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Teaching Business Ethics with Case Study to MBA Students in China
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Author: Wei He, Indiana State U.
Author: Yu Zhu, Jinan U.
Author: Yanfei Wang, South China U. of Technology
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The paradox of great economic achievements and deteriorated business ethics (BE) in China makes it both essential and challenging to teach the subject of BE (or “Business and Society”) to MBA students in China. Drawing upon our experience of teaching BE in English to 332 students at three top-tier B-schools in China between 2011-2017, we presented with this paper our pedagogy of teaching BE with group-based case study, which includes cases based in both local Chinese companies and multinational companies in China and multinational companies in the United States. We described in details our course design, case selection, organization and evaluation of case study in class, and the students’ feedback on the case study approach. With overwhelming positive comments and appreciation from the students, we believe our pedagogy of teaching BE with group-based case study is effective and constructive to the students’ learning of BE concepts, theories, and practices. We also discussed the implications of our BE case study pedagogy for other colleagues who teach BE class in the United States or abroad in English and colleagues who teach the class in China in Chinese.
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Paper is No Longer Available Online: Please contact the author(s).
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The Diffusion of MBA Programs in Germany: An Empirical Analysis through a Neo-Institutional Lense
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Author: Kerstin Fehre, Vlerick Business School
Author: Ann-Christine Schulz, U. of Applied Sciences for Management and Communication
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MED Best Paper in Graduate Management Education. Sponsored by the Graduate Management Admission Council (GMAC) for the most significant contribution to graduate management education.
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In this study we investigate determinants of the adoption of US-type MBA programs among German universities. Drawing on neo-institutional theory we argue that the diffusion of MBA programs in Germany is closely connected to the relevance debate of management education and propose that growing concerns over the legitimacy of German business schools have spurred the adoption of these programs. In an empirical analysis of 83 universities in Germany, we show that the adoption of MBA programs is positively associated with the size of the institution, its status, and the relative significance of the business school within the university. These findings expand our understanding of the underlying factors that influence the adoption and spread of this important business education program among academic institutions and elucidate why MBA programs spread among Germany universities despite their different educational tradition.
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Paper is No Longer Available Online: Please contact the author(s).
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The Potential Impact of Entrepreneurship Education on Doctoral Students in Chile
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Author: Cristian Munoz, U. de Santiago de Chile
Author: Mauricio Guerra, U. de Santiago de Chile
Author: Simon Mosey, U. of Nottingham
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Chilean doctoral programs in science and technology generally do not consider entrepreneurial training within their curricula. We contend that this situation may hinder the possibility that new scientific and technological knowledge produces innovations. This study represents an effort to explore the potential impact of entrepreneurship education on doctoral training within a non- commercial research environment. We identified two main areas of possible impact: the potential effects upon doctoral research projects and the potential effects upon the doctoral students themselves. We followed the learning experiences of science and technology PhD students before, during, and a year after an entrepreneurial course through a multiple case study research design. Our results suggest that entrepreneurship education has a positive impact, both on students’ doctoral projects and on the students themselves. Our results further suggest that entrepreneurship education could be an excellent complement for traditional doctoral training.
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Paper is No Longer Available Online: Please contact the author(s).
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Situated Learning and Expatriate Adjustment: The Case of a Technical Community
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Author: Kenneth Nygaard, Aarhus U., Department of Management
Author: Jakob Lauring, Aarhus U.
Author: Charlotte Jonasson, Aarhus U.
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Adjustment to the new context has been the most central concept examined in expatriate research. Recently, however, the theoretical foundation guiding expatriate adjustment studies has received much critique. In this article we propose that rather than grounding new theoretical thrust on the same underlying theory as used previously, theoretical renewal may be found in applying a new perspective. More specifically, we explore if situated learning theory could provide useful novel insight that have not materialized when basing theoretical notions on social learning theory. We use an ethnographic study of how a group of expatriates in technical positions interact and collaborate with local workers. Our findings indicate that this theoretical lens can reveal the influence of group dynamics in expatriate adjustment and work place learning that would have been ignored using the original perspective.
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Paper is No Longer Available Online: Please contact the author(s).
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