Disrupt or Be Disrupted: A Blueprint for Change

 

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An evidence-based approach to improving graduate management education.

With contributions by administrators and professors from top graduate management programs worldwide, this book provides business school decision makers with an evidence-based approach to improving the practice of graduate management education. The book is designed to help navigate the pressures of today's market and create revolutionary platforms that leverage a school's unique competitive advantage in a design distinctly tailored for today's business realities.

  • Offers a unique handbook for improving graduate management education.
  • Contains contributions from an international group of deans and professors that lead MBA programs.
  • Sponsored by GMAC, owner of the Graduate Management Admission Test® (GMAT®) used by more than 5,800 graduate management programs worldwide.

"... essential reading for those involved in the leadership of business schools."

George Yip
Professor
China Europe International Business School

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About the Book

Introduction

Since the 1960s, business schools and graduate management education have made some impressive advances and have introduced more constructive changes than many would have predicted. Despite these accomplishments, critics abound, and many of them have had considerable influence over the ongoing dialogue about how to improve and, indeed, reinvent graduate business education. The need to make fundamental changes in graduate management education is the central theme in these critiques. Disrupt or Be Disrupted: A Blueprint for Change in Management Education addresses the overriding issue of how to get from here to the future.

GMAC commissioned this book to bring together thought leaders and foster the discussion around the future of graduate management education.

Chapter Descriptions

Introduction: The Change Imperative

Authors: Brooks Holtom, Lyman W. Porter

Holtom and Porter identify how marketplace forces, such as new competitors, technological advancements, globalization, and economic fluctuations, are challenging the very core of graduate management education and rendering the business school status quo unsustainable. They detail these challenges as they examine the current state of graduate management education and introduce readers to the book’s contributing authors. Holtom and Porter also preview their recommendations for how innovations in research, faculty training, curriculum design, student engagement, and quality measurement can impact the future of graduate business education.

One: Building the Case for Graduate Management Education: Ensuring and Enhancing Future Value

Authors: Erich Dierdorff, Denis Nayden, Dipak Jain, Subhash Jain

The authors pose questions that anyone involved in providing graduate management education needs to be able to answer: Why does this type of education matter? Does it provide measurable value? If so, how do we know? Asked from another perspective: Will graduate management education remain relevant for the remainder of the 21st century? The authors make the case for why graduate management education does matter and they examine this question from the perspective of individuals who will be students in the future, organizations that will hire graduates of business programs, and, especially, society at large. The authors also put forth ideas for changes that will be necessary to increase the effectiveness and relevance of graduate management education in the years ahead.

Two: Framing and Making Strategic Choices

Author: Michael Hay

Hay delves into a basic issue that schools of all sizes and types face: how to position the school for the future. He defines four forces making such positioning vital:  globalization, technological, and workplace changes and the need for educational programs that meet these challenges; increased international competition; new business school models; and the “arms race for talent.”  Against these challenges, Hay examines strategic positioning questions that each school must answer for itself, such as:  Whom does the school serve? What does it do? How and where does it deliver programs and by whom? How is the school organized, managed, and funded? The questions are important, and, if faced directly and openly, the answers should reveal whether a school has a foundation of clarity and conviction about its current positioning and what it wants to be in the future.

Three: Managing Aspirations, Resources, and Cost Structures in Differentiating Constraints

Authors: Jikyeong Kang, Andrew Stark

Kang and Stark examine the basic financial environments within which business schools function today, which vary dramatically from school model to school model, from public to private, from nonprofit to for-profit, from independent to university-based, and from region to region. With insights gleaned from interviews conducted with 19 business school deans and directors in the United States, Europe, and Asia, the authors posit that the choice of business school model or consideration of a change in business model requires a complex analysis of the interrelationships between existing and potential funding sources, the role of research, and development of reputation and brand and how these open doors to key resources.  They conclude with a discussion of how a school might be able to change its financial model should it choose to do so and what the advantages and drawbacks of that might be.

Four: Intellectual Signatures: Impact on Relevance and Doctoral Programs

Authors: J.C. Spender, Rakesh Khurana

Spender and Khurana focus intensively on four exemplar management schools—at Harvard, Chicago, Carnegie Mellon, and Yale—and how each has placed its own intellectual signature on doctoral education for future faculty members who go on to careers at major universities around the United States and overseas. The chapter’s central proposition is that “a school’s doctoral program is a litmus test of the research ability and productivity of its disciplinary and intellectual signature.” The authors visit the longstanding rigor vs. relevance issue and strongly encourage broader use of different research methodologies and a wider approach to selecting research topics in doctoral studies.

Five: Curriculum Matters: Toward a More Holistic Graduate Management Education

Authors: Sara L. Rynes-Weller, Jean M. Bartunek

Rynes-Weller and Bartunek examine the fundamental question: Is the typical curriculum of today’s MBA programs meeting the needs of organizations and society as we move further into the 21st century? If not, what needs to be changed? The authors cite research that identifies two areas of the curriculum in need of increased attention: the leadership/management of human capital, and decision making/problem solving. In addition, the areas of ethics and corporate social responsibility appear to merit more examination. As the chapter makes clear, however, no matter how desirable these curricular changes might be, there are formidable obstacles to implementing them that schools must appreciate and consciously overcome.

Six: Overlooked and Unappreciated: What Research Tells Us About How Teaching Must Change

Authors: Kenneth G. Brown, Ben Arbaugh, George Hrivnak, Amy L. Kenworthy

Chapter six examines the challenges involved in increasing the quality of teaching and delivery of course content to facilitate and enhance student learning. Among the important issues the authors cover are ways to maximize the potential of various delivery approaches, such as online instruction and experiential learning exercises. They emphasize the role of schools in staffing, training, motivating, and rewarding instructors and the necessity to give concerted attention to course design—an area often greatly overlooked.

Seven: Student Engagement: Selection, Management, and Outcomes

Author: Daniel C. Feldman

Feldman's analysis highlights key factors that affect how engaged students become in their classroom education, in their extracurricular activities, and in their own post-education professional development. The chapter takes a decidedly student-as-agent perspective. It emphasizes the choices management schools face regarding how much and what kinds of engagement they want to encourage, and how their approaches to student selection can affect the amounts and types of engagement. As the author stresses, more engagement is not necessarily better engagement.

Eight: Reclaiming Quality in Graduate Education

Authors: Robert S. Rubin, Frederick P. Morgeson

Rubin and Morgeson describe a comprehensive approach to measuring the quality of graduate management education. More specifically, the authors propose a well-developed and workable alternative to the much-criticized rankings of business schools by various media outlets. That alternative approach, labeled the Quality Content Model, is based on a meticulous examination of the multidimensional nature of graduate management education and hence on the different criteria that contribute to its overall quality. Within the new approach, subject-matter experts determine the relative importance of each of the different criteria. Then ratings, not rankings, can be made of a specific school on each criterion. As the authors conclude, “…the time has clearly come for the academic community to move beyond mere criticism of media rankings as indicators of [graduate management education’s] program quality.” In this chapter, the authors outline a specific way forward that does move beyond those criticisms. This is a matter for both individual schools and the field in general to address when contemplating the path to a successful future.

Epilogue

Authors: Brooks Holtom, Erich Dierdorff

Holtom and Dierdorff endorse the conclusion reached unambiguously by the book’s authors that the status quo is no longer sufficient for sustaining the value of graduate management education into the future. The past decade of piercing criticism from both within and outside academe directed especially toward the “flagship” program—the MBA—reinforces the urgent need to change and innovate. This will require schools to use the evidence presented in the book to create more effective, efficient, and sustainable models of graduate management education and in doing so “disrupt” commonly held beliefs that inhibit productive revision and serve as obstacles to meaningful change.

Author Bios

Author Biographies

J. Ben Arbaugh

J. Ben Arbaugh
Professor, University of Wisconsin Oshkosh

Co-Author: Overlooked and Unappreciated: What Research Tells Us About How Teaching Must Change (Chapter 6)

J. B. (Ben) Arbaugh is Professor of Management in the College of Business (COB) at the University of Wisconsin (UW) Oshkosh. His published research has appeared in leading management and educational research journals such as Academy of Management Learning & Education, Computers & Education, Management Learning, The Internet and Higher Education, and the Journal of Asynchronous Learning Networks. From 2009 to 2011, he was editor of Academy of Management Learning & Education and chaired the Management Education and Development Division of the Academy of Management in 2006–2007. He is a six-time Academy of Management Division Best Paper Award winner and winner of Best Article Awards with both the Journal of Management Education and the Decision Sciences Journal of Innovative Education. He also serves on the editorial boards of the Journal of Management Education, Academy of Management Learning & Education, Decision Sciences Journal of Innovative Education, The Internet and Higher Education, and Organization Management Journal.

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Dr. Arbaugh’s research in graduate management education has focused primarily on the delivery of management education via the Internet, with particular emphasis on online course design and the influence of academic disciplines on online course outcomes, for which he received a GMAC Management Education Research Institute (MERI) faculty fellowship in 2009. He also has received MERI grants for research on career transitions of MBA graduates, women and minorities in MBA programs, and regional influences on attitudes toward MBA education. Other research interests include research methods in management education, project management, organizational growth transitions, and international entrepreneurship.

In 2011, Dr. Arbaugh became the first UW Oshkosh College of Business faculty member since 1992 to be named a John McNaughton Rosebush Professor, UW Oshkosh’s highest faculty award. His other teaching honors include the 2008 Outstanding COB Graduate Faculty Award, the 2009 Management and Human Resources Department Teaching Award, and the 2012 UW Online MBA Consortium Outstanding Faculty Award. Outside the university, he has worked with organizations such as the Hazelden Foundation and the Western Interstate Commission on Higher Education in the areas of project management and online teaching and learning.

Jean Bartunek

Jean Bartunek                                                   top of page
Robert A. and Evelyn J. Ferris Chair and Professor, Boston College

Co-Author: Curriculum Matters: Toward a More Holistic Graduate Management Education (Chapter 5)

Jean M. Bartunek is the Robert A. and Evelyn J. Ferris Chair and Professor of Management and Organization at the Carroll School of Management at Boston College, where she has taught since 1977. Her bachelor’s degree in psychology and sociology is from Maryville University (St. Louis), where she has served on the board of trustees since 2003. Her PhD in social and organizational psychology is from the University of Illinois at Chicago. She is a past president and fellow of the Academy of Management and in 2009 won the Academy’s Career Distinguished Service Award. From 2008 to 2010, she was a visiting international fellow of the Advanced Institute for Management Research in the United Kingdom. 

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Dr. Bartunek has published more than 125 journal articles and book chapters, as well as five books: Creating Alternative Realities at Work: The Quality of Worklife Experiment at Foodcom (coauthored with Michael Moch), Hidden Conflict in Organizations: Uncovering Behind-the-Scenes Disputes (coedited with Deborah Kolb), Insider-Outsider Team Research (coauthored with Meryl Louis), Organizational and Educational Change: The Life and Role of a Change Agent Group , and Church Ethics and Its Organizational Context: Learnings From the Sex Abuse Scandal in the Catholic Church (coedited with Mary Ann Hinsdale and James Keenan). Her work has won best paper awards from the Journal of Applied Behavioral Science and Human Relations. Her primary research interests center around organizational change and academic–practitioner relationships. This latter interest includes how academic knowledge can be “translated” for practitioners, including students in management classes.

Dr. Bartunek is an associate editor of the Academy of Management Learning & Education and the Journal of Applied Behavioral Science. She serves, or has served, on the editorial boards of multiple journals, such as the Academy of Management Journal, Administrative Science Quarterly, Organization Studies, the Journal of Organizational Behavior, and Human Relations. She previously was a coeditor for the nontraditional research section of the Journal of Management Inquiry (1994–1997) and an associate editor of Advances in Qualitative Organizational Research (1998–2004). She has also coedited special research forums in the Academy of Management Journal (1993, 2001) and Academy of Management Review (2007, 2012).

Kenneth Brown

Kenneth G. Brown                                             top of page

Professor and Henry B. Tippie Research Fellow, University of Iowa

Co-Author: Overlooked and Unappreciated: What Research Tells Us About How Teaching Must Change (Chapter 6)

Kenneth G. Brown, PhD, SPHR, is currently Professor and Henry B. Tippie Research Fellow in the Henry B. Tippie College of Business at the University of Iowa. He conducts research on learning and motivation in workplace training and development, with an emphasis on technology-mediated learning environments. He also studies the science–practice gap as it relates to management policy and practice. His published work has appeared in journals such as Academy of Management Executive, Academy of Management Learning & Education, Human Resource Management, Journal of Applied Psychology, Organizational Behavior and Human Decision Processes, Personnel Psychology, and in a number of edited books. He is coauthor (with Greg Stewart) of the human resources textbook, Human Resource Management: Linking Strategy to Practice.

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Dr. Brown has received research awards from the American Society of Training and Development and the Society of Human Resource Management for his research on technology-mediated training programs, as well as best paper awards from Human Resource Management and the Academy of Management Learning & Education. He has served on the editorial boards of Academy of Management Review, Cornell Hospitality Quarterly, Human Resource Development Quarterly, Human Resource Management, Journal of Management, Organization Management Journal, and Personnel Psychology. After serving a term as associate editor of Academy of Management Learning & Education from 2009 to 2011, he was appointed editor for 2012–2015.

Dr. Brown’s teaching experiences include courses in human resources, organizational behavior, and general management across undergraduate, master, and doctoral levels. He currently teaches the mandatory, large-enrollment management course for undergraduates in the Tippie College. He is the recipient of numerous teaching awards, including the Dean’s Teaching Award, the Collegiate Teaching Award, the President and Provost Award for Teaching Excellence, and (twice) the college’s annual “Student’s Choice for Faculty Excellence Award.” The University of Iowa student body chose Dr. Brown to give the “Last Lecture” in 2011. The Institution for the Carnegie Foundation also nominated him three times for the US Professors of the Year Program.

Erich Dierdorff

Erich Dierdorff                                                   top of page
Associate Professor, DePaul University

Co-Author: Building the Case for Graduate Management Education: Ensuring and Enhancing Future Value (Chapter 1)
Co-Author: Epilogue

Erich C. Dierdorff is an Associate Professor of Management in the Driehaus College of Business at DePaul University in Chicago. His published research has appeared in leading management journals such as Academy of Management Journal, Journal of Management, Journal of Applied Psychology, Personnel Psychology, and The Leadership Quarterly, among others. Dr. Dierdorff serves on the editorial boards of Journal of Applied Psychology, Personnel Psychology, Academy of Management Learning & Education, Human Performance, and Journal of Leadership and Organizational Studies. He has also contributed to numerous industry and press outlets (e.g., Bloomberg Businessweek, Financial Times, The Chronicle of Higher Education, and The Washington Post).

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His research in graduate management education has focused on curricular challenges facing contemporary schools of business, and specifically on issues of “real-world” relevancy. This latter research topic has been funded by research grants awarded through the GMAC Management Education Research Institute. Other research interests include improving the effectiveness of individual- and team-level learning, examining the predictors and consequences of organizational citizenship, and studying contextual factors that affect work analysis, work design, and performance effectiveness.

Dr. Dierdorff has received several awards for teaching excellence at both the undergraduate and graduate levels of business education. Outside the university, he has consulted with both private and public-sector organizations in areas of human capital development such as strategic workforce development, selection system design, training effectiveness, and leadership development. He has performed this work with such organizations as Nortel Networks, Siemens Systems, Law School Admission Council, US Department of Labor, North Carolina State Bureau of Investigation, and the American Council for the Teaching of Foreign Languages.

Daniel Feldman

Daniel Feldman                                                 top of page
Associate Dean of Academic Affairs, University of Georgia

Author: Student Engagement: Selection, Management, and Outcomes (Chapter 7)

Daniel Feldman is Associate Dean of Academic Affairs and Synovus Chair of Servant Leadership at the University of Georgia’s Terry College of Business. He has served on the faculties of Yale College, the University of Minnesota Industrial Relations Center, Northwestern University’s Kellogg Graduate School of Management, University of Florida, as the James Bradley Distinguished Foundation Fellow at the University of South Carolina’s Moore School of Business, and as a Visiting Sloan Scholar at MIT. He received his MA in administrative sciences and his PhD in organizational behavior at Yale University Graduate School.

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Dr. Feldman has written six books and more than 125 articles on career development and career management. His coauthored book, Coping With Job Loss: How Individuals, Organizations, and Communities Respond to Layoffs, was named one of the four outstanding books of the year by the Academy of Management, and his work on job loss has been cited in The New York Times and The Wall Street Journal. In 1997, he was the recipient of USC’s Educational Foundation Research Award for being the outstanding researcher in the professional schools. He has also won a J. L. Kellogg Research Professorship for his work on socialization and job change, a CIBER Fellowship for his work on expatriation, a Riegel and Emory Fellowship for his work on downsizing, the Addison-Wesley Best Paper Award from the Academy of Management for his work on early retirement incentives, the Cason Hall Best Paper Award for his work on part-time employment, and the Careers Division Best Paper Award for his work on early career indecision.

Professor Feldman has won numerous teaching awards, including the MBA Teacher of the Year award, which he won five times at the University of Florida. At USC, he received the Alfred G. Smith Award for Teaching Excellence (outstanding teacher in the Moore School of Business) and the Michael A. Hill Distinguished Faculty Award (outstanding teacher in the Honors College), and was named an Eli Lilly Senior Teaching Fellow (university-level award). At the University of Georgia, he won an outstanding teacher award in 2005. He has led executive education programs at firms such as Honeywell, Milliken, J.C. Penney, Knight-Ridder, the US Health Care Finance Administration, American Red Cross, AMA, and Duke Energy.

Michael Hay

Michael Hay                                                      top of page
Professor, London Business School

Author: Framing and Making Strategic Choices (Chapter 2)

Michael Hay is Professor of Management Practice in Strategic and International Management and Entrepreneurship at London Business School. He was deputy dean and secretary of the school for five years until December 2006 and acting dean of CIDA City Campus in Johannesburg, South Africa in 2007. CIDA is an innovative institution that provides virtually free undergraduate business education to historically disadvantaged individuals.

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Professor Hay joined the London Business School faculty in 1987 and has held a variety of positions, including director of the Foundation of Entrepreneurial Management, associate dean of the Sloan Master’s Program, and dean of executive education. He previously spent 10 years in academic publishing, principally with Blackwell, where he was deputy managing director of Blackwell Publishers, a founder and chair of Blackwell-Polity, and chairman/chief executive of Marston Book Services; and director of The Business Place in South Africa.

Professor Hay is cofounder of the Global Entrepreneurship Monitor which, starting with 10 countries in 1999, now examines the nature and impact of entrepreneurial activity in more than 50 countries around the world. His books include The Strategy Handbook, with Peter Williamson; Investing for the Future: New Firm Funding in Germany, Japan, the UK and USA with Steven Abbott; and The Venture Capital Handbook with Bill Bygrave and Jos Peeters. He has worked as a consultant for the United Nations on welfare in Eastern Europe and coauthored, with Professor Sir Alan Peacock, Social Policies in the Transition to a Market Economy.

Brooks Holtom

Brooks Holtom                                                  top of page
Associate Professor, Georgetown University

Co-Author: The Change Imperative (Introduction)
Co-Author: Epilogue

Brooks Holtom is Associate Professor of Management at the McDonough School of Business at Georgetown University. He taught previously at the Owen Graduate School of Management at Vanderbilt University as well as at the College of Business Administration at Marquette University. He has been a visiting professor at the Munich School of Management, Ludwig-Maximilians Universität (Germany), Institut d’Economie Scientifique Et de Gestion, l’Université Catholique de Lille (France), and Colegio de Administración para el Desarrollo, Universidad San Francisco de Quito (Ecuador).

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Dr. Holtom’s research focuses on how organizations acquire, develop, and retain human and social capital. His more than 50 published articles have appeared in premier management journals such as Academy of Management Journal, Journal of Applied Psychology, International Journal of Human Resource Management, and others. He has been a board member for a number of top journals (e.g., Academy of Management Journal, Journal of Management, Organizational Behavior, and Human Decision Processes) and received awards for this service. His thinking has appeared in many media outlets including Bloomberg Businessweek, The Chicago Tribune, Harvard Management Update, The New York Times, the Toronto Globe and Mail, The Wall Street Journal, The Washington Post, CBS, CNBC, CNN, Fox News, and NPR.

Dr. Holtom received BS and master’s degrees in accounting from Brigham Young University. He worked several years for a large accounting firm in Seattle, Washington, where he was licensed as a CPA, and then completed his PhD in organizational behavior and human resource management at the University of Washington.

George Hrivnak

George A. Hrivnak                                             top of page
Assistant Professor, Bond University

Co-Author: Overlooked and Unappreciated: What Research Tells Us About How Teaching Must Change (Chapter 6)

George Hrivnak is an Assistant Professor of Management at Bond University in Queensland, Australia. His research focuses on management education and development, including leadership development, experiential learning, instructional design and assessment, and transfer of learning. He and his colleagues have published their work in the Journal of International Management, Journal of Management Education, International Journal of Organizational Analysis, and Small Group Research, and have published several book chapters and conference papers.

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He is an editorial board member of Academy of Management Learning & Education and a board member of Bond University’s Centre for Applied Research in Learning, Engagement, Andragogy & Pedagogy. Dr. Hrivnak is an award-winning teacher who teaches at the undergraduate, graduate, and executive levels regarding topics that include negotiation, leadership, organizational behavior, change management, and human resources management.

Dipak Jain

Dipak Jain                                                         top of page
Former Dean, INSEAD

Co-Author: Building the Case for Graduate Management Education: Ensuring and Enhancing Future Value (Chapter 1)

Dipak Jain is the former Dean of the international business school INSEAD, a position he held from March 2011 to March of 2013. Dr. Jain previously served as dean of Northwestern University’s Kellogg School of Management from 2001 to 2009. He joined the Kellogg School of Management faculty in 1986 as an associate professor and became an associate dean in 1996. In 1994, he was named the school’s Sandy and Morton Goldman Professor of Entrepreneurial Studies and professor of marketing. He currently continues his role at INSEAD as professor of marketing.

Subhash Jain

Subhash Jain                                                     top of page
Professor and Director for Center for International Business Education and Research, University of Connecticut

Co-Author: Building the Case for Graduate Management Education: Ensuring and Enhancing Future Value (Chapter 1)

Subhash C. Jain is Professor of International Marketing, Director of the Center for International Business Education and Research (CIBER), and Director of the GE Global Learning Center (GEGLC) at the University of Connecticut’s School of Business. His teaching, consulting, and research activities include marketing strategy and multinational marketing. Dr. Subhash Jain is the author of more than 100 publications, including 12 books: Marketing Planning and Strategy, International Marketing, Export Strategy, Market Evolution in Developing Countries, Handbook of Research in International Marketing, Toward a Global Business Confederation, Multinational Corporations and Poverty Reduction, Emerging Economies and the Transformation of International Business, Global Business Negotiations, and others.

Jikyeong Kang

Jikyeong Kang                                                   top of page
Professor and Director of Postgraduate Centre, Manchester Business School

Co-Author: Managing Aspirations, Resources, and Cost Structures in Differentiating Constraints (Chapter 3)

Jikyeong Kang is currently Professor of Marketing and Director of the DBA Program at Manchester Business School (MBS), United Kingdom. A native of Korea, she spent 18 years in the United States, nine of which on the faculty of the University of Wisconsin–Madison. During the early years of her career at the University of Wisconsin–Madison, she was elected as a member of the prestigious Teaching Academy. She has held visiting appointments at numerous business schools, including CEIBS, ESSEC, RSM, HEC, and Sogang University.

Amy Kenworthy

Amy L. Kenworthy                                             top of page
Professor and Founding Director of LEAP Centre, Bond University

Co-Author: Overlooked and Unappreciated: What Research Tells Us About How Teaching Must Change (Chapter 6)

Amy L. Kenworthy is the Founding Director of the Centre for Applied Research in Learning, Engagement, Andragogy, and Pedagogy (LEAP) and Professor of Management at the School of Business at Bond University in Queensland, Australia. Dr. Kenworthy’s primary research and scholarship interests focus on the interrelated areas of service learning, community engagement, and experiential education practices. She has served as guest editor for special issues on service learning in the Academy of Management Learning & Education, the Journal of Management Education, the International Journal of Case Method Research & Application, and the International Journal of Organizational Analysis and has published numerous articles in leading academic journals. Her recent publications include two edited books—Innovations in Teaching and Learning and Community Engagement in Contemporary Legal Education (coedited with Patrick Keyzer and Gail Wilson).

Rakesh Khurana

Rakesh Khurana                                                 top of page
Marvin Bower Professor of Leadership Development, Harvard Business School

Co-Author: Intellectual Signatures: Impact on Relevance and Doctoral Programs (Chapter 4)

Rakesh Khurana is the Marvin Bower Professor of Leadership Development at the Harvard Business School. He is also the master of Cabot House at Harvard College. He teaches a doctoral seminar on management and markets and MBA courses in corporate governance in and leadership. Professor Khurana received his BS from Cornell University and his AM (sociology) and PhD in organization behavior from Harvard University. Prior to attending graduate school, he worked in sales and marketing as a founding member of Cambridge Technology Partners.

Frederick Morgeson

Frederick P. Morgeson                                       top of page
Professor, Michigan State University

Co-Author: Reclaiming Quality in Graduate Education (Chapter 8)

Frederick P. Morgeson is Professor of Management and Valade Research Scholar at the Eli Broad College of Business at Michigan State University. He received his PhD in industrial and organizational psychology from Purdue University. Dr. Morgeson teaches and does research in human resource management and organizational behavior. His research has focused on four distinct areas. The first involves his continuing interest in leadership, particularly with respect to the role of leadership in self-managing teams and the nature of the relationship between leaders and followers. His second area of research examines fundamental questions about the nature of work, including how work is structured and how people perceive their work, which he has explored in a series of studies in the job analysis, work design, and work teams areas. Dr. Morgeson has also studied the effectiveness and consequences of different selection techniques and has explored issues of theory development and sought to produce integrative research in the substantive research areas of his interest.

Denis Nayden

Denis J. Nayden                                                 top of page
Managing Partner, Oak Hill Capital Partners

Co-Author: Building the Case for Graduate Management Education: Ensuring and Enhancing Future Value (Chapter 1)

Denis J. Nayden is a Managing Partner of Oak Hill Capital, a private equity firm in which Robert M. Bass is the lead investor. At Oak Hill Capital, Mr. Nayden heads the industry groups focused on investments in basic industries and co-heads the business & financial services team. Currently, he represents Oak Hill Capital on a number of boards in which Oak Hill Capital directly invests. He chairs the boards of directors of Avolon Aerospace Limited and Firth Rixson Limited and he is on the board of Accretive Healthcare and Jacobson Companies. Formerly, he was chaired the boards of directors of Primus International, RSC Equipment Rental, and Duane Reade, Inc., and a member of the board of Genpact Limited, all prior Oak Hill Capital investments.

Lyman Porter

Lyman W. Porter                                                top of page
Professor Emeritus, University of California, Irvine

Co-Author: The Change Imperative (Introduction)

Lyman W. Porter is Professor Emeritus of Management in the Paul Merage School of Business at the University of California, Irvine (UCI), and was formerly dean of that school. Prior to joining UCI in 1967, he served on the faculty of the University of California, Berkeley, and was a visiting professor at Yale University. Currently, he serves as a member of the board of trustees of the American University of Armenia. He has also been a visiting professor at Hong Kong University and has served as an external examiner for the National University of Singapore.

Robert Rubin

Robert S. Rubin                                                  top of page
Associate Professor, DePaul University

Co-Author: Reclaiming Quality in Graduate Education (Chapter 8)

Robert S. Rubin is Associate Professor of Management in the Driehaus College of Business at DePaul University. He has published his work in leading academic journals such as Academy of Management Journal, Personnel Psychology, The Leadership Quarterly, Journal of Applied Psychology, Journal of Organizational Behavior, Business Ethics Quarterly, Journal of Business Ethics, Human Resources Management, Journal of Management Education, and Academy of Management Learning & Education. Professor Rubin’s research also has been profiled in national publications, including Bloomberg Businessweek, Financial Times, and The Chronicle of Higher Education. Currently, Dr. Rubin is an editorial board member of the Academy of Management Learning & Education, and Leadership and Organizational Studies. Dr. Rubin coauthored a management skills textbook, Managing Organizational Behavior: What Great Managers Know and Do.

Sara Rynes-Weller

Sara L. Rynes-Weller                                          top of page
Professor, University of Iowa

Co-Author: Curriculum Matters: Toward a More Holistic Graduate Management Education (Chapter 5)

Sara L. Rynes is the John F. Murray Professor of Management and Organization in the Tippie College of Business at the University of Iowa. Her research has appeared in leading management journals such as the Academy of Management Review, Academy of Management Journal, Journal of Applied Psychology, Personnel Psychology, Harvard Business Review, and Academy of Management Learning & Education. She was editor-in-chief of the Academy of Management Journal from 2005 to 2007 and served on the editorial boards of the Academy of Management Review, Journal of Applied Psychology, Personnel Psychology, Human Resource Management, and the Academy of Management Learning & Education.

John-Christopher Spender

John-Christopher (JC) Spender                          top of page
Visiting Professor of the Department of People Management and Organisation, ESADE

Co-Author: Intellectual Signatures: Impact on Relevance and Doctoral Programs (Chapter 4)

John-Christopher Spender is currently a Visiting Professor at Lund University, Sweden; ESADE, Spain; and at Cranfield University School of Management, the Open University Business School, and Leeds University Business School, all in the United Kingdom. He is also a faculty member and Chairman of The Board for the International School of Management in Paris, France. Trained initially as a nuclear engineer, Dr. Spender worked for Rolls-Royce & Associates at the plant for British nuclear submarines from 1960 to1965. He later joined IBM (UK), working from 1965 to 1970 as a large account team manager, and later worked in London as an investment banker until 1988.

Andrew Stark

Andrew Stark                                                      top of page
Professor, Manchester Business School

Co-Author: Managing Aspirations, Resources, and Cost Structures in Differentiating Constraints (Chapter 3)

Andrew W. Stark is the Coutts Professor of Accounting and Finance at the Manchester Business School. He has held this position since 1996, having previously held faculty positions at the Yale School of Management, the University of Essex, the University of Ulster at Jordanstown, the University of Maryland at College Park, and the University of Manchester. While at the Manchester Business School, he served for six years as the director of the full-time MBA program and is currently head of the division of accounting and finance.

Events

Learn more about the book at these upcoming events:

November 12-13, 2013 | GMAC Asia Pacific Conference | Hyderabad, India

  • November 12, 2013 @ 9:15 am, Opening Keynote
    Dipak Jain, The INSEAD Chaired Professor of Marketing and former Dean, INSEAD, and Kellogg School of Management, Northwestern University, and "Disrupt or Be Disrupted" co-author, speaking on “Management Education: The Journey Ahead.”
  • November 13, 2013 @ 11:30 am, Closing Keynote
    JC Spender, Visiting Professor at ESADE, Open University Business School, and Lund University School of Economics and Management, and "Disrupt or Be Disrupted" co-author, speaking on “Rhetoric: One
    Perspective on Business School 3.0.”

August 9-13, 2013 | 73rd Annual Meeting of the Academy of Management | Orlando, Florida

  • August 9, 2013 @ 5:00 pm
    Brooks Holtom, Erich Dierdorff, Sara Rynes-Weller, Kenneth Brown, Frederick P. Morgeson, Rakesh Khurana, and Lyman W. Porter on "The Future of Management Education"
  • August 9, 2013 @ 7:00 pm
    Wiley and GMAC reception to celebrate the release of "Disrupt or Be Disrupted: A Blueprint for Change in Management Education"

June 19-21, 2013 | 2013 GMAC Annual Conference | Vancouver, British Columbia

  • June 20, 2013 @ 10:45 am
    Robert Rubin
    and Erich Dierdorff on "The Value of Graduate Managmenet Education: Reclaiming Quality in our Programs"
  • June 20, 2013 @ 1:45 pm
    Michael Hay
    on "The Future of Business Education: Framing and Making Strategic Choices"
  • June 21, 2013 @ 9:00 am
    Sara Rynes-Weller on "Curriculum Matters: Toward More Holistic Graduate Management Education"

 

Reviews

This book is a comprehensive and stimulating assessment of the world
of management education. All stakeholders of business schools would
profit from its insights and wisdom.

Robert F. Bruner

Dean & Charles C. Abbott Professor of Business Administration,
Darden School of Business, University of Virginia

__________________________________________________________________________________________________________________

All those charged with leading schools of business, both academics
and external advisory board members, should read this book.

Dr. Robert E. Witt
Chancellor, the University of Alabama System

 __________________________________________________________________________________________________________________

This book does a great job of tackling the many different issues facing
graduate business schools today. It is essential reading for all those
involved in the leadership of business schools.

George Yip
Professor, China Europe International Business School

__________________________________________________________________________________________________________________

If you believe, as I do, that business schools are vital to the economy and
  at an inflection point, then “Disrupt or Be Disrupted" is a must-read.

Rona Fairhead, CBE, MA (Law)
Cantab, and Hon Fellow, St. Catharine’s College, Cambridge

__________________________________________________________________________________________________________________ 

Anyone in a position of leadership in the world of management
education—indeed, anyone with any interest in the subject—needs
to read this book. The GMAC-sponsored book, written by some of
the leading figures in the field, offers a retrospective on how we got
here and more importantly a survival handbook for the turbulent
future ahead.

Professor Eric Cornuel
CEO and Director General, EFMD

__________________________________________________________________________________________________________________ 

The book is very timely, given the increasing challenges of optimizing cost and quality for many business-schools.

Dr. Rahul Choudaha
International Higher Education Professional, World Education Services (WES)

In the News

December 2013

  • December 31: Business School in 2013: Revolution, Sexism, and MOOCs, Bloomberg Businessweek. In an article about how schools are reevaluating the value of an MBA, Disrupt or Be Disrupted is cited as a leading source on how schools are rethinking management education. 

November 2013

  • November 20: Toward a More Holistic View of Management Education, GMAC Giving Back Blog. Q & A interviews with Sara Rynes, Professor of Management, University of Iowa, and Jean Bartunek, Professor of Management and Organization, Boston College, co-authors of Disrupt or Be Disrupted chapter, "Curriculum Matters: Toward a More Holistic Graduate Management Education."
  • November 4Strategic Change Complicated by Perceived Need to Be "Everything to Everybody," GMAC Giving Back Blog. Q & A interviews with Jikyeong Kang, Professor of Marketing, and Andrew Stark, Professor of Accounting and Finance, both of Manchester Business School and co-authors of Disrupt or Be Disrupted chapter, "Managing Aspirations, Resources, and Cost Structures."

October 2013

  • October 22: Building a Case for Value of Management Education, GMAC Giving Back Blog. Q & A interview with Erich Dierdorff, Associate Professor of Management, DePaul University, co-editor of Disrupt or Be Disrupted book and co-author of chapter titled, “Ensuring and Enhancing Future Value.”
  • October 10: The Kojo Nnamdi Show: Brooks Holtom from Georgetown University's McDonough School of Business and the book's co-editor, appeared on a panel discussing change and challenges facing b-schools. Listen to a replay of the show here.
  • October 7: Disruptive Forces Require Schools to Draw New Strategic Maps to the Future, GMAC Giving Back Blog. Q & A interview with Michael Hay, Professor of Strategy and Entrepreneurship at London Business School, and co-author of Disrupt or Be Disrupted chapter, “Framing and Making Strategic Choices.”

September 2013

  • September 26: The Change Imperative: Planning for the Unexpected, GMAC Giving Back Blog. Q & A interview with Lyman Porter, Professor Emeritus of Management, University of California, Irvine, and co-author of Disrupt or Be Disrupted chapter, “The Change Imperative."
  • September 5: Book Review: Disrupt or Be Disrupted, DrEducation: International Higher Education Blog. A review of A review of GMAC's new book points out: "The book is very timely, given the increasing challenges of optimizing cost and quality for many business-schools."

August 2013

  • August 30: Book Review: Disrupt or Be Disrupted, The Economic Times, India. A review of GMAC's new book points out: "While this would be most relevant for anyone involved on the administrative side of a b-school, it could be equally relevant to students as they try and pick a school that could shape their future."
  • August 29: Media Rankings Miss 60% of Quality Factors that Should be Part of a Quality Rating Model, GMAC Giving Back Blog. Interview with Robert Rubin, Associate Professor of Managment, DePaul University, and co-author of Disrupt or Be Disrupted chapter, "Reclaiming Quality in Graduate Managment Education."
  • August 27: The b-school crystal ball, IowaNow. Two Tippie faculty suggest improvements for MBA programs.
  • August 26: From MBA News Australia, George Hrivnak and Amy Kenworthy offer How MBA Teaching Must Change, in which they cite their Disrupt chapter, titled “Overlooked and Underappreciated: What Research Tells Us About How Teaching Must Change,” written with Ken Brown and Ben Arbaugh.
    August 21: A review of Disrupt on MBAUniverse.com offers a unique Indian perspective on the future of MBA education.
    August 20: Brooks Holtom and Erich Dierdorff, two authors of Disrupt, offer a guest post on The Wall Street Journal's Speakeasy blog, titled Why MBA Isn't Good Enough Anymore, drawn from their chapter of the book.
  • August 14: Building a Better B-School, BloombergBusinessweek. Francesa Di Meglio, reporter for Businessweek.com provides an overview of Disrupt or Be Disrupted.

June 2013

  • Brooks C. Holtom of the Robert Emmett McDonough School of Business at Georgetown University talks about Disrupt in this month's Graduate Management News. His article, The Change Imperative: Disrupt or Be Disrupted Preview, explores the relentless change business schools face as they strive to stay in front of new competitors, economic fluctuations, globalization, and technological developments.The article offers a preview of the book's introduction.

Resources for the News Media

May 2013

April 2013

  • April 25: How to Promote Best Practices in Teaching and Engage Students in Learning, GMAC Giving Back Blog. Today’s post is one in a series of chapter-by-chapter previews of Disrupt or Be Disrupted: A Blueprint for Change in Management Education, a book commissioned by GMAC’s Management Education Research Institute (MERI) and scheduled for publication in August 2013 by Jossey Bass/Wiley. This post reviews Chapters 6 and 7.

March 2013

  • March 18: One Size Does Note Fit All: Making Choices That Position Schools for the Future, GMAC Giving Back Blog. Over the coming weeks, we will be presenting chapter-by-chapter previews of Disrupt or Be Disrupted: A Blueprint for Change in Management Education, a book commissioned by GMAC’s Management Education Research Institute (MERI) and scheduled for publication in August 2013 by Jossey Bass/Wiley. Today’s post reviews Chapters 2 and 3.


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