Values in Business Schools: The Role of Self-Selection and Socialization

Arieli, Sharon; Sagiv, Lilach; Cohen-Shalem, Efrat

doi:10.5465/amle.2014.0064

Cited by 68 publications

(77 citation statements)

References 56 publications

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“…To find whether self‐selection occurs, it is important to examine value profiles of people at the very beginning of their career, before they were socialised to internalise the values prevalent in their profession or organisation. Arieli and her colleagues () studied the value priorities of freshmen, comparing business and social work students in an Israeli university. The researchers focused on these two academic departments because they express opposing value patterns, despite being similar in many structural respects (e.g., teaching‐programme structure, selection processes, and acceptance thresholds).…”

Section: Value Profile Of Managersmentioning

confidence: 99%

“…To examine whether students’ values change in light of the socialisation they experience during their studies, Arieli and colleagues () compared the value patterns of first‐ and third‐year business and social work students. The findings did not reveal any value difference between the two cohorts.…”

Section: Value Profile Of Managersmentioning

confidence: 99%

“…Self-transcendence values, expressing care for others, are particularly important to teachers, psychologists, social-workers, physiotherapists and counsellors, whereas the opposing self-enhancement values, expressing the motivation for success, dominance and control, are particularly important to economists, businesspeople, accountants, and managers (e.g., Sagiv & Schwartz, 2000;Knafo & Sagiv, 2004;Gandal, Roccas, Sagiv, & Wrzesniewski, 2005;Nosse & Sagiv, 2005;Bardi et al, 2014;Arieli, Sagiv, & Cohen-Shalem, 2016;Ariza-Montes et al, 2017).…”

Section: Values and Occupationsmentioning

confidence: 99%

“…Similar value patterns were found in research investigating business schools, where many managers-to-be gain their training. An emphasis on self-enhancement was documented in organisational artifacts (Arieli et al, 2016), among faculty members (Arieli, 2006), and among business students in the UK (Bardi et al, 2014), Finland (Myyry & Helkama, 2001), and Israel (Arieli et al, 2016).…”

Section: Value Profile Of Managersmentioning

confidence: 99%

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Values at Work: The Impact of Personal Values in Organisations

2019

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This paper reviews and integrates past research on personal values in work organisations, seeking to portray the role personal values play in shaping the choices and behaviour of individuals in work settings. We start by addressing the role of values in the occupational choice people make. We then review research on the relationships of personal values to a variety of behaviours at work. We continue with discussing the multiple paths through which managers’ values affect organisations and their members. In the last section, we address the interplay between organisational levels, and discuss the congruency between personal and organisational values and its implications for organisations and their employees. Together, the research reviewed indicates how the broadness and stability of values make them an important predictor of behaviour at various levels of the organisation. We end by discussing directions for future research on values in organisations.

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Section: Value Profile Of Managersmentioning

confidence: 99%

Section: Value Profile Of Managersmentioning

confidence: 99%

Section: Values and Occupationsmentioning

confidence: 99%

Section: Value Profile Of Managersmentioning

confidence: 99%

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Values at Work: The Impact of Personal Values in Organisations

2019

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“…Some research has investigated the relationship between values and business education (see for instance Arieli, Sagiv, & Cohen-Shalem, 2016;Krishnan, 2008;Wang, Malhotra, & Murnighan, 2011), particularly in light of a growing debate on the possible counterproductive influence business education has on students (see for instance Fougère, Solitander, & Young, 2014;Giacalone, 2004). Much of this discussion centres on the idea that through continued exposure to the assumptions underlying economic theory (that is, that humans are inherently rationally calculating, self-interested beings), individuals will internalize those assumptions, which in turn makes individuals behave accordingly (Bauman & Rose, 2011).…”

Section: Business Students and Self-enhancementmentioning

confidence: 99%

Are Business Students Prepared for the World of Business? Self‐interest, Conformity and Conflict Styles

Petersen

Ford

2018

Can J Adm Sci

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While conflict management is a central capability in the business world, it gets relatively little attention in most business schools. In a study of undergraduate and graduate students at a Canadian university, we investigate the roles personal values play in the relationship between majoring in business and students' conflict management propensities. We find that business students hold more narrowly selfinterested, as well as more conformist and traditionalist, values than students in other disciplines, with the implication that business students may be more prone to conflict avoidance and less likely than other students to engage with conflict collaboratively. We discuss both self-selection and socialization as possible explanations, and the implication this has for business education and curriculum development. Résumé Même si la gestion des conflits est une compétence indispensable dans le monde des affaires, elle reçoit relativement peu d'attention dans la plupart des écoles de commerce. Dans cette étude qui porte sur des étudiants de premier et deuxième cycles d'une université canadienne, nous examinons le rôle que les valeurs personnelles jouent dans la relation entre la spécialisation en affaires et les propensions des étudiants à gérer les conflits. Nous constatons que les étudiants inscrits en administration des affaires ont des valeurs plus étroitement liées à l'intérêt personnel et des valeurs plus conformistes et traditionalistes que les étudiants d'autres disciplines, ce qui les rend peu enclins à éviter les conflits et moins prompts à s'engagerdans une démarche collaborative. Nous examinons à la fois l'autosélection et la socialisation comme explications possibles de ce comportement et mettons en évidence leur implication sur la formation et l'élaboration des curricula.

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