Resources: Main Page | Research Methods (A) | Major Theories (B) | Issues and Contemporary Topics (C) | Professional Education (D)
Aisle D (Professional Education): Main Page | The Individual Scholar (DA) | Business Schools & Education (DB) I Communities of Practice & Associations (DC) | Knowledge Management (DK) | Outreach & Bridging Theory and Practice (DO)
Rack DB (Business Education): Curriculum Development | Opportunities and Innovations | Criticisms and Remedies
Jump to: Importance | Challenges | Research Areas | TAOP Episodes | References
Professional education promotes organizational studies more so than any other institution. Many of the classic studies of organizations originated with higher education institutions such as business schools that offer programs in business administration and management. For present purposes, business schools is treated as an umbrella term that covers both named schools or colleges devoted entirely to business, such as the Wharton School of Business at the University of Pennsylvania or the Saïd Business School at the University of Oxford, but departments or branches in any college or university that offer business and management courses or degrees.
Many of the classic works we examine in the podcast originated from the major business schools. Some faculty groups coalesced around central ideas and produced libraries of seminal works that inform management education and organization studies to this day. The Carnegie-Mellon School of Herb Simon, James March, Richard Cyert, and others is but one example. Higher education in general continues to be a primary means for understanding how organizations operate, evolve, and impact society; ensure the continued production of quality research; educate future leaders; and influence best practices in organizational management and design. The contributions of these prominent schools of thought are address in Rack BZ of this Resource Library.
While the benefits provided by business schools are many, such important institutions face numerous challenges, many of which have been discussed in academic literature. This page is devoted to the internal perspective. The resources at the bottom of the page related to specific areas of interest and present scholarly works, TAOP episodes, and related matters.
Importance of Business Schools and Management Education
Business schools play a pivotal role in promoting organization studies. The benefits stem from their ability to foster critical thinking, ethical leadership, and practical skills that are essential for navigating complex organizational landscapes.
Providing High Quality and Rigorous Professional Education
Business schools traditionally offer structured academic programs in organizational behavior, leadership, strategy, human resource management, and other subfields of organizational studies. These programs help students develop a strong theoretical foundation and practical skills for navigating organizational challenges. They are also hubs of research that push the boundaries of organizational studies. Faculty and researchers engage in studies related to leadership, organizational culture, change management, innovation, and more. Their findings influence not only academic discourse but also real-world organizational practices. Finally, they often incorporate new research into their curricula, ensuring that students are exposed to the latest developments in organizational theory and practice. This helps prepare future leaders with the tools to address contemporary organizational challenges (Open AI, 2024; Scite, 2024).
Developing Future Organizational Leaders
Business schools are instrumental in developing leadership talent. Organizational studies courses often include training in decision-making, conflict resolution, strategic thinking, and emotional intelligence—key skills for effective organizational leadership. They provide training in the practical aspects of managing organizations, including human resources, operations, and change management, empowering graduates with the skills needed to manage complex organizational dynamics and lead diverse teams. Also, with globalization reshaping business practices, business schools provide students with a global perspective on organizational challenges, preparing them to manage across cultures and lead international teams (OpenAI, 2024).
Real-World Application and Problem-Solving
Business schools often engage in consulting projects with organizations, helping them solve real-world problems while also testing organizational theories, through collaborations between academia and industry. This ensures that organizational studies are grounded in practical, actionable insights. To do this, business schools often use real-world case studies to teach organizational concepts. This approach allows students to analyze how theories are applied in practice, giving them valuable insights into the complexities of organizational decision-making and behavior (OpenAI, 2024; Scite, 2024).
Influencing Organizational Change
Business schools play a key role in shaping organizational development (OD) by researching and teaching the principles of organizational change. Graduates of organizational studies programs can go on to lead change initiatives within organizations, applying research on topics like organizational transformation, employee engagement, and innovation management. By engaging in reflexive learning and forming strategic partnerships with businesses, business schools can disrupt cultural inertia and introduce innovative perspectives that expand organizational horizons (Paton et al., 2013). This reflexivity not only enhances the educational experience for students but also equips them with the tools to address real-world challenges, thereby fostering a generation of leaders who are prepared to think critically about organizational dynamics (Park, 2018).
Business schools often collaborate with government agencies, think tanks, and non-profits, providing thought leadership in areas such as corporate governance, sustainability, and diversity. This research can inform policy and public debates, driving broader societal change (Open AI, 2024; Scite, 2024).
Challenges that Business Schools and Management Education Face
Some of these challenges are contemporary, while others are timeless and have persisted since the beginning days of the field. Many of these challenges have been addressed in TAOP episodes such as Episode 80 on Ghoshal’s (2005) critique of business schools.
Pressures to Focus on Financial Performance
In recent years, business schools have faced increasing pressure to prioritize financial sustainability, ranking, and student enrollment. Many business schools have been criticized for producing graduates who lack essential soft skills such as problem-solving, critical thinking, and effective communication (Li et al., 2023). This gap not only undermines the employability of graduates but also raises questions about the relevance of business school curricula in preparing students for real-world challenges (Dyllick, 2015). The emphasis on theoretical frameworks without adequate practical application can lead to graduates who are ill-equipped to navigate the complexities of modern organizations (Miller et al., 2011). This highlights the need for business schools to adopt more integrated and practical teaching models that align with the evolving demands of the job market (Manwani & Lancelott, 2018).
Critics also contend that many programs propagate amoral theories and prioritize profit maximization over ethical considerations, which can contribute to irresponsible business practices (Thomas & Cornuel, 2012). Business schools’ focus on rankings and reputation can lead to resource allocation that prioritizes marketing over meaningful educational reform, further exacerbating the disconnect between theory and practice (Thomas & Cornuel, 2012). This may divert attention away from foundational research in organizational studies and lead to an overemphasis on topics that are seen as more commercially viable or immediately profitable (e.g., entrepreneurship, marketing, finance). This is not merely an intrinsic issue, however, as business schools face strong pressures to deliver quick returns in terms of research outputs or market-driven programs and have also dealt with the erosion of government grants and funding needed for scholarly research projects. As a result, they may emphasize more pragmatic, short-term topics over long-term organizational studies research that can take years to mature or yield practical results (OpenAI, 2024; Scite, 2024).
Impacts of “Publish or Perish”
The “publish or perish” culture prevalent in academia, particularly in business schools, is also a focal point of criticism. This culture pressures faculty to prioritize research output over teaching quality, often resulting in a disconnect between academic research and practical business applications (Miller et al., 2011). The pursuit of prestige through publications can detract from the core mission of business schools, which is to educate future leaders effectively (Miller et al., 2011). This emphasis on research can lead to a narrow focus on topics that may not be relevant to the needs of students or the business community, further exacerbating the disconnect between theory and practice (Miller et al., 2011; Scite, 2024).
Charges of Insufficient Interdisciplinary Integration
Organizational studies is an inherently interdisciplinary field, drawing on sociology, psychology, economics, political science, and other disciplines. However, business schools often compartmentalize organizational studies into distinct areas (e.g., HR, management, strategy), which can limit the integration of ideas across disciplines. This fragmentation can result in less comprehensive solutions to complex organizational problems.
Business schools, especially those that prioritize corporate or mainstream management education, may be less inclined to explore critical or alternative perspectives on organizations, such as those that focus on power dynamics, inequality, and social justice. As a result, some important areas of organizational studies, particularly those related to critical management studies, may receive less attention (OpenAI, 2024). The integration of sustainability into the curriculum presents another challenge. While there is a growing recognition of the importance of sustainability in business education, many programs still treat sustainability-related topics as electives rather than core components of the curriculum (Mousa, 2021). This approach limits the potential for students to engage deeply with sustainability issues, which are increasingly relevant in today’s business environment (Vilà & Moya, 2023). The lack of specific frameworks and resources for teaching social sustainability further complicates the ability of business schools to effectively address these critical topics (Vilà & Moya, 2023; Scite, 2024).
Charges of Insufficient Diversity and Inclusivity
the institutionalization of business schools and their alignment with elite status has raised concerns about accessibility and inclusivity in business education. Holmqvist (2021) discusses how the consecration of elite business schools can perpetuate social inequalities, limiting opportunities for diverse populations to access quality business education. This criticism highlights the need for business schools to adopt more inclusive practices that promote social mobility and address systemic barriers within the educational landscape (Chacko, 2024). Business schools have historically faced criticism for lacking diversity in both their curricula and faculty, particularly in terms of gender, race, and cultural representation. This lack of diversity can limit the scope of organizational studies research and fail to account for the diverse experiences and challenges faced by employees and organizations across different cultural contexts (OpenAI, 2024).
Organizational studies have often been shaped by predominantly Western perspectives, which may not fully address the complexities of organizations in other global contexts. Business schools that are too focused on Western-centric theories may neglect non-Western organizational models, practices, and leadership styles (OpenAI, 2024).
Evolving Needs of the Workforce and Society
Business schools must stay at the forefront of how technology is influencing organizations, not just in terms of digital transformation but also in understanding how AI, big data, and automation affect organizational behavior, decision-making, and management practices.
The rapid transformation of the workplace, including shifts to remote work, gig economy models, and artificial intelligence-driven automation, presents a challenge for business schools to keep up with. Organizational studies must evolve to address the challenges and opportunities these changes create, such as new leadership styles, employee engagement strategies, and organizational structures (OpenAI, 2024).
Finally, the criticism of business schools’ responsiveness to societal challenges, particularly in the context of sustainability and social impact, is increasingly relevant. Critics argue that many business schools have been slow to integrate sustainability into their curricula, focusing instead on traditional business models that prioritize economic growth (Banerjee & Arjaliès, 2021). This oversight is significant as it reflects a broader failure to prepare students for the pressing social and environmental issues facing organizations today (Dyllick & Muff, 2020). The call for a shift towards responsible management education emphasizes the importance of equipping future leaders with the knowledge and skills necessary to address these challenges effectively (Dyllick, 2015).
Areas of Active or Potential Research
Contemporary research into the efficacy and improvement of business schools and professional education for enhancing organizational studies encompasses a variety of topics. These topics reflect the evolving landscape of business education and the need for curricula that align with the demands of modern organizations. Key areas of focus include the integration of practical wisdom, adaptive performance measurement, accreditation processes, place-based learning, and the development of competencies that foster organizational resilience.
One significant area of research is the role of practical wisdom, or phronesis, in business education. Rocha & Pinheiro (2021) emphasize that enhancing leaders’ awareness of organizational phronesis can lead to more effective decision-making and ethical leadership. Their study suggests that business education should be transformed to cultivate practically wise leaders who can navigate complex organizational challenges. This aligns with the growing recognition that traditional business curricula often overlook the importance of ethical considerations and practical reasoning in leadership roles (Kawalek, 2021).
Another critical topic is the measurement of adaptive performance within organizations. Kim (2020) identifies adaptive performance as a vital dimension of organizational success, influenced by learning and development activities. This research highlights the necessity for business schools to incorporate adaptive learning frameworks into their curricula, enabling students to thrive in dynamic business environments. Such frameworks can enhance organizational studies by providing students with the tools to assess and improve adaptive capabilities within organizations.
Accreditation processes also play a crucial role in the continuous improvement of business education. Gao et al. Gao et al. (2020) discuss how accreditation serves as a quality assurance mechanism that encourages business schools to enhance their educational offerings. The focus on meeting accreditation standards can drive institutions to adopt innovative teaching methods and curricula that better prepare students for the complexities of organizational life. This is particularly relevant in the context of global business school development, where accreditation can enhance competitive advantage.
Place-based learning is another contemporary research topic that seeks to bridge the gap between theory and practice. The framework proposed in the article on place-based learning “Place-based learning: A framework for building a multilevel approach from companies” (Cruz, 2022) illustrates how integrating real-world experiences, such as company visits, into business education can enrich students’ understanding of organizational dynamics. This multilevel approach not only enhances learning outcomes but also fosters a deeper connection between students and the organizations they aspire to join.
Furthermore, the paradigm shift towards a competence-based approach in business education is gaining traction. Brătianu et al. Brătianu et al. (2020) advocate for a new learning environment centered on business competencies, which is essential for preparing students to meet the demands of modern organizations. This shift emphasizes the importance of developing a knowledge ecosystem that supports continuous learning and adaptability, crucial for organizational success in an ever-changing business landscape.
Related TAOP Episodes, Events, and Notes
84: Professionalizing Business — Louis Brandeis
80: Management Theory & Practice — Sumantra Ghoshal
The Do’s and Don’ts of Academic-ing at a Distance
29: Carnegie Mellon Series #3 – Designing Business Schools — Herb Simon
How to Use Podcasting as a Teaching Tool
Available Resource Pages
Aisle D – Professional Community
Rack DA – Reflections on the Podcast
Rack DB – Business Schools and Management Education
Rack DC – Communities of Practice and Associations
Rack DK – Knowledge and Expertise
Rack DT – Bridging Theory and Practice
References
Asghar, R., Jimshaid, A., Chaudhry, A., & Humayon, A. (2015). Impact of business education on corporate social responsibility (CSR). IBT Journal of Business Studies, 11(2). https://doi.org/10.46745/ilma.jbs.2015.11.02.11
Banerjee, S. and Arjaliès, D. (2021). Celebrating the end of enlightenment: organization theory in the age of the Anthropocene and Gaia (and why neither is the solution to our ecological crisis). Organization Theory, 2(4). https://doi.org/10.1177/26317877211036714
Brătianu, C., Hadad, S., & Bejinaru, R. (2020). Paradigm shift in business education: a competence-based approach. Sustainability, 12(4), 1348. https://doi.org/10.3390/su12041348
Chacko, J. (2024). Social mobility and societal impact: transformative initiatives at an AACSB accredited college of business at a predominantly black institution. Journal of Applied Business and Economics, 26(2). https://doi.org/10.33423/jabe.v26i2.7051
Cruz, S. (2022). Place-based learning: a framework for building a multilevel approach from companies. Revista Lusófona De Educação, 53, 33-47. https://doi.org/10.24140/issn.1645-7250.rle53.02
Dyllick, T. (2015). Responsible management education for a sustainable world. The Journal of Management Development, 34(1), 16-33. https://doi.org/10.1108/jmd-02-2013-0022
Dyllick, T. and Muff, K. (2020). A positive impact rating for business schools: case study. Sustainability, 12(22), 9551. https://doi.org/10.3390/su12229551
Gao, P., Song, Y., Li, X., He, Z., & Tong-chao, S. (2020). A review of research on business school accreditation in China. 3rd International Conference on Advanced Education and Management Science (AEMS 2019). https://doi.org/10.12783/dtssehs/aems2019/33558
Ghoshal, S. (2005). Bad management theories are destroying good management practices. Academy of Management learning & education, 4(1), 75-91.
Hibbert, P. and Cunliffe, A. (2013). Responsible management: engaging moral reflexive practice through threshold concepts. Journal of Business Ethics, 127(1), 177-188. https://doi.org/10.1007/s10551-013-1993-7
Holmqvist, M. (2021). Economics as symbolic capital: the consecration of elite business schools. Theory and Society, 51(3), 435-455. https://doi.org/10.1007/s11186-021-09455-z
Kawalek, J. (2021). Can business schools use practical reasoning to help them with social impact?. Prometheus, 37(4). https://doi.org/10.13169/prometheus.37.4.0340
Kim, K. (2020). A measure of adaptive performance and the DLOQ. The Learning Organization, 28(4), 397-412. https://doi.org/10.1108/tlo-03-2020-0047
Li, S., Liu, Y., & Lin, H. (2023). Research on sustainable teaching models of new business: Take Chinese University Business School as an example. Sustainability, 15(10), 8037. https://doi.org/10.3390/su15108037
Manwani, S. and Lancelott, M. (2018). Business design management education: case insights. Business Excellence, 12(2), 71-78. https://doi.org/10.22598/pi-be/2018.12.2.71
Miller, A., Taylor, S., & Bedeian, A. (2011). Publish or perish: Academic life as management faculty live it. Career Development International, 16(5), 422-445. https://doi.org/10.1108/13620431111167751
Mousa, M. (2021). Responsible management education (RED) post COVID-19: What must change in public business schools?. The Journal of Management Development, 40(2), 105-120. https://doi.org/10.1108/jmd-10-2020-0316
OpenAI. (2024). What are the benefits and challenges of business schools in promoting organization studies. ChatGPT (November 2022 version) [Large Language Model].
Park, S. (2018). Towards responsible management education: A transformational model. Business Communication Research and Practice, 1(2), 54-60. https://doi.org/10.22682/bcrp.2018.1.2.54
Paton, S., Chia, R., & Burt, G. (2013). Relevance or ‘relevate’? How university business schools can add value through reflexively learning from strategic partnerships with business. Management Learning, 45(3), 267-288. https://doi.org/10.1177/1350507613479541
Rocha, R. and Pinheiro, P. (2021). Business education: filling the gaps in the leader’s awareness concerning organizational phronesis. Sustainability, 13(4), 2274. https://doi.org/10.3390/su13042274
Scite. (2024). What are the benefits and challenges of business schools in promoting organization studies; What are contemporary research topics into the efficacy and improvement of business schools and professional education for enhancing organizational studies; What are contemporary criticisms of business schools and why are they important. Scite (April 2024 version) [Large Language Model].
Thomas, H. and Cornuel, E. (2012). Business schools in transition? issues of impact, legitimacy, capabilities and re‐invention. The Journal of Management Development, 31(4), 329-335. https://doi.org/10.1108/02621711211219095
Vilà, M. and Moya, S. (2023). Social sustainability reporting in European business schools. Sustainability Accounting Management and Policy Journal, 14(1), 242-264. https://doi.org/10.1108/sampj-02-2022-0100
Portions of the above text were initially drafted using OpenAI queries including “Why is it important for organization researchers to conduct research properly and ethically?” The inclusion of external links is for informational purposes only, and does not necessarily constitute endorsement by TAOP or any of its members.
Jump to: Importance | Challenges | Research Areas | TAOP Episodes | References
Rack DB (Business Education): Curriculum Development | Opportunities and Innovations | Criticisms and Remedies
Aisle D (Professional Education): Main Page | The Individual Scholar (DA) | Business Schools & Education (DB) I Communities of Practice & Associations (DC) | Knowledge Management (DK) | Outreach & Bridging Theory and Practice (DO)
Resources: Main Page | Research Methods (A) | Major Theories (B) | Issues and Contemporary Topics (C) | Professional Education (D)