Some rather remarkable changes took place in North American business schools between 1945 and 1970, altering the character of these institutions, the possibilities for their future, and the terms of discourse about them. This period represents a minor revolution, during which business school are reported to have become more academic, more analytic, and more quantitative. The Roots, Rituals, and Rhetorics of Change considers these changes and explores their roots. It traces the origins of this quiet revolution and shows how it shaped discussions about management education, leading to a shift in that weakened the place of business cases and experiential knowledge and strengthened support for a concept of professionalism that applied to management. The text considers how the rhetoric of change was organized around three core questions: Should business schools concern themselves primarily with experiential knowledge or with academic knowledge? What vision of managers and management should be reflected by business schools? How should managerial education connect its teaching to some version of reality?

The book is a historical study of the changes that took place in North American business schools in the 25 years after the Second World, their roots in earlier history, and their impact on the rhetoric of debate over key issues in management education.

Concurrent with the increasing complexity of the field of management, the need to re-examine the foundations from which its theories have advanced has become ever more important and useful. The Oxford Handbook of Management Theorists examines and evaluates the contributions that seminal figures, past and present, have made to the theory of management by providing in-depth, up-to-date, and detailed scholarly analysis of their ideas and influence. Chapters by leading management and management history scholars explore the origins of each thinker or school of thought and their ideas, and discuss the significance and influence in a broader framework. The Handbook contextualises each theorist and their theories, analysing their actions, interactions, and re-actions to contemporary events and to each other. It is arranged in three parts: pioneers of management thinking from Frederick Taylor to Chester Barnard; post-war theorists, such as the Tavistock Institute and Edith Penrose; and the later phase of Business School theorists, including Alfred Chandler, Michael Porter, and Ikujiro Nonaka. This book will be essential reading for anyone interested in how and why management ideas have emerged, and the ways in which they are currently developing and will evolve in the future.

This textbook provides students with the skills and techniques necessary to analyse business case studies from a strategic perspective. With career development and impact in mind, the book goes beyond simply listing tools, instead teaching students how to prepare for a major strategic business case analysis project, how to position their analysis on a spectrum from reductionist to holistic approaches, how to critically engage with theory and case data, as well as how to leverage their work after completion. A logical approach is offered, taking the reader through the analysis journey, from preparing to analyse a case study to conducting the analysis and maximising the impact going forwards. A comprehensive analysis task is incorporated, which asks the reader to reflect on a range of case data, understand the choices of analytical positioning and tool selection, and develop an analysis based on this positioning. Further pedagogical features include: Reflective practice exercises at the end of chapters, allowing the student to self-identify areas of strength and weakness as they develop through the process. Worked examples based on cases reproduced in the book, allowing the student to follow the analytical process that the author went through in different analysis modes. Quotes and analysis insights from former students who have previously conducted a strategic business case analysis, aiding reflective practice. As case study analysis continues as a core component of teaching across business schools, this unique text will help to build key skills in advanced undergraduate, postgraduate, MBA, and executive education students conducting strategic business case analysis. Support material includes PowerPoint slides as well as video content.

In the 1950s and 1960s, as the white residents, real estate agents, and municipal officials of many American cities fought keep African Americans out of traditionally white neighborhoods, Philadelphia’s West Mount Airy became one of the first neighborhoods in the nation where residents came together around a community-wide mission toward intentional integration. As West Mount Airy experienced transition, homeowners fought economic and legal policies that encouraged white flight and threatened the quality of local schools, seeking to find an alternative to racial separation without knowing what they would create in its place. In Making Good Neighbors, Abigail Perkiss tells the remarkable story of West Mount Airy, drawing on archival research and her oral history interviews with residents to trace their efforts, which began in the years following World War II and continued through the turn of the twenty-first century. The organizing principles of neighborhood groups like the West Mount Airy Neighbors Association (WMAN) were fundamentally liberal and emphasized democracy, equality, and justice; the social, cultural, and economic values of these groups were also decidedly grounded in middle-class ideals and white-collar professionalism. As Perkiss shows, this liberal, middle-class framework would ultimately become contested by more militant black activists and from within WMAN itself, as community leaders worked to adapt and respond to the changing racial landscape of the 1960s and 1970s. The West Mount Airy case stands apart from other experiments in integration because of the intentional, organized, and long-term commitment on the part of WMAN to biracial integration and, in time, multiracial and multiethnic diversity. The efforts of residents in the 1950s and 1960s helped to define the neighborhood as it exists today.

This book is a collection of specially-commissioned chapters from philosophers, economists, political and behavioral economists, cognitive and organizational psychologists, computer scientists, sociologists and permutations thereof as befits the polymathic subject of this book: Herbert Simon. The tripartite of the title, Minds, Models and Milieux, connotes the three inextricably linked areas to which Herbert Simon made the most distinguished of contributions. 'Minds' connotes Simon's abiding interest in theorizing human behavior, rationality, and decision-making; 'Models' connotes his extensive computer simulation work in the service of his interest in understanding minds, but also in the service of minds that are situated in a complex social 'Milieux'. This collection while intended to commemorate the centenary of Simon's birth simultaneously offers a timely reassessment of some of his central insights and illustrates the exponentially growing interest in Simon's work from beyond the usual disciplines and constituencies.

To meet the challenge of closing the gap between academic research and industry practice, we need a step change in how the business school and the business scholar engages with business. This book presents best practice in the methods of broadening successful academic–business engagement on a major scale. It presents concrete recommendations for setting programmes, creating incentives and structuring recruitment that will transform effective academic–business engagement. Most universities claim to have significant links with industry and the professions, but, in reality, only a limited number of business scholars are engaged with industry. A focus on ‘impact’ presents an additional potential trap, confusing promotion of research and tactical tips and tricks, with genuine engagement. This book explores the increasing number of new and innovative partnerships and collaborative activities, and looks at how academics can adapt to and leverage these new opportunities. It focuses on the academic as the primary driver of the external relationship and outlines the skills and capabilities needed to proactively develop engagement. Finally, the book provides a number of examples of best practice from a range of countries. Written by senior business scholars and leaders from around the world, and with examples of best practice included from leading universities, this book gives universities the insight needed to develop a broader range of relationships with businesses and to have genuine engagement and impact in practice.