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• W1019738963 abstract "AbstractThere is a need for education to find the intersection of practice, intellectual contributions and teaching. Achieving this connection will likely advance the relevance and impact of education. The idea of striving to integrate practice, intellectual contributions and teaching provides the basis for an operational definition of excellence. A definition of excellence along with a framework reflecting three spheres of influence that, when effectively integrated enhance excellence, are reviewed. A brief proven application of the framework showing how it can be utilized by school faculty is also provided. Some implications of this framework are offered.IntroductionOver the past quarter of a century practitioners, educators and researchers have criticized schools for being misaligned with what is relevant and impactful in the real world of and leadership (Benjamin & O'Reilly, 2011). Recently, Bennis and O'Toole (2005) criticized B-schools for viewing excellence mainly in terms of scientific rigor of faculty scholarship while largely overlooking the preparation of future managerial leaders for practice in organizational settings. They flat out assert that, business schools are on the wrong track. Prior to this assertion Porter and McKibbin (1988) in a well-publicized report, along with others, suggest that schools have lost their relevance. When addressing the topic of leadership, Conger (2004), makes the case that purely frameworks of leadership often present generic models rather than recognizing situational context. These observations are in accord with others who claim that schools are substantially irrelevant to leadership and the practice of management (Ghoshal, 2005; Pfeffer & Fong, 2004). Mintzberg (2004) proclaims that not only what faculty teach is misguided, but also materials and methods used are wrong.In addition, Benjamin and O'Reilly (2011) note academics often deliver knowledge and teachings that are not useful to practicing managerial leaders. Business school faculty often, as Tushman and O'Reilly (2007) point out, provide what they know to students rather than offer what students need. Wellborn and Singer (2013) further point out in their research that there is a disconnect between materials used in the school classroom and what employers need. For additional commentary on critical points regarding school education, see Cohen and Billsberry (2013) as well as Clineball and Clineball (2008).On a more encouraging note, however, there is evidence from others that suggest ways to help integrate traditional scholarship activities with practice. Rubin and Dierdorff (2013), for example, offer some suggestions for the future relating to education and outcomes. Brown, Charlier, Rynes and Hosmanek (2013) recommend using more class time for experiential or reflective activities to supplement the learning of straight content. Knowledge management, human resources, and education are creatively explored by Brewer and Brewer (2010) in a model that relates somewhat to the impact dimension discussed in this article. They adapt Blooms Taxonomy for classify- ing, writing and assessing knowledge acquisition and assert that, academic communities should be viewed as knowledge-based organizations involved in the processes of developing knowledge workers. This assertion is in alignment with the author's belief that education should add value to the individual learner's career as well as to the organizations in which they serve.In terms of executive education, Haskins and Clawson (2005) have offered approximately thirty practical interventions that faculty can use with executive students to advance the transfer of learning by program participants back to their organizations. Similarly, Garman (2011) offers some useful avenues for research to become more helpful to practitioners, while Yip and Raelin (2011) further connect the teaching of leadership with practice by providing a discussion about various concepts and methods to accomplish the connecting of leadership research, practice and teaching. …" @default.
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• W1019738963 date "2013-07-01" @default.
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• W1019738963 title "Striving for Academic Excellence in Business Education: An Integrated Framework" @default.
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