Definition, history, classification of business schools. Defines business school and classifies business schools along four criteria (Kaplan's four C's of business schools); gives a brief overview of the history /four eras of business schools; Definition of business schools
Toward the reinvention of the business schoolAndreas Kaplan
Business schools, defined as “educational institutions that specialize in teaching courses and programs related to business and/or management” (Kaplan 2018), are facing major challenges in years to come. These challenges stem from a number of major shifts in the business education landscape, including the rising importance of rankings and accreditations (AMBA, AACSB, EQUIS), the increased weight placed on ethical decision making, the ongoing debate on rigor vs. relevance in research, the digital revolution (Artificial Intelligence (AI), MOOCs, SPOCs, blended learning) and the significant decrease in public funding. In fact, they are so fundamental that the coming decade is likely to represent a new era in the history of business education—the fourth since the concept of the business school was created in 1819 with the establishment of ESCP Europe. (cf. Kaplan Andreas (2018) “A School is a Building that Has 4 Walls - with Tomorrow Inside”: Toward the Reinvention of the Business School, Business Horizons)
Key challenges and opportunities: business schools and higher educationAndreas Kaplan
Academia, Alumni, AMBA, Andreas Kaplan, Andreas M. Kaplan, Business School, Digital, Distance education, Distance learning, EFMD, Entrepreneurship, EQUIS, ESCP Europe, European management, Higher Education, Innovation, Management, MOOC, Online, Professor Kaplan, SMOC, Social media, Sorbonne, SPOC, SSOC, Web 2.0
The necessity of critique in academic development John Hannon
Symposium: Revisiting the mundane to rearticulate the idea of the University, 7th International Academic Identity Conference,
Rosskilde University 21-23 June 2021
Business Schools Post-Covid-19: A Blueprint for SurvivalAndreas Kaplan
It all began when the world’s first business school, the European School of Commerce Paris (ESCP), was established in 1819. Criticism notwithstanding, business schools have since continued their path in higher education without facing existential metamorphoses.
Covid-19, however, has accelerated business schools’ digital transformation, calling into question the concept of business school itself. Business schools are in a new competitive landscape and profound structural changes seem inevitable. This concise text offers insights into how business schools should rethink their approach to management education, differentiate themselves from new players in the higher education market, and find innovative ways of doing things.
The book is a survival toolkit for leadership teams across the world. It examines the rationale of business school and how it has evolved. The purpose of research is explained, and the teaching of management is explored. Kaplan analyses the current business model in the digital environment. He looks at the business of accreditations and rankings and branding and community-building as strategies to address competition.
The book concludes by looking at change leadership at business schools. It will interest both leaders of established academic institutions and alternative educational providers from edtech and bigtech planning to enter the management education market.
Open Educational Resources for Management Education: Lessons from experienceeLearning Papers
Authors: Cécile Rébillard, Jean-Philippe Rennard, Marc Humbert.
“Open movements” have gained increasing importance in various areas. In this paper we are interested in the particular case of Open Educational Resources (OER) and more specifically in the use of OER in Management Education.
Methodology and Evaluation of Entrepreneurship CoursesWaqas Tariq
Creating a new business is a process. However, there is no magic program that will guarantee you a new successful business. The process is highly stochastic (not all business ideas make it) and iterative (based on what you learn as you proceed, you will likely have to modify your thinking and repeat parts of earlier steps). This paper explores the role of academics in this process, the economic literature related to entrepreneurship education and explains the results obtained in the (virtual) pilot course programme on entrepreneurship, as organised by UNED in the project Cross Border Virtual Entrepreneurship (CBVE): a European Multilateral project under the Lifelong Learning Programme 2007-2013, Subprogramme Erasmus - Cooperation between Universities and Enterprises
Strategic implications for a European cross-border multi-campus business schoolESCP Europe
More than 40 years ago, ESCP Europe, which was established in Paris in 1819, decided to branch out into other European countries and thereby lay the ground for being the first European cross-border multi-campus business school. Today, ESCP Europe has campuses in Paris, London, Berlin, Madrid, and Torino plus an additional 100 partnerships all over the world.
A multi-campus structure offers the unique opportunity for students to experience different cultural contexts within the same institution on a large scale and in a coordinated manner via integrated curricula and cross-campus seminars. Obviously, such a concept also bears its challenges due to, for example, coordination costs and different national legal frameworks.
To avoid such challenges, many schools decide to exclusively rely on partnerships with other institutions of higher business education in other countries. Again other business schools, such as INSEAD or ESSEC, choose to build campuses even further away on other continents. In contrast a European cross-border multi-campus business school has its particularities as Europe allows it to embrace maximum cultural diversity at minimal geographical distance.
This presentation focuses on the implications of such a structure with respect to branding, communications, marketing and positioning. Furthermore, consequences for additional areas such as alumni relations, programme design, executive education, and scientific research are discussed. Equally, an outlook on future trends is given that might influence such a structure including the increasing globalisation of the business school landscape, the rising importance of MOOCs and the emergence of corporate universities.
-----------
Presented at Euprio 2014 by Andreas Kaplan, Professor of Marketing and Director of Brand and Communications et ESCP Europe.
Toward the reinvention of the business schoolAndreas Kaplan
Business schools, defined as “educational institutions that specialize in teaching courses and programs related to business and/or management” (Kaplan 2018), are facing major challenges in years to come. These challenges stem from a number of major shifts in the business education landscape, including the rising importance of rankings and accreditations (AMBA, AACSB, EQUIS), the increased weight placed on ethical decision making, the ongoing debate on rigor vs. relevance in research, the digital revolution (Artificial Intelligence (AI), MOOCs, SPOCs, blended learning) and the significant decrease in public funding. In fact, they are so fundamental that the coming decade is likely to represent a new era in the history of business education—the fourth since the concept of the business school was created in 1819 with the establishment of ESCP Europe. (cf. Kaplan Andreas (2018) “A School is a Building that Has 4 Walls - with Tomorrow Inside”: Toward the Reinvention of the Business School, Business Horizons)
Key challenges and opportunities: business schools and higher educationAndreas Kaplan
Academia, Alumni, AMBA, Andreas Kaplan, Andreas M. Kaplan, Business School, Digital, Distance education, Distance learning, EFMD, Entrepreneurship, EQUIS, ESCP Europe, European management, Higher Education, Innovation, Management, MOOC, Online, Professor Kaplan, SMOC, Social media, Sorbonne, SPOC, SSOC, Web 2.0
The necessity of critique in academic development John Hannon
Symposium: Revisiting the mundane to rearticulate the idea of the University, 7th International Academic Identity Conference,
Rosskilde University 21-23 June 2021
Business Schools Post-Covid-19: A Blueprint for SurvivalAndreas Kaplan
It all began when the world’s first business school, the European School of Commerce Paris (ESCP), was established in 1819. Criticism notwithstanding, business schools have since continued their path in higher education without facing existential metamorphoses.
Covid-19, however, has accelerated business schools’ digital transformation, calling into question the concept of business school itself. Business schools are in a new competitive landscape and profound structural changes seem inevitable. This concise text offers insights into how business schools should rethink their approach to management education, differentiate themselves from new players in the higher education market, and find innovative ways of doing things.
The book is a survival toolkit for leadership teams across the world. It examines the rationale of business school and how it has evolved. The purpose of research is explained, and the teaching of management is explored. Kaplan analyses the current business model in the digital environment. He looks at the business of accreditations and rankings and branding and community-building as strategies to address competition.
The book concludes by looking at change leadership at business schools. It will interest both leaders of established academic institutions and alternative educational providers from edtech and bigtech planning to enter the management education market.
Open Educational Resources for Management Education: Lessons from experienceeLearning Papers
Authors: Cécile Rébillard, Jean-Philippe Rennard, Marc Humbert.
“Open movements” have gained increasing importance in various areas. In this paper we are interested in the particular case of Open Educational Resources (OER) and more specifically in the use of OER in Management Education.
Methodology and Evaluation of Entrepreneurship CoursesWaqas Tariq
Creating a new business is a process. However, there is no magic program that will guarantee you a new successful business. The process is highly stochastic (not all business ideas make it) and iterative (based on what you learn as you proceed, you will likely have to modify your thinking and repeat parts of earlier steps). This paper explores the role of academics in this process, the economic literature related to entrepreneurship education and explains the results obtained in the (virtual) pilot course programme on entrepreneurship, as organised by UNED in the project Cross Border Virtual Entrepreneurship (CBVE): a European Multilateral project under the Lifelong Learning Programme 2007-2013, Subprogramme Erasmus - Cooperation between Universities and Enterprises
Strategic implications for a European cross-border multi-campus business schoolESCP Europe
More than 40 years ago, ESCP Europe, which was established in Paris in 1819, decided to branch out into other European countries and thereby lay the ground for being the first European cross-border multi-campus business school. Today, ESCP Europe has campuses in Paris, London, Berlin, Madrid, and Torino plus an additional 100 partnerships all over the world.
A multi-campus structure offers the unique opportunity for students to experience different cultural contexts within the same institution on a large scale and in a coordinated manner via integrated curricula and cross-campus seminars. Obviously, such a concept also bears its challenges due to, for example, coordination costs and different national legal frameworks.
To avoid such challenges, many schools decide to exclusively rely on partnerships with other institutions of higher business education in other countries. Again other business schools, such as INSEAD or ESSEC, choose to build campuses even further away on other continents. In contrast a European cross-border multi-campus business school has its particularities as Europe allows it to embrace maximum cultural diversity at minimal geographical distance.
This presentation focuses on the implications of such a structure with respect to branding, communications, marketing and positioning. Furthermore, consequences for additional areas such as alumni relations, programme design, executive education, and scientific research are discussed. Equally, an outlook on future trends is given that might influence such a structure including the increasing globalisation of the business school landscape, the rising importance of MOOCs and the emergence of corporate universities.
-----------
Presented at Euprio 2014 by Andreas Kaplan, Professor of Marketing and Director of Brand and Communications et ESCP Europe.
Higher education and the digital revolutionMarie Tessier
Distance learning–—that is, providing education to students who are separated by distance and in which the pedagogical material is planned and prepared by educational institutions–—is a topic of regular interest in the popular and business press. In particular, MOOCs (Massive Open Online Courses), which are open-access online courses that allow for unlimited participation, as well as SPOCs (Small Private Online
Courses), are said to have revolutionized universities and the corporate education landscape. In this article we provide a nuanced analysis of the phenomenon of online distance learning. We first provide an overview of its historical evolution, and subsequently define and classify key concepts. We further discuss in detail the optimal target group in terms of participating students and teaching professors and propose corresponding
frameworks for driving intrinsic student motivation and for choosing a successful online teacher. We also outline the benefits that institutions can achieve by offering online distance learning. Finally, we speak about the specific connection between online distance learning and social media by focusing on the difference between MOOCs based on traditional lecture formats (xMOOCs) and connectivist cMOOCs.
Although government financial support for education is dwindling in many African countries, not many educational institutions have succeeded in devising internal mechanisms to enable them to continuously deliver quality education in quantity. Might the application of certain entrepreneurial strategies in educational management perhaps help to make a difference? What is educational entrepreneurship (EE)? How feasible is EE in a developing world education landscape like that of Uganda? Which challenges must EE surmount before it can envisage success? Using literature review methodology, this study attempted to find answers to such questions. Its aim was to delineate the EE domain and to highlight both its importance and feasibility in Uganda‟s context. The study makes two key revelations; first, indeed EE is clouded in conceptual mishmash, hence need for more scholarly attention; second, however salvaging EE can be to struggling educational institutions, it is not without serious challenges – even apparent contradictions – hence preference for a “moderate risk” approach to entrepreneurship within educational institutions.
Strategic implications for a European cross border multi-campus business schoolAndreas Kaplan
Academia, Alumni, AMBA, Andreas Kaplan, Andreas M. Kaplan, Business School, Digital, Distance education, Distance learning, EFMD, Entrepreneurship, EQUIS, ESCP Europe, European management, Higher Education, Innovation, Management, MOOC, Online, Professor Kaplan, SMOC, Social media, Sorbonne, SPOC, SSOC, Web 2.0
Authors: Roni (Aharon) Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid.
This article reviews the development process of the pedagogical vision and model of iClass, a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results.
This paper explores how “the public” is understood and imagined, by government and policy makers who are increasingly interested in design as a way to develop and deliver public services. The papers looks to provide public administration practitioners and scholars with a better understanding of the role of publics in design, and academics and practitioners in design a better understanding of how the publics are understood in public administration.
Public Administration has dominated Public Value since the 1990’s, therefore the paper focuses on this area, from Moore’s pragmatism authorising environment (Moore 2014), to Bozeman normative accounts of universal values (Bozeman and Johnson 2014). While there is no consensual view, they suggest a tendency to see a public as: “out there”; arriving at a settled view; ignoring the way it is shaped and contested by different interest groups.
The paper asks how tendencies might shape our understanding of the complex sets of organisations operating in this space. Here the narrative draws on Fraser (2007) who asks, what accounts of what a functioning democracy should be, make seem normal. In doing so the narrative draws in work that destabilises notions of the public, in favour of the plurality of “counter publics” (Negt and Kluge [1993] 2016; Warner 2002), suggesting a need to move away from seeing the public as “out there waiting”, to a reading of publics as being addressed and brought into being (Hauser and Beniot-Barne 2002).
Finally the paper suggests we need to investigate how the public as imagined in Public Value shapes the use of design. Suggesting a need to look at how design brings its publics into being, in particular how participatory design, critical design (Di Salvo 2012) can make a contribution to developing a pluralistic and participatory understanding of the public. The paper closes with the suggesting contradictions are useful, as speculations on real and imagined publics are a crucial part of designerly way of knowing.
Briefing for educators, business people, councillors and officials on plans to create an independent, world-class, not for profit university in Herefordshire.
World-class Teachers, World-class Education
Foreword
Church schools play a major role in educating pupils across the country, with over 7,000 church schools in the UK. Teaching is a vocation that makes a difference: many of these schools deliver outstanding education and do so in some of the most remote or disadvantaged parts of the country.
These schools are reliant on an ongoing supply of excellent teachers. This publication is a timely chance to reflect on teacher education, looking at some of the innovative approaches taking place in both schools and universities, but more importantly between them. It brings together the perspectives of school leaders, university academics and senior university leaders, with several articles written jointly, demonstrating the partnership approach that is central to many of the schools and universities with which we work.
The publication has been produced by GuildHE, one of the two formally recognised representative bodies in UK higher education, and the Cathedrals Group, which brings together universities with a church foundation. It looks at the key challenges facing initial teacher education.
Parents and pupils recognise the special ethos and values of church schools and their popularity reinforces this. This was best enunciated by Pope Benedict in his address on his papal visit in 2010 to young people at St Mary’s University: ‘as you know, the task of the teacher is not simply to impart information or to provide training in skills....education is not and must never be considered as utilitarian. It is about forming the human person, equipping him or her to live life to the full – in short, it is about imparting wisdom.’ This role of training a new generation of teachers and supporting those already in the profession is met, to a large degree, by the many universities with church foundations.
Church schools contribute successfully to community cohesion; they are culturally diverse and as one of the articles in this publication highlights, they can play a role in articulating fundamental British values. The faith-based ethos of church schools has a wider appeal to those of other religions, with many choosing a church school because they know faith will be taken seriously and spiritual development will be seen as an integral part of the whole educational offer. This publication also looks beyond church schools and demonstrates the excellent work of many church universities in supporting the professional development of teachers and embedding research and evidence into their practice.
Right Reverend Tim Dakin, Bishop of Winchester
Right Reverend Alan Williams, Bishop of Brentwood
These are the slides for EDEN Conference in Dublin, 22th June 2011. Presentation about Creanova European Project, the theoretical framework and the Basque experiment (on brief).
Higher education and the digital revolutionMarie Tessier
Distance learning–—that is, providing education to students who are separated by distance and in which the pedagogical material is planned and prepared by educational institutions–—is a topic of regular interest in the popular and business press. In particular, MOOCs (Massive Open Online Courses), which are open-access online courses that allow for unlimited participation, as well as SPOCs (Small Private Online
Courses), are said to have revolutionized universities and the corporate education landscape. In this article we provide a nuanced analysis of the phenomenon of online distance learning. We first provide an overview of its historical evolution, and subsequently define and classify key concepts. We further discuss in detail the optimal target group in terms of participating students and teaching professors and propose corresponding
frameworks for driving intrinsic student motivation and for choosing a successful online teacher. We also outline the benefits that institutions can achieve by offering online distance learning. Finally, we speak about the specific connection between online distance learning and social media by focusing on the difference between MOOCs based on traditional lecture formats (xMOOCs) and connectivist cMOOCs.
Although government financial support for education is dwindling in many African countries, not many educational institutions have succeeded in devising internal mechanisms to enable them to continuously deliver quality education in quantity. Might the application of certain entrepreneurial strategies in educational management perhaps help to make a difference? What is educational entrepreneurship (EE)? How feasible is EE in a developing world education landscape like that of Uganda? Which challenges must EE surmount before it can envisage success? Using literature review methodology, this study attempted to find answers to such questions. Its aim was to delineate the EE domain and to highlight both its importance and feasibility in Uganda‟s context. The study makes two key revelations; first, indeed EE is clouded in conceptual mishmash, hence need for more scholarly attention; second, however salvaging EE can be to struggling educational institutions, it is not without serious challenges – even apparent contradictions – hence preference for a “moderate risk” approach to entrepreneurship within educational institutions.
Strategic implications for a European cross border multi-campus business schoolAndreas Kaplan
Academia, Alumni, AMBA, Andreas Kaplan, Andreas M. Kaplan, Business School, Digital, Distance education, Distance learning, EFMD, Entrepreneurship, EQUIS, ESCP Europe, European management, Higher Education, Innovation, Management, MOOC, Online, Professor Kaplan, SMOC, Social media, Sorbonne, SPOC, SSOC, Web 2.0
Authors: Roni (Aharon) Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid.
This article reviews the development process of the pedagogical vision and model of iClass, a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results.
This paper explores how “the public” is understood and imagined, by government and policy makers who are increasingly interested in design as a way to develop and deliver public services. The papers looks to provide public administration practitioners and scholars with a better understanding of the role of publics in design, and academics and practitioners in design a better understanding of how the publics are understood in public administration.
Public Administration has dominated Public Value since the 1990’s, therefore the paper focuses on this area, from Moore’s pragmatism authorising environment (Moore 2014), to Bozeman normative accounts of universal values (Bozeman and Johnson 2014). While there is no consensual view, they suggest a tendency to see a public as: “out there”; arriving at a settled view; ignoring the way it is shaped and contested by different interest groups.
The paper asks how tendencies might shape our understanding of the complex sets of organisations operating in this space. Here the narrative draws on Fraser (2007) who asks, what accounts of what a functioning democracy should be, make seem normal. In doing so the narrative draws in work that destabilises notions of the public, in favour of the plurality of “counter publics” (Negt and Kluge [1993] 2016; Warner 2002), suggesting a need to move away from seeing the public as “out there waiting”, to a reading of publics as being addressed and brought into being (Hauser and Beniot-Barne 2002).
Finally the paper suggests we need to investigate how the public as imagined in Public Value shapes the use of design. Suggesting a need to look at how design brings its publics into being, in particular how participatory design, critical design (Di Salvo 2012) can make a contribution to developing a pluralistic and participatory understanding of the public. The paper closes with the suggesting contradictions are useful, as speculations on real and imagined publics are a crucial part of designerly way of knowing.
Briefing for educators, business people, councillors and officials on plans to create an independent, world-class, not for profit university in Herefordshire.
World-class Teachers, World-class Education
Foreword
Church schools play a major role in educating pupils across the country, with over 7,000 church schools in the UK. Teaching is a vocation that makes a difference: many of these schools deliver outstanding education and do so in some of the most remote or disadvantaged parts of the country.
These schools are reliant on an ongoing supply of excellent teachers. This publication is a timely chance to reflect on teacher education, looking at some of the innovative approaches taking place in both schools and universities, but more importantly between them. It brings together the perspectives of school leaders, university academics and senior university leaders, with several articles written jointly, demonstrating the partnership approach that is central to many of the schools and universities with which we work.
The publication has been produced by GuildHE, one of the two formally recognised representative bodies in UK higher education, and the Cathedrals Group, which brings together universities with a church foundation. It looks at the key challenges facing initial teacher education.
Parents and pupils recognise the special ethos and values of church schools and their popularity reinforces this. This was best enunciated by Pope Benedict in his address on his papal visit in 2010 to young people at St Mary’s University: ‘as you know, the task of the teacher is not simply to impart information or to provide training in skills....education is not and must never be considered as utilitarian. It is about forming the human person, equipping him or her to live life to the full – in short, it is about imparting wisdom.’ This role of training a new generation of teachers and supporting those already in the profession is met, to a large degree, by the many universities with church foundations.
Church schools contribute successfully to community cohesion; they are culturally diverse and as one of the articles in this publication highlights, they can play a role in articulating fundamental British values. The faith-based ethos of church schools has a wider appeal to those of other religions, with many choosing a church school because they know faith will be taken seriously and spiritual development will be seen as an integral part of the whole educational offer. This publication also looks beyond church schools and demonstrates the excellent work of many church universities in supporting the professional development of teachers and embedding research and evidence into their practice.
Right Reverend Tim Dakin, Bishop of Winchester
Right Reverend Alan Williams, Bishop of Brentwood
These are the slides for EDEN Conference in Dublin, 22th June 2011. Presentation about Creanova European Project, the theoretical framework and the Basque experiment (on brief).
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Definition of the Business School
Kaplan Andreas (2018) “A School is a Building that Has 4 Walls - with Tomorrow Inside”:
Toward the Reinvention of the Business School, Business Horizons.
Business schools are educational
institutions that specialize in teaching
courses and programs related to
business and/or management
3. History of Business Schools
• 1st era (1819 - 1945): Creation of the initial institutions dedicated to business education
driven by the rising demand for a new type of business professional (i.e., the manager)
(1819: Establishment of ESCP Europe, the World’s First Business School)
• 2nd era (1945 - 1997): Business schools aimed to become more scientific, with the
objective of establishing business administration and management as stand-alone
disciplines (1945: End of World War II)
• 3rd era (1997 - today): Period of globalization, defined by the rising importance of
accreditation bodies such as AACSB, AMBA and EQUIS and the emergence of international
rankings (1997: Creation of EQUIS)
• 4th era (future): Era characterized by digitization (MOOCs, SPOCs, Artificial Intelligence),
decreased in public funding, increased weight placed on ethical decision making, …
• Kaplan Andreas (2018) A School is a Building that Has 4 Walls - with Tomorrow Inside: Toward the
Reinvention of the Business School, Business Horizons, 61(4).
• Kaplan Andreas (2018) Towards a Theory of European Business Culture: The Case of Management Education
at the ESCP Europe Business School, in Suder Gabriele, Riviere Monica, Lindeque Johan (eds.), The Routledge
Companion to European Business, Routledge, 113-124.
• Kaplan Andreas (2014) European Management and European Business Schools: Insights from the History of
Business Schools, European Management Journal, 32(4), 529-534.
4. Classification of Business Schools
Culture (Europe - US)
Independent of their actual (physical) location, business schools can be
classified according to whether they follow the European or the US model
Compass (international/global – regional/local)
Business schools can be classified along a continuum, with international/
global schools on one end and regional/ local schools on the other
Capital (public – private)
Business schools can either be publicly (state) funded or privately funded, for
example through endowments or tuition fees
Content (teaching – research)
Business school can be classified according to whether a school considers
teaching or research to be its primary focus
Kaplan Andreas (2018) “A School is a Building that Has 4 Walls - with Tomorrow Inside”:
Toward the Reinvention of the Business School, Business Horizons.
5. Sources
1. Andreas Kaplan (2018) A School is a Building that Has 4 Walls -
with Tomorrow Inside: Toward the Reinvention of the Business
School, Business Horizons, 61(4).
2. Andreas M. Kaplan (2018) Towards a Theory of European
Business Culture: The Case of Management Education at the
ESCP Europe Business School, in Suder Gabriele, Riviere Monica,
Lindeque Johan (eds.), The Routledge Companion to European
Business, Routledge, 113-124.
3. Andreas Kaplan (2014) European Management and European
Business Schools: Insights from the History of Business Schools,
European Management Journal, 32(4), 529-534.
