The business school scorecard: Examining the systematic sources of business school value

• Date: 01 December 2016
• Author: Norm O'Reilly,Paul Varella,Kim Bates,David J. Finch,John Nadeau,David L. Deephouse,Binod Sundararajan,William Foster
• Published date: 01 December 2016
• DOI: http://doi.org/10.1002/cjas.1391

The business school scorecard: Examining the

systematic sources of business school value

David J. Finch*

Mount Royal University

Paul Varella

Mount Royal University

William Foster

University of Alberta

Binod Sundararajan

Dalhousie University

Kim Bates

Ryerson University

John Nadeau

Nipissing University

Norm O’Reilly

Ohio University

David L. Deephouse

University of Alberta

Abstract

Stakeholder relationships are a critical resource that

contribute to or inhibit value creation. Building on this

assertion, we explore the value of the business school at a

stakeholder level. We draw on research by the Canadian

multistakeholder working group, the Business School Re-

search Network (BSRN), which was established to facilitate

collaborative interinstitutional research on the management

and practice of business schools. We provide a conceptual

model of the value chain and associated scorecard that take

into account the sources of value judgments that pertain to a

business school at the stakeholder-level. Copyright © 2016

ASAC. Published by John Wiley & Sons, Ltd.

Keywords: management education, value, stakeholder, im-

pact, metrics

Résumé

Les relations avec les p arties prenantes sont une ressource

cruciale qui aide ou inhibe la création de la valeur.Partant

de cette assertion, nous explorons la valeur des écoles de

commerce considérées comme parties prenantes. Notre

étude s’appuie sur les recherches du Canadian

Multistakeholder Working Group et le Business School Re-

search Network (BSRN) créés pour faciliter la collabora-

tion dans la recherche interinstitutionnelle sur la gestion

et les pratiques des écoles de commerce. Elle propose un

modèle conceptuel de la chaîne de valeur et les tableaux

de bord associés qui prennent en compte les jugements de

valeur sur les écoles de commerce en tant que parties

prenantes. Copyright © 2016 ASAC. Published by John

Wiley & Sons, Ltd.

Mots-clés : formation en gestion, valeur, partie prenante,

impact, métrique

Price is what you pay. Value is what you get.

- Warren Buffett

Business schools today are a paradox. On the one hand,

the proportion of students studying at business schools

increased by 30% in the past two decades (Statistics Canada,

2009; National Centre for Education Statistics (NCES),

2012) business schools now generating an estimated $30B

in global revenues (GFME, 2008). On the other hand,

scholars, practitioners, and policymakers continue to

question the value of the modern business school (Pettigrew,

Cornuel, and Hommel, 2014). The global f‌inancial crisis of

2008 (Holland, 2009) and the emergence of disruptive

technologies that challenge the traditional teaching methods

of business schools have only amplif‌ied this question of

value. In the past decade, in a drive to demonstrate value,

there has been a signif‌icant increase of scholarly research

(e.g., Bartunek & Rynes, 2010; Rubin & Morgeson, 2013),

accreditation guidelines (e.g., AACSB, 2013; EQUIS,

2014), media ranking systems (e.g., Financial Times, 2012;

Business Week, 2014), and interest group research (e.g.,

*Please address correspondence to: David J. Finch, Mount Royal Univer-

sity, Bissett School of Business, 4825 Mount Royal Gate, Calgary, Alberta,

T3E 6K6, Canada. Email: df‌inch@mtroyall.ca

Canadian Journal of Administrative Sciences

Revue canadienne des sciences de l’administration

33: 277–289 (2016)

Published online 27 May 2016 in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/CJAS.1391

Can J Adm Sci

33(4), 277–289 (2016)Copyright © 2016 ASAC. Published by John Wiley & Sons, Ltd. 277