Follow the leaders? An analysis of convergence and innovation of faculty recruiting practices in US business schools.

Autor/inn/en	Finch, David; u.a.
Titel	Follow the leaders? An analysis of convergence and innovation of faculty recruiting practices in US business schools.
Quelle	In: Higher education, 71 (2016) 5, S. 699-717Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-015-9931-5
Schlagwörter	Fachhochschule; Student; Studium; Ausland; Hochschule; USA; Lehre; Wirtschaftshochschule; Lehre; Fachhochschule; Studium; Hochschule; Wirtschaftshochschule; Student; Ausland; USA
Abstract	The debate associated with the qualifications of business school faculty has raged since the 1959 release of the Gordon-Howell and Pierson reports, which encouraged business schools in the USA to enhance their legitimacy by increasing their faculties' doctoral qualifications and scholarly rigor. Today, the legitimacy of specific faculty qualifications remains one of the most discussed topics in management education, attracting the interest of administrators, faculty, and accreditation agencies. Based on new institutional theory and the institutional logics perspective, this paper examines convergence and innovation in business schools through an analysis of faculty hiring criteria. The qualifications examined are academic degree, scholarly publications, teaching experience, and professional experience. Three groups of schools are examined based on type of university, position within a media ranking system, and accreditation by the Association to Advance Collegiate Schools of Business. Data are gathered using a content analysis of 441 faculty postings from business schools based in the USA over two time periods. Contrary to claims of global convergence, we find most qualifications still vary by group, even in the mature US market. Moreover, innovative hiring is more likely to be found in non-elite schools. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2016/4