Academic Legitimacy City Branding Positioning

The 2015 International Conference of Management Sciences ICoMS 2015, April 23, UMY, Indonesia | 133 gradually moved to build skilled workers who technical mastery of business and to instil future managers a strong sense of their responsibilities as businesspeople.

2.2. Academic Legitimacy

By the late 1930s, there were changes in management and business education. The changes included the types of subjects and even the design of curriculum. In addition to subjects such as, accounting, economics, banking, finance, marketing, statistics and management, new courses, such as business organisation and law were introduced Starkey Tiratsoo 2007. Subject related to practical skills including secretarial skills and journalism were less offered. A significant change occurred when two reports from the Ford Foundation and the Carnegie Corporation in 1959 were published. Written by two scholars, Gordon and Howell, the reports revealed that industry demanded more qualified persons with a strong leadership, equipped with adequate knowledge and competence, and able to keep pace with changes in business. However, the existing curriculum of management and business education was not sufficient to accomplish this demand because it was too vocational in general “with mediocre students and second-rate teachers” Crainer Dearlove 1998, p. 11. The need for professional managers and strategic thinkers was growing, but the institutions failed to meet the needs. In this period, management and business education was accused as lacked of academy legitimacy since there were little respects from academia Cotton et al. 2001. The reports recommended that as a part of academic institutions, management and business education needed to adopt and teach management science approaches within their courses, conducted research and undertook a goal-achievement process in an academic atmosphere Chia Holt 2008; Khurana 2007. Both reports suggested that management and business education needed to rethink how to return the institution to its initial aim to create a profession through a professional education. For this purpose, the reports recommended that the curriculum should be redefined and research should be conducted on a rigorous and scientific basis Khurana 2007. The impact of the reports was a quest for an academic acknowledgment. From 1959, business and management education struggled to redesign their teaching and research method. Subjects were delivered based on scientific and theoretical approaches Khurana 2007; Pfeffer Fong 2002; Schoemaker 2008. Quantitative analysis and statistical methodologies were extensively adopted and to be seen as the most legitimate form of research in management and business education Clarke 2008; Khurana 2007. To support the quest of academic legitimacy, the AACSB paid more attention by renewing set of standards for management and business education, such as accreditation and ranking system. In this context, the AACSB considered the number of scholarly articles published by management and business institutions to be one of accreditation criteria.

2.3. The Beginning of Debate