In business education, research is not a matter of choice, but one of the usual way of keeping yourself uptodate in current practices, issues and possible solutions. And, it can also be integrated with your teaching.

1. Research as Intellectual Competence
for Sustainable Business Education in Digital
Economy
K.B.C. Saxena
Fortune Institute of International Business,
New Delhi
21 September 2012
Seminar presentation given to Jaipuria Institute of Management, NOIDA faculty

2. Do we know as ‘management faculty’, which
economy our business environment is in?
• Agrarian economy
• Industrial economy
• Service economy
• Information economy
• Experience economy(Pine, 1986)
• Knowledge economy
• Attention economy (Davenport, 1998)
• Digital economy(Aldrich, 1997)
Research as Intellectual Competence 2

3. Digital Economy
An economy based on electronic goods and
services produced by an electronic business and
traded through electronic commerce; i.e. a
business with electronic production and
management processes and that interacts with its
partners and customers and conducts its
transactions through Information Technology.
In this new economy, digital networking and
communications infrastructure provide a global
platform over which people and organizations
devise strategies, interact, communicate,
collaborate and search for information.
High velocity turbulent, hypercompetitive business
environment
3Research as Intellectual Competence

4. Need for Research in Contemporary
Environment
• In stable business environments, organisations could
afford to respond slowly to changes.
• In today’s high velocity, hypercompetitive digital
economy, the organisations need to be adaptive to
remain competitive and persist as a business over
time.
Research as Intellectual Competence 4

5. Dynamics of Managing Knowledge in
Digital Economy
The faster the rate of change
The faster the rate of knowledge obsolescence
The faster must be the rate of knowledge creation
Research as Intellectual Competence 5

6. New knowledge is created by
ReseaRch!
Research as Intellectual Competence 6

7. Research
(as defined in the context of FIIB)
In FIIB, research is defined as a broad
spectrum of intellectual work ranging
from academic research (involving new
knowledge creation), to applied (practice-
oriented) research (involving improving
management practices), to pedagogical
research (involving creation of new
learning methodologies and tools).
Research as Intellectual Competence 7

8. • Sustaining – it helps sustain people,
communities and ecosystems.
• Tenable – it is ethically defensible,
working with integrity, justice,
respect and inclusiveness.
• Healthy – it is itself a viable system,
embodying and nurturing healthy
relationships and emergence at
different system levels.
• Durable – it works well enough in
practice to be able to keep doing it.
Sustainable Business Education
8Research as Intellectual Competence

9. FIIB as Adaptive Business School
`
Sense
Respond
Learn
9Research as Intellectual Competence

10. Research
Environments
Business
Knowledge
Education
Sense
Sense Sense
Respond
Respond Respond
Learn
Learn Learn
10
Adaptive Research Environments
Research as Intellectual Competence

11. Research as Intellectual Competence 11
Knowledge
Creation
Knowledge
Dissemination
Knowledge
Impact
Research Value Chain in a
Business School

12. Research Value-adding Cycle
Research as Intellectual Competence 12
Knowledge Creation
Knowledge
Dissemination
Knowledge
Impact

13. Research Types, Audiences, Outputs
& Impacts
Academic Research
Audience: academic
peers, research
students
Outputs: papers, conf.
publications,
monographs,
dissertations
Impact: journal impact
factor, citations,
funding support/
awards
Applied Research
Audience: management
practitioners,
consulting clients,
students
Outputs: papers/articles,
reports/studies,
books/monographs
Impact: industry
adaptation/best
practice, IP creation,
consulting practice
Research as Intellectual Competence 13
Pedagogical Research
Audience: trainers,
students, teachers,
MDP participants
Outputs: management
cases, business
games/simulations,
innovative courses
Impact: academic
adaptation, IP
creation

14. From Practice-oriented to Academic
Research
Research as Intellectual Competence 14
Descriptive
Research
(What is going on?)
Descriptive Research – Theory testing
(Why is it going on whatever is going on?)
Prescriptive Research –
Theory building
(Why is it going on
whatever is going on?)

15. Research as Intellectual Competence 15
Asian Management Research Quality
“…most of the research effort has simply scratched the surface, largely
limited to simplistic comparisons that provide no insight into underlying
processes. The result is a lack of theory development, which in turn leads
to low levels of contribution to management research and practice.
Questions of similarities and differences – comparative research using
both replications and in-study comparisons – have clearly been the
dominant concern of researchers focused in Asia. The comparisons,
however, are normally benchmarked to US contexts, and they have been
largely limited to understanding the differences as opposed to examining
the processes that give rise to these differences.”
- White, S. “Skimming the Surface: Rigor and Relevance in Asian Management
Research”, INSEAD Working Paper.

16. Key to Scholarship
Research as Intellectual Competence 16
Observe the phenomenon &
think

17. Towards Thought-leadership
O A A S
Observe
Analyse
Analogise
Synthesise
Research as Intellectual Competence 17

18. Research Opportunity in the Digital Economy
Research as Intellectual Competence 18
Activity
Information
Knowledge
Informate
activityInfer/ Learn
from Activity
Apply Knowledge/
Innovate

19. The LIKA Paradigm of Research at FIIB
Listen
Informate
Knowledgeate
Activate
`
Observe/ contextualise
Infer/
learn
Theorise/ solution design
Apply
theory/
solution
19Research as Intellectual Competence

20. Research comes from Scholars, but where are they?
Research as Intellectual Competence 20
`
Knowledge Acquisition
Knowledge Dissemination
Knowledge Processing
Knowledge Development
Reader
Writer
Processor
Thinker Scholarship

21. Building FIIB as a Research-based
Institution!
Research as Intellectual Competence 21
Depth of Research
Breadth of
Research
Pedagogical
Applied
Academic
Few Faculty Members Most Faculty Members
FIIB

22. Research as Intellectual Competence 22
Engaged Scholarship Framework for Research
Growth
Reality
Theory
Model
Solution
Problem
Form
ulation
Theory Building
Research
Design
Problem
Solution
Engage those who experience
and know the problem.
Understand context and
formulate the problem.
Engage knowledge experts in
relevant disciplines.
Create, elaborate and justify a
theory by abduction, deduction
and induction.
Engage research experts for
collaborative/ doctoral
research project.
Develop research methodology
to study theory.
Engage intended audience to
understand and use solution
through training/consulting.
Communicate, interpret findings
with intended audience.

23. Using Students for Practice-oriented
Research
• Organisational studies as student projects in
electives
• Organisational study through Course of Independent
Studies (CIS)
• Organisational studies through doctoral students’
supervision
• Use of FIIB as the organisation for study by students
Research as Intellectual Competence 23

24. Research as Intellectual Contribution
• Research and scholarship of a business school faculty in the form of
intellectual contributions are essential to:
– Contribute to the advancement of knowledge of management theory,
practice, and/or learning/pedagogy
– Ensure intellectual vibrancy across and among faculty members
contributing to the currency and relevancy of management education
programs
– Ensure the business school contributes and is an integral part of an
academic community of scholars across all disciplines within an institution
and in a larger context.
-“Accreditation Standards”, AACSB
• Research excellence of a business school contributes to the brand
recognition of the school, to its capacity to attract high quality
faculty and good students, to the quality of its programmes, to its
capacity to attract funding, and to its ability to provide usable
knowledge to its corporate clients.
-Standards & Criteria for Accreditation, EQUIS
Research as Intellectual Competence 24

25. Categories of Intellectual Contributions
• Type I activities: Significant intellectual contributions
1. Peer-reviewed international journal paper
2. Editorially reviewed international journal article
3. Scholarly or practitioner books, text books, or book revision
4. Scholarly book chapters
• Type II activities: Major intellectual contributions
1. Peer-reviewed national journal paper
2. Cases in a refereed journal or published by an international case
clearing house
3. Cases in scholarly, practitioner or text-books
4. Externally funded (national or international) research grants with
funding of more than reuppes two lakhs
5. Articles in proceedings of an academic or professional conference
Research as Intellectual Competence 25

26. Categories of Intellectual Contributions (cont.)
• Type II activities: Major intellectual contributions (cont.)
6. Instructional software/game, instructional materials such as
instructor’s resource manual for text books
7. Paper presentation at an academic or professional conference
8. Serving as editor or associate editor for an international peer
reviewed journal
• Type III activities: Other intellectual contributions
1. Publicly available material describing the design and
implementation of new curricula, new courses, or new teaching
methods. Publicly available research working papers; book
reviews; published reports on consulting projects
2. Other scholarship products that exist in written form, either
electronic or hard copy, and are available for scrutiny by academic
peers or practioners: Blogs/blog-posts; leading discussion forums;
podcasts, etc.
Research as Intellectual Competence 26

27. Which topic/domain to study?
Research as Intellectual Competence 27
Start-up
High growth
Mature domain
[High risk, high gain
[Low risk, low gain
e.g. Consumer Behaviour,
Leadership, Supply Chain
Management]
[e.g. digital marketing, crowdsourcing,
cloud computing]
e.g. social media processes, business model
innovation, business practices engineering]

28. Getting Funding for Research
• Self-support: make it your PhD thesis project.
• Seed project – FIIB funding
• AICTE funding
• International collaboration funding
• International agency [EU, UN bodies, etc.] funding
Research as Intellectual Competence 28

29. Seed Research Projects
• Seed research projects can be proposed by FIIB
faculty to kick-start new research projects targeted
at external research sponsorship.
• The seed research grant would be given on the basis
of the merit of the proposal for projects of duration
not more than 6 months.
• Seed research grants are mainly for the support of
data collection, such as conducting surveys and
research-based travelling expenses, research
assistant hiring, etc.
Research as Intellectual Competence 29

30. Research through Centres of Excellence
“Excellence is the result of caring more than others think is WISE, risking
more than others think is SAFE, dreaming more than others think is
PRACTICAL, and expecting more than others think is POSSIBLE.”
-Anonymous
There are two Centres of Excellence at FIIB:
1. Sustainability Development Centre (SDC)
2. Centre for Service Innovation and Business Agility
(CeSIBA)
There is also a practitioner centre:
1. FIIB Case Research Centre (FCRC)
30Research as Intellectual Competence

31. Centres of Excellence Benefits
• Individual Membership
• Corporate Membership
• Research Collaboration
• Sponsored Research
• Consulting Projects
• Executive Training
31Research as Intellectual Competence

32. Environment Change
(FCRC)
Agility
(CeSIBA))
Sustainability
(SDC)
Innovation
(CeSIBA)
Managing Sustainability at FIIB:
Research for Sensing and Design
32Research as Intellectual Competence

33. Current Key Research Themes
»Sustainability
»Open Innovation
»Social Media
»Business Models
»Business Practices
33Research as Intellectual Competence

34. Sustainability Development Centre (SDC)
• Founded in 2011, with a mission to lead the study and
practice of sustainable development in the NCR, the India,
and the world through complementary programs of research,
education and community outreach.
• The SDC is unique in its integration of diverse interests to
develop creative, balanced, achievable solutions to the
environmental, economic and social challenges facing the
organisations and communities.
• We see the interconnected nature of the ‘sustainability
challenge’ as central to SDC’s work – through its projects,
interdisciplinary teaching, training and research – to better
understand the connection between environment, economic
prosperity and social justice.
34Research as Intellectual Competence

35. SDC’s Key Focus Areas
• Business sustainability
• Green supply chain management
• Green information technology
• Green marketing
35Research as Intellectual Competence

36. Recent Research at SDC
• Green supply chain practices in India (Dr Sadia Samar
Ali)
• Developing a green IT maturity model (Prof Swanand
Deodhar and Dr KBC Saxena)
• Strategic green marketing: Impact of green
marketing on overall corporate strategy in B2B
industry (Prof Kalpana Chauhan)
36Research as Intellectual Competence

37. CeSIBA – A Profile
• CeSIBA has been founded to pioneer the study of services
innovativeness and agility for competing globally.
• It is established to ideate, design and nurture innovation in
services, often with a view to improve business agility in
public, private as well as social sectors.
• With one foot firmly anchored in sound academic thinking
and the other in business world practicality, CeSIBA combines
the latest advances from the academic world with the best of
business strategies.
37Research as Intellectual Competence

38. Key Focus of CeSIBA
• Key focus of CeSIBA is leadership in service innovation. The
Centre adopts a multi-disciplinary perspective on the
management of innovation.
• CeSIBA creates an academic environment and knowledge
network that supports service innovation research.
• CeSIBA develops new opportunities for doctoral students to
enhance their competencies in the process of analyzing,
understanding and implementing service innovations in
public, ptivate and social sector organizations.
• Through research and executive education CeSIBA fcilitates
executives and managersn in service organisations in their
ambitions to become more effective in their innovation
processes and create new valuable services for their
stakeholders.
Research as Intellectual Competence 38

39. CeSIBA’s Research & Consulting
Themes
• Business and service process innovation
• Sustainable/green business process management
• Reinventing business practices
• Co-creation and open innovation processes
• Social media processes
• Business model innovations
Research as Intellectual Competence 39

40. CeSIBA’s Collaborating Institutions
• Center for Research on Information, Customer &
Innovation Management, University of Tampere,
Tampere, Finland.
• INPAQT, Rotterdam School of Management, Erasmus
University, Rotterdam, the Netherlands.
Research as Intellectual Competence 40

41. Publishing Research
• Researchers are expected to publish the findings of their
research with full responsibility and with an awareness of the
consequences of any such dissemination in the public realm.
• Researchers should make every effort to ensure their
research findings are peer reviewed before it is published or
disseminated. If research is placed in the public realm before
any peer review has been undertaken, this must be made
clear by the researcher.
• Researchers should acknowledge all fellow research
collaborators and all sources of funding openly in any
publication or publicity.
Research as Intellectual Competence 41

42. Best Researcher Award
• Aim: The aim of the Best Researcher Award is to
facilitate the FIIB’s objective of building research
capability among FIIB faculty and building FIIB’s
reputation for quality research.
• Frequency and Number of Awards: The Best
Researcher Award is an annual award. There is only
one award at FIIB, New Delhi.
• Amount: Rupees 75,000 each award, subject to
availability of funds.
Research as Intellectual Competence 42

43. Good luck for our research
Research as Intellectual Competence 43
Research output/ impact

44. Research as Intellectual Competence
44
Questions?