Intro -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- The Editors -- Contributors -- Part I: The Changing Context of ME -- 1. "May You Live in Interesting Times": Considering the Future of Management Education -- Introduction -- Pandemic-Induced Change and the Wider Themes of ME Evolution -- International ME Markets and ME Learner Mobility -- The Technological Pivot in ME -- The Wider Themes of ME Evolution -- References -- 2. The Global Market for Management Education -- The Boom Years of Management Education -- Cyclical and Counter-Cyclical Demand for Management Education -- Trends in Internationalization -- Research, Publications, Journal Rankings, and the Business School -- Online Education -- Business Education, Elites, and Politics -- Conclusion -- References -- 3. Management Education and Business School Strategic Positioning: Exploring and Exploiting History for Competitive Advantage -- Introduction -- Current Constraints on Business Schools -- Dynamic Capabilities Approach to Business Schools -- The Past, History, and Tradition: Interpretation and Strategic Use -- The Appropriation of History and Tradition within Business Schools -- Strategic Positions to Explore and Exploit History in Business Schools -- Elite Branding -- Establishment Quality -- Expert Pedagogy -- Edgy Creativity -- Conclusions and Implications for Business School Strategic Positioning -- Notes -- References -- 4. Management Education and Digital Technology: Choices for Strategy and Innovation -- Introduction -- The Evolving Educational Technology Landscape -- Web 2.0 and the Innovation Life Cycles in Management Education -- Implications for Business School Strategy -- Educational Technology as a Determinant of Strategy: The Digitally Enhanced Education Portfolio -- Enhance -- Migrate -- Change -- Disrupt.

Strategy into Practice: The Hybrid School -- Staff -- Specialist staff: the educational technology team -- Faculty -- Professional staff -- The Campus -- The virtual campus: the poor relation -- The physical campus -- Accessing External Capability: Collaboration, Networks and Suppliers -- Conclusion -- References -- 5. Management Education and Early Career Academics: Challenges and Opportunities -- Introduction -- Challenge 1: Transitioning from PhD Student to University Employee -- Challenge 2: Crafting an Identity and Finding Meaning -- Challenge 3: Finding a Balance between Resistance and Compliance -- Challenge 4: Setting the Pace and Finding a Rhythm -- Challenge 5: Dealing with Adverse Contexts -- Discussion -- Conclusion -- References -- Part II: Prospects and Perspectives of ME -- 6. Management Education and Interpersonal Growth: A Humanist Transcendental-Personalist Perspective -- Introduction: Why Renew Management Education? -- Humanism in ME: Current Approaches and Their Shortcomings -- Transcendental Personalism and Features of Personalist Management -- Personal Intimacy and Managers' Selfhood -- The Person's Transcendence and Managers' Interpersonal Growth -- The Person's Manifestative Action and Managers' Activity -- Educating Future Managers for Interpersonal Growth -- Self-Reflection and the Enrichment of Selfhood -- Interpersonal Relationality -- Personalist Practical Wisdom -- Broader Discussion and Practical Implications for ME -- Conclusion -- Funding Support -- Notes -- References -- 7. In Search of Diversity in Management Education -- Introduction -- Diversity in Critical Management Education: Theories in Use -- In Search of Diversity in Management Education -- Critical by Design: Working with Diversity in Critical Management Education -- Critical Action Learning (CAL) -- Systems Psychodynamic.

Illustration One - Bringing Diversity into Critical Management Education -- Psychodynamic-Designed Space for Learning -- Context for Creating Psychodynamic Learning Spaces -- Program Design -- Psychodynamic Learning Spaces in Action -- Illustration Two - Grasping the Nettle: Working with Diversity, Inclusion, and Cultural Difference -- Concluding Reflections: Possibilities and Challenges for Critical Management Education -- Conclusion -- References -- 8. Evidence-Based Management Education -- An Introduction to Evidence-Based Practice -- What Is Evidence-Based Practice and Where Did It Originate? -- What Are Some Common Misconception about EBP? -- What Is Evidence-Based Practice in Management? -- An Illustration of Taking an EBMgt Approach -- (Why) Should Management Schools Teach Evidence-Based Management? -- Key Principles for Incorporating Evidence-Based Management Approaches into Teaching -- Teach the Skills Needed to Ask and Answer Practice-Relevant Questions Using Critical Thinking and Evidence rather than Transmit Received Management Literature or Case Study Wisdom -- Provide Students with Experience of Some of Our Common Individual and Social Cognitive Biases and Distortions and Ways of Dealing with Them -- Help Students Develop Sensitivity to Claims and Assumptions and How They Can Be Evaluated -- Emphasize That the Management Literature Is One But Only One Source of Evidence and That It Is Not Intrinsically Superior to Other Types and Sources of Evidence -- Teach Some Practical Techniques for Identifying, Collecting, Aggregating and Judging the Trustworthiness and Relevance of Evidence -- It Depends" Is Usually the Right Answer -- Doubt and Humility rather than Certainty and Hubris -- Start with a Practical Question or Problem Not with Academic Theory or Evidence -- Practical Examples of Evidence-Based Management Teaching.

Example 1: Evidence-Based Human Resource Management -- Aims -- Structure and Assessment -- Reflections -- Example 2: Global Immersion Consultancy Practicum (Tourism Management Course) -- Aims -- Structure and Assessment -- Reflections -- Example 3: Evidence-Based Practice in Organizations (Capstone) -- Aims -- Structure and Assessment -- Reflections -- Responding to Concerns Raised by Teaching Evidence-Based Management -- Examples of Concerns Raised by Academics with Some Responses -- Why Are Students Asking Me to Justify My Course Material in Relation to Evidence-Based Practice Principles? -- Why Do These EBMgt Courses Privilege Only Certain Types of Scientific Evidence? -- Examples of Concerns Raised by Students with Some Responses -- Aren't You Supposed to Be Telling Us What We Need to Know? -- But I Don't Know What to Believe Anymore -- This Course Is Hard Work -- But We Aren't Practicing Managers So How Can We Use the Other Sources of Evidence? -- Implications for the Future of (Evidence-Based) Management Education -- Note -- References -- Part III: Innovative Practices in ME -- 9. Teaching Management in the Fourth Industrial Revolution -- Introduction -- Foundations of Management Thought: Then and Now -- What and How -- What We Teach -- How We Teach -- The Future of Work: We Have Been through This Before, or Have We? -- The Future of Management Education: What Should We Teach and How? -- Preparing 4IR Managers -- Human interactive skills -- Operational skills -- Technological savvy -- Predictive capacity -- Stakeholder Perspectives on the Future of Management Education -- The Student Perspective -- The Faculty Perspective -- The Educational Institution Perspective -- The Societal Perspective -- Ideas for The Future of Management Education: Concluding Thoughts -- Notes -- References.

10. The Management Classroom of the Future: Megatrends and Global Challenges -- Introduction -- Global Megatrends and Their Impact on Management Education -- Technology for Engagement and Learning in Management Classrooms of the Future -- The Inclusive Management Education Classroom of the Future -- The Management Educator of the Future -- And to the Future... -- References -- 11. Management Education and Artificial Intelligence: Toward Personalized Learning -- Introduction -- The Dimensions of Teaching and Learning in Management Education Matrix -- The Value of the Management Educator -- The Value of the AI-Driven Management Educator (AIME) -- Teaching Philosophies Shaping AIME Development -- The Collaborative Model of Management Education -- Conclusion -- References -- Part IV: Dynamics of Accreditation and Regulation of ME -- 12. Beyond the "School" as the Object of Assessment: Sector Disruption and the Changing Nature of Business School Accreditation -- Introduction -- The "School" as the Object of Accreditation -- Boundaries of the "School": AACSB versus EQUIS Perspective -- Quality Assurance as a Multi-Layered Process -- Understanding the Role of Accreditation by Employing the Theory of Fields -- Management Education as a Strategic Action Field -- Typology of Business Schools within the Accreditation Field -- How the Strategic Action Field Changes -- From Unbundling to Network Provision of Management Education to Ecosystems -- Unbundling and Re-bundling as Generic Change Processes -- Accreditation Agencies - Barriers to Change or Architects of the Future? -- Time-Lag Biases in Accreditation Processes -- Pathways for Accreditation Agencies -- Conclusion and Outlook -- References -- 13. A Vison for Management Education: The AACSB Perspective -- Introduction -- What Learners Want -- Business Knowledge and Skills.

Economic Benefits, Relationships, and Career Advancement.