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This article assesses the ability of Boyer's (1990) four-function definition of scholarship to address critiques of business schools. Boyer's definition of scholarship is presented as the foundation for a paradigmatic shift in higher education in business.

The authors developed this conceptual paper by considering information from three sources: 1) Ernest Boyer's Scholarship Reconsidered: Priorities of the Professoriate, 2) articles by four well-known pundits of business education as well as critiques appearing in the Academy of Management Learning and Education Journal and 3) articles in which Boyer's work was the focal point of the article found by searching Google Scholar, two well-known education journals, a prominent database of education articles and the International Handbook of Higher Education (Forest and Altbach, 2007).

A four-function framework based on Boyer's definition of scholarship is proposed to help improve the operations of business schools. The authors also forward ideological and practical implications related to each of Boyer's four functions.

For several decades now, a number of highly respected business scholars have criticized American business education in its current form. These criticisms, although plentiful, have not fueled the magnitude of change needed to have a significant, sustainable impact on business education. The authors suggest that this lack of change is due, in part, to institutional practices and to the absence of a unified framework for how higher education in business should be executed. The authors argue that Boyer's four-function definition of scholarship could provide such a framework.

In 1981, the noted psychologist Robert Coles lectured at the University of Southwestern Louisiana on Kenneth Toole's Pulitzer Prize winning book, A Confederacy of Dunces (Coles, 1983). When asked about Dr. Coles’ interpretation of the book's central character, Ignatius J. Reilly, as a metaphor for the Roman Catholic Church, the author's mother responded, “He would be. Ignatius is a booby and a prophet” (Fletcher, 2005, p. 140). That paradoxical combination of foolishness and wisdom describes not only the Catholic Church, but also the professional role of the priest at the beginning of the second millennium. Torn between two opposing structural ideologies governing the identity of the Church and his role within it, the priest treads a fine line between buffoonery and prophecy.

There have been a number of attempts to develop the Keynesian prescription of demand management to current neo‐liberal economic strategies. The arguments presented by the “French” regulation school and the “American” flexible specialisation scenario are examined to determine whether they are sufficiently coherent and robust to represent a new political economy model to challenge neo‐liberalism. The two models are analysed separately: the main hypotheses and points are outlined and the validity of the main criticisms against each is examined. It is concluded that neither represents a fully fledged political economy model but that some of the ideas developed by either may influence policy on a pragmatic and ad hoc basis.

The purpose of this paper is to undertake an inquiry into the way academic entrepreneurialism manifests itself in the changing discourses of the notion of “scholarship”. It particularly examines the contexts, rationales, definitions and implications of the discursive field of the “scholarship of application”. The global trend of academic entrepreneurialism profoundly affects the organisation of higher education institutions and academic life. Particularly, the form of scholarship has been undergoing subtle but constant transformation. The emergence of knowledge economies worldwide influences the practices and goals of traditional academy and illustrates commitment for fundamental knowledge and the new economies emphasise the results and impacts brought by applied knowledge. Alongside the “scholarship of discovery”, the “scholarship of application” is given attention.

By reviewing the related literature, this paper articulates the definitions and dimensions of the “scholarship of application”. In addition, the impacts brought about by the concerned academic and policy discourses will be discussed.

This paper finds that the emergence of the discursive field of the “scholarship of application” – as well as the discussions and actions in response to it – coincide with the intense neoliberal changes that affected traditional academia in the 1990s. It is argued that the emergence of and subsequent responses to the discursive field of the “scholarship of application” resulted in transforming purposes and practices of academic life. The discursive field of the “scholarship of application” also impacts on the concerned academic and policy discourses.

To sustain the advancement of the scholarship of application, this paper implies the need to develop practices, cultivate culture as well as formulate prestige and reward mechanisms inherent to the existing higher education systems.

Service-learning as a pedagogical avenue to apply students’ knowledge and skills, relate such knowledge and skills to communal needs, and prompt students’ civic participation has been emphasized in higher education for decades. It has been highlighted as one of the major roles, if not the most major, of universities in modern times, transitioning such universities toward becoming more socially vibrant, responsible, and connected institutions rather than being isolated think tanks explicit to a specific audience. Nonetheless, service-learning might seem neither a very spontaneous learning process for some theoretical courses (e.g., language, civilization, communication, and math courses) nor a very practical approach to implement during unprecedented times of lockdown and physical distancing such as that of the COVID-19. This chapter presents and analyzes the case study of a Lebanese higher education institution, in emphasizing service-learning through the “Learning in the Workplace and Community” (LiWC) approach across various theoretical and practice-based courses prior to and during the COVID-19 pandemic. This chapter asserts that prior to the pandemic, service-learning enabled universities to equip their students to become agents of social, economic, and technological change and development. On the other hand, the chapter argues that during and post-COVID-19, service-learning will empower universities to play a more critical and vital role in preparing their students to become agents of support, resilience, agility, and sustainable growth within a global era of social, economic, technological, and healthcare chaos and change. In other words, service-learning will equip students to become avant-garde of certainty in such an uncertain, complex world.

This paper aims to examine how pedagogical innovations in practical training facilitate professional learning among higher education (HE) students.

Through individual and group interviews and observations, this explorative phenomenological study investigates a technological innovation in nursing education and a student-driven innovation in architectural education, which provide the background for discussion on the potential of professional development through innovative work-based learning (WBL).

The findings revealed that increased involvement and engagement through innovative WBL in real-life scenarios increases students' confidence in their abilities, their critical commitment to their education and their professional knowledge.

This study is limited by the number of participants, which reduces the opportunity to compare results based on, e.g. the different roles of the students or their enrolment status. However, few studies address the students' voices in innovation processes; therefore, the results offer valuable knowledge to inform development work in HE.

The results suggest a stronger emphasis on “scholarship of practice” to increase attention to practice and professional knowledge as a formalised part of the core tasks in HE.

The paper showcases the importance of a learning paradigm that includes students in innovation processes and underscores the value of pedagogical innovation in WBL for students' professional development.

The purpose of this study is to estimate the amount of cash flow deficit, if any, needed to maintain the operating costs and service debt of a startup cow–calf enterprise. The study compares long-term profitability and risk between starting small and building a herd to full carrying capacity or by starting at desired herd capacity.

A dynamic cattle growth model was developed to capture expanding and maintaining the desired herd size. Discounted cash flow (DCF) models over a 15-year period were calculated to estimate net present value (NPV), modified internal rate of return (MIRR) and cash flow deficit to keep the business operating and service debt. Simulation analyses were conducted considering price and production risk.

Starting at the desired herd size was preferred, according to NPV/MIRR and cash flow deficit, but the differences were not substantial. Assuming the operation is liquidated at book values, there was a 36.3% probability of this enterprise having a zero or positive NPV. If the conservative terminal value assumption is relaxed up to feasible market values, the cow–calf enterprise is economically attractive at an estimated 2.4% opportunity cost of capital. However, the producer would experience a cash flow deficit during the first seven years, which was simulated to be $14,892 and $15,985 annual for both strategies.

Innovative methods used in this study include varying the annual opportunity cost of capital as a function of financing decisions, stochastic prices by cattle type and stochastic weaning weights that are a function of a dynamic cattle model.

The goal is to assess performance prediction systems (PPS) that are used to assist at-risk learners.

The authors propose time-dependent metrics including earliness and stability. The authors investigate the relationships between the various temporal metrics and the precision metrics in order to identify the key earliness points in the prediction process. Authors propose an algorithm for computing earliness. Furthermore, the authors propose using an earliness-stability score (ESS) to investigate the relationship between the earliness of a classifier and its stability. The ESS is used to examine the trade-off between only time-dependent metrics. The aim is to compare its use to the earliness-accuracy score (EAS).

Stability and accuracy are proportional when the system's accuracy increases or decreases over time. However, when the accuracy stagnates or varies slightly, the system's stability is decreasing rather than stagnating. As a result, the use of ESS and EAS is complementary and allows for a better definition of the point of earliness in time by studying the relation-ship between earliness and accuracy on the one hand and earliness and stability on the other.

When evaluating the performance of PPS, the temporal dimension is an important factor that is overlooked by traditional measures current metrics are not well suited to assessing PPS’s ability to predict correctly at the earliest, as well as monitoring predictions stability and evolution over time. Thus, in this work, the authors propose time-dependent metrics, including earliness, stability and the trade-offs, with objective to assess PPS over time.

By taking conventionalist view of the evolution of biotechnology, we suggest that the process by which entrepreneurs determined what made biotechnology valuable and figured out how to organize around such an economic logic was contested. The shape that biotechnology has ultimately taken emerged from the resolution of these contests. Convention theory – as elaborated in Boltanski and Thévenot's (2006) On Justification ¹ – argues that our economy is shaped by participants affecting the rules of economic action. Whereas most economists would argue that the assignment of value underpins any system of exchange, conventionalists suggest that this value is not only given by the principles of optimization but instead can be derived from many possible spheres such as civic duty, attainment of fame, proof of technologic performance, and demonstration of creativity. More specifically, Boltanski and Thévenot (2006, p. 43) claim that the establishment of a particular logic “comes about as a part of a coordinated process that relies on two supports: a common identification of market goods, whose exchange defines the course of action, and a common evaluation of these objects in terms of prices that make it possible to adjust various actions.” Simply put, economic logics embody principles of economic coordination or conventions that guide interpretation of the technology and its value.

This article traces the history of a continuous tradition of Marxian stage theory from the beginning of the twentieth century until the present day. The resolution of the first crisis of Marxism was found in the work of Hilferding on finance capital, Bukharin on the world economy and Lenin on imperialism as a new stage of capitalism. Hilferding's, Bukarin's and Lenin's analysis was carried into the post–World War II era through the work of Sweezy and Mandel. A second wave of Marxian stage theorizing emerged with the end of the post–World War II expansion. Mandel's long wave theory (LWT), the Social Structure of Accumulation Framework (SSAF), and the Regulation Approach (RA) analyzed the stagflationary crises as the end of a long wave of growth. This long wave was underpinned by the emergence of a postwar stage of capitalism, which was analogous to the reorganization brought about by monopoly capital at the turn of the century. These new schools were reluctant to predict the non-resolution of the current crisis, thus opening up the possibility of further stages of capitalism in the future. This elevated Lenin's theory of the highest stage to a general theory of capitalist stages. The last decade has seen a substantial convergence in the three perspectives. In general, this convergence has reaffirmed the importance of Hilferding's, Bukarin's and Lenin's (HBL's) initial contributions to the stage theoretic tradition. The article concludes with some thoughts on the necessity of stage theory for understanding of the current period of globalization.