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The purpose of this paper is to consider the role that business schools and other providers of management education play in a globalized world, and suggests ways in which that role could be enhanced. In this paper, “Business school” and “Management school” are used interchangeably.

The paper reflects the author’s and GBSN’s experience.

The paper shows how business schools can be strengthened so as to increase their impact on economic and social development, with a focus on the developing world.

The role of business education in global development/value for government policy-makers, development funding institutions and business school leaders. Interrelated dimensions of the relationship between business education and globalization are examined: global shifts in demand for talent; responses by leading business schools in the developed world; the challenges of local relevance; the growth of business education in the emerging markets; and the contribution of business education to global development.

The purpose of this paper is to identify challenges for management education in India and explain their nature, significance and interrelations using total interpretive structural modelling (TISM), an innovative version of Warfield’s interpretive structural modelling (ISM).

The challenges have been drawn from literature and validated by an empirical study conducted through questionnaires administered electronically and personally to 250 management graduates. TISM has been applied to 14 finalised factors.

All the identified factors, except accreditation, were found to be important. Ineffective regulatory bodies and ineffective leadership emerged as the biggest roadblocks. Several significant interrelations were found which were sometimes not revealed by plain observation.

The existing literature has discussed the challenges for management education but not their interrelations. This paper uses TISM to demonstrate the relationships between different challenges and to explain the logic behind the relationships. The results would be useful for the owners (or managers) of management institutes faced with the same challenges.

This paper aims to investigate the challenges faced by Nigerian university graduates youths, in finding suitable employment or in embarking on entrepreneurship ventures.

The research investigates the barriers to graduate employment and entrepreneurship in Nigeria starting from the hypothesis that there are other factors besides scarcity of jobs responsible for unemployment in Nigeria. Data from two qualitative research activities were analysed and the results tested, to determine the extent to which the research findings supported the initial hypothesis.

The findings confirm the researcher’s hypothesis that there are a number of factors, the two main ones being poor government policy and investment in education and low skills and technical incompetence of graduates, which constitute barriers to employment and entrepreneurship in Nigeria.

The findings are clear on the urgency to revisit the Nigerian education and skills curricula and its capacity to facilitate employment and entrepreneurship, and government policy-making in this regard.

This study bases its recommendations for addressing Nigeria’s high graduate unemployment on empirical direct engagement with the primary stakeholder, that is, the Nigerian graduate. It clearly identifies that it is not merely scarcity of jobs but a myriad of factors requiring the urgent attention of both public and private sectors that constitute barriers to graduate employment and entrepreneurship in Nigeria.