What would be a suitable introduction and Methodology?
Business education teaches us to identify problems and resolve them. Every moment spent outside the classroom puts one through the real world situation practicality. However, business education provides a comparative advantage (edge) in the workplace. the real world situation practicality commands rigidity that business education provides, which equips one with the requisite knowledge and qualification to boldly face the arduous and unsuspecting undertaking of the workplace. However, there is a significant correlation between them – business school and real world situation.
On the one hand, business schools are encouraged to develop their own unique learning goals. The authors examined the extent to which learning goals of business programs are unique versus similar. However, business schools also face pressures that would encourage conformity by adopting goals used by others. Their evidence suggests business schools adopt goals that are quite similar. (Taylor & Francis Group, 2014)
The paper shows how business schools, instead of gaining a high power position, are now more dependent on a variety of other actors, who increasingly define what passes as relevant and valid knowledge in business studies. This paper examines this paradox by depicting who are the actors in the field and how these actors seek to influence what passes as legitimate knowledge in the discipline of business studies. (Hanna Lehtima¨ki, 2013)
This article investigates the role of Business School academics in shaping the pedagogical process that is culturally responsive to the unprecedented diversity in higher education. The article argues that University Business Schools should consider a culturally responsive approach when formulating pedagogy, which takes into account prior student experience as part of the student learning. Research into cultural differences in higher education is a growing phenomenon, and there is a need to establish a theoretical framework that supports Business Schools in the personalization of the pedagogical process. (Abdul Jabbar, 2013)
Everyone looks the situation from his/her perspective and most of the time, the so-called basic facts of the problem are either not collected or not focused and or so voluminous that we failed to understand and or comprehend. In the real life, we say that half of the job is done the moment we identify the true problem. This is very much linked to WHY THE PROBLEM MATTERS. This is the stage where one tries to identify the very purpose, goal, and or objective to be achieved by solving the “so called problem” and or to exploit the opportunity. Very often it is said that a problem for someone is an opportunity for someone else. Half-glass full or half-glass empty is referring to the same fact but from different perspectives. Thus, it is important for the identification and definition of the problem and or opportunity. In case we fail to have the facts and figures in the right perspectives, our future course of action and or efforts may or may not lead in the direction that we wish to follow because there is so called an environment which is not within our control.
We live in a competitive world. if you do not act on time, someone else takes the lead, and you are left behind in this mad race of survival and growth. During the last few decades, speed became the essence of growth due in part to the severe competition around the sphere. Automation, digitalization, computerization, the internet, social media and advanced technology developments and so on are forcing us to act fast (at times may not be the right choice) and directly in response to the situation/s. People often say that justice delayed is as good as justice denied.