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The purpose of this paper was to provide a framework of methods and skills for employer-oriented personal branding among business school students to create an effective digital curriculum vitae for employment and to test the students' awareness of personal branding techniques.

This was a mixed methods study which followed an exploratory model, where the findings of the qualitative first stage helped develop the hypotheses for the second (quantitative) stage of the study. The rich detailed data collected from the qualitative phase were used to develop the instrument for stage 2. Responses based on Likert scale were used in stage 2 to test the hypotheses.

The study tested hypotheses relating to personal branding, demonstrating that most of the skills and methods studied are held in high esteem by business school students. The study clearly establishes that these students possess a high degree of awareness about the need for employer-oriented personal branding and use various methods and skills to build their brand, validating our hypotheses.

This study focused only on two top-tier Indian business school students. A larger and more inclusive study in other emerging market nations may validate its findings. Students from non-business disciplines could be studied to find out differences in approaches to employer-oriented self-branding.

Students may be able to brand themselves better through the use of the methods and skills tested in this study. Within the business schools, faculty mentors can use this methodology to support students in further consolidation of their brand with the help of social media profiles such as LinkedIn, Facebook and others. The skills learnt in the business school will stand the student in good stead, and the company will benefit from their personal branding efforts translating into commercial benefits for the firm.

This paper provides a structured approach towards employer-oriented personal branding of students, missing in earlier studies.

This paper aims to examine how future top managers in India develop their corporate social responsibility (CSR) orientation. Based on socialization theory, this paper investigates how individual determinants influence CSR orientation by focusing on the two main drivers of CSR in India – the philanthropic and strategic imperatives.

A survey of 204 students currently enrolled in a post-graduation program at an Indian Institute of Management was conducted via an online questionnaire. By applying a logistic regression analysis, determinants of CSR orientation are revealed.

The results of the study indicate the influence of different factors of primary and secondary socialization on an individual’s CSR orientation. The study finds that women and younger individuals have a tendency toward a strategic CSR orientation. Alternatively, religiousness and emotional stability predict a philanthropic CSR orientation. Furthermore, business school education leads to a strategic CSR orientation.

The study focuses on a number of determinants that were evaluated to be important. Future research should broaden the scope and include additional, and more sensitive, factors.

The study provides insights that organizations can incorporate in their recruiting processes to strengthen their CSRO development.

The study addresses the gap that exists in current literature on CSRO in India by not just describing but diving deeper and investigating the demographic and psychographic determinants of individuals’ CSRO. A step further is taken to identify individuals’ inclinations toward either a strategic or a philanthropic approach to CSR.

The aim of this study is to identify the relationship between employee-generated content (EGC) and firm-generated content (FGC) in the form of LinkedIn posts, employer brand perception, and the effect of employer's attractiveness and corporate reputation on this relationship.

This study comprises two phases. In phase 1, the focus was on stimuli selection through an online questionnaire on favourability. In phase 2, for the main study, data were gathered through an online survey from 214 information technology (IT) employees via a survey. Multiple linear regression and mediation analyses were conducted.

The results show that EGC and FGC have a positive influence on employer brand perception, and the relationship is positively mediated by employer attractiveness and corporate reputation. These findings suggest that organizations can strategically use their own as well as employees' LinkedIn accounts, and encourage employee advocacy initiatives to attract new talent, enhance attractiveness and corporate reputation.

The study covers two different categories of content – employer and employee-generated – and examines both content types' influence on employer brand perception. It adds to the body of literature regarding employee branding and paves the way for further research in employee advocacy.

This research aims to explore generation (Gen) Z's personal branding on social media when job seeking.

Gen Z students, in their final year of university, were interviewed about personal branding, as well as recruiters and career advisors to gain insights into the recruitment process and expectations of online personal brands. Before interviewing, Gen Z students' LinkedIn profiles were examined, and then fed into the interview process.

Using impression management theory, the findings show that Gen Z perceive online personal brands as a crucial tool to gain more advantage in job markets. A gap was found between desired and perceived selves in Gen Z's online personal brands. Strategies such as effective self-reflection, authentic communication, self-promotion processes, awareness of risks and constantly controlling digital footprints were suggested to build stronger and more coherent personal brands. Gen Z are in favour of a more dynamic, interactive, work-in-process of authentic personal brands.

This research demonstrates the importance of authentically building online personal branding strategies and tactics to bridge the divide between Gen Z's desired and perceived images in personal branding on social media when job seeking.

Case-based classroom teaching-learning process (hereafter, case method) has provided a very productive teaching-learning environment for a long time. In the case method, students are expected to meet some prerequisites, such as reading and analyzing the case in advance, listening to the classroom discussion and actively participating in the discussion. However, it is frequently reported in Indian business schools that students do not prepare the assigned case before the scheduled class. The under-preparation of cases results in low-quality discussion, high absenteeism, passive attitude and lack of energy.

This study modeled the case method using an IGEO (input-guide-enablers-output, commonly used in any process modeling) framework to identify challenges in the case-based classroom teaching-learning process. A novel customized classroom teaching-learning process called the EPDE (explain, practice, discuss, explore) method replaced the case method. These two teaching-learning processes were used for teaching two groups of MBA students.

The novel EPDE method effectively addressed the case method challenges. It resulted in better learning outcomes in the Indian B-school context.

The purpose of the study is to examine the impact of an alternative to the traditional case study method in a college classroom among MBA students. Two points make this study original and unique: (1) The IGOE process modeling framework is used to model teaching-learning processes, such as the case and EPDE methods. Using IGOE for teaching-learning processes is unique and is not available in the literature and (2) the EPDE method is a novel concept.

We respond to calls from business schools (B-schools), apex education bodies, regulators, activist groups and researchers for more rigorous research to understand the future strategies of B-schools in India. We specifically examine the challenges posed by the current COVID-19 pandemic (and possible future similar eventualities) and the current and long-term strategies being planned to combat such crises.

To reveal the real-life scenario, semi-structured interviews were conducted with 22 academic leaders (Deans and Directors) of B-schools in India. These respondents were from both public and private institutions across the country. Open-ended questions were framed for exploration to help the authors understand the way forward in the Indian B-school context.

Findings reveal that B-schools in India are preparing themselves to overcome short-term challenges faced due to COVID-19 as well as transforming themselves through long-term strategies.

The study outlines strategic plans for some imaginative reassessments that B-schools may consider as a reaction to a pandemic-like emergency. The focus is on distinguishing the imperatives, creating a key guide for meeting immediate requirements, allotting assets in a prudent way to update educational course curricula and teaching methods and building the required academic infrastructure. The ability to focus on enduring changes (e.g. creating an e-learning framework and providing a safe and secure learning environment to students as per government mandates) will provide B-schools with a new lease of life in the future.

MBA education in India is facing the same challenges as business. Upheaval of technology, changing customer expectations, global competition, online courses and societal responsibility are the major concerns. Failure to adapt to these challenges will question the academic contribution to business practice. Business school (B‐school) branding is crucial to distinguish the services provided by one B‐school from another. Considering the importance and relevance of adapting to the changing market forces, the purpose of this paper is to propose a conceptual model of brand‐building for Indian B‐schools.

A range of published literature related to the topic is thoroughly searched. The paper examines the viewpoints of various scholars with regard to the role of a student in a B‐school. The services marketing perspective is analyzed and the gaps are identified through a robust literature survey. Based on the literature survey, an original conceptual model for brand‐building for B‐schools is proposed.

Some B‐schools have adopted certain branding activities, but extant literature review reveals that B‐schools in India do not practice an organized holistic approach to branding activities.

The proposed conceptual model is stage one in the process of understanding what goes into building a B‐school brand. Stage two would empirically test the proposed conceptual model of brand‐building. The proposed model is holistic, considering the role of important stakeholders such as students, faculty and corporate. This conceptual model will help B‐school management to understand the role and importance of branding B‐schools. It will provide an insight into the various parameters on which a B‐school brand has to be built.

The purpose of this paper is to understand business students' intention to behave ethically in general, and in particularly in the business context of a developing country, India.

The paper surveyed 250 final semester MBA students from different business schools in Indore city of Madhya Pradesh in India. The study employed the most popular behavioural theory, the Theory of Planned Behaviour (TPB) to understand the intention of business students to behave ethically. Structural equation modelling was used to analyse direct effects of the constructs on behavioural intention, and the overall model.

Findings revealed that attitude, subjective norm and perceived behavioural control are positively related and have strong influence on ethical behavioural intention of business students. All constructs together explain 67 percent variance in intention. Attitude alone contributes 46 percent in explaining variance in ethical behavioural intention.

Business ethics field can benefit from this study as it provides an empirical explanation of the contribution of each factor that is, attitude, subjective norms and perceived behavioural control, in ethical behavioural intention of business students. This is directly beneficial for business schools and for education policymakers as the information can help policymakers to understand the potential of existing business ethics education. This study is limited to a data set of 250 business students in the context of a single country which cannot be generalized. So, there is need for research of this type in a more collaborative international context.

To the best of my knowledge, this is the first study in the Indian context to predict the intention of business students to behave ethically, using the TPB model. This study contributes valuable knowledge to the domain of business ethics, behavioural studies as well the field of business education, and suggests to explore ways to strengthen the three constructs attitude, subjective norm and perceived behavioural control, as these constructs were found to have a strong influence in forming ethical behavioural intention of business students of business schools in India.

The purpose of this research paper is to study the green management practices and research, teaching, training and consulting in green management in Indian business schools as management education, particularly business schools are among one of the fastest growing industry of Indian economy on one hand and also they have a responsibility to train managers and future managers; provide guidance in terms of consultancy and create new knowledge i.e. research in green management.

A questionnaire was developed based on literature review which was first tested and discussed with experts and then used for the survey of 500 top business schools in India which were at least five years old out of the 950 business schools in India.

The study shows not so good state of research, teaching, training and consultancy on one hand and below average performance in practice of green management within business schools in India. The findings are not encouraging and Indian business schools need to give more attention to the subject of green management both in theory and practice.

The authors have taken only the biggest business schools in India. The research work suffers from the usual limitations of survey research method. The findings reflect lack of research on the topic and needs to be taken care of particularly, considering the importance of the topic. Indian business schools needs to build both theory and practice of green management.

In light of the importance of the subject and on-going debate on business schools, Indian business schools must improve both the practice as well as research, consultancy, teaching and training on the subject to make a real impact.

This study has made an attempt to study and document the current state of Indian business schools on green management.

This paper seeks to examine whether the primary factors motivating the career plans of high‐achieving Indian adolescents vary between academic specializations. Particular attention is to be paid to differences between science and business students.

The study surveyed approximately 2,700 secondary school students in South India regarding their academic and career plans and their perceptions of business compared with science. Survey results were analyzed using both descriptive techniques and multinomial logistic regression.

Students perceive business to be comparable with, but not superior to, science and engineering. The proportion of students choosing business over science increased among males and in some more economically developed cities. Engineering students were most likely to cite parents as a major influence, while business students more often pointed to salary and career prospects.

The study's scope was limited to South India. Greater geographic coverage could broaden the generalizability of the results.

The increasing desirability of formal business education can give rise to a stronger entrepreneurial base and greater business development in India. Furthermore, improved management skills in the Indian workforce can attract higher value‐added offshore work from multinational corporations.

The existing literature contains little empirical research directly comparing business students with their peers in science and engineering, with no such study previously conducted in India. The results shed light on what attracts students to each track and can inform policy aimed at encouraging further enrollment in specific fields.