標(biāo)題: Titlebook: Contemporary Management Education; Eight Questions That Piet Naudé Book 2022 The Editor(s) (if applicable) and The Author(s), under exclusi [打印本頁(yè)] 作者: 使入伍 時(shí)間: 2025-3-21 17:03
書(shū)目名稱Contemporary Management Education影響因子(影響力)
作者: constellation 時(shí)間: 2025-3-21 22:16 作者: Root494 時(shí)間: 2025-3-22 03:13
Mark A. Pollack,Gregory C. ShafferManagement Education can be a force for the good. The question is what “good” should be created? In this chap. . such forms of “good” are proposed, each with specific implications for management education: Private, Social, Common, and Transcendent Good.作者: 期滿 時(shí)間: 2025-3-22 07:11
,Good: What “Good” do we Create?,Management Education can be a force for the good. The question is what “good” should be created? In this chap. . such forms of “good” are proposed, each with specific implications for management education: Private, Social, Common, and Transcendent Good.作者: 無(wú)法解釋 時(shí)間: 2025-3-22 10:44
https://doi.org/10.1007/978-3-030-87775-0Management skills; Executive education; Business ethics; Ideological traits; Colonization; Technological 作者: Robust 時(shí)間: 2025-3-22 13:26
978-3-030-87777-4The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: Robust 時(shí)間: 2025-3-22 18:36
Piet NaudéAnalyses highly relevant and controversial direct questions facing management education.Addresses the questions from a unique mix of philosophical, educational, and ethical analysis.Utilises the autho作者: 不吉祥的女人 時(shí)間: 2025-3-22 22:28 作者: Congruous 時(shí)間: 2025-3-23 04:48 作者: 遵循的規(guī)范 時(shí)間: 2025-3-23 07:26 作者: 少量 時(shí)間: 2025-3-23 12:09
Contemporary Management Education978-3-030-87775-0Series ISSN 2662-2467 Series E-ISSN 2662-2475 作者: GORGE 時(shí)間: 2025-3-23 14:52
Strategic Bargaining, Norms and Deliberation, namely institutional, curricular, and knowledge-related challenges. A response to decolonization would require reducing the institutional power asymmetry between the center and the periphery; revising the Western, white, and male-dominated canon; and fostering epistemic diversity under scientific guidance.作者: 評(píng)論者 時(shí)間: 2025-3-23 19:49
https://doi.org/10.1057/9780230584259n are discussed with reference to work, freedom, and equality. The real issue at stake is the lack of an overarching sense-making narrative in a world that lives off disruption. The chapter ends with practical implications for management education where the ambiguity of technology needs to be maintained.作者: 咆哮 時(shí)間: 2025-3-23 23:34 作者: crucial 時(shí)間: 2025-3-24 05:46
Mark A. Pollack,Gregory C. Shafferder value), Freeman, R Edward, (.. Pitman, . London, 1984, stakeholder value), Porter, Michael E and Kramer, Mark R, (. 1–13, 2006, creating shared value); Donaldson, Thomas and Walsh, James P., (. 35:181–207, 2015, optimizing collective value); and, lastly, Freeman, R Edward; Martin, Kirsten E and 作者: Brochure 時(shí)間: 2025-3-24 06:56
Strategic Bargaining, Norms and Deliberation, namely institutional, curricular, and knowledge-related challenges. A response to decolonization would require reducing the institutional power asymmetry between the center and the periphery; revising the Western, white, and male-dominated canon; and fostering epistemic diversity under scientific 作者: 才能 時(shí)間: 2025-3-24 14:03
Palgrave Studies in European Union Politicser, the question of whether business schools contribute to income inequality is addressed by looking at both the “access” and the “output” side of such institutions. The conclusion is that higher education in general and business schools, in particular, confirm existing elite advantages and do littl作者: Conquest 時(shí)間: 2025-3-24 16:22 作者: 喃喃而言 時(shí)間: 2025-3-24 21:35 作者: APEX 時(shí)間: 2025-3-25 01:05
Xin Meng,Robert Gregory,Guanghua Wantelligence” namely (8.1) social intelligence, (8.2) sympathetic intelligence, (8.3) actionable intelligence, and (8.4) “futuring” intelligence. “Intelligence” does not refer to traditional ideas about IQ. It rather refers to the ability to interpret the environment at a specific point in time, choos作者: septicemia 時(shí)間: 2025-3-25 05:33
2662-2467 phical, educational, and ethical analysis.Utilises the autho.“.Why are we so important?.”;? .“What value do we add?”.; and?“W.hat good do we create.?” These are the opening questions posed to management educators in this book. This is followed by uncomfortable questions about colonization (.Who is i作者: Semblance 時(shí)間: 2025-3-25 09:37 作者: 女歌星 時(shí)間: 2025-3-25 12:03 作者: 惡名聲 時(shí)間: 2025-3-25 16:40
Inequality. Whom Do We Exclude?,h institutions. The conclusion is that higher education in general and business schools, in particular, confirm existing elite advantages and do little for upward social mobility. The chapter closes with a few brief comments on why attention to income inequality is important for management education and for social cohesion in democracies.作者: Concerto 時(shí)間: 2025-3-25 23:55 作者: fidelity 時(shí)間: 2025-3-26 02:28
Palgrave Studies in European Union Politics explanatory function. This invasive logic is illustrated with sport, religion, and universities. The chapter concludes with a short response to the question asked in the title: Why are we so important?作者: V洗浴 時(shí)間: 2025-3-26 04:29
Mark A. Pollack,Gregory C. ShafferParmar, Bidhan L, (.. Columbia University Press, New York, 2020, creating financial and social value). After an analysis of these views, the chapter closes with a values proposal and the implications for management education.作者: troponins 時(shí)間: 2025-3-26 09:37
Xin Meng,Robert Gregory,Guanghua Wane and adjust leadership competencies appropriate to the context, and take effective action that best addresses the situation. Each form of intelligence functions optimally if held in cross-embeddedness to the others.作者: 易怒 時(shí)間: 2025-3-26 13:48 作者: preservative 時(shí)間: 2025-3-26 17:00
Market: Why Are We Are So Important?, explanatory function. This invasive logic is illustrated with sport, religion, and universities. The chapter concludes with a short response to the question asked in the title: Why are we so important?作者: 哺乳動(dòng)物 時(shí)間: 2025-3-26 21:03 作者: 小教堂 時(shí)間: 2025-3-27 04:20 作者: MIRE 時(shí)間: 2025-3-27 07:34
Market: Why Are We Are So Important?,scribed what happens if the logic of one social sphere invades other social spheres. As an illustration, the role of religion in early Western universities is discussed. The third part of the chapter is the key to explain the nature of a market society and how market-thinking has reached a pervasive作者: Leaven 時(shí)間: 2025-3-27 11:49
Purpose. What Value Do We Add?,der value), Freeman, R Edward, (.. Pitman, . London, 1984, stakeholder value), Porter, Michael E and Kramer, Mark R, (. 1–13, 2006, creating shared value); Donaldson, Thomas and Walsh, James P., (. 35:181–207, 2015, optimizing collective value); and, lastly, Freeman, R Edward; Martin, Kirsten E and 作者: NIP 時(shí)間: 2025-3-27 15:03 作者: itinerary 時(shí)間: 2025-3-27 18:41 作者: Hay-Fever 時(shí)間: 2025-3-27 22:31 作者: 假設(shè) 時(shí)間: 2025-3-28 02:40 作者: 不幸的人 時(shí)間: 2025-3-28 09:26 作者: Acclaim 時(shí)間: 2025-3-28 13:10
Medical Menversial surgeon, William Arbuthnot Lane. At this time, medicine is rapidly becoming more scientific and the profession is gaining power. In 1907, his training completed, Walter applies to join the Colonial Medical Service.作者: HATCH 時(shí)間: 2025-3-28 18:11
