Index
Howard Thomas
(Lee Kong Chian School of Business Singapore Management University, Singapore)
Michelle Lee
(Lee Kong Chian School of Business Singapore Management University, Singapore)
Lynne Thomas
(Author and Counsellor Stratford-upon-Avon, U.K.)
Alexander Wilson
(Loughborough University, Loughborough, U.K.)
This content is currently only available as a PDF
Citation
Thomas, H., Lee, M., Thomas, L. and Wilson, A. (2017), "Index", Africa, Emerald Publishing Limited, Leeds, pp. 193-199. https://doi.org/10.1108/978-1-78743-095-220171009
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
AABS. See Association of African Business schools (AABS)
AACSB
, 55–57, 62, 63, 70, 71, 97, 124, 137, 169, 181
Abuse of power
, 114
Academia–practice gap
, 4
Academic rigour
, 7
Accreditation
, 55–57, 62, 63, 70, 81, 82, 88, 97, 98, 106, 123, 124, 126, 127, 137, 138, 169
Accreditors
, 55–57
as barriers to change
, 123–125
networks and contacts, improving
, 57
quality improvement
, 56–57
reputation enhancement
, 56
Administration
, 83
Administrative crises
, 3–4
African Development Bank
, 58
African identity
, 2, 3, 12, 31, 41, 47, 106, 122, 181–186
developing
, 42–43
maintaining
, 42–43, 174
African Management Institute (AMI)
, 6, 10, 11, 146–147, 185
African model, in African environment
, 9–11
potential of
, 11–13
African Renaissance
, 133
African Union (AU)
, 120, 175
‘Africa Reeling’
, 18, 27
‘Africa Rising’
, 18, 27, 157
‘Africa struggling’
, 18
Agility
, 23, 25
AMBA
, 55, 56, 137, 169
Ambiguity
, 22–24
American University of Cairo
, 186
AMI. See African Management Institute (AMI)
Analytics
, 2
Association of African Business Schools (AABS)
, 10–11, 44, 62–64, 70, 71, 88, 138, 175, 176, 180, 182, 185
AU. See African Union (AU)
Barriers to change
, 109–125
accreditors and NGOs
, 123–125
cultural factors
, 121–123
government
, 114–118
lack of collaboration
, 120–121, 175
resources
, 110–114
university system
, 118–120
Best case scenario
, 93–104
characteristics of
, 105, 170, 171
competition and collaboration
, 103–104
direction of development
, 94–98
resources
, 101–103
value to stakeholders
, 98–101
Binedell, Nick
, 138
Bio-diversity, loss
, 157
Blended learning
, 148–149
Blind spots
, 4–5, 128–139
business model innovation, need for
, 154–156
ethics and corporate social responsibility
, 157–164
globalisation, impact of
, 135–138
global–local balance, need for
, 135–138
impact of globalisation
, 139–146
impact of technology
, 146–154
lack of demand-side orientation
, 129–132
paradigm trap
, 154–156
unequal access to management education
, 132–135
Bologna Accord
, 120
Bureaucracy
, 84, 116, 118, 119, 130
Business as usual
, 131
Capabilities, building
, 26
Capacity building
, 175–180
domains of
, 176
Capital, intellectual
, 145
Capitalism, stakeholder
, 2, 4, 156
CEIBS
, 181
Challenges to management education
, 5–7
Chandaria, Manu
, 70
Change agents, in African management education
, 59–69
entrepreneurs and philanthropy
, 60–62
international community
, 68
NGOs
, 68–69
politicians and government
, 65–66
private sector
, 64–65
public
, 66–68
representative bodies and organisations
, 62–64
Collaboration
, 44–45, 58, 109, 173, 175–180
best case scenarios
, 103–104
lack of, as barrier to change
, 120–121
Communitarianism
, 10, 12, 108
Competence-based education
, 19
Competition
, 22, 40
best case scenarios
, 103–104
expansion of African business schools
, 142–143
hypercompetition
, 174
impact of globalisation
, 139–143
most likely scenarios
, 91–93
new entrants
, 141, 173
worst case scenarios
, 80–82
Complexity
, 22
Conservatism
, 6
Contacts, improving
, 57
Corporate social responsibility (CSR)
, 2, 26
academic institutions responsibility
, 160–162
addressing
, 158–159
contextualisation of
, 162–163
need for
, 157–164
Corruption
, 117, 158, 163–164
political
, 114
Criticisms of management education
, 2–4
CSR. See Corporate social responsibility (CSR)
Cuba
, 182
Culture
, 107, 109
as barriers to change
, 121–123
team-based
, 108
Curriculum
, 83, 107, 144, 156
ethics and
, 159–160
Decision analysis
, 23
Demand for skilled managers, increased
, 143–145
Demand-side orientation, lack of
, 129–132
Development
direction of
, 85–88, 94–98
economic
, 22
leadership
, 5
Disenchantment
, 78
Distance learning
, 149
Economic context
, 78–80
Economic development
, 22
Economic growth scenarios
, 27–32
EDAF. See European Deans Across Frontiers (EDAF)
Education, management. See Management education
EFMD
, 44, 46, 56, 57, 62, 63, 70, 71, 124, 137, 175, 180–182
E-learning
, 149
Employment, stability of
, 108
ENRON
, 3
Entrepreneurs
, 60–62
Entrepreneurship
, 4, 60
Environmental degradation
, 157
EPAS
, 88
EQUIS
, 46, 55, 88, 97, 169
Ethics
, 2
academic institutions responsibility
, 160–162
addressing
, 158–159
and curricula
, 159–160
contextualisation of
, 162–163
need for
, 157–164
quality of
, 4
Ethiopia
, 20
EU. See European Union (EU)
Europe
, 55
European Deans Across Frontiers (EDAF)
, 88, 180
European Union (EU)
, 120, 175
Evolution of management education
African identity, maintaining or developing
, 42–43
collaboration
, 44–45
future
, 37–71
government, role of
, 46–48
growth
, 38–39
implications for
, 7–9
quality improvement
, 40–41
technology, leveraging of
, 43–44
Faculty
, 112–113, 177, 178
strength
, 172
Financing
, 52–53
Flexibility
, 23
Funding
, 134
Future Learn
, 9
Future of management education
, 12–13, 73–106
best case scenario
, 93–106, 170, 171
most likely scenarios
, 84–93, 105, 170, 171
worst case scenario
, 74–84, 105–106, 170–172
George Washington University
, 119
GIBS Dynamic Markets Index
, 29
Global financial crisis
, 3, 157
Global Foundation for Management Education (GFME)
, 169
Globalisation
, 5, 7–9, 12, 19, 30, 31, 54, 165, 183
competition
, 140–143
demand
, 143–145
impact of
, 135–146
improvements to quality of education
, 145–146
Global-local balance, need for
, 135–138
Glocalisation
, 7, 96
Gordon-Howell Ford Foundation
, 4
Gordon Institute of Business Science (GIBS)
, 30, 147, 159, 185
Government
as barriers to change
, 114–118
as change agents
, 65–66
opening up economies
, 54–55
policy enactment
, 54
role in management education
, 46–48, 54
Group collectivism
, 108
Growth
, 27–32, 38–39, 173
Hedrick-Wong, Yuwa
, 184–185
Human resources, lack of
, 110–112
Ibrahim, Mo
, 70
Ibrahim Prize for Achievement in African leadership
, 109
ICT. See Information and Communication Technologies (ICT)
Identity. See African identity
Incentives
, 5, 109
Individualism
, 10
Industry engagement
, 83
Inertia
, 6
Information and Communication Technologies (ICT)
, 185
Information technology (IT)
, 6
Infrastructure
, 22, 40, 47, 103, 172
lack of
, 113–114
Innovation
, 5, 8, 177
need for
, 154–156
Institutional voids, navigating
, 26
Instituto de Empresa
, 9
Intellectual capital
, 145
International academic institutions
, 58–59
International community, as change agents
, 68
Interpersonal skills
, 2
IT. See Information technology (IT)
Ivy League of African schools
, 99
K-12 education
, 10
Knowledge
, 76, 139
co-creation of
, 109
sharing
, 19
transfer
, 43
Lagos Business School
, 147
Landman, Frik
, 183
Latin America
, 7
Leadership
, 26, 108–109, 175
in change
, 62
development
, 5
political
, 109
quality
, 30
servant
, 109
skills
, 2
strategic
, 6
theories, adoption of
, 10
values-driven
, 159
Learning
blended
, 148–149
distance
, 149
e-learning
, 149
student-centred participative
, 6
team
, 19–20
Legitimacy
, 2, 3, 7, 80, 82, 169, 174, 181–186
Leveraging of technology
, 43–44
Localisation
, 5
Macro-economic conditions
, 22
Management education
African identity for
, 2, 3, 12, 31, 41–43, 47, 106, 122, 181–186
blind spots
, 4–5, 128–139
challenges to
, 5–7
criticisms of
, 2–4
evolution of
, 37–71
evolution of
, 7–9, 37–71
future of
, 12–13, 73–106
Managerial skills
, 2, 23, 25
Market dynamism
, 27–32
Massive open online courses (MOOCs)
, 6, 9, 19, 147–150
MasterCard Programme on Social and Financial Inclusion
, 184
Master of Business Administration (MBA)
, 8, 9
MBA. See Master of Business Administration (MBA)
McKinsey Global Institute (MGI)
, 28–31
Report
, 28, 31
MGI. See McKinsey Global Institute (MGI)
MGI African Stability Index
, 29
Mindfulness
, 23
MNCs
, 12, 26
Mobile technology
, 11, 43, 147
Money, lack of
, 111
MOOCs. See Massive open online courses (MOOCs)
Morality
, 2
Most likely scenarios
, 84–93
characteristics of
, 105, 170, 171
competition
, 91–93
development
, 85–88
direction of development
, 85–88
resources
, 93
value to stakeholders
, 88–91
MTN Endowed Solution Space and the Social Innovation Laboratory
, 185
Naude, Piet
, 182
Networks, improving
, 57
Non-governmental organisations (NGOs)
, 50, 57–58, 126, 131
as activists for social change
, 57–58
as barriers to change
, 123–125
as change agents
, 68–69
collaboration with other stakeholders
, 58
North America
, 55
N-VIVO analysis
, 37
Okonedo, Enase
, 138
Opening up economies
, 54–55
Open University (UK)
, 9
Opportunities, enabling
, 26
Paradigm change
, 108
Paradigm trap
, 4, 154–156, 165
Pedagogy
, 83, 107, 177
Pedley, Jon Foster
, 180
Philanthropy
, 60–62
Policy enactment
, 54
Political context
, 78–80
Political corruption
, 114
Political leadership
, 109
Political stability
, 22, 114, 117
Politicians, as change agents
, 65–66
Poverty
, 157
Private sector, role in management education
, 49–53, 126
as catalyst
, 51
as change agents
, 64–65
entry
, 51–52
financing
, 52–53
as partner
, 49–51
Public, as change agents
, 65–66
Public-private partnerships
, 59
Purpose of management education
, 82–84, 181–186
Quality improvement
, 40–41, 56–57, 141, 173, 178
Quality of management education
improvements to
, 145–146
technology-enhanced
, 153–154
Racial biases
, 134–135
Racial intolerance
, 133
Ranking
, 127, 176
Regulatory change
, 22
Representative bodies and organisations
, 62–64
Reputation enhancement
, 56
Resilience
, 23, 25
Resources
barriers to change
, 109–114
best case scenarios
, 101–103
most likely scenarios
, 93
Reward systems
, 107, 109
Robert Smith School of Business (University of Maryland)
, 118–119
Rumsfeld, Donald
, 22
Scenario planning
, 23–25, 32–34
Scientific rigour
, 2, 3
Servant leadership
, 109
Shell
, 24
Skilled managers
demand for, increased
, 143–145
Skills
, 76, 139
interpersonal
, 2
leadership
, 2
managerial
, 2, 23, 25
shortage
, 11
South Africa
, 20
market dynamism
, 27
South Sudan
, 20
Stability of employment
, 108
Stakeholder(s)
accreditors
, 55–57
capitalism
, 2, 4, 156
government
, 53–55
international academic institutions
, 58–59
NGOs
, 57–58
private sector
, 49–53
role in developing management education
, 48–59
values of
, 76–78, 88–91, 98–101
Status quo
, 74–75, 104
Strategic analysis
, 23
Strategic leadership
, 6
Student-centred participative learning
, 6
Sustainability
, 108, 111
Swaniker, Fred
, 70, 175
Team-based culture
, 108
Team learning
, 19–20
Technological change
, 4, 22, 30
Technology
, 47
costs and
, 152–153
-enabled models of delivery
, 147–150
impact on management education
, 146–154
increased access to management education
, 151–152
leveraging of
, 43–44
quality of management education
, 153–154
research capabilities
, 153
as work-in-progress
, 150–151
Tertiary education
, 84
Timetable for change
, 125
Tuition fees
, 83, 133, 175
Ubuntu
, 12, 109, 156, 166, 182
UCT. See University of Cape Town (UCT)
UK. See United Kingdom (UK)
Uncertainty
, 23, 25
foreseen
, 21
unforeseen
, 21–22
Unemployment
, 78
Unequal access to management education
, 132–135
United Kingdom (UK)
Open University
, 9
University of Cape Town (UCT)
, 147, 185
Bertha Centre for Social Innovation
, 185
Graduate School of Business
, 159
University of Illinois
, 9
University of Maryland
Robert Smith School of Business
, 118–119
University of Pretoria
Business School in Johannesburg
, 185
University system, as barrier to change
, 118–120
Urbanisation
, 30
USIU
, 147
Values-driven leadership
, 159
Value to stakeholders
best case scenario
, 98–101
most likely scenario
, 88–91
worst case scenario
, 76–78
Volatile, Uncertain, Complex, and Ambiguous (VUCA) environment
, 10
defined
, 20–25
managing
, 19–34
market dynamics and economic growth scenarios
, 27–32
Volatility
, 20–21, 23
VUCA. See Volatile, Uncertain, Complex, and Ambiguous (VUCA) environment
Wastelands of vocationalism
, 7
West Africa, megatrends for
, 33
World Bank
, 58
Worst case scenario
characteristics of
, 105–106, 170–172
competition
, 80–82
political and economic context
, 78–80
purpose of management education
, 82–84
status quo
, 74–75
value for stakeholders
, 76–78
- Prelims
- Chapter 1 The Past Is Not The Future
- Chapter 2 The Environment of Africa: Managing VUCA Environments
- Chapter 3 The Future Evolution of Management Education in Africa
- Chapter 4 Scenarios of the Future of Management Education in Africa
- Chapter 5 Strategic Change and Management Education: Barriers to Change and Likely Change Horizons
- Chapter 6 Blind Spots and Other Areas Deserving Attention
- Chapter 7 Postscript
- Appendix
- Index