Introduction, Foreword by James E. Howell, Foreword by Philp L. Smith, Preface, Introduction, Introduction to the Project, Background of the Project, Joint Efforts by AACSB and EFMD, Subsequent, Initiatives by AACSB, Objectives of the Project, Evaluation of Current Status and Condition of MED, Analysis of future MED Directions in the Absence of Major Changes, Recommendations for Future Action, Issues Addressed By The Project, Design of the Project, Analysis of the Futures Literature, Collection of Factual, Statistical Data, Limits to the Scope of the Project, Structure of the Report, Views of the Future, General Overview Of The Literature Economics, The Service/Information Economy, Impact of Technological Change, International Perspective, Entrepreneurism, Nature of Work, Demographics, The Baby-Boom Population Bugle, Aging and Retirement, The Role of Women, Societal Variables, Societal Values, Technology and Society, Political Structures, Commentary, Approaches Used by Futurists, Change as a Permanent Feature, Response to the Future, University-Based Management Education: Degree Programs, Curriculum, The situation 25 Years Ago, Undergraduate (BBA) Programs, Master's Degree Programs, Developments During The Past 25 Years, Impact of the Foundation Reports, The influence of Curriculum Standards, Current Criticisms of business School Curricula, Nature of Current Criticisms, Major Types of Criticisms, Criticisms Addressed to Specific Topic Areas, The Undergraduate (BBA) Curriculum, General Education, Components of the BBA Degree Program, Breadth / Specialization within the Business Curriculum, Quantitative and Behavioral Emphases in the Curriculum, Perceived Need for Change in the Required (Business) Curriculum, Specific Content Areas of the Curriculum, Emphases on Skills and Personal Characteristics (SAPCs), Emphases on Preparation for Coping with Change, Future of the Undergraduate Business (BBA) Degree, Master's (MBA) Curriculum, Breadth, Specialization within the MBA Curriculum, Perceived Need for Change in the Required (Core), MBA Curriculum, Emphases on Skills and Personal Characteristics (SAPACs), Future of the MBA Degree, Commentary, Satisfaction with the Status Quo, Curriculum Content Issues, Future of the BBA and MBA Degrees, Students/Graduates, The Past 25 Years, The Situation at the Beginning of the 1960s, Developments during the Past 25 Years, Current Criticisms of Business School Graduates, Undergraduates, Students Self-Described Reasons for Choosing a Business Major, Perceived Quality, Specific Strengths and Weaknesses, Breadth/Depth of Graduates of Business, Management Programs, Recruitment of Undergraduate Business Majors, Master's (MBA AND OTHER DEGREE) Students/Graduates, Students Self-Described Reasons for Obtaining an MBA Degree, Perceived Quality, Specific Strengths and Weaknesses, Breadth/Depth of Preparation for a Career in Business/Management, Recruitment of MBAs, Commentary, Intellectual Aptitude of Business Students, Commitment of Business Students to the Field of Business, Perceived Quality of Business School Graduates, Criticisms of Business School Graduates, Specific Strengths and Weaknesses of business School Graduates, Graduates Breadth, Depth Balance, Recruitment of Business School Graduates, Faculty, The Past 25 Years, The Situation at the Beginning of the 1960s, Developments during the Past 25 Years, Current Criticisms Relating to Faculty, Preparation and Selection of Faculty, Faculty Interaction With The Business Community, Quality of Business School Faculty, Commentary, Preparation and Selection of Faculty, Faculty Development, Faculty Interaction with the Business Community, Faculty Quality, Teaching, The Past 25 Years, The Situation Circa 1958, Developments over the Past 25 Years, Current Criticisms of Business School Teaching Receptions of Teaching, The University Perspective, The Corporate Perspective, Commentary, Research and scholarship, The Situation 25 Years Ago, Developments During The Past 25 Years, Criticisms of Business School Research, overemphasis On Quantity in Relation to Quality, Too Much Focus on the Academic Community as the Audience, Too Much Research That Is Irrelevant, The Role of Research In Business Schools, The University Perspective, The Corporate, Perspective, Type of Research, Perceived Quality and Value of Business School, Research, Commentary, Emphasis on Research, Nature of Research, Corporate Knowledge of Business School Research, Quality and Impact of Business School Research, Business School Relations, The Past 25 Years, The Situation at the Beginning of the 1960s, Developments during the Past 25 Years, Perceptions of Relations, Perceptions of Intracampus Relations, Perceptions of Relations with the Business Community, Commentary, Relations with the University, Relations with the Business Community, Accreditation, The Past 25 Years, The Situation at the Beginning of the 1960s, Developments during the Past 25 Years, Perceptions of accreditation, Deans Perceptions, Provosts Perceptions, Corporate Perceptions, Commentary, Assessment of Quality, Raising Quality: The Improvement Function, Educating the Public: The Information Function, Executive Education and Management Development, Lifelong Learning Needs of Managers, The Organizations Perspective, The Organizations Need for Management Development, Approaches to Determining Needs, Location of Needs by level of Management, Specific Types of Management Development Needs, Individual Managers Perspectives, Most Important Needs for Development, Programs, Commentary, Viability of the Traditional Approach to Managers Lifelong Learning Needs, Organizations Approaches to Needs Analysis, Types of Management Development Needs, Meeting Management Development Need, Executive Education/Management Development: Corporations, The Past 25 Years, Situation at the Beginning of the 1960s, Developments during the Past 25 Years, Corporations as consumers of executive educations, Management Development, Types of Corporate EE/MD Activities, Extent of Corporate EE/MD Activities, Corporate Utilization of Different EE/MD Providers, Future Changes in the Corporate Consumer Role, Corporations as Providers of Executive Education, Management Development, Utilization of Corporate In-House EE/MD Programs, Future Changes Relating to Corporate In-House Programs, Commentary, Corporations in the EE/MD Consumer Role, Corporations in the EE/MD Provider Role, Do Most Companies Provide Real Substance to Their Management Development Efforts, Executive Education/Management Development: University Business Schools, The Past 25 Years, The Situation at the Beginning of the 1960s, Developments during the Past 25 Years, University Perspective, Involvement of Business/Management Schools in EE/MD Activities, Mission of EE/MD Programs, Comparative Advantages of University EE/MD, Programs, Instructional Staff for University-Based EE/MD Programs, Views about the Future of EE/MD Activities in Business Schools The Corporate Perspective, Current Utilization of University Executive Education Programs, Effectiveness of University Executive Education Programs, Perceived Advantages, Disadvantages of University Education Programs, Expected Future Use of University Executive Education Programs, Commentary, Growth in Emphasis on Executive Education in Business Schools, Role of EE/MD Programs in the Business, Management School, How Involved Should a School Be in EE/MD Activities, What Types of EE/MD Programs Should a School offer, How Can Instructional Quality Be Maximized in EE/MD Programs, Concluding Observation, Executive Education/Management Development: Other Providers, Role of Nonuniversity External Providers, Then: 25 Years Ago / Now: Mid-1980s External Providers Own Perspectives, Comparative Advantages, Comparative Disadvantages The Corporate Perspective, Current Usage, Relative Advantages, Disadvantages of This Type of Provider, Perceived Effectiveness of This Type of Provider, Future Use of Programs from This Type of Provider, Commentary, Roles for Third-Party Providers, Quality Control, The Future for Third-Party Providers in EE/MD, Overview and Conclusions, Overview of the Findings, The University Perspective, Overall Perspective, Major Similarities, Differences across Categories of Schools, Major Similarities, Differences by Types of Respondents, The Corporate Perspective, Overall Perspective, Similarities, Differences across Categories of Corporate Respondents,

Comparison of Corporate and University View, Similarities, Differences, Criticisms of University-Based Management Education in Retrospect, Conclusions, The Changing Environment for Business Education in the United States: Need For Strategic Planning, Supply/Demand Patterns for Business Education, Increasing Societal Expectations, Business School Missions and Niches: Capitalizing on Diversity Across the System, Curriculum: Undernourished Emphases, Breadth, The External Organizational Environment, The International Dimension, The Information, Service Society, Cross-Functional Integration, Soft (People) Skills, Faculty: Preparation and Development, Preparation: Modifying Doctoral Education, Development: Different Tasks for Different Schools, AACSB Accreditation: Impact and Potential, The Need for an Additional Accreditation Incentive to induce Higher Quality, The Need for More Information, Managerial Lifelong Learning in the Future, A Challenge for both Business Schools and Corporations, Toward the Future: The Corporate Community, The AACSB and the Business School, The Corporate Community, The AACSB, The Business School, Bibliography, Appendix A: Research Design and Data Collection Procedures, Appendix B: Organizations in Which Interviews Were Conducted, Appendix C: Topic Areas of Interviews for Different Categories of Respondents, Name Index, Subject Index.