The Tension in Business Education Between Academic Rigor and Real-World Relevance: The Role of Executive Professors

Clinebell, Sharon; Clinebell, John M.

doi:10.5465/amle.2008.31413867

Cited by 94 publications

(57 citation statements)

References 7 publications

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“…Likewise, S. Clinebell and Clinebell (2008) explained the critical need to develop and include both a strong academic and real-world experience to develop student skills needed for success.…”

Section: Educator and Student Challengesmentioning

confidence: 99%

Academic engagement of hospitality students

Schoffstall

Arendt

Brown

2013

Journal of Hospitality, Leisure, Sport & Tourism Education

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Student academic engagement has been researched over the years, drawing limited conclusions and suggestions for improvement. In this study, researchers utilized National Survey for Student Engagement data from a large Midwestern university to examine the academic engagement of hospitality management students and compared their engagement to business students. It was found that 50% of the participating hospitality students spent 11 h or more each week preparing for classes. For both groups, finances were reported as the biggest obstacle to academic progress. The research study provides an examination of hospitality students' academic engagement. Suggestions are presented for hospitality educators.

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Section: Educator and Student Challengesmentioning

confidence: 99%

Academic engagement of hospitality students

Schoffstall

Arendt

Brown

2013

Journal of Hospitality, Leisure, Sport & Tourism Education

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“…Indeed, pressure from employers with regards to the expectation that undergraduate-level education should reflect labor market requirements has pushed the issue of labor market linkage to the forefront of recent debates about quality in higher education (Clinebell and Clinebell, 2008).…”

Section: Mislem: Objectives and Rationalementioning

confidence: 99%

Satisfaction with Knowledge and Competencies: A Multi-Country Study of Employers and Business Graduates

Azevedo

Ormerzel

Andrews

et al. 2012

American Journal of Economics and Business Administration

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Problem statement:This study critically discusses findings from a research project involving four European countries. The project had two main aims. The first was to develop a systematic procedure for assessing the balance between knowledge and competencies acquired in higher, further and vocational education and the specific needs of the labor market. The second aim was to develop and test a set of meta-level quality indicators aimed at evaluating the linkages between education and employment. The project was designed to address the lack of employer input concerning the requirements of business graduates for successful workplace performance and the need for more specific industry-driven feedback to guide administrative heads at universities and personnel at quality assurance agencies in curriculum development and revision. Approach: The project was distinctive in that it combined different partners from higher education, vocational training, industry and quality assurance. Project partners designed and implemented an innovative approach, based on literature review, qualitative interviews and surveys in the four countries, in order to identify and confirm key knowledge and competency requirements. This study presents this step-by-step approach, as well as survey findings from a sample of 900 business graduates and employers. In addition, it introduces two Partial Least Squares (PLS) path models for predicting satisfaction with work performance and satisfaction with business education. Results: Survey findings revealed that employers were not very confident regarding business graduates' abilities in key knowledge areas and in key generic competencies. In subsequent analysis, these graduate abilities were tested and identified as important predictors of employers' satisfaction with graduates' work performance. Conclusion: The industrydriven approach introduced in this study can serve as a guide to assist different types of educational institutions to better align study programs with changing labor market requirements. Recommendations for curriculum improvement are discussed.

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“…In addition, studies by Murname, Willett, Duhaldeborde, and Levy, (1995); and Lee and Lee (2009) had established the relationship between academic programmes at higher education institutions and high demand on graduates by employers. Toward certain point, Clinebell and Clinebell (2008) had emphasized the need for critical courses offered to be thought by actual and experienced practitioners. They called these practitioners "executive professors" who can deliver knowledge in the course contents to match with the current educational needs of the industry.…”

Section: Introductionmentioning

confidence: 99%

“…There are studies regarding how academic courses at higher education institutions lack of relevancy in terms of the actual working practice and application (see Pteffer & Fong, 2002;Mohamad Hanapi, Zahiruddin & Mohd Shah, 2003;Nagalingam & Sivanand, 2004;Rohaizat, 2004;Bennis & O"Toole, 2005;Clinebell & Clinebell, 2008;Lang, 2009;Bettinger & Long, 2009). In addition, studies by Murname, Willett, Duhaldeborde, and Levy, (1995); and Lee and Lee (2009) had established the relationship between academic programmes at higher education institutions and high demand on graduates by employers.…”

Section: Introductionmentioning

confidence: 99%

Oliva Model in Malaysian Logistics Curriculum: A Conceptual Framework Paper

Daud

Ahmad

Johari

2012

IJLD

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This paper proposes an attempt to set out a conceptual framework for the application of Oliva Model in logistics curriculum at Malaysian higher education institutions. The need for a conceptual framework was due to the lacking of literatures pertaining to Oliva Model in Malaysian logistics education; and thus requires future empirical studies. Two main issues are tackled: Oliva Model as a curriculum theory, and the need to study this Model on logistics curriculum. In this context, the paper elaborates the Oliva Model as a theoretical foundation for curriculum development in logistics programs. The designing and evaluating components in the Model are expected to provide logistics students with optimum knowledge both in logistics as well as non-logistics.

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The Tension in Business Education Between Academic Rigor and Real-World Relevance: The Role of Executive Professors

Cited by 94 publications

References 7 publications

Academic engagement of hospitality students

Academic engagement of hospitality students

Satisfaction with Knowledge and Competencies: A Multi-Country Study of Employers and Business Graduates

Oliva Model in Malaysian Logistics Curriculum: A Conceptual Framework Paper

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