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Job Satisfaction Among Business Administration Faculty in Selected Iranian UniversitiesKouloubandi, Abdollah 08 1900 (has links)
This study investigated job satisfaction/ dissatisfaction among business administration faculty at selected public Iranian universities. It also examined the relationship between faculty job satisfaction/ dissatisfaction and selected demographic and professional activity variables. Finally, the extrinsic and intrinsic factors associated with faculty job satisfaction were analyzed. It was also concluded that, despite a positive correlation of the intrinsic and the extrinsic factors, Herzberg's two-factor theory is a useful model in a faculty job satisfaction research. Furthermore, Hill's FJS was found to be reliable and valid for use in faculty job satisfaction studies in the colleges and universities in Iran.
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A comparison of perceptions of public relations, marketing, and advertising educators toward integrated marketing communicationsHanpongpandh, Peeraya January 1994 (has links)
This thesis sought to answer the research question: How do the top educators in the area of public relations, marketing, and advertising perceive the concept of integrated marketing communications as compared to one another?The mail survey applying Q methodology was sent to 15 top educators in each of the three fields in the United States for a total sample of 45 educators. A total of twenty-five responses were returned representing 55.5 percent of the sample. When the respondents were analyzed by discipline, there were eight responses from the pubic relations educators, nine from the marketing educators, and eight from the advertising educators. As a result the responses from each disciplines comprised, respectively, 53.3 percent, 60 percent, and 53.33 percent of the total sample.The statements in Q-Sorting were collected from the review of literature and in interviews with the Ball State University advertising, and public relations professors. Each statement either agreed or disagreed with the perception of integrated marketing communications. Each educator was asked to indicate how strongly they agreed or disagreed with each statement.A computer program developed for Q-Methodology studies was used to extract the factors from the educators' responses. After the Q-Sorts were tabulated, the researcher identified two factors, Factor I, and Factor II. The majority of Factor I respondents were the marketing, and advertising educators. The majority of Factor II respondents were public relations educators.The researcher concluded that these two groups had clearly different attitudes toward IMC. Stated in another way, marketing educators and advertising educators had similar perceptions of IMC, while public relations educators perceived the IMC concept very differently. Public relations educators indicated that the concept of IMC would be acceptable if it should be viewed as a total organizational communications function. / Department of Journalism
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Styrning inom svenska ekonomi-och handelshögskolor : Marknadsstyrning, byråkratisk styrning eller klanstyrning?Hammarström, Fanny, Melkersson, Olivia January 2019 (has links)
Titel: Styrning inom svenska ekonomi- och handelshögskolor. -Marknadsstyrning, byråkratisk styrning eller klanstyrning? Bakgrund: I den forskning som finns kring styrning inom högre lärosäten förespråkas klan- och kulturstyrning som den styrform som bör användas eftersom högre lärosäten karaktäriseras av hög kunskap och samarbete. Samtidigt visar empirisk forskning att styrning inom högre lärosäten allt mer karaktäriseras av outputmätningar vilket leder till kontroverser. Flera av de studier som finns på ämnet är dessutom baserade utifrån ett medarbetarperspektiv vilket skapar ett gap i teorin kring hur frågan bemöts utifrån ett ledarskapsperspektiv. Syfte: Studiens syfte är att, utifrån ett ledarskapsperspektiv, kartlägga den styrning som sker inom svenska ekonomi- och handelshögskolor. Utöver detta ska studien även förklara huruvida olika situationsfaktorer påverkar styrningen samt hur dessa påverkar. Metod: Studien tar sin utgångspunkt i en kvalitativ studie där flera intervjuer har gjorts för att ge studien en omfattande och nyanserad bild av styrningen på svenska ekonomi- och handelshögskolor. Slutsats: Studiens resultat har visat att det förekommer en blandning av marknadsstyrning, byråkratisk styrning samt klanstyrning inom svenska ekonomi- och handelshögskolor. Studien har även visat att styrningen skiljer sig åt när det kommer till utbildning respektive forskning. Inom forskningen är marknadsstyrningen dominerande medan utbildningen har en större variation av styrformer. Det har också visat sig att flera av studiens situationsfaktorer har inverkan på den styrning som sker. / Title: Governance within Swedish economics and business schools. - Market mechanisms, Bureaucratic mechanisms or Clan mechanisms? Background: In current research on organizational control in higher education institutions, clan- and culture mechanisms is advocated as the form of organizational control that should be used due to the fact that higher education institutions are characterized by high knowledge and cooperation. At the same time, empirical research shows that organizational control within higher education institutions is increasingly characterized by output measurements. Several of the studies that concern the subject are also based on an employee perspective, which creates a gap in the theory of how the issue is addressed from a leadership perspective. Purpose: The aim of the study is to, based on a leadership perspective, chart the organizational control that takes place in Swedish economics and business schools. In addition, the study should also explain whether different situational factors affect the control and how these affect. Method: The study takes its starting point in a qualitative study in which several interviews have been made to give the study an extensive and nuanced picture of the organizational control at Swedish economics and business schools. Conclusion: The results of the study have shown that there is a mixture of market mechanisms, bureaucratic mechanisms and clan mechanisms within Swedish economics and business schools. The study has also shown that the organizational control differs when it comes to education and research. In research, market mechanisms is dominant, while education has a greater variety of forms of mechanisms. It has also been found that several of the study's situation factors have an influence on the organizational control that is taking place.
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Educação para sustentabilidade em escolas de administração de empresas: a perspectiva de coordenadores acadêmicos no BrasilCarvalho, Sandra Lays Gathás 25 August 2011 (has links)
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Previous issue date: 2011-08-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / One of the reasons for the rising interest in education for sustainability among business schools is the belief that it has a central role in the education of a new generation capable of thinking and acting by principles that go beyond the economic reasons. In the international academic sphere studies have grown in number as well as in diversity of approaches. Despite the global scenario, the discussion of sustainability in higher education in Brazil is still under disseminated in practices that integrate education, environment and society as well as in the literature supporting the academic debate. Thus, the present study objective was to discuss the meanings of education for sustainability in higher education and the consequences for the education of the future generation of business administrators. The intention was to reflect upon the experiences of the directors and deans of undergraduate courses on the integration of sustainability in business education in the context of Brazilian universities, promoting a debate on its specificities, difficulties and advances in contrast to the international context. To achieve its objective, a basic qualitative study was conducted with 17 business schools in the north, south and southeast of Brazil. The data collection strategy included interviews and document analysis. It starts with a discussion of sustainability, based on the works of Sachs (1995), Wright (2004) and Shriberg (2002). After that a discussion of the international literature on education for sustainability reviews European, North and Latin American, South-Pacific, African and Brazilian researchers. At the end the works of Down (2006), Beringer (2007), Beringer, Wright e Malone (2008), Lozano-García, Huisingh and Fabián (2009) are explored to present the experiences of integrating sustainability into higher education. The results indicate that at one side the insertion of sustainability in the business schools curricula has shown advances in the last years. Experiences are being conducted in most of the studied schools in terms of curricula, research, community extension, student opportunities, academic staff development, inclusion of sustainable goals in the vision and mission declarations and even in the university governance and administration. At the other side, the experiences show there is still a distance from meaningful changes that may affect the presuppositions of the business education. It is important to mention this scenario is not a prerogative of the Brazilian context, as studies of Calder e Clugston (2003), Tauchen and Brandli (2006) and others indicate this is an international issue. Nonetheless, this does not minimize the need for a significant effort from the Brazilian schools for the advancement of alternative models towards an education for sustainability. / Entre as razões do crescente interesse pelo tema educação para sustentabilidade nas escolas de administração, está a crença de que esta tem um papel central na formação de uma nova geração capaz de pensar e agir por princípios que vão muito além das preocupações de cunho econômico. Na esfera acadêmica internacional, estudos se multiplicaram nas últimas duas décadas, tanto em número quanto em diversidade de abordagens. Apesar de um cenário global promissor, no Brasil, por sua vez, a discussão da educação para sustentabilidade no ensino superior ainda é pouco disseminada, tanto nas práticas que relacionam educação, meio ambiente e sociedade nos cursos de educação superior, quanto na literatura que sustenta as discussões acadêmicas a respeito do tema. Assim, o presente trabalho teve por objetivo discutir os significados de educação para sustentabilidade nas instituições de ensino superior e suas implicações para a formação da nova geração de administradores. A intenção foi refletir sobre as experiências dos responsáveis pela direção e coordenação dos cursos de graduação na inserção da sustentabilidade no currículo de administração de empresas, no contexto brasileiro, promovendo um debate sobre suas especificidades, dificuldades e avanços em relação às tendências mundiais nesse campo. Para tanto, um estudo qualitativo foi conduzido com diretores e coordenadores de 17 cursos de graduação nas regiões nordeste, sul e sudeste do país. As principais estratégias de coleta de dados foram entrevistas em profundidade e análise documental. Parte o estudo de uma discussão sobre sustentabilidade, suportada por autores como Sachs (1995), Wright (2004) e Shriberg (2002). Em seguida procede-se a uma análise da literatura internacional sobre educação para sustentabilidade, revisando autores europeus, norte-americanos, africanos, latino-americanos e outros. Por fim, recorre-se a Down (2006), Beringer (2007), Lozano-García, Huisingh e Fabián (2009), para discutir experiências de inserção da educação para sustentabilidade. Os resultados indicam que, por um lado, a inserção da sustentabilidade no currículo das escolas de administração e negócios brasileiras têm demonstrado avanços nos últimos anos. Experiências já estão sendo conduzidas como as que se observou na maior parte das escolas participantes do estudo em termos de currículo, pesquisa e extensão, participação de alunos, capacitação de docentes, inclusão de metas sustentáveis nas declarações de visão e missão e, até mesmo na gestão universitária. Por outro lado, as experiências também indicam a distância que se tem de qualquer iniciativa nos cursos de administração que sinalize um rompimento ou uma revisão dos pressupostos que há anos vêm fundamentando a formação do administrador. É importante que se diga, contudo, que este cenário também não é prerrogativa do contexto brasileiro, as pesquisas de Calder e Clugston, (2003), de Tauchen e Brandli (2006), entre outros, indicam uma preocupação mundial nesse sentido, que não minimiza, em nada, a necessidade de um empenho significativo de nossas escolas de administração em fazer avançar modelos alternativos que respondam ao que se espera de uma formação para a sustentabilidade.
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Educação para sustentabilidade em escolas de administração de empresas: a perspectiva de coordenadores acadêmicos no BrasilGathas, Sandra Lays 25 August 2011 (has links)
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Previous issue date: 2011-08-25 / Fundo Mackenzie de Pesquisa / One of the reasons for the rising interest in education for sustainability among business schools is the belief that it has a central role in the education of a new generation capable of thinking and acting by principles that go beyond the economic reasons. In the international academic sphere studies have grown in number as well as in diversity of approaches. Despite the global scenario, the discussion of sustainability in higher education in Brazil is still under disseminated in practices that integrate education, environment and society as well as in the literature supporting the academic debate. Thus, the present study objective was to discuss the meanings of education for sustainability in higher education and the consequences for the education of the future generation of business administrators. The intention was to reflect upon the experiences of the directors and deans of undergraduate courses on the integration of sustainability in business education in the context of Brazilian universities, promoting a debate on its specificities, difficulties and advances in contrast to the international context. To achieve its objective, a basic qualitative study was conducted with 17 business schools in the north, south and southeast of Brazil. The data collection strategy included interviews and document analysis. It starts with a discussion of sustainability, based on the works of Sachs (1995), Wright (2004) and Shriberg (2002). After that a discussion of the international literature on education for sustainability reviews European, North and Latin American, South-Pacific, African and Brazilian researchers. At the end the works of Down (2006), Beringer (2007), Beringer, Wright e Malone (2008), Lozano-García, Huisingh and Fabián (2009) are explored to present the experiences of integrating sustainability into higher education. The results indicate that at one side the insertion of sustainability in the business schools curricula has shown advances in the last years. Experiences are being conducted in most of the studied schools in terms of curricula, research, community extension, student opportunities, academic staff development, inclusion of sustainable goals in the vision and mission declarations and even in the university governance and administration. At the other side, the experiences show there is still a distance from meaningful changes that may affect the presuppositions of the business education. It is important to mention this scenario is not a prerogative of the Brazilian context, as studies of Calder e Clugston (2003), Tauchen and Brandli (2006) and others indicate this is an international issue. Nonetheless, this does not minimize the need for a significant effort from the Brazilian schools for the advancement of alternative models towards an education for sustainability. / Entre as razões do crescente interesse pelo tema educação para sustentabilidade nas escolas de administração, está a crença de que esta tem um papel central na formação de uma nova geração capaz de pensar e agir por princípios que vão muito além das preocupações de cunho econômico. Na esfera acadêmica internacional, estudos se multiplicaram nas últimas duas décadas, tanto em número quanto em diversidade de abordagens. Apesar de um cenário global promissor, no Brasil, por sua vez, a discussão da educação para sustentabilidade no ensino superior ainda é pouco disseminada, tanto nas práticas que relacionam educação, meio ambiente e sociedade nos cursos de educação superior, quanto na literatura que sustenta as discussões acadêmicas a respeito do tema. Assim, o presente trabalho teve por objetivo discutir os significados de educação para sustentabilidade nas instituições de ensino superior e suas implicações para a formação da nova geração de administradores. A intenção foi refletir sobre as experiências dos responsáveis pela direção e coordenação dos cursos de graduação na inserção da sustentabilidade no currículo de administração de empresas, no contexto brasileiro, promovendo um debate sobre suas especificidades, dificuldades e avanços em relação às tendências mundiais nesse campo. Para tanto, um estudo qualitativo foi conduzido com diretores e coordenadores de 17 cursos de graduação nas regiões nordeste, sul e sudeste do país. As principais estratégias de coleta de dados foram entrevistas em profundidade e análise documental. Parte o estudo de uma discussão sobre sustentabilidade, suportada por autores como Sachs (1995), Wright (2004) e Shriberg (2002). Em seguida procede-se a uma análise da literatura internacional sobre educação para sustentabilidade, revisando autores europeus, norte-americanos, africanos, latino-americanos e outros. Por fim, recorre-se a Down (2006), Beringer (2007), Lozano-García, Huisingh e Fabián (2009), para discutir experiências de inserção da educação para sustentabilidade. Os resultados indicam que, por um lado, a inserção da sustentabilidade no currículo das escolas de administração e negócios brasileiras têm demonstrado avanços nos últimos anos. Experiências já estão sendo conduzidas como as que se observou na maior parte das escolas participantes do estudo em termos de currículo, pesquisa e extensão, participação de alunos, capacitação de docentes, inclusão de metas sustentáveis nas declarações de visão e missão e, até mesmo na gestão universitária. Por outro lado, as experiências também indicam a distância que se tem de qualquer iniciativa nos cursos de administração que sinalize um rompimento ou uma revisão dos pressupostos que há anos vêm fundamentando a formação do administrador. É importante que se diga, contudo, que este cenário também não é prerrogativa do contexto brasileiro, as pesquisas de Calder e Clugston, (2003), de Tauchen e Brandli (2006), entre outros, indicam uma preocupação mundial nesse sentido, que não minimiza, em nada, a necessidade de um empenho significativo de nossas escolas de administração em fazer avançar modelos alternativos que respondam ao que se espera de uma formação para a sustentabilidade.
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NMMU business school alumni satisfaction factors with the MBA programBosman, Jeremy Maurice January 2017 (has links)
In a fast-paced dynamic world, the key to success lies in the ability to accept change and to rapidly respond to demands placed by ever increasing competitive environments. In business, the impact of products and services in meeting or exceeding customer’s expectations in such environments is measured by customer satisfaction and the importance thereof cannot be downplayed, thus providing management with a metric that guides and augments change. Subsequently, these dynamic competitive forces are pushing sectors such as Higher Education into the realm of service industries, where stakeholders such as students and alumni are viewed as customers. Correspondingly, measuring their satisfaction has become important as this provides strategic insight, whilst enhancing academic programmes and the student experience. The purpose of this research study was to identify the factors that determined satisfaction with the MBA programme as viewed by students and the alumni of the Nelson Mandela Metropolitan University Business School. Furthermore, it advanced the field of stakeholder theory by identifying alumni as a key stakeholder in business schools. Consequently, the research was exploratory and consisted of quantitative and literature components where hypotheses were developed and relationships between factors analysed, in addition to the literature reviewed. The literature introduced key concepts to this study, such as alumni as stakeholder, alumni satisfaction, satisfaction with the MBA programme, measuring alumni satisfaction, MBA alumni networks and alumni communication. The factors that determined alumni satisfaction were identified by means of a statistical analysis of the data collected by the research instruments. Correspondingly, the findings indicate various factors determine satisfaction with the independent variables highlighted in this study, which are the Facilities, the MBA Programme, the Social Experience, the NMMU Business School Alumni Chapter, the NMMU Business School brand and Communication. Furthermore, it was established that there is a significant link between Social Experience, the NMMU Business School Alumni Chapter, the NMMU Business School Brand, Communication and Alumni Satisfaction.As services industries such as Higher Educational Institutions get exposed to competitive pressure, customer satisfaction comes to the fore and there are certain factors that need to be addressed to enhance satisfaction. Subsequently, this study highlights this pressure and satisfaction levels can certainly be improved by the institution across all the independent variables identified, especially in areas such as the NMMU Business School Alumni Chapter and Communication. Consequently, the NMMU Business School, for the first time have metrics to identify the factors that determine satisfaction with the MBA programme as viewed by their alumni and resultantly can strategically benefit by taking the views of their most important stakeholder into account.
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The role of South African business schools in inculcating ethical thinking in MBA students - are they contributing to ethical business practise?Louw, Thelma Elizabeth 10 1900 (has links)
Ethics is more than an abstract body of theories, principles and ideas.
It is a way of thinking through difficult situations before deciding how to
act (Manning & Stroud, 2008). This study takes this conception of
ethics into the realm of the business decision and business schools’
responsibility to ensure that their MBA graduates are empowered and
comfortable to reason and act ethically in the difficult business
situations they will face and decisions they will be expected to take in
their career. / Business Management / D. B. L.
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[en] A REFLEXIVE STUDY ON TEACHER`S COLLECTIVE LEARNING AND CHANGE AND ITS RESULTING ORGANIZATIONAL CHANGE THROUGH LEARNING: TOWARDS SUSTAINABLE TEACHER S DEVELOPMENT IN PRIVATE BUSINESS SCHOOLS / [pt] UM ESTUDO REFLEXIVO SOBRE MICROPROCESSOS DE APRENDIZAGEM E MUDANÇA COLETIVA DOCENTE COM A APRENDIZAGEM E MUDANÇA ORGANIZACIONAL RESULTANTES: PARA UMA GESTÃO SUSTENTÁVEL DO DESENVOLVIMENTO DE DOCENTES EM INSTITUIÇÕES EDUCAÇÃO SUPERIOR PRIVADA EM ADMINISTRAÇÃO E MARKETINGBEATRIZ QUIROZ VILLARDI 13 December 2004 (has links)
[pt] Realizei uma pesquisa empírica - conceitual reflexiva junto
aos docentes
de duas escolas particulares de graduação em administração
e marketing, fundadas
há 50 e 20 anos respectivamente para responder como e por
quê acontece
mudança organizacional através da aprendizagem coletiva
docente em instituições
de ensino superior privado (IESPr) de administração e
marketing?
Desenhei a pesquisa como um estudo de caso instrumental
qualitativo onde
realizei observação participante completa, entrevistas em
profundidade e pesquisa
documental. Para tanto, me integrei por três anos ao corpo
docente de cada escola
para acompanhar em profundidade o cotidiano do trabalho
docente em duas IESPr
Os dados de campo foram conceitualmente sistematizados
interpretativamente em
quatro níveis de acordo com a metodologia reflexiva de
Alvesson & Sköldberg
que incluiu análise metateórica e triangulação
multiparadigmática dos estudos
sobre processos de aprendizagem coletiva docente.
Deste modo pude aprofundar empírica e conceitualmente na
complexidade das
dinâmicas sob estudo, explicitando-lhes uma configuração
onde dimensões de
emocionalidade e poder co-evoluem em permanente tensão com
a de
racionalidade. As implicações deste conhecimento sobre
microprocessos de
mudança e aprendizagem dizem respeito da natureza da
mudança e da
aprendizagem grupal e organizacional. Três resultados foram
alcançados:
acadêmicos, práticos para a gestão em IESPr e para a
pesquisadora. / [en] An empirical - conceptual reflexive research from within
was accomplished
aiming at investigating how and why organizational change
and learning occurs
through teacher`s collective learning and change at two 50
and 20 years old
Management and Marketing Business Schools
It was designed as a qualitative instrumental case study
where complete
participant observation, semi-structured interviews and
documental research were
developed. For this reason the researcher joined to the
teacher`s staff at both
business schools for a three years period in order to gain
deep understanding about
teacher`s work daily practices focusing its change and
learning dynamics.
Field data were interpretatively processed within four-
level analysis according to
Alvesson & Sköldberg`s reflexive methodology. Therefore
metatheoretical
analysis and multiparadigmatic triangulation of the
developed knowledge on
collective learning and change processes was included.
In this way micro processes under study could be
comprehensively understood in
its dynamics complexity and configured as emotionality and
power dimensions
coexisting inextricably connected to rationality in a
coevolving permanent
tension.
Micro processes` knowledge implications are related to
organizational and group
change and learning nature. Three results were
accomplished: academic ones,
practical ones for business schools management and for
researcher`s own
knowledge.
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[en] THE ROLE OF THE MARKETING ENGINEERING TO SUPPORT THE DECISION-MAKING: APPLICATION OF A MODEL TO MAP THE CONSUMER PERCEPTION OF RIO DE JANEIRO MBAS. / [pt] O PAPEL DA ENGENHARIA DE MARKETING NO SUPORTE ÀS DECISÕES GERENCIAIS: APLICAÇÃO DE UM MODELO PARA MAPEAR A PERCEPÇÃO DO CONSUMIDOR EM RELAÇÃO AOS CURSOS DE MESTRADO EM ADMINISTRAÇÃO DA CIDADE DO RIO DE JANEIROANGILBERTO SABINO DE FREITAS 29 May 2003 (has links)
[pt] O correto posicionamento de produtos e serviços no mercado
competitivo é fator fundamental para que as escolhas
estratégicas sejam feitas a fim de proporcionar à empresa
uma vantagem competitiva. A qualidade da decisão está
intrinsecamente ligada à qualidade das informações que a
suportam. Modelos de marketing melhoram a qualidade dessas
e proporcionam rapidez na tomada de decisões. O ponto
central desta pesquisa foi compreender como os indivíduos
visualizam produtos e serviços e em vista disso encontrar
um procedimento capaz de representar a imagem que os
consumidores formam, de modo que se pudesse desenvolver um
modelo que auxiliasse os gestores na tomada de decisões.
Para atingir os objetivos traçados, foram pesquisados que
tipos de modelos seriam capazes de representar estas
percepções. Estes são chamados de mapas de percepção. Entre
as diferentes metodologias encontradas, optou-se por
escolher a análise de fatores como técnica para geração
desses mapas. Utilizando os cursos de mestrado em
administração da cidade do Rio de Janeiro como objeto de
pesquisa e como amostra os candidatos a esses cursos, foi
possível avaliar o modelo proposto chegando-se à conclusão
de que ele é capaz de atingir os objetivos traçados. Apesar
do modelo, após a redução de fatores, ter explicado
apenas 58,7% de variância, os resultados obtidos foram
relevantes a ponto de fornecer informações importantes para
compreensão deste tipo de serviço. Além do mais, se mostrou
adequado, podendo ser utilizado como uma ferramenta
robusta para auxiliar os gestores no processo decisório em
outros tipos de bens e serviços. / [en] The correct positioning of products and services in the
competitive market is crucial to the firm to define its
strategic choices in order to provide a competitive
advantage. The quality of the decision is linked to the
quality of the information that supports it. Marketing
models improve this quality and speed up the decision
process. The main stream of this research was to comprehend
how consumers visualize products and services and finding a
procedure able to represent this image in a model capable
to assist the decision maker. To accomplish the proposed
objectives, many models that represent consumer
perceptions were studied. They are called perception maps.
Among the different methodologies, factor analysis was
chose to generate them. Using Rio de Janeiros MBAs courses
as object of study and a sample of candidates to these
schools, the model was evaluated and the conclusion was
that it was good to accomplish the goals set previously.
Despite the model, after the factor reduction, have
explained only 58,7% of the variance, the results were
relevant to provide significant information to understand
how the segment studied saw these courses. Besides
that, the methodology seemed to be a powerful tool to be
applied in other services and products in order to support
managers in their decision process, diminishing
the environment uncertain.
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An analysis of EHEA Business School approaches to the development, configuration and management of international academic alliancesHarte, Patrick January 2016 (has links)
The purpose of this study is to investigate the motivations for international academic alliance development, the configuration of alliance networks and their sustained management in Business Schools within the European Higher Education Area (EHEA). A purposive sample of Higher Education Institutions (HEIs) engaged with international alliance activities was selected from seven Business Schools within the target markets of France, Germany and Scotland. In order to investigate issues inherent within international alliance development this sample provided access to academic and administrative elites competent to discuss their alliance portfolios, from a strategic perspective, through semi-structured interview conducted in their home institutions. A key feature of the research was that, in the interest of minimising the potential for superficial or pre-conceived conclusions to be drawn, interviews with participants from two respondent institutions were positioned outside the researcher's direct ‘preferred partner' network. This insider-outsider perspective reduced potential bias through over-familiarity with solely networked institutional respondents when analysing the development, configuration and management of international academic alliances and alliance portfolios (APs).The study identifies three key findings on the basis of the analysis of institutional alliance activity. Firstly, that HEIs, operating within an appropriate regulatory environment can utilise both exploitation and exploration alliance strategies simultaneously to extend their resource base. The two strategies can be mutually reinforcing, and are not contradictory in tertiary education. Secondly, the analysis indicates that the extent to which resource extension may be achieved is reflected in the alliance strategy employed as HEIs internationalise. The movement from exploitation to exploration alliance strategy signifies a fundamental change in strategic intent and direction of the Business School, so new internationalisation strategy definitions are proposed for tertiary education. Thirdly, alliance management capability has the potential to develop, within complex partnership scenarios, as an institutional core competence, providing the potential for sustainable competitive advantage. On the basis of this analysis tools are developed which can assist in the strategic decision-making process for further evolution of alliance networks within institutional internationalisation strategies. The resultant application of these strategic tools allows for Business Schools to determine the characteristics of appropriate alliance partners to fill the gaps identified within their alliance network or portfolio.
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