Eric Cornuel – författare

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on the Oxford Academic platform and offered as a free PDF download from OUP and selected open access locations.In an era when economic, social, and geopolitical uncertainties are reshaping the world of management, Management Education and the Rise of Uncertainty of Global Business offers a timely, collective reflection on how business and management schools can prepare tomorrow's leaders. Drawing on insights from international experts, the book reimagines the internationalization of management education--not as a mere export of Western norms but as a catalyst for inclusion, peace, and mutual understanding.Showcasing innovative institutions and programmes across Asia, Africa, Europe, and Latin America, the book highlights models of 'inclusive internationalization' that prioritize diverse practices, co-created pedagogy, and contextualized knowledge. It also explores shifting student expectations: a search for meaning, a drive for social impact, and a readiness to address twenty-first-century challenges like climate change, inequality, and technology.Amid growing pressure to specialize, sometimes at the expense of a common educational foundation, this book champions a universal vision for management education--one that develops adaptable, critical, and responsible professionals for a rapidly changing world.

In recent times, the fastest growing part of the higher education system has been business schools. With an established set of university based business schools in the USA since the early part of the 20th century, the growth since then has come in Europe between the 1960's and the 1990's, and in Australasia and Asia over the past 20 years. This has meant that, for example, in the UK by 2010 management and business studies staff made up 7% of the UK higher education sector and taught 14% of the students. In that same year, 1 in 8 undergraduates, 1 in 5 postgraduates and 1 in 4 international students were studying management business studies in UK business schools.This growth has inevitably attracted the interest of those applauding and sceptical of these developments, and more scholarly literature on business schools has also developed. The purpose of this book is to assess the character and quality of selected research themes on the study of business schools and to articulate a forward looking research agenda on the study of business schools as institutions. The book provides novel empirical findings on the change and development of business schools, the causes and consequences of the ranking, and branding wars around business schools in particular and higher education systems more generally. The book also offers a stimulating critique of some of the intellectual, professional and economic challenges facing business schools in the contemporary world. The book's authors are internationally renowned scholars from the fields of organisation theory, strategic management, management development, and higher education management and policy.

Business schools are critical players in higher education, educating current and future leaders to make a difference in the world. Yet we know surprisingly little about the leaders of business schools. Leading a Business School demystifies this complex and dynamic role, offering international insights into deans’ dilemmas in different contexts and situations. It highlights the importance of deans creating challenging and supportive learning cultures to enhance business and management education, organizations and society more broadly. Written by renowned experts on the role of the dean, Julie Davies, Howard Thomas, Eric Cornuel and Rolf D. Cremer, the book traces the historical evolution of the business school deanship, the current challenges and future sources of disruption. The leadership characteristics and styles of business school deans are presented based on an examination of different dimensions of their roles. These include issues of strategic positioning, such as financial viability, prestige, size, mission, age, location and programme portfolios, as well as the influences of rankings, sector accreditations, governance structures, networks and national policies on strategy implementation. Drawing on international case studies and deans’ development programmes globally, the authors explore constraints on deans’ autonomy, university and external relations, and how business school deans add value over the period of their tenures. This candid and well-researched book is essential reading for aspiring business school leaders, those hiring and working with deans, and other higher education leaders.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Funded by EFMD Global.

Business schools are critical players in higher education, educating current and future leaders to make a difference in the world. Yet we know surprisingly little about the leaders of business schools. Leading a Business School demystifies this complex and dynamic role, offering international insights into deans’ dilemmas in different contexts and situations. It highlights the importance of deans creating challenging and supportive learning cultures to enhance business and management education, organizations and society more broadly. Written by renowned experts on the role of the dean, Julie Davies, Howard Thomas, Eric Cornuel and Rolf D. Cremer, the book traces the historical evolution of the business school deanship, the current challenges and future sources of disruption. The leadership characteristics and styles of business school deans are presented based on an examination of different dimensions of their roles. These include issues of strategic positioning, such as financial viability, prestige, size, mission, age, location and programme portfolios, as well as the influences of rankings, sector accreditations, governance structures, networks and national policies on strategy implementation. Drawing on international case studies and deans’ development programmes globally, the authors explore constraints on deans’ autonomy, university and external relations, and how business school deans add value over the period of their tenures. This candid and well-researched book is essential reading for aspiring business school leaders, those hiring and working with deans, and other higher education leaders.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Funded by EFMD Global.

Without a doubt, business schools have been a success story in higher education over the last 50 years (the period of EFMD’s existence). Even so, they have come under scrutiny, and attack, over their academic legitimacy and value proposition for business and society. In this book, drawn from a special issue of Global Focus, the EFMD has selected around 25 of the best, most thoughtful short papers published in Global Focus to examine the role and purpose of EFMD in the evolution of management education.Each of the chapters interpret current strategic debates about the evolution of business schools and their paradigms and also identify possible strategic options for handling uncertain, volatile futures. These papers can be broadly categorized into four consistent themes: the first theme is concerned with the purpose and value proposition of management education; the second theme focuses on a perceived need for new business models and how to design and build them; the third theme addresses the question of the impact of the business school on business and society given the increasingly academic pursuits of business schools and their often weak links to the business community – the so-called rigour/relevance dilemma; and the fourth theme concerns how to ‘map’ and design business school futures in an increasingly volatile, uncertain, complex and ambiguous crisis-oriented environment.This impressive collection of insights from business management leaders from across the globe is inspiring reading for higher education leaders, policy makers and business leaders seeking insight into the future of management education.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

With contributions from some of the leading thinkers in business school education, this book explores the impact and purpose of the business school, and addresses some of the most important questions facing management education today.The diverse perspectives brought together by the EFMD in this volume examine a number of common questions, themes and challenges. These include: whether business schools should be viewed as schools of management, given the complexity of the business environment; what is the positive impact of business school research, and the balance of relevant, practical impact and academic rigour; the strategic evolution of business schools and how they may evolve in a more purposeful direction; and why business school leaders compete strongly but are reluctant to collaborate, and how collaboration may encourage greater positive societal impact. With insightful commentary and illustrative case studies, this book serves as a landmark publication on the value and impact of business schools.The book will be of particular interest to those working in business schools, higher education leaders, policy makers and business leaders seeking insight into the value, impact and future of business and management education.

This second book in the EFMD Management Education series explores business schools’ increasing focus on, and search for, meaningful societal and economic research impact. This involves, in particular, co-operation and collaboration in both knowledge creation and implementation of the findings of academic research in practice.Business schools have a critical role to play in ‘rewiring’ our missions for research relevance, impact and reach, and in recognising needs and addressing real issues of society and economy. With cases from a range of international business schools, the book doesn’t simply highlight the need for the dominant research model in business schools to evolve, but illustrates how this can happen in practice. In so doing, it opens the discussion on how the business school can contribute in very real ways to solving global and complex challenges such as climate change, rising inequalities, international isolationism, eroding democratic systems, and the spread of fake news.These are goals that the EFMD has championed since its inception, and this book will be of value and interest to policy makers and business leaders seeking insight into how management education will be shaped to support business and wider society, as well as those working in business schools and higher education leaders.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This important book in the EFMD series shines a light on women (and sometimes the absence of them) within business schools, as well as their contributions and impact across multiple spheres within and beyond their schools.Despite the clear rationale for promoting sustainable gender equity, the experiences of women in business schools differs relative to male counterparts across geographies, student populations, faculty, professional staff and leaders in business schools. In this book, contributions from leading business school thinkers provide deep insight on gender equity to determine what hinders and accelerates progress in creating gender diverse and inclusive schools. Chapters both celebrate the progress of women in business schools and provide rich narratives that deepen insights into the lived experiences of women contributing both to, and beyond, business schools. At the same time, the volume serves as a sobering reminder business schools still have a long way to go before they can be used as exemplars in attracting diverse talents in all their forms and creating inclusive, equitable environments that role model the ideals that we advocate for business and society.The breadth and depth of contributions made by women as leaders, scholars and practitioners serve as an inspiration and guide as to how business schools can become more gender equitable for business school deans and professors.