Teaching management in the Arab world

Ali, Abbas J.; Camp, Robert C.

doi:10.1108/09513549510082332

Cited by 22 publications

(11 citation statements)

References 8 publications

(10 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is a widespread call for more creativity and innovation and more entrepreneurial education programmes. Ali and Camp (1995) argue that one problem facing the educational system in the Arab world, for example, is the heavy reliance on foreign management theories and models; they note that solving societal problems effectively is critically linked to the educational system and that most programmes are inadequate for meeting the demands of contemporary business practice and the needs of a new generation. Similarly, Atiyyah (1993) maintains that there is evidence 'that the effectiveness of these programmes is generally low due to inadequate needs analysis, irrelevant curricula, non-participative training techniques and lack of reinforcement'.…”

Section: Discussion and Concluding Remarksmentioning

confidence: 99%

Business Education: Addressing the ‘What’ Question

Almoharby¹

2008

Industry and Higher Education

View full text Add to dashboard Cite

In an attempt to diversify the economy and stimulate private enterprise development, government agencies and private institutions in many countries have emphasized the importance of setting up and developing small and medium-size enterprises and promoting entrepreneurship. An important question confronting policy makers, however, is how they can both promote local economic growth and enhance social development. Undergraduate and graduate business education is seen as a prerequisite if the objectives of economic growth are to be realized. This paper calls for a serious evaluation of current business education, particularly in Middle Eastern countries. As US business schools start to encounter numerous problems concerning the validity and viability of business courses and their methods of delivery, critical debates have arisen. The overwhelming majority of business schools in the Middle East are imitations of US schools and hence suffer similar problems. This paper seeks to raise awareness of such debates to stimulate more discussion and so to address issues of concern. Research propositions are formulated to serve as a basis for phase two of this study, which will involve empirical data collection. Thus the contribution of the paper lies in the adaptation of established knowledge and theory to meet specific challenges in the emerging economies of countries in the Middle East and beyond.

show abstract

Section: Discussion and Concluding Remarksmentioning

confidence: 99%

Business Education: Addressing the ‘What’ Question

Almoharby¹

2008

Industry and Higher Education

View full text Add to dashboard Cite

show abstract

“…Students typically went to neighboring Arab countries, where since the 1960s, universities had offered U.S.-style business education with American curricula delivered by U.S.-educated Egyptian-Iraqi academics (Ali & Camp, 1995;Findlow, 2005). Europe and the United States were also popular destinations.…”

Section: The Americanization Of Business Education In the Uaementioning

confidence: 99%

“…The establishment of the higher education system and the import of Western university practices, 1970Western university practices, -1995 When the UAE federation was formed in 1971, there was not a single university, and university-level education therefore had to be sought abroad (Mahani & Molki, 2011;Wilkins, 2010). Students typically went to neighboring Arab countries, where since the 1960s, universities had offered U.S.-style business education with American curricula delivered by U.S.-educated Egyptian-Iraqi academics (Ali & Camp, 1995;Findlow, 2005). Europe and the United States were also popular destinations.…”

Section: The Americanization Of Business Education In the Uaementioning

confidence: 99%

Accelerating the Americanization of Management Education

Juusola

Kettunen

Alajoutsijärvi

2015

Journal of Management Inquiry

View full text Add to dashboard Cite

The Journal of Management Inquiry astutely predicted in 2004 that the Americanization of business education would not just continue but increase. Ten years later, it is arguable that the acceleration of the Americanization of management education has exceeded all expectations. To theoretically build toward understanding how and why the American business education model has been adopted to different extents, this comparative study builds on the institutional logics perspective, arguing that different institutional logics can potentially explain the various forms and patterns of Americanization and how they are manifested in the world's business schools.

show abstract

“…It has long been recognized that American management theories and practices may not be relevant or compatible for successful implementations in societies with different cultural values (Ali and Camp, 1995; Coldwell and Moerdyk, 1981).…”

Section: Literature Reviewmentioning

confidence: 99%

Learning organizations without borders? A cross-cultural study of university HR practitioners’ perceptions of the salience of Senge’s five disciplines in effective work outcomes

Coldwell

Fried

2011

Int'l Jnl of Cross Cultural Management

View full text Add to dashboard Cite

The learning organization has been put forward as an effective way of conflict management through the adoption of the disciplines of personal mastery, mental models, team learning, systems thinking and shared vision (O'Keefe and Stewart, 2004; Fisher-Yoshida, 2005), but this depends to a large extent on the transferability of the concept cross-culturally (Fisher-Yoshida, 2005). This paper investigates the transferability of the learning organization concept in British, German and South African contexts with a sample of university-based human resource (HR) management employees. Specifically, the paper investigates the comparative importance of Senge's (1990) learning organization disciplines in generating effective work outcomes among HR employees in three different national cultural contexts. It is suggested that the importance of the learning disciplines in different countries may be influenced by prevailing cultural differences. The study interrogates the notion that the model provides a globally relevant tool for general applications in effective work outcomes. A survey was conducted utilizing HR practitioners employed by three separate universities in three countries (the United Kingdom, South Africa and Germany). Specific measuring instruments were constructed to operationalize Senge's (1990) model. Results suggest influences of national culture on emphases put on specific aspects of the five disciplines in effective work outcomes.

show abstract

Teaching management in the Arab world

Cited by 22 publications

References 8 publications

Business Education: Addressing the ‘What’ Question

Business Education: Addressing the ‘What’ Question

Accelerating the Americanization of Management Education

Learning organizations without borders? A cross-cultural study of university HR practitioners’ perceptions of the salience of Senge’s five disciplines in effective work outcomes

Contact Info

Product

Resources

About