Stéphanie Dameron

The good and the bad: the impact of diversity management on co-operative relationships

This paper explores the consequences of cultural diversity on co-operative relationships. It postulates two different modes of co-operation: ‘community based co-operation’, based on the need to belong, and ‘complementary co-operation’, which seeks to harness strategic resources. These modes are combined with six dimensions of cultural diversity to create a cross-analysis framework. This framework forms the basis of our analysis of the interaction between cultural diversity and co-operation. Counter-intuitively, the study of France Telecom Mobile and Orange UKs integration team suggests that cultural diversity has little influence on issues of identity involved in co-operation. However, it reveals a strong link between cultural diversity and strategic rationale. The findings suggest that cultural diversity should not be understood as differences between stable sets of values and norms, but rather as a way to explain inter-individual difficulties. We then propose factors that are likely to influence the impact of cultural diversity.

Strategies for business schools in a multi‐polar world

Purpose – The purpose of this paper is to examine the contours of the emerging business education and institutions in a multi-polar world and to identify the causes of the strategic convergence of management education, to explore the limitations of the dominant models of management education and to propose a range of strategic alternatives for business schools operating in the diversity of a multi-polar world. Design/methodology/approach – The paper provides a critical review of the development of Anglo-American modes of business education, and an evaluation of alternative strategic approaches to business school development that might engage with different contexts of business. Findings – There is a tension between the continuing ascendancy of dominant Anglo-American paradigms of management education, and the increasing recognition of the diversity of a multi-polar world. This tension may be resolved by business schools following more distinctive strategies that are responsive to local contexts. Research limitations/implications – The research suggests business schools work towards greater recognition of culturally diverse business models, and develop tools of analysis appropriate to this context. Further research is necessary of the efforts to develop different approaches to business education, and of the strengths and limitations of these approaches. Practical implications – The analysis offers a rationale for exploring different strategies for business schools, and proposes some different models to examine. Originality/value – This paper provides a critical assessment of the development and convergence of international business schools and business education, and an outline of alternative possibilities.

Redesigning Management Education And Research

The field of management education and research has become an industry of its own – an industry with fierce international competition in a global arena. Here, the authors argue that a series of mechanisms has led to mimicking and thus strategic convergence among business schools. The authors further argue that this has resulted in a loss of relevance and diversity of the management knowledge produced and taught in a multipolar world. They view this as counterproductive to business schools, students, firms, societies and other stakeholders, including scholars themselves.

Trends and Challenges in Management Education around the World

The various chapters focusing on specific countries that our colleagues from around the world have kindly contributed to form the two volumes of this book provide a fascinating account of both specificities and commonalities in the current dynamics of management education across a wide range of countries. This chapter deals primarily with the commonalities that we identify across these contributions. Yet some of the specificities will also be mentioned along the way.

Higher Education in Management: The Case of France

When compared to the social sciences, the science of management is an altogether new field in France. J.B. Say taught his first courses at Cnam in what was called at that time “applied political economy” from 1805 onwards. The first major management schools in France appeared between the nineteenth and the early twentieth centuries, notably with the founding of ESCP in 1819, HEC in 1881 and ESSEC in 1907. These business schools were created primarily by the Chambers of Commerce and Industry (CCI), a group of public institutions fashioned by Napoleon in 1803 in order to sustain the development of both private companies and the regional economy (De Montmorillon 2011). Until the 1960s, most knowledge of business management belonged primarily to practitioners and consultants. It was only in 1955 that the first master’s degree in management was offered by a public university, followed by Pierre Tabotoni’s creation of the first institute for business management (Institut d’Administration des Entreprises, IAE).

Beyond Strategic Convergence: Designing Differentiation Strategies for Business Schools in a Multipolar World

The purpose of this chapter is to show how contextual forces are at work that may help business schools escape from strategic convergence and the attached lock-in, thus giving room for differentiation among business schools in a multipolar world. We argue that specific institutional embeddedness and territorial market influencing may be the fundamental drivers of differentiations for business schools. We give insights about these types of differentiation that may be claimed by business schools to strengthen their relevance for societies, and be more recognized and valued by external evaluation.