Front Cover -- Securing the Future of Management Education: Competitive Destruction or Constructive Innovation? -- Copyright Page -- Contents -- Acknowledgements -- Foreword: Discussing the Future -- Chapter 1 Introduction: Success and Failure in Management Education -- Preface -- Where does Management Education Stand? What is Its Current Positioning? -- Introduction -- AACSB Concerns -- EFMD Concerns -- Colby Report Concerns -- Recent Books on the Strengths and Weaknesses of Management Education -- The Evolution and History of Business Schools -- Reform of Management Education -- Addressing the Gaps in Specific Skills in Management Programmes -- Specific Skill Gaps -- Implications of Innovation for Educational Pedagogy -- Leadership and Innovations in Business Schools -- Current Views on the Future of Business Schools -- Summary and Conclusions -- Appendix -- Chapter 2 Lessons Not Learned in Management Education -- Introduction -- Business Schools Must Reinvent Themselves -- Business Schools and Research Conduct -- Business Schools and More Innovative Graduates -- Business Schools and Business School Deans -- Business Schools and Future Trends -- Lessons Not Learned in Management Education -- Lessons About the Purpose, Rationale and Mission of Business Schools -- Lessons About Management Research, Its Performance and Its Impacts -- Lessons About Management Teaching, Pedagogy and Programme Delivery -- Lessons About the Structure and Functioning of Business Schools -- Summary and Conclusions -- Hamel's Observations on Business School Lessons -- Lessons Learned from Our Interviews with Management Education Experts -- Chapter 3 On-Going Challenges Confronting Management Education -- Introduction -- Perceived Value of Management Education -- External Challenges -- Skills Demanded by Students and Employers.

Lack of Relevance and Impact of Management Research -- Competition and Reputation -- Globalisation -- Internal Challenges -- Rigour in Research -- Faculty -- Lack of Change -- Financial Sustainability -- Other Challenges for Business School Models -- Technology -- Legitimacy and Value -- Conclusions -- Chapter 4 Future Scenarios for Management Education -- Introduction -- Possible Future Scenarios Described in the Extant Literature -- Introduction to Scenarios Generated by Our Expert Panel -- Best-Case Scenarios for Management Education Over the Next 10 Years -- Improved Value to Stakeholders -- Structural Changes in the Field -- Most Likely Scenarios for Management Education Over the Next 10 Years -- Structural Changes in the Field -- Strong Competitive Pressures -- Greater Scrutiny of the Value Proposition to Stakeholders -- No Change -- Worst-Case Scenarios for Management Education Over the Next 10 Years -- No Change -- Failure to Provide Value to Stakeholders -- Damaging Effect of Competition -- Constraints Imposed by the Structure of the Management Education Field -- Summary of Scenarios -- What Would Trigger Change in the Most Likely Scenario? -- The Financial Model of Management Education -- Lack of (Changes in) Demand for Management Education -- Shortage of Faculty -- Demand-Side Pressures for Change (External Threats) -- Ideal Models of Management Education -- Crucial Educational Fusion -- The Agora Model -- Vision 50+20 -- Summary and Conclusions -- Chapter 5 Conjectures: The Road Travelled and the Road Less Travelled -- Introduction -- The Rhetoric of Legitimacy -- Business Schools have Legitimacy -- Unresolved/Unsure About the Legitimacy of Business Schools -- Business Schools Lack Legitimacy -- The Rhetoric of Ethics and Responsibility -- Criticism Is Not Justified -- Criticism Is Justified … for Some Schools -- Criticism Is Justified.

The Rhetoric of Globalisation -- The Rhetoric of Growing Commercialisation of Higher Education -- Growth of Private Sector Role in Management Education -- Issues with Quality of Private Sector Providers -- Competition from Private Sector Providers -- The Road Less Travelled: Unmasking Potential Key Triggers for Change -- The University System -- The Curriculum in Management Education -- Conclusion -- Chapter 6 Blind Spots, Dominant Logics, Tipping Points and Critical Issues for the Future: Unfolding Gaps -- Introduction -- The Impact of Technology -- Technology and the Severity of Change -- The Geography of Learning - Where Students Learn -- Modes of Learning - How Students Learn -- Technology and the Incumbent Business School Model -- The Relevance Gap between Academia and Practice -- An Increasingly Academic Pursuit -- Weak Links to the Business Community -- The Rigour-Relevance Dilemma in Management Research -- The Paradigm Trap in Business School Curricula -- The Need to Realign the Value and Purpose of Management Education with New Realities -- An Outdated Dominant Design -- The Need to Define New Terrain and New Models -- Ethics, Corporate Social Responsibility and Sustainability -- The "Bolt-on" Approach -- Lip Service and Slow Reaction -- Integration into the Curriculum -- Leadership by Business Schools -- The Entrepreneurship "Blind Spot" -- Innovation in Business Models and Management Practices -- The Need for New Business Models -- The Design of New Business Models -- The Leadership "Blind Spot" -- Leadership and Leadership Skills Development -- The Leadership Characteristics of Deans -- Globalisation in Transition - The "Glocalisation" "Blind Spot" -- Conclusion -- Chapter 7 Uncertain Futures: What Should Business Schools Do Now? -- Introduction -- Consistent Themes -- Adaptability of Management Education and Its Capacity for Change.

Barriers to Change -- Triggers for Change -- Responding to the Challenge of Change -- External Challenges -- Internal Challenges -- What Must Management Education do to Produce Better Managers? -- Soft Skills -- Thinking Skills -- New and Not-so-New Domain Areas -- Transforming Management Education -- Reviving the Professionalisation Project -- Reinstating Stakeholder Primacy -- Rethinking Tenure -- Resisting the Paradigm Trap -- Conclusion -- Afterword: Transformation and Future Change in Management Education -- References.