- Henry Beadman Bryant, Henry Dwight Stratton (brother-in-law)
E. G. Folsom's Commercial College in Cleveland, OH (first
two graduates of E. G. Folsom's Commercial College, founded in
1848 by R. C. Bacon, solely owned in February 1849 by Ezekiel G. Folsom as Folsom &
Child's Commercial Institute, to teach Penmanship & Book-Keeping;
May 1851 - incorporated as E. G. Folsom's Commercial College to provide young men with rudimentary training in business
skills to fill positions in Cleveland's rapidly growing business
James W. Lusk joined as partner in Cleveland, renamed
Bryant, Lusk & Stratton Mercantile College
individuals with skills immediately transferable to workplace to
help them develop in their careers); inaugurated National Chain
of Mercantile Colleges (founded, acquired, partnered with
business colleges across country);
1854 - opened in
Buffalo, NY by Dr. John Collins Bryant as “Business
Practice Learning Lab";
1856 - opened in Chicago, IL;
1857 - owned or
were partners with institutions in Albany, Buffalo, New York
City, Chicago; 1858
- former Folsom's merged with chain; 1864
- almost 50 schools; February 1867
- Stratton died, prompted demise of chain schools (no longer under
governance of Bryant & Stratton Chain of Business Schools);
1937 - Bryant &
Stratton Business College in Buffalo, NY renamed Bryant & Stratton;
1984 - acquired in leveraged buyout led by Bryant “By” Prentice III
(J. C. Bryant’s great-great grandson);
2002 - renamed Bryant & Stratton
College; February 5, 2008
- management recapitalization with Parthenon Capital, LLC to
facilitate orderly ownership succession plan (Prentice, with
73% interest, sold 40.2% of stock to Parthenon Investors II,
LP - new principal owner); serves 7,000 full-time students at 15
campuses in New York, Ohio, Virginia, Wisconsin; offers
Associate and Bachelor degrees through 17 programs.
Bryant, H.D. Stratton-
Bryant & Stratton College (http://www.lib.hit-u.ac.jp/service/tenji/k15/image/bryantstratton2.jpg)
- American entrepreneur and industrialist Joseph Wharton
proposed the idea in the history of business: establishment of
the world's first collegiate school of business at the
University of Pennsylvania for the scientific study od business
and preparation of business leaders; Wharton: mineral ore
industry entrepreneur (iron, zinc, and nickel), controlled
Bethlehem Iron Company (predecessor to Bethlehem Steel), Manager
of Swarthmore College for over 35 years. School created first
business textbooks, named Albert S. Bolles as first business
professor. Edmund James, early Wharton faculty member and
school's first director, was founder of American Economic
Association; became the first academic institution to develop
administrative services in career management and academic
- Paris Chamber of Commerce and Industry (CCIP, quasi-public
agency representing all businesses whose head offices are
located in the Paris region) created Hautes Etudes Commerciales
as an Ecole de Commerce to serve as an academic institution in
the Baron Haussmann area. The goal at the time was to impart
students with practical fundamentals in international business
and to prepare them for the rise in importance of science,
industry and the financial market; 1963 - created
dedicated, permanent and internationally trained faculty, a true
team of management professors attached to the school; 1969
- created HEC MBA program (ISA: Institut Supérieur des
Affaires); 1973 - created Program in International
Management (PIM) program with New York University and the London
Business School (first agreement in world to involve
international exchanges between business schools); 1985
- only French business school, accredited by the French Ministry
of Education, to grant, alone, Ph.D. in management; 1988 -
Creation of Community of European Management Schools CEMS) to
create a standard for excellence in European management (17 of
Europe’s most highly regarded business schools joined with more
than 50 international companies to shape Europe’s management
education by defining a European curriculum); 1989
- name changed to HEC school of Management.
- University of Chicago founded The College of Commerce and
Politics to offer practical business instruction; 1916
- first comprehensive business curriculum developed; 1920
- first school to initiate PhD program in business; 1922
- first doctoral program in business offered; 1929
- first university to grant a PhD in business to a woman, Ursula
Batchelder Stone; 1933 - first program to educate
hospital administrators; 1935 - business student
Jay Berwanger wins the first Heisman Trophy; 1943
- first school to offer Executive MBA program for experienced
managers; 1960 - James Lorie and Lawrence Fischer
establish Center for Research in Securities Prices, enabled
rigorous empirical analysis of stock prices and investment
theories; 1982 - first business school to have a
Nobel laureate on faculty (George Stigler received Nobel Prize
in Economic Sciences);
2008 - David Booth (MBA '71), co-founder, chief
executive of Dimensional Fund Advisors mutual fund (founded
1981, manages about $120 billion in assets through 300 funds,
accounts.), donated portion of his firm's stock, from Booth
Family Trust, to business school; valued at $300 million
(combination of up-front payment, income stream, equity
interest); largest donation in University’s history, largest
gift to any business school in world (2006 - Philip H. Knight,
founder and chairman of Nike, gave $105 million to Stanford
University’s Graduate School of Business; 2004 - Stephen M. Ross
gave $100 million to University of Michigan's business school;
2007 - combined partnership of 13 alumni gave $85 million to
University of Wisconsin at Madison business school; 2007 - Frank
Batten Sr., retired chairman and chief executive of Landmark
Communications, gave $60 million to Darden School at University
of Virginia); name changed to University of Chicago Booth School
of Business (endowment of $504 million is seventh among U.S.
business schools, Harvard Business School's endowment of nearly
September 13, 1898
- Cora Jane
Flood, daughter of industrialist and University of California
Regent James C. Flood, donated land to University specifically
to support study of commerce (proposed by University Regents
Arthur Rodgers, A.S. Hallidie, George T. Marye Jr.); University
of California established College of Commerce; third collegiate
business school in United States, first college of commerce at
public university; Carl C. Plehn appointed first Dean of new
college; 1972 -
established evening MBA program;
1989 - Walter and Elise Haas Fund donated $23.75
million to building campaign (largest in history of University
to that date); school renamed the Haas School of Business;
2002 - established
Berkeley-Columbia joint Executive MBA program.
January 19, 1900
- Dartmouth College Trustees authorized establishment of
Amos Tuck School of Administration and Finance; Edward Tuck
donated $300,000 worth of stock in Great Northern Railway
Company of Minnesota to found school led by Secretary Frank
Dixon; 1901 - Edward Tuck donated $100,000 to
build home for school; 1916 - Tuck accredited by
American Assembly of Collegiate Schools of Business (AACSB);
1942 - name changed to Amos Tuck School of Business
Administration; 1953 - Tuck degree changed from
Master of Commercial Science (MCS) to Master of Business
Administration (MBA); 1964 - accepted Herbert Kemp
T'66, first minority student; 1968 - accepted
Martha Fransson T'70, first female student.
- Institut Sainte Geneviève founded Institut des Sciences
Economiques et Commerciales (Institute of Economic and
Commercial Sciences) - ESSEC - to infuse moral values and
promote ethics and humanism into business world by training
future senior executives; 1963 - 64% of students
studied law alongside foreign languages, history of commerce,
commercial geography, political economy, law courses; 1967
- opened program at second-year level to students with
university degrees in engineering, medicine, law, political
science; created first "junior company" in France; 1969
- welcomed first women students; 1973 - enabled
students to choose courses according to their career goals;
exchange forum between students and companies; 1986
- created first specialized academic Chair; 1993 -
pioneered acceptance of students majoring in literature;
1997 - first school outside North America to win AACSB
- President Charles W. Eliot requested that Corporation of
Harvard University establish school of business
administration; October 1, 1908 - Edwin F. Gay was
appointed first dean; HBS opened with faculty of 15, course of study, 33 regular students, 47 special students;
1911 - Bureau of Business Research established
to undertake first organized research in field of business
administration; "problem" method, predecessor to
case method, introduced to classroom as businessmen invited to present real problems to students; 1922
- Doctoral Program established; Harvard Business Review founded;
1924 - case method established as primary method
of instruction; George Fisher Baker, president of First
National Bank of New York, donated $5 million to build campus
for Business School on Boston side of Charles River;
1945 - group of sixty executives, recently
demobilized veterans enrolled in School's first executive
education program, named Advanced Management Program
(continuation of wartime retraining course launched in 1943).
- Northwestern University's School of Commerce formed Board of
Guarantors to provide part-time evening technical training
courses in business to employees of Chicago companies; hired
Willard E. Hotchkiss as first Dean;
October 1910 - School of
Commerce opened; 1912
- faculty, Board of Trustees approved degree program leading to
Bachelor of Business Administration (B.B.A.), to coordinate
courses in commerce and economics; Professor Arthur Swanson
taught school’s first “marketing” course;
1915 - women students accounted for
about 6% of School of Commerce student body;
June 1915 -
Hotchkiss, Walter Dill Scott (Department of Psychology), others
created National Association of Teachers of Advertising (NATA;
became American Marketing Association);
1917 - annual enrollment exceeded 1,000;
90 diplomas in Commerce awarded in first decade;
1919 - introduced
full-time undergraduate day program leading to Bachelor of
Science in Commerce; 1920
- launched graduate program leading toward Master of Business
Administration degree; drew nearly 400 students in first two
years; 1922 - Fred
E. Clark published Principles of Marketing -broke marketing into
its constituent parts (assembling, grading, storing,
transporting, financing, selling);
1926 - established doctoral program (10 students
per year until end of World War II);
1937 - annual operating budget of
approximately $650,000; enrollment of more than 8,000 full-time,
part-time students; among largest, financially successful
collegiate business schools in United States;
1942 - School of
Commerce changed name of undergraduate program to Bachelor of
Science in Business Administration;
1949 - faculty, student body almost
entirely male; 1956
- School of Commerce became School of Business Administration,
Graduate Commerce Division became Graduate School of Business
- Professor Philip Kotler joined school's esteemed Marketing
Department; 1966 -
MBA program admitted women for first time;
1969 - School of Business named Graduate
School of Management; MBA renamed Masters of Management (MM)
degree; 1979 - John
L. and Helen Kellogg Foundation (son of Will Keith Kellogg, 1/3
owner of Battle Creek Toasted Corn Flake Co. incorporated in
February 1906) donated $10 million to school; Graduate School of
Management renamed J.L. Kellogg Graduate School of Management;
2002 - London-based
Economist Intelligence Unit (EIU) ranked Kellogg’s MBA program
as best in world for three consecutive years.
Willard E. Hotchkiss -
first Dean of Kellogg (http://archives.iit.edu/img/williamhotchkiss.jpg)
John L. Kellogg -
February 7, 1916
- Trustees of Columbia University formally authorized creation
of a School of Business; James C, Egbert, classics scholar and
1881 graduate of Columbia College named first director; tuition
- approximately $24 per year; 1924 - offered BS,
MS, PhD degrees; 1945 - established MBA degree,
changed name to Graduate School of Business.
- Fordham University established School of Accounting;
1922 - launched
three-year certificate program, added economics course to
curriculum; 1923 -
attendance reached 93 students;
1926 - launched baccalaureate degree program;
1930 - first
business bachelor of science degree handed to George McGrath;
1939 - became
member of American Association of Collegiate Schools of
Business; 1948 -
four women graduated from program;
1948-1949 -enrollment of matriculated students
at Campus Division, Downtown Division peaked at 1,943;
1990 - appointed
Sharon P. Smith, Ph.D., dean of college (first woman dean of
Jesuit business school); 2010
- Alumnus Mario J. Gabelli made $25 million gift, College of
Business Administration renamed Gabelli School of Business.
1925 - Graduate School of Business opened at Stanford
University (Herbert Hoover and friends had
assembled 125 Pacific Coast business leaders, in September 1924,
who agreed to raise funds to support new
graduate school of business on West Coast; hoped to halt trend of bright students going east to get degree);
- Willard Hotchkiss first dean of Stanford Business School (had
organized business schools at University of Minnesota,
Northwestern University); June 1931 - Business
School awarded 62 MBA degrees, one doctorate; 1933
- Business School's first library opened with 7,000 books;
1952 - Executive Development Program
offered first classes to business managers;
1971 - launched Public Management
Program (careers in government, other nonprofit organizations);
1994 - established
Global Management Program; 1997
- established Center for the Study of Entrepreneurship;
1999 - Center for
Electronic Business and Commerce founded;
2004 - Center for Global Business and
the Economy created; 2006
- adopted new MBA core curriculum.
- Hamden L. Forkner of Teachers College, Columbia University,
proposed to business teachers across country that national
organization was needed for thousands of business clubs in
nation’s high schools, colleges;
1940 - National Council for Business Education
(now National Business Education Association) sponsored proposed
student organization; appointed committees to formulate
organization’s general plans; named "Future Business Leaders of
America"; February 3, 1942
- experimental chapter chartered in Johnson City, TN;
December 31, 1942 -
39 chapters added (38 more chapters by 1946);
1946 - sponsored by
United Business Education Association (headquarters in
Washington, DC); 1947
- Iowa became first state chapter (followed by Indiana, Ohio);
ten chapters by 1950); 1958
- postsecondary division, Phi Beta Lambda, created (University
of Northern Iowa first chapter);
1987 - annual membership topped 200,000;
1989 - Professional
Division formed to include alumni, professional businesspersons.
- Educational Testing Service administered 2 hour, 25 minute
'The Admission Test for Graduate Study in Business' (ATGSB) to
1300 students (deans from Columbia, Harvard, Northwestern,
Rutgers, Seton Hall, University of Chicago, University of
Michigan, University of Pennsylvania, Washington University had
met with representatives from the Educational Testing Service in
March 1953 to create objective, national entrance exam to test
relevant skills that lead to success in core curriculum of
graduate business schools - long enough to be statistically
reliable, administered and scored uniformly); eight business
schools required the exam as part of application for admissions;
1955 - added
Quantitative and Verbal sectional scores;
1976 - name changed to Graduate
Management Admission Test (GMAT);
1994 - length of time required to take the test
grew to four hours; 1997
- length of test changed to three hours thirty minutes;
2007 - required by
more than 1800 business schools, 219,077 tests taken; first and
only standardized test specifically designed for graduate
business and management programs.
- Private investors Henry Kravis, Russell Carson, Arthur
Samberg pledged $45 million to Columbia Business School in New
York to boost its curriculum and faculty; Kravis and Samberg
graduated from Columbia in 1969; Carson received MBA in
August 1, 2006
- Philip H. Knight (Stanford Business School class of 1962),
founder (1972) and chairman of Nike, pledged $105 million to
Stanford Business School for a new campus to be called the
Knight Management Center; largest single donation to an American
business school; 2004 - Stephen M. Ross, New York
real estate developer, gave $100 million to University of
Michigan, his alma mater, for the Ross School of Business.
April 27, 2008 -
What matters to MBA students:
August 27, 2008
- Graduate Management Admission Council (GMAC) said that 77% of
business schools surveyed (521 graduate management programs at
273 schools in U.S., Europe, other parts of world) reported
increase in application volume in 2008, up from 64% in 2007;
second-largest year-over-year surge in applications to full-time
programs since 2002, highest level of increase in five years;
record number of students took GMAT in 2008 (administered
226,057 times during testing cycle); fourth straight year of
growth for the exam; first 9-months
of 2008 - U. S. GMAT registration volume totaled
129,902 (up 5.1% from same period in 2007).
March 14, 2009 - Some 146,000 graduate degrees
in business awarded in 2005-06, roughly one-fourth of 594,000
graduate degrees awarded (source:
Education Department); challenge: produce
leaders, mot just managers.
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founder, president, CEO of Centennial One, Inc., building
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Business), Mervin Daub and P. Bruce Buchan (1999).
Getting Down to Business: A History of Business Education at
Queen’s, 1889-1999. (Montreal, QU: McGill-Queen’s
University Press, 129 p.). Queen’s University (Kingston, Ont.).
School of Business--History.
(Stanford), Peter Robinson (1994).
Snapshots from Hell: The Making of an MBA. (New York,
NY: Warner Books, 286 p.). Robinson, Peter, 1957- ; Stanford
University. Graduate School of Business; Business
(Tours), Doug Gelbert (1994).
Company Museums, Industry Museums, and Industrial Tours: A
Guidebook of Sites in the United States That Are Open to the
Public. (Jefferson, NC: McFarland & Co., 314 p.).
Industrial museums--United States--Guidebooks.
(Tours), Karen Axelrod and Bruce Brumberg;
foreword by Richard S. Gurin (1997).
Watch It Made in the U.S.A.: A Visitor's Guide to the Companies
That Make Your Favorite Products. (Santa Fe, NM: John
Muir Publications, 366 p. [2nd ed.]). Industries--United
States--Directories; Manufacturing industries--United
States--Directories; Tour guides (Manuals); United
States--Tours--Handbooks, manuals, etc. Authors describe tours
of almost 250 factories throughout the U. S.
(Tuck Business School), Wayne G. Broehl, Jr.
Tuck & Tucker : The Origin of the Graduate Business School.
(Hanover, NH: University Press of New England, 110 p.).
Professor, Tuck Business School (Dartmouth College). Edward Tuck
(1842-1938), William J. Tucker (1839-1926), Business Schools.
of Alberta), William Preshing (2008).
A Chronicle of Commerce: A Short History of the School
of Business at the University of Alberta.
(Edmonton, AB, University of Alberta School of Business,
388 p.). University of Alberta. School of Business --History. Business
(Weatherhead School of
Management), Richard E. Boyatzis, Scott S. Cowen, David
A. Kolb, and Associates (1995).
Innovation in Professional Education: Steps on a Journey
from Teaching to Learning: The Story of Change and
Invention at the Weatherhead School of Management.
(San Francisco, CA, Jossey-Bass, 280 p.). Weatherhead
School of Management; Professional education -- United
States -- Case studies; Master of business
administration degree -- United States; Universities and
colleges -- United States -- Graduate work.Weatherhood
Collected & Edited by Doreen Sanders (1993).
Learning To Lead: Western Business School, The
University of Western Ontario, 1923-1993.
(London, ON, Western Business School, University of
Western Ontario, 120 p.). University of Western Ontario.
Western Business School -- History. Western Ontario.
(Wharton -proposed in 1881), Steven A. Sass
The Pragmatic Imagination: A History of the Wharton School,
1881-1981. (Philadelphia, PA: University of Pennsylvania
Press, 351 p.). Wharton School--History.
(Wharton), Nicole Ridgway (2005).
The Running of the Bulls: Inside the Cutthroat Race from Wharton
to Wall Street. (New York, NY: Gotham Books, 304 p.).
Reporter (Forbes). Wharton School; Finance--Vocational
Ed. Mark Allen (2007).
The Next Generation of Corporate Universities: Innovative
Approaches for Developing People and Expanding Organizational
Capabilities. (San Francisco, CA: Jossey-Bass, 432 p.).
Director of Executive Education (Pepperdine University).
Employer-supported education; Employees--Training of;
Organizational learning. Innovative approaches for developing people, expanding
Eds. Ilan Alon & John R. McIntyre (2005).
Business and Management Education in China. (Hackensack,
NJ: World Scientific, 396 p.). Business education--China;
Management--Study and teaching--China. Potential, obstacles for
business and management education in world's second largest
eds. Rolv Petter Amdam ... [et al.] (2003).
Inside the Business Schools: The Content of European Business
Education. (Oslo, Norway: Copenhagen Business School
Press, 293 p.). Business education--Europe; Business
education--Curricula--Europe; Management--Study and
teaching--Europe; Business schools--Management--Europe.
Ed. Barbara J. Austin (2000).
Capitalizing Knowledge: Essays on the History of Business
Education in Canada. (Toronto, ON: University of Toronto
Press, 371 p.). Business education -- Canada -- History;
Management -- Study and teaching (Higher) -- Canada -- History.
Jared L. Bleak (2005).
When for-Profit Meets Nonprofit: Educating Through the Market.
(New York, NY: Routledge, 179 p.). Education, Higher--Economic
aspects--United States; Business and education--United States;
For-profit universities and colleges--United States.
Derek Bok (2003).
Universities in the Marketplace: The Commercialization of Higher
Education. (Princeton, NJ: Princeton University Press,
233 p.). Former President, Harvard University; 300th Anniversary
University Professor and Faculty Chair of the Hauser Center for
Nonprofit Organizations (Harvard). Education, Higher--Economic
aspects--United States; Industry and education--United States;
Universities and colleges--United States--Sociological aspects.
David Colander (2007).
The Making of an Economist, Redux. (Princeton, NJ:
Princeton University Press, 280 p.). CA Johnson Distinguished
Professor of Economics (Middlebury College). Economics--Study
and teaching (Graduate)--United States; Economists--United
States; Graduate students--United States.
economics Ph.D. programs; view of cutting-edge economics,
glimpse at its likely future; economics education today
compared to findings of original book (1990).
Stuart Crainer and Des Dearlove (1999).
Gravy Training : Inside the Business of Business Schools.
(San Francisco, CA: Jossey-Bass Publishers, 315 p.). Business
Schools, MBA degree.
ed. Dianne Cyr and Blaize Horner Reich;
foreword by Denise M. Rousseau (1996).
Scaling the Ivory Tower: Stories from Women in Business School
Faculties. (Westport, CT: Praeger, 202 p.). Business
schools--United States--Faculty; Women college teachers--United
States; College teachers--Tenure--United States.
Carter A. Daniel (1998).
MBA: The First Century. (Lewisburg, PA: Bucknell
University Press, 330 p.). Master of business administration
degree--United States--History; Business education--United
States--History; Business schools--United States--History.
Stan Davis and Jim Botkin (1994).
The Monster under the Bed: How Business Is Mastering the
Opportunity of Knowledge for Profit. (New York, NY:
Simon & Schuster, 189 p.). Business education; Industry and
education; Employees--Training of; Information technology;
Continuing education; Competition.
Charles R. DeCarlo and Ormsbee W. Robinson
Education in Business and Industry. (New York, NY:
Center for Applied Research in Education, 118 p.). Business
education--United States; Employees--Training of.
Eds. Sue Dopson, Michael Earl and Peter Snow
Mapping the Management Journey: Practice, Theory, and Context
(Five Decades of Management Studies). (New York, NY:
Oxford University Press, 325 p). Teaches on University of
Oxford's degree program in management; Former Professor of
Information Management (London Business School); Industrial
management; International business enterprises--Management.
Development of discipline
of Management Studies, concise guide to specific areas;
exploration of range of sectors (private, public professional),
specific functions involved in management (Corporate Strategy,
Information Technology, Operations Management, Marketing).
James Engell and Anthony Dangerfield (2005).
Saving Higher Education in the Age of Money.
(Charlottesville, VA: University of Virginia Press, 277 p.).
Education, Higher--Economic aspects--United States;
Commercialism in schools--United States; Universities and
colleges--United States--Sociological aspects; Education,
Higher--Aims and objectives--United States.
Dale L. Flesher (2010).
Gerhard G. Mueller: Father of International Accounting Education.
(Bingley, UK: Emerald, 222 p.). Professor and Arthur Andersen
Alumni Lecturer in the School of Accountancy (University of
Mississippi). Mueller, Gerhard G.; Accounting -- Study and
teaching; International business enterprises -- Accounting --
Study and teaching. Premiere international accountant of 20th
century; father of international accounting education movement;
retired from academe, appointed to FASB, as academic
representative to world's major standard-setting body.
Terence R. Gourvish and Nick Tiratsoo (1998).
Missionaries and Managers: American Influences on European
Management Education, 1945-60. (New York, NY: Manchester
University Press (distrib. by St. Martin's Press), 165 p.).
Management-Study and Teaching-Europe-History.
Daniel S. Greenberg (2007).
Science for Sale: The Perils, Rewards, and Delusions of Campus
Capitalism. (Chicago, IL: University of Chicago Press,
324 p.). Research--United States--Finance; Universities and
colleges--United States; Research institutes--Economic
aspects--United States; Science--Economic aspects--United
States; Federal aid to research--United States.
Campus capitalism is more
complicated, less profitable, than media reports suggest. From
research that has shifted overseas to conflicts of
interest in scientific publishing, temptations of money will
always be a threat.
Bradford T. Hudson (2008).
Academies of Industry: The Historical Origins of
American Higher Education for Business Prior to 1916.
(Saarbrücken, Germany, VDM Verlag Dr. Müller, 320
p.). Business -- Study and teaching (Graduate) --
United States -- History; Business -- Study and
teaching (Graduate) -- Europe -- History; Business
schools -- United States -- History; Engineering --
Study and teaching -- United States -- History;
Engineering schools -- United States -- History;
Wharton School -- History. How old is business
education? Who started the first business school?
Were there precedents for this innovation? Is
business education an American or European
phenomenon? How does business education relate to
economics and other types of professional education?
How did the Industrial Revolution influence the
emergence of business education? 1881 - Wharton School
(University of Pennsylvania) -
business school; precedents that influenced the
founders, influence of Wharton on
subsequent business schools; role of French, German technical institutes,
within a movement toward practical education that
encompassed engineering, business; business education much
older than commonly believed, American business
education influenced by European precedents, engineering education served as institutional model for business schools.
Norio Kambayashi, Masaya Morita, Yoko Okabe
Management Education in Japan. (Oxford, UK: Chandos
Publishing, 124 p.). Management -- Study and teaching (Higher)
-- Japan -- History. Changing nature of education, training system in Japanese firms,
recent developments of management education in Japanese
universities; whether MBA education system in Japanese business
schools is really useful for human resource development in
Japanese firms; importance of developments of Japanese-specific
methods of management education.
Rakesh Khurana (2007).
From Higher Aims to Hired Hands: The Social Transformation of
American Business Schools and the Unfulfilled Promise of
Management as a Profession. (Princeton, NJ: Princeton
University Press, 542 p.). Associate Professor in Organizational
Behavior (Harvard Business School). Business education--United
States; Business schools--United States; Management--Vocational
guidance--United States. Institutional history of U.S. management education: 1) business schools have largely capitulated in battle
for professionalism, 2) have become purveyors of product, MBA, with students treated as consumers, 3) professional,
moral ideals conquered by perspective that managers
are merely agents of shareholders, beholden only to cause of
profits, 4) should not be surprised at rise of corporate
David L. Kirp (2003).
Shakespeare, Einstein, and the Bottom Line: The Marketing of
Higher Education. (Cambridge, MA: Harvard University
Press, 336 p.). Professor of Public Policy (Berkeley).
Universities and colleges--United States--Marketing; Education,
Higher--Public relations--United States.
Arjo Klamer and David Colander (1990).
The Making of an Economist. (Boulder, CO: Westview
Press, 216 p.). Professor in de Economie van Kunst en Cultuur
aan (Erasmus Universiteit, Rotterdam); CA Johnson Distinguished
Professor of Economics (Middlebury College). Economics--Study
and teaching (Graduate)--United States; Economists--United
States; Graduate students--United States. Led to reexamination of
graduate education by profession.
Naomi R. Lamoreaux, Daniel M. G. Raff and
Peter Temin (1999).
Learning by Doing in Markets, Firms, and Countries.
(Chicago, IL: University of Chicago Press, 347 p.).
Organizational learning--Congresses; Business
Robert R. Locke (1989). Management and
Higher Education Since 1940: The Influence of America and Japan
on West Germany, Great Britain, and France. (New York, NY:
Cambridge University Press, 328 p.). Management -- Study and
teaching (Higher) -- Germany (West); Management -- Study and
teaching (Higher) -- France; Management -- Study and teaching
(Higher) -- Great Britain; Management -- Study and teaching
(Higher) -- United States; Management -- Study and teaching
(Higher) -- Japan.
Ed. Robert R. Locke (1998).
Management Education. (Aldershot: Dartmouth: Ashgate,
579 p.). Management--Study and teaching; Business education.
Robert R. Locke and Katja E. Schöne (2004).
The Entrepreneurial Shift: Americanization in European
High-Technology Management Education. (New York, NY:
Cambridge University Press, 250 p.). Business education --
Europe; Entrepreneurship -- Study and teaching -- Europe;
Business -- Technological innovations -- Study and teaching --
Europe; Business education -- France; Business education --
Germany; Business education -- Czech Republic.
Magnus Bild and Kristina Nilsson Mårtensson,
Eds. Par (2008).
Teaching and Learning at Business Schools: Transforming Business
Education. (Burlington, VT: Gower, 309 p.). Head of
Pedagogical and Faculty Development at the Stockholm School of
Economics; Founding Partner at Bild & Runsten and is also the
former Head of Pedagogical Development at Stockholm School of
Economics; Business and Program Director in IFL Executive
Education at the Stockholm School of Economics. Business schools
-- Cross-cultural studies. Direction, ideas, techniques for
transforming business education; themes within, outside
classroom; contributions from managers, educators involved in
International Teachers Programme (faculty development programme
started by Harvard Business School more than 30 years ago).
Morgan W. McCall, Jr., George P. Hollenbeck
Developing Global Executives: The Lessons of International
Experience. (Boston, MA: Harvard Business School Press,
259 p.). Professor of Management (USC). Executives--Training of;
Executive ability; Globalization; Industrial management.
Mark H. McCormack (1984).
What They Don't Teach You at Harvard Business School.
(New York, NY: Bantam Books, 256 p.). Founder, International
Creative Management. Management, Success in Business.
What They Still Don't Teach You at Harvard Business School :
More Notes From a Street-Smart Executive. (New York, NY:
Bantam Books, 298 p.). Founder, International Creative
Management. Management, Success in Business.
Donald E. Mellon (1986). The Role of the
Entrepreneur-Educator in Private Business Education in the
United States from 1850-1915: A Study in Conditioned
Entrepreneurship. (New York, NY: Garland, 501 p.). Business
education--United States--History; Entrepreneurship. Series:
American business history.
Henry Mintzberg (2004).
Managers, not MBAs: A Hard Look at the Soft Practice of Managing
and Management Development. (San Francisco, CA:
Berrett-Koehler Publishers, 464 p.). Cleghorn Professor of
Management Studies (McGill University). Executives--Training of;
Experiential learning; Active learning; Management--Study and
teaching (Graduate); Master of business administration degree;
David C. Mowery ... [et al.] (2004).
Ivory Tower and Industrial Innovation: University-Industry
Technology Transfer Before and After the Bayh-Dole Act in the
United States. (Stanford, CA: Stanford Business Books,
241 p.). Milton W. Terrill Professor of Business, Haas School of
Business (UC, Berkeley). Technology transfer--United States;
Academic-industrial collaboration--United States.
Ed. Peter Navarro (2005).
What the Best MBAs Know: How To Apply the Greatest Ideas Taught
in the Best Business Schools. (New York, NY:
McGraw-Hill, 338 p.). Professor of Business and Economics
(University of California-Irvine). Business education; Master of
business administration degree.
Lyman W. Porter, Lawrence E. McKibbin (1988).
Management Education and Development: Drift or Thrust into the
21st Century? (New York, NY: McGraw-Hill, 372 p.).
Management -- Study and teaching -- United States. Outcome of a
three-year study commissioned by the American Assembly of
Collegiate Schools of Business.
The Princeton Review and Nedda Gilbert (2003).
Business School Essays That Made a Difference. (New
York, NY: Random House, 220 p.). Business schools--United
States--Admission; College applications--United States;
Essay--Authorship; Exposition (Rhetoric). 1) Forty-four real-life essays;
2) Eight case studies of b-school applicants; 3) Essay question
translations; 4) Insider advice.
The Princeton Review (2006).
Business School Essays That Made a Difference. (New
York, NY: Princeton Review, 272 p. [2nd ed.]). Business
schools--United States--Admission; College applications--United
States; Essay--Authorship; Exposition (Rhetoric).
Over 50 essays, interviews with
admissions pros, students who've been through process,
into business school.
Eds. Christiopher C. Roland, Richard J.
Wagner, Robert J. Weigand (1995).
Do It-- and Understand!: The Bottom Line on Corporate
Experiential Learning. (Dubuque, IA: Kendall/Hunt Pub.
Co., 239 p.). Employees--Training of; Experiential learning;
Alan P. Rudy, Dawn Coppin, Jason Konefal,
Bradley T. Shaw, Toby A. Ten Eyck, Craig Harris and Lawrence
Universities in the Age of Corporate Science: The UC
Berkeley-Novartis controversy. (Philadelphia, PA: Temple
University Press, 256 p.). University of California, Berkeley;
Novartis Agricultural Discovery Institute, Inc.; Business and
education--United States; Education, Higher--Economic
aspects--United States. Inside story of partnership ($25 million contract) between Plant
and Microbial Biology Department at University of California,
Berkeley, and Novartis Agricultural Discovery Institute
(subsidiary of Novartis, international pharmaceutical,
Michael Sanderson (1972).
The Universities and British Industry, 1850-1970.
(London, UK: Routledge and Kegan Paul, 436 p.). Universities and
colleges--Great Britain--History; Business and education--Great
Roger C. Schank (2002).
Designing World Class e-Learning: How IBM, GE, Harvard Business
School, and Columbia University Are Succeeding at e-Learning.
(New York, NY: McGraw-Hill, 269 p.). Creator of Custom-Designed,
Interactive Training Programs. Employees--Training of--Case
studies; Computer-assisted instruction--Case studies.
Debra J. Schleef (2005).
Managing Elites: Professional Socialization in Law and Business
Schools. (Lanham, MD: Rowman & Littlefield, 256 p.).
Professional socialization; Elite (Social sciences); Law
elites-in-training contest, rationalize, embrace their dominant
positions in society.
Michael W. Sedlak (1977). The Emergence and
Development of Collegiate Business Education in the United
States, 1881-1974 : Northwestern University as a Case Study.
(Evanston, IL: Northwestern University, 456 p.).
Management-Study and Teaching, Business Education.
Scott Shane (2004).
Academic Entrepreneurship: University Spinoffs and Wealth
Creation. (Northampton, MA: E. Elgar, 335 p.). High
technology industries--United States; University-based new
business enterprises--United States; Academic-industrial
collaboration--United States; Research, Industrial--United
States; Technology transfer--United States;
Edited with an introduction by Terry K.
Education for the Mercantile Counting House: Critical and
Constructive Essays by Nine British writers, 1716-1794.
(New York, NY: Garland, 412 p.).
Merchants--Education--England--History--18th century; Business
education--England--History--18th century. Series: Foundations
Sheila Slaughter and Gary Rhoades (2004).
Academic Capitalism and the New Economy: Markets, State, and
Higher Education. (Baltimore, MD: Johns Hopkins
University Press, 370 p.). Professor of Higher Education
(University of Arizona); Director of the Center for the Study of
Higher Education (University of Arizona). Education,
Higher--Economic aspects--United States; Business and
education--United States; Universities and colleges--United
Ken Starkey, Nick Tiratsoo (2007).
The Business School and the Bottom Line. (Cambridge, UK:
Cambridge University Press, 239 p.). Professor of Management and
Organisational Learning and Head of the Strategy Division
(Nottingham University Business School); Chair of a Regeneration
Charity in East London. Business schools; Master of business
administration degree -- Evaluation. History, character of
business schools in light of current debates about role of
universities, evolution of advanced economies; business schools need reconfiguration based on new
relationships with academia, business to deliver institutions
that are truly fit for purpose, allowing them to become key
players in the 21st century's emergent knowledge societies.
Michael Useem (1989).
Liberal Education and the Corporation: The Hiring and
Advancement of College Graduates. (New York, NY: A. de
Gruyter, 216 p.). College graduates--Employment--United States;
Corporate culture--United States.
Eds. Charles Wankel and Robert DeFillippi
Educating Managers Through Real World Projects.
(Greenwich, CT: Information Age Pub., 378 p.). St. Johns
University; Suffolk University. Management--Study and teaching;
Business education. Innovative learning projects in contemporary management
education and development in frame of cutting-edge theory, salient practice.
Ed. Charles Wankel (2010).
Cutting-Edge Social Media Approaches to Business
Education: Teaching with LinkeIn, Facebook, Twitter,
Second Life, and Blogs. (Charlotte, NC:
Information Age Pub., 352 p.). St. John's University.
Management education; management education -- social
media. How instructors around world meaningfully
incorporate social media into their management,
marketing, other business courses (text, images, audio
and video material rapidly and interactively): 1)
three-dimensional immersive virtual world interfaces for
teaching and learning; 2) Second Life; 3) use of wikis
to foster collaborative development of course related
material by learners; how faculty members can be
supported in their deployment of social media projects,
course structures; how social media can enable
structuring of course activities involving students,
prospective students, alumni, employers,
businesspersons, others in rich sharing and support;
courses as networking venues beyond learning forums.
Jennifer Washburn (2004).
University, Inc.: The Corporate Corruption of American Higher
Education. (New York, NY: Basic Books, 320 p.). Fellow
at the New America Foundation. Business and education--United
States; Universities and colleges--United
David A. Whetten, Kim S. Cameron. (2004).
Developing Management Skills. (Upper Saddle River, NJ:
Prentice-Hall, 720 p. [6th ed.]). Management--Study and
teaching; Management--Problems, exercises, etc.
Richard Whitley, Alan Thomas, Jane Marceau
(1981). Masters of Business?: Business Schools and Business
Graduates in Britain and France. (New York, NY: Tavistock
Publications, 241 p.). Business education--Great Britain;
Business education--France; Business education graduates--Great
Britain; Business education graduates--France; Master of
business administration degree--Great Britain; Master of
business administration degree--France.
Alan P. O. Williams (2010).
The History of UK Business and Management Education.
(Bibgley, UK: Emerald Group Publishing Limited, 160 p.).
Emeritus Professor at Cass Business School (City University
London). Management education -- UK history; business schools -
Main influences, institutions, individuals behind emergence of
business schools in UK; milestones in last two centuries; growth
of management education in last fifty years with creation of
supportive institutions; growth of knowledge-based management
education; how systematic research contributed to content,
methods of management education; roles of academic, applied
bodies; national and
international standing of UK business schools; trends in quality
ratings revealed by various public
assessments, media rankings; factors that have influenced strategies, subsequent development
of business schools.
Jonathan Winterton and Ruth Winterton (1999).
Developing Managerial Competence. (New York, NY:
Routledge, 307 p.). Management--Study and teaching--Great
Britain; Executives--Training of--Great Britain; Executive
ability--Standards--Great Britain; Competency based
Eds. Mimi Wolverton and Larry Edward Penley
Elite MBA Programs at Public Universities: How a Dozen
Innovative Schools Are Redefining Business Education.
(Westport, CT: Praeger, 252 p.). Business education--United
States; Master of business administration degree--United States;
Business schools--United States.
Mahmood A. Zaidi, Aleksander Sulejewicz
(2010). Beyond MBA: Management Education in
Transitional Economies. (Warsaw, Poland: Warsaw School of
Economics, 491 p.). Professor , Founding Director of
International Program Office Center for Human Resources and
Labor Studies (University of Minnesota); Warsaw School of
Economics. Business education -- Poland; Management -- Study and
teaching -- Poland.
Academy of Management
A leading professional association of scholars dedicated to
creating and disseminating knowledge about management and
organizations. The Academy’s central mission is to enhance the
profession of management by advancing the scholarship of
management and enriching the professional development of its
Aspen Institute Center for Business
Education’s Teaching Innovation
The Teaching Innovation Program (TIP) is designed to create a
tipping point in business education to further the teaching of
corporate citizenship and values-based leadership. Through TIP,
The Aspen Institute Business and Society Program (Aspen BSP)
creates networks of business school faculty and business
practitioners from around the world. As part of TIP, teams of
business school faculty from participating schools implement
pilot projects at their respective institutions, each aimed at
assisting individuals and firms in addressing challenges and
opportunities in the areas of corporate citizenship, social
impact management, corporate social responsibility (CSR), and
values-based leadership. The faculty teams, along with corporate
representatives, convene several times to identify common
opportunities and critical challenges within projects and share
knowledge and experiences.
Association for Business Simulation and
ABSEL is a professional association whose purpose is to develop
and promote the use of experiential techniques and simulations
in the field of business education and development.
Biz/ed: Virtual Learning Arcade
A new offering from Biz/ed, the Virtual Learning Arcade uses
simulations and interactive online models to help teach concepts
related to economics and business. Along with the simulations
are a variety of support materials written to help educators
take full advantage of the tools provided. Ten simulations are
currently available, but the goal of the project is to have
twenty eventually. Interested users can sign up for the Biz/ed
newsletter to keep up-to-date on the newest VLA releases.
This site is designed to provide detailed information on many
different aspects of pursuing an undergraduate or advanced
degree in business, along with providing related information on
available scholarships and potential career options. Developed
as part of the All Schools online network, visitors to the site
can search their database of over 1500 schools by state,
country, specialty, and educational level. The search engine
will return results based on visitors specifications that will
contain links to the different schools' respective programs,
along with a link to send email to the program directly. The
site also has a helpful list of hundreds of financial aid
options available to students studying business, along with a
glossary and suggested reading for selecting an appropriate
program. Finally, the site contains numerous guidance articles
written by experts in the field of business education, such as a
Yale business school professor and a former Ocean Spray
A Daring Experiment: Harvard and
Business Education for Women, 1937-1970
1937 - The history of business education for women at Harvard
began with a certificate program in personnel administration at
Radcliffe College. Called "the first daring experiment in
‘practical education’ for women"1 by Harvard Business School
Professor Fritz Roethlisberger, the course eventually evolved
into the Harvard-Radcliffe Program in Business Administration
(HRPBA), jointly managed by Harvard Business School and
Management Education and Discussion
Sharing management learning ideas and content.
Organizational Behavior Teaching
Society: Teaching Society for Management Educators
Dedicated to innovative teaching and learning in the
organizational and management sciences. Our members are faculty
at universities and colleges throughout the world, as well as
business educators and consultants in the profit and non-profit
sectors. Mission: "To promote quality teaching and learning
across the management disciplines." David L. Bradford
Outstanding Educator Award honors one person or a team with
consistently demonstrated achievement in teaching and learning
over a lifetime or career. Outstanding educators impact the
field of management education as a whole, with innovations and
ideas often extending to a wider audience
Watch It Made in the U.S.A.
A Visitor's Guide to the Companies That Make Your Favorite
Products - experience firsthand the products, companies,
technology, and workers that fuel our economy, from Boeing to
Ben & Jerry's, Hallmark to Harley-Davidson. Whether you're
curious about potato chips or computer chips, cars or crayons;
information about the more than 300 ordinary and extraordinary
products most of us take for granted.
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