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Introduction
Numerous studies identify failures in business school output (Thomas and Corneul 2012). Citing a gap between the skills and knowledge desired by prospective employers and the preparedness of new business graduates, the business school faces increased pressures to improve education. A lack of relevance in topics, outdated teaching methods, and insufficient faculty diversity are among some of the most predominant arguments for improving the business school experience.
These failures, and corresponding need for improvement, are particularly important for women as existing research have been found to have a (greater) disproportionate impact on women than men Connell and Ryan (2011). Currently, business schools are said to evoke a male dominant bias due to the focus on “hard” management and the overly aggressive and competitive environment (Parsons and Priola 2010; White et al. 2011). A cumulative effect of sexist use of language,...
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Frias, K.M., Carver, J.R. (2017). Examining the “Service” of Business Education for Women: A Service-Dominant Logic Perspective. In: Peters, M.A. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-588-4_427
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DOI: https://doi.org/10.1007/978-981-287-588-4_427
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