The Business School in the Twenty-First Century: Emergent Challenges and New Business Models [Hardcover]

Three world experts share their insights on designing the business school of the future, and how to make it work.Questions about the status and legitimacy of business schools continue to stimulate debate amongst deans, educational policy makers and commentators. In this book, three world experts share their insights on new business school models, on designing the business school of the future, and how to make it work.Questions about the status and legitimacy of business schools continue to stimulate debate amongst deans, educational policy makers and commentators. In this book, three world experts share their insights on new business school models, on designing the business school of the future, and how to make it work.Questions about the status, identity and legitimacy of business schools in the modern university system continue to stimulate debate amongst deans, educational policy makers and commentators. In this book, three world experts share their critical insights on management education and new business school models in the USA, Europe and Asia, on designing the business school of the future, and how to make it work. They look at how the business school is changing and focus in particular on emergent global challenges and innovations in curricula, professional roles, pedagogy, uses of technology and organisational delineations. Set within the context of a wider discussion about management as a profession, the authors provide a systematic, historical perspective, analysing major trends in business school models, and reviewing a wealth of current literature, to provide an informed and unique perspective that is firmly grounded in practical and experimental analysis.Preface: tipping or tripping? The business school and its dilemmas; 1. The business school: history, evolution and the search for legitimacy; 2. Business school identity and legitimacy: its relationship to the modern university and society; 3. Rethinking management education and its models: a criticalÓ5