Evolution of academic research in French business schools (2008-2018): isomorphism and heterogeneity

Patricia Laurens (), Christian Le Bas () and Linh-Chi Vo ()
Additional contact information
Patricia Laurens: LISIS - Laboratoire Interdisciplinaire Sciences, Innovations, Sociétés - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement - Université Gustave Eiffel
Christian Le Bas: ESDES - ESDES, Lyon Business School - UCLy - UCLy - UCLy (Lyon Catholic University), UR CONFLUENCE : Sciences et Humanités (EA 1598) - UCLy - UCLy (Lyon Catholic University)
Linh-Chi Vo: ESDES - ESDES, Lyon Business School - UCLy - UCLy - UCLy (Lyon Catholic University), UR CONFLUENCE : Sciences et Humanités (EA 1598) - UCLy - UCLy (Lyon Catholic University)

Post-Print from HAL

Abstract: In the perspective of institutional theory, business education is an institutional field, in which two major institutional forces are accreditations and rankings. In this context, French business schools (BS) have adopted an isomorphic response by starting to engage in research and publishing in academic journals. Studies have discussed their research as a new institutional trajectory. However, what remains unknown is how they differ from each other in such research dynamics. To bring new insights to the discussion, this quantitative study examines, over the period of 2008-2018, the evolution of research of French BS by systematically comparing the 'best' schools with other schools in all analyses. The results indicate a strong isomorphism in terms of publication quantity and productivity, scale of research collaboration and the internationalisation of research. However, these schools are heterogeneous in terms research quality and scale of international research collaboration, reflecting the diversity in their research strategy.

Keywords: Business schools; Academic research; Isomorphism; Institutional theory; France (search for similar items in EconPapers)
Date: 2024
New Economics Papers: this item is included in nep-sog
Note: View the original document on HAL open archive server: https://hal.science/hal-04666299v1
References: View references in EconPapers View complete reference list from CitEc
Citations:

Published in International Journal of Teaching and Case Studies, 2024, 14 (4), pp.361-383. ⟨10.1504/ijtcs.2024.10064663⟩

Downloads: (external link)
https://hal.science/hal-04666299v1/document (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-04666299

DOI: 10.1504/ijtcs.2024.10064663

Access Statistics for this paper

More papers in Post-Print from HAL
Bibliographic data for series maintained by CCSD ().