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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 exploratory study aims to discover the different forms of challenges encountered by school stakeholders, including students, teachers, parents and management due to the coronavirus disease 2019 (COVID-19) pandemic.

Qualitative methodology was deployed for the study. A purposive sampling technique was used to select the respondents for a semi-structured interview. Data were examined using interpretative phenomenological analysis (IPA).

It was found that each stakeholder faced four different challenges: mental distress, physical immobility, financial crunches and technological concerns. Findings suggest that teachers are experiencing higher financial, technological and physical challenges as compared to other stakeholders followed by parents.

This paper discusses the major challenges faced by each stakeholder along with the opportunities. These findings will be useful for educationists, regulatory authorities, policymakers and management of educational institutions in developing countries to revisit their policy frameworks to develop new strategies and processes for the smooth implementation of remote learning during a period of uncertainty.

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 present paper concerns the domestic and international accreditations of business schools to find the commonalities in various accreditation standards. The study also addresses cost involvement and comparisons between various accreditations.

The research examined the requirements, methods and preparations for many national and international accrediting authorities. The accreditation criteria, history and guidelines were collected from secondary data sources. The content analysis was used to draw conclusions about the similarities and differences between the data sources and identify any differences and similarities between various accreditations.

The study found commonalities across accreditation standards and cost analyses, helping institutions achieve suitable accreditations. To unify the administrative procedure at the institutional level and reduce duplicates for schools seeking multiple accreditations, similarities in all accreditation requirements are analysed. The comparison helps organisations determine which accreditation standard best suits their needs and goals. Schools with limited budgets might compare accreditation costs to determine which are worth pursuing.

This study is limited to comparing a few accreditation bodies related to management education. In future research, the study may be extended to other areas. The use of the approach developed in this study for evaluating accreditation agencies of different streams, such as engineering, science and medicine, will be the study's future implications.

The research indicates that schools can streamline accreditation by identifying commonalities, aligning procedures, comparing standards and conducting cost assessments. These insights aid efficient accreditation and inform accrediting bodies' framework enhancements. Standards facilitate global performance comparisons.

This is likely the first study to compare Indian and international accreditations using the accreditation frameworks and cost analyses using comparative analysis. The study recommends strategies for achieving academic benchmarks through continuous improvement activities and success in international competition.

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.

This study aims to investigate the research productivity in terms of publications count of the top four premiers Indian Institute of Management (IIM) institutions and to explore the current research trends.

Bibliometric techniques were employed to assess the performance in terms of research productivity of authors affiliated with IIMs. The Elsevier Scopus database was selected as a tool to extract the prospective publications data limiting the time frame for 2010–2021. The IIM-Ahmedabad, IIM-Bangalore, IIM-Calcutta and IIM-Lucknow have been selected for the study. The harvested data were analyzed by using the standard bibliometric indicators and scientometric parameters to measure the research landscape such as average growth rate, compound average growth rate, relative growth rate, doubling time, degree of collaboration, collaborative index, collaborative coefficient and modified collaborative coefficient. VOSviewer 1.6.17, BibExcel and Microsoft Excel were used for data analysis and visualization.

The research productivity of selected four IIMs has shown an upward trend during the study period from 2010–2021 and accrued 4,397 publications with an average of 366 publications per year. The authorship patterns demonstrate the collaborative trends as most of the publications were produced by the multiple-authors (81.03%). IIM-Ahmedabad has produced the maximum number of publications (32.20%). The research productivity of IIMs has come out in collaboration with the 125 nations across the world and the USA, the UK, Canada, Germany and China are the front runners with IIMs in the collaborative network. The high magnitude and density of collaboration are evident from the calculated mean values of the degree of collaboration (0.82). The mean values of the collaborative index (2.64), collaborative coefficient (0.51) and modified collaborative coefficient (0.51) demonstrated a positive trend, but indicate the fluctuation in the collaborative pattern as time proceeds.

The study is limited to the publications data indexed in the Scopus database, therefore the outcome may not be generalized across other databases available in the public domain like Web of Science (WoS), PubMed, Dimensions and Google Scholars.

The findings of the study may aid academics and library professionals in identifying research trends, collaboration networks and evaluating other academic and research institutions by using the current advancement in data analysis.

The present study is the first effort to evaluate the research productivity of IIMs. The expanding literature will make an important contribution to identifying patterns and evaluating current research trends on a worldwide scale.

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 purpose of this study is to understand the rational cogent correlation among the factors that are responsible for the implementation of entrepreneurship to reinstate the severely affected ecosystem during the coronavirus disease 2019 (COVID-19) pandemic.

This paper attempts to identify the various units of entrepreneurship and public policies of entrepreneurship from the coherent literature review and examine the units' objectives. Examination of these units will help understand how the economy can recover from the COVID-19 impact. Total interpretive structural modeling (TISM) and matrix impacts cross multiplication applique and classement (MICMAC) have been used to recognize the factors, which are responsible for detangling the slowdown of the economy.

On the basis of the literature review, a total of 13 factors have been identified. The TISM methodology represents the hierarchical structure of the recognized factors and examines the pros and cons.

The TISM lags to explain the strength and bond among the factors. The MICMAC addresses this problem and advises what factor plays an essential role and which factor impact is the least. An advocate administration of the factors could help to achieve a successful entrepreneurial plan.

An analytic study of the literature review demonstrates the relationship among the units to frame an entrepreneurial plan during the COVID-19 pandemic by using the TISM methodology. Hence, TISM provides reasonable facts to examine why and what factors need more attention for the generation of new business starters in the economic crisis.

This study aims to identify the factors influencing agile readiness in start-ups. Start-ups are being confronted with increased competition, customer demands, technological innovations and changes in the market environment. Adopting agile readiness for sustainable operations is a profitable and dependable way to improve the competition and reduce the number of failures of start-ups. The start-ups may investigate “how” after understanding the “whys.” The answers to these questions will be crucial to develop a strategy and a plan for luring clients, users, investors and partners. Therefore, this study will help in answering these crucial questions by using Total Interpretive Structural Modeling (TISM), whose main aim is to answer the key question of “what,” “how” and “why.” Using the “Total Interpretive Structural Modeling (TISM)” technique, this research tries to “describe,” “analyze” and “categorize” the agile readiness for sustainable operations enablers in start-ups.

Expert feedback and literature reviews from various start-ups led to the discovery of 10 enablers. In this study, the TISM technique was used to examine the inter-relationships between the enablers. The agile readiness for sustainable operations enablers was ranked and classified using the “Multiplication Applied to Classification (MICMAC)” technique. They were divided into four different categories: “autonomous,” “independent,” “linkage” and “dependent enablers.”

The results show that executive-level aid is the key agile readiness factor for sustainable operations. The next priority has been capability, experienced and skilled employees, market knowledge and environment agility. Leadership and clear vision have been given further priority. The next important is flexibility. The last and the least priority is given to receptive and strategic agility. This directional flow assists management in attaining adaptable sustainability, leading to continued growth in this dynamic environment.

The study focuses primarily on the agile readiness for sustainable operations of start-ups. This study offers a recommended list of crucial elements for start-ups, which may aid in creating guidelines for implementing agility for sustainable operations. This study provides academics with a TISM model that illustrates how start-ups can be ready to implement agility for sustainable operations. Future researchers could add more agility readiness variables to this study and validate this model across different start-ups.

Before implementing agile readiness for sustainable operations in start-ups, this study will aid managers and practitioners in the start-up business in understanding the relationships of enablers and identifying important readiness enablers.

The current study analyzes the agile readiness for sustainable operations in Start-ups. To the best of the authors’ knowledge, it is the first endeavor to use the “TISM approach” to examine the interrelationships across agile readiness for sustainable operations characteristics in start-ups.

The purpose of the study was to ascertain the influence of innovation conviction, innovation mindset and innovation creed on the performance of women entrepreneurs in South African small and medium enterprises and their capacity for innovation. The study also examined how proactive personality and entrepreneurial education moderate the relationship between innovative capability and women entrepreneurs' performance.

The study used a quantitative research design and administered a questionnaire to collect data from participants. Since there was no sampling frame available, purposive sampling, a non-probability sampling technique, was used to select suitable respondents who were identified as entrepreneurial women. Data were collected from 304 women entrepreneurs in the Gauteng province of South Africa. The data were analyzed using smart partial least squares.

The findings demonstrated that innovation conviction, innovation mindset and innovation creed have a positive impact on innovation capability. It was also discovered that innovation capability, proactive personality and entrepreneurial education all positively and significantly impact women entrepreneurs' performance. Furthermore, the results showed that entrepreneurial education and proactive personality had a positive and significant moderating effect on the nexus between innovation capability and the performance of women entrepreneurs.

This study will add to the body of knowledge on women's small business management and entrepreneurship in Africa, two topics that are typically ignored by academics in developing nations.