Crossing international cultural boundaries in business using common contingency frameworks

This paper discusses situation-specific contingency processes used by managers and business educators in handling such (1) common cross-boundary links or frameworks and (2) significant cross-boundary differences — two seemingly divergent aspects of cross-cultural management situations. This paper is based on the authors' conducting business training programs (focusing mainly on free market planning and management and on advanced computer technologies) for Asian and Russian/Central European business managers and graduate business students. It is also based on their research work done while investigating investment opportunities and in consulting in these countries over the past seven years.     

Key social issues for European business

European businessmen find themselves at the centre of a political debate which questions the existence of capitalism as we know it. Its critics would replace it or reform it by establishing a higher degree of state control or union control, by building protective trade barriers on a national or European level, and by arranging for a greater involvement of community interests in management decision-making.How should business leaders respond? Increasingly, business is becoming more ‘politicized’ and businessmen are putting their case personally, through industry and employer associations, and with the aid of external consultants and staff specialists in ‘Public Affairs’. The structures of business organizations are being changed to include representation by employees, consumers and other interests. And businesses are becoming involved in ‘social’ tasks like job creation and the provision of social services such as refuse collection, postal services, private education and private medicine. In this article, the authors trace the major social and political trends which have affected European business in the post-war period and identify the key social issues for businessmen in the 1980s.     

The relevance and impact of business schools: In search of a holistic view

The degree to which business schools are relevant and impactful for society has been disputed. Critics that engage in the so-called ‘relevance problem’ have argued that business schools are preoccupied with academic rigour at the expense of practical relevance, resulting in a lack of societal impact. This systematic literature review synthesizes the fragmented body of knowledge pertaining to the relevance and impact of business schools. Appreciating the contributions of both research and education, this review offers a holistic view that acknowledges the multidimensional nature of business schools. Based on an analysis of 266 journal articles, we present the four main literature streams in this domain. We find limited evidence of cross-fertilisation between discussions of research and education. However, by acknowledging the contribution of applying a multidimensional lens to the study of business schools, we develop a holistic thematic framework that provides theoretical directions for the future. Using this, we demonstrate four avenues for advancing the business school literature. First, we emphasise the potential of an institutional logics perspective to viewing business schools. Second, we offer a novel proposal for understanding the bridge between research and education. Third, we emphasise the application of a value co-creation theoretical lens when considering how business schools engage with stakeholders in research and education. Finally, we propose an all-encompassing stakeholder-centric definition of relevant and impactful knowledge and advocate for this inclusive definition to conceptually bridge the fragmented discussions of research and education.     

The impact of international business education on career success—Evidence from Europe

In today's globalized world, career paths are becoming increasingly international, and so managers need respective cross-cultural strengths in order to act effectively in various cultural environments. Even though education—especially business education—is progressively becoming more international to meet these organizational demands, little is known about whether the extent of international business education influences careers, and in particular career success. In addressing this research deficit, we explore whether and how international business education affects career success. As the major contribution of this paper we suggest a conceptual framework which posits global identity and international experience as mediators of this relationship. The assumptions of this framework are confirmed by an investigation amongst 450 alumni of a European business school. Additional contributions include that we extend the limited body of research on the construct of international business education and its measurement, by providing an all-encompassing definition and much-needed operationalization. Furthermore, we contribute a European perspective on international business education through our empirical evidence.     

Notwendigkeit,Ziele und Inhalte einer Ethik-Ausbildung in der Betriebswirtschaftslehre

Although business administration scholars in German-speaking countries increasingly engage in business ethics research, their business schools have so far not systematically included ethics related contents into their standard curricula. Based on an understanding of business administration as an applied discipline that should not shun the scientific discussion of normative statements, this article argues that our field needs to address ethical questions not only in research but also in teaching. The subsequent analysis addresses aims, contents, and methods of teaching business ethics in higher education. Rather than teaching students ‘moral truths’, the main aim of business ethics education is seen in providing students with a variety of theories, concepts, and tools that are able to support them in ethical decision processes, which they are likely to encounter in their management careers.     

Reflections on the distinctiveness of European management scholarship

Management scholarship and the journal publication process has been increasingly criticised for being overly elitist and largely irrelevant to the needs of business. There is some justification for such criticisms. Yet, paradoxically, university business schools must resist the urge to be superficially relevant in order to be genuinely useful. I argue here that the very best of management research scholarship relies on a ‘scholarship of common sense’ that actively mirrors the very best of business and management practices. Artistic rigour, much more than technical rigour is needed. Openness, empirical sensitivity and the capacity for achieving ‘flying leaps’ of imagination, are to be preferred to procedural adherence in the research process. This alternative understanding of academic rigour and the intellectual richness and diversity of perspectives associated with it is clearly more evident in the British and European intellectual traditions. Such a European-styled management scholarship can help in actively reshaping the intellectual landscape, priorities and parameters of management research by encouraging the kind of scholarly contributions that is not simply technically rigorous, but imaginatively interesting and often counterintuitive.     

Forty years of European Management Journal: A bibliometric overview

The European Management Journal (EMJ) is a renowned peer-reviewed journal of international reputation in the fields of business and management research since 1982. EMJ publishes original and high-quality conceptual, empirical, and review research papers that contribute to the advancement of the body of knowledge and its application in the field. Until the time of this overview, 2164 papers (including 2004 articles, 96 editorials, 28 conference papers, 27 notes, and 3 short surveys) have been published in the journal between 1982 and 2020. We analyzed all these articles using bibliometric techniques to examine the impact of the journal’s publications, most productive and influential authors, and their contributions in the field of business and management research. Co-authorship among the top authors, co-occurrences of the topics, co-citations of the journals, bibliographic coupling of the authors, affiliating institutes, and countries were analyzed by applying network analysis techniques using VOSviewer software. The advancement of research in the field of management during the last decade is also critically discussed in order to understand recent developments in the field of business and management research.     

Business Legitimacy among Business Students in the United States, Great Britain, and South Africa

This study compares attitudes toward business legitimacy in three countries. Positive attitudes toward business legitimacy exist when there is a congruence between organizational activities and societal expectations. Businesses are concerned about the extent to which negative attitudes toward business legitimacy will lead to increased government regulation. The results suggest that business students in all three countries are similar in their attitudes toward business legitimacy; however, blacks have more negative attitudes toward business legitimacy than do whites. This study resulted in the validation of a scale that can be used to measure attitudes toward business legitimacy on a cross-cultural basis. Business legitimacy is a major concern in South Africa as the predominately white business community seeks to give the emerging black majority a stake in the existing economic system. This revised version was published online in August 2006 with corrections to the Cover Date.     

The same but different: HRD master’s programmes in the United States

In this study, we examined the curricular and institutional characteristics of HRD master’s programmes in the United States. Our sample included 108 programmes in 100 institutions that were self-identified as HRD programmes. Among our findings: (1) fewer programmes were located in schools of education (44%) and more were located in schools of business (28%) than indicated by previous research; (2) there was greater homogeneity in curriculum among programmes in the same institutional locations (e.g. schools of education or schools of business) and greater variation among programmes in different institutional locations; (3) the curriculum of programmes located in schools of education tended to focus on traditional educational topics such as adult learning and instructional design, while the curriculum of programmes located in school of business tended to focus on management topics such as organization development, staffing and employment law. Our findings suggest that the nature of HRD as an academic subject varies with institutional location, as do the skill sets of students who graduate from HRD programmes. Future research should take these differences into account.     

A stratified system of knowledge and knowledge icebergs in cross-cultural business models: Synthesising ontological and epistemological views

Because the lack of consensus on defining knowledge, coupled with its associated knowledge iceberg phenomenon, is a key barrier to effectively managing dispersed knowledge in the Internet-driven cross-cultural business model (CBM), we synthesised an ontological and epistemological understanding with the view of existential phenomenology, proposing a “dynamic hierarchical system of knowledge” and three primary knowledge iceberg archetypes as metaphors of cognitive variances in this context. Theoretically, this integrative perspective enriches the philosophical grounds of knowledge by transcending individual subjectivity to achieve a universal understanding of the objectivity of knowledge, thus contributing to the literature at the intersection of international business and knowledge management domains. It also responds to the calls for addressing larger, urgent problems by associating the social phenomena of reality to theoretical development. From a practical standpoint, this research is instrumental in enabling international leaders and managers to identify the cultural impediments to fulfilling their knowledge management objectives in CBMs.     

Why management professors (should) teach ethics in the classroom

This article explains in comprehensive macro and micro terms why business management professors teach or should be teaching ethics as part of their classroom subject matter. Ten different perspectives, starting with transcendental and global, and ending with departmental and individual, are presented in convincing fashion. Ethics is an extremely popular topic today inside and outside of business schools. This article summarizes why; and it attempts to encourage professors who are not yet a part of the new environmental-ethical era of the 1990s to join the movement.     

Addressing Concerns Raised by Critics of Business Schools by Teaching Multiple Approaches to Management

As part of the larger discussion of the role of business schools in society, increasing concern is being expressed about the materialist–individualist values that underpin mainstream management. However, relatively little attention has been paid to the mechanisms through which these values are taught through the content of management theory. This study examined what happened when students in an introductory management class were deliberately taught two “ideal type” approaches to management: mainstream management, which seeks to maximize productivity and profitability for shareholders; and multistream management, which seeks to achieve a balance among multiple forms of well‐being (including financial, social, ecological, spiritual, physical, aesthetic) for multiple stakeholders (including owners, employees, customers, suppliers, competitors, neighbors, future generations). Results suggest that compared with students who are taught only one approach to management, students who are taught both a mainstream and a multistream approach place lower emphasis on materialism and individualism, differ in their perception of what constitutes effective management, and may manage differently. Implications for business schools, management theory, and instruction are discussed.     

The Hype and Hope of Interdisciplinary Management Studies

Demand for multi-, if not interdisciplinary, research is currently strong, especially from funding bodies. But it often leaves little more than a shrill echo within the corridors of management departments and business schools. Academic respectability still seems to remain with the single disciplinary approach of economics, finance, sociology, etc. and also increasingly with those management subjects such as marketing, human-resource management or operations research that depend upon other social sciences for their existence, although the latter have considerable difficulty in gaining recognition and respect from those in the disciplines from which they draw their theoretical inspiration. As academics struggle to find ways of bridging their separate and distinct disciplines, practitioner divisions are being questioned and eroded as they are increasingly regarded as dysfunctional in achieving the flexibility and speedy responses demanded of the modern corporation. This paper seeks to develop an analytical understanding of the obstacles to the development of interdisciplinary research and teaching in management.     

Transformational Leadership Education and Agency Perspectives in Business School Pedagogy: A Marriage of Inconvenience?

We critique transformational leadership education in university business schools based on a literature review, a study of the websites of 21 leading business schools, and an analysis of two presentations to business school students at Massachusetts Institute of Technology and Stanford University by the former CEO of General Electric, Jack Welch. Our critique draws attention to the unresolved tension between two motivating ideas that underpin much teaching in business schools: collective interest ideas that permeate transformational leadership education; and self-interest ideas derived from agency theory. Transformational leadership tends to be depicted as a process by which leaders exert a 'top-down' influence over the activities of others, while simultaneously asserting that their organizations have a common purpose and pursue a collective interest. We highlight the risk that business schools are producing graduates who will attempt to appeal to common needs (guided by precepts of transformational leadership) but who will simultaneously enact contradictory performance management systems (guided by agency theory). We encourage business school educators in leadership to adopt approaches which are more critical, relational and reflexive. We suggest some general directions for an alternative leadership prospectus, based on followership, the promotion of critical upward communication within organizations, and the recognition of leadership as a contested, discursive and co-constructed phenomenon.     

Benchmarking of secondary schools based on Students’ results in higher education

The performance of secondary schools is usually assessed based on students’ results on national exams at the end of secondary education. This research uses data on academic achievements by first-year university students to benchmark secondary schools on their ability to lead students to success in higher education. The analysis is conducted using data of University of Porto and Catholic University of Porto, Portugal, for a three-year period, corresponding to more than 10.000 students from 65 degrees, for which the school of origin is known. A number of variables representing students’ success in Higher education were constructed for each school in our sample and aggregated through a Benefit of the Doubt indicator. Results suggest that the schools’ ranking based on schools’ ability to prepare students for university success is quite different from the ranking based on results on national exams. Given these findings, we propose complementing schools’ performance assessments (traditionally based on national exam results or indicators of value added) with indicators that account for the preparation of students for success in future challenges, which is indisputably a key objective of secondary education. We propose a composite indicator for the analysis of these complementary aims as well, and results show that frontier units indeed exhibit trade offs between traditional measures of performance and our new measure of performance.     

Building Reputations: The Role of Alliances in the European Business School Scene

How should businesses best choose foreign partners as they seek to internationalise? We use reputation theory to examine this question. Building reputation is a key aim on the European Business School scene, and this article starts by using more than 2,000 articles written by European academics in top quality journals to update the LRP research reputation rankings of European Schools. We then look at the way international research collaboration takes place, and find that alliances between schools are far from random. It seems that academics from US and European schools are strongly attracted to form alliances with one another, and the choice process appears to be consistent with reputation theory that suggests US schools seek out the most reputable foreign partners. Moreover, the “charmed circle” of high-reputation partners appears to be defined on a country-to-country basis rather than from a whole-Europe perspective. The lessons for managers in internationalising industries are that international alliance choice must include a reputation perspective, with great care being paid to the exact nature of the foreign partner's achievements.     

A pathway towards true sustainability: A recognition foundation of sustainable supply chain management

Sustainable supply chain management has developed at an exponential rate into a distinct research field, but its progress towards sustainability is rather modest, and a coherent theoretical foundation for guiding companies towards a stronger integration of sustainability into their operations and supply chains is still missing. This article outlines how the tradition of critical management studies could foster higher levels of sustainable business and sustainable supply chains. We argue that the underlying instrumental logic of contemporary corporate engagement with sustainability, driven by stakeholder pressures, is a key obstacle when aiming for ‘truly’ sustainable supply chains. Referring to a recognition perspective may dissolve the reified pursuit of profit-seeking and other merely economic performance targets to recall the genuine—and in its essence truly radical—claim that the concept of sustainable development is inherently a normative one imposed on all of us. Recognition may lead the way for companies to adopt a caring stance for people and the surrounding environment and to respond to the legitimate expectations of all groups in society while conceiving themselves as an integral part of such a society. We conclude by discussing how far the theoretical perspective of recognition is enrooted in the European tradition of institutionalised business–society relationships and therefore could be seen as a rediscovery of a genuinely European way of making business and managing supply chains.     

Knowledge management challenges in new business development: Case study observations

This paper's focus is on the knowledge management challenges that come along with technology-based new business development (NBD). NBD thrives upon the exploration of knowledge, under radical uncertainty. Furthermore, existing knowledge may both enable and constrain the radical innovation process. These characteristics make the dominant approach of knowledge management – focusing on codifying, collecting and distributing knowledge – unsuited for NBD. We suggest that knowledge management can enhance NBD by focusing on experimenting, monitoring and integrating knowledge. This is illustrated by case study observations of radical innovation processes.     

中、美、欧企业人力资源管理差异与中国本土企业人力资源管理应用研究

通过对中、美、欧企业人力资源管理特征及各自优劣势的分析,对中、美、欧企业人力资源管理存在的文化差异性、理念差异性、制度差异性、标准差异性进行比较,并结合我国经济转型时期本土企业人力资源管理现状,对中国本土企业人力资源管理应用与水平提高进行探讨,以期为我国转型经济时期人力资源管理理论研究和具体实践提供借鉴。     

Managing business portfolios in German companies

This study analyzes the behavior of top managers in managing their firms' business portfolios. A review of the existing literature provides a conceptual framework for a research design combining quantitative and qualitative techniques. Data were collected through interviews with 35 top managers of well-known German business firms and the findings of this study translated into guidelines for managers. The results suggest that successful top managers should be concerned with the social relationships and management processes within the corporate office, as well as with their use of management concepts in managing the business portfolio.