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"Lorange, Peter"
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The Business School in the Twenty-First Century
Questions about the status, identity and legitimacy of business schools in the modern university system continue to stimulate debate amongst deans, educational policy makers and commentators. In this book, three world experts share their critical insights on management education and new business school models in the USA, Europe and Asia, on designing the business school of the future, and how to make it work. They look at how the business school is changing and focus in particular on emergent global challenges and innovations in curricula, professional roles, pedagogy, uses of technology and organisational delineations. Set within the context of a wider discussion about management as a profession, the authors provide a systematic, historical perspective, analysing major trends in business school models, and reviewing a wealth of current literature, to provide an informed and unique perspective that is firmly grounded in practical and experimental analysis.
eBook
Leading in Turbulent Times
As a business academic leading some of the world's key business schools, head of a shipping company and board member for several multinational companies, Peter draws on his own experiences and those of other CEOs interviewed to identify the type of organization leaders must create in order to meet the challenges they face in these turbulent times.
eBook
The business school of the future
\"Business schools are increasingly seen as being of key importance for the dynamic development of nations' economies. Educating new generations of strong leaders is key! Still, many business schools seem to be relatively slow when it comes to embracing the necessary changes to \"deliver\" the types of qualities required today. It is, of course, far from easy to be effective when it comes to pulling off innovation\"-- Provided by publisher.
Book
How innovations in strategy have picked up with COVID-19
PurposeThe purpose of this article is to explore how corporate strategies have been impacted by the COVID-19 pandemic.Design/methodology/approachA wide array of literature has been surveyed. Also, several senior executives have been interviewed. And two senior management counterparts have provided inputs. The approach taken is thus exploratory and pre-paradigmatic. This sets the stage for potential empirical investigations.FindingsThere seems to be a clear shift towards more web-based inputs regarding the way corporations are executing their strategies. Surprisingly shorter-term strategy implementation seems to be rather effective. More fundamental shifts in strategies, however, seem to depend a lot on executives' abilities to travel, and this have been severely curtailed.Research limitations/implicationsThe propositions that are stated in the paper have not been tested empirically. This sets clear limitations regarding generalizability.Practical implicationsIt seems important to strengthen firms' capabilities regarding distance-driven strategic execution, as well as strengthened cash flow management.Social implicationsThere seems to be a clear shift towards more nationalization, and a slowing-down of globalization.Originality/valueWhile many of the findings might be seen as rather self-evident, there is nevertheless originality in the way that COVID-19's impact on firms' strategies has been analysed.
Journal Article
Innovations and Computer-based Support: Illustrated by Five Cases
Introduction: This article discusses four alternative transportation links between China and Europe – the classical sea route through the Suez Canal, the N.S.E. (Artic) train passage through Russia, and ship and train via Genova – in terms of transportation costs, time spent, and reliability. Conclusion: It is concluded that the classical sea-route via Suez is likely to remain the preferred one for most shippers for a long time, when it comes to its relatively low cost, as well as increasingly improved time feature.
Journal Article
Pedagogical advances in business models at business schools – in the age of networks
Purpose
– The purpose of this paper is to focus on potential advances in pedagogy and on the process of learning in business schools. It examines innovations in teaching and learning methods particularly in the context of networked organizations.
Design/methodology/approach
– It approaches, and examine the impact of, three key developments in business schools, namely, recent advances in IT, changes in the architecture of classrooms and learning spaces and advances in the way teaching is undertaken.
Findings
– The paper suggests that a blend between self-learning via distance approaches and face-to-face learning will increasingly become the norm. Face-to-face sessions might be in a “flat room” environment with a creative mix of short lectures, experiential, group learning and conceptual plenary lectures, software innovations, and digital textbooks “open plan” learning spaces would complement the instructional process.
Research limitations/implications
– There are clear implications for parallel IT (developments in course modules) and architectural innovations for the design of more effective and creative learning spaces.
Practical implications
– Improving pedagogy together with the physical design and layout of learning spaces is critical. The aim is, through enhanced participative pedagogy and “friendly” architecture, to improve learning by encouraging dialogue and closer interaction between students and professors from different disciplines and fields.
Social implications
– The authors argue that this model of collaborative learning and an interactive teaching framework should enable the same amount of learning material to be covered in a business school in approximately half-the-time required in conventional pedagogical approaches.
Originality/value
– It offers a prescription for a participative, technology enhanced and interactive teaching pedagogy that could produce more effective and efficient, teaching outcomes. This has strong implications for the sustainability, and funding capability, of many existing business schools and business school models.
Journal Article