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4, XXI, 2018
Business Adminis a ion and Managemen
DOI: 10.15240/ ul/001/2018-4-012
In oduc ion
Globaliza ion o highe educa ion and,
consequen ly, o business educa ion, is
becoming one o he majo challenges o
he u u e de elopmen o he academic
en i onmen , as i accele a es he in e na ional
dimension o highe educa ion, which is e y
impo an o imp o e he quali y o educa ion,
esea ch and o he highe educa ion se ices
(Jibeen & Khan, 2015). The pape `s esea ch
is limi ed o business educa ion, whe eby he
e m Business School is used o all high-
le el educa ional ins i u ions ha o e s udy
om i elds ela ed o Business, Comme ce
e.g. Economics, Finance, Managemen (as
de i ned in he Ox o d Dic iona y). The e o e,
e minological limi a ions should also be no ed.
When he posi ion o he Business School as an
ins i u ion o he public highe educa ion sys em
is emphasised, he e m Uni e si y Business
School is used. The e m “public” in his con ex
means ha business school is a public highe
educa ion ins i u ion ha is p edominan ly
unded by public (budge a y) sou ces o
i nancing and ep esen s public esponsibili y
and public good.
The impo ance o he in e na ionaliza ion
was also discussed in-dep h by Al bach and
Teichle (2001), claiming ha in e na ionaliza ion
is ine i able, because i is a pa o he
global economy, in l uencing he wo ldwide
labou ma ke o highly skilled pe sonnel.
The global economy, and, consequen ly,
in e na ionaliza ion, is also linked o he
de elopmen o In o ma ion-Communica ion
Technologies, ep esen ing a powe ul ool o
di using knowledge and in o ma ion (La sen
& Lanc in, 2016). Howe e , globaliza ion and
in e na ionaliza ion a e deno ed ia se e al
common global ends and phenomena iden i i ed
by Al bach (2015), such as massi i ca ion,
he impac o he new in o ma ion and
communica ions echnologies, accoun abili y
egimes, mobili y o s uden s and s a , and
global esea ch ne wo ks. Also B ad o d e
al. (2017) discussed in e na ionaliza ion,
iden i ying he main de e minan s o
a success ul in e na ionaliza ion, which we e
di ided be ween ex e nal (en i onmen al)
and in e nal p essu es (e.g. alignmen o he
in e na ionaliza ion p ocess wi h he ins i u ion’s
gene al s a egic plan). Bo h p ocesses,
globaliza ion and in e na ionaliza ion, a e
changing he Eu opean highe educa ion
en i onmen ( an Vugh , 2004), u ging schools
o i nd s a egies o espond p ope o i – in
e ms o educa ion and esea ch, as well as
o he educa ion se ices, such as collabo a ion
wi h companies.
Business Schools, as an impo an pa o he
highe educa ion en i onmen , a e addi ionally
acing inc eased compe i ion (Sagino a &
Belyansky, 2008; Thomas & Co nuel, 2012),
because o he as -g owing numbe o p i a e
Business Schools. O he elemen s in l uencing
inc eased compe i ion a e: Acc edi a ions,
as an ins i u ional p essu e and exogenous
dynamic p o ide o change (Coope , 2014),
and ine i able in e na ional ankings (Al bach,
2006; Wedlin, 2011). These ankings e ealed
ha Business Schools a e acing se e al
de i ciencies, especially in connec ion wi h
he (i ) ele ance o hei esea ch (S a key e
al., 2004; Wilson & Thomas, 2012), a lack o
p ac ice in he business i elds (S a key e al.,
2004), and conce ns abou he sus ainabili y
MARKET ORIENTATION OF BUSINESS
SCHOOLS: A DEVELOPMENT OPPORTUNITY
FOR THE BUSINESS MODEL OF UNIVERSITY
BUSINESS SCHOOLS IN TRANSITION
COUNTRIES
Maja Rosi, Da id Tuček, Vojko Po očan, Milan Ju še
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176 2018, XXI, 4
Ekonomika a managemen
o hei cu en business model (Wedlin, 2011).
Howe e , hese ha e a g ea impac on he
g adua es (Mu cia e al., 2016), wi hou ele an
compe ences o allow hem o unc ion p ope ly
in a business wo ld.
Thus, Business Schools a e acing
challenges o de eloping app op ia e
s a egies o cope wi h all o he equi emen s
o he changing global educa ion ma ke
con ex , ensu ing an app op ia e posi ion
in a compe i i e en i onmen and c ea ing
a ele an amewo k o u u e de elopmen o
hei educa ional and esea ch p ocesses, as
well as o he se ices. Business Schools ha e
o c ea e alue o companies wi h knowledge
ans e om academia o indus y, and build
s a egic pa ne ships wi h businesses om
hei en i onmen (Pa on e al., 2014; Ama a
e al., 2016). Also, Hawawini (2005) a gues an
added alue o Business Schools in e ms o
sa is ying mo e complex demands om bo h
s uden s and hei employe s. Simila ly, Da id
e al. (2011), Lo ange (2005) and Mu (2012)
a e ou lining he u mos impo ance o Business
Schools i nding a way o sa is y s akeholde s’
expec a ions. José Chiappe a Jabbou (2010)
is ocusing on he en i onmen al and social
esponsibili y, a guing he impo ance o
applying en i onmen al managemen o educe
he impac s on he Business Schools.
De eloping an app op ia e s a egy o
mee ing he needs o he global ma ke is
especially challenging o Uni e si y Business
Schools in ansi ion coun ies. Thus, his pape
is ocusing on he Uni e si y Business Schools
in he o me socialis coun ies o Cen al and
Eas e n Eu ope (CEE), whe e highe educa ion
ans o ma ion has been embedded in a ‘all-
emb acing poli ical, economic and social
ans o ma ion’ (Dobbins & Kwiek, 2017; Dinu,
2016; Pescu & S e an, 2016).
These coun ies a e s ill con on ed wi h
incomple e ansi ion p ocesses in socie y,
especially a he le els o p i a iza ion o
businesses (Es in e al., 2009). Coun ies
a e u he dealing wi h changes in economic
ideology (Dakowska & Ha msen, 2015) and
he changing needs o a ansi ion economy
(Sagino a & Belyansky, 2008). The ansi ion
p ocess a ec ed Uni e si y Business
Schools in CEE, since hey ha e a legacy in
a his o ically es ic ed au onomy, egula ions
and adminis a i e p ocedu es ha a e limi ing
hei s a egic choices (Bleiklie & Michelsen,
2013; Wilson & Thomas, 2012). Acco ding
o Hendel and Lewis (2005), accoun abili y
and go e nance a e also majo p oblems in
mos ansi ion coun ies. Accoun abili y e e s
o ‘‘a ocus on he condi ions ha mus exis
wi hin any educa ional sys em in o de o ha
sys em o be accoun able o he achie emen
o i s goals’’ (Ba bee & Bouck, 1974, p. 14).
Simila issues we e iden i i ed by Ju se (2011),
a guing ha Business Schools in ansi ion
coun ies s uggle wi h he igidi ies o hei
managemen and leade ship concep s and
exagge a ed embeddedness in hei pas
academic and ins i u ional adminis a i e
he i age, which ep esen a his o ical ba ie o
a as e adap a ion o exis ing social changes.
Fu he mo e, Business Schools in ansi ion
coun ies a e dealing wi h uns able sou ces
o i nancing (Hendel & Lewis, 2005; Minis &
Pi ne , 2015; Rachwał e al., 2016).
In o de o align and inc ease he
esponsi eness o Uni e si y Business
Schools in ansi ion coun ies be e wi h he
new globalised business en i onmen , i is
impo an o e alua e hei adi ional business
models and s a egic adap a ion p ac ices
(Ve ne , 2011). Ma ke o ien a ion is seen as
a s a egic esponse o Uni e si y Business
Schools o he globaliza ion challenges and
ac ual ma ke needs. Akonkwa (2013) de i ned
ma ke o ien a ion as a cul u e and se o
ac i i ies di ec ed owa ds he cus ome s`
needs, and as he analysis and unde s anding
o he compe i ion and he ele an in l uences
om a b oade mac o-en i onmen . Na e ,
Sla e and Tie je (1998) also a gued ha
ma ke o ien a ion emphasises he impo ance
o commi ing all membe s o an o ganisa ion o
c ea e added alue o hei p oduc s o se ices
con inuously. Ano he impo an aspec o
ma ke o ien a ion is also ga he ing in o ma ion
abou he compe i ion, which is impo an in
o de o main ain he compe i i e ad an age
in an inc easingly compe i i e en i onmen
(Hemsley-B own & Opla ka, 2010).
Howe e , in a ious s udies, he ma ke
o ien a ion o Business Schools is add essed
only agmen ally, e.g. Mi a (2009) is
discussing he ans o ma ion o he uni e si y
om go e nmen unding o a ma ke -
o ien a ion, which is a ec ing he social
s uc u e o knowledge dis ibu ion. Akonkwa
(2013) connec s he ma ke o ien a ion concep
wi h s akeholde o ien a ion, which is mo e
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4, XXI, 2018
Business Adminis a ion and Managemen
ele an and inclusi e as a s a egic o ien a ion
o he highe educa ion se ing. Gill and
Lashine (2003) ha e iden i i ed some skills` se s
equi ed unde a global ma ke en i onmen
ha iden i y he need o ha e ma ke o ien ed
ocus in he business educa ion sys em, e c.
Fu he mo e, when analysing he Business
Schools in ansi ion coun ies, s udies a e
ocused mainly on a pa icula p oblem and/
o as a case s udy o he chosen ansi ion
coun y e.g. ins i u ional changes due o he
ansi ion p ocess in l uencing highe educa ion
in ansi ion coun ies (And ei e al., 2010;
Dobbins & Kwiek, 2017), e o ming he highe
educa ion sys em in he con ex o he Bologna
p ocess in Russia (Fa dee a & Kuzmenko,
2017), quali y assu ance o highe educa ion
in ansi ion coun ies (Hendel & Lewis,
2005), changes o educa ion go e nance and
o ganisa ional s uc u es in Hunga y (Ko á s
e al., 2017), s uc u al changes in he Polish
highe educa ion sys em (Kwiek, 2014), a case
om he Czech Republic abou academic-
indus ial coope a ion in ICT (Minis & Pi ne ,
2015) e c.
In o de o o e come he agmen a ion
o ma ke o ien a ion s a egies o Uni e si y
Business Schools in ansi ion coun ies, he goal
o his pape was o de elop a comp ehensi e
heo e ical amewo k o ma ke o ien a ion
o Uni e si y Business Schools in ansi ion
coun ies as a de elopmen oppo uni y o
business educa ion, esponding o he changing
global educa ion en i onmen . The p oposed
amewo k has been alida ed on 35 Uni e si y
Business Schools in Cen al and Eas e n
Eu opean ansi ion coun ies. I emphasises
he ma ke o ien a ion o hese schools in a mo e
holis ic way, since he amewo k ou lines he
complexi y o hei adap a ion, conside ing he
linkages and dependencies o all he c ucial
global ex e nal in in e nal en i onmen ends
and aspec s.
The es o he a icle is o ganised as
ollows. Fi s , he in oduc o y pa o he
esea ch includes a a ie y o heo e ical
pe spec i es abou he business educa ion
ma ke , i s ends and in l uences on Uni e si y
Business Schools in ansi ion coun ies. Nex ,
on he basis o Jaba een’s (2009) me hodology,
he heo e ical amewo k was de eloped and
desc ibed o a ma ke o ien ed business model
in his schools. The pape is concluded wi h
a discussion and u he esea ch oppo uni ies.
1. Me hods Used o De elopmen o
he Theo e ical F amewo k
The a o emen ioned au ho s, e.g. Akonkwa
(2013), And ei e al. (2010), Gill and Lashine
(2003) and Mi a (2009) add essed he esea ch
o ma ke o ien a ion s a egies o Business
Schools in ansi ion coun ies agmen a y.
The concep ual amewo k analysis
discussed by Jaba een (2009) was applied in
o de o conduc a comp ehensi e heo e ical
amewo k as a de elopmen oppo uni y
o Uni e si y Business Schools in ansi ion
coun ies, esponding o he changing global
educa ion en i onmen in a mo e ma ke
o ien ed way.
Jaba een (2009) de i ned a concep ual
amewo k as a ne wo k o in e linked concep s
ha oge he p o ide a comp ehensi e
unde s anding o a phenomenon o phenomena.
Concep ual amewo ks a e p oduc s o
quali a i e analysis p ocesses o heo iza ion,
whe eby a concep ual amewo k p o ides
an in e p e a i e app oach o social eali y.
This me hod is sui able o a mul idisciplina y
en i onmen (social, cul u al, poli ical, and
en i onmen al phenomenon, e c.) and use
o a a ie y o ypes o mul idisciplina y
li e a u e, such as books, a icles, newspape s,
essays and p ac ices. Wi h an in e p e a i e
app oach, collec ion, compa ison and analysis
o di e en ypes o da a, his me hod p o ides
an oppo uni y o de elop he comp ehensi e
heo e ical (concep ual) model ( amewo k) o
unde s anding he complexi y o he adap a ion
o Uni e si y Business Schools, conside ing
linkages and dependencies o all he c ucial
global ex e nal in in e nal en i onmen ends
and aspec s (Jaba een, 2009).
Jaba een (2009) p oposed eigh s ages
o his me hodology, as shown in Fig. 1:
(1) Mapping he selec ed da a sou ces, (2)
Ex ensi e eading and ca ego ising o he
selec ed da a, (3) Iden i ying and naming
concep s, (4) Decons uc ing and ca ego ising
he concep s, (5) In eg a ing concep s, (6)
Syn hesis, esyn hesis, and making i all make
sense, (7) Valida ing he concep ual amewo k
and (8) Re hinking he concep ual amewo k.
Ins ead o concep s, ha a e de i ned as an idea
o a basic p inciple, his pape explo es he
ac o s, which a e, acco ding o i s de i ni ion
(se e al hings ha cause o a ec ), mo e
sui able o conduc ing and explaining he
heo e ical amewo k.
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178 2018, XXI, 4
Ekonomika a managemen
The esea ch o he ma ke o ien a ion o
Business Schools was based on he i s h ee
s ages o Jaba een’s me hodology. Mapping o
da a sou ces was ca ied ou , wi h an ex ensi e
and comp ehensi e e iew o he a ailable
li e a u e (such as Al bach, 2006; Da id e
al., 2011; Dinu, 2016; Gill & Lashine, 2003;
Iñiguez de Onzoño & Ca mona, 2007). Then,
iden i i ca ion o c ucial ac o s was ca ied ou in
he ex e nal en i onmen o Business Schools
ha ha e a signi i can impac on he business
educa ion ma ke and, simul aneously, e l ec
he need o e e g ea e ma ke o ien a ion o
Business Schools. These ac o s highligh ed he
impo ance o globaliza ion, in e na ionaliza ion,
p i a iza ion, changes o he sou ces o highe
educa ion unding, and social esponsibili y.
The main pu pose was o o e iew he global
business educa ion en i onmen in o de o
ca ego ise he selec ed da a. This pa o he
analysis was concluded wi h he iden i i ca ion o
he ac o s om he global business educa ion
en i onmen impac ing Uni e si y Business
Schools in ansi ion coun ies (as discussed
by And ei e al., 2010; Dakowska & Ha msen,
2015; Dinu, 2016; Dobbins & Kwiek, 2017;
Es in e al., 2009; Fa dee a & Kuzmenko,
2017; Hendel & Lewis, 2005; Sagino a &
Belyansky, 2008).
The s age o decons uc ing and ca ego ising
o c ucial ac o s e ealed some con ex ual
cons ain s (ma ke , economic, ins i u ional,
social, e c.) ha should be conside ed in he
ma ke o ien a ion ans o ma ion p ocess
o Uni e si y Business Schools in ansi ion
coun ies and, a he same ime, in de eloping
he concep ualiza ion o a comp ehensi e
heo e ical amewo k o hei app op ia e
de elopmen al adap a ion.
Acco ding o i h s age in Jaba een’s (2009)
me hodology, he ac o s we e in eg a ed and
g ouped ha ha e a c ucial impac on mo e
ma ke o ien ed alignmen o he Uni e si y
Business Schools’ model in ansi ion coun ies.
Based on his, 4 key ac o s we e iden i i ed ha
demons a e he cen al le e age o he dynamic
s a egic ma ke adap a ion o he Uni e si y
Business Schools in ansi ion coun ies`
amewo k o condi ions o an inc easingly
compe i i e global business educa ion ma ke :
Fig. 1: The p ocedu e o concep ual amewo k analysis
Sou ce: Jaba een (2009)
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Business Adminis a ion and Managemen
(1) Global business educa ion ma ke , (2)
Academic-ins i u ional aspec s, (3) Social
esponsibili y and (4) Compe i i e p essu es.
Wi h syn hesis o hese ac o s, a heo e ical
amewo k was designed o ma ke o ien a ion
as a de elopmen oppo uni y o Uni e si y
Business Schools in ansi ion coun ies. The
heo e ical amewo k is p esen ed in Fig. 2
and ep esen s a comp ehensible concep ual
amewo k o key ele an ac o s and hei
in e connec ions which bes desc ibe he
esea ch aspec . Fo he alida ion pu pose,
he heo e ical amewo k was alida ed among
ep esen a i es o selec ed Uni e si y Business
Schools om CEE ansi ion coun ies and
e hough in he conclusion o his pape .
2. Theo e ical F amewo k o a Ma ke
O ien ed Business Model in
Uni e si y Business Schools in
T ansi ion Coun ies
The need o a ein o ced ma ke o ien a ion
o Uni e si y Business Schools in ansi ion
coun ies is g owing. This p ocess should
be placed in he con ex o hei o e all
(ins i u ional) business model, and in eg a ed
in o hei holis ic concep s o managemen ,
conside ing bo h he academic-ins i u ional and
socially esponsible dimensions, as shown in
he heo e ical amewo k o his pape .
The heo e ical amewo k o a ma ke
o ien ed business model o Uni e si y Business
Schools in ansi ion coun ies illus a es he
complexi y o adap ion o hese schools wi hin
he ma ke o ien a ion aspec . This a icle
analyses 4 key ac o s ha we e iden i i ed
in he i h s age o he me hodology, which
demons a e he cen al le e age o a dynamic
s a egic ma ke adap a ion amewo k o
his schools o condi ions o an inc easingly
compe i i e global business educa ion ma ke .
2.1 Global Business Educa ion Ma ke
In he global business educa ion ma ke ,
Uni e si y Business Schools in ansi ion
coun ies a e acing a new de elopmen
challenge, i.e., how o ans o m in o mode n
academic ma ke o ien ed Business Schools in
condi ions whe e hese coun ies a e becoming
inc easingly exposed o in e na ional ma ke
o ces. F om a global business educa ion
ma ke pe spec i e, impo an indica o s a e
iden i i ed which he managemen o his schools
ha e o ake in o conside a ion:
a) Globaliza ion,
b) in e na ionaliza ion,
c) massi i ca ion,
d) ise o ICT,
e) economic and poli ical es ain s in ansi ion
economies,
) open ma ke economy,
g) inc eased compe i ion.
Especially, indica o s e) – g), ha a e
a e l ec ion o hei pas ansi ion en i onmen ,
a e o cing hem o become mo e ma ke
o ien ed in o de o compe e and posi ion
hemsel es in he global educa ion ma ke . On
he o he hand, hese indica o s also cons ain
hem in p ocesses o hei de elopmen .
Namely, hese coun ies a e acing addi ional
unce ain ies ha a e eme ging in he p ocess
o ans o ma ion om indus ial in o pos -
indus ial socie ies (And ei e al., 2010),
signi i can e o ms in almos all sec o s,
massi e o ganisa ional es uc u ing, and
inc eased compe i ion (Sagino a & Belyansky,
2008). The de elopmen o he open ma ke
economy, o ces companies and o he ma ke
ac o s in o a necessa y in e na ionaliza ion
o ope a ion and, he eby, c ea es a s onge
demand o be e in e na ional ma ke
isibili y and posi ioning. A he same ime, he
economic and poli ical ansi ion ha e l ec s in
he changes o he owne ship s uc u e o he
economy and he accele a ed p i a iza ion,
also in he i eld o Te ia y Educa ion, inc eased
he ma ke compe i ion (Es in e al., 2009).
All hese indica o s ha e o be econside ed,
moni o ed and explici ly in eg a ed in o he
p ocess o managing hose schools, and in
s uc u ing he business model wi h emphasis
on a mo e ma ke o ien ed aspec .
2.2 Compe i i e P essu es
The global educa ion en i onmen , along wi h
economic and poli ical e o ms in ansi ion
coun ies, se new condi ions o Uni e si y
Business Schools in hese coun ies, and also
s eng hened he compe i i e p essu es. The
main indica o s o compe i i e p essu e, ha
ha e he bigges in l uence on hose schools,
a e:
a) Changing needs o a ansi ion economy:
The mo emen om indus ial o pos -
indus ial o ganisa ions and wo k o ce
demands changes in managemen p ac ice
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180 2018, XXI, 4
Ekonomika a managemen
(Szamosi e al., 2008), which also means
ha Uni e si y Business Schools ha e o
be l exible enough o p o ide high quali y
se ices o mee he changing needs
o a ansi ion economy (Sagino a &
Belyansky, 2008).
b) P i a iza ion: Al bach e al. (2009) exposed
he d ama ic inc ease o he es ablishmen
o new p o ide s o highe educa ion i.e.
apid global de elopmen o p i a e highe
educa ion ins i u ions, and also o he
p i a iza ion o public uni e si ies, leading
o he subsequen agg a a ed compe i i e
posi ion o Business Schools and he need
o ma ke o ien a ion o Business Schools.
c) Mee ing ma ke needs: The new ma ke
condi ions and he p i a iza ion p ocess
enabled he en y o new companies,
inc eased he mo emen o commodi ies,
wo k o ce and compe i ion be ween
companies, and exposed he ques ions
ega ding he p o ision o quali y se ices
and p oduc s o he socie y (Ju se,
2011). P i a iza ion and he g ow h o
new en e p ises opened new employmen
oppo uni ies which, consequen ly,
inc eased he need o an app op ia ely
educa ed wo k o ce, especially in he i elds
o new echnologies, managemen and
o he business s udies, wi h he emphasis
on up- o-da e and p ac ical knowledge
and p o essionally compe en indi iduals
(Hashim e al., 2011; Szamosi e al., 2008).
d) P essu es o in e na ional e alua ion: The
business educa ion ma ke is addi ionally
inc easingly exposed o he p essu es o
in e na ional e alua ion scales o Business
Schools and S udy P og ammes, o o he
anking o Business Schools ha dic a es
new guidelines in o de o ensu e compe i ion
be ween he p o ide s o business educa ion
in he na ional, egional and global highe
educa ion landscape. The public, uni e si ies
and go e nmen bodies i nd hese scales
e y “popula ”. Go e nmen bodies can
ega d he esul s o hese scales as one o
he c i e ia o alloca ion o i nancial sou ces
o highe educa ion ins i u ions (Al bach e
al., 2009; Vida e -Cohen, 2007).
e) Res ic ed public unding: As he sha e o
go e nmen unding o highe educa ion has
declined, Business Schools ha e become
inc easingly dependen on und aising and
dona ions (Cummings, 2011). Wi hin he
amewo k o he inc eased p essu e on
public unds, i also became necessa y o
Uni e si y Business Schools in ansi ion
coun ies o gene a e addi ional sou ces o
income om o he esou ces (Es e mann
e al., 2013), which p o es he need o
g ea e ma ke o ien a ion o hei business
model. This is also e iden om he ac
ha hese schools a e a ec ed unde he
p essu e o inc eases in s anda diza ion
and ins i u ional isomo phism, as, along wi h
he ma ke o selec ion and compe i ion,
hey e l ec he need o hese schools o
de elop a dis inc i e compe ence ha
di e en ia es hem om hei compe i o s
(Almog-Ba eke , 2012).
) Mee ing socie y needs: Fu he on, he
new compe i i e en i onmen o Uni e si y
Business Schools in ansi ion coun ies
exposed he ques ions ha indica e new
oppo uni ies and hei esponsibili ies
which a e connec ed wi h he sus ainable
de elopmen o he socie y. I also aised
nume ous ques ions ega ding he social
esponsibili y o indi iduals, ce ain
ins i u ions and he en i e socie y, because
hey a e becoming mo e and mo e impo an
ac o s o compe i i eness and compa ison
o companies o economies as a whole wi h
de eloped ma ke economies in he global
ma ke en i onmen .
2.3 Social Responsibili y
The ma ke o ien a ion o Uni e si y Business
Schools in ansi ion coun ies has o be
easonably ha monised wi h he adi ional
academic alues and p ocesses, and balanced
wi h he global esponsibili y ha pu s social
esponsibili y, sus ainable de elopmen , and
ca e o o he s and na u e i s . This pape
ou lines hose indica o s ha a e c ucial o
in hei p ocess o becoming mo e ma ke
o ien ed:
a) Social ele ance o Business Schools:
Nume ous o he au ho s e.g. Hendel and
Lewis (2005), I o y e al. (2008), San iago
e al. (2008), poin ou he impo ance o
he social ele ance o Business Schools,
he need o hei g ea e c edibili y and
esponsible ha monisa ion o academic
p ocesses wi h he cen al challenges o he
mode n socie y.
b) Social esponsibili y: In o de o adap o
he new condi ions, Business Schools
EM_4_2018.indd 180EM_4_2018.indd 180 28.11.2018 13:13:1428.11.2018 13:13:14
181
4, XXI, 2018
Business Adminis a ion and Managemen
should be mo e esponsi e o he ma ke
and, simul aneously, socially esponsible.
Welikala (2011) explains social esponsibili y
as he ac i i y o equip membe s o
socie y wi h he necessa y compe encies,
knowledge, unde s anding, and new skills,
so ha hey can nego ia e he changing
na u e o wo k, he labou o ce, in o ma ion
echnologies and cul u al iden i ies o people
cons an ly.
c) Coope a ion wi h he key s akeholde s:
Business Schools mus ha e he abili y
o es ablish ela ionships wi h key
s akeholde s in he social en i onmen in
he o m o mu ual coope a ion and explici
commi men , o assu e hei con ibu ion o
he imp o emen o he social well-being.
d) Deli e y o educa ional se ices o sa is y
a a ie y o s akeholde s: Hashim e al.
(2011) exposed he need o be no only
esponsi e o cus ome g oups, bu also
o p o ide igo ous, ho ough, and ele an
educa ional p og ammes o se e he
long- e m in e es s o s uden s and he
ins i u ion i sel . All o his equi es changes
o he managemen , a posi i e a i ude o
he Managemen Boa d owa ds changes,
and a mo e ac i e ma ke app oach o
he changes in he en i onmen (Szamosi
e al., 2008). Sagino a and Belyansky
(2008) a e p oposing a s a egic ma ke ing
app oach o implemen he necessa y
ans o ma ions and deli e y o educa ional
se ices o sa is y a a ie y o s akeholde s
o a uni e si y, and acili a e posi i e
de elopmen s in socie y.
Those indica o s a e especially impo an ,
since inapp op ia e ca e o he en i onmen
can impac nega i ely on he image o he
ins i u ion and de elop a nega i e a i ude
o some o he key s akeholde s, which can,
consequen ly, also e ec he nega i e ope a ing
esul s o ins i u ions.
2.4 Academic-Ins i u ional Aspec
In he global educa ion ma ke , he si ua ion
o Uni e si y Business Schools in ansi ion
coun ies is la gely de i ned, and i s powe s
a e limi ed and in l uenced by he na ional and
ins i u ional egula ions (e.g. legisla ion, highe
educa ion i nancing model). F om he academic-
ins i u ional aspec , he ollowing indica o s ha e
he la ges impac on hose schools:
a) Adminis a i e he i age: All o ganisa ions in
a ansi ion economy, including Uni e si y
Business Schools, a e en wined wi h he
adminis a i e he i age o he p ocesses,
no ms and alues associa ed wi h he
socialis planned economy (Dixon & Day,
2007).
b) Au onomy in managemen o Business
Schools in ansi ion coun ies depends
o a la ge ex en on he deg ee o he
ins i u ionally assigned (by go e nmen
au ho i ies and legisla ion, uni e si y
egula ion) ange o decision-making and
ope a ion compe encies.
c) Complex amewo k o he managemen : Due
o he complex amewo k o he managemen
o academic and ins i u ional ope a ion and
he in l uence o he adminis a i e he i age,
Uni e si y Business Schools a e usually
mo e igid in hei ope a ion and esponse
o ex e nal challenges and p essu es, which
is why hey a e no su i cien ly capable
o adap ing l exibly o he changes in he
ex e nal en i onmen in compa ison wi h
he independen p i a e Business Schools
(Ba le & Ghoshal, 1998; Du and &
Dame on, 2011).
d) Explici ins i u ionalised aspec s o in l uence
on he ope a ion o highe educa ion
ins i u ions a e ealised mos ly h ough
he mechanisms and policies ega ding
he scope and c i e ia o i nancing he
de elopmen o hei ac i i ies om public
(budge a y) sou ces, and h ough o he
o mal mechanisms and legisla ion (usually,
excessi ely igid), espec i ely.
e) Acc edi a ion and anking p essu es:
The popula i y o acc edi a ion c ea es
an ins i u ional en i onmen ha exe s
p essu e on all academic ins i u ions o
adop and p ese e he p ac ice o ob aining
Acc edi a ion Ce i i ca es (Almog-Ba eke ,
2012). Simila ly, wi h global ankings,
whe eby uni e si ies ha a e showing
ou s anding pe o mance in he global
ankings gain high in e na ional isibili y,
in e es om desi able p ospec i e s uden s
and Facul ies, and aise addi ional i nance
sou ces (Hazelko n & Gibson, 2016).
) C i icism o Business Schools: F om he
academic-ins uc ional aspec and also he
social en i onmen pe spec i e, he e is
also a lo o c i icism o Business Schools
ha e e s o he i ele ance o esea ch
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182 2018, XXI, 4
Ekonomika a managemen
i ndings and hei applica ion in economic
p ac ice, ques ionable s uc u e, and
ele ance o S udy P og ammes, excessi e
ea men o s uden s as cus ome s (clien s
buying educa ional se ices), placemen o
Business Schools on in e na ional g ading
scales, and excessi e spending o unds
o p omo ion, inapp op ia e p o essional
compe encies o g adua es, e c. (Al bach e
al., 2009; Bennis Wa en & O’Toole, 2005;
P e e & Fong, 2002).
As a esponse o he c i icism cons ain s
on he c ea ion o a mo e p oac i e ins i u ional
ma ke o ien a ion, he ins i u ional academic
pe spec i e o a uni e si y school aises he
ques ion o how o place he implemen a ion
o a ma ke o ien a ion in o he ope a ing
con ex o he adi ional Uni e si y Business
School, whe eby an impo an ac is also
social esponsibili y and he e hical conduc o
manage s in he business wo ld. This has made
Business Schools inc easingly exposed o he
explici c i icism by a ious pa s o he public
ega ding he ele ance o he knowledge ha
schools o e o he business wo ld and hei
g adua es in he p ocess o educa ion and
de elopmen o app op ia e p o essional skills
and compe encies, adequa e awa eness o
social esponsibili y, and e hical conduc as he
key le e age o hei success ul pe o mance
in he ole o p omising manage s and business
p o essionals in he business wo ld.
Tab. 1 shows key ac o s and hei
indica o s o a ma ke o ien ed de elopmen
o a business model o Uni e si y Business
Schools in ansi ion coun ies.
Tab. 1 o e s a comp ehensi e e iew o
Uni e si y Business Schools’ en i onmen s
om ansi ion coun ies. I ou lines he
impo ance o econside a ion o all iden i i ed
ac o s, along wi h all p oposed indica o s
o p ope alignmen o hose schools in hei
p ocess o becoming mo e ma ke o ien ed.
Only in his way can a Business School adjus
comp ehensi ely enough o become mo e
ma ke o ien ed and able o compe e mo e
success ully wi h o he Business Schools om
de eloped coun ies on he global educa ion
ma ke . All o hese indica o s c ea e a holis ic
se o key ac o s ha a e cons i u ing he
heo e ical amewo k o he ma ke o ien ed
business model in Uni e si y Business Schools
in ansi ion coun ies, which is shown in Fig. 2.
3. Resul s o Theo e ical F amewo k
Valida ion
Following he se en h s age o Jaba een
(2009) me hodology, he p oposed heo e ical
amewo k has o be alida ed. Thus, a su ey
among Uni e si y Business Schools was
ca ied ou om selec ed CEE ansi ion
coun ies (Slo enia, C oa ia, Hunga y, he
Czech Republic, Poland and Li huania).
The ques ionnai e was add essed o he
Managemen Boa ds (Dean, Vice-Dean,
Key ac o s Indica o s
Global educa ion
ma ke
Globaliza ion, in e na ionaliza ion, massi i ca ion, ise o ICT, economic
and poli ical cons ain s in ansi ion economies, open ma ke economy
and inc eased compe i ion.
Compe i i e p essu es P essu es o in e na ional e alua ion, p i a iza ion, changing needs
o a ansi ion economy, es ic ed public unding, mee ing socie y
and ma ke needs.
Social esponsibili y Social ele ance o Business Schools, social esponsibili y, coope a ion
wi h he key s akeholde s, deli e y o educa ional se ices o sa is y
a a ie y o s akeholde s.
Academic-ins i u ional
aspec s
Adminis a i e he i age, au onomy, complex amewo k o he
managemen , explici ins i u ionalised aspec s, acc edi a ion and anking
p essu es, c i icism o Business Schools.
Sou ce: own
Tab. 1: Syn hesis ac o s o ma ke o ien ed de elopmen o a business model
o Uni e si y Business Schools in ansi ion coun ies
EM_4_2018.indd 182EM_4_2018.indd 182 28.11.2018 13:13:1528.11.2018 13:13:15
183
4, XXI, 2018
Business Adminis a ion and Managemen
Manage ) o 60 selec ed schools, whe eby
35 esponden s om di e en Uni e si y
Business Schools comple ed he su ey (7 om
Slo enia, 8 om C oa ia, 6 om Hunga y,
3 om he Czech Republic, 6 om Poland and
5 om Li huania).
The ques ionnai e was based on a i e-poin
Like - ype scale (Like , 1967) anging om
5 (clea ly ue) o 1 (clea ly no ue) used o
a iables (V1-V17, V32-V36), while o a iables
V18-V31 he ollowing Like - ype scale was
used om 5 ( e y impo an challenge) o 1
(unimpo an challenge). Fo he pu pose o
he se en h and eigh h s eps o he concep ual
amewo k analysis, he a i hme ic mean was
used, as he mos impo an and mos equen ly
calcula ed mean alue (Bas ič, 2006). As
a measu e o he ep esen abili y o he a i hme ic
mean, S anda d De ia ion was calcula ed,
whe eby he smalle he S anda d De ia ion (in
compa ison wi h he a i hme ic mean) is, he
smalle a e he di e ences be ween he ac ual
alues o he a iable and i s a i hme ic mean,
and ice e sa (Bas ič, 2006). To es eliabili y,
he ques ionnai e’s C onbach’s a magni ude
was se a 0.912, which is conside ed o be high
(Fe ligoj e al., 1995).
The aim o he su ey was o de e mine
o wha ex en schools implemen ma ke
o ien a ion p inciples ega ding he global
educa ion ma ke , compe i i e p essu e,
social esponsibili y and academic-ins i u ional
aspec s in hei business model in o de o
alida e and e hink he p oposed heo e ical
amewo k.
The i s pa o he ques ions (V1-V4) we e
ela ed o he academic-ins i u ional aspec
o hei business, he second pa (V5-V22)
o compe i i e p essu es ha in l uence hei
business ope a ions and ac ions, he hi d pa
(V23-V31) o global educa ion ma ke in l uences,
and he las pa (V32-V36) o social esponsibili y
issues. Addi ionally, he esponden s we e asked
abou he implemen a ion o social esponsibili y,
sou ce o hei i nancial incomes and s uc u e o
hei unding.
Tab. 2 p esen s he esul s o desc ip i e
s a is ics, wi h he a i hme ical means and
S anda d De ia ions o each o he a iable
( o all 35 esponden s).
Fig. 2: Theo e ical amewo k o ma ke o ien ed business model in Uni e si y
Business Schools in ansi ion coun ies
Sou ce: own
EM_4_2018.indd 183EM_4_2018.indd 183 28.11.2018 13:13:1528.11.2018 13:13:15
190 2018, XXI, 4
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Maja Rosi, BSc
Uni e si y o Ma ibo
Facul y o Tou ism
Slo enia
[email p o ec ed]
Assoc. P o . Da id Tuček, Ph.D.
Tomas Ba a Uni e si y in Zlín
Facul y o Managemen and Economics
Czech Republic
[email p o ec ed]
Full P o . Vojko Po očan, Ph.D.
Uni e si y o Ma ibo
Facul y o Economics and Business
Slo enia
[email p o ec ed]
Assoc. P o . Milan Ju še, Ph.D.
Uni e si y o Ma ibo
Facul y o Economics and Business
Slo enia
[email p o ec ed]
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194 2018, XXI, 4
Ekonomika a managemen
Abs ac
MARKET ORIENTATION OF BUSINESS SCHOOLS: A DEVELOPMENT
OPPORTUNITY FOR THE BUSINESS MODEL OF UNIVERSITY BUSINESS
SCHOOLS IN TRANSITION COUNTRIES
Maja Rosi, Da id Tuček, Vojko Po očan, Milan Ju še
The adop ion o ma ke o ien a ion p ac ices a he Highe Educa ion Ins i u ions is a ising end,
since he challenges o changing he global highe educa ion en i onmen aise a g owing issue
o mee ing he needs o he global ma ke . De eloping an app op ia e s a egy o cope wi h all o
he equi emen s o he global educa ion ma ke changes and compe i i e p essu es is especially
challenging o Uni e si y Business Schools in ansi ion coun ies. The pape is based upon an
iden i i ca ion o a a ie y o heo e ical pe spec i es abou he global educa ion ma ke , i s ends
and in l uences on hose schools in he aspec s o ma ke o ien a ion. Concep ual amewo k
analysis was used o cha ac e ise he ma ke o ien a ion o Business Schools as an oppo uni y o
he s a egic business model o Uni e si y Business Schools in ansi ion coun ies. Key ac o s and
indica o s o unde s anding hei en i onmen we e iden i i ed, s uc u ed and ca ego ised wi hin
a heo e ical amewo k. These ac o s e l ec he e ol ing con ex o e o ma ion o he exis ing
business model o Uni e si y Business Schools in ansi ion coun ies in a comp ehensi e way,
since he amewo k ou lines he complexi y o hei adap a ion, conside ing he linkages and
dependencies o all he c ucial global ex e nal in in e nal en i onmen ends and aspec s. The
au ho s sugges ha , in o de o align hei business model mo e adequa ely o he global ma ke
needs and de elop a sus ainable compe i i e posi ion, Uni e si y Business Schools om ansi ion
coun ies ha e o ollow he ma ke o ien a ion p inciples, aking in o accoun also he limi a ions
and challenges om a wide social and ins i u ional en i onmen .
Key Wo ds: Business educa ion, educa ion quali y, ma ke o ien a ion and de elopmen ,
Business Schools, ansi ion coun ies.
JEL Classi i ca ion: I24, I25.
DOI: 10.15240/ ul/001/2018-4-012
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