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Industrial management --- Business education. --- Master of business administration degree. --- Management --- Business & Economics --- Management Theory --- Study and teaching (Graduate) --- Business administration, Master of --- M.B.A. degree --- MBA degree --- Business --- Commercial education --- Education, Business --- Business administration --- Business enterprises --- Business management --- Corporate management --- Corporations --- Industrial administration --- Management, Industrial --- Rationalization of industry --- Scientific management --- Study and teaching --- Business education --- Degrees, Academic --- Education --- Industrial organization

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Do business schools actually make good on their promises of "innovative," "outside-the-box" thinking to train business leaders who will put society ahead of money-making? Do they help society by making better business leaders? No, they don't, Steven Conn asserts, and what's more they never have. In throwing down a gauntlet on the business of business schools, Conn's Nothing Succeeds Like Failure examines the frictions, conflicts, and contradictions at the heart of these enterprises and details the way business schools have failed to resolve them. Beginning with founding of the Wharton School in 1881, Conn measures these schools' aspirations against their actual accomplishments and tells the full and disappointing history of missed opportunities, unmet aspirations, and educational mistakes. Conn then poses a set of crucial questions about the role and function of American business schools. The results aren't pretty. Posing a set of crucial questions about the function of American business schools, Nothing Succeeds Like Failure is pugnacious and controversial. Deeply researched and fun to read, Nothing Succeeds Like Failure argues that the impressive façades of business school buildings resemble nothing so much as collegiate versions of Oz. Conn pulls back the curtain to reveal a story of failure to meet the expectations of the public, their missions, their graduates, and their own lofty aspirations of producing moral and ethical business leaders.

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Business education. --- Industrial management --- Master of business administration degree. --- Study and teaching (Graduate). --- Business education --- Master of business administration degree --- 378 --- Business administration, Master of --- M.B.A. degree --- MBA degree --- Degrees, Academic --- Business administration --- Business enterprises --- Business management --- Corporate management --- Corporations --- Industrial administration --- Management, Industrial --- Rationalization of industry --- Scientific management --- Management --- Business --- Industrial organization --- Commercial education --- Education, Business --- Education --- 378 Hoger onderwijs. Universitair onderwijs --(algemeen) --- Hoger onderwijs. Universitair onderwijs --(algemeen) --- Study and teaching (Graduate) --- Study and teaching

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Executives --- Experiential learning. --- Active learning. --- Management --- Master of business administration degree. --- Business education. --- Cadres (Personnel) --- Apprentissage expérentiel --- Apprentissage par l'action --- Gestion --- Maîtrise en administration --- Enseignement commercial --- Training of --- Study and teaching --- Formation --- Etude et enseignement --- Active learning --- Business education --- Experiential learning --- Master of business administration degree --- Business administration, Master of --- M.B.A. degree --- MBA degree --- Degrees, Academic --- Administration --- Industrial relations --- Organization --- Experience-based learning --- Learning, Experiential --- Experience --- Learning --- Executive training --- Executives, Training of --- Management development --- Management training --- Assessment centers (Personnel management procedure) --- Business --- Commercial education --- Education, Business --- Education --- Action learning --- Activity learning --- Activity teaching --- Study and teaching (Graduate) --- Business policy --- Personnel management

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This is the 2009 volume in the Advances in Business Education and Training Book Series. The Series aims to foster advancement in the field and to serve as an international forum for scholarly and state-of-the-art research and development. This volume offers challenging thoughts on constructing meaningful learning both within the academy and in collaboration with outside stakeholders. It comprises two major sections: research into business education and best practice in business education. The research contributions explore the incorporation of theoretical frameworks and the exploitation of clicker technology in classroom practice, the integration of reflective writing into work placements to support learning, the exposure of ideas about morally leading change and its impact on leadership aspirations, large group business learning, self-theories, goal orientations and achievement motivations, and Chinese students’ perceptions of intercultural competence in tutors. Other research contributions look beyond the business school to explore entrepreneurs’ perceptions of their existing business model. The best practice contributions discuss master thesis supervision, MBA study tours designed to increase global exposure, the use of authentic learning materials in career writing courses, and cross cultural innovations. .

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