DOCSLIB.ORG

Prospectus 2020

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Prospectus 2020 Online, flexible and blended learning Prospectus 2020 The World Class: studied anywhere, valued everywhere. 2 General Prospectus 2020 “ In a fast changing environment of worldwide access to higher education, a University of London degree continues to offer a guarantee of quality, value and intellectual rigour.” Professor Wendy Thomson Vice-Chancellor, University of London london.ac.uk 3 Contents Introduction How the University of London works 6 Why study with us? 7 Your prestigious University of London qualification 8 Qualifications that employers value 9 Member institutions of the University of London 10 Programmes Undergraduate study 14 Undergraduate programmes 16 Postgraduate study 33 Postgraduate programmes 34 Short open courses 52 Reference Entry requirements and how to apply 60 4 Prospectus 2020 winners london.ac.uk 5 How the University of London works The University of This reputation is based on the Today, we have more than 50,000 outstanding teaching and research students in over 180 countries, London is one of the of our 17 member institutions. All of studying on 100-plus degrees, world’s leading the programmes offered through the diplomas and certificates. More universities, University of London are developed than 1.4 million students have internationally by our member institutions, which registered on one of our massive are also responsible for preparing online open courses (MOOCs). recognised for its high study materials and assessing the Our alumni include many people academic standards. programmes (the academic direction). who have shaped the world we live Wherever they are based, our students in, including leaders of business and are examined to the same high industry, scientists and politicians. standard as those studying in London. Seven past students have won Nobel The University of London is the world’s Prizes, including Derek Walcott, oldest provider of degrees through Charles Kao and Nelson Mandela. distance and flexible learning. Since Queen Victoria awarded the University of London its Royal Charter in 1858, our study programmes have been accessible to students all over the world. A federation of 17 independent member institutions and 3 central academic bodies In collaboration with 11 of the member institutions 6 Prospectus 2020 Why study with us? A programme to suit you Flexible study A nurturing student With more than 100 degrees, You can manage your studies to experience fit in with your own schedule. As a diplomas, certificates and individual The University of London’s Student guide, you should dedicate at least modules on offer, we are confident Experience team is committed 35 hours per week for approximately that you will find the ideal programme to providing a nurturing and 34 weeks of the year if you intend to suit your interests and skills. A enriching experience for all to complete the maximum of full list of undergraduate courses students, beyond their studies. can be found on pages 16–17 and four courses in one year. We aim to give you a warm postgraduate courses on pages 34–35. We also aim to give our students welcome with our comprehensive as much choice as possible about online induction and our student how, when and where they study. Standards you can rely on mentors are available to give you Some prefer the flexibility of being You can be confident about the extra support and encouragement able to study independently, at their credibility of your University of London whenever you need it. degree. We use methods such as own pace, using our study materials. unseen examinations to ensure Others prefer the benefits of face- The team organises a number of that the standard of assessment is to-face teaching and classroom events and initiatives that aim to give consistent and that your University of support and choose to pay for tuition you the best possible preparation for London qualification is of the same at a local independent institution. your future career. As well as providing high standard, wherever you study. The University of London currently employability advice and tips, they works with a growing network also offer support for undergraduate of 70-plus Recognised Teaching students who are interested in A UK education at a Centres worldwide. For details about completing a business placement. reasonable price Recognised Teaching Centres please There is a wide range of online Studying through the University of visit: bit.ly/recognised-centres resources available to all students. London’s world-renowned distance Whichever study option you learning options is much more choose, we provide you with affordable than coming to London to relevant study materials and access study on campus. With no relocation to a range of online resources. or accommodation costs, it represents great value for money. If you prefer, you can continue working full time and spread your payments out across the duration of your degree. london.ac.uk 7 Your prestigious University of London qualification When you graduate The Final Diploma A University of with a degree, diploma • Indicates that you were registered London degree with the University of London and Undergraduate degrees of the or certificate from the awarded a University of London University of London University of London are awarded degree, diploma or certificate. with Honours. Your award certificate you will receive two • Gives the name of the University will include the classification of important documents – of London College or Institute degree you have earned, based your Final Diploma (the that developed the syllabus on the marks you are awarded parchment you receive and provided assessment. for all completed assessments. at graduation) and a • Features the University of The standard classification system for Diploma Supplement. London crest and the Vice- bachelor’s degrees with Honours is: Chancellor’s signature. • First Class The Diploma Supplement • Upper Second Class • Describes the nature, level and • Lower Second Class content of the programme that you have successfully completed. • Third Class • Includes the transcript of A Pass Degree or Ordinary Degree courses taken, marks achieved is a degree without Honours. and overall classification. Specific rules for the classification of awards are given in the Programme • States the role of the University Regulations, under Scheme of Award. of London College or Institute and the method of study. 8 Prospectus 2020 Qualifications that employers value Studying with the Fast track to professional and Supply (CIPS), giving you the opportunity to gain membership to University of London accreditation two leading professional bodies. gives you a competitive Undergraduate programmes: edge when job hunting. Graduates of the BSc Accounting and Finance and the BSc Banking Qualifying as a lawyer and Finance degrees who wish Entry into the legal profession Gain skills for your career to continue to professional in England and Wales involves accreditation may be able to get three stages of training: academic, University of London degrees provide exemptions for certain modules vocational and practical. The not just an in-depth knowledge of your from four professional bodies: University of London Bachelor of Laws subject area, but also the opportunity (LLB) is recognised as a Qualifying Law • Association of Chartered to develop skills that employers value, Degree and you will therefore have Certified Accountants (ACCA) such as problem solving, analytical completed the first stage of training thinking and self-discipline. • Chartered Institute of Management – the academic stage – as long as you Accountants (CIMA) meet certain conditions, you must: Opening doors to top jobs • not take more than six years • Institute of Chartered Accountants University of London graduates to complete your studies often advance their careers or gain in England and Wales (ICAEW) • have satisfied the examiners in jobs at top local and international • Singapore Qualification Programme organisations. These include law firms, respect of the Foundations of major banks, professional services This arrangement means that if you Legal Knowledge subject areas, firms such as Deloitte and KPMG, pass the required combination of which are: Contract law, Criminal multinational companies such as IBM courses on your degree, you can gain law, Equity and Trusts, EU law, and Unilever, and non-governmental your professional accreditation faster. Property law, Public law, Tort law organisations (NGOs) such as UNESCO • have passed these foundation and the World Health Organization. Postgraduate programmes: The Global MBA is accredited subjects in no more than three attempts High employment rates by Chartered Management Institute (CMI) and CIMA. As a among graduates • have demonstrated the Global MBA student you'll have attainment of various skills, University of London graduates are the chance to gain Chartered including legal research, oral highly sought after and achieve high Manager status through CMI. communication and IT skills. levels of employment. Our survey of graduates from 2017 showed Students who are completing ACCA Please note, completing the academic that 88 per cent of those who qualifications can also gain the MSc stage of legal training, including responded were in work or further in Professional Accountancy faster meeting all these conditions, does not study six months after graduation. if they have successfully completed guarantee you automatic admission to the relevant ACCA options. the next stage of training (vocational). Entry requirements
Load more

Recommended publications
  • King's Business School
    ‘Ready for the future as it King’s Business School arrives’ Helping individuals and organisations use the crisis as a catalyst for positive change Programme objectives ‘Ready for the future as it arrives’ as a way of future-proofing organisations to use the recent crises as a catalyst for positive change. This one day programme will: ➢ Allow individuals to make sense of the coronavirus crisis for themselves; to give them the time and space to think about the impact the crisis had upon them both personally and professionally; articulate and share their stories with their colleagues in a professionally facilitated environment ➢ reflect on what personally they would have done differently with hindsight ➢ articulate what they believe their organisation could have done differently with hindsight ➢ create some clear personal & organisational recommendations around what to do differently ➢ develop some clear personal & organisational recommendations to prepare for future uncertainty ➢ recognise the physiological and psychological impact of stress; practise some personal resilience exercises to transform negative energy to positive energy At King’s we believe this is a powerful mechanism to help individuals and organisations recognise the impact of the crisis, prepare more effectively for future uncertainty and so be able to perform now. This is also an excellent opportunity for Leadership Teams to get first-hand, honest feedback on what is going on across their organisation and what they could do to prepare more effectively. 2 KING’S BUSINESS SCHOOL | kcl.ac.uk/business The Process The programme is an inter-disciplinary one day engagement delivered for Leaders, Managers & Professionals. The design of the one day commitment is as follows: ➢ Delivery of 2 x 3-hour facilitated workshops; workshops led by experienced senior facilitators with support from a member of the Organisation’s Executive.
    [Show full text]
  • Innova*Ve Healthcare for Pets
    Innovave Healthcare for Pets Confiden'al We Care About Pets & Families PROBLEM: It takes YEARS for medical innova&ons to reach the pet health market Interleukins ² Pets suffer from the same age related condions as their owners: Cancer, Diabetes, Arthri5s, Obesity, Heart Disease, etc. ² Pets share our living environment and provide a superior naturally occurring disease model for many human maladies ² Pets confer psychological wellness and longevity benefits to their owners ² Pharmaceu&cal companies focus on livestock medicines and vaccines 2 Our Soluon To deliver high-quality medicines & diagnos5c tests for dogs, cats and horses Interleukins ² De-Risking: We in-license late-stage products that require less development to reach the market ² Solid IP: Exclusive licenses for animal rights to a worldwide patent porJolio ² Veterinarian Led: Unique insights into market needs plus extensive personal networks ² Quality Partners: Top universi5es and innovave Interleukins biotechnology companies ² One Health: The data we generate facilitates clinical studies for humans 3 Founders Jessica A. Dugan, DVM, MBA Co-founder, CEO and President Equine veterinarian; 23 years of clinical and management experience; extensive veterinary and biotechnology network; Doctor of Veterinary Medicine, University of California, Davis; MBA, London Business School. Richard W. Kea&nge, PhD Co-founder, Chief Business Officer 25+ years of biotechnology industry experience in the US and Europe; Led a 3x oversubscribed biotech IPO on the NYSE Euronext; deep contacts with Top Ten big pharma companies, PhD, Harvard University. Board of Directors Laurent Fischer, MD CEO, Tobira Therapeu'cs MulRple successful exits leading biotech companies: Jennerex; Ocera TherapeuRcs; DuPont-Merck; DuPont PharmaceuRcals; Hoffmann-La Roche; MD, Geneva Medical School, Switzerland.
    [Show full text]
  • New Renovated B-School Facilities
    Business School Facilities: Recent Construction and Renovation Institution Name B-school Name Building/Facility Name Activity Year Status University of Calgary Haskayne School of Business Scurfield Hall New Building 1986 Complete University of Cincinnati School of Business Carl H. Lindner Hall New Building 1987 Complete Brock University Faculty of Business Taro Hall New Building 1990 Complete The University of Arizona Eller College of Management McClelland Hall New Building 1992 Complete University of California, Berkeley Haas School of Business Haas School of Business complex New Building 1995 Complete University of California, Los Angeles Anderson School of Management Management Education Complex New Building 1995 Complete Boston University School of Management Rafik B. Hariri Building New Building 1996 Complete Creighton University College of Business College of Business Building Renovation/Expansion 1996 Complete Northern Kentucky University Haile/US Bank College of Business unknown unknown 1996 Complete University of Georgia The Terry College of Business Brooks Hall Renovation/Expansion 1996 Complete William and Rosemary Gallagher University of Montana School of Business Administration Business Building New Building 1996 Complete University of Virginia-Darden Darden Graduate School of Business Saunders Hall New Building 1996 Complete The Arnold and Mabel Beckman Chapman University Argyros School of Business and Economics Business and Technology Hall New Building 1997 Complete Peter F. Drucker & Masatoshi Ito Graduate Claremont Graduate
    [Show full text]
  • Academic Positions Education Papers
    Victor DeMiguel September 7, 2021 London Business School 6 Sussex Place, Regent's Park, London NW1 4SA, UK Tel: +44 207 000 8831; Email: [email protected] http://faculty.london.edu/avmiguel/ Academic Positions 2012- Professor of Management Science and Operations, London Business School. 2014-17 Chair, Management Science and Operations Faculty, London Business School. 2009-12 Class of 2008 Term Associate Professor of Management Science and Operations. 2008-12 Associate Professor of Management Science and Operations, London Business School. 2001-08 Assistant Professor of Management Science and Operations, London Business School. Education 2001 PhD, Management Science and Engineering, Stanford University. 1998 MS, Engineering-Economic Systems and Operations Research, Stanford University. 1996 MS, Industrial Engineering, Universidad Polit´ecnicade Madrid, Spain. Papers In refereed journals 1. \Optimal Portfolio Diversification via Independent Component Analysis", with N. Lassance and F. Vrins, forthcoming in Operations Research. 2. \Cover-Up of Vehicle Defects: The Role of Regulator Investigation Announcements", with S.-H. Cho and W. Hwang, Management Science, 67(6), 3834{3852 (2021). 3. \A Transaction-Cost Perspective on the Multitude of Firm Characteristics", with A. Martin- Utrera, F.J. Nogales, and R. Uppal, The Review of Financial Studies, 33(5), 2180{2222 (2020). 4. \Technical Note|A Robust Perspective on Transaction Costs in Portfolio Optimization", with A.V. Olivares-Nadal, Operations Research, 66(3), 733{739, (2018). 5. \Wholesale Price Contracts for Reliable Supply", with W. Hwang and N. Bakshi, Production and Operations Management, 27(6), 1021{1037 (2018). 6. \Supplier Capacity and Intermediary Profits: Can Less Be More?", with E. Adida and N.
    [Show full text]
  • Christopher S. Tang (Updated on January 19, 2021)
    1 Christopher S. Tang (Updated on January 19, 2021) DEGREES: B.Sc. (1st Class Honours) King’s College, University of London M.Phil. Yale University, Administrative Science M.A. Yale University, Statistics Ph.D. Yale University, Management Science WORK EXPERIENCE: 1984-85 IBM, T.J. Watson Research Center, Research Consultant 1991 IBM, San Jose Head Manufacturing Facility, Visiting Scholar 1992 Stanford University, Visiting Associate Professor 1994 Hewlett-Packard Company, Research Associate 1995 Stanford University, Visiting Associate Professor 1996 Hong Kong University of Science and Technology, Visiting Professor 1997 Hong Kong Polytechnic University, Visiting Professor 1999 National University of Singapore, School of Computing, Shaw Visiting Professor 2000 National University of Singapore Business School, Cycle and Carriage Visiting Professor 2002-04 National University of Singapore Business School, Dean; and Cycle and Carriage Professor in Management 2012 (June) MIT-Zaragoza Institute, Visiting Professor 2012 (July) Hong Kong Polytechnic University, Distinguished Visiting Chaired Professor 2012 (August) Chinese University of Hong Kong, Visiting Professor 2014 (May) London Business School, Visiting Professor 2014-15 Haas Business School, UC Berkeley, Visiting Professor 2016 (August) Institute of Advanced Studies, Hong Kong University of Science and Technology, Distinguished Visiting Professor 2016 (Oct) University of Cambridge, Visiting Professor 2017 (March) Institute of Advanced Studies, Hong Kong University of Science and Technology, Distinguished Visiting Professor 2017 (June) University College, London, Visiting Professor 2017 (July) Fudan University, China, Distinguished Visiting Professor 2018 (June) London Business School, Visiting Professor 2018 (July) Shanghai University of Finance and Economics, Visiting Professor 2018 (Sept) Technical University of Eindhoven, Visiting Professor 2019 (July) University College London, Visiting Professor UCLA FACULTY APPOINTMENT: ● University Distinguished Professor 2011- lifetime ● Edward W.
    [Show full text]
  • Economic and Social Impact, Technical Report – Imperial
    CLEO SILVESTRI Research Associate (Postdoctoral Researcher) Imperial College London • Business School South Kensington Campus, London, SW7 2AZ 0044 7492888003 • [email protected] http://www.imperial.ac.uk/people/cleo.silvestri13 ACADEMIC EMPLOYMENT 01/2020 – Present Imperial College London Research Associate (Postdoctoral Researcher) Management & Entrepreneurship Department Tasks: Individual research and teaching support EDUCATION 10/2014 – 10/2019 Imperial College London PhD Innovation & Entrepreneurship Department Supervisors: Markus Perkmann & Paola Criscuolo Committee: Mark Kennedy, Nelson Phillips, Rhonda Reger 09/2017 – 03/2018 Northwestern University Visiting Scholar Management & Organizations Department Academic Host: Klaus Weber 09/2011 – 02/2014 Università Alma Mater Master’s Degree in Industrial Engineering Studiorum di Bologna Grade: 110/110 cum laude (First class honours) Thesis: “Is there a University “Brain Gain” from Hybrid Academic Entrepreneurship?” 09/2007 – 04/2011 Università degli Studi di Bachelor’s Degree in Industrial Engineering Firenze Thesis: “Feasibility Study for the Realization of a Logistic Platform of a Regional Healthcare Service” RESEARCH INTERESTS • Impression management, symbolic management, reputation, status (individual and organizational level) • Novelty evaluation and social (e)valuation • Multiple institutional logics, dual identities, hybrid organizations • Individual and organizational identities, images, and organizational identification PUBLICATIONS AND WORKS IN PROGRESS • Perkmann,
    [Show full text]
  • THE UNIVERSITY of LIVERPOOL Management School The
    THE UNIVERSITY OF LIVERPOOL Management School The Expectations, Outcomes and Perceived Benefits of Postgraduate Business Programmes for Indian Nationals by Kaye Foskett Thesis for the degree of Doctor of Philosophy March 2013 PhD Thesis - K Foskett Abstract The literature suggests that there are several stakeholders who influence postgraduate study for social and personal benefits. These stakeholders comprise governments, employers, HEIs, families and individuals. The findings from this research study suggest that fathers from Indian middle class families play a significant motivational role in the lives of their offspring by encouraging them to develop their cultural capital through postgraduate business programmes. Parents expect that higher level academic study will improve their offspring’s symbolic and social capitals and result in good social and career outcomes (Bourdieu, 1986). Many of these Indian middle class parents who have access to and are willing to use their economic capital, also influence and support their children to gain ‘exposure’ in new environments for example in the USA and the UK . The aim of this parental competitive strategy is to ensure ‘positional advantage’ (Brown, 2003, p3) in the labour market and in some cases to gain experience foreign study that they did not have the opportunity to do. As more Indian nationals undertake postgraduate business programmes there is evidence to suggest that credentialism is resulting in what Brown, Lauder & Ashton (2011) argue is a ‘global auction’, bringing more rewards only for the very best or the educated elite. This perception was found from the respondents in this study. Brown, Lauder & Ashton (2011) further argue that this is perpetuating social divisions in different societies as the labour market becomes more competitive due to economic trends and corporate restructuring.
    [Show full text]
  • Draft Programme
    DRAFT PROGRAMME 1 *Programme is provisional and subject to change The Online Festival of LTSE will showcase the latest, most effective and innovative approaches to business and Explore the programme: management education. Day 1: Monday 14 September ▪ Over 60 sessions showcasing the best of existing Day 2: Tuesday 15 September practice and innovation. Day 3: Wednesday 16 September ▪ Learning and networking to help you prepare for the Day 4: Thursday 17 September new academic year, and the new normal beyond. Day 5: Friday 18 September ▪ A flexible format that enables you to drop in for the sessions that interest you. Festival Sponsors 2 *Programme is provisional and subject to change 09:30-10:10 Main Stage Session: Preparing students for the changing world of work Exploring how Covid-19 has accelerated some existing trends in the changing nature of the workplace and the associated skills, knowledge and behaviours that business schools need to teach their students if they are to find successful careers during a recession. Professor Nassim Belbaly, Director, Birmingham City University Business School Jackie Henry, Consulting People & Purpose Lead, Deloitte UK Professor Heather McGregor, Dean, Edinburgh Business School Wilson Wong, Head of Insight and Future, CIPD; Visiting Professor Nottingham Business School Chair: Professor Gillian Armstrong, Director of Business Engagement, Ulster University Business School 10:10-10:50 Collaborating with Dare to design? Integrating Exploring a pedagogy of ethics students in times of design thinking into
    [Show full text]
  • Marketing Management
    JOURNAL OF MARKETING MANAGEMENT Editorial: Academy of Marketing Conference 2007 “Marketing theory into Practice” Hosted by Kingston Business School Francesca Dall’Olmo Riley, Kingston Business School, UK* Wendy Lomax, Kingston Business School, UK Helen Robinson, Kingston Business School, UK Abstract The Chairs of the 2007 Academy of Marketing Conference would like to welcome you to the Journal of Marketing Management Special Conference Issue, dedicated to the theme “Marketing Theory into Practice”. Keywords Marketing theory, Marketing practice. Organising the 2007 AM Conference has been a reminder that the three of us started our working lives as marketing practitioners. Our practical marketing, communication and organisational skills have indeed been called upon throughout the months of planning, organisation and management culminating in the Conference itself. At the same time, organising AM2007 has given us the opportunity to ask ourselves whether our more recent lives as marketing academics have been beneficial, or a hindrance, to the practical tasks of marketing and managing the Conference. Having become academics and having attended many Academy of Marketing and other conferences in the past, certainly meant that we knew our target market well. However, were we practising what we preached in the classroom and were we applying the theoretical knowledge derived from our research? The theme of “Marketing Theory into Practice” seemed very appropriate, not only to our personal histories and current circumstances, but also to the wider debate regarding the divide between academia and practice and to the apparent failure of academics to make their research known and relevant to marketing practitioners. Why has it “become respectable to dismiss *Correspondence details and biographies for the authors are located at the end of the article, p.
    [Show full text]
  • Leading the W Ay
    Annual 2007-08 Review Leading the way 2 Expanding horizons 24 An inclusive approach Quintin McKellar on our achievements, Jon Parry on the College’s outreach and ambitions and challenges ahead community engagement programmes 4 Fifty years on 26 College life Marking half a century at Hawkshead Year at a glance 6 Grand opening 28 Harnessing talent Becci Cussens reports on the Royal Four new starters introduce themselves opening of the QMH 32 Changing roles 8 Across the Atlantic Two members of staff describe their new Julia Hewett on the College’s North responsibilities, while one moves on American activities 36 In tribute 12 Olympic adventure Remembering Professor Leslie Vaughan Josh Slater on the RVC’s role at the Beijing Olympics 38 On target Andrew Dyer on the year’s financial 16 Next-generation nurses performance Sarah Bayliss and Perdi Welsh on developments in veterinary nursing at the College 40 Fuelling activity Jonathan Forrest on the year’s 18 Bioveterinary Sciences fundraising activity at the RVC Caroline Wheeler-Jones on the success 42 Governance of this unique course 44 Corporate governance 20 Global perspective Katharina Stärk and Dirk Werling on research activities within the new infection and immunity theme Expanding horizons Quintin McKellar, Principal 2 This year marks the beginning of a new planning period for the Royal Veterinary College; an opportunity to look back with satisfaction on the achievements of the last three years and to fortify ourselves for the challenges of the next five years – our planning horizon expanding with our ambitions. Fundamental developments of the last three years our capacity.We will remain an international leader for which we can be proud include the complete of the veterinary professions and will excel in our revision and introduction of a new curriculum for educational, research and clinical activities.
    [Show full text]
  • London Business School Recommendation Questions
    London Business School Recommendation Questions Bucktoothed Micah circumnutating his dissuaders eyelets alphabetically. Fair-spoken Binky precool very spirally while Spud remains odorless and tularemic. When Barrie scrums his scalers drizzle not sensationally enough, is Gasper unreposing? It difficult situation or imply any of recommendation questions about your goals Are standing a Creative Person? Will the candidate work ahead with specific group? To him you find recommenders who think speak make your past experiences, to coax a final mock interview and give than a folly of constructive suggestions. My career growth path for details within his career, which is an mba admissions interview, but be submitted online application? Was been a particular course need work assignment they excelled in? Open doors for business school or her some countries or outside your recommendations. GPA you should ensure quality prepare adequately for the GMAT; the goal you reward and submit will be worse much more spring in the final decision and can with the risk presented by lower grades. Lbs mim class profile brings together closely matches your business capabilities, new password could confer degrees on important. Any and butcher of these things can add lace to your application. College london sites for mba program requires only if relevant for same industry as much detail, fake it may want, imperial college senior leadership. How clear you call into the energy industry like an MBA? Recruiters consider LBS a core school will hire from. Admission process is vital part of this is an interactive networking meet right now that focuses on your difficult. Continue with Google account to job in.
    [Show full text]
  • Open Research Online Oro.Open.Ac.Uk
    Open Research Online The Open University’s repository of research publications and other research outputs Business schools and the construction of management knowledge: an analysis of the MBA Thesis How to cite: Esland, Karen Victoria (2007). Business schools and the construction of management knowledge: an analysis of the MBA. PhD thesis The Open University. For guidance on citations see FAQs. c 2007 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000e97a Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk BUSINESS SCHOOLS AND THE CONSTRUCTION OF MANAGEMENT KNOWLEDGE: AN ANALYSIS OF THE MBA KAREN VICTORIA ESLAND BA (Hons) Sociology University of Kent MA Cultural Studies Lancaster University Submitted in accordance with the requirements for the degree of Doctor of Philosophy The Open University Centre for Research in Education and Education Technology September 2006 4-5 - ýsltý, z ,ýo: ta Ski,, as ýý OJL ýt` ýl Sao S -2 i Contents Abstract 2 Introduction 5 Chapter 1 The institutional formation of business schools and their cultural and political significance 21 Chapter2 Political and economiccontext of the development of the business school 59 Chapter3 Rise of the businessschool 94 Chapter 4 The cultural significance of the business school 137 Chapter 5 The MBA 183 Chapter 6 The business school and its external relations 232 Chapter 7 The social construction of management knowledge 276 Conclusion 311 References 321 Appendices 361 2 -ý Abstract The focus of this thesis is the expansion of business education in the UK over the past two decades.
    [Show full text]