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Grounded in sociological agency theory, the authors study the role of the faculty research incentive system in the academic research conducted at business schools and business school health. The authors surveyed 234 marketing professors and completed 22 interviews with 14 (associate) deans and 8 external institution stakeholders. They find that research quantity contributes to the research health of the school, but not to other aspects of business school health. The r-quality of research (i.e., rigor) contributes more strongly to the research health of the school than research quantity. The q-quality (i.e., practical importance) of research does not contribute to the research health of the school but does contribute positively to teaching health and several other dimensions of business school health. The authors conclude that faculty research incentives are misaligned: (1) when monitoring research faculty, the number of publications receives too much weight, while creativity, literacy, relevance, and awards receive too little weight; and (2) faculty feel that they are insufficiently compensated for their research, while (associate) deans feel they are compensated too much for their research. These incentive misalignments are largest in schools that perform the worst on research (r-and q-) quality. The authors explore how business schools and faculty can remedy these misalignments.

I describe and compare sources of data on citations in economics and the statistics derived from them. Constructing data sets of the post-publication citation histories of articles published in the “top five” journals in the 1970s and 2000s, I examine distributions and life cycles of citations, compare citation histories of articles in different subspecialties in economics, and present evidence on the history and heterogeneity of those journals’ impacts and the marginal citation productivity of additional coauthors. I use a new data set of the lifetime citation histories of over 1,000 economists from thirty universities to rank economics departments by various measures and demonstrate the importance of intra- and interdepartmental heterogeneity in productivity. Throughout, the discussion summarizes earlier work, including the impacts of citations on salaries and nonmonetary rewards, and how citations reflect judgments about research quality in economics and the importance of economic ideas.

Through a longitudinal, qualitative study of 55 managers engaged in mobile careers across organizations, industries, and countries, and pursuing a one-year international master’s of business administration (MBA), we build a process model of the crafting of portable selves in temporary identity workspaces. Our findings reveal that contemporary careers in general, and temporary membership in an institution, fuel people’s efforts to craft portable selves: selves endowed with definitions, motives, and abilities that can be deployed across roles and organizations over time. Two pathways for crafting a portable self—one adaptive, the other exploratory—emerged from the interaction of individuals’ aims and concerns with institutional resources and demands. Each pathway involved developing a coherent understanding of the self in relation to others and to the institution that anchored participants to their current organization while preparing them for future ones. The study shows how institutions that host members temporarily can help them craft selves that afford a sense of agentic direction and enduring connection, tempering anxieties and bolstering hopes associated with mobile working lives. It also suggests that institutions serving as identity workspaces for portable selves may remain attractive and extend their cultural influence in an age of workforce mobility.

This exploratory study analyzes the extent of alignment between the formal and hidden curricula in responsible management education (RME). Based on case study evidence of a school that has signed the United Nations Principles for Responsible Management Education (PRME), we found poor alignment between the school's explicit RME claims and students' lived experiences. While the formal curriculum signaled to students that RME was important, the school's hidden curriculum sent a number of tacit messages that led students to question the relevance and applicability of responsible management. The tacit messages that students received occurred along three \"message sites\" related to (a) how the formal curriculum was delivered, (b) how students and lecturers interacted, and (c) how the school was governed. On the basis of these findings we develop a proposition that can guide further research in this area, i.e., the connotative level of language use is an important site of misalignments between what lecturers say in relation to RME (e.g., in a syllabus) and how students interpret the meaning of their lecturers' words. We also discuss further implications of our findings for strengthening the alignment between schools' formal RME claims and their hidden curriculum.

Currently, e-marketplace utilization grows significantly both on the buying side as well as on the selling side. However, the complete utilization rate is still low. Hence, this study investigates the factors considered by the prospective entrepreneurs to utilize the e-marketplace. The purpose of this study is also to find out the most potential e-marketplace to be employed by the prospective entrepreneurs. This study distributes questionnaires by using a convenience sampling technique to the 285 students at a business school. This study applies the Importance Performance Analysis and Correspondence Analysis methods to process the data gathered. It is found that the trust factor becomes the least important factor as well as the worst performance factor at the same time. On the other hand, the technical factor becomes the most important factor and the environmental factor is recorded as the best performance factor. To utilize e-marketplace, prospective entrepreneurs pay the highest attention to several indicators such as latency, user friendly, marketing, supply chain, price competitiveness, service quality, support/helpdesk, and bank transfer. Furthermore, Tokopedia and Shopee are rated as the best e-marketplaces. This study illuminates the prospective entrepreneurs’ consideration toward e-marketplace utilization; hence the platform owner can make a better service. The findings of the study will inspire the preparation steps for entrepreneurs to start their businesses and enrich the online consumer buying decision theory.

This research documents systematic gender performance differences (GPD) at a top business school using a unique administrative data set and survey of students. The findings show that women's grades are 11% of a standard deviation lower in quantitative courses than those of men with similar academic aptitude and demographics, and men's grades are 23% of a standard deviation lower in nonquantitative courses than those of comparable women. The authors discuss and test for different reasons to explain this finding. They show that a female instructor significantly cuts down GPD for quantitative courses by raising the relative grades of female students. In addition, female instructors increase women's interest and performance expectations in these courses and are perceived as role models by their female students. These results provide support for a gender stereotype process for GPD and show that faculty can serve as powerful exemplars to challenge gender stereotypes and increase student achievement. The authors discuss several important implications of these findings for business schools and for society.

Various existing studies have established the multi-faceted nature of social inequalities in South Africa. The social inequalities also segregate schools into urban and rural schools, with adequate or lack of infrastructure influencing learners' performances in various South African schools. Hence, school principals are expected to manage the available resources to attain curriculum delivery and the whole school's performance. This qualitative study explored principals' perspectives on managing uneven school resources to achieve the goals and objectives of the education system. This study adopted an interpretive paradigm to understand the voices of 20 rural school principals in semi-structured interviews. The principals were purposively selected from 20 rural schools in King Cetshwayo district in KwaZulu-Natal. The audio-recorded interviews were thematically analysed to generate themes for findings and discussion. Findings revealed that most rural schools need more adequate school resources, and the principals need more support to attain quality curriculum delivery in schools adequately. The principals also lamented the high expectations placed on their schools for the academic excellence of their learners. Thus, the contents of each subject curriculum could not be efficiently unpacked and delivered to learners. The study, therefore, recommends improvement in resource provision to rural schools. At the same time, principals should be capacitated on effectively managing available school resources to achieve desired and efficient curriculum implementation in rural schools.

Purpose Accomplishing the United Nations’ Sustainable Development Goals (SDGs) is imperative for societies to meet their grand challenges. Achieving these goals by 2030 requires sustainability change agents with a can-do-attitude. This study aims to show how institutions of higher education can become partners for social marketing in bringing forward such change agents. Design/methodology/approach Taking a case study approach, this paper examines a master’s programme to identify factors relevant to educating sustainability change agents that can serve as a basis for a social marketing planning primer to foster the SDGs. Findings This study presents the social marketing discipline with a viable option for supporting the achievement of the SDGs through higher education. Its contributions are twofold. First, it is shown that when interdisciplinarity and a project-based approach are conceptualized and organized to create a motivating and meaningful learning environment with the SDGs as guiding principles, students, as sustainability change agents, can increase awareness and have the potential to generate impacts regarding the SDGs at the individual, organizational and institutional levels. Second, based on this, the paper provides guidance to social marketers regarding the planning of a campaign targeting higher education institutions. The authors argue that the aim of this campaign should be to promote the implementation of the SDGs as guiding principles above all, as this can facilitate the process of students becoming sustainability change agents who help achieve the goals in a timely manner. Research limitations/implications Whilst single case studies are usually limited in drawing generalizations, the present study offers a starting point for investigating the role of universities as a target group for social marketing in fostering further sustainable development. Building on its findings, future research could test the proposed social marketing planning primer and evaluate the impact on the SDGs at a larger scale than only one university. Practical implications It is proposed to use the findings of the study to model a social marketing campaign aimed at universities to motivate them to help develop sustainability change agents in all disciplines by integrating the SDGs as guiding principles for study programmes. Social implications Students’ impacts range from leading peers to buy sustainable products and consume less to influencing a company to adopt sustainable packaging, thereby contributing to social change. Originality/value This study is among the first to examine the possible effect of a study programme on the SDGs at different societal levels by taking the perspectives of multiple stakeholders into account and combining the theory of higher education with sustainability and social marketing.

PurposeThrough addressing academics in four public business schools in Egypt, the authors of this paper aim to uncover how meaningful work might shape the mental health of the addressed academics post COVID-19.Design/methodology/approachThe author employed a qualitative research method through semi-structured interviews with 44 academics from four business schools selected from among 25 public institutions of higher education in Egypt. The author subsequently used thematic analysis to determine the main ideas in the transcripts.FindingsThe authors’ findings show that business academics usually consider meaningful work as playing a major role in shaping their mental health, especially after a crisis. This indicates that the more they perceive their jobs as valuable and worthwhile, the more they can deal with limitations and mental health issues (e.g. anxiety, stress, inadequate sleep, etc.) that accompany crisis. The findings also show that during the time of the COVID-19 crisis, employees (business academics in this case) have not placed so much importance to their autonomy (ability to choose and/or participate in decision-making processes) in the workplace. Instead, they care more about their relatedness (sense of belongingness) and their level of competence (sense of capability). Accordingly, the authors show that having academics that develop a sense of purpose for their academic duties in a time of crisis has less mental health disorders. Subsequently, post crisis, business academics can feel a continuous sense of relatedness and find ongoing opportunities to work and learn.Originality/valueThis paper contributes by filling a gap in HR management, in which empirical studies on the relationship between mental health and meaningful work have been limited so far.