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Challenging the Existing Business Models in Business Schools
- 1. DOWN THE YELLOW BRICK ROAD Challenging the Existing Business Models in Business Schools Keren Lipinsky-Kella, Anat Rotstein
- 2. CSR in Israel - Facts & Figures • Establishment of Ma’ala. 1998 2000 19% The college of management Academic Studies, School of Business Administration. 4,000 • Companies' liability towards stakeholders on legislation and ruling (a change in the company’s goal according to article 11 (a), Israeli Companies Law). • CSR reporting, advisors, audits.
- 3. Curriculum Business Schools as Change Agents (Applied research, conferences) Modeling (Okpara, Koumbiadis, & Idowu, 2013; Christensen, Peirce, Hartman, Hoffman, & Carrier, 2007; Wright, & Bennett, 2011) (Sánchez-Hernández, & Mainardes, 2016) Knowledge Creation אחריות Responsibility(Achrayut) אחריות Follow me!((Acharay
- 4. (Pedersen, 2006) Implementation "Real commitment to stakeholders… extends to the organization seeking and using ways of engaging in a dialogue with its various stakeholders …” (Jongbloed, Enders, & Salerno, 2008). TransparencyEmpowermentToleranceOpennessInclusion
- 5. a. Management Committee • A shift to networked governance. (Jongbloed, Enders, & Salerno,2008). • School management – Change in the decision making mechanism. TransparencyEmpowermentOpennessInclusion TOLERANCE
- 6. c. Mentors TransparencyEmpowermentToleranceInclusion Homeroom teachers- Young academic staff PersonalizationInformal Meetings Formal Meetings OPENNESS • Information more transparent and accessible. • Full involvement of the students. • Bridge to the Chairs of Academic Departments.
- 7. d. Access to Knowledge • Available knowledge to everyone and everywhere. • Recording a variety of courses. • Open materials to students and the general public. • Sharing knowledge with stakeholders promotes an inclusion of all those audiences in the dialogue (Jongbloed, Enders, & Salerno, 2008). EmpowermentToleranceINCLUSION TRANSPARENCYOPENNESS
- 8. • Providing students resources to carry on their ideas. • Giving students opportunities to manage a change through mentoring process. e. Partnerships TransparencyToleranceOpennessInclusion EMPOWERMENT Social library • Engagement's dimension- Equal freedom to various stakeholders to express themselves along with decide and carry out these decisions.
- 9. • Prioritizing among the different demands of various stakeholders. • Organizational & psychological barriers to change. • Adapting to transparency. • A clash between a strict hierarchical approach to an open and collaborative one. Challenges
- 10. Thank you Keren Lipinsky-Kella I kerenlip@colman.ac.il Anat Rotstein I anatro@colman.ac.il
Editor's Notes
- The strategic thinking has been modified from linear thinking to a multifaceted one. Jongbloed, Enders, & Salerno (2008) further discuss the ‘proper management model’ for higher education and claim that research is needed to explore which different governance models can place stakeholders in a more central position. They suggest that a shift to a networked governance, which is carried through civil society participation in a complex, diverse and continuously changing networks, might balance the needs of a diverse set of stakeholders. Change in the decision making mechanism and the management structure. As an example of setting a tone, the SBA’s Dean formed a School management led by a multidisciplinary committee of 7 members. The committee is very diverse both demographically (age, gender, status and seniority) and professionally (psychology, human resources, law, accounting, finance & CSR). This diversity promotes various ways of thinking and reflects a tolerance to new alternative voices that now can be respected (Pedersen, 2006). The committee meets once a week to discuss, conduct, design, learn, decide and deal with emerging problems.
- The strategic thinking has been modified from linear thinking to a multifaceted one. Jongbloed, Enders, & Salerno (2008) further discuss the ‘proper management model’ for higher education and claim that research is needed to explore which different governance models can place stakeholders in a more central position. They suggest that a shift to a networked governance, which is carried through civil society participation in a complex, diverse and continuously changing networks, might balance the needs of a diverse set of stakeholders. Change in the decision making mechanism and the management structure. As an example of setting a tone, the SBA’s Dean formed a School management led by a multidisciplinary committee of 7 members. The committee is very diverse both demographically (age, gender, status and seniority) and professionally (psychology, human resources, law, accounting, finance & CSR). This diversity promotes various ways of thinking and reflects a tolerance to new alternative voices that now can be respected (Pedersen, 2006). The committee meets once a week to discuss, conduct, design, learn, decide and deal with emerging problems.
- The strategic thinking has been modified from linear thinking to a multifaceted one. Jongbloed, Enders, & Salerno (2008) further discuss the ‘proper management model’ for higher education and claim that research is needed to explore which different governance models can place stakeholders in a more central position. They suggest that a shift to a networked governance, which is carried through civil society participation in a complex, diverse and continuously changing networks, might balance the needs of a diverse set of stakeholders. Change in the decision making mechanism and the management structure. As an example of setting a tone, the SBA’s Dean formed a School management led by a multidisciplinary committee of 7 members. The committee is very diverse both demographically (age, gender, status and seniority) and professionally (psychology, human resources, law, accounting, finance & CSR). This diversity promotes various ways of thinking and reflects a tolerance to new alternative voices that now can be respected (Pedersen, 2006). The committee meets once a week to discuss, conduct, design, learn, decide and deal with emerging problems.
- According to Pedersen (2006), the meaning of transparency is giving stakeholders a full access to information about the process and outcomes of the dialogue. Indeed, a model of dialogue and engagement is not full if stakeholders are being heard but their voices do not count. Therefore the school makes a huge effort not only to report back to students about the way their involvement affected decision but also to provide them with resources to carry on their ideas. One example is a complaint that an MBA student raised on a course internet forum about poor conditions in the security guard's room in one of the colleges gates. The student described that the guard needs to work in high temperatures due to mal functioning air-conditioner. The complaints got an immediate care by the college's CSR center and the students got a clear and transparent description of all the things that were taken care. It is important to notice that a lot of dialogue mechanisms, like surveys, forums, round tables and even informal discussions, already exist in higher education institutions and what is needed is a feedback to the students about the contribution of their suggestions and the way they impact and change decisions. A remark regarding mid-semester feedback made by an MBA student in a CSR course forum exemplifies the importance of this approach to dialogue: "I must point out that in corporate responsibility course the staff really acts responsibly and I refer to the publication of the results of the feedback that was conducted in the middle of the course. It is nice to find out that there is a practical treatment of the issues which were raised by us. Thank you (-:" When a more complex solution is needed, the school gives the students the opportunity to manage the change by providing them with mentoring process, required resources, knowledge and managerial tools. For example, a BA student was concerned about the need to copy new study materials every year, a behavior that harms the environment due to use of paper and toner, and consume money and time. This student decided that there must be a solution offering students the enjoyment of a more sustainable study environment. Through this process, the student initiated and built a social library, enabling students to carry forward and reuse of the learning material. That way the students save both money and paper. The student got a full support during the process, including consultancy, a proper room and marketing materials to promote his project. This approach reflects the engagement's dimension of empowerment that means giving equal freedom to various stakeholders not only to express themselves but also to decide and carry out these decisions. The third example can be given due to successful collaboration of the Center with the School of Computer Science in our college. The students’ were requested to submit a final project for their third and final year of the BA. During the last two years, we took under our wings, each year, a group of students which developed unique apps. The first one was “Green Campus” which offered green solutions to all the college stakeholders, such as finding parking spot in the campus parking lot (saving time and money); finding the nearest shelter to your current location (unfortunately it’s relevant due to our country security threat); finding a recycle bin etc.