Andreas Ahrens, Jeļena Zaščerinska, Julija Melnikova, Natalia Andreeva


In business practice the paradigm has changed from global business to hybrid business. This shift requires a new quality of management education in order to bring out next-generation managers and leaders. The aim of the research is to shape an approach to management education through interdisciplinary research underpinning elaboration of a hypothesis on an innovative approach to preparing next-generation managers and leaders within management education. The meaning of the key concepts of “approach” and “principles” is studied. Moreover, the study demonstrates how the key concepts are related to the idea of “management education”. The study shows how the steps of the process are related following a logical chain: analysis of the terms “approach”, “principles” and “conditions” → approach to management education → conclusions. The novel contribution of this paper is the hypothesis on an innovative approach to preparing next-generation managers and leaders within management education.


Approach; conditions; interdisciplinary research; management education; principles

Full Text:



Ahrens, A. & Zaščerinska, J. (2014). A Framework for Selecting Sample Size in Educational Research on e-Business Application. M.S. Obaidat, A. Holzinger, M. van Sinderen, P. Dolog (Eds), Proceedings of ICE-B 2014 (pp. 31-38). SciTePress, Portugal.

Ahrens, A. & Zaščerinska, J. (2015). Principles of Sampling in Educational Research in Higher Education. Proceedings of the International Scientifical Conference Society, Integration, Education, Vol.1 (pp.25-35). Rēzekne: Rēzeknes Augstskolas Izdevniecība.

Ahrens, A., Purvinis, O., Zaščerinska, J., Andreeva, N. (2015). Quasi-Group Decision Making in Higher Education: A Model for Analysis of Binary Students‘ Behaviour. Scientific Articles: Applied Research in Studies and Practice, Nr. 11 III International Scientific Practical Conference "Trends in Science and Studies Under Conditions of Globalisation", pp. 45-56. Panevėžys: Panevėžys College.

Apperly I. A., Samson D., Chiavarino D. & Humphreys, G.W. (2004). Frontal and temporo-parietal lobe contributions to theory of mind: Neuropsychological evidence from a false-belief task with reduced language and executive demands. Journal of Cognitive Neuroscience 16(10), 1773–1784. Massachusetts Institute of Technology.

Beļickis, I., Blūma,D., Koķe,T., Markus,D., Skujiņa, V. & Šalme, A. (2000). Pedagoģijas terminu skaidrojošā vārdnīca. Rīga: “Zvaigzne ABC”.

Bruer,J.T.(1997).Education and the brain:Abridge too far.Educational Researcher,26(8),4–16.

Ferguson, G.M. (2007). Gender differences in role models and academic functioning among Jamaican high school students. Gender in education. Caribbean Journal of Education, 29(1), 92-125.

Geake,J. (2009). The brain at school. London: OUP.

Gilbert,D.T.&Malone,P.S.(1995).The correspondence bias.Psychological Bulletin,117,21–38.

Haertle, J. (2007). The principles for responsible management education. Global Compact.

Hargreaves, D.H. (2006). A New Shape for Schooling? Cambridge: Mission of the Specialist Schools and Academies Trust.

Hariharan, R., Zaščerinskis, M., Zaščerinska, J. (2015). Learning the Concept of Human Brain Neuro Imaging in Social Cognition by Student Teachers in India and Latvia. Proceedings of 10th International Young Scientist Conference (pp. 15-23). RPIVA.

Hoffman, A.J., Badiane, K.K. & Haigh, N. (2012). Hybrid Organizations as Agents of Positive Social Change: Bridging the For-Profit & Non-Profit Divide, in K. Golden-Biddle and J. Dutton (Eds), Using a Positive Lens to Explore Social Change and Organizations: Building a Theoretical and Research Foundation, (pp. 131-153). Routledge, Taylor and Francis Group.

Horizon 2020. (2013). Work Programme 2014 – 2015 16. Science with and for Society. European Commission Decision C (2014)4995.

Karapetjana, I. (2008). English for Specific Purposes Teaching Methodology. Riga: Akadēmiskais apgāds.

Ott, A. (2012). Does educational neiroscience imply revolution, evolution, enrichment or provocation of pedagogical theories? Mūsdienu fizioloģijas problēmas un prakse (pp. 157–168). Riga: RPIVA.

Praulīte, G., Veliks, V. & Porozovs, J. (2014). Investigations of Neuroscience in Pedagogy. Theory for Practice in the Education of Contemporary Society. Proceedings of 7th International Scientific Conference (pp. 130-134). Rīga: RPIVA.

Qansari, D. & Coch, D. (2006). Bridges over troubled waters: education and cognitive neuroscience. Trends in Cognitive Sciences,10(4), 146–151.

Repko, A. (2012). Interdisciplinary Research Process and Theory. Second Edition. SAGE.

Špona, A. (2014). New Principles of Education. Theory for Practice in the Education of Contemporary Society. Proceedings of 7th International Scientific Conference (pp. 188-193). Rīga: RPIVA,

Tiļļa, I. (2006). Sociālkultūras mācīšanās konstruktīvistiskā sistēma. In: I. Maslo (Ed). No zināšanām uz kompetentu darbību (pp. 162.-178). LU Akadēmiskais apgāds.

Trope, Y. & Gaunt. R. (2000).Processing alternative explanations of behaviour: Correction or integration? Journal of Perspective Social Psychology, 79, 344– 354.

Van Overwalle, F. (2009). Social Cognition and the Brain: A Meta-Analysis. Human Brain Mapping 30,829–858.

Van Rooy D., Van Overwalle, F., Vanhoomissen, T., Labiouse, C. & French. R. (2003). A recurrent connectionist model of group biases. Psychological Review, 110, 536–563.

Von Krogh, G., Rossi-Lamastra, C. & Haefliger, S. (2012). Phenomenon-based research in management and organisation science: When is it rigorous and does it matter? Long Range Planning, 45(4), pp. 277-298. doi: 10.1016/j.lrp.2012.05.001

Wood, J.N, Knutson K.M. & Grafman, J. (2005). Psychological structure and neural correlates of event knowledge. Cerebral Cortex, 15, 1155–1161.

Zaščerinska,J., Zaščerinskis,M., Aleksejeva, L., Andreeva, N. (2016). An Approach to Hybrid Business Management: Theoretical Modelling. Proceedings of the 17th Student and Teacher Scientific and Practical Conference National Economy Development: Problems and Solutions (pp. 53-57). Rēzekne: Rēzeknes Tehnoloģiju akadēmijas Izdevniecība.

Žogla, I. (2014). Changing School after the Global Recession: the Case of Latvia. Proceedings of the International Conference Society, Integration, Education Vol.I (pp. 519-528). Rēzekne.



  • There are currently no refbacks.