Academia, tensions between

, 50–52

Academic community

, 4–5

Academic consultancy

, 75–76

Academic incentives

, 51–52

Academic team

, 110

Apprenticeships

, 134–135

Association to Advance Collegiate Schools of Business (AACSB)

, 33, 41

Boyer’s articulation

, 43

Bridging process

, 153

British Academy

, 37–38, 134, 145

Business

, 8, 46–47, 105, 115

benefits to

, 129–130

distinctive engagement and practice

, 98

interventions

, 76

models

, 145

need for engagement

, 95–97, 100

perspective

, 102

shared responsibility

, 99

sustainable engagement

, 96

tensions as business and society seek to recover from crisis

, 148

tensions between

, 50–52

three levels of intervention

, 99–100

value of relational approach

, 97

Business schools

, 1, 4, 7, 12, 16–17, 32, 40–41, 45, 48, 57, 91–92, 99, 111–112, 135–136, 138, 149–151

accreditation bodies

, 33

engagement

, 13

services

, 37–38

stakeholders

, 33

tensions about future of

, 52–53

Call to action

central ideas of engaged business school

, 7–8

engagement matters and it matters now

, 8–14

for managers, students and academics alike

, 4–6

success story

, 6–7

untapped strengths and well-kept secrets

, 1–3

Can-do approach

, 22, 80

Chartered Association of Business Schools, The

, 37–40

Chartered Institute of Personnel and Development (CIPD)

, 112–113

Civic engagement agendas

, 139

Client system

, 70–71, 104

Co-production

, 54–55

Collegiate School, The

, 126

Commentators

, 128

Conceptual leap

, 153

Confederation of Business Industries (CBI)

, 35–36

Consultancy process

, 69–70

Consultative approaches

, 138

Consultative process

, 66, 91

Consulting process

, 71

Continuing professional development (CPD)

, 6–7

Contrasting provider story, the

, 22, 80

Credibility

, 21, 83, 85

Crisis

, 13–14, 143

grand challenges in

, 147–148

role of tensions as business and society seek to recover from

, 148

Critics

, 72

Customised-provision tension

, 69–71

Degree apprenticeships

, 38–39

Demand Dilemma

, 61, 68, 79

re-framing

, 71–79

Demand-led approach

, 16–17, 41, 66, 91

Design

, 107–108

Development process

, 108

Differentiated business school

, 124–128

Digital platforms

, 39

Disengagement

, 82

Distinctive engagement

, 16–17, 65–68, 79, 143

concept

, 91

customised or standardised-provision tension

, 69–71

and practice

, 98

re-framing demand dilemma

, 71–79

Dynamic conceptual model

, 64

Education

, 146

Empathy

, 103

Engage process

, 102–103, 108

Engaged academics

, 136–138

Engaged approach

, 34–35

Engaged business school

, 2, 4, 8, 12–13, 17, 27, 30–31, 98, 135, 137

benefits to business

, 129–130

central ideas of

, 7–8

differentiated business school

, 124–128

engaged academics

, 136–138

engagement

, 128–133

engagement with university

, 138–140

framework for stakeholders

, 119–120

framework mapping exercise

, 120–122

framing mission

, 118–119

for managers and professionals

, 130–133

students

, 133–141

tensions and

, 61–63

work places learning places

, 140–141

Engaged response to recovery sand growth

grand challenges in crisis

, 147–148

role of tensions as business and society seek to recover from crisis

, 148

Engaged scholarship

, 43–44, 136

Engagement

, 31, 44, 122

legitimacy tensions

, 58–60

making of

, 128–133

model

, 63–64

tensions

, 50

tensions about future of business schools

, 52–53

tensions and engaged business school

, 61–63

tensions between academia and business

, 50–52

tensions in research

, 53–56

tensions in teaching

, 56–58

with university

, 138–140

Engagement framework

, 118

engagement as activity

, 35–39

engagement as mission

, 43–45

engagement as relationship

, 39–41

engagement as vocation and scholarship of engagement

, 41–43

engaging stakeholders

, 31–35

framework from business perspective

, 45–47

framing engagement

, 35–45

language and structure for engagement

, 47–48

relationships

, 122

Engagement ladder

, 122

Engagement model

distinctive engagement

, 16–17

relational engagement

, 17–18

scaffolding and springboards

, 26–30

stories of engagement

, 19–26

sustainable futures

, 18

systems and skills

, 18–19

Engagement model

, 83, 90, 96

Engagement of business

, 150

Engagement process

, 95–97, 100, 116

analysis

, 106–107

business need for engagement

, 95–100

employ

, 108–110

to engage

, 100–110

from engage to engagement

, 110–115

entry-initial engagement with client

, 100–103

evaluate

, 112–113

gather information to understanding need

, 105–106

generate

, 107–108

manage

, 110–112

negotiate

, 103–105

nurture

, 113–114

transfer

, 114–115

Engagement stories

, 19, 26, 30, 71, 103

contrasting provider story, the

, 22

greatest strength story, the

, 22–23

nurturing story, the

, 24–25

relationship story, the

, 23–24

research as storytelling

, 154–155

selection story, the

, 21–22

sense of research

, 154

skill set story, the

, 25–26

springboard story, the

, 26

Evaluation process

, 96, 112–113

Evidence based approach

, 99

Executive education provision

, 38–39

Familiar research processes

, 136–137

Financial crisis (2007)

, 8–9

Flipped learning approach

, 108–109

Frame engagement

, 118

Framework mapping exercise

, 120–122

Framing mission

, 118–119

Frustration

, 150

Goodwill

, 83–84

Governments

, 13

policy

, 11–12, 44

Graduate Management Admission Council, The

, 6

Greatest strength story, the

, 22–23

Health sciences

, 10

Help to Grow

, 38–39

Hewlett Packard (HP)

, 2

Higher education (HE)

HE-employer engagement

, 81

policy

, 10

Higher Education Funding Council (HEFCE)

, 44

Industrial Strategy

, 44

Industrial Strategy Council, The

, 11–12, 37

Integration

, 75

Intervention, levels of

, 99–100

Knowledge application approach

, 125

Knowledge exchange

, 44

Knowledge transfer gap

, 42–43

Knowledge transfer partnerships (KTPs)

, 39

Leaders, engaging next generation of

, 133–141

Leading demand

activity

, 90

approaches

, 17, 73–74

Learning into practice and learning for partnership

, 114–115

Legitimacy

, 62

tensions

, 58–60

Listening

, 102

Managers

, 132–133

engaging generation

, 133–141

Manufacturing process

, 9–10

Mapping

exercise

, 122

process

, 117–118

Market-based approach

, 11

Massive open online courses (MOOCs)

, 37–38

Monograph

, 151

Movement Schools

, 126

National Co-ordinating Centre for Public Engagement (NCCPE)

, 44

Necessary skills story

, 88

Non-executive director (NED)

, 1–2

Nurture

, 113–114

Nurturing

, 67, 85–86, 152

Nurturing story, the

, 24–25, 61, 85

One-dimensional processual models

, 92–93

Online learning

, 39

Original study

, 152

Oxford/AstraZeneca approach

, 9–10

Oxford/AstraZeneca vaccine

, 10

Pandemic

, 145, 148

Place-based government policy

, 33–34

Placed-based approach

, 33–34

Placements

, 134–135

Policy

, 13–14

Practice business schools

, 101–102

Principles for Responsible Management Education (PRME)

, 33, 118–119

Programme management

, 68

Provocation story

, 20

Public engagement agendas

, 139

Purposeful engagement

distinctive engagement

, 65–66, 68, 79

dynamic model of purposeful engagement

, 90–93

overview of purposeful engagement model

, 65–68

relational engagement

, 66–67, 79, 86

skills and systems

, 67–68, 87, 90

springboard to new opportunities

, 86–87

sustainable futures

, 67, 86–87

Quaker-run companies

, 126

Reframing strategies

, 75

Relational approach

, 66–67, 99

value of

, 97

Relational engagement (see also Distinctive engagement)

, 17–19, 61–62, 66–67, 79, 86

credibility

, 83–85

nurturing

, 85–86

process

, 67, 92

relationship building

, 81–83

tension

, 81

transactional and relational tensions

, 80–81

Relational tensions

, 80–81

Relationship building

, 81–83

skills

, 62

Relationship marketing

, 80–81

Relationship story, the

, 23–24, 61, 80, 85–86

Relevance

, 63, 90

Reputation

, 84

Research

as storytelling

, 154–155

tensions in

, 53–56

Researchers

, 131–132

Resolution Foundation

, 146

Rigour

, 63, 90

Scaffolding

, 26–30

Selection process

, 22

Selection Story, The

, 20–22, 69, 83–84

Sense making

, 19

Shared responsibility

, 99

Skill set story, the

, 20–21, 25–26, 67–68

Skills development

, 78

Small Business Charter

, 119

Springboard story, the

, 20–21, 26, 86–87

Springboards

, 26–30

Stakeholders

, 31–32

engaging

, 31–35

framework for

, 119–120

relationships

, 143–144

Standardised-provision tension

, 69–71

Students

, 133–141

Sustainable engagement

, 18–19, 96

Sustainable relationship

, 113–114

Teaching

process

, 100

tensions in

, 56–58

Tensions

, 50, 60, 153–154

between academia and business

, 50–52

distinctive

, 61

and engaged business school

, 61–63

future of business schools

, 52–53

relational engagement

, 61–62

in research

, 53–56

role as business and society seek to recover from crisis

, 148

skills and systems

, 62

sustainable futures

, 62

in teaching

, 56–58

Termination

, 82

Time constraints

, 139

Transactional relations

, 80–81

Transactional tensions

, 80–81

Transfer of learning

, 115

Tsoukas’s strategy

, 154

UK business schools

, 149

UK commission for employment and skills (UKCES)

, 76

UK HE system

, 138

UN sustainable development goals

, 118–119

Undergraduates

, 135–136

Universities Commonwealth Association

, 44

University systems

, 90

Virtual learning environment (VLE)

, 108–109

Work Foundation

, 149

Work places learning places

, 140–141