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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.

The purpose of this study is to present an innovative and transformative online approach to sustainable development in management education.

A case study and action research were carried out in a Brazilian business school during an academic semester. Specifically, in the context of a discipline entitled “Socio-environmental Management in Companies”, several pedagogical strategies were designed and implemented to ensure undergraduate students’ learning. This study involved the collection and analysis of both quantitative and qualitative data from multiple sources, which were analysed using descriptive statistics, thematic and content analysis techniques.

By assessing the strategies, tools and resources used during the course, the findings of this study show that the discipline supported the students' transformative learning towards sustainability.

This study has both theoretical and practical implications by describing and evaluating an innovative and engaging pedagogical approach to sustainable development in management education.

The approach developed through this research provides educators and higher education institutions with innovative strategies for transformative learning towards sustainability in management education. Moreover, the approach can be adapted and implemented in other fields of knowledge.

Women entrepreneurs contribute significantly to Asian economies. However, women in this region face an alarming array of barriers to entrepreneurship. This research study aims to examine the factors, i.e. government support, family social support, financial literacy and managerial skills, in building the entrepreneurial capacity of women entrepreneurs under the lens of the person–environment (P-E) fit theory. Furthermore, the study also examines the moderating effect of socio-cultural barriers in the said relationships.

For the study, the data was collected from the owners of 311 women-owned manufacturing and services sector enterprises from the northern Indian community.

Findings suggest that all the factors significantly affect the entrepreneurial capacity of women entrepreneurs, and the barriers work as a moderator between the relationships.

Based on P-E fit theory, this unique research study proposes a model to test the role of factors such as government support, family social support, financial literacy and managerial skills in developing women entrepreneurs’ entrepreneurial capacity along with examining the moderating role of socio-cultural factors contributing to the entrepreneurial capacity of women.

The main purpose of this study is to examine the influence of two characteristics of supply chain management (SCM) (resilience and integration) on new product performance (NPP) via the mediation of marketing innovation orientation.

This study was designed by the quantitative method, and the research model was developed based on the resource-based view (RBV) theory of 211 managers from Israeli firms using SmartPls3 software.

The main finding that emerges from this study is that marketing innovation orientation serves as a full mediator in the relationship between supply chain resilience (SCR) and NPP as well as in the relationship between supply chain integration (SCI) and NPP. Thus, companies that wish to achieve a competitive advantage over their rivals should improve and strengthen their marketing innovation orientation. By doing so, they enhance the relationship between SCM and NPP.

The findings provide an applicable guideline for marketing managers. Managers should be ready to adapt to customers’ demands, environmental changes and, most importantly, disruptive events in a dynamic environment.

The current study sheds light on the mechanism for NPP via integrating suppliers, customers and the organization. So, managers should adopt SCR and integration to strengthen their marketing innovation orientation in order to achieve NPP.

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.

Sustainable tourism will be an appropriate strategy to be promoted during the post COVID-19 pandemic, as this is a turning point for the tourism industry to grab the unique chance to have a true reset by focussing on achieving long-term sustainability and a shift from a ‘me to we’ economy. To support sustainable tourism and foster future success in the tourism industry, the process of integrating green knowledge and knowledge management can begin with entrepreneurial education in higher education institutions (HEIs). However, empirical research on university students' green entrepreneurial intention in sustainable tourism has not been exhaustively studied. Additionally, there is a need to further explore knowledge management process and entrepreneurial learning in HEIs. Hence, the aim of this study is to analyze knowledge management as a technique to explore the green entrepreneurial intention of students in HEIs in sustaining Malaysia's tourism post COVID-19 pandemic. Exploratory research with quantitative analysis was conducted through partial least squares structural equation modelling (PLS-SEM). The findings reveal that there is a positive and significant relationship between green entrepreneurial knowledge and green entrepreneurial intention in sustainable tourism among university business students. Additionally, knowledge revision and conceptual change positively and significantly influence green entrepreneurial knowledge and green entrepreneurial intention in sustainable tourism. However, knowledge application has no impact on green entrepreneurial knowledge and green entrepreneurial intention. The results of this study also reveal that green entrepreneurial knowledge does not have a mediation effect on green entrepreneurial intention. The present work contributes by going beyond the study of entrepreneurial intention, as the research focusses on interconnection among these three major areas: knowledge management, sustainable tourism, and entrepreneurship education post COVID-19 pandemic. Hence, the combination of these diverse aspects in this study provides insights to educators and policy makers to investigate the importance of green entrepreneurial knowledge and benefits of knowledge management that can be integrated into entrepreneurship education for current and future sustainable tourism development.

The involvement of stakeholders such as employers, alumni, and students has always been considered a key element in improving the higher education (HE) system. While considering stakeholders as key players in serving the market and in improving HE instruction, a two-sided collaborative involvement should aim at satisfying the mutual interests and overcoming existing barriers. Quality assurance systems have always supported crossing these barriers to link with the external stakeholders. However, many of the external quality assurance agencies (EQA) in the Middle East and North Africa (MENA) region specify a group of external holders, limiting the various types of key stakeholders needed to enhance the academic programs. On the other hand, there are encountered risks in involving stakeholders if left with no objective guidance, especially that quality agencies are formidably urging the universities to consider the external stakeholders’ inputs to satisfy the quality assurance standards. The main objective of this chapter is to investigate the types of stakeholders’ and their levels of involvement within the local higher education institutions (HEIs). The chapter aims to provide an insight to invest in this involvement and utilize it to further improve the programs and their graduate attributes and suggests actions that would proficiently and truly enhance the involvement of external stakeholders. The outcomes of this chapter are expected to guide the EQAs and the HEIs to develop new practices in involving stakeholders, such as curriculum input, collegiate internships, aligning graduate attributes to market needs, financial support through endowments, professional development, and partnerships in service-level agreements.

In this chapter, the author underscores the crucial role of the international community in promoting and facilitating responsible management education in business and management schools, as well as higher educational institutions. The chapter highlights the initiative on the Principles of Responsible Management Education (PRME), which has been supported by the United Nations and adopted by hundreds of schools and universities worldwide. The author explains that PRME aims to equip students with the necessary knowledge, skills, mindset and capabilities to bring about rapid and scalable improvements to society. Given that today's students are tomorrow's business leaders, policymakers and organizational heads, investing in responsible management education is crucial. This chapter emphasizes that responsible educational efforts can produce better citizens and future leaders, enabling them to create the world that we aspire to live in. This chapter underscores the importance of global collaboration and commitment to promoting responsible management education. When working together to prioritize ethical and sustainable practices in business and management education, we can foster a new generation of leaders who are equipped to drive positive change in the world.