Re‐storying the Business,Innovation and Entrepreneurial Ecosystem Concepts: The Model‐Narrative Review Method

We propose a novel literature review method in order to systematically trace and reveal the dominant narratives of a body of literature: the model‐narrative review method. We apply this method to an ever‐growing literature on ecosystems in business studies, as it resembles a rich knowledge base with somewhat competing, overarching stories, replete with emplotted characters, systematic puzzles and embellished scientific drama. To interpret these unfolding storylines, we both separately engage with and connect seminal work on business, entrepreneurial and innovation ecosystems. Through thematic reading we map the key themes and scientific puzzles in each ecosystem type. Through enstoried reading we identify how authors construct the plot, narrative setting, emplotted characters, narrative voices and moral lessons around ecosystems. Through rhetorical reading we explicate the rhetorical devices and strategies that claim the relevance of their work. Our findings expose a number of hidden meanings and underlying assumptions, adding transparency to ecosystem rhetorics and enhancing conceptual clarity. Altogether, this method offers a systematic construction of model‐narratives to synthesize and critically reflect upon similarities and differences between related concepts and opens up space for alternative research questions.     

Of those who plan: A meta-analysis of the relationship between human capital and business planning

Business planning is a popular managerial practice, especially in the SME context. Yet, literature presents diverging perspectives regarding business planning and the role it fulfills for the individuals leading these organizations. To advance research, we focus on evidence regarding factors that determine whether and how individuals engage in business planning. Drawing on human capital concepts and the theory of planned behavior, we scrutinize how education and different prominent work experience types influence business planning behaviors. We use meta-analysis to aggregate data on 8095 observations leading SMEs from 31 independent data sets. We find critical differences in planning behaviors relating to human capital types, as well as to whether individuals engage in substantive planning processes or the specific preparation of a formal business plan. Implications of our findings for research on business planning are discussed.     

Business and Management Impact Assessment in Research Excellence Framework 2014: Analysis and Reflection

The evaluation of research impact is likely to remain an important element of research quality audits in the UK for the foreseeable future. With this paper, we contribute to debates on impact and relevance of business and management studies research through an analysis of Research Excellence Framework 2014 impact scores within the business and management unit of assessment. We offer insights into the organizational contexts of UK business schools within which impact is produced, drawing attention to the issues of linkages with research intensity, grant income generation, research team size, career stage and gender of academics, and whether impact activity is focused on private or public sector organizations and national or international reach. We put forward recommendations for managers responsible for business schools and higher education policymakers regarding management and organizational policies and processes, as well as possible changes to the rules guiding future research excellence audits.     

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.     

Re-imagining Relevance: A Response to Starkey and Madan

Starkey and Madan (2001) propose that changing conditions of knowledge production mean that business schools face an increasing relevance gap which, if they do not respond, will be filled by management consultants and corporate universities. In this response, I question the core assumptions of their analysis, suggesting that they misunderstand both the historical role and present practices of universities and business schools. In particular they fail to understand the complexities of knowledge production, its relationship to practice and the importance of 'independence' which is the unique contribution that universities make to society. I argue that their proposal to bridge the relevance gap would, if adopted, have the effect of leaving business schools with no defensible social role. Thus, ironically, their 'solution' to the challenges facing business schools would in fact exacerbate the problems they currently face.     

Workforce/Population,Economy, Infrastructure,Geography, Hierarchy,and Time (WEIGHT): Reflections on the Plural Dimensions of Disaster Resilience

The concept of resilience and its relevance to disaster risk management has increasingly gained attention in recent years. It is common for risk and resilience studies to model system recovery by analyzing a single or aggregated measure of performance, such as economic output or system functionality. However, the history of past disasters and recent risk literature suggest that a single-dimension view of relevant systems is not only insufficient, but can compromise the ability to manage risk for these systems. In this article, we explore how multiple dimensions influence the ability for complex systems to function and effectively recover after a disaster. In particular, we compile evidence from the many competing resilience perspectives to identify the most critical resilience dimensions across several academic disciplines, applications, and disaster events. The findings demonstrate the need for a conceptual framework that decomposes resilience into six primary dimensions: workforce/population, economy, infrastructure, geography, hierarchy, and time (WEIGHT). These dimensions are not typically addressed holistically in the literature; often they are either modeled independently or in piecemeal combinations. The current research is the first to provide a comprehensive discussion of each resilience dimension and discuss how these dimensions can be integrated into a cohesive framework, suggesting that no single dimension is sufficient for a holistic analysis of a disaster risk management. Through this article, we also aim to spark discussions among researchers and policymakers to develop a multicriteria decision framework for evaluating the efficacy of resilience strategies. Furthermore, the WEIGHT dimensions may also be used to motivate the generation of new approaches for data analytics of resilience-related knowledge bases.     

How can research contribute to the implementation of sustainable development goals? An interpretive review of SDG literature in management

Organizations often face challenges in incorporating the sustainable development goals (SDGs) into their strategic agendas. Despite the availability of guidelines from leading practitioners, such guidance often lacks the scientific insights provided by academia. In this study, we examine the integration of scholarly management literature into practical guidelines for achieving the SDGs. To do so, we first examined nine practitioner guidelines offered by well-reputed consulting firms, multilateral organizations and non-profits, from which we identified four underlying general processes: prioritizing SDGs to the most relevant strategic goals of firms, contextualizing the SDGs to firms’ geographical and industrial contexts, collaborating with other organizations and stakeholders to make more impactful progress and innovating via business process remodelling. Using these four processes as an overarching framework, we then conducted an interpretive literature review to mine highly cited sustainable development-related papers in the management field covering an 11-year period (2010–2020). From these studies, we derived novel connections to all four stages to offer a more robust and scientifically informed process-based framework for SDG adoption. We discuss multiple scholarly implications, including the importance of enhancing knowledge about the various phases of the SDG adoption model, developing research on understudied SDGs, and expanding theoretical and methodological approaches to SDG research. Additionally, we provide a more grounded SDG adoption model with significant practical implications.     

Who is it That Would Make Business Schools More Critical? Critical Reflections on Critical Management Studies

We suggest in this paper that whilst exploring how to make business schools more critical we must also turn a critical and reflexive lens upon ourselves, critical management thinkers. Our endeavour is outlined here as a 'reflexive journey' in which we turn upon ourselves, academics who identify as 'critical' thinkers, the theories we use to analyse others. Our focus is upon critical management education. We use three vignettes drawn from our previous research. One is of graduands from the postgraduate programmes on which two of us teach, the second an analysis of knowledge transfer programmes in which we have participated, and the third a study of the construction of academic identities. The first study shows the academic teacher may become an internalized, judgemental gaze, the second that what we see as a critical approach may be construed by our students as another 'truth' that fails to encompass the complexities of organizations and management, and the third encourages us to ask some questions about our own positions. This causes us to ask some uncomfortable questions about our own positions as critical management scholars and the ways in which we conceptualize business schools and our colleagues who work in them.     

再论管理研究中的关系:“关”与“系”的交互视角

在系统回顾现有关系研究文献基础之上,结合关系研究和社会网络理论,区分双边联系(即“关”)和多边网络(即“系”)两大不同视角,重新梳理文献。在此基础上,对未来关系研究如何整合“关”视角和“系”视角提出了系统性建议,尤其是构建“关”与“系”二者整体性与动态性交互的核心机制体系,提出了包括信任转让、信任转化、“佛面”效应、多重结构四大交互机制,通过阐述“关”“系”互动机制,重新解读“关系”。     

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.     

Interdisciplinary and Interorganizational Research: Establishing the Science of Enterprise Networks

We review and discuss the evolution of interdisciplinary and interorganizational research in operations management and suggest directions for future investigations. The proposed operations management research focus is one that embraces a more holistic view of an “extended enterprise” which involves working with a new business model—the organization as a network. This methodology starts by treating the organization as a system that is enabled by information technology and is characterized by ubiquitous information sharing across traditional enterprise. Proper integration of technology, business processes and people factors needs to be developed to create higher value from networked enterprises. Operations management research future lies in establishing this science from an interdisciplinary perspective. We analyze this perspective in the context of papers published in the first 50 issues of Production and Operations Management and the related literature.     

Bridging Practice and Theory: A Design Science Approach

Despite ambitious efforts in various fields of research over multiple decades, the goal of making academic research relevant to the practitioner remains elusive: theoretical and academic research interests do not seem to coincide with the interests of managerial practice. This challenge is more fundamental than knowledge transfer, it is one of diverging knowledge interests and means of knowledge production. In this article, we look at this fundamental challenge through the lens of design science, which is an approach aimed primarily at discovery and problem solving as opposed to accumulation of theoretical knowledge. We explore in particular the ways in which problem‐solving research and theory‐oriented academic research can complement one another. In operations management (OM) research, recognizing and building on this complementarity is especially crucial, because problem‐solving–oriented research produces the very artifacts (e.g., technologies) that empirical OM research subsequently evaluates in an attempt to build explanatory theory. It is indeed the practitioner—not the academic scientist—who engages in basic research in OM. This idiosyncrasy prompts the question: how can we enhance the cross‐fertilization between academic research and research practice to make novel theoretical insights and practical relevance complementary? This article proposes a design science approach to bridge practice to theory rather than theory to practice.     

Leadership in the Academic Field of Business and Management and the Question of Country of Origin: A Commentary on Burgess and Shaw (2010)

With globalization in business academia expanding and deepening, it is timely to question the validity and utility of the concept of country of origin as a base category for comparative cross‐cultural research and theory development. In their contribution in the British Journal of Management, Burgess and Shaw (2010) rank the most productive institutions and countries contributing to board membership of top ranked journals on the basis of their country of origin. Taking their findings as a starting point for our discourse, we re‐analyse their database, in addition to our own investigations. We contend that while country of origin may be an appropriate category for between‐countries comparison of multinational entities, it is of little use when comparing meta‐national institutions, such as top tier refereed journal boards and the globalized business/management schools from which they are drawn. Our findings point towards the need for finer differentiation of what constitutes the concept country of origin, but also that its relevance should be questioned in, at least, globalized contexts. The question we pose extends to any pertinent ‘globalized’ topic within and without business and management.     

Anxiety, Politics and Critical Management Education

The focus of this paper is a discussion of anxiety and politics as they relate to business school pedagogy. Using ideas from critical management education (CME), the paper explores why and how to engage with the anxiety mobilized through attempts to learn. The aim is to discuss emotional and political dynamics that are generated, and too often avoided, in management education. Making these dynamics overt in the classroom can help managers to comprehend the political context within which management takes place. Examples informed by CME are presented, as well as reflections from the author on the anxiety and politics that emerge for the critical management educator in a business school context. The contribution in the paper is to show the way that anxieties and politics within the business school classroom offer opportunities to change how business schools approach the teaching of managers. CME adds value to management education because it challenges what and how individuals and groups expect to learn, and consequently it challenges assumptions about how learning takes place within business schools. Such challenges are seen as an important and integral part of 'making the business school more critical'.     

The Sharing Economy Globalization Phenomenon: A Research Agenda

Sharing economy firms have been able to achieve global levels of success at an unprecedented pace. In this study, we focus specifically on internet-based firms that allow rent appropriation from temporary utilization of underutilized assets. By looking at these firms' main characteristics and the current dynamics revolving around their internationalization process, we develop a framework to guide future research drawing from a business ecosystems perspective. The business ecosystem approach is a promising theoretical lens to assess this phenomenon due to its more holistic view of multisided network effects and multiple stakeholders' participation that can vary across nations. We note that the sharing economy phenomenon has spurred worldwide adoption of platform businesses which, in turn, creates a great opportunity for future research to extend current theories by exploring why, when, and how these firms expand into new countries. We argue that further research on sharing economy firms and its interactions with different national ecosystem configurations can provide important insights to theory as well as relevant information to managers and policymakers.     

Leadership and the three faces of integrity

Recent scholarship in business and leadership strongly suggests that integrity is not fundamentally a moral concept. This paper presents an account of leadership integrity that defends its ethical meaning while identifying important cognitive structures that clarify the confusion surrounding integrity attributions. The paper begins with a brief review of historical, philosophical, and business discussions of integrity. Using the insights from these discussions, I argue that integrity is fundamentally, but not exclusively, a moral concept that supports the ethical claims of leadership theories. I then review current leadership theories and derive a definition of integrity as a moral concept. Using this definition, I explain how a leader's integrity is founded on identity-conferring commitments to values and then describe three types of leadership integrity to better understand these constructs. I conclude with a few research questions that seek to advance leadership integrity research with the goal of advancing our understanding of ethical leadership.     

What Influences Business Academics’ Use of the Association of Business Schools (ABS) List? Evidence From a Survey of UK Academics

The development of the Association of Business Schools (ABS) list in 2007 and its rapid adoption by UK business schools has had a profound effect on the nature of business and management academics’ ways of working. Using a large‐scale survey of UK business academics, we assess the extent to which individuals use the Academic Journal Guide (AJG/ABS) list in their day‐to‐day professional activities. In particular, we explore how their perceptions of the list, the academic influence of their research, academic rank and organizational context drive the varied use. Building on prior research on the importance of univalent attitudes in predicting behaviour, we find those who have either strong positive or negative views of the list are more extensive users than those who are ambivalent. We also find that the extent of use of the AJG/ABS list is greatest among those academics who have lower academic influence, in the middle or junior ranks within business schools and in middle and low‐status universities. We explore the implications of these findings for the value of journal rankings and for the management of business schools.     

Heterogenous internationalization processes of emerging economy MNEs: A review and research agenda

The internationalization of emerging economy MNEs (EEMNEs) is a major topic in international business (IB) research. IB scholars testing the applicability of existing internationalization theories to EEMNEs, or developing new EEMNE theories, have failed to explain that the heterogeneity in EEMNE internationalization is due to their being based in different countries, being active in different industries, and having different resource endowments. With these differences investigated mostly in isolation, the research to date has been fragmented. We take a more holistic view. Our paper synthesizes the literature to show that heterogeneity in EEMNE internationalization processes are due to the interaction between country, industry, and firm and this allows us to explain the “where,” “how,” “when,” and “how much” of it. We use a top-down approach, that is, how macro-level and industry factors impact firm-level ones. We disentangle studies on home-country, industry, and firm-level antecedents to internationalization, which yields rich insights. We develop an integrative framework that identifies the antecedents of EEMNE internationalization and their interrelationships. We then use the framework to review and summarize past research, outlining gaps and contradictions, and most importantly, we present crucial findings. Finally, we propose research questions that we believe will advance the EEMNE internationalization field.     

Re-Focusing the Business School Agenda

This commentary agrees with Starkey and Madan (2001) that business schools must incorporate Mode 2 production methods if they are to be significant knowledge producers in the future. We reinforce their specific suggestions about how that might be accomplished by focusing on learning from early Mode 2 attempts, promoting practitioner research, seeking business co-sponsorship and sheltering some Mode 1 practices and values, including longitudinal reflective research and information storage. We also argue, however, that business schools must go beyond such tasks, difficult and expensive though they are. The way business and business schools currently operate, and are being encouraged to operate, does not address the broader issues of human relevance that concern James March (1998) and others. The gap here is a risk for business and society, and appears to require new, Mode 3, methods of knowledge production.