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HOFSTRA UNIVERSITY

Frank G. Zarb School of Business

Department of Management, Entrepreneurship & General Business

Tenure-track Faculty Position

The Department of Management, Entrepreneurship and General Business of the Frank G. Zarb School of Business at Hofstra University invites applications for an anticipated faculty position in entrepreneurship beginning in the fall of 2014.

Applicants will be considered for a tenure-track position as an Assistant or Associate Professor.  Rank is dependent upon the applicant's teaching experience and publication record.  Preference will be given to candidates who can also teach undergraduate and graduate courses in strategy.  The teaching load is 18 semester hours per year. The opportunity to teach during the summer and winter is available, as is summer research support.

Candidates must have a Ph.D. with an appropriate concentration from an AACSB-accredited program (or be in the final stages of completing such a degree). Candidates should have a record of pedagogical and scholarly excellence and a commitment to teaching, research, and service. Hofstra University and the Department of Management, Entrepreneurship, and General Business seek qualified candidates who can contribute to the caliber and diversity of our academic community.

Hofstra is a private, non-sectarian, comprehensive university offering both undergraduate and graduate degrees (please see www.hofstra.edu). Total enrollment is approximately 12,000 students. The Frank G. Zarb School of Business offers the BBA, MBA, EMBA, Online MBA, and a variety of specialized MS programs. Hofstra University is situated on a beautiful, 240-acre campus on Long Island, near New York City.

Please send your letter of interest, curriculum vitae, evidence of your effectiveness as an educator, and the addresses and phone numbers of three references to:

Search Committee

Department of Management, Entrepreneurship and General Business
Frank G. Zarb School of Business
228 Weller Hall

Hofstra University
Hempstead, New York USA 11549-1340
MGTFacultyPosition@hofstra.edu

(516) 463-5726

Deadline: Open until filled

Hofstra University is an equal opportunity employer, committed to fostering diversity in its faculty, administrative staff and student body, and encourages applications from the entire spectrum of a diverse community.

***Apologies for cross-posting***

Call for Papers

ACADEMY OF MANAGEMENT LEARNING & EDUCATION

SPECIAL ISSUE

STRATEGIC MANAGEMENT EDUCATION:

NAVIGATING BETWEEN DIFFERENT APPROACHES AND LEARNING IMPACTS

Guest Editors for the Special Issue

R. Greg Bell, University of Dallas

Igor Filatotchev, City University of London and WU, Vienna

Ryan Krause, Texas Christian University

Advisory Editor:

Michael Hitt, Texas A&M University

The topic of this Special Issue is strategic management education. Strategic management courses today are criticized for being "repositories of multiple frameworks that are not tightly integrated and are aging rapidly" (Mahoney & McGahan, 2007, p. 86). Others have voiced concerns with regard to the lack of effectiveness of strategic management education (Jarzabkowski & Kaplan, 2015; Porter & McKibbin, 1988; Mintzberg & Gosling, 2002). Mintzberg (2004) argues that MBA faculty have too readily reduced strategic management to a kit bag of analytic techniques that are often inadequate and irrelevant to effective strategic thinking itself. Some observers note that "practitioners increasingly judge the field as irrelevant, and that judgment is reflected in student assessment" (Bower, 2008; p. 274).

This Special Issue is devoted to addressing the increasingly frequent calls for more relevant and practically applicable strategy education (e. g. Bower, 2008; Mintzberg, 2004; Greiner, Bhambri, & Cummings, 2003; Rynes, Bartunek, & Daft, 2001; Starkey & Madan, 2001).  Its aim is to assess the learning and knowledge transfer implications of different philosophies, designs, and approaches to strategic management education based on both the cutting edge research in the field and its highly relevant practical implications. Empirical and conceptual pieces are welcome in the following areas:

THE ROLE AND PLACE OF THEORY IN STRATEGY EDUCATION

There is an ongoing debate about the role and place of theory in strategy education.  On the one hand, the theory acquisitive approach (Grant 2008) argues for an emphasis on theory, built on the assumption that applying a set of pre-established steps allows the student who knows little about the topic to learn more efficiently and economically. Alternatively, advocates of the practice based approach (Bower 2008; Jarzabkowski & Spee, 2009) contend their approach develops more fully the students' capacity for more innovative, blue ocean approaches to strategy formulation and implementation.  It is important that strategy educators address the role and place for theory because some (e.g., Ghoshal, 2005) assert that what we teach is actually bad for practice. These debates raise a number of relevant questions:

In what ways can theory improve strategy education and learning?

Are there alternative approaches to teaching strategic management beyond the theory acquisitive and practice based approach extremes?

How can we reconcile rigor in learning with practical relevance of strategic management concepts and frameworks?

SOCIAL RESPONSIBILITY AND STRATEGY EDUCATION

There is an increasing awareness of societal and environmental issues affected by business activities, especially those of multinational companies (MNCs). Thus the quest for enhancing corporate focus on business ethics and corporate social responsibility (CSR) is not only an answer to recent corporate scandals and the recognition that business leaders may be acting irresponsibly more often than previously thought, but also a result of the changes and new demands in the global marketplace, such as increased stakeholder activism and scrutiny (e.g., Filatotchev and Stahl, 2015). Although it is still contested whether corporations and their leaders have social responsibilities that extend beyond their wealth-generating function, in light of growing socio-political and environmental challenges around the world, there is increasing pressure from stakeholders – among them governments, local communities, NGOs and consumers – for corporations and their leaders to self-regulate and contribute to the "triple bottom line" of social, environmental, and economic sustainability ("people, planet, profits"). Possible discussion questions include:

Should strategic management education integrate elements of business ethics and CSR?

How can strategy education include both the market environment and the social, political, and legal nonmarket environments in which firms operate?

How can academics raise awareness among future business leaders of the importance of corporate strategic objectives that go beyond mere compliance with laws and regulations and embrace wider societal objectives?

ANALYSIS, DECISION MAKING, AND IMPLEMENTATION

Since decision-making quality is the key to effective strategy formulation and implementation, there are increasing calls for strategic management education to place greater emphasis on what students are being taught about the "how" of strategic management.  This leads to a number of important discussion questions:

Are there ways in which decision-making styles can be integrated with popular strategy tools including Porter's five forces and value chain analyses, SWOT (strengths, weaknesses, opportunities, threats) and VRIO (value, rarity, imitability, organization) frameworks, portfolio matrices, and strategy clocks, among others?

Students today are criticized for their inability to handle the ambiguity of high rates of change facing many industries.  How can strategy educators prepare students to think critically and creatively while taking into account multiple perspectives and cultures?    

How can strategic management students develop an ability to cope with paradoxes and ambiguity, given the complexity and contradiction now implicit in strategy making (Schneider & Lieb, 2004).

Strategic management courses are dominated by the scientific paradigm (Bennis & O'Toole, 2005; Pfeffer & Fong, 2002). As a result, business schools produce plenty of "technocrats" and "craftsman" but few "artists" (Maranville, 2011).  How can strategy courses integrate the artistic paradigm?

How can strategic management courses be designed to fully integrate analysis and implementation, and what are the roles of non-academic tutors in achieving this?  

ADDITIONAL TOPICS

There are several additional areas in which we welcome submissions that advance strategic management teaching and education

While the primary focus of the special issue is on teaching strategy in the academic environment, we also seek to examine approaches to strategy education and training that are practiced by other profit and nonprofit organizations.

We also welcome papers devoted to innovation in strategic management education. For example, such papers might explore combining field experiments with class discussions, or integrating diverse media in the strategy courses.

We also echo the call of others to determine how alternative modes of learning beyond the teacher-student exchange, such as peer review and peer-to-peer exchange, as well as the development of specialized student expertise, can advance students' understanding of the complexity of strategic decision making (Mahoney & McGahan, 2007).

SUBMISSION INSTRUCTIONS

Initial submissions should be received by March 31, 2017 and should be designated for either the Research & Reviews section or the Essays, Dialogues, & Interviews section.  Authors are encouraged to visit AMLE's website (www.aom.pace.edu/amle) for detailed guidance on these sections.  Submissions should be accompanied by an assurance of originality and exclusivity. Papers should adhere to the "Information for Contributors" guide for authors that can be found at aom.org/AMLE.

All submissions will be subject to a rigorous double-blind peer-review process, with one or more of the guest editors acting as action editor, and final approval coming from the AMLE journal editor. Invitations to revise and resubmit will follow initial submissions in approximately 3 months. Final acceptances will be made by May 1, 2018. Please direct any questions regarding the Special Issue to Igor Filatotchev (Igor.Filatotchev@city.ac.uk), Greg Bell (gbell@udallas.edu), and Ryan Krause (r.krause@tcu.edu).

REFERENCES

Bennis, W. G., & O'Toole, J. (2005). How business schools lost their way. Harvard Business Review, 83(5), 96-104.

Bower, J. L. (2008). The Teaching of Strategy: From General Manager to Analyst and Back Again? Journal of Management Inquiry, 17(4), 269-275.

Filatotchev I., & Stahl, G. (2015). Towards transnational CSR: Corporate social responsibility approaches and governance solutions for multinational corporations', Organizational Dynamics, 44, 121-129.

Ghoshal, S. (2005). Bad management theories are destroying good management practices. Academy of Management Learning & Education, 4(1), 75-91.

Grant, R. M. (2008). Why strategy teaching should be theory based. Journal of Management Inquiry, 17(4), 276-281.

Greiner, L. E., Bhambri, A., & Cummings, T. G. (2003). Searching for a strategy to teach strategy. Academy of Management Learning & Education, 2(4), 402-420.

Jarzabkowski, P., & Kaplan, S. (2015). Strategy tools‐in‐use: A framework for understanding "technologies of rationality" in practice. Strategic Management Journal, 36(4), 537-558.

Jarzabkowski P., M. Giulietti, B Oliveira & N. Amoo (2013), 'We don't need no education'. Or do we: Management education and alumni adoption of strategy tools', Journal of Management Inquiry, 22(1), 452-472.

Jarzabkowski, P., Spee, A. P. (2009), 'Strategy as practice: A review and future directions for the field', International Journal of Management Reviews, 11(1), 69-95.

Mahoney, J. T., & McGahan, A. M. (2007). The field of strategic management within the evolving science of strategic organization. Strategic Organization, 5(1), 79-99.

Maranville, S. (2011). The Art of Strategic Management: A Case-Based Exercise. Journal of Management Education, 35(6), 782-807.

Mintzberg, H. (2004). Managers, not MBAs: A hard look at the soft practice of managing and management development. Berrett-Koehler Publishers.

Mintzberg, H., & Gosling, J. (2002). Educating managers beyond borders. Academy of Management Learning & Education, 1(1), 64-76.

Pfeffer, J., & Fong, C. T. (2002). The end of business schools? Less success than meets the eye. Academy of Management Learning & Education, 1(1), 78-95.

Porter, L. W., & McKibbin, L. E. (1988). Management Education and Development: Drift or Thrust into the 21st Century?. McGraw-Hill Book Company, College Division, PO Box 400, Hightstown, NJ 08520.

Rynes, S. L., Bartunek, J. M., & Daft, R. L. (2001). Across the great divide: Knowledge creation and transfer between practitioners and academics. Academy of Management Journal, 44(2), 340-355.

Schneider, M., & Lieb, P. (2004). The challenges of teaching strategic management: Working toward successful inclusion of the resource-based view. Journal of Management Education, 28(2), 170-187.

Starkey, K., & Madan, P. (2001). Bridging the relevance gap: Aligning stakeholders in the future of management research. British Journal of Management, 12(s1), S3-S26.

Dr. R. Greg Bell
Associate Professor
Satish & Yasmin Gupta College of Business

University of Dallas

Accredited by AACSB International
1845 E. Northgate Drive | Irving, Texas 75062 | USA
gbell@udallas.edu | 972-721-5167 |

TENURE TRACK FACULTY POSITION

ENTREPRENEURSHIP

IE University´s graduate school of business- IE Business School (www.ie.edu) -  invites qualified candidates in the area of Entrepreneurship to apply for a tenure track position at the Assistant Professor level in the Entrepreneurship department beginning September 2017.

The successful candidate will be expected to publish in top- tier peer-reviewed international journals, to teach high level MBA and executive courses, to interact and work closely with faculty from other disciplines, and to provide intellectual leadership in his/her area. Preference will be given to candidates that can complement our existing research and teaching capabilities in the areas of entrepreneurial finance, entrep. venturing, and entrep. business development.  Applicants will have earned a PhD from a recognized school in a relevant discipline (entry level candidates can be close to completion). Previous experience in teaching is a plus, proficiency in Spanish is desirable, but not required. Salary for this position will be commensurate with qualifications and experience.

IE Business School is an Equal Opportunity Employer and strongly encourages applications from individuals who will expand the ethnic and gender diversity of our faculty.

Applications should include a cover letter and vita, a one-page research statement, a statement of teaching philosophy, copies of recent publications, contact information for three references, and evidence of teaching excellence (e.g., teaching evaluations). Shortlisted candidates will be asked to provide reference letters.

We will be holding interviews at the Academy of Management meeting in Anaheim in August. To be considered for an interview slot, please submit your application in electronic form with the subject heading Entrepreneurship position-IE Business School by July 15, 2016. The search will continue until the position is filled. We will receive applications until the end of October, 2016.

Sara Flores

Recruitment Coordinator

Email: sara.flores@ie.edu

Tel.:+ 34 91 5689781

About the school:

The level of quality of IE master's and executive education programs has positioned the school among the best in the world, according to international rankings including Financial Times, BusinessWeek, Forbes, The Economist, Aspen Institute and América Economía. IE faculty is comprised of multi-cultural, exceptional, young and dynamic scholars from all areas of management, who help our students to develop their full potential from different perspectives.  IE is located in Madrid, Spain, in the heart of the financial district. Madrid is a vibrant, modern and cosmopolitan capital city of 5+ million that offers an enormous range of professional growth and leisure opportunities.  To learn more about IE Business School and our Faculty, please visit www.ie.edu

Julio O. De Castro

Prof. and chair

Ph.D. Program

IE Business School

Madrid, Spain

tel 3491 787 5160

Matthew W. Rutherford, Ph.D.

Associate Professor

Johnny D. Pope Chair in Entrepreneurship

School of Entrepreneurship

Oklahoma State University

Apologies for Cross-Postings

Associate/Full Professor, Entrepreneurship and Koch Endowed Chair

Daniels College of Business

The Daniels College of Business at the University of Denver (DU) invites applications for a full or associate professor tenure-track faculty position in Entrepreneurship, beginning fall 2017. Candidates may come from a range of business-related disciplines (e.g., management, marketing, finance, business law and business analytics) but must have research and teaching interests in entrepreneurship. The appointee will be a member of one of the academic departments at Daniels, will hold the Koch Endowed Chair, and is expected to work across disciplines and across the university on entrepreneurship-related activities. Academics holding a doctoral degree and qualified for tenure as either Associate or Full Professor will be considered.

The Chair was endowed in honor of Walter Koch, president of Mountain States Telephone and Telegraph Company from 1952 through 1966.

DU is the oldest independent university in the Rocky Mountain region, with approximately 11,700 students in undergraduate and graduate programs. It is located in the city of Denver. The Denver metropolitan area is widely considered to be an important hub for entrepreneurial activity, and is quickly becoming one of the most ethnically diverse cities in the U.S. Census data shows that Denver's population includes 11.1% Black or African American, 31.7% Hispanic or Latino, 2.8% Asian American, and approximately 1% Native American residents. DU is classified as a Doctoral/Research University with high research activity. The Daniels College of Business is the one of the largest colleges within the University, with 1,800 undergraduate and 1,000 graduate students. Daniels offers both undergraduate and master's degree programs. The University follows a 10-week quarter academic schedule.

The Daniels College of Business is widely recognized for its focus on business ethics. Founded in 1908 and continuously accredited by AACSB International since 1923, we transform lives, organizations and communities through educational experiences, outreach and knowledge creation. The University of Denver values inclusive excellence, a commitment by all constituents to create a transformative academic experience that embraces and engages diverse perspectives and communities. Faculty, staff, and students in our department actively contribute to these goals through scholarship, teaching, and service. For more information about inclusive excellence, please click here.

Daniels is proud to be among the top business schools nationally and internationally to receive recognition for its graduate and undergraduate programs from U.S. News & World Report, Bloomberg BusinessWeek, Financial Times and Forbes.

Position Summary

Entrepreneurship represents an area of significant potential within the College and the University. Reflecting the interdisciplinary nature of entrepreneurship, we are open to applicants from all areas of business scholarship and all research methodologies. Maintenance of AACSB academic qualifications (Scholarly Academic) is required. The successful candidate is expected to be a thought leader within his or her academic field, and to engage in teaching, research and service activities related to entrepreneurship.

The appointee will help develop and teach graduate and undergraduate courses in entrepreneurship, including overseeing the entrepreneurship minor program at the undergraduate level, during the academic year which may include fall, winter, and/or spring quarters. Because of the administrative responsibilities, the teaching load will be reduced by one third to four courses per academic year. Depending on the background and expertise of the appointee, teaching in other discipline areas is also possible. The candidate will make scholarly contributions by regularly publishing in high-quality, peer-reviewed journals, and by presenting peer-reviewed work at appropriate academic conferences. Each Department and the College maintain lists of target journals and faculty are strongly encouraged to seek publication in those outlets.

The candidate will also provide leadership and representation at the University-level in entrepreneurship and to the business community, and will have ample opportunity to further his or her visibility and expertise. The appointee will work closely with members of the University's Project X-ITE as well as faculty and staff within the College, and across the University, to identify collaborations and generate interest and productivity in entrepreneurship. The candidate will serve the academic unit, the college, and the university at a level commensurate with the rank of full or associate professor. Candidates will possess the requisite personal characteristics and professional experience to provide dynamic leadership and strategic vision to the area of entrepreneurship. Tenure will be considered at time of hire.

Required Qualifications

 - Earned doctorate in business or related field.

 - Current or past tenured Associate or Full Professor at an accredited institution of higher education.

    - Demonstrated high quality record in research, teaching and service as appropriate to the level of associate or full professor.

 - Demonstrated ability to maintain AACSB Scholarly Academic qualification through quality scholarship.

 - Active membership in both academic and business associations/organizations.

 - Demonstrated commitment to the principles of multiculturalism, diversity and inclusive excellence.

 - Commitment to fostering and supporting student engagement in entrepreneurial activities.

 - Strong English communication skills (written and oral) and strong interpersonal skills.

Preferred Qualifications

 - Five or more years of industry experience.

 - Prior academic leadership in developing or managing an entrepreneurship curriculum and external engagement.

 - Current or past editorial review board membership of one or more leading academic discipline-specific journals.

 - A record of partnership building with alumni, faculty, staff and students.

 - Demonstrated experience with the integration of ethics, social responsibility, and a global focus in teaching, research and service activities.

 - Substantive participation in university/division-wide projects and initiatives to promote multiculturalism/diversity/inclusive excellence.

 - Knowledge and experience with a variety of teaching methods and/or curricular perspectives to effectively engage diverse populations and learning styles.

 - Commitment to working with diverse student populations and communities.

Application Deadline

Applications will be reviewed on a rolling basis beginning on March 1, 2017, and continuing until the position is filled. The position is expected to begin September 1, 2017.

Special Instructions Candidates must apply online through http://www.du.edu/jobs to be considered. Only applications submitted online will be accepted. Once within the job description online, please click New Resume/CV at the bottom of the page to begin application. Inquiries about this position may can be made to the chair of the search committee, Dr. Cindi Fukami at Cynthia.Fukami@du.edu.

Please include the following documents with your application:

1. Cover letter

2. Curriculum Vitae

3. 2-3 recent scholarly papers

4. List of three individuals who can serve as confidential references

PLEASE NOTE: The online application system is limited to uploading 5 files total. Please combine content (clearly labeled) if necessary to upload all required content.

The University of Denver is committed to enhancing the diversity of its faculty and staff and encourages applications from women, minorities, members of the LBGT community, people with disabilities and veterans. The University is an equal opportunity/affirmative action employer.

All offers of employment are based upon satisfactory completion of a criminal history background check.

--Bahman

City University of Hong Kong is a dynamic, fast-growing university that is pursuing excellence in research and professional education. As a publicly-funded institution, the University is committed to nurturing and developing students' talents and creating applicable knowledge to support social and economic advancement.  The Management Department is currently recruiting for multiple open rank positions: We are seeking micro scholars with expertise in human resource management, and macro scholars who work in strategic management, international management, or entrepreneurship.  Applicants with overlapping skill sets in these areas are particularly encouraged.

The College of Business is currently ranked number 28 in the UT-Dallas Worldwide Business School Rankings.  The university is ranked 4^th among the world's top 50 universities under the age of 50 in the Quacquarelli Symonds 2016 survey.  Based on these ranking, we are the number two business school in Asia for research.  CB faculty are also leaders in funded research projects sponsored by the Hong Kong government.  The College is accredited by both AACSB and EQUIS. 

The Department of Management is one of six academic departments in the College of Business, and conducts teaching and research in the broad areas of management, including international business, strategic management, product innovation management, human resources management, business ethics, contemporary business communication, organizational behavior, organizational change and entrepreneurship.  The Department provides a vigorous and supportive environment that is conducive to the pursuit of excellent research and teaching.  Our Kowloon campus is conveniently placed in the heart of Hong Kong.  The working conditions and compensation are comparable with major research universities in the United States.  The College recently relocated into a new building, with state-of-the-art facilities.  Our faculty occupy leadership roles in many professional societies and scholarly journals, as well as in the College of Business.

Requirements : A PhD in Management or related disciplines.  Candidates should demonstrate the ability or potential to publish in top-tier management journals as well as excellence in the classroom.  Teaching experience at the postgraduate level is a plus.

Salary and Conditions of Service

Remuneration package will be driven by market competitiveness and individual performance.  Excellent fringe benefits include gratuity, leave, medical and dental schemes, and relocation assistance (where applicable).  Initial appointment will be made on a fixed-term contract.

Application and Information

Further information on the posts and the University is available at http://www.cityu.edu.hk, or from the Human Resources Office, City University of Hong Kong, Tat Chee Avenue, Kowloon Tong, Hong Kong [Email : hrojob@cityu.edu.hk/Fax : (852) 2788 1154 or (852) 3442 0311]. Information on the Management Department can be found at http://www.cb.cityu.edu.hk/mgt/

Application materials should be sent directly to CityU human resources versus the Management Department. To apply, please submit an online application at http://jobs.cityu.edu.hk, and include a current curriculum vitae.  Nominations can be sent directly to the Human Resources Office, or email to "hrojob@cityu.edu.hk".   Preliminary interview will be arranged with a departmental representative during the Academy of Management meeting in August 2017.  Applications and nominations received before 31 October 2017 will receive full consideration.  Only shortlisted applicants will be contacted; and those shortlisted for the post of Assistant Professor will be requested to arrange for at least 3 reference reports sent directly by the referees to the Department, specifying the position applied for. The University's privacy policy is available on the homepage.