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Professors in the Boardroom and their Impact on Corporate Governance and Firm Performance

See on Scoop.itDual impact of research; towards the impactelligent university

Abstract:      
Directors from academia served on the boards of more than one third of S&P 1,500 firms over the 1998-2006 period. This paper investigates the effects of academic directors on corporate governance and firm performance. We find that companies with directors from academia are associated with higher performance. In addition, we find that professors without administrative jobs drive the positive relation between academic directors and firm performance. We also show that professors’ educational backgrounds affect the identified relationship. For example, academic directors with business-related degrees have the most positive impacts on firm performance among all the academic fields considered in our regressions. Furthermore, we show that academic directors play an important governance role through their monitoring and advising functions. Specifically, we find that the presence of academic directors is associated with higher acquisition performance, higher number of patents, higher stock price informativeness, lower discretionary accruals, lower CEO compensation, and higher CEO turnover-performance sensitivity. Overall, our results provide supportive evidence that academic directors are effective monitors and valuable advisors, and that firms benefit from academic directors.

The authors: “Our paper is the first to focus entirely on the impact of academic directors on corporate governance and firm performance. Our analysis extends the literature on board characteristics and firm performance. We find that directors from academia are beneficial to shareholders. Our results indicate that both directors’ monitoring and advising functions are important for board efficacy and firm performance. Furthermore, our study complements the board-independence literature by showing that independence is not enough to enhance board efficacy. Additional director attributes, such as advising abilities, could be important for making outside directors more beneficial to firm value. Therefore, this paper furthers our understanding on the relation between board independence and firm value. “

 

Source:

 

Professors in the Boardroom and their Impact on Corporate Governance and Firm Performance

 

Bill Francis 
Rensselaer Polytechnic Institute (RPI) – Lally School of Management & Technology

Iftekhar Hasan 
Bank of Finland

Qiang Wu 
Rensselaer Polytechnic Institute (RPI) – Lally School of Management and Technology

February 28, 2013

See on papers.ssrn.com

Business school output: A conceptualisation of business school graduates

See on Scoop.itDual impact of research; towards the impactelligent university

Abstract

Extant literature has illustrated that business schools are currently pre-occupied with promoting and teaching optimization, efficiency and effectiveness, maximization and profitability. Too little attention is afforded to promoting the skills of analysis and critical thinking or the mastery of theories, abstract conception or a wider appreciation of moral principles. Our contribution deepens the debate about the purpose of business schools by creating a typology of ‘types’ of Business School Graduates (BSGs). We suggest that, as well as influencing the future of their graduates, business schools should be responsible for what ‘type’ of BSG they produce. Our typology offers four types – the Replacer, the Effectiveness Increaser, the World Improver and the Reflectionist. We propose that in future business schools should place emphasis on providing a wider education balancing human, environmental and economic perspectives. More credence must be given to the latter two types of BSG as opposed to the first two, who are the favoured choices of today.

 

The authors:

“Just as doctors have an ethical protocol to abide by and an ethics

committee to answer to when they do wrong, the same might be considered for the business community. So numerous are the examples of wrong doing, from simple deception to downright fraud that, just like the doctor who can lose their license to practice medicine, so too might a businessperson lose their right to practice business (Currie et al., 2010). To some extent, the school from which the wrong-doer graduated might also be held accountable. This might reduce the propensity of students to study business solely to maximize profit.”

 

Source:

Business school output: A conceptualisation of business school graduatesAnders Örtenblad, Riina Koris, Maris Farquharson, Shih-wei ‘Bill’ HsuThe International Journal of Management Education

Volume 11, Issue 2, July 2013, Pages 85–92. http://dx.doi.org/10.1016/j.ijme.2013.02.001

See on www.sciencedirect.com

Metaphors of management research; ‘Beasts, burrowers and birds’: The enactment of researcher identities in UK business schools

See on Scoop.itDual impact of research; towards the impactelligent university

Abstract

In this article, we suggest that management research constitutes a field of practice that is made practically intelligible through embodied enactment. This relies on imagination, constructing modes of belonging within communities of management research practice. Undergraduate students constitute a significant audience towards whom these self-presentational performances are directed. Our analysis is based on findings from four UK business schools where students participated in a free drawing and focus group exercise and were asked to visualize a management researcher. Through identification of three dominant animal metaphors of management research practice, we explore the symbolic relations whereby a prevailing image of the management researcher, as untouchable, solitary, aggressive, competitive and careerist, is socially constructed. We argue that this competitive, self-interested impression of research is detrimental to ethical, critically reflexive, reciprocal and participatory modes of research, and to the development of management research as a broadly inclusive system of social learning.

 

The authors:

“The dominant animal metaphors that emerged from our study act as powerful organizational symbols that serve to frame reality (Kostera, 2008) by defining what constitutes a ‘successful’ management researcher and enabling alternative images to be rejected. This raises concerns about the ethics of management research practice, in particular the potentially exclusionary and marginalizing consequences of these images, for those who cannot or choose not to conform to them. Disappointingly, this competitive, self-interested image prevails despite repeated calls for greater managerial collaboration (Tranfield and Starkey, 1998), involved action (Chia and Holt, 2008), reciprocity (Bell and Bryman, 2007) and practical rationality (Sandberg and Tsoukas, 2011) in management research.”

 

Source:

‘Beasts, burrowers and birds’: The enactment of researcher identities in UK business schoolsEmma Bell, Daniel W Clarke

Management Learning 201, doi: 10.1177/135050761347889

See on mlq.sagepub.com

Leading the Entrepreneurial University: Meeting the Entrepreneurial Development Needs of Higher Education Institutions – Springer

See on Scoop.itDual impact of research; towards the impactelligent university

Abstract

The paper has an innovation focus in that it constitutes part of the preparation for the development of the Entrepreneurial University Leaders Programme (www.eulp.co.uk) which was launched in 2010 by the UK’s National Council for Graduate Entrepreneurship (NCGE), now renamed the National Centre for Entrepreneurship in Education (NCEE), and the Saïd Business School, University of Oxford. The paper demonstrates the thinking and concept behind the program.

 

source:

Universities in ChangeInnovation, Technology, and Knowledge Management 2013, pp 9-45Leading the Entrepreneurial University: Meeting the Entrepreneurial Development Needs of Higher Education InstitutionsAllan Gibb, Gay Haskins, Ian Robertson
See on link.springer.com

Universities in Change – Managing Higher Education Institutions in the Age of Globalization

See on Scoop.itDual impact of research; towards the impactelligent university

Universities find themselves in dynamic change. They are confronted with growing expectations from their stakeholders, increasing international competition, and new technological challenges. Featuring insights and in-depth case studies from leading researchers and university decision makers from around the world, this book argues that institutions of higher education, in order to be successful, have to actively reflect on circumstances, visions, and strategies to master the future. Drawing from their experiences across a diverse array of institutions in Europe, Asia, and the Americas, the authors explore the pressures on today’s universities and the opportunities for excelling in the contest for resources. They discuss operational issues, such as strategic management, IT governance, leadership development, and entrepreneurial culture, and broader concerns, such as the roles and responsibilities of universities in promoting technology transfer and economic and social development. The result is a resource that not only reveals and analyzes universities from an organizational perspective, but presents best practice models and concrete inspiration for management and policymaking.

Part I The Entrepreneurial University

Part II Embedding in the Economic and Social System

Part III Strategic and Operative Issues

Part IV Contributing to Economic and Social Development

Source:

Universities in ChangeManaging Higher Education Institutions in the Age of GlobalizationEditors: Andreas Altmann, Bernd EbersbergerISBN: 978-1-4614-4589-0 (Print) 978-1-4614-4590-6 (Online)Springer 2013

Frontmatter: http://link.springer.com/content/pdf/bfm%3A978-1-4614-4590-6%2F1

See on link.springer.com

3 Dutch Universities in selective European Research Council list of Organisations hosting at least 25 ERC Principal Investigators

See on Scoop.itDual impact of research; towards the impactelligent university

The annual ERC report contains a very selective performance list containing organisations hosting at least 25 ERC Principal Investigators by funding scheme. Only 3 Dutch universities are able to perform in this high level of top grants: Leiden University, University of Amsterdam and Radboud University Nijmegen.

 

Annual report ERC 2012: http://erc.europa.eu/sites/default/files/document/file/erc_annual_report_2012.pdf

 

See on erc.europa.eu

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