International Journal of Higher Education Management

This article reviews the literature on using films and videos (whether fictional or fact), particularly in their online versions, to support teaching and curriculum development in higher education, with a special focus on management education. It identifies the value of these inputs in securing student engagement and learning and in exploring difficult concepts in areas such as business ethics. It poses the question as to why the use of film and video is not more prevalent, particularly given the ease of identification and access of appropriate material in an age of online video, and the possibility of using students to search for and identify this material and use it themselves. It concludes by suggesting that one of the problems lies in the decentralisation of responsibility for quality and content to individual lecturers, who are content to use conventional approaches to education.

The decision to pursue an advanced university degree is full of many implications for students. Any decision to pursue a Master’s in Business Administration (MBA) shows that there is perceived value in advanced business education. This paper explores how defining value and a culture of innovation in MBA pedagogy work hand­in­hand to establish a valuable master’s program. Without innovation in MBA pedagogy, there is decreased value in MBA programs. Through innovation in pedagogy, value is derived from job marketability and the development of critical thinking skills that create managers who excel at making successful strategic decisions. What value lies in developing critical thinking skills, when MBA students do not have the necessary qualifications to meet employer’s needs, in the job search process?

Value in this paper is defined as first the ability to compete in the current job market and second the ability to use critical thinking skills to solve strategic problems. A graduate program needs to focus on both the need to create a valuable degree and a valuable graduate. The job market is constantly changing and evolving, without a culture of innovation within the business curriculum and in courses, the value of a MBA program comes into question. 

Industry based certifications are becoming a requirement within the hiring process for many industries, especially IT. Without a culture of innovation, it is hard to deliver value to the students that educators serve, especially in terms of job marketability. Technology in the IT industry is constantly evolving and it is becoming increasingly more important for employees to adapt accordingly if they want to remain competitive in the job market. Since certifications are trending in IT employment, should graduate courses adopt this same practice into their pedagogy? How do educators balance objectives in the classroom

Many scholars in academia agree with the proposition that education can act as a platform for competence development. With the passing of time, societies evolve and existing skills may no longer serve the needs of the newly transformed society. This study examines the extent to which higher education assists in the development of leadership competencies and the effects of higher education on leadership competencies from the student's perspective. The paper considers whether and to what degree, modern university business curricula assist in developing leadership competencies.

A critical literature review and an empirical study are applied Data collected through the application of the 3M's Leadership Competency Model developed by Alldredge and Milan (2000).The study critically analyses literature research findings which have shown that a major challenge facing higher institutions of learning in the world is failure in shifting teaching and assessment methods from lecture-based to competence-development.

The study shows that there is a strong correlation between higher education and competence development, value is added when universities ensure that their teaching methods and assessments greatly improve the competencies of students, which are seen to be important in achieving organizational goals. Undoubtedly. It suggests that progressive innovation in teaching methodologies is essential parts of leadership competence development which is in line with the novelty that rise in education correspond with rise in productivity

This study investigated the nature of prudential judgment and legal ability through value orientations, with a random sample of educational managers in selected colleges and universities.  Prudential judgment has three value orientations: goodwill, justice, peace and order. Legal ability has two indicators: legalistic and non-legalistic. The correlations of prudential judgment and legal ability were assessed. Consequently, path models for predicting prudential judgment and legal ability were created through causal path analysis.  The findings of the study are breakthroughs in the educational managers’ professional development in school legislation and decision-making skills.

      Globalization and technology infusion have made internationalization of higher education unavoidable; one of the key agendas for today’s Higher Education Institutions (HEIs) is the internationalization of their curricula (Edwards et al., 2003). The curriculum (as product, process or outcome) represents the institutional strategic orientation on internationalization. Though implemented as multicultural curriculum, since early 20th century, the topic still has potential to provide guidelines to the new and existing HEIs. Such as, what is curriculum in the new global settings, what are the determinants of an internationalized curriculum and how can we approach curriculum internationalization that ensures fulfillment of local market skill needs and compliance to the international higher education regulations, at the same time. This study analyzes policy artifacts to guide academics on the mandated requirements to answer these questions. By undertaking qualitative-interpretive (Yanow, 2007, p.407) discourse analysis of policy artifacts from OECD (Organization for Economic Co-operation and Development) and European and American accrediting bodies (AACSB, ACBSP, EQUIS and EPAS), the study has synthesized an operational framework on the said topic. It identifies the determinants of curricula internationalization and the relation between them that can inform curricularists and academics in following policy-driven practices.

The development of business models in the 21st century is significant to socio-economic development. Higher Education is seen as a fertile ground for developing business models. Business schools’ activities dominate the higher education landscape, particularly through their MBA degree programs. This fact has challenged many to question the direct contributions of business schools to social and economic development.  Business schools all over the world do face several problems, many of which are the result of offering a value scheme that mainly emphasizes on career-enhancement and higher salaries. This deviate from the aspects of business education as contrasted with the idea of organizational management as a profession. The methodology of the present study is based on a critical literature review of existing research on the emergence of business models and their contribution to socio-economic development. Business school education is also reviewed to bring to light its contribution to the development of business models that are relevant to the growth of international business. The key conclusion is that although business schools and business models have failed to address the needs of contemporary business dynamics, however, both can play an important role on leadership, management and business development if the context of programs and curricula be re-examined and improved.