Extant literature has highlighted that business schools have been accused of promoting an educational ethos that emphasizes shareholder value and the pursuit of short-term profits and thereby preparing overly competitive future generations interested in profit maximization. This paper highlights the importance of integrating CSR into the mainstream of business schools' curricula, arguing for the responsible role that business schools should play but also emphasizing the strategic case for such integration. The paper analyzes the main challenges and opportunities that both hinder and facilitate mainstreaming of CSR at the heart of the business school curriculum and the role that the Principles of Responsible Management Education (PRME) can potentially play in this regard. The paper illustrates these drivers and constraints in the context of one specific business school in Lebanon that has successfully experimented with CSR mainstreaming, leading to a nuanced reflection on the pos...

For several centuries the Middle East was socially, economically, and technologically advanced. One of the reasons for this was its people’s appreciation of and openness to knowledge creation and dissemination. This trend lasted from the 8th to the 13th centuries (Aubert and Reiffers 2003). Knowledge became the most important and determining factor for economic growth. The impact and contribution of this wealth of knowledge were felt and appreciated across different sectors and disciplines and acknowledged beyond the region and around the world. However, things changed drastically in the 18th and 19th centuries following the Industrial Revolution. In the 21st century, with oil exploration and an economic boom in some parts of the region, investment and attention was redirected to building state of the art infrastructure in various sectors, including education and health, as Middle Eastern countries prepared to engage with and integrate in the knowledge society. To date, investments allocated to sectors such as education, information infrastructure, research and development, and innovation have been insufficient in most Middle Eastern countries (Aubert and Reiffers 2003), when compared to other regions, including emerging economies. However, increasing attention is being paid to these sectors compared to past decades and more concrete achievements have been realized in recent years. Education in the Middle East has consistently faced a variety of challenges. According to the World Bank, the quality of education in the region is falling behind other regions and needs urgent intervention and reform in order to address issues associated with unemployment (Gavlak 2008). Although the knowledge ecosystem, including awareness, education, training, and lifelong learning, represents a cornerstone for development and growth in the Middle East, there is still a lot that needs to be done before the education sector becomes a catalyst for economic production and development and a driver for societal growth (Holmes 2008). Moreover, higher education plays an invaluable role within society because it creates additional opportunities for development and provides knowledge transfer for students and other stakeholders, and promotes change, creativity, innovation, and progress (Wilkens 2011). Over the last few decades successive governments in the region sought to expand enrollment to formal education and improve the quality and efficiency of education service delivery (Welmond 2006). Education and lifelong learning should be considered as the invaluable foundation upon which most economic and social strategies are based, and policies and directions are built. Therefore, education should be made a top priority if the national objective is to realize effective and sustainable economic development and growth in the long term. Building a knowledgeable society remains an integral platform for creating jobs, improving standards of living, and becoming more competitive as a nation. The impact is usually realized following years of strategic planning in which synergies are established among key stakeholders in the economy. Moreover, modern education and lifelong learning policies are increasingly being defined in terms of economic development, growth and timely global competition (Shirazi 2010). The key challenges facing the Middle East could be summarized in three main points: an increase in educational disparity within countries; a constant decrease in the quality of education, despite an ongoing increase in per capita education expenditure; and the mismatch and growing divide between market needs, in terms of capacity and skills, and what the educational system has to offer in terms of output (UNDP 2002). Moreover, there are factors that impact higher education such as, but not limited to, regional and international geopolitical challenges, student mobility and the impact of emerging technologies, in addition to socioeconomic development and growth.

Extant literature has highlighted that business schools have been accused of promoting an educational ethos that emphasizes shareholder value and the pursuit of short-term profits and thereby preparing overly competitive future generations interested in profit maximization. This paper highlights the importance of integrating CSR into the mainstream of business schools' curricula, arguing for the responsible role that business schools should play but also emphasizing the strategic case for such integration. The paper analyzes the main challenges and opportunities that both hinder and facilitate mainstreaming of CSR at the heart of the business school curriculum and the role that the Principles of Responsible Management Education (PRME) can potentially play in this regard. The paper illustrates these drivers and constraints in the context of one specific business school in Lebanon that has successfully experimented with CSR mainstreaming, leading to a nuanced reflection on the possibilities of a real paradigmatic change in the context of higher management education at this critical juncture and what it is going to take to catalyze a real transformation beyond " bells and whistles " and mere rhetoric.

Amid the emergence of the 21st century, a new era of modern business has set in India. Liberalization and globalization of Indian economy have provided challenges and opportunities to our new business and which has necessitated re-engineering of the present management education system. Recently, Union Budget is also decreasing the fund for higher education in India for the last five years. This research is focused mainly on existing problems and challenges which are needed to be addressed and seeks to provide the solution thereabout. At present in India, there exists three-tier management education administration i.e., Indian Institutes of Management (IIMs), Entrepreneur's and prestigious industry run best management institutes and management departments of Universities. Besides this, private B-Schools and non-statutory business training institutions also impact business education leading to MBA degree or PGDM diploma. Unfortunately, most of the students don't get the job in the completion of the course. In most of the cases, even the best student doesn't cater to the needs of the market because in the formal education system the gap between what is taught and what is demanded by the market is evident. Hence, an urgent need to rethink and redesign the management courses has arisen. It discusses the rationale of re-engineering of the whole management education system i.e, Admission, Instruction, Infrastructure, Regulation, Examination, Certification, Training and Placement etc.

Institutional Ranking in higher education space has become a very important practice and management institutions across the world are greatly profited by the published global rankings based on various criterions. The ranking is usually publicised depending upon Institutional infrastructure, their employment &placements, teaching pedagogy, research output, faculty-student ratio, international linkage, application of technology in teaching-learning process etc. In this study, we have chosen to research the placement strategies of global top 10 listed institutions 2017 by Financial Times (FT) to ascertain a meaningful picture of their career offerings and strategies in attracting market. An effort is also being put towards exploring various strategic industry-interaction initiatives and interview scheduling practices of top ranked world's management institutions. Their student career statistics are also examined and analysed to ascertain the learning outcome arising post implementation of identified strategies.

Although the US business school model has come to dominate the business school landscape, European schools have developed their own identities, styles and approaches to management education. In particular, they focus on reflective, integrative and actionbased learning, public sector management and public policy issues and offer a greater sensitivity to international relations. This paper explains the evolution of business schools on both sides of the Atlantic and using evidence from rankings published annually by the Financial Times, addresses the key features of European business schools. It then maps the competitive characteristics and the relative strengths and advantages of European schools over their US counterparts.

This paper describes a unique seven-year program involving a business school, the Rotman School of Management and the development of entrepreneurs in a low-income community, Toronto’s Regent Park neighbourhood. The success of the program was a result of the breadth of involvement by a number of constituents of the business school including administration, faculty, and alumni. There is a diverse set of approaches to partnerships between business schools and local communities across the world.  The Rotman School of Management Small Business Program for Regent Park and surrounding areas was offered in the form of ten weeks of classroom lectures by business school faculty, combined with coaching support by business school alumni. The program ran for seven years, with an average of 25 students per class, on a total estimated budget of CDN $45,000. Based on breadth of participation by the business school; and the seven year iterative and continuous improvement process implemented for the program; the Rotman Small Business Program for Regent Park was successfully able to provide a high level of educational value for participants on a minimal total budget. Describing lessons learned from the seven years of the program enables business schools and communities with existing or potential partnership projects to optimize program decisions instead of repeating lessons learned in similar contexts. The primary lessons learned from the program include: first the need to modify business school course content to a small business context, and second the need to expand the metrics of success to include additional educational outcomes. The ultimate objective of this paper is to provide sufficient information for potential replication of all or part of the partnership program, for academics and practitioners interested in the interaction of business schools and local communities.

Shiny new, Exactly same ISBN as recorded, Please twofold check ISBN cautiously before requesting. Pleasant book for the understudies or individual who need to do things any other way Packing was extraordinary CD along book is amazing. In any case, it look any longer to get it than whatever other book that I have bought through Amazon-two months from the time I requested it. It came after I required it for a book read. Great book, less than ideal conveyance.

The chapter examines the current status of CSR practices in Nepal encompassing four critical issues: (1) awareness and perception of stakeholders (customers and employees) towards the CSR practices of firms; (2) corporate understanding and general CSR practices of Nepali firms; (3) the regulatory and government policy regime towards promoting responsible business; and (4) current status of university syllabi on CSR education.

Sustainability issues, given their potential scale of impact and urgency, have captured the imagination of both corporations and academic institutions everywhere. This paper examines how such problems and their potential solutions have been incorporated into higher education, particularly business school education in India. With over 3,600 business schools in the public and private sector, business education in India has proliferated. However, students by and large still remain unexposed to sustainability and disaster management concepts in their curriculum.  The underlying factors for this include, lack of institutional capacity, issues related to faculty motivation and incentives, lack of recruiter interest and limited availability to high quality resource material.  Further, while several schools in India focus on sectors relevant to sustainability, inter-organizational linkages have not developed and business school generally operate independently.  This paper examines the way forward to deeply integrate sustainability principles into the core curriculum of business schools. Measures suggested include creating communities of practice among academia and industry, building a resource base of teaching materials for easy access by faculty, and several measures to strengthen institutional capacity.

This article explores the concept of entrepreneurial ecosystems and its complementary parts of entrepreneurial universities, entrepreneurship education, university business incubators, and university-enterprise-government-civil society collaboration, all in the context of the promise of stimulating economic development, generating employment, and creating innovative ventures whether in technological or service businesses. These issues are discussed in an attempt to provide greater understanding of the fragmented concepts from theoretical and practice viewpoints. An empirical investigation of a university business school is conducted to measure its progress as the hub of an effective entrepreneurial ecosystem. An insider action research perspective is adopted to assess the stage of development of the ecosystem elements in pursuit of the achievement of the entrepreneurial ideal. Emphasis is placed on the need to develop strong collaboration among key stakeholders for achieving success in building an effective entrepreneurial ecosystem based on a quadruple helix system.

RESUMO Este trabalho aborda as possibilidades de modelagem matemática de sistemas através de equações diferenciais, com ênfase aos sistemas pertencentes ao ramo das Ciências Naturais. Dependendo do problema de interesse, esta modelagem pode ser feita de forma analítica ou de forma computacional. A seleção dos sistemas analisados neste trabalho foi feita, por um lado, através de um estudo da literatura padrão na área e, por outro, a partir de entrevistas com os professores de diferentes áreas de pesquisa da Faculdade UnB Planaltina.

The aim of the study is to identify the factors influencing students' choice behaviour when selecting elective courses of study. We conducted 12 semi-structured interviews of students who had experienced or had enrolled for a single course delivered by the same faculty at a leading management school in India. We teased out considerations and reasons employed by the students in making their choices and reported key factors that play a role in their choice behaviour. Our study confirms the importance of pedagogical design, supports the observation that the students' choice behaviour is rational, and offers pointers to faculty when designing and structuring elective courses. Many educational programs offering master's level education in professional areas are structured to include a choice of courses (electives) for the students. The students choose their elective mix from a basket of courses depending on their interests and career objectives, subject to fulfilling the degree requirements expressed as specified aggregate course credits. An elective course is confirmed only if it obtains a specified minimum number of electors. It is not clear how the students make their choices. We conducted a qualitative study of the considerations employed by students in making their choices and report key factors influencing the choice behaviour. Our study confirms the importance of pedagogical design and supports the observation that the students' choice behaviour is rational. We offer pointers to faculty when designing and structuring the elective courses. For the study, we identified a single institution — Indian Institute of Management, Kozhikode (IIMK). The Post Graduate Program (PGP) is IIMK's flagship program offering master's level education in management. The program requires students to stay full-time on the campus for a duration of two years, divided into six trimesters (terms). The first year of the program imparts 61 credit compulsory foundation-level courses. The second year offers a mix of compulsory and elective courses aggregating to a minimum of 42 credits 1. The basket of electives consists of courses offered by 1 PGP booklet by Indian Institute of Management, Kozhikode

Abstract: This paper aims to present a principle to the business school institution that have slight familiarity in espousing benchmarking toward better performance. This is done since designing performance management system, espescially in defining key indicators is essential in achieving improvement process and better service. One approach to assist institution -notwithstanding with some pitfalls in it- is benchmarking. Moreover given the fact that industry best practice may never be found as it also relate with organizational culture, the criteria to adopt benchmarking strategy become crucial. The study conducts through a series of descriptive study to top nine Indonesia’s business schools. The research stages start with literature surveys of several published article in international journal related with benchmarking criteria and adoption that have been done by previous researchers. Followed by descriptive study through observation, interviews, document reviews, and filling out the questionnaire by the dean or vice dean of academic as well as the quality assurance administrator. By accomplishing analysis, it revealed four factors with internal factors as the most influential factors on benchmarking criteria and adoption, followed by functional; competitive factors; and the last is process, and along with factor analysis came up ten criteria for benchmark strategy implementation. By carrying out such research finding, it will be useful as a basis for decision maker in formulating the business school’s strategy for enhancing the global competitiveness for the foreseeable future.
Keywords: Benchmarking Criteria; benchmarking adoption; PMS; business school

This article is aimed to review the business school curriculum development through Quality Function Deployment (QFD) model. The QFD, a product development mechanism originated in Japan is used for curriculum development in many scholarly works. This article reviews the use of the QFD, process of using the QFD and ultimate utility of using the QFD in business school curriculum development. However, as the area is very big, structured literature review approach is adopted to conduct the study. Structured literature review is accredited where knowledge is very vast and when it is tough to pool the knowledge on specific area. Through the literature investigation it is found that application of QFD in business school curriculum has been improved with the improvement of the basic QFD model. The literature synthesis indicates that the QFD is a useful tool for business school curriculum development considering the reality of business school. The study identifies the factors that have to be set as target point in business school curriculum and way of achieving the target.

Much of business education is designed to equip people with ambitions and perceived high fliers for future roles. Performance support can also help people to excel today, as well as be relevant and able to understand and tackle whatever might be encountered tomorrow. It can complement, supplement or replace ‘traditional’ approaches to education and training, making superstar assistance available to larger numbers of people, as and when required.

South Asian Management Forum (SAMF) is a biennial Forum organized by the Association of Management Development Institutions in South Asia (AMDISA). The forum aims to bring together management experts, scholars, practicing managers, business leaders, policy administrators and other academicians from different countries of South Asia on a platform to discuss various connected issues and share their research findings. The 13th SAMF 2015 is being held in Colombo, Sri Lanka on March 26-27, 2015. The last conference was held in Pune, India in 2013.
The theme of the 13th SAMF 2015 is “Management and Sustainability – South Asian Perspective”. Besides plenary sessions there are concurrent sessions where papers are presented by leading academic/research scholars from the participating countries. The deliberations should result in evolving the blueprint of an Action Plan which can be considered for implementation of SAARC Countries with SAARC Secretariat and AMDISA as nodal agencies.

The response to the Call for Papers was overwhelming and 50 abstracts were received from all parts of South Asia. The Editorial Board and the Panel Reviewers carried out a rigorous selection and evaluation process to select the best abstracts and the final papers.  The criterions used in evaluating full papers are Significance of the theoretical and methodological contributions, Degree to which the manuscript fits the theme of the conference,  Appropriateness of the literature review, Adequacy of the design and execution of the study, Appropriateness of the analysis, Quality of the discussion and interpretation of the results, Clarity of presentation, Implications for practitioners, academicians and scholars. Finally, 20 papers were selected to be presented during the concurrent sessions.  Owing to the constrain of space, this volume carries the abstracts and not the full papers, however it is expected to publish some of the full papers as proceeding in the near future.
Finally, it may be said that the papers should generate great interest among the delegates and participants by raising serious questions and creating value adding discussions and dialogues, which would subserve the objective of the Forum.

In a world of supercapitalism, the tensions between business and public interests are expected to rise, thereby calling corporations to assume new roles in society. In response to this trend, corporations will be in demand of an innovative kind of leadership exercised at all levels by a new breed of ethical, reflective and creative decision-makers. Among the qualifications involved in developing the leadership skills of these decision-makers, the MBA stands out as a world’s leading one. However, empirical research conducted in English and French business schools indicates that MBA curricula are not typically designed to provide participants with a broader understanding of leadership that could fully engage them in their learning experiences. To improve this situation, MBA lecturers and curriculum developers need to broaden their educational agenda by means of a reconceptualisation of leadership studies. Drawn from the empirical findings mentioned above and the work of Barnett on criticality, this paper proposes a pedagogical framework for leadership studies that involves three levels of leadership criticality combined with the three domains of critical beings. The objective is to provide a basis for the development of appropriate learning activities that will encourage MBA participants to strive towards developing themselves as critical beings namely, to think and act in such a way that the societal imprint of corporations will be more ‘attuned’ with the ideals of democracy, social justice, and sustainable development.

Abstract—Daily growing of Internet technologies presents
complicated opportunities and challenges to organizations and
guiding them to develop new managerial roles and practices.
Academic researchers and business associations worldwide,
conducted several studies, which emphasized on clarifying
managers’ skills and competences, but there isn’t an overall
outlook on today’s requirements for e-commerce management.
Different companies have different points of view on what the
e-commerce manager’s roles and functions are. Some businesses
believe that e-commerce management includes marketing
functions; others dedicate it to IT functions or web design and
web development. In fact, e-commerce managers are in charge
of all related aspects of their business, from financial perspective
to website maintenance. Moreover, managerial decisions play a
substantial role in organization’s performance efficiency and
competitiveness in the irregular electronic era. So it is crucial
for business owners to be aware of latest e-skills to get their
business started successfully or either to help it develop. This
paper studies why and how e-commerce managers are trained to
deploy IT infrastructures for their business achievements.
Particularly, as e-commerce introduces new ways to
international business in which even small firms can operate as
global rivals, this article aimed to have a brief overview about
e-commerce management and e-skill training in current
business.

Index Terms—Business needs, business schools, electronic
commerce, managerial e-skills.

This article reviews the critics of business schools from different stakeholder viewpoints—including academia, NGOs, corporations, institutions and public opinion—in regards to their responsibility for the many economic crises and ethical misbehaviours witnessed in the last 50 years and that have led to the escalation of several major world sustainability problems. What emerges is that, despite critics have been risen several times and by multiple stakeholders at different times, such responsibility has never been fully acknowledged and, as a result of this, current business school programmes are still lacking an important focus on ethical behaviour and systemic thinking—identified in this article as two major contributors to possible solutions for the major issues the world is suffering today. Yet, some very encouraging examples of innovative and responsible business education have now started to emerge and gain the attention of the public, academia and other interested stakeholders.

Purpose – The purpose of this paper is to provide information about the extent to which sustainability is integrated into business school education and learning in the Asia Pacific region.

Design/methodology/approach – A survey was developed, and administered to business schools in the Asia Pacific region. In addition to measuring the number of courses and programs integrating sustainability, the study solicited qualitative observations by respondents, to provide information and insight into the issues.

Findings – The research found that whereas corporate governance, sustainability and business ethics were quite commonly taught in business schools, they were not generally prioritized. There was also an overall lack of systematic approaches to the integration of sustainability in business curricula, and significant barriers to the integration of sustainability into programs remained.

Originality/value – This is the first region-wide survey of sustainability in business education in the Asia Pacific region.

Overview The intent of this study was to get a more nuanced picture of academic workloads, incentives and other institutional programmes aimed at supporting and rewarding business school academics. Although there are a number of different surveys that collect data on these issues they are mainly done within the context of accreditation agencies, government monitoring bodies or at an aggregate university level by various publication. This work was meant to fill in the gap that has made a lot of that information less than operational, particularly with respect to the management of business school academics. In this report, we utilise individual responses or institutional aggregates where appropriate. We also make comparisons between administrators and faculty and across regions where there are meaningful differences to be highlighted. Who Was Studied? The survey was conducted in two waves. The first focused on Deans and Associate/Pro-Deans of Research, dominantly in UK and European business schools. The second wave was open to all and targeted both academic administrators and ordinary academics. The idea of doing this in two waves was to generate variety in responses-e.g., between those setting the 'incentives' and those subject to those 'incentives'-as well as getting information about what the 'standard' might be at an institution versus what the reality was at that institution for specific individuals.

The thesis is a qualitative, multi-site case study of leadership development within the South African retail banking sector. It responds to the call for qualitative research to explore and give voice to the South African and other developing contexts within the predominantly Western-centric literature. It poses questions on the day-to-day organisational and lived realities of leadership and its development within this context. It is an enquiry of the forms and realities of aligning, designing and integrating leadership development, which leads to deliberation on the possibility of integrative frameworks. This follows from the thesis drawing together the reviews of the state of leadership and leadership development and how the thematic of alignment and integration is approached therein and within the human resource, management and organisational literature. Through this it develops an argument that the mainstream assumptions and programme-based approach to leadership development, including the remedial attempts to address this, do not provide the space to theoretically and empirically attend to, and engage with, the realities, complexities, contingencies and contestations at the individual, team, organisational, sector, national and global levels.

The thesis explores this within the South African retail banking sector. This is done through qualitative interviews on, and thematic analysis of, the various mandates, purposes, funding and ways of configuring and managing leadership development within the banks’ Leadership Development Centres and the Banking Sector Education and Training Authority’s (BankSeta) International Executive Development Programme (IEDP) which is hosted at a local Business School.

The thesis explores how leadership development is formalised, shaped, configured and managed as a function, purpose, programme and developmental process within the above sites, and how these are navigated, negotiated, enacted and embodied over time by the various stakeholders. It draws out the thematic of layered journeys; that is, the evolving and ongoing organisational, programmatic, pedagogic, personal and individualised journeys within the banks, BankSeta and
the Business School. The journeys illustrate how leadership development evolves, opens up and differentiates over time at the different sites and levels as well as foregrounds the realities, complexities, contingencies and contestations therein. Through these journeys one appreciates the varied forms, perspectives, basis, sites, agency and spaces for designing and integrating leadership development and how these evolve, including how the standardisation, tailoring and customisation evolves. The deliberate, emergent, contingent and relational nature of designing and integrating, and the journey’s thematic, point to the limits of the mainstream assumptions and programme-based approach to leadership development.

The thesis suggests a critical theoretical stance as an alternative as it provides space to critically attend to, engage with, and undertake the journey, task and process of aligning, designing, integrating and managing leadership development. It proposes ways to locate this task and process within the integrative theoretical models of leadership and the fields of instructional design, curriculum design and design of artefacts as well as the literature on the evolving human resources function, the identity work therein, and on space and place. It then suggests an organising model that can serve both as a guide for developing an open, modular platform and an analytical framework. In this way, the thesis contributes to the question and task of integrative frameworks of leadership development.

Keywords: context, post-Apartheid, banking, leadership, leadership development, alignment, design, customisation, integration, pedagogy, journey, programme, function, centre, modular, platform

Following presentations in September 2012 at the British Academy of Management Conference in Cardiff in a session dedicated to examining the implications of open access publishing for the discipline of management and the ensuing debate, we were fired up to write a collective response. We felt that the editorial section of the British Journal of Management would be an appropriate platform on
which to voice our concerns with regard to the unfolding proposals on open access and to suggest ways forward. Clark, Floyd and Wright (forthcoming) have examined the implications of open access for the Journal of Management Studies.We take the debate further, and examine a number of unintended consequences of the open
access policies of the UK Coalition Government on the discipline of business and management (Ghobadian, Baruch and Özbilgin, 2013).

This paper reviews the teaching of business ethics at 70 of the top ranked business schools in the United States and internationally as determined by Business Week magazine. Interviews were conducted with deans, associate and assistant deans, directors and faculty with a survey instrument focusing upon ethics in the curriculum, modifications to the ethics curriculum, and assessment of learning.

In recent years, marketing practice has increased in complexity, becoming more challenging. This situation demands that marketing professionals be better prepared to face the difficulties of the market. Business schools play a key role in training marketing professionals. However, there is a strong divide between the expectations held by marketing professionals and those held in academia. This chapter considers this phenomenon from a theoretical point of view and explores its causes. The author argues that business schools are able to play a key role in bridging theory and practice in marketing. The chapter closes by offering several suggestions for how business schools might increase the relevance of marketing research while reducing the gap between marketing theory and practice. In particular, the chapter offers a set of policies that business schools can implement in order to close this gap.

Abstract. Daily growing of internet technologies presents complicated opportunities and
challenges to organizations and guiding them to develop new managerial roles and
practices. Academic researchers and business associations worldwide, conducted several
studies which emphasized on clarifying managers’ skills and competences, but there isn’t
an overall outlook on today’s requirements for e-commerce management. Different
companies have different points of view on what the e-commerce manager’s roles and
functions are. Some businesses believe that e-commerce management includes marketing
functions; others dedicate it to IT functions or web design and web development. In fact, ecommerce
managers are in charge of all related aspects of their business, from financial
perspective to website maintenance. Moreover, managerial decisions play a substantial role
in organization’s performance efficiency and competitiveness in the irregular electronic era.
So it is crucial for business owners to be aware of latest e-skills to get their business started
successfully or either to help it develop. This paper studies why and how e-commerce
managers are trained to deploy IT infrastructures for business achievements. Particularly,
as e-commerce introduces new ways to international business in which even small firms
can operate as global rivals, this article aimed to have a brief overview about current
business and academic attempts which lead to managerial e-skills improvement and
achieving desirable competitive advantages.

Keywords: electronic commerce, managerial competences, e-business skills, business
needs, business schools.

The paper begins with a literature review revealing an evolution in management towards responsible management and as well a call for changes at the educational level. From the theoretical findings, it appears that responsible management remains quite undefined as such. Empirical studies about business schools' education are scarce. Management Studies 43(1), pp.93-114. Wood, D. (1991). Corporate Social Performance revisited. The Academy of Management Review 16(4), pp.691-718. Appendices App. 1: Template to evaluate the business schools Grille d'évaluation éducation managériale -SAMPLE Analyse stratégique de l'établissement : Norwegian University of Science and technology, school of research Norway CONTEXT Description The Educational research school is intended to strengthen research focused on different management strategies and management tools in schools, how these function in practice and how the political aim of social equality is realized in different educational situations. A core area for research is how recent educational policies, reforms and methods used in schools have contributed to a strengthening or weakening of the idea of 'schools for all', irrespective of gender, social class, ethnicity and family background.

Professional bodies face a variety of challenges. This article explores a more-cost effective way of undertaking many of the core activities of professional bodies and providing communities of professionals with 24/7 support.  Evidence from early adoptions of performance support set out in three recent reports (Transforming Knowledge Management, Talent Management 2, Transforming Public Services) suggests that professional bodies could be revitalized to such an extent that the heyday of many of those institutions that originated in the nineteenth century may be yet to come. They could be instrumental in creating a better future for their members, business and the wider public.

Extrait d'article paru dans la revue Savoir/Agir.

Allouch, A. (2019). Être dominée et fabriquer des élites: Une secrétaire des Grandes écoles au travail. Savoir/Agir, 48(2), 91-98.

Article complet disponible au lien suivant : https://www.cairn.info/revue-savoir-agir-2019-2-page-91.htm?contenu=resume