Hurricane Katrina: Business School Classroom Discussions in its Aftermath

The supremacy of some business schools like Harvard and IIMs in the ranking ladder makes them desirable to the students as compared to the clusters down the ladder. The result is a greater number of admissions in the former category as compared to the latter. The question that arises is, What makes the top-ranking institutions a class apart? The answer is, the creation of the product that is a class apart. The chapter discusses various means including the pedagogy and curriculum to make the business school classroom a conducive environment to create an elite class of future managers and entrepreneurs. The main objectives of this study are to understand the differences in the students and the need for reinventing the pedagogy as to suit the needs of individual student thus converting the conventional classrooms into utopian classrooms for them. The chapter also explains the importance and attributes of a good curriculum in a business school.

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Narrative Leadership: Storying Leaders in the Executive Business School Classroom

Signs and Society ◽

10.1086/679003 ◽

2015 ◽

Vol 3 (S1) ◽

pp. S125-S150

Author(s):

Anna Marie Trester

Keyword(s):

Business School ◽

School Classroom ◽

Narrative Leadership

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Team-based learning in the business school classroom: adaptation versus fidelity

10.4337/9781789907476.00016 ◽

2021 ◽

pp. 95-113

Author(s):

Barbara Larson

Keyword(s):

Business School ◽

Team Based Learning ◽

School Classroom

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Utopian B-School Classroom Where Expectation Meets Reality

Advances in Educational Marketing, Administration, and Leadership - New Age Admissions Strategies in Business Schools ◽

10.4018/978-1-5225-9073-6.ch012 ◽

2019 ◽

pp. 189-207

Author(s):

Sonali Lakhera

Keyword(s):

Business School ◽

Business Schools ◽

Individual Student ◽

School Classroom ◽

The Creation ◽

Pedagogy And Curriculum ◽

Conducive Environment

The supremacy of some business schools like Harvard and IIMs in the ranking ladder makes them desirable to the students as compared to the clusters down the ladder. The result is a greater number of admissions in the former category as compared to the latter. The question that arises is, What makes the top-ranking institutions a class apart? The answer is, the creation of the product that is a class apart. The chapter discusses various means including the pedagogy and curriculum to make the business school classroom a conducive environment to create an elite class of future managers and entrepreneurs. The main objectives of this study are to understand the differences in the students and the need for reinventing the pedagogy as to suit the needs of individual student thus converting the conventional classrooms into utopian classrooms for them. The chapter also explains the importance and attributes of a good curriculum in a business school.

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Gender Effects in the Business School Classroom: A Social Power Perspective

Journal of Behavioral and Applied Management ◽

10.21818/001c.17167 ◽

2008 ◽

Author(s):

Dan Moshavi ◽

Susan Dana ◽

Stephen S. Standifird ◽

Frank Pons

Keyword(s):

Business School ◽

Social Power ◽

Gender Effects ◽

School Classroom

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Teaching the un-teachable: storytelling and meditation in workplace spirituality courses

Journal of Management Development ◽

10.1108/jmd-10-2011-0106 ◽

2014 ◽

Vol 33 (3) ◽

pp. 196-217 ◽

Cited By ~ 12

Author(s):

Joan Marques ◽

Satinder Kumar Dhiman ◽

Jerry Biberman

Keyword(s):

Business School ◽

Design Methodology ◽

Management Education ◽

Workplace Spirituality ◽

Traditional Teaching ◽

Classroom Setting ◽

College Courses ◽

Content Type ◽

School Classroom ◽

Practical Implications

Purpose – The purpose of this paper is to review the implementation of two strategies that are actually un-teachable yet highly effective in higher education: meditation and storytelling. Design/methodology/approach – Specifically focussing on workplace spirituality as a movement from corporate workers, and consequently, also a teaching topic in management education, the paper first indicates some problems faced in today's world, and relates these to the need for facilitating college courses in more compelling and comprehensive ways. Findings – Spirituality and spiritual concepts can involve emotional and other non-cognitive experiences which cannot be taught using traditional teaching approaches such as reading and lecture. Specific approaches, such as meditation and storytelling are useful for teaching spirituality and spiritual concepts in a business school classroom setting. These two strategies provide an opportunity for students to reflect on their experiences and to become more self-aware. Practical implications – Using the practical strategies discussed in this paper in management classes turns out to be a positive experience for both the course facilitators and the students. Originality/value – Reflecting on the overhaul attempts of management education in universities, even those with the prestige of Harvard and Stanford, the authors discuss some interesting strategies that can help management educators take their course experiences and the results attained to the next level.

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