Harnessing the Power of Business Webs, Harvard Business school Press; ISBN: 1578511933;(May 2000) James Moore, Death of Competition:
, Stanford CA 94305, USA b Edinburgh University Business school, Edinburgh, Lothian EH8 9js, UK c Department of Management, Birkbeck College, University of London
Stanford university Business school and Joint venture Silicon valley. Interview with Henry Etzkowitz. Morris, M. H. 1998. Entrepreneurial intensity:
Insignificant to 5 Very important) REGKNOWA Sum-variable measuring the importance of regional knowledge organizations for innovation University of Kuopio Savonia University of Applied sciences Organizations of vocational education
and Action, Harvard Business school Press, Boston, MA, pp. 288-308. Nonaka, I. 1991), The knowledge-creating company, Harvard Business Review, Vol. 69 No. 6, pp. 96-104.
Utterback, J. M. 1994), Mastering the Dynamics of Innovation, Harvard university Business school Press, Boston, MA. Vega-Jurado, J.,Gutie'rrez-Gracia, A.,Ferna'ndez-de-Lucio,
Journal of Vocational education & Training 65,256-276. Crossref 18. Murat Atalay, Nilgün Anafarta, Fulya Sarvan. 2013.
and business studies and should have a sufficient geographical coverage (inside and outside of the EU) and a sufficient coverage of institutions with different missions. 16 In undertaking the project the consortium was assisted greatly by four groups that it worked closely with:
The netherlands) Specialized League tables and Rankings Financial times ranking of business schools and programmes (FT; global) Businessweek (business schools, USA+global) The Economist (business schools;
global) The major dimensions along which we analysed the classifications, rankings and league tables included: Level: e g. institutional vs. field-based Scope:
In business studies, the‘triple crown'of specialized voluntary accreditation by AACSB (USA), AMBA (UK) and EQUIS (Europe) creates a build up of expectations on study programs in the field.
However, the freedom to opt for international accreditation in business studies may differ across countries, which makes an accreditation indicator less suitable for international comparative ranking.
Instead, the quality of the learning experience is reflected in the student satisfaction indicators included in Table 3-1. These indicators can be based on a student survey carried out among a sample of students from Business studies and Engineering.
and their programmes in the pilot fields of business studies, mechanical engineering and electrical engineering. Like the institutional questionnaire, the field-based questionnaire is structured along the different types of data requested to reduce the administrative burden for respondents.
In addition we needed to ensure sufficient overlap between the institutional ranking and the field-based rankings in business studies and two fields of engineering.
and suggested institutions that offer programmes in the fields addressed by the pilot study (business studies and two fields of engineering).
an Institute for Water and Environment, an agricultural university, a School of Petroleum and Minerals, a military academy, several music academies and art schools, universities of applied sciences and a number of technical universities.
57 departments in business studies participated, 50 in electrical engineering and 58 in mechanical engineering. Many institutions participated in more than one field
45%in business studies; 23%in mechanical engineering; and 32%in electrical engineering. 5. 3 Data collection The data collection for the pilot study took place via two different processes:
8. 3 10 Field questionnaire Business studies 2. 5 10 7. 3 7 Field questionnaire Electrical engineering 3. 5 8 7. 0
Missing data on the students'institution Missing data on their field of study (business studies, mechanical engineering, electrical engineering) Students enrolled in programs other than bachelor/short national first degree programs
These data refer to database years. 114 The research publications in the three fields of our pilot study (business studies,
At present, however, the breakdown of patent indicators by the fields defined in the U multirank pilot study (business studies,
The data on post-doc decisions proved to be more problematic in business studies than in engineering.
but primarily in business studies and less in engineering. The indicators based on data from patent databases are feasible only for institutional ranking due to discrepancies in the definition and delineation of fields in the databases.
While far from good, the data situation on student internships in local enterprises and degree theses in cooperation with local enterprises turned out to be less problematic in business studies than that found in the engineering field.
While the U multirank feasibility study focused on the pilot fields of business studies and engineering, some issues of up-scaling to other fields have been discussed in the course of the stakeholder consultation.
and indicators. 140 In the two pilot fields of business studies and engineering we were able to use 86%of the final set of indicators in both fields.
Lynda Applegate at Harvard Business school, Prof. Marco de Marco at Unversità Cattolica del Sacro Cuore di Milano, Tobias Kretschmer, Head of Institute for Strategy, Technology and Organization of Ludwig Maximilians University, Prof.
Zahir Irani at Brunel Business school, Prof. Sinan Aral at NYU Stern School of business, and Ken and Jane Laudon.
Harvard Business school Press, Boston 4. Benington J, Moore MH (2011) Public value theory and practice.
Harvard Business school Press, Cambridge 18. Amit R, Zott C (2001) Value creation in E-business. Strateg Manag J 22: 493 520 19.
Harvard Business school Press, Boston 29. Afuah A, Tucci C (2003) Internet business models and strategies. Harvard Business school Press, Boston 30.
Johnson MW, Christensen CM, Kagermann H (2008) Reinventing your business model. Harv Bus Rev 86:50 59 31.
Harvard Business school Press, Boston, MA 2. O'reilly III CA, Tushman ML (2008) Ambidexterity as a dynamic capability:
and delivers executive programs, management training, and educational seminars for various business organizations and professional associations across the globe.
and Advances in Business education and Training. Dr. Barsky has received multiple university teaching excellence awards and has been recognized internationally for his scholarly writing and curriculum innovation.
and is currently an adjunct professor at Brandeis University's International Business school. 40 The Bold Ones High-impact Entrepreneurs Who Transform Industries 41 This report draws on data from the participants of the EY 2013
and teacher training and support. 31 Comprehensive entrepreneurship programmes The Entrepreneurship and Innovation Programme under the European Competitiveness and Innovation Framework Programme (CIP) had a budget of € 2. 17 billion
and Instructor, Harvard university Extension School, USA Olaf Groth, Professor for Global Strategy, Innovation, Management and Economics, HULT International Business school, USA Fostering Innovation-driven
How to Thrive in the New Innovation Landscape, Harvard Business school Press Cornell University, INSEAD, World Intellectual Property Organization (2013), The Global Innovation Index European commission (2012), Entrepreneurship
, HULT International Business school, USA Mark Esposito, Associate professor of Business and Economics, Grenoble Graduate school of Business, France,
Co-Director, Centre on China Innovation, China Europe International Business school (CEIBS), People's republic of china Krisztina Z Holly, Adviser, National Advisory Council for Innovation and Entrepreneurship
, Singapore Jonathan Teklu, Cofounder and Managing Partner, Springstar Gmbh, Germany Marc Ventresca, Fellow and University Lecturer, Saïd Business school, University of Oxford, United kingdom Global
polytechnics and institutes of technical education and improving their quality. Several educational institutions have linked up with foreign brands, e g.
, EGADE Business school, Tecnológico de Monterrey, Mexico. 6. Centro de Investigación y Docencia Económicas (Economics Research and Teaching Center.
Lewis Institute of Social and Economic Studies, University of West indies (UWI) Don D. Marshall, Acting Director Belgium Vlerick Business school Wim Moesen, Professor Leo Sleuwaegen
Director & Head of Research Norway BI Norwegian Business school Marius Nordkvelde, Researcher Torger Reve, Professor Oman The International Research Foundation Salem Ben Nasser
, General manager Thero Setiloane, Chief executive officer Business Unity South africa Nomaxabiso Majokweni, Chief executive officer Kgatlaki Ngoasheng, Executive director, Economic policy Spain IESE Business school, International Center for Competitiveness
Assistant Researcher Blandina Kilama, Researcher Donald Mmari, Director of research on Growth and Development Thailand Chulalongkorn Business school, Chulalongkorn University Pasu Decharin, Dean Siri-on Setamanit
El salvador, Honduras, Nicaragua, Panama INCAE Business school, Latin american Center for Competitiveness and Sustainable Development (CLACDS) Ronald Arce, Researcher Arturo Condo, Rector Lawrence Pratt
2. 0 5. 05 Quality of management schools In your country, how would you assess the quality of business schools?
World Economic Forum, Executive Opinion Survey 5. 05 Quality of management schools In your country, how would you assess the quality of business schools?
2. 2 2. 08 Quality of management schools*In your country, how would you assess the quality of business schools?
national sources 2. 08 Quality of management schools*In your country, how would you assess the quality of business schools?
and completed Executive Business Management Programs at Harvard Business school and London Business school. 2014 World Economic Forum About the Authors 332 The Global Information technology Report 2014 Alex
and an MBA with high honours from Solvay Business school. 2014 World Economic Forum About the Authors The Global Information technology Report 2014 333 Ramez T. Shehadi Ramez T
Rahman, Executive director Barbados Sir Arthur Lewis Institute of Social and Economic Studies, University of West indies (UWI) Judy Whitehead, Director Belgium Vlerick Business school Priscilla Boiardi
Analyst Sope Williams-Elegbe, Associate Director & Head of Research Norway BI Norwegian Business school Marius Nordkvelde, Researcher Torger Reve, Professor Oman The International
, Economic policy Spain IESE Business school, International Center for Competitiveness María Luisa Blázquez, Research Associate Antoni Subirà, Professor Sri lanka Institute of Policy Studies of Sri lanka
, Economic Research Department Tanzania Research for Policy Development (REPOA) Johansein Rutaihwa, Assistant Researcher Samuel Wangwe, Professor and Executive director Thailand Chulalongkorn Business school, Chulalongkorn
Bolivia, Costa rica, Dominican republic, Ecuador, El salvador, Honduras, Nicaragua, Panama INCAE Business school, Latin american Center for Competitiveness and Sustainable Development (CLACDS) Ronald Arce, Researcher Arturo
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