| Preface | p. ix |
| Acknowledgments | p. xi |
| Introduction | |
| Why this book? | p. 1 |
| Managing and learning in the 21st century | p. 1 |
| Aims of this book and target audiences | p. 4 |
| Composition of this book | p. 5 |
| Bookmark | p. 7 |
| The new economy | |
| Introduction | p. 9 |
| The new economy and industrial revolution | p. 10 |
| Defining the new economy | p. 11 |
| The macroeconomic view: structural features of the new economy | p. 13 |
| Industrial and occupational change | p. 14 |
| Globalization | p. 14 |
| Dynamism and competition | p. 15 |
| The information technology revolution | p. 16 |
| The role and contribution of ICT: some evidence | p. 17 |
| Technology, information, and new economics | p. 19 |
| ICT and economics | p. 21 |
| Three opinions on the future of the new economy | p. 22 |
| A 'real' new economy | p. 22 |
| A technological revolution | p. 24 |
| An internet bubble | p. 24 |
| Value creation in the new economy: the importance of intangibles as competitive resources | p. 25 |
| The knowledge-based economy | p. 25 |
| The experience economy | p. 28 |
| The attention economy | p. 30 |
| Final thoughts: towards a network view | p. 31 |
| The network economy | |
| Introduction | p. 34 |
| Informationalism: the new socio-economic paradigm | p. 35 |
| Network technology, network economics, and network dynamics | p. 37 |
| Network dynamics: richness and reach | p. 40 |
| Definitions of networks | p. 42 |
| Principles and key characteristics of network organization | p. 43 |
| Organizing for flexible value creation: the network enterprise | p. 45 |
| Types of network organizations | p. 48 |
| Final thoughts: the network economy and challenges for education and business schools | p. 52 |
| The manager of the 21st century: Management knowledge, management skills, and the management curriculum | |
| Introduction | p. 55 |
| The new production of knowledge | p. 56 |
| Rounding out the manager's job for the 21st century | p. 58 |
| Traits of the 21st century manager | p. 59 |
| Competencies and skills | p. 60 |
| Network competencies | p. 61 |
| Role contingency and network roles | p. 63 |
| The network broker | p. 65 |
| Levels of network management and network management capabilities | p. 67 |
| Management knowledge for the 21st century and the business school curriculum | p. 68 |
| Transforming management knowledge: changing paradigms | p. 71 |
| Functional fields and subtopics | p. 73 |
| The management curriculum | p. 74 |
| Final thoughts | p. 77 |
| The new learning | |
| Introduction | p. 79 |
| Features and principles of the new learning environment | p. 80 |
| From teaching to learning: the consequences of a new educational paradigm | p. 82 |
| The new learning, management knowledge, and management learning | p. 84 |
| Pedagogical implications: 'active' forms of learning | p. 87 |
| Organizing for learning: networks and communities of practice | p. 89 |
| Network learning | p. 90 |
| Education and ICT: why schools should(n't) invest in educational technology | p. 96 |
| Limitations of ICT | p. 98 |
| Effectiveness of educational technology | p. 99 |
| The effectiveness of ICT-mediated instruction | p. 100 |
| ICT-enabled opportunities | p. 102 |
| The cost-effectiveness of ICT | p. 103 |
| Technology-enabled learning environments | p. 104 |
| Pedagogical models and applications of ICT | p. 106 |
| The objectivist perspective | p. 108 |
| The constructivist perspective | p. 108 |
| Pedagogical models and educational technology: ICT strategies | p. 110 |
| Management education and ICT | p. 112 |
| Virtual learning communities | p. 114 |
| Final thoughts | p. 116 |
| The institutional perspective: Business schools' markets, organization, and strategy | |
| Introduction: new institutional realities | p. 118 |
| The institutional environment | p. 119 |
| The commercialization of higher education | p. 120 |
| The internationalization of higher education | p. 120 |
| Internationalization, accreditation, and brand value | p. 121 |
| A strategy of partnerships | p. 123 |
| Prospering through partnering: examples from networks in practice | p. 126 |
| Partnerships | p. 126 |
| Partnerships | p. 127 |
| PIM and CEMS | p. 127 |
| Prime | p. 128 |
| Trium Emba | p. 129 |
| Universitas 21 | p. 130 |
| London Business School and Columbia Business School | p. 131 |
| Insead and Wharton | p. 131 |
| GeM | p. 132 |
| Type 3 Partnerships | p. 133 |
| Type 4 Partnerships | p. 135 |
| UNext | p. 136 |
| Pensare | p. 136 |
| FT Knowledge, Thomson Learning, Docent | p. 137 |
| Perspectives on knowledge institutions: concepts of universities and business schools | p. 138 |
| The distributed university/business school | p. 138 |
| The university's core activities | p. 139 |
| The role of degree-granting bodies and faculty | p. 141 |
| The virtual university/business school | p. 142 |
| Bricks or clicks | p. 143 |
| Models of virtualization | p. 144 |
| The virtual distributed university | p. 145 |
| The synolic business school (the challenge of double integration) | p. 149 |
| The business school as a learning centre | p. 149 |
| The hybrid business school | p. 152 |
| The networked business school | p. 154 |
| Task and objectives | p. 155 |
| Organizational structure | p. 156 |
| Case study of the networked business school: IMD Lausanne | p. 159 |
| About IMD | p. 159 |
| Learning at IMD | p. 161 |
| IMD as a networked business school | p. 161 |
| Final thoughts | p. 163 |
| Epilogue: the need for strategic academic leadership | |
| Introduction | p. 166 |
| Strategic academic leadership | p. 167 |
| Managing imbalance: the art of network management | p. 169 |
| References | p. 171 |
| Index | p. 183 |
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