In this commentary, I expand on Fey's (2022) perspective on the future development of Chinese business schools. In particular, I explore some of the nuances related to Chinese business schools that were not covered by Fey with the goal of continuing this important dialogue.

Programmatic learning goals serve as the foundation for an educational institution’s curriculum design and assurance of learning processes. The purpose of our study is to determine the relevance or alignment of undergraduate business school learning goals. We identify the learning goals of US undergraduate business programs accredited by the Association to Advance Collegiate Schools of Business-International (AACSB) and determine the extent to which the goals are aligned with (a) evidence-based competencies that are needed for managerial success (including the ‘Great Eight’ and the ‘hyperdimensional taxonomy’) and (b) content areas identified in AACSB’s Eligibility Procedures and Accreditation Standards for Business Accreditation. We found that learning goals conform to AACSB Standards and evidence-based managerial competencies, but goals are most closely aligned with AACSB Standards, followed by the Great Eight, and the hyperdimensional taxonomy, respectively. We discuss the implications of our findings with respect to business schools’ assurance of learning processes and provide recommendations for AACSB, business schools, the broader academy, and future research.

The concept of ‘emotional labour’ is concerned with occasions when feelings are managed to create publically observable emotions in organizational settings in ways that involve them being ‘sold for a wage’ and therefore taking on an ‘exchange value’ (Hochschild (1983: 7). Drawing on an in-depth literature review, this paper explore grounds for arguing that business academics in Australia are experiencing emotional labor. The authors consider the application of findings concerned with emotional labor in a variety of occupations in relation to the context of university business schools. More specifically, they discuss how two decades of increasing marketisation, commercialisation and service orientated university practices may have contributed to emotional labor in Australian university business schools. The paper draws two conclusions. Firstly, educational managers need to be better informed about the positive and negative implications of emotional labor so that they can develop appropriate strategies, guidelines and workplace environments at the organizational level. Secondly, that a review of the literature suggests that empirical research is warranted in order to address the question posed in the title of the paper.

Because ‘doing business’ significantly contributes to altering the Earth's atmosphere and depleting limited natural resources, business education should be re-oriented so that global sustainability is the core and economic sustainability a subset. The neo-Aristotelian foundation of this paper proposes eudaimonia (human flourishing) as a teleology, and divides human activity, particularly learning into technē (practical utilitarian skills) and phronesis (experience, insight, and intuition). By developing intellectual, affective, and moral virtues, business students can attain a meta-virtue of phronesis, which provides a potential capacity to deal with uncertainty, mutability, and duality of human life and development. The principles of social practice wisdom provide the basis of a proposed sustainability curriculum.

Employers of business graduates require them to be effective communicators and team members in twenty-first century work environments. As a means of developing these skills, we believe group work is important to an undergraduate business teaching pedagogy preparing graduates for the challenges of modern workplaces. Student responses to a series of qualitative and quantitative focus group activities highlighted the ‘big issues’ encountered in group activities involving an increasingly internationalised and diverse cohort of students. These issues related mainly to communication within the group and the fear of social-loafers. These insights established the basis on which proactive strategies were introduced in a subsequent teaching period to nurture and advance the quality of the learning experience within a tertiary undergraduate business education setting. Given that reduced Government funding to Australian universities has prompted the management of institutions to look to full-fee paying international students to offset shortfalls in their operating budgets, this paper explores the particular impact of increasing numbers of English as a Second Language (ESL) students on the quality of, and student receptiveness to, group based study activities.

Management as a body of knowledge is dynamic such that management educators face continual challenges to achieve realism and relevance in the classroom. The emerging knowledge economy, in parallel with accelerating changes in technology, globalization and societal values, make these challenges more acute than ever before. The purpose of this article is to provide personal insights using a framework for analyzing and teaching management that draws on Rudyard Kipling's ‘six honest serving men’—what, why, when, how, where and who. These ‘honest serving men’ trigger discrete perspectives with which we can analyze, revise and recalibrate the teaching of management to ensure that it remains relevant to modern business. Teaching propositions are advanced as to management's definition.