With the world in the midst of the Fourth Industrial Revolution, associated labor market challenges are bringing changes to how business schools offer executive education to the future workforce. The COVID-19 pandemic has further underlined the need for such change through impacts on today’s workforce and the expected developments that ongoing technological advancements will have on the workforce of the future. This book explores the need for business schools to strategically work to redefine the concept of an innovative business school ecosystem through commitment to experimentation and innovation. The authors advocate for such change to be realized through partnerships supporting actions that ensure graduates’ and workers’ access to skills building and reskilling and upskilling. The book presents selected case studies exemplifying such an approach and highlights best practices that can be implemented in public–private as well as private–private partnerships. The Innovative Management Education Ecosystem: Reskilling and Upskilling the Future Workforce offers readers from industry and academia as well as government institutions insights that will benefit the development of innovative curricula and training programs and, at the same time, labor markets.

The Innovative Business School formulates a blueprint for the innovative business school of the next decade, with proposed areas of innovation which will train executives to transform the coming technological disruptions into an avenue for world economic development and prosperity. Offering a new model of business education, the book maps the way forward for business school innovators in exploring questions related to innovation and strategy needed on the part of academic and industry leaders and educators across demographic divides. The chapters cover an overall international and cross-cultural approach in examining the factors at play for business schools of the future and the challenges they face across a range of megatrends affecting today’s business environment. The authors impress the need for stakeholders to strategically engage others in the business and education ecosystems through commitment to experimentation, innovation, and sustainable business strategy. Identifying such opportunities for development of a new model for business schools is important to educators and policymakers in preparing to leverage and contribute to existing megatrends to create shared value for regional economies and in new directions. The Innovative Business School is written for business schools’ management and decision-makers, related stakeholders, universities, accreditation agencies, and postgraduate students.

This book reports on 12 education innovation cases in Taiwan and focus particularly on an ecosystem to demonstrate innovation as a competitive advantage and requires an ecosystem to be sustainable in virtually all disciplines. It also covers the trend of education innovation in many countries, with “education entrepreneurship” being the frequently used description. The 12 educators highlighted here are even more entrepreneurial than many businesspeople. Generally, schools are required to follow certain rules, especially the public schools. Accordingly, the book also describes how these education entrepreneurs have innovatively created a fostering environment under challenging constraints to facilitate the success of students, teachers, and even the local community. Six of the cases involve school-based innovation, while the other six focus on student-based innovation. Their stories provide valuable insights for all companies seeking to become more innovative in a resource-constrained setting.

The most important goals for an organization in the Fourth Industrial Revolution will be innovation and enhanced performance. Creativity is a means for promoting these goals – a creative person is a productive person who uses all their resources to attain specific goals. Da Vinci Creativity should be understood as being focused on improving performance both at individual and organizational levels. Traditional organizations can be hierarchical, and thus rigid, at a time when the external environment is undergoing very rapid change. The aim of this book is to present an organizational model that develops leaders who are able to cope with the demands of the Fourth Industrial Revolution. In light of the increasing levels of innovation being experienced in society around us, Creativity, Innovation and the Fourth Industrial Revolution: The da Vinci Strategy offers an organizational theory that can be applied in the Fourth Industrial Revolution. This book will be of interest to researchers, academics, and students in the fields of leadership, strategy, and technology and innovation management.

Innovative Business School Teaching showcases the latest pedagogic innovations that actively engage the millennial generation in learning within the business domain. In the context of the contemporary macro issues facing higher education, this book presents the latest teaching practices and tools used in higher education business teaching, clearly illustrating the practical ways in which business teachers can confront current pedagogic challenges. All of the contributors to this edited book have outstanding track records in teaching, having won national and international awards for teaching excellence, as well as publishing widely on pedagogy. Best practice teaching from multiple jurisdictions across a broad spectrum of business schools is represented. Each contributor shares their innovative teaching tools and techniques in a manner that emphasises how these tools can be adapted to other contexts, thus providing readers with an invaluable teaching resource.

The Information and Communication Technology revolution results in profound changes to the heart of business and economics. Changes in the workplace, new communication technology, new organizational structures, and new production technologies force business educators to renew their focus on the curricula of business schools. There is no doubt these changes influence business education and instructional technology. But change will go far beyond the mere introduction of technology in the classroom. Alliances between the corporate world and business education are no longer fictitious but are necessary to establish stronger bonds between educational systems and the workplace. The fifth volume in the series Educational Innovation in Economics and Business contains a unique selection of articles addressing various issues on how business education should adapt to changing needs of the corporate world. It is meant for educators in corporate training centers, and for teachers in further and higher education.

This book traces how a new school, physically designed as a modern learning environment, has come into being in New Zealand. A key feature is how it designs its curriculum for future citizens. The book explores how flexible curriculum and assessment options support the provision of a well-balanced, coherent and future-oriented learning programme. It also illustrates how the school is implementing its vision and copes with being different from other schools which understand and embody the New Zealand Curriculum as well as the NCEA qualifications system in more traditional terms. School leaders’, teachers’ and foundation students’ thinking and perspectives about what it’s like to become a new school are highlighted and shed light on what is possible within an evolving education system.

This book first presents the evolution of education, from traditional face-to-face to the current remote and online education and its various iterations. The author shares experiences and insights on the most effective teaching techniques in both environments, some recent approaches, and highlights where there is need for continued improvement. Educators are provided with practical suggestions and examples to aid them in the design, promotion, and teaching of online courses worldwide. Topics include applying student and colleague feedback to improve teaching skills in an online setting; benefits of teaching, learning, and working in an online environment; and contrasts between synchronous and asynchronous modes of online instruction, among others. The ultimate goal is to promote accessible and equitable online education for all, regardless of the pandemics or political unrest. The reader is invited on a hands-on journey to discover the potential of the online educational experience, with thought-provoking questions to encourage reflection and growth along the way.

Crises like the COVID-19 pandemic are wake-up calls for enterprises to review their current risk management models. This book suggests a more robust risk management maturity model and illustrates the application in crisis situations. The book surveys existing risk management maturity models and proposes a new model appropriate for assessing the risk management processes in enterprises during times of crisis. Its key advantages include the correlation of its attributes with crisis situations and an innovative methodological approach to model development. The authors use the model to examine 107 enterprises from the financial services, construction and IT sector, showing how it allows the user to identify risk management maturity changes in the aftermath of the COVID-19 pandemic. The book will interest entrepreneurs, managers and risk management professionals, who can use the model in their management processes, as well as enterprise stakeholders and academics. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution- Non Commercial-No Derivatives 4.0 license.

Management and labor have been adversaries in American and Canadian workplaces since the time of colonial settlement. Labor lacked full legal legitimacy in Canada and the United States until the mid-1930s and the passage of laws that granted collective bargaining rights and protection from dismissal due to union activity. The US National Labor Relations Act (Wagner Act) became the model for labor laws in both countries. Organized labor began to decline in the United States in the late 1960s due to a variety of factors including electoral politics, internal social and cultural differences, and economic change. Canadian unions fared better in comparison to their American counterparts, but still engaged in significant struggles. This analysis focuses on management and labor interaction in the United States and Canada from the 1930s to the turn of the second decade of the twenty-first century. It also includes a short overview of employer and worker interaction from the time of European colonization to the 1920s. The book addresses two overall questions: In what forms did management and labor conflict occur and how was labor-management interaction different between the two countries? It pays particular attention to key events and practices where the United States and Canada diverged when it came to labor-management conflict including labor law, electoral politics, social and economic change, and unionization patterns in the public and private sectors. This book shows that there were key points of convergence and divergence in the past between the United States and Canada that explain current differences in labor-management conflict and interaction in the two countries. It will be of interest to researchers, academics, and students in the fields of management and labor history, employment and labor relations, and industrial relations.