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Kaderschmieden der Wirtschaft und/oder Universitäten? Der Auftrag der Wirtschaftsuniversitäten und -fakultäten im 21. Jahrhundert

  • Kirchgässner, Gebhard

    ()

After a short sketch of the history of modern business schools in the German speaking countries, their four major activity fields are considered: (i) academic teaching, (ii) scientific research, (iii) consulting and (iv) executive education. While teaching was traditionally dominant, research has gained more importance in recent decades, not only in Economics but also in Management departments. With respect to consulting, we have to distinguish between consulting for governments by economists and for private companies by professors of management. Executive education is mainly a domain of management (and law) departments; economists only play a minor role in this area. We conclude with discussing some of the ethical questions with which Economics and Management departments are confronted today.

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File URL: http://www1.vwa.unisg.ch/RePEc/usg/econwp/EWP-1107.pdf
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Paper provided by University of St. Gallen, School of Economics and Political Science in its series Economics Working Paper Series with number 1107.

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Length: 24 pages
Date of creation: Mar 2011
Date of revision:
Handle: RePEc:usg:econwp:2011:07
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  1. David Colander, 2003. "The Aging of an Economist," Middlebury College Working Paper Series 0304, Middlebury College, Department of Economics.
  2. Kirchgassner, Gebhard, 2005. "(Why) are economists different?," European Journal of Political Economy, Elsevier, vol. 21(3), pages 543-562, September.
  3. Margit Osterloh & Bruno S. Frey, 2009. "Research Governance in Academia: Are there Alternatives to Academic Rankings?," CESifo Working Paper Series 2797, CESifo Group Munich.
  4. Byron W. Brown & Carl E. Liedholm, 2002. "Can Web Courses Replace the Classroom in Principles of Microeconomics?," American Economic Review, American Economic Association, vol. 92(2), pages 444-448, May.
  5. W. Lee Hansen & Michael K. Salemi & John J. Siegfried, 2002. "Use It or Lose It: Teaching Literacy in the Economics Principles Course," American Economic Review, American Economic Association, vol. 92(2), pages 463-472, May.
  6. Bruno S. Frey & Katja Rost, 2008. "Do Rankings Reflect Research Quality?," CESifo Working Paper Series 2443, CESifo Group Munich.
  7. Butler, J S & Finegan, T Aldrich & Siegfried, John J, 1994. "Does More Calculus Improve Student Learning in Intermediate Micro and Macro Economic Theory?," American Economic Review, American Economic Association, vol. 84(2), pages 206-10, May.
  8. Robert H. Frank, 2002. "The Economic Naturalist: Teaching Introductory Students How to Speak Economics," American Economic Review, American Economic Association, vol. 92(2), pages 459-462, May.
  9. Bruno S. Frey, 2010. "Withering academia?," IEW - Working Papers 512, Institute for Empirical Research in Economics - University of Zurich.
  10. GAUTIER, Axel & WAUTHY, Xavier, 2004. "Teaching versus research: a multi-tasking approach to multi-department universities," CORE Discussion Papers 2004003, Université catholique de Louvain, Center for Operations Research and Econometrics (CORE).
  11. Cohn, Elchanan & Cohn, Sharon, 1994. "Graphs and Learning in Principles of Economics," American Economic Review, American Economic Association, vol. 84(2), pages 197-200, May.
  12. Krueger, Anne O, et al, 1991. "Report of the Commission on Graduate Education in Economics," Journal of Economic Literature, American Economic Association, vol. 29(3), pages 1035-53, September.
  13. Gebhard Kirchgässner, 2009. "Die Krise der Wirtschaft: Auch eine Krise der Wirtschaftswissenschaften?," Perspektiven der Wirtschaftspolitik, Verein für Socialpolitik, vol. 10(4), pages 436-468, November.
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