As institutions of higher education involved in the development of current and future managers we declare our willingness to progress in the implementation, within our institution, of the following Principles, starting with those that are more relevant to our capacities and mission. We will report on progress to all our stakeholders and exchange effective practices related to these principles with other academic institutions:

Principles for responsible management education

There have been concerns about the slow pace of theory development inside and outside of marketing for a number of years. Rarely have some of the possible reasons for this lack of development been considered, or an assessment of the ways in which a more theoretically driven focus might emerge been discussed. This paper addresses these gaps in the current debate. Potential difficulties have emerged as a result of a lack of theorists, lack of theory courses, business school strategies and misguided perceptions of practitioner-oriented research amongst other things. Suggestions for future action to drive a more theoretically driven marketing are proposed.

https://papers.ssrn.com/sol3/Delivery.cfm/bjom_432.pdf?abstractid=681671&mirid=1

Marketing Theory Matters

Business organizations and their employees face ever-increasing complexity and accelerating changes. This brings along the need for training models that can transmit knowledge and skills needed in this kind of environment. Business process understanding is especially required. This article evaluates business games in the light of constructivism, a view of learning emphasizing the need to anchor training to everyday activities and concrete contexts, and introduces a new computer-based business game. The purpose of this construction is to give the business game participants a realistic view of business processes and thus enhance participant business process perception. The primary aim of the construction is to present business processes to game participants by providing a natural representation of the real world and a case-based learning environment that fosters reflective practice. Although this article does not explicitly describe a geographically distributed game case, it introduces a game construction based on Internet transmission protocol that can also be used in a distributed manner. But as such, the article argues for the use of techniques that support continuously processed and Internet-based gaming simulations.

Applying constructivist approach to educational business games: case REALGAME

Critical management studies (CMS) is a branch of management theory that critiques our intellectual and social practices, questions the “natural order” of institutional arrangements, and engages in actions that support challenges to prevailing systems of domination. Such an agenda has broad implications not only for the business world and the way that it is governed but also for our academic and intellectual traditions. It means a commitment to questioning the presuppositions and values that guide institutional, managerial, and intellectual practices; the ways in which we create and structure our social and organizational realities; and how we relate to others. Furthermore, it means thinking about the beliefs and practices underlying how we constitute knowledge about the world. In addition to urging others (such as managers) to be critical, CMS maintains that it is also essential to turn those critical faculties on our own practices as academics and educators. In other words, not only do managers need to free themselves “from the limits of an acritical profession” (Jun, 1994, p. 26) but academics also need to do so. We need to consider the modes of domination that may exist within our own institutions and our own classrooms. In this way, we can better identify with the issues involved in “critical management” and enact its values. These ideas formed the organizing premises for

Considering Management Education: Insights from Critical Management Studies:

The topic whether management skills are communicable has been the topic of scholars' debates and broad examination through literature in the last decades. However, there is less literature focusing on solutions for successful management education. This paper, not only takes up a position that management can be taught and learned, but also examines how the learning process is approached. The paper discusses characteristics of successful management educators and determine their impacts on management development. The paper determines the qualities and skills that modern managers must develop, especially in this time of globalization and rapid change in the business world. It suggests educating managers in “soft skills” such as interpersonal and intrapersonal skills and not merely concentrating on the “hard skills”, such as analytical skills. Additionally in this work, the need for managers with international exposure and cross‐cultural experience is emphasized. Finally, a proposal for management education curricula is tabled and address the issue of limits of management education is addresed.

Louis E. Lataif

Papers

MBA: Is the Traditional Model Doomed?.