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Management education is a booming business in Russia these days, with more than 1,000 business schools and training centres having been established in the past couple of years in Moscow alone. Focuses on the way management education is evolving in Russia. First presents an overview of the management education system that existed during the communist period as background. Follows with a discussion of how political, social and economic changes have influenced management education since 1988. Next presents the latest developments in management education. Topics include the types of business schools which have been created, as well as the characteristics of their faculty, programmes and curricula and teaching methodologies. Concludes with a discussion of the future of management education, and presents a pessimistic and an optimistic scenario of the potential impact of management education on the economy, politics and society in the new Russia.

Highlights the rapidly growing market for corporate management education, and the emerging role business schools are playing in this market. The article draws on 30 interviews conducted with both HR managers and academics from both new and traditional universities. The first part of the article, drawing on a number of case studies, highlights a number of emerging trends, while the second part of the article examines business school responses. The article closes by highlighting a number of implications for both business schools and organisations seeking company specific management education programmes.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.

Educational management's main task is to achieve learning quality outcomes in acquiring knowledge, scientific skills and social values. This study aims to provide a background on Egyptian thought development in educational management from 1990 to 2020.

In this study, we used the descriptive method to collect and interpret data. This method aims to describe an object of phenomena after data collection, analyze it, identify the conditions and relationships between variables and monitor the challenges arising from Egypt's educational system's problems.

The results showed the following: (1) the trend toward decentralization of educational management is not fulfill during that period and (2) the district and directorate administration continued to receive administrative instructions from the managerial ladder's highest authorities. The Ministry of Education was in control of policy decision-making processes and administrative and financial responsibilities. Many decisions and laws hinder decentralization, such as centralizing examinations, curricula and teachers' recruitment and transfer.

The challenges of developing educational management are related to the shortage of modern management methods in administrative leadership, organizational behavior and decision-making, such as human relations and decentralized administration. Also, the insufficient material resources, managerial competencies and educational, intellectual stagnation among many leaders and administrators.

There has been a significant reawakening of interest in the applicability of action learning as a paradigm for management development, particularly as a pedagogical device in both classroom and executive development contexts. This development has occurred against a background of a wider re‐examination of the theory and practice of management education and development. Fundamentally, this re‐examination has been stimulated by criticism of the static, content‐oriented approach as inappropriate to the changing environment of the 1990s. In particular, there is a shift required for effective management: business schools will have to focus on the day‐to‐day realities of the business world, develop communication and leadership skills and emphasise continuous attention to the links between theory and practice. The implications are twofold: first, the range of teaching techniques must be extended to include process‐oriented approaches; second, and more fundamentally, there is a need for an expanded definition of the learning arena itself, and of the role of management schools within that. Renewed interest in and attention to the concept of the learning company, and to processes of both individual and organisational learning, redefines the context within which these changes are taking place. Reviews a number of key developments in this understanding of contemporary management education and development, and presents a summary of a new programme built as an action‐ and implementation‐oriented approach to entrepreneurial senior executive development. This programme aims to support the development of leadership in both large and smaller, growth‐oriented, companies, in a partnership which breaches the conventional separation both between the encapsulated learning arenas of the university and the organisation and between management and entrepreneurship education and development. This partnership emphasises the impact of intra‐group and interorganisational learning on both the participants and on the context of their organisations.

The purpose of this paper is to investigate the effects of national culture on the acceptance, and online interaction, of management education and training online using Hall's cultural classifications and Hofstede's cultural framework. Potential differences in perceptions of personal innovativeness and levels of online management education acceptance were examined.

Factor analysis, structural modeling techniques and independent sample t‐statistics were used to analyze samples collected from online management classes in the USA and Korea.

Results suggest that high‐context and collectivism cultures are more conservative to the adoption of online management education and training and participation in online interaction. A second interesting finding is evidence of the significant difference of adoption likelihood of learning innovation and changes. It was clear that a nation's culture directly affects the manner in which participants engage, relate and benefit from online management education/training.

These insights may help multinational companies predict adoption of online management education and the appropriateness of online training across regional differences so as to formulate more effective online management education and training strategies by accommodating their cultural influences.

The Institution of Professional Engineers New Zealand (IPENZ) commissioned a management training needs analysis of the 6,000 members in 1988. The objectives were to determine the specific management subjects required for further education and training of experienced graduate engineers and their preferred methods of learning. The survey commenced with pilot study interviews with professional engineers leading to a questionnaire sent to a representative sample of IPENZ members throughout New Zealand. The results showed strong agreement about the managerial content of most professional engineering work. They also indicated a large majority who recognised the need for further education in business management subjects. The analysis indicated the most preferred management subjects from a comprehensive list ranked by professional engineers: personal and interpersonal management skills; general management and decision making; individual, group and organisational behaviour; finance and accounting; personnel management; project management. The least required management subjects chosen from the list were quantitative methods and information systems. These management subject preferences are not satisfied by the majority of short management training courses presently offered to professional engineers.

This paper aims to use the origin story of Dalhousie’s Faculty of Management as a foil for unpacking the tensions between deep disciplinary specialization and liberal education in business schools in Canada and the USA. Ultimately, the paper reveals that those tensions are not irreconcilable, and that through the fortunes of historical contingencies and deliberate decision-taking, a faculty can embrace the benefits of both breadth and depth.

The paper proposes a critical organizational history of management education through a case study. By drawing on secondary literature and archival sources, the authors focus on moments in business education, such as the founding of the Wharton School of Business, the release of the Carnegie and Ford Reports and the trend towards increased specialization to situate a case study of Dalhousie University’s Faculty of Management.

The authors find that the evolution of business education in North America from its broad, liberal origins towards narrow, specialization has come at a cost to some of the benefits of business and management education. An alternative approach, one reflected in the design of Dalhousie’s Faculty of Management, its programme offerings and its interconnection with other disciplines, enables the advantages of deep disciplinarity to co-exist (and cross-inform) with the advantages of liberal approach to knowledges.

The Dalhousie model offers business schools an example of a faculty that balances the rich insights of liberal interdisciplinarity with the need for sophisticated approaches to more granular, often disciplinary, topics. In addition, the paper offers the story of a multidisciplinary management faculty, some explanation for how that faculty was maintained despite pressures towards specialization; and in doing so, contributes to the limited historical research of management education, particularly in Canada, post-2000.

This chapter offers an experience-based report about the development of the first Scandinavian PhD program in tourism studies at Mid-Sweden University. This process is documented through a framework which, rather than having the coherence of a single clearly bounded discipline, focuses on tourism as a study area encompassing multiple disciplines. Tourism knowledge is derived through a synthesis of fact-oriented positivist methodologies and critical theory. The theoretical framework employed to develop the graduate program in tourism studies is presented by critically discussing its multidisciplinary base and briefly outlining future veins of further development.