Market orientation of business schools: a development opportunity for the business model of University Business Schools in transition countries

175 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 EM_4_2018.indd 175EM_4_2018.indd 175 28.11.2018 13:13:1328.11.2018 13:13:13 176 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 EM_4_2018.indd 176EM_4_2018.indd 176 28.11.2018 13:13:1328.11.2018 13:13:13 177 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. EM_4_2018.indd 177EM_4_2018.indd 177 28.11.2018 13:13:1428.11.2018 13:13:14 178 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) EM_4_2018.indd 178EM_4_2018.indd 178 28.11.2018 13:13:1428.11.2018 13:13:14 179 4, XXI, 2018 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 EM_4_2018.indd 179EM_4_2018.indd 179 28.11.2018 13:13:1428.11.2018 13:13:14 180 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 EM_4_2018.indd 181EM_4_2018.indd 181 28.11.2018 13:13:1428.11.2018 13:13:14 182 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 Ekonomika a managemen Re e ences Akonkwa, D. B. M. (2013). Beyond ma ke o ien a ion: An ope a ionalisa ion o s akeholde o ien a ion in highe educa ion. 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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] EM_4_2018.indd 193EM_4_2018.indd 193 28.11.2018 13:13:1728.11.2018 13:13:17 194 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 EM_4_2018.indd 194EM_4_2018.indd 194 28.11.2018 13:13:1728.11.2018 13:13:17