Agents of American hegemony in management education: Evidence from Malaysia

Jamil, Rossilah

doi:10.1016/j.ijme.2015.09.002

“…All three components of management development, namely, management education, management training and on-the-job experience are important for preparing MBA students for future managerial positions. Several recent authors have studied business schools (Harrington & Kearney, 2011;Hommel & Thomas, 2014;Mitroff et al, 2015;Paton et al, 2014;Syed & Omar, 2016), MBA programs (Baruch, 2009;Datar et al, 2011;Jamil, 2015;Varela et al, 2013) and development of students in business schools (Khurana, 2010;Muff et al, 2013;Örtenblad et al, 2013) from different perspectives. However, collective development of complex managerial skills, critical self-reflection on action learning and specifically offering work-based learning experiences to MBA students in organizations remain an emergent area of study.…”

Section: Summing Upmentioning

confidence: 99%

“…Master of Business Administration (MBA) in particular is considered as an elite management education program because of its value in employer organizations and preference by many business students (Baruch, 2009;Pimpa, 2009). However, recent authors (Datar, Garvin, & Cullen, 2011;Harrington & Kearney, 2011;Hommel & Thomas, 2014;Jamil, 2015;Mitroff, Alpaslan, & O' Connor, 2015;Muff, 2012) highlight some disappointments and assert that business schools are deviating from their primary purpose of professionalizing the business community (Khurana, 2010) and at the same time business schools are not properly serving their stakeholders (Thomas, Thomas, & Wilson, 2013). In addition, business schools have been neglecting public and environmental interests in management education programs, causing business schools and management education being partially responsible for the Global Financial Crisis of 2008 (Muff et al, 2013;Örtenblad, Koris, Farquharson, & Hsu, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…The debate on insufficiencies in business schools in the management literature is growing and theorists are primarily discussing problems versus solutions in the context of industrialized and developed nations. Comparatively less focus has been paid to disclose similar or additional concerns of business schools and deficiencies in MBA programs in the developing countries context (Jamil, 2015;Ly, Vickers & Fernandez, 2015;Maddison, 2013;Saks, Tamkin, & Lewis, 2011). In fact, there is massive shortage of managerial capital in the developing nations (Nabi & Liñán, 2011) and business schools being academic institutions have opportunities to overcome those insufficiencies (Paton, Chia, & Burt, 2014).…”

Section: Introductionmentioning

confidence: 99%

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The purpose of this study is to explore factors that reinforce or obstruct business schools in Pakistan to develop managerial knowledge, skills and work-based learning experiences of MBA students. The study is prompted by growing debates about insufficiencies in business schools to prepare MBA graduates based on managerial capital needs in the regional markets. To understand the reasons of insufficiencies from business school's viewpoint, this study employs qualitative interviews to explore factors that reinforce or obstruct business schools. Deans, faculty members and administrators of five different business schools in Hyderabad, Pakistan participated in this study. Responses of the participants are transcribed into verbatim reports and description of findings is structured in SWOT analysis format. Findings show sixteen different factors, comprising of four strengths, seven weaknesses, three opportunities, and two threats. There are more number of weaknesses of business schools to develop MBA students. However, business schools have some strengths and opportunities which they may utilize and improve. Radical changes would strive from the higher education authority. Conceptual framework presented in this study recommends that higher education authority may lead the change, cooperate between business schools and stakeholders, and support business schools to develop future managers and leaders through MBA programs.

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“…Master of Business Administration (MBA) in particular is considered as an elite management education program because of its value in employer organizations and preference by many business students (Baruch, 2009;Pimpa, 2009). However, recent authors (Datar, Garvin, & Cullen, 2011;Harrington & Kearney, 2011;Hommel & Thomas, 2014;Jamil, 2015;Mitroff, Alpaslan, & O' Connor, 2015;Muff, 2012) highlight some disappointments and assert that business schools are deviating from their primary purpose of professionalizing the business community (Khurana, 2010) and at the same time business schools are not properly serving their stakeholders (Thomas, Thomas, & Wilson, 2013). In addition, business schools have been neglecting public and environmental interests in management education programs, causing business schools and management education being partially responsible for the Global Financial Crisis of 2008 (Muff et al, 2013;Örtenblad, Koris, Farquharson, & Hsu, 2013).…”

Section: Introductionmentioning

confidence: 99%

Factors influencing management development of MBA students: Exploring concerns of business schools in Pakistan

Syed¹,

Omar²,

Bhutto³

2018

JGBI

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The purpose of this study is to explore factors that reinforce or obstruct business schools in Pakistan to develop managerial knowledge, skills and work-based learning experiences of MBA students. The study is prompted by growing debates about insufficiencies in business schools to prepare MBA graduates based on managerial capital needs in the regional markets. To understand the reasons of insufficiencies from business school's viewpoint, this study employs qualitative interviews to explore factors that reinforce or obstruct business schools. Deans, faculty members and administrators of five different business schools in Hyderabad, Pakistan participated in this study. Responses of the participants are transcribed into verbatim reports and description of findings is structured in SWOT analysis format. Findings show sixteen different factors, comprising of four strengths, seven weaknesses, three opportunities, and two threats. There are more number of weaknesses of business schools to develop MBA students. However, business schools have some strengths and opportunities which they may utilize and improve. Radical changes would strive from the higher education authority. Conceptual framework presented in this study recommends that higher education authority may lead the change, cooperate between business schools and stakeholders, and support business schools to develop future managers and leaders through MBA programs.

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“…To the general US community, one of the effective ways of spreading US influence and promoting security is through promoting US education to foreigners. Jamil (2015) asserted that "the greatest American influence lies in the capitalist ideology embedded in its management theories, education and practices" and that most of world's best managers have had some education in the US business schools (Jamil, 2015, p.303). Following the September 11th attacks, president Bush advocated for not only attracting foreign students to US schools but also sending US students to study abroad to foster goodwill, learn foreign cultures, and language.…”

Section: Significance Of Research Problemmentioning

confidence: 99%

American experience : an interpretative phenomenological analysis of how African international students make meaning of their experiences in the US Universities

Ssebuwufu¹

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A lot of importance is attached to the presence of international students in the US universities.However, little effort has been made in producing specific studies about groups of international students with low student populations. As the number of international students in the US is on the rise, the number of students from Africa continues to be low as are the studies about them.African international students (AIS) are in most cases represented by studies made about other populations with an assumption that such populations can represent the AIS as well. This study was based on the realization that there is need for specific studies about AIS, where they are the subjects in such studies and not objects. It was aimed at understanding the actual experiences of AIS and how they make meaning of their experiences in US universities. The study was guided by Kymlicka's liberal multicultural theory and Critical race theory. An IPA was used and engaged six AIS who were purposively sampled. The guiding question of the study was; how do AIS make meaning of their experiences in US colleges and universities and how do they think (or feel) their experiences can be improved? The study found that AIS are never openly coerced to adopt the US culture, but they feel that society expects them to discard their cultures and beliefs in preference for US cultures. Professors were credited for playing an empowering role to the AIS. However, the study also found that there are some professors who do not seem to appreciate the uniqueness of the AIS. It was found that many people in the US rely on misinformation when dealing with people from Africa. Finding a suitable approach to teaching AIS is still a challenge. Overall, the AIS were appreciative of the education they receive in the US because of its emphasis on real life application. However, they were skeptical as to whether that education is suitable for the life situation in some of the African countries.

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Agents of American hegemony in management education: Evidence from Malaysia

Cited by 10 publications

References 38 publications

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Factors influencing management development of MBA students: Exploring concerns of business schools in Pakistan

American experience : an interpretative phenomenological analysis of how African international students make meaning of their experiences in the US Universities

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