how students learn and engage with information technology during the learning process.

This paper contributes to the work on learning in diverse learning communities and how information technology can contribute to a learning community.

This paper aims to explore the reform and development of the MBA within pre-1992 and post-1992 universities in the United Kingdom with reference to New Institutionalism and field theory.

The methodology adopted the approaches of Navarro (2008) and Kars-Unluoglu (2016) that involved a web-based review of those pre-1992 universities listed in the Financial Times “top-100” MBAs, as well as a review of a regional grouping of four post-1992 universities.

The findings echo the work of Wilkins and Huisman (2012) who argued that British business schools were stratified into distinct organisational fields, each catering for their own market. While the pre-1992 universities are able to offer a wide array of electives and pathways to enable personalisation and specialisation of the curriculum, post-1992 universities appear to offer a more constrained curriculum offer. The reform of the MBA should be seen as part of a wider agenda of professionalisation.

Albeit following on other research that used this research strategy, this web-based review would have benefited from closer interrogation of curriculum content through interviews with Programme Leaders/Directors. Future research should involve a larger sample from the post-1992 sector.

This paper provides an up-to-date analysis of the direction taken by British universities. It shows that the MBA market is differentiated with an elite focussed more catering for an international market than the post-1992 universities who still exhibit a commitment to their local market.

The purpose of this paper is to investigate whether servant leadership can be applied to college management. The research methodology involved questionnaire and co‐constructed discussion eliciting the views of teachers on how they interpret leadership in a sixth form college. Three other models of leadership were discussed along with servant leadership. The results suggest that servant leadership is the least recognised form of leadership in colleges.

The research methodology involved two phases. The first phase involved a probing questionnaire that elicited teachers’ views on institutional leadership and enquired about the purpose of leadership. This pilot questionnaire was followed up with a series of co‐constructed discussions with teachers.

The findings suggest that servant leadership is not prevalent within the sixth form college sector. Transactional leadership was the most identified form of organisational leadership, with distributed and transformational models coming ahead of servant leadership. These outcomes highlight the shared instrumentalism that exists within colleges as they confront the developing education market in the UK.

This case study, albeit echoing other larger investigations, was undertaken at a single college and is therefore limited in its generalisability.

There is very little research undertaken into the leadership and management of sixth form colleges, and even less on the relevance of servant leadership to the education sector. This paper offers a tentative view of how teachers view leadership and the dominance of transactional leadership in the college system.