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This paper aims to study the origin story of Harvard Business School’s involvement with the Indian Institute of Management Ahmedabad to study the reasons for the spread of American management education. It introduces both the explicit influence of Cold War politics and Indian development imaginaries to the export of American management thought in the early 1960s.

This paper relies on archival research for its primary source material, drawing upon rich archives of documents found at the Baker Library of Harvard Business School.

Harvard’s role in Ahmedabad was explicitly influenced by the Cold War anti-communist foreign policy of the USA, but did so opportunistically and contrary to the Ford Foundation’s (FF) original plans. Vikram Sarabhai, who was a key player in the Indian national imaginary of development, invited Harvard on his own initiative and forced the foundation to follow his interests rather than being a mere “subaltern.”

This paper could additionally add to the historical debate about the scope and periodization of the Cold War and the role of non-state actors.

This paper covers new ground in exploring the early connection between the Indian development imaginary and business education. It concludes that the export of hegemonic US management education was not successful during Cold War, and the FF was not as dominant as it was made out to be.

This study aims to delve into the perspectives of educators on integrating ChatGPT, an AI language model into management education. In the current research, educators were asked to talk as widely as possible about the perceived benefits, limitations of ChatGPT in management education and strategies to improve ChatGPT for management education. Also, shedding light on what motivates or inhibits them to use ChatGPT in management education in the Indian context.

Interpretative phenomenological analysis commonly uses purposive sampling. In this research, the purpose is to delve into educators’ perspectives on ChatGPT in management education. The data was collected from the universities offering management education in Uttarakhand, India. The final sample size for the study was constrained to 57 educators, reflecting the point of theoretical saturation in data collection.

The present study involved educators discussing the various advantages of using ChatGPT in the context of management education. When educators were interviewed, their responses were categorized into nine distinct sub-themes related to the benefits of ChatGPT in management education. Similarly, when educators were asked to provide their insights on the limitations of using ChatGPT in management education, their responses were grouped into six sub-themes that emerged during the interviews. Furthermore, in the process of interviewing educators about potential strategies to enhance ChatGPT for management education, their feedback was organized into seven sub-themes, reflecting the various approaches suggested by the educators.

In the qualitative study, perceptions and experiences of educators at a certain period are captured. It would be necessary to conduct longitudinal research to comprehend how perceptions and experiences might change over time. The study’s exclusive focus on management education may not adequately reflect the experiences and viewpoints of educators in another discipline. The findings may not be generalizable and applicable to other educational disciplines.

The research has helped in identifying the strengths and limitations of ChatGPT as perceived by educators for management education. Understanding educators’ perceptions and experiences with ChatGPT provided valuable insight into how the tool is being used in real-world educational settings. These insights can guide higher education institutions, policymakers and ChatGPT service providers in refining and improving the ChatGPT tool to better align with the specific needs of management educators.

Amid the rising interest in ChatGPT’s educational applications, a research gap exists in exploring educators’ perspectives on AI tools like ChatGPT. While some studies have addressed its role in fields like medical, engineering, legal education and natural sciences, the context of management education remains underexplored. This study focuses on educators’ experiences with ChatGPT in transforming management education, aiming to reveal its benefits, limitations and factors influencing adoption. As research in this area is limited, educators’ insights can guide higher education institutions, ChatGPT providers and policymakers in effectively implementing ChatGPT in Indian management education.

The study aimed to explore the core competencies that make educators competent in delivering and achieving the purpose of business/management education effectively.

An exploratory-cum-descriptive approach has been used. Educators at different academic levels in university-led B-schools were the participants of this study. For data collection, a structured questionnaire was developed and implemented.

This study has explored ten core competencies that educators must possess. These competencies have been described based on their attributes and relevance in an educator's academic role.

This study was limited to university-led B-schools of South Asia, thus further validation may more adequately generalize the findings.

This study is raising awareness of the current state of educators in university-led B-schools in South Asian countries and the need for educator competencies toward responsible management education. This study would help educators to develop core competencies, and university-led B-schools to make and manage a system for their educators to keep them competent and performing.

Business/management education is expected to offer the required competencies and opportunities to learn the intricacies of business and management, so students can readily enter into corporate life. It exhibits the significance of educators' competencies. University-led South Asian institutions have seldom tried to develop a standardized framework for the sensitization and development of their educators. It is a key challenge to identify, understand and define a diverse range of competencies and methods of competency development.

The purpose of this research is to present an integrated methodological framework to aid in performance stewardship of management institutions according to their strategies based on a holistic evaluation encompassing social, economic and environmental dimensions.

A Mamdani fuzzy inference system (FIS) approach was adopted to design the quantitative models with respect to balanced scorecard (BSC) perspectives to demonstrate dynamic capability. Individual models were developed for each perspective of BSC using Mamdani FIS. Data was collected from subject matter experts in management education.

The proposed methodology is able to successfully compute the scores for each perspective. Effective placement, teaching learning process, faculty development and systematic feedback from the stakeholders were found to be the key drivers for revenue generation. The model is validated as the results were well accepted by the head of the institution after implementation.

The model resulting from this study will assist the institution to cyclically assess its performance, thus enabling continuous improvement. The strategy map provides the causality of the objectives across the four perspectives to aid the practitioners to better strategize. Also this study contributes to the literature of BSC as well to the applications of multi-criteria decision-making (MCDM) techniques.

Mamdani FIS integrated BSC model is a significant contribution to the academia of management education to quantitatively compute the performance of institutions. This quantified model reduces the ambiguity for practitioners to decide the performance levels for each metric and the priorities of metrics.

The ability of a business to outperform its rivals is known as its competitive edge, and it presents special difficulties in the context of the “digital revolution,” or the fourth industrial revolution. To obtain a competitive edge in the startup operations 4.0 era, this study aims to examine the organizational, technological and competence-related challenges presented by Industry 4.0. It does this by concentrating on the tools, competencies, methods, approaches, tools and strategies that are crucial. Using the Total Interpretive Structural Modeling (TISM) technique, the goal is to find, analyze and classify enablers for startup operations 4.0.

A closed-ended questionnaire and planned interviews were used in the data collection process. In startup operations 4.0, the cross-impact matrix multiplication applied to classification method is used to rank and categorize competitive advantage factors, whereas the TISM technique is used to analyze how components interact.

The study highlights the critical significance of the “Internet of Things (IoT),” “information technologies,” “technological platforms,” “employee empowerment,” “augmented reality (AR)” and “operational technologies” in its identification of 12 enablers for startup operations 4.0.

The main focus of the study is on the variables that affect startup operations 4.0’s competitive advantage.

Academics and important stakeholders can better understand the factors influencing competitive advantage in startup operations 4.0 with the help of this research.

Large businesses have been profoundly impacted by Industry 4.0 principles; however, startup operations 4.0’s competitive advantage has not received as much attention. This paper offers a fresh take on the concept of competitive advantage in startup operations 4.0 research.

This study aims to determine the impact of innovation conviction, innovation mindset and innovation creed on the need for achievement and the success of women entrepreneurs. The study also investigates the impact of entrepreneurial education in moderating the relationship between the need for achievement and women’s entrepreneurial success.

The study used a structured questionnaire and a quantitative research design. Data were gathered from 304 women entrepreneurs in South Africa’s Gauteng province. The data were analysed using smart partial least squares.

The results showed that innovation conviction, innovation mindset and innovation creed have positive and significant impacts on the need for achievement. It was also discovered that the need for achievement and entrepreneurial education have a positive and significant impact on women's entrepreneurial success. Moreover, the results showed that entrepreneurial education had a positive and significant moderating effect on the nexus between the need for achievement and women's entrepreneurial success.

By comprehensively examining the impact of innovation conviction, innovation mindset and innovation creed on the need for achievement and women's entrepreneurial success, this study has valuable implications for academics.

This research will add to the corpus of information on women's entrepreneurship and small business management in Africa, which is generally overlooked by academics in developing countries.

This paper aims to find an answer to the questions: To what extent is the implementation of responsible management education (RME) perceived to be adequate for developing responsible leadership skills among business school students? How should it be used effectively to guarantee such an outcome?

The authors conducted semi-structured interviews with 24 management educators working at three public business schools. Thematic analysis was used to analyse the collected data.

The findings show that the implementation of RME alone is not adequate to ensure the development of responsible leadership skills among students in business schools. However, management educators do perceive it as a considerable step towards that outcome if accompanied with internship and training opportunities to exercise and observe how social roles and activities are practiced in business, not-for-profit and civil society organisations.

This study is a pioneering attempt to address the relationship between RME and developing responsible leadership skills among students in non-Western business schools.

The primary objective of this research is to determine critical success factors (CSFs) that enable textile enterprises to effectively implement Kaizen, a Japanese concept of continuous development, particularly during disruptive situations. The study aims to provide insights into how Kaizen is specifically employed within the textile sector and to offer guidance for addressing future crises.

This study employs a structured approach to determine CSFs for successful Kaizen implementation in the textile industry. The Triple Helix Actors structure, comprising business, academia and government representatives, is utilized to uncover essential insights. Additionally, the Matriced Impacts Croises-Multiplication Applique and Classement (MICMAC) analysis and interpretative structural modeling (ISM) techniques are applied to evaluate the influence of CSFs.

The research identifies 17 CSFs for successful Kaizen implementation in the textile industry through a comprehensive literature review and expert input. These factors are organized into a hierarchical structure with 5 distinct levels. Additionally, the application of the MICMAC analysis reveals three clusters of CSFs: linkage, dependent and independent, highlighting their interdependencies and impact.

Major contribution of this study is understanding how Kaizen can be effectively utilized in the textile industry, especially during disruptive events. The combination of the Triple Helix Actors structure, MICMAC analysis and ISM provides a unique perspective on the essential factors driving successful Kaizen implementation. The identification of CSFs and their categorization into clusters offer valuable insights for practitioners, policymakers and academia seeking to enhance the resilience and sustainability of the textile industry.

This study aims to examine the enablers of productivity of enterprise-level Agile development process using modified total interpretative structural modeling (TISM). The two main objectives of the current study are to determine the variables influencing enterprise-level agile development productivity and to develop modified TISM for the corresponding components.

To identify enablers of the productivity of enterprise-level agile software development process a literature review and opinions of domain experts were collected. A hierarchical relationship among variables that show direct and indirect influence is created using the modified TISM (M-TISM) technique with Cross Impact Matrix-Multiplication Applied to Classification analysis. This study examined and analyzed the relationships between the determinants within the enterprise using a M-TISM technique.

With the literature review, the study could identify ten enabling factors of the productivity of Agile development process at the enterprise level. Results depict that program increment (PI) planning and scalable backlog management, continuous integration and continuous delivery (CI/CD), agile release trains (ART), agile work culture, delivery excellence, lean and DevOps practices, value stream mapping (VMS), team skills and expertise, collaborative culture, agile coaching, customer engagement have an impact on the productivity of enterprise-level Agile development process. The results show that team collaboration, agile ways of working and customer engagement have a greater impact on productivity improvement for enterprise-level Agile development process.

The developed model is useful for organizations employing scaled Agile development processes in software development. This study provides a recommended listing of key enablers, that may enable productivity improvements in the Agile development process at the enterprise level. Strategists should focus on team collaboration and Agile project management. This study offers a modified TISM model to academicians to help them understand the effects of numerous variables on maintaining the productivity of an enterprise-level Agile. The identified characteristics and their hierarchical structure can help project managers during the execution of Agile projects at the enterprise level, more effectively, increasing their success and productivity.

The study addresses the gap in the literature by interpretative relationships between the identified enabling factors. The model validation is carried out by a panel of nine experts from several information technology organizations deploying Agile software development at the enterprise level. This unique method broadens the knowledge base in Agile software development at scale and provides project managers and practitioners with a practical foundation.

The world is on the verge of entering the deglobalization age, and industrialized economies have ushered it in. However, there is still a scarcity of comprehensive and rigorous studies in this field. This research has tried to analyze the evolution and characteristics of deglobalization research.

The authors have employed bibliometric analysis for examining the existing evidence on accelerating deglobalization thinking based on a thorough analysis of articles published during a roughly 25-year span between 1996 and 2022. This study has used the TISM-P technique to study the relationship among the factors accelerating deglobalization thinking. This research reviews the articles on several dimensions of deglobalization using the “what”, “why”, “how”, “who”, “when” and “where” approaches.

The authors specify the critical factors, policy reforms, approaches and observed characteristics explored in this developing research area.

The authors have analyzed the factors accountable for rising deglobalization thinking and also suggested strategic recommendations based on the findings to minimize the adverse impact of globalization.

Although there is a wealth of literature on globalization, very little study has been done in the field of deglobalization. This is the first substantive review being done in the deglobalization domain. The contemporary research has used the bibliometric approach and the “5W and 1 H” framework to gain a comprehensive understanding of the changing paradigm.