Business School

Although service-learning pedagogy is widely applied internationally, and has been shown to effectively incorporate the experiential element of adult learning, its application to business education in South Africa has been limited to less than a handful of studies. However, it is one of the most effective management development tools reported in the literature. The objective of this study was to evaluate the student learning and community organization benefits from introducing service-learning into a Master of Business Leadership (MBL) programme in a South African University. Service-learning creates the opportunity for students to apply the theoretical knowledge of their discipline (marketing and operations management in this study) to real (usually Non-profit or Non-Governmental Organizations) workplaces, in this case special-needs schools in various African countries, to the benefit of the needy organizations. In this exploratory, action research case study, teams of MBL students embedded their theoretical learning through practical implementation of a fund-raising project, as well as showed the development of management and leadership competencies. The groups collectively raised South African Rands (ZAR) 1 811 128.57 (after expenses and excluding pledges) for the schools. The business school students reported high levels of personal growth, a strong sense of having developed as socially responsible citizens, an appreciation for practical learning methods and improved subject matter learning.

This study examines work preferences of 984 students across 6 disciplines within a business school—accounting, finance, information technology/decision science, management and international business, marketing, and hospitality management. Differences are found on 11 of the 17 measures. As predicted, we found that (a) accounting, finance, and information technology/ decision sciences students have the strongest preferences for analyzing data, (b) information technology/decision

Emerging trends such as the Fourth Industrial Revolution and Business Disruption Technologies will change the way businesses do things. Specialized skills and learning is needed for our managers to handle such changes. There is an ever-increasing expectations gap between career-oriented students and work-oriented employers. This forces business schools to offer employer specific customized courses and allowing workspace to be future classrooms. In the globalization context, mangers will have to balance between ‘local’ and ‘global’ views. Soft skills need to be complemented with social media and social networking skills. This paper uses descriptive content analysis method to identify some emerging trends that will influence our management education so that these institutions can make appropriate changes to make their students future ready.

The study of entrepreneurship has experienced remarkable growth in the last half century. Within fifty years the field has evolved from little discussion among scholars as a viable economic force or the offering of a single course into a major public policy debate regarding the relevancy of entrepreneurship in community colleges and universities, now offering a diverse range of educational

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This study investigates factors impacting perceptions of ethical conduct of peers of 293 students in four US universities. Self-reported ethical behavior and recognition of emotions in others (a dimension of emotional intelligence) impacted perception of ethical behavior of peers. None of the other dimensions of emotional intelligence were significant. Age, Race, Sex, GPA, or type of major (business versus nonbusiness) did not impact perception of ethical behavior of peers. Implications of the results of the study for business schools and industry professionals are discussed.

Well-established, well-intended and well-designed business ethics teaching can still have little effect. This is not surprising, as long as business ethics does not undertake a business-school-wide dialogue about goals and obstacles, not least as an example of stakeholder participation. The article elaborates such views in a systematic fashion and formulates a list of thirteen premises and nine recommendations in thesis format.

Autism has become an increasingly relevant topic in the research of neuroscience with the objective of enabling people with this condition to become equal opportunity members of the society; this includes an exploration of the benefits of the public education system. However, the science and knowledge in this field have thus far been limited, and the results of scientific findings have been very rare. The objective of the study was to explore primarily the first experiences of higher education teachers dealing with a student with an autism spectrum disorder. The aim was to learn lessons and contribute to some new understanding of special and adapted pedagogical approaches. The methodology of the study is qualitative, using (i) a case study as an objective of the researchers, and (ii) in-depth interviews with the twelve teachers about their experience with (for them) the new demanding assignment to teach a student with an autism spectrum disorder. The case study is about three years ...

Operations management is a key function in the modern organisation and an important area of study in the business school. Like many subjects it remains separated from the business history community. The practice of operations management can gain meaningful and significant lessons from proper consideration of the historical antecedents of current practices. Unfortunately, more than any other business area, operations

I n recent decades, the project-scheduling practice known as critical chain project management (CCPM) has been successful in industrial applications, yet remains a subject of disagreement among scholars and is only sporadically taught in business schools. The purpose of this paper is to assess what aspects of CCPM are appro-priate in operations courses, whether dedicated project management classes or broader introductory operations management classes. To answer this, we survey academic literature on traditional project management problems that gave rise to CCPM to understand if these issues are real. We also examine whether the CCPM methodology should, according to scholars, correct these problems, and survey project success stories attributed to CCPM. We conclude that CCPM is an appropriate project management methodology for student consideration on the basis of motivating critical thinking—especially about behavioral issues—rather than on formal scientific proof of its merit. In s...

We address here the problem of assigning undergraduate students to academic major areas at a Middle-Eastern business school, which is quite different from what one usually faces in the West. Our formulation considers the student's preference in the light of his/her performance in certain bellwether courses and various practical constraints in arriving at an initial solution. We present a linear

Goldratt's Critical Chain (1997) and the resulting project scheduling practices known as Critical Chain Project Management (CCPM) have been popular in our business schools but a subject of disagreement among our scholars. We survey the academic literature about the pros and cons of CCPM to examine claims in the book. We then present a sequence of numerical practice problems that are designed to clarify a student's understanding of the reading and highlight complications that Goldratt ignored. We conclude with two counterexamples that demonstrate ideas in the book that are not necessarily true in practice. Throughout the article are a number of open questions about CCPM that we as an academic community have not yet answered.