Dissertations / Theses on the topic 'Business schools'
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Amundam, Doreen Nyaa. "The role of business schools in educating social entrepreneurs : an exploratory study of UK business schools." Thesis, Cardiff Metropolitan University, 2017. http://hdl.handle.net/10369/9920.
Full textKalish, Judith D. "A study of the Fairfax County Public Schools school/business partnership." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77812.
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Rogers, Jessica. "Boarding School Business: The Voices of Aboriginal Girls Attending Boarding Schools." Thesis, Australian National University, 2016. https://openresearch-repository.anu.edu.au/handle/1885/139177.
Full textMartell, Sotomayor Janette. "Socially Responsible Business Schools: A Proposed Model." Doctoral thesis, Universitat Ramon Llull, 2011. http://hdl.handle.net/10803/51014.
Full textEl propósito de esta tesis es investigar y describir los necesarios cambios en la gestión de las escuelas de negocios para llegar a ser instituciones socialmente responsables, y propone cómo implementar el proceso de cambio. Sustenta que la educación en gestión responsable no es exclusivamente una cuestión curricular, sino que debe involucrarse la institución en su totalidad para que los estudiantes se formen como líderes responsables y éticos, y propone un modelo para la transformación de las escuelas de negocios hacia ese objetivo. La tesis está constituida por ocho artículos; el primero ilustra la abundancia de definiciones, teorías y enfoques relacionados con la Responsabilidad Social Corporativa, a través de una revisión de literatura. El segundo artículo contribuye a la comprensión de la importancia de la Responsabilidad Social Universitaria mediante una revisión de la literatura sobre sus orígenes y evolución. Un siguiente artículo, titulado Escuelas de Negocios Socialmente Responsables: Las partes interesadas demandan acciones urgentes, se refiere a los argumentos con los que las partes interesadas demandan cambios a los decanos, y enfatiza la insuficiencia de los requisitos de acreditación de AACSB para mejorar la formación con principios éticos y de responsabilidad social. Las conclusiones de este artículo llevan a la creación de un círculo virtuoso en La evaluación de un círculo virtuoso para escuelas de negocios socialmente responsables, en el que se propone a PRME como centro de unión con las principales acreditadoras y la encuesta/ranking de Beyond Grey Pinstripes (BGP), para impulsar de forma sinérgica la transformación de las escuelas de negocios. El siguiente artículo trata sobre la Evaluación de requisitos para la clasificación en el ranking BGP y analiza la metodología de la encuesta, ya que es la única que se centra en los planes de estudio y contenidos de investigación en ética, responsabilidad social y sostenibilidad. Un siguiente artículo propone Un cambio estratégico en las escuelas de negocios para la educación en ética empresarial, responsabilidad social y sostenibilidad. El artículo que sigue, escrito en coautoría sobre la Educación empresarial responsable: No es una cuestión curricular, sino una razón de ser de las escuelas de negocios, hace hincapié en la importancia de desarrollar una identidad en relación con la ética y responsabilidad social. Por último, todos los aportes culminan en la propuesta de Un modelo para la transformación de las escuelas de negocios en instituciones socialmente responsables, que centra a las personas como la razón última de toda actividad escolar, con políticas y estrategias dirigidas hacia una gestión socialmente responsable en que las dimensiones de la ética, responsabilidad social y sostenibilidad son integradas en todos los aspectos de la organización.
The purpose of this thesis is to explore and describe what changes are necessary in the management of business schools in order for them to become socially responsible institutions, and how can the needed process of change be implemented. The thesis upholds that education in responsible business does not depend exclusively on curriculum, but should expand its scope to involve the entire institution towards the objective of educating students for becoming responsible and ethical business leaders. Consequently, a model is proposed for the transformation of a business school into a socially responsible institution. The thesis is paper-based, and comprises eight academic contributions; the first one consists in a literature review on Corporate Social Responsibility which reveals the profusion of related definitions, theories, approaches, and their development. The second paper contributes to the significance and better understanding of University Social Responsibility through a literature review of its origins and evolution. A following article, Socially Responsible Business Schools: Collective stakeholders’ voices demand urgent actions, addresses key stakeholders’ arguments that provide deans with plenty of criteria for change, and stresses the insufficiency of AACSB’s accreditation requirements to improve business ethics and social responsibility education. The conclusions of this article prompted a Virtuous circle for socially responsible business schools, which is constructed with PRME, the leading accreditation bodies, and the Beyond Grey Pinstripes (BGP) ranking for synergistically impelling the transformation of business schools. Inasmuch as the BGP survey and its Global 100 ranking form part of the proposed virtuous circle, a following article, Assessing what it takes to earn a Beyond Grey Pinstripes Ranking, addresses its significance and methodology, since it is the only one that focuses on the curricula and research content of ethics, social responsibility, and sustainability in MBA programmes. The need for the transformation of business schools is thus confirmed, and with this conviction in mind, a paper on A strategic change at business schools towards business ethics, social responsibility, and sustainability education ensued. The next article was co-authored on Responsible business education: Not a question of curriculum but a raison d’être, which stresses the importance of developing an identity in business schools in relation to ethics and social responsibility. Finally, the contributions of this thesis culminate in a proposal of A model for the transformation of business schools into socially responsible institutions, which centres people as the ultimate reason of all school activity, directing all policies and strategies towards a responsible management in which the dimensions of ethics, social responsibility, and sustainability are embedded and integrated in all aspects of the organisation.
Workman, Joanne. "Paying for pedigree : British business schools and the Master of Business Administration degree." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419815.
Full textNonet, Guenola. "Responsible Management & Business Schools : Analysis of the Schools Strategy and the Education." Thesis, Montpellier 1, 2013. http://www.theses.fr/2013MON10028/document.
Full textEmpirical studies about business education are scarce. The studied literature reveals different theoretical studies criticizing Business Schools and asking for changes but it shows as well a lack of empirical research. Our own research confirms the lack of such empirical studies, especially regarding the Business Schools' participants' meaning concerning the education and the strategy. Furthermore, the literature review suggests a lack of theoretical consensus on responsible management definition. Few studies are to be found about the individuals working towards responsible management at Business Schools. Theory shows that few empirical data exist concerning the pedagogical innovations created towards responsible management. Our research aims at understanding the Business Schools' needed changes and the existing innovations created to encourage future managers to act responsibly. This research is articulated around two main research questions : • Why should business schools contribute to responsible management ? • How should business schools contribute to responsible management (at a strategic and an educational level) ? This dissertation is an exploratory research. To allow the theory to emerge from the empirical results, this research is inspired from the Grounded Theory. In total four European case studies were conducted : • Three business schools : HEC Paris, Erasmus University-Rotterdam School of Management, Ashridge Business School, • A different model of education : Schumacher College. 47 interviews were conducted, the participants created 112 mind maps and 28 field journals issued from a course taught outdoors were coded and analysed. The main contributions can be classified into four categories : • A definition of responsible management (according to students, faculty members, staff and alumni's answers), • A summary of the changes suggested at business school to encourage responsible management, • An analysis of 4 innovative Masters visited including its pedagogical innovations towards responsible management, • A study of the different strategies created by individuals in charge of developing the campus in a responsible way. The conclusion brings some recommendations for further research to deepen the research and as well to answer several hypotheses issued from our results
Mitchell, Lorianne D. "The Business of Higher Education: Recommendations for Business Schools Faced With Rapid Technological Advancements." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/8324.
Full textLamper, David John. "Good to great schools : the relevance of a business model to a school context." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:15299.
Full textFragueiro, Fernando. "Strategic leadership process in business schools : a political perspective." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/4044/.
Full textVajarodaya, Tatpol. "Strategic leadership in UK business schools in higher education." Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24367.
Full textПрищепа, Наталія Петрівна, Natalia Pryshchepa, Наталья Петровна Прищепа, Анна Петрівна Жеглова, Ann Zhehlova, and Анна Петровна Жеглова. "Advantages of business education in Ukraine." Thesis, Національний Авіаційний Університет, 2018. http://er.nau.edu.ua:8080/handle/NAU/39213.
Full textIt's never too late to learn. This statement proves once again the fact that it is almost impossible to build a successful business without the experience and necessary knowledge that is given in business schools in our country. The knowledge and skills of a professional leader obtained in the MBA business school will help to form a qualified and talented manager.
Ніколи не пізно вчитися. Це твердження ще раз підтверджує той факт, що практично неможливо побудувати успішний бізнес без досвіду та необхідних знань, які надаються в бізнес-школах нашої країни. Знання та навички професійного керівника, отриманого в бізнес-школі MBA, допоможуть сформувати кваліфікованого та талановитого менеджера.
Учиться никогда не поздно. Это утверждение еще раз подтверждает тот факт, что практически невозможно построить успешный бизнес без опыта и необходимых знаний, которые даются в бизнес-школах в нашей стране. Знания и навыки профессионального лидера, полученные в бизнес-школе MBA, помогут сформировать квалифицированного и талантливого менеджера.
Simeoni, Isabella, and Matilda Näsman. "Branding Swedish Business Schools : A qualitative study on how Customer-based brand equity creates value for a Swedish Business School's Brand." Thesis, Umeå universitet, Företagsekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-104323.
Full textEiríksdóttir, Lovísa, and Kristina Engelmark. "Sensemaking of sustainability in business education : The case of PRME in Swedish business schools and universities." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-301154.
Full textRyan, Suzanne Erina. "Academic Business: Tensions between academic values and corporatisation of Australian higher education in graduate schools fo business." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5398.
Full textRyan, Suzanne Erina. "Academic Business: Tensions between academic values and corporatisation of Australian higher education in graduate schools fo business." Connect to full text, 2009. http://hdl.handle.net/2123/5398.
Full textTitle from title screen (viewed 18th September, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Economics and Business, University of Sydney. Degree awarded 2009. Includes bibliographical references. Also available in print form.
Driscoll, Michael J. "Philanthropy and American schools of business| A study of transformation after a school of business is named in honor of a benefactor." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635739.
Full textInstitutions of higher education in the United States seek to obtain new sources of donor support as their traditional sources of funding, beyond student tuition, have come under strain. Given the decline in state and federal funding since 2008, many institutions, and specifically schools of business, have attempted to attract new funds from donors resulting in some of these schools being "named" in honor of these benefactors. Much of the literature regarding philanthropy in higher education focuses on this phenomenon. Additional literature focuses on the change that can occur within organizations. When a college or university announces such a gift, the term "transformative" is often used. This qualitative study examines three schools of business that received naming gifts, and attempts to determine the kinds of transformations anticipated by administrators, faculty, and donors. Whether any transformation takes place because of the gift, the nature of the transformations, faculty and administration participation before, during and after the receipt of the gift, and factors that motivate the donors is examined. The findings point to transformation taking place at the three institutions in the study, but the engagement of the faculty and administrators with a donor appear to be at least as important as the dollar amount of the gift itself.
Opoku, Robert Ankomah. "Communication of brand personality by some top business schools online /." Luleå, 2005. http://epubl.luth.se/1402-1757/2005/53.
Full textWilliams, David John. "Corporate culture in preparatory schools : the business of independent education." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343009.
Full textOpoku, Robert. "Communication of brand personality by some top business schools online." Licentiate thesis, Luleå, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-17771.
Full textGodkänd; 2005; 20061215 (haneit)
Gwizdak, Elise, and Dilara Kartalligil. "Leadership ideals and values conveyed by business schools to students." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85209.
Full textGammie, Robert Peter. "Psychological contracts in a business school context." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/228.
Full textHall, Kenneth Grant Matthews. "Corporate identity in state secondary schools." Thesis, University of Liverpool, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284147.
Full textBrown, Reva. "The knowledge of business and the business of knowledge : a study of the management of knowledge in seven English university business schools." Thesis, University of Bradford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338110.
Full textPon, Kevin. "An evaluation of the internationalisation process in schools of management in France : the experience of four schools of management." Thesis, University of Bedfordshire, 2007. http://hdl.handle.net/10547/299499.
Full textMiotto, Giorgia. "Business Schools y Legitimidad. Análisis de los Informes de Responsabilidad Social de las Business Schools a partir de los Objetivos de Desarrollo Sostenible de Naciones Unidas." Doctoral thesis, Universitat Ramon Llull, 2017. http://hdl.handle.net/10803/404377.
Full textEn los últimos años, las Business Schools están viviendo una falta de aceptación y legitimidad por parte de la sociedad. Una empresa alcanza la legitimidad cuando actúa de manera apropiada y deseable en relación con las percepciones y las necesidades del sistema social, y logra la aceptación por parte de la sociedad porque cumple con los valores, reglas y significados del sistema. Las empresas y, en particular, las Business Schools, han reaccionado a esta demanda de legitimidad potenciando el concepto de Responsabilidad Social, comúnmente conocido como RS. Es necesario compartir constantemente, con los stakeholders, una conversación coherente y consistente, porque “corporate moral legitimacy must be reproduced: by placing corporations into public communication network” (Palazzo & Scherer, 2006, p. 82), especialmente bajo la influencia del enorme flujo de información que circula en las Redes Sociales. Nuestra hipótesis es que las Business Schools utilizan los informes anuales de Responsabilidad Social y Sostenibilidad como una herramienta útil para establecer un diálogo con los stakeholders y como una manera para comunicar los impactos positivos en la sociedad, en un entorno en el cual la transparencia es un valor fundamental. Esta conversación tiene el objetivo de recuperar la aceptación y la legitimidad frente a la sociedad. En 2015, Naciones Unidas pidió a las empresas convertirse en “a force for good” para crear un mundo mejor. Las compañías tendrán que colaborar para cumplir los “17 Objetivos de Desarrollo Sostenible” (ODS) que definen la nueva Agenda de Desarrollo Sostenible para el año 2030. Nuestra investigación se centra en el área de la comunicación y mira a describir las coincidencias entre los 17 ODS y las temáticas incluidas en los Informes de RS y Sostenibilidad de las mejores Business Schools del mundo. El objetivo principal de la investigación es analizar el relato que las Business Schools emplean para legitimar su trabajo y su raison d'être. Nuestro estudio aplica los 17 ODS como códigos de análisis del contenido de los informes de RS de las mejores Business Schools del mundo. La investigación ha sido elaborada a través de la metodología del análisis de contenido asistida por el Software CAQDAS as Atlas.ti.
In the last years, Business Schools have experienced a lack of acceptance and legitimacy in the society. A company acquires legitimacy when it operates in an appropriate and desirable way in relation with the perceptions and needs of the social system and achieves acceptance by society because it fulfills the values, rules and meanings of the system. Companies, and particularly Business Schools, have responded to this demand for legitimacy by straighten the concept of Corporate Social Responsibility, commonly known as CSR. It is necessary to share constantly, with the stakeholders, a coherent and consistent conversation, because “corporate moral legitimacy must be reproduced: by placing corporations into public communication network” (Palazzo & Scherer, 2006, p. 82), especially because of the influence of the information flow in the Social Networks. Our hypothesis is that Business Schools use Sustainability and CSR Annual Reports as an instrument to set a dialogue and to engage a conversation with stakeholders and as a way to communicate their positive impact to the society, in an environment where transparency and accountability are required. This conversation has the aim to regain acceptance and legitimacy. In 2015, the UN made a strong “Call to action” to companies “to be a force for good” for creating a better world, setting the 2030 agenda for a Sustainable World through the accomplishment of the 17 SDGs. Our focus of interest is in the area of communication and would like to explore coincidence between the 17 SDGs and the topics included in the Social and Sustainability Reports of the best Business Schools of the world. The main objective of this research is analysing the narrative that Business Schools use to legitimise their work and raison d'être. Our study is using the above mentioned “17 Sustainable Development Goals” as coding of narrative among the most relevant Business Schools’ Social and Sustainability Reports. The research will be done through a content analysis assisted by a Software CAQDAS as Atlas.ti.
Callie, Trina M. "Faculty Salary Inequality in U.S. Business Schools: A Mixed Methods Analysis." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195367.
Full textSoulas, Tupac. "Business Schools Made in China : l'émergence des écoles de gestion chinoises." Thesis, Paris Est, 2016. http://www.theses.fr/2016PESC0112.
Full textAccording to many international indicators tend to show Chinese schools of management as currently challenging the best North-American and European institutions. Based on the study of three prestigious cases located in Shanghai, Guangzhou and Hong Kong, this work traces back the history of Chinese schools of management. It investigates the structuring of the local landscape in three local fields and explains why, for two decades, these schools are turning toward an international field dominated by the business school model.Through an in-depth organizational analysis, this thesis explains how each of the three institutions change to manage the tensions resulting from the adoption of the model.This work successively studies the tension between the local anchoring and the international positioning, and the one between the professional and academic orientation of the schools within the Chinese context. The analysis reveals how the schools reinterpret the international field prescriptions using local resources, therefore becoming business schools while maintaining the diversity of the patterns that connect each of them to a local field
吳維欣 and Wai-yan Vivian Ng. "Impact on developing knowledge ecology for business subjects in secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256430.
Full textMankin, David P. "Knowledge sharing processes in academic communities in new university business schools." Thesis, Nottingham Trent University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.657619.
Full textChive, Joanne. "ONLINE FUNDRAISING TRENDS AMONG SELECTED BUSINESS SCHOOLS IN THE UNITED STATES." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4120.
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Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
Osmanovic, Armin. "What future for the use of case studies at business schools." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33057.
Full textKovacs, Jane. "Facilitating change in Australian schools applying a business quality improvement model /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/63104.
Full textSubmitted in partial fulfilment of the requirements for the Professional Doctorate of Business Administration, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. Typescript. Includes bibliographical references (p. 269-284)
Ng, Wai-yan Vivian. "Impact on developing knowledge ecology for business subjects in secondary schools /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148400.
Full textDe, Jager Leon. "An analysis and assessment of the strategic architecture of a capita selecta of international business schools." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/21374.
Full textThe demand for business schools has risen worldwide over the last decade as new and emerging challenges confront the competitive business landscape. It is estimated that there are currently over 700 registered business schools around the globe. Potential students, therefore, have a wider choice between business schools especially since more business schools have internationalised their curricula. Business school reputation, amongst others, is still regarded as the single most important criterion of choice for students in their endeavours to obtain an international business qualification. This study analyses and assesses the strategic architecture of a capita selecta of international business schools. It also summarises the significant similarities and differences between the strategic architecture of the schools assessed. The research question can be stated as follows: What can be learnt from the strategic architecture of a Capita Selecta of international business schools? A related question is: What are the similarities and differences between the strategic architecture of these schools? This study focuses on a qualitative methodological approach and is done from a functionalist research paradigm. An encompassing literature review was undertaken during which different accreditation vehicles and the importance of an organisation’s strategic architecture in ensuring its competitive advantage and profitability are discussed and argued The empirical investigation is aimed at analysing and assessing the strategic architecture of five (5) international business schools. The case study is used as investigative instruments. The research findings have shown that accreditation alone, although very important, is not the main differentiator and source of competitive advantage. Schools employ various strategies to ensure their relevance and competitiveness.
Skordouli, Rosemary. "Operationalisation of strategic change in business schools identity deconstructing and integration management /." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=58977.
Full textHodge, Toni Ann. "Accreditation of Business Schools: An Explanatory Multiple-Case Study of their Motivations." Thesis, University of Canterbury. Management, 2010. http://hdl.handle.net/10092/3755.
Full textAlharthi, I. J. "Business schools and universities in Saudi Arabia : a stakeholder view of reputation." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3018760/.
Full textYalley, A. A. "Service productivity measurement : an application to higher education business and management schools." Thesis, Coventry University, 2012. http://curve.coventry.ac.uk/open/items/a4899d9c-dabc-4480-8fac-ff06e606ed8a/1.
Full textWelsh, Carol Neisser. "A review of the Rowan University William G. Rohrer College of Business academic review process." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 157 p, 2007. http://proquest.umi.com/pqdweb?did=1306866611&sid=11&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Full textTahiri, Arber, and Samira Youkhanna. "Who are they? : Communication of brand personality by business schools inan online environment." Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-19562.
Full textLoudiere, Clémence, and Justine Tessier. "French Business Schools’ reaction towards the increasing need of CSR and its impact on brand image. : A qualitative study on the French Business Schools’ behaviour towards CSR and brand image." Thesis, Umeå universitet, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172583.
Full textMafani, Mzilindile Claudius. "A profile for a successful MBA candidate at the NMMU Business School." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1009509.
Full textAndrag, H. W. "The relationship between selection test results and performance of students at the University of Stellenbosch Business School." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/80763.
Full textENGLISH ABSTRACT: Business schools, businesses and prospective students will benefit from an indication of prospective MBA students’ likelihood of success in their studies. This study examines the relationship between GMAT and SHL selection tests and performance of students at the University of Stellenbosch Business School. The aim is to establish the feasibility of using models derived from the selection tests in order to identify students who are unlikely to succeed. It was found that variables analyzed in GMAT and SHL numeric and verbal tests as well as the SHL OPQ 32-test correlate significantly with weighted average marks on the MBA programme. Significant correlations were also found between GMAT and SHL numeric and verbal tests and the marks obtained in subjects with high failure rates. Different variables correlate significantly with weighted average marks depending on the mode of study. Said correlations were however found to be too weak to build a model to predict, with accuracy, the performance of a student based solely on the results of selection tests. Adding the subject Computer Literacy strengthens the models to the extent that discriminant analysis can identify many of the students whom would be expected to fail. Prediction efficiency of discriminant models is however not high enough to allow its sole use as basis for exclusion of prospective students. Linear models could not predict any of the students who failed to achieve a weighted average mark of 50% or above. Linear regression models could however explain 27.8% to 52.6% of variability in weighted averaged depending on the method of study and selection test taken. Linear regression and discriminant models can thus be used as part of a judgement based selection process or as a basis for the provision of guidance to individuals, it is however not suitable for use as sole measure in admissions decisions.
AFRIKAANSE OPSOMMING: Besigheidskole, besighede en voornemende studente sal baat vind indien hul ‘n indikasie kan kry van die waarskynlikheid van ‘n voornemende student se sukses. Die studie ondersoek die verhouding tussen GMAT en SHL toetse en prestasie van studente aan die Universiteit van Stellenbosch Bestuurskool. Die doel was om vas te stel of dit wesenlik is om modelle, wat van die toelatingstoetse afgelei is, te gebruik om studente wat waarskynlik nie sal slaag nie, te identifiseer. Daar is gevind dat veranderlikes in die GMAT en SHL numeriese en verbale toelatingstoetse sowel as die SHL OPQ32 toets wesenlik korreleer met die geweegde gemiddelde punt vir die MBA program. Wesenlike korrelasies is ook tussen GMAT en SHL numeriese en verbale toelatingstoetse en die punte behaal in vakke met hoeë druipsyfers gevind. Verskillende veranderlikes korreleer op ‘n wesenlike vlak met geweegde gemiddelde punte afhangende van die metode van onderrig. Bogenoemde korrelasies is egter nie sterk genoeg om ‘n model te bou, suiwer gebaseer op toelatingstoetse, wat met akkuraatheid die prestasie van ‘n student kan voorspel nie. Deur die vak Rekenaargeletterdheid by te voeg kan die model sodanig versterk word dat diskriminante analise baie van die studente wat sou druip, kon identifiseer. Die voorspellings effektiwiteit is egter nie hoog genoeg om diskriminante modelle as enigste basis vir die weiering van studente te gebruik nie. Lineêre regressie modelle kon nie enige van die studente wat gedruip het identifiseer nie. 27.8% tot 52.6% van ‘n variansie in geweegde gemiddelde punt kan egter deur lineêre regressie modelle voorspel word, afhangende van die metode van onderrig en toelatingstoets wat geskryf is. Lineêre en diskriminante modelle kan gebruik word as deel van ‘n oordeel gebaseerde keuringsproses of as basis vir die voorsiening van raad aan individue. Dit is egter nie geskik vir gebruik as enigste keuringsmaatstaf nie.
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Full textEsland, Karen Victoria. "Business schools and the construction of management knowledge : an analysis of the MBA." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439240.
Full textRiebe, Linda Margaret. "Understanding factors affecting the teaching of teamwork in Australian higher education business schools." Thesis, Riebe, Linda Margaret (2022) Understanding factors affecting the teaching of teamwork in Australian higher education business schools. PhD thesis, Murdoch University, 2022. https://researchrepository.murdoch.edu.au/id/eprint/65762/.
Full textSimayi, Siyabonga. "Application of lean management in the provisioning of textbooks to Eastern Cape public schools." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11831.
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This study is conceived to assess the apparently simple but very critical process of supplying textbooks in the Eastern Cape (EC) public schools. Lean Thinking and Value Stream Mapping (VSM) philosophies, a derivative of the Toyota Production System (TPS), was applied to evaluate the effectiveness of the current process and propose improvements as measured by reduced time and more effective support for learners. Further, usefulness of policies employed from 1998, such as South African Schools Act (SASA), National Standards and Funding Norms (NSFM) and LSM Review Report in ECDoE (2003), that relate to provisioning of textbooks were also assessed. Thirdly, the effect of the current provisioning process at school level was also investigated.
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Full textLi, Helen Hai Yan. "An exploration of relationship development and management in international business schools : MBA Students' perspectives." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-relationship-development-and-management-in-international-business-schools-mba-students-perspectives(5f0237e8-cd42-421a-8d65-06787380a410).html.
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