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The future of business leadership education in tertiary education for graduates:

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Bibliographische Detailangaben
Beteilige Person:	Kisgen, Stefanie 1979- (VerfasserIn)
Format:	Hochschulschrift/Dissertation Buch
Sprache:	Englisch
Veröffentlicht:	Stuttgart Steinbeis-Edition 2017
Ausgabe:	1st edition
Schlagwörter:	Führungskräfteentwicklung Postgraduiertenstudium Wirtschaftsethik Business Education Leadership Hochschulschrift
Links:	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029777571&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029777571&sequence=000002&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029777571&sequence=000005&line_number=0003&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029777571&sequence=000006&line_number=0004&func_code=DB_RECORDS&service_type=MEDIA
Umfang:	XXI, 426 Seiten Illustrationen, Diagramme
ISBN:	9783956631306 3956631307

Internformat

MARC


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adam_text	f* r% n+Q i* c W W § I 3* f f €, -r-3 Abbreviations................................................................XII List of figures..............................................................XIV List of tables ..............................................................XVI Glossary................ ....................................................XIX Part 1; Introduction.........................................................XXII 1. Research Background...................................................1 2. Aim of research and research questions................................3 3. Field of research ....................................................4 4. Research design and process...........................................6 Part 2: Business leadership education in tertiary education for graduates.......................................... 12 1. Aim of research.....................................................13 2. Formulation of research questions....................................13 3. Business leadership education in tertiary education for graduates - theoretical foundations.............................14 3.1 Conceptualizing business leadership...........................15 3.1.1 Definitions.......................................... ....15 3.1.2 Theoretical approaches...................................... 17 3.1.2.1 Traditional approaches to leadership................... 18 3.1.2.2 Excursus: Business leader selection process - Assessment center..................................... 23 3.1.2.3 Interdisciplinary considerations on leadership.........26 3.1.3 Preliminary conclusions.................................. 28 3.1.4 Business leadership - A holistic model................. 30 3.1.4.1 Shaping the future - Goal identification and goal setting.................................. ...,30 3.1.4.2 Creating sustainable value - Realization of innovations... 33 3.1.4.3 Leading into the future - Creative personality.........37 3.1.4.4 Fostering self-organized actions - Business leadership competencies...................... 42 3.1.4.5 Business leadership - At a glance......................50 3.1.5 Conclusions....................................... .....53 3.2 Conceptualizing business leadership education in tertiary education...........................................55 3.2.1 Preliminary notes on education.............................55 3.2.2 Focusing on the segment of tertiary education..............66 3.2.2.1 General trends and challenges in tertiary education....71 Vlll 3.2.2.2 Trends and challenges in business leadership education in tertiary education in particular........80 3.2.3 Preliminary conclusions................................ 91 3.2.4 Curriculum in tertiary education...........................93 3.2.5 Principles for curriculum design of business leadership education in tertiary education.................96 3.2.5.1 Principle 1 - Educational goals......................97 3.2.5.2 Principle 2 - Personality as educational ideal..........99 3.2.5.3 Principle 3 - Educational contents...............103 3.2.5.4 Principle 4 - Educational methodologies.......... 107 3.2.5.5 Principle 5 - Educational settings........... 119 3.2.5.6 Principle 6 - Evaluation............................. 122 3.2.5.7 Principle 7 - Financing.............................. 125 3.2.6 Conclusions........................................... 126 4. Business leadership education in tertiary education for graduates - Evaluation of exemplary Master s programs.............129 4.1 Methodology............................................ 130 4.1.1 Development of evaluation criteria........................130 4.1.2 Selection of exemplary Master s programs..................132 4.1.3 Data collection...........................................135 4.1.4 Data analysis......................................... 135 4.1.4.1 Document analysis......................................136 4.1.4.2 Content analysis.......................................137 4.1.5 Interpretation and discussion.............................140 4.1.5.1 Educational goals.....................................144 4.1.5.2 Educational ideal.................................. 152 4.1.5.3 Educational contents...................................152 4.1.5.4 Educational methodologies............................ 159 4.1.5.5 Educational settings................................. 164 4.1.5.6 Evaluation......................................... 170 4.1.5.7 Financing............................................ 173 4.1.6 Limitations and future research......................... 175 4.2 Conclusions................................................ 176 5. Conclusions Part 2................................................178 Part 3: Delphi-based scenario study: Business leadership education in tertiary education for graduates in the year 2030,.............182 1. Aim of research...................................................183 2. Formulation of research questions.................................185 3. Methodology: Framing of Delphi-based scenario study...............185 3.1 Principles of scenario planning............................ 185 IX 3.2 Study design and procedures................................189 Delphi method.....................................................191 4.1 Principles of the Delphi method......................... 191 4.2 Real-time Delphi approach........................... 194 4.3 Delphi procedures....................................... ..196 4.3.1 Development of projections................................196 4.3.2 Selection of experts.....................................200 4.3.3 Data collection..................................... 202 4.3.4 Data analyses......................................... 208 4.3.4.1 Quantitative data analysis............................208 4.3.4.2 Qualitative content analysis.......................... 209 4.3.5 Results and discussion.................................. 212 4.3.5.1 Overview........................................ 212 4.3.5.2 Stakeholder dimension providers (universities/business schools]................... 219 4.3.5.2.1 Projection 1 - Personality leadership competencies..................................... 220 4.3.5.2.2 Projection 2 - Educational setting development of competencies................................ 225 4.3.5.2.3 Projection 3 - E-learning...................... 229 4.3.5.2.4 Projection 4 - Individualization................. 235 4.3.5.2.5 Projection 5 - Allocation to schools............. 239 4.3.5.2.6 Conclusions for stakeholder dimension providers...245 4.3.5.3 Stakeholder dimension participants/ learners (students]............................. 246 4.3.5.3.1 Projection 6 - Requirements for leadership positions..........................................247 4.3.5.3.2 Projection 7 - Entre- intrapreneurship as a basis for innovations............................ 252 43.5.3.3 Projection 8 - International internships development of competencies.................... 257 43.5.3.4 Projection 9 - Transfer of knowledge by real-world projects”....................... 262 43.53.5 Conclusions for stakeholder dimension participants..................................... 267 43.5.4 Stakeholder dimension purchasers [employers/companies].................................268 43.5.4.1 Projection 10 - Return on education (ROE]........ 268 43.5.4.2 Projection 11 - Transformation of working environment working conditions...................273 43.5.4.3 Projection 12 - International and intercultural experiences........................ 277 43.5.4.4 Projection 13 - Corporate universities.............282 43.5.4.5 Conclusions for stakeholder dimension purchasers..................................... 287 43.5.5 Stakeholder dimension politics.......................288 43.5.5.1 Projection 14 - International student mobility recognition of degrees..........................288 43.5.5.2 Projection 15 - Funding of tertiary education......293 43.5.5.3 Projection 16 - Duration of Master s programs......298 43.5.5.4 Conclusions for stakeholder dimension politics.....303 5. Scenario development...............................................304 5.1 Prioritization.......................................... 305 5.1.1 Portfolio analysis.................................... 305 5.1.2 Cross impact analysis (CIA)............................ 309 5.2 Scenario axes analysis................................. 315 5.3 Scenario stories....................................... 319 5.3.1 Scenario 1 - 2030: Management education 10.0............ 319 53.2 Scenario 2 - 2030: Leadership trailblazer - grasping the 24/7 e-learning landscape experiencing real-world settings...................... 322 533 Scenario 3 - 2030: Management education in the armchair....................................... 325 53.4 Scenario 4 - 2030: Leadership explorer - coping with the blended learning environment online and off exploring real-world settings...........328 5.4 Discontinuities and the surprising future................. 331 5.4.1 Wildcard 1 - Eradication of Master’s degree programs.....332 5.4.2 Wildcard 2 - Structural discontinuity.....................333 5.5 Expert check.............................................. 334 6. Transfer................................................... 334 7. Limitations and future research.................................. 340 8. Conclusions Part 3......................................... 342 Part 4: Conclusions.................................................. 346 1. Conclusions and remarkable results............................... 347 2. Contributions of research...................................... 352 3. Limitations and future research...................................355 4. Practical implications............................................357 References........................ .................................... 360 Appendix............................................................... 420 Business schools and business leadership education in tertiary educa- tion are faced with multiple challenges. At least since the (global) finan- cial crisis of 2007-2009, critical and controversial debates ensued on the quality of business leadership education, particularly with regard to ethical dimensions. Against this background, and along with the cur- rent development of the political, economic, social, and technological environment, business leadership education in tertiary education for graduates has to be scrutinized and - where appropriate - redesigned. In order to equip tomorrow s business leaders with the necessary competencies to cope with the challenges of a complex and uncertain world in the 21st century that is driven by globalization and accelera- ted technological advancements, a pedagogical infrastructure is requi- red that nurtures the development of a student s (creative) personality. Based on a sound theoretical foundation, together with requirements from the corporate level, seven principles for a curriculum design of business leadership education in tertiary education were proposed in this work. They laid the foundation for subsequent qualitative research of selected Master s Programs in business leadership education. A Del- phi-based scenario study was conducted, incorporating more than 100 experts worldwide in order to define the objectives for the long- term future (2030) of business leadership education in tertiary educa- tion. Four scenarios for post-graduate business leadership education in the tertiary education sector for the year 2030 were elaborated. Thus, main stakeholder groups were prepared to cope with different potential future settings. Moreover, this research contributes to further improve and conti- nuously develop business leadership education in tertiary education to become state of the art. f* r% n+Q i* c W W § I 3* f f €, -r-3 Abbreviations................................................................XII List of figures..............................................................XIV List of tables ..............................................................XVI Glossary................ ....................................................XIX Part 1; Introduction.........................................................XXII 1. Research Background...................................................1 2. Aim of research and research questions................................3 3. Field of research ....................................................4 4. Research design and process...........................................6 Part 2: Business leadership education in tertiary education for graduates.......................................... 12 1. Aim of research.....................................................13 2. Formulation of research questions....................................13 3. Business leadership education in tertiary education for graduates - theoretical foundations.............................14 3.1 Conceptualizing business leadership...........................15 3.1.1 Definitions.......................................... ....15 3.1.2 Theoretical approaches...................................... 17 3.1.2.1 Traditional approaches to leadership................... 18 3.1.2.2 Excursus: Business leader selection process - Assessment center..................................... 23 3.1.2.3 Interdisciplinary considerations on leadership.........26 3.1.3 Preliminary conclusions.................................. 28 3.1.4 Business leadership - A holistic model................. 30 3.1.4.1 Shaping the future - Goal identification and goal setting.................................. ...,30 3.1.4.2 Creating sustainable value - Realization of innovations... 33 3.1.4.3 Leading into the future - Creative personality.........37 3.1.4.4 Fostering self-organized actions - Business leadership competencies...................... 42 3.1.4.5 Business leadership - At a glance......................50 3.1.5 Conclusions....................................... .....53 3.2 Conceptualizing business leadership education in tertiary education...........................................55 3.2.1 Preliminary notes on education.............................55 3.2.2 Focusing on the segment of tertiary education..............66 3.2.2.1 General trends and challenges in tertiary education....71 Vlll 3.2.2.2 Trends and challenges in business leadership education in tertiary education in particular........80 3.2.3 Preliminary conclusions................................ 91 3.2.4 Curriculum in tertiary education...........................93 3.2.5 Principles for curriculum design of business leadership education in tertiary education.................96 3.2.5.1 Principle 1 - Educational goals......................97 3.2.5.2 Principle 2 - Personality as educational ideal..........99 3.2.5.3 Principle 3 - Educational contents...............103 3.2.5.4 Principle 4 - Educational methodologies.......... 107 3.2.5.5 Principle 5 - Educational settings........... 119 3.2.5.6 Principle 6 - Evaluation............................. 122 3.2.5.7 Principle 7 - Financing.............................. 125 3.2.6 Conclusions........................................... 126 4. Business leadership education in tertiary education for graduates - Evaluation of exemplary Master s programs.............129 4.1 Methodology............................................ 130 4.1.1 Development of evaluation criteria........................130 4.1.2 Selection of exemplary Master s programs..................132 4.1.3 Data collection...........................................135 4.1.4 Data analysis......................................... 135 4.1.4.1 Document analysis......................................136 4.1.4.2 Content analysis.......................................137 4.1.5 Interpretation and discussion.............................140 4.1.5.1 Educational goals.....................................144 4.1.5.2 Educational ideal.................................. 152 4.1.5.3 Educational contents...................................152 4.1.5.4 Educational methodologies............................ 159 4.1.5.5 Educational settings................................. 164 4.1.5.6 Evaluation......................................... 170 4.1.5.7 Financing............................................ 173 4.1.6 Limitations and future research......................... 175 4.2 Conclusions................................................ 176 5. Conclusions Part 2................................................178 Part 3: Delphi-based scenario study: Business leadership education in tertiary education for graduates in the year 2030,.............182 1. Aim of research...................................................183 2. Formulation of research questions.................................185 3. Methodology: Framing of Delphi-based scenario study...............185 3.1 Principles of scenario planning............................ 185 IX 3.2 Study design and procedures................................189 Delphi method.....................................................191 4.1 Principles of the Delphi method......................... 191 4.2 Real-time Delphi approach........................... 194 4.3 Delphi procedures....................................... ..196 4.3.1 Development of projections................................196 4.3.2 Selection of experts.....................................200 4.3.3 Data collection..................................... 202 4.3.4 Data analyses......................................... 208 4.3.4.1 Quantitative data analysis............................208 4.3.4.2 Qualitative content analysis.......................... 209 4.3.5 Results and discussion.................................. 212 4.3.5.1 Overview........................................ 212 4.3.5.2 Stakeholder dimension providers (universities/business schools]................... 219 4.3.5.2.1 Projection 1 - Personality leadership competencies..................................... 220 4.3.5.2.2 Projection 2 - Educational setting development of competencies................................ 225 4.3.5.2.3 Projection 3 - E-learning...................... 229 4.3.5.2.4 Projection 4 - Individualization................. 235 4.3.5.2.5 Projection 5 - Allocation to schools............. 239 4.3.5.2.6 Conclusions for stakeholder dimension providers...245 4.3.5.3 Stakeholder dimension participants/ learners (students]............................. 246 4.3.5.3.1 Projection 6 - Requirements for leadership positions..........................................247 4.3.5.3.2 Projection 7 - Entre- intrapreneurship as a basis for innovations............................ 252 43.5.3.3 Projection 8 - International internships development of competencies.................... 257 43.5.3.4 Projection 9 - Transfer of knowledge by real-world projects”....................... 262 43.53.5 Conclusions for stakeholder dimension participants..................................... 267 43.5.4 Stakeholder dimension purchasers [employers/companies].................................268 43.5.4.1 Projection 10 - Return on education (ROE]........ 268 43.5.4.2 Projection 11 - Transformation of working environment working conditions...................273 43.5.4.3 Projection 12 - International and intercultural experiences........................ 277 43.5.4.4 Projection 13 - Corporate universities.............282 43.5.4.5 Conclusions for stakeholder dimension purchasers..................................... 287 43.5.5 Stakeholder dimension politics.......................288 43.5.5.1 Projection 14 - International student mobility recognition of degrees..........................288 43.5.5.2 Projection 15 - Funding of tertiary education......293 43.5.5.3 Projection 16 - Duration of Master s programs......298 43.5.5.4 Conclusions for stakeholder dimension politics.....303 5. Scenario development...............................................304 5.1 Prioritization.......................................... 305 5.1.1 Portfolio analysis.................................... 305 5.1.2 Cross impact analysis (CIA)............................ 309 5.2 Scenario axes analysis................................. 315 5.3 Scenario stories....................................... 319 5.3.1 Scenario 1 - 2030: Management education 10.0............ 319 53.2 Scenario 2 - 2030: Leadership trailblazer - grasping the 24/7 e-learning landscape experiencing real-world settings...................... 322 533 Scenario 3 - 2030: Management education in the armchair....................................... 325 53.4 Scenario 4 - 2030: Leadership explorer - coping with the blended learning environment online and off exploring real-world settings...........328 5.4 Discontinuities and the surprising future................. 331 5.4.1 Wildcard 1 - Eradication of Master’s degree programs.....332 5.4.2 Wildcard 2 - Structural discontinuity.....................333 5.5 Expert check.............................................. 334 6. Transfer................................................... 334 7. Limitations and future research.................................. 340 8. Conclusions Part 3......................................... 342 Part 4: Conclusions.................................................. 346 1. Conclusions and remarkable results............................... 347 2. Contributions of research...................................... 352 3. Limitations and future research...................................355 4. Practical implications............................................357 References........................ .................................... 360 Appendix............................................................... 420 Business schools and business leadership education in tertiary educa- tion are faced with multiple challenges. At least since the (global) finan- cial crisis of 2007-2009, critical and controversial debates ensued on the quality of business leadership education, particularly with regard to ethical dimensions. Against this background, and along with the cur- rent development of the political, economic, social, and technological environment, business leadership education in tertiary education for graduates has to be scrutinized and - where appropriate - redesigned. In order to equip tomorrow s business leaders with the necessary competencies to cope with the challenges of a complex and uncertain world in the 21st century that is driven by globalization and accelera- ted technological advancements, a pedagogical infrastructure is requi- red that nurtures the development of a student s (creative) personality. Based on a sound theoretical foundation, together with requirements from the corporate level, seven principles for a curriculum design of business leadership education in tertiary education were proposed in this work. They laid the foundation for subsequent qualitative research of selected Master s Programs in business leadership education. A Del- phi-based scenario study was conducted, incorporating more than 100 experts worldwide in order to define the objectives for the long- term future (2030) of business leadership education in tertiary educa- tion. Four scenarios for post-graduate business leadership education in the tertiary education sector for the year 2030 were elaborated. Thus, main stakeholder groups were prepared to cope with different potential future settings. Moreover, this research contributes to further improve and conti- nuously develop business leadership education in tertiary education to become state of the art.
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genre	(DE-588)4113937-9 Hochschulschrift gnd-content
genre_facet	Hochschulschrift
id	DE-604.BV044375248
illustrated	Illustrated
indexdate	2024-12-20T18:01:18Z
institution	BVB
institution_GND	(DE-588)103002-4
isbn	9783956631306 3956631307
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-029777571
oclc_num	992512838
open_access_boolean
owner	DE-19 DE-BY-UBM DE-12 DE-739 DE-521 DE-384 DE-N2 DE-706 DE-473 DE-BY-UBG DE-91 DE-BY-TUM DE-20 DE-355 DE-BY-UBR DE-11 DE-188 DE-703 DE-83
owner_facet	DE-19 DE-BY-UBM DE-12 DE-739 DE-521 DE-384 DE-N2 DE-706 DE-473 DE-BY-UBG DE-91 DE-BY-TUM DE-20 DE-355 DE-BY-UBR DE-11 DE-188 DE-703 DE-83
physical	XXI, 426 Seiten Illustrationen, Diagramme
publishDate	2017
publishDateSearch	2017
publishDateSort	2017
publisher	Steinbeis-Edition
record_format	marc
spellingShingle	Kisgen, Stefanie 1979- The future of business leadership education in tertiary education for graduates Führungskräfteentwicklung (DE-588)4196324-6 gnd Postgraduiertenstudium (DE-588)4277297-7 gnd Wirtschaftsethik (DE-588)4066439-9 gnd
subject_GND	(DE-588)4196324-6 (DE-588)4277297-7 (DE-588)4066439-9 (DE-588)4113937-9
title	The future of business leadership education in tertiary education for graduates
title_auth	The future of business leadership education in tertiary education for graduates
title_exact_search	The future of business leadership education in tertiary education for graduates
title_full	The future of business leadership education in tertiary education for graduates Stefanie Kisgen
title_fullStr	The future of business leadership education in tertiary education for graduates Stefanie Kisgen
title_full_unstemmed	The future of business leadership education in tertiary education for graduates Stefanie Kisgen
title_short	The future of business leadership education in tertiary education for graduates
title_sort	the future of business leadership education in tertiary education for graduates
topic	Führungskräfteentwicklung (DE-588)4196324-6 gnd Postgraduiertenstudium (DE-588)4277297-7 gnd Wirtschaftsethik (DE-588)4066439-9 gnd
topic_facet	Führungskräfteentwicklung Postgraduiertenstudium Wirtschaftsethik Hochschulschrift
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029777571&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029777571&sequence=000002&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029777571&sequence=000005&line_number=0003&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029777571&sequence=000006&line_number=0004&func_code=DB_RECORDS&service_type=MEDIA
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