Relevant bibliographies by topics / Master of Business Administration (MBA)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Master of Business Administration (MBA)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Master of Business Administration (MBA)"

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Brzezicki, Łukasz. "Efektywność studiów Master of Business Administration (MBA) w Polsce." Nauka i Szkolnictwo Wyższe, no. 2(52) (December 21, 2018): 131–46. http://dx.doi.org/10.14746/nisw.2018.2.4.

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W artykule oszacowano efektywność 28 programów studiów MBA w Polsce za pomocą „alokacyjnego” modelu New Cost (Tone 2002) należącego do nieparametrycznej metody DEA. Za nakłady przyjęto liczbę godzin programu MBA oraz jego koszt, zaś za wynik ogólny wskaźnik rankingowy studiów MBA w 2018 roku opracowany przez Perspektywy. Uzyskane wyniki świadczą o przeciętnej efektywności studiów MBA wynoszącej 68%, tylko sześć programów było w pełni efektywne (100%). Średnia wartość redukcji nakładów oscyluje wokół 33%. Sześć programów MBA było jednostkami wzorcowymi dla nieefektywnych studiów.
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Ly, Chau Thi Minh, Margaret H. Vickers, and Santha Fernandez. "Master of Business Administration (MBA) student outcomes in Vietnam." Education + Training 57, no. 1 (February 9, 2015): 88–107. http://dx.doi.org/10.1108/et-08-2013-0104.

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Purpose – Exploratory insights into the graduate student experiences of offshore MBA programmes in Vietnam are presented. Students are considered key stakeholders in the higher education (HE) debate, and their views were sought in light of recent shifts in HE worldwide, associated business education changes, nagging questions around the quality of MBA programmes, and the need to consider how all these factors might influence the MBA student experience in a developing economy such as Vietnam. The literature confirms a disconnection between what management education providers offer in MBA programmes and what management education users (here, students) are actually receiving, especially when compared to student expectations, needs and outcomes. Here, a portion of the findings from a larger exploratory, descriptive qualitative study, located in Vietnam, is presented. Graduate students’ views as to what they were seeking when enroling in offshore MBA programmes in Vietnam, and how the programme subsequently met their needs, are shared. Recommendations are made as to potential improvements in curricula design, review, administration, and processes in response to these findings. The paper aims to discuss these issues. Design/methodology/approach – Findings from an exploratory, descriptive qualitative study, located in Vietnam, are presented. Semi-structured interviews were conducted with graduates of offshore MBA programmes in Vietnam, drawn from the graduates of three case study HE provider organisations. Interviews were transcribed verbatim in Vietnamese, then translated into English. Findings – Graduates’ views as stakeholders in the provision of offshore MBA programmes in Vietnam are shared. Qualitative analysis revealed evidence of their attitudes, perceptions, and knowledge relating to offshore MBA programmes in Vietnam. The narratives and interpretations offer insights into both the perceived benefits and limitations, and empirical evidence as to whether graduates’ original expectations were met. Research limitations/implications – This was a qualitative, exploratory, descriptive study, deliberately undertaken in the absence of others like it in the literature. The research relies upon interview and focus group data gathered from three case study organisations and exploring the perceptions of three different stakeholder groups: graduates of offshore MBA programmes (findings shared here); employers of offshore MBA graduates; and MBA programme providers (including programme managers, administrators and/or teaching staff). This paper includes only the perspective of graduates of offshore MBA programmes in Vietnam, on the basis that rich exploratory information can be derived from a few cases (Perry, 1998). Practical implications – The literature confirms a potential for disconnection between what management education providers offer in MBA programmes and what management education graduates actually receive, compared to graduate’s original expectations, needs and wants. Here, empirical evidence of this intersection is examined. Social implications – The graduate narratives share crucial exploratory evidence offering a better understanding of the needs and expectations of MBA graduates who might be considering enroling in offshore MBA programmes in Vietnam. These findings are especially important with regard to understanding the sustainability and value of offshore MBA programmes being delivered in Vietnam, especially given the country’s current state of economic, political and cultural transition, and the associated need for businesses and workers to be able to operate successfully in an international business environment. Originality/value – No previous studies evaluating the value of MBA programmes in Vietnam have been located. At a time when Vietnam is in economic, cultural, and political transition, knowledge to assist and support their HE sector is crucial. Recommendations are made as to potential improvements in Vietnamese offshore MBA programme curricula design, review, administration, and processes in response to these findings.
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Xie, Qing, and Jie Chen. "The English Communication and Learning Needs of Master of Business Administration Students and Curriculum Development at a Chinese University." SAGE Open 9, no. 1 (January 2019): 215824401983595. http://dx.doi.org/10.1177/2158244019835951.

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This study investigates the communication and learning needs of Master of Business Administration (MBA) business English students and their perceptions of effective curriculum design. The research instruments are two-stage surveys of 99 MBA students from a public university in China. The results of the study show that English is not extensively used in the workplaces of MBA business English students, and that the majority of them use Chinese. Most English usage occurs in foreign businesses. The most difficult skills for MBA business English learners are found to be oral communication and listening comprehension. However, there are still very strong needs for further improvement in English communication. For the MBA business English courses, oral communication activities, especially with expatriate teachers, are particularly needed. The MBA business English courses should connect with real-world practice and be relevant to job and business needs. This study has significant implications for MBA business English curriculum reform in both Chinese and international contexts.
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Terry, Neil. "Assessing Instruction Modes for Master of Business Administration (MBA) Courses." Journal of Education for Business 82, no. 4 (January 2007): 220–25. http://dx.doi.org/10.3200/joeb.82.4.220-225.

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Supmonchai, Sripen, and Nopadol Rompho. "Evaluation Of The Success Of A Master Of Business Administration Program: A Case Study Of Thammasat Business School." American Journal of Business Education (AJBE) 6, no. 6 (October 29, 2013): 585–94. http://dx.doi.org/10.19030/ajbe.v6i6.8162.

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The objective of this study is to investigate the usefulness of knowledge gained from an MBA program based on the opinion of current MBA students. It was found that students believe the number of credits and the duration of study are appropriate. By using factor analysis on the usefulness of each MBA subject, five factors were found, all of which can explain overall usefulness by 50% (R2 = 50%). Those factors, ranked by effect, are the group of subjects related to 1) strategies and business model, 2) economics and finance, 3) sustainable development, 4) management analytical tools, and 5) relationship within organization. The findings from this research can be used to improve MBA curricula in the future.
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Zabriskie, Fern H., and David E. McNabb. "E-hancing the Master of Business Administration (MBA) Managerial Accounting Course." Journal of Education for Business 82, no. 4 (January 2007): 226–33. http://dx.doi.org/10.3200/joeb.82.4.226-233.

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Jens, Jr., William Gault, and Stephen Carnie Caples. "EMBA vs MBA Programs." International Journal for Innovation Education and Research 4, no. 9 (September 30, 2016): 71–80. http://dx.doi.org/10.31686/ijier.vol4.iss9.591.

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Schools that offer MBA and EMBA programs confer a Master of Business Administration degree and, on most school transcripts, there is no delineation of the delivery methodology of the program. Despite this, there is considerable misunderstanding concerning the differences between the two programs, particularly with regard to the quality of the education received. This study will look to evaluate the current differences between EMBA and MBA programs and attempt to see if there is any substance to the argument that there are quality differences between the two.
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Richards-Wilson, Stephani, and Fred Galloway. "What Every Business School Needs to Know About Its Master of Business Administration (MBA) Graduates." Journal of Education for Business 82, no. 2 (November 2006): 95–100. http://dx.doi.org/10.3200/joeb.82.2.95-100.

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Blackburn, Greg. "Which Master of Business Administration (MBA)? Factors influencing prospective students' choice of MBA programme – an empirical study." Journal of Higher Education Policy and Management 33, no. 5 (October 2011): 473–83. http://dx.doi.org/10.1080/1360080x.2011.605222.

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Rosenbaum, Mark Scott, Rebekah Russell-Bennett, and Germán Contreras-Ramírez. "Editorial: business education in profound disruption." Journal of Services Marketing 35, no. 5 (September 1, 2021): 553–58. http://dx.doi.org/10.1108/jsm-08-2021-528.

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Purpose This editorial aims to discuss 11 trends that are driving changes in business education, especially for Master of Business Administration (MBA) curriculum programming. Design/methodology/approach The editorial provides introspection, personal reflections and conceptualization using current literature. Findings The authors discuss 11 drivers that are influencing graduate business education. These drivers include the demographic cliff, the K-shaped recovery, MBA degrees losing their allure, emergence of two pricing structures, the rise of online universities, certificates and micro-credentials, the massive open online course (MOOC) MBA programs, MOOCs and certification, Grow with Google, Outsourcing MBA instruction and business education relevancy. Research limitations/implications Traditional university and college graduate business education providers must realize that the educational industry is experiencing a revolutionary disruption and that many universities will fail to meet learners’ expectations for relevant skills and organizational demands for employees who have specific skills for employability. Practical implications Learners will no longer rely on traditional four-year universities to obtain business skills. Originality/value This work synthesizes a disparate set of drivers that are affecting all graduate business educational providers.
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Dissertations / Theses on the topic "Master of Business Administration (MBA)"

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Serobe, Matlale Kolojane. "Career capital accumulation through the Master of Business Administration degree." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/22830.

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There have been several debates about the value of an MBA. Proponents of the MBA believe that the MBA contributes greatly to the development of general managers, while critics argue that the MBA course is disconnected from reality and does not equip graduates with the skills required to navigate managerial roles. Against this backdrop, the research aimed to establish which career capital components are accumulated through the MBA and what aspect of the MBA contribute to the accumulation of career capital.The research was conducted in two phases. The first phase of the research was qualitative and comprised ten semi-structured interviews with various stakeholders. The first phase aimed to establish the career capital components that are accumulated through the MBA and the aspects of the MBA that contribute to the accumulation of career capital. The constructs identified in phase one, together with those identified in the literature, were then used as inputs in the design of a self-administered questionnaire distributed in phase two. The questionnaire was sent to a total of 1 129 MBA graduates out of whom 205 completed the questionnaire.The career capital components that are developed through the MBA were identified, as well as the aspects of the MBA that contribute the most to accumulating career capital. The top career capital component identified was the ability to work under pressure. The aspect of the MBA that contributes the most to career capital accumulation was the case study method. Furthermore, the career capital components for which there were significant differences between males and females, as well as between those who completed their studies recently and those who completed them some time ago were also identified. The study found that there were no significant differences in perceived career capital between those who had different types of roles prior to embarking on the MBA. A model that encapsulates the key findings was also developed.
Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
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Risi, Kristin M. Vaidya Sheila R. "The MBA in transition : factors driving curricular change /." [Philadelphia, Pa.] : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/555.

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Scism, Darby Claire. "An analysis of job placement variables of foreign national Master of Business Administration (MBA) students." Diss., Texas A&M University, 2005. http://hdl.handle.net/1969.1/2565.

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Foreign national (international) students studying business at universities in the United States gain a valuable education, but they have a very difficult time finding work in the U.S because of a variety of cultural, communication, and employment visa issues. Campus career centers need to address the unique needs and concerns of their international student population in order to most effectively assist this select group in their job search. The purpose of this study was to examine the job placement variables of international students graduating from MBA programs across the United States in the 2001 class. A thorough review of the literature summarized the adjustment challenges facing international students, career services, and the job search challenges for international MBA students in particular. Data from 2570 international MBA students were examined to see whether there were differences in post-graduation jobs based on the students?? country of origin, years of work experience prior to the MBA program, and undergraduate major. The dependent variables examined were the base salary of the post-MBA job, the amount of signing bonus, the functional area of the student??s employment, the industry of the employer, and the geographic location of the new job. This study found that students from the North American region earned slightly higher salaries than students from Asia, and that European, North American and South American students received slightly higher signing bonuses than Asian students. The international students entered into similar functions and industries regardless of their country of origin. The majority of students, regardless of country of origin, stayed in the U.S. for employment. There was a direct correlation found between the number of years of prior work experience and the base salary of the student. Students with an undergraduate major in technology earned slightly higher salaries and signing bonuses. The results of this study will assist MBA career services professionals in how they counsel their international students in the job search and salary negotiations. The results may also assist MBA admissions professionals in deciding who to admit to their programs, as placement results are important measures of an MBA program??s success.
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Ramanteba, Mooketsi. "The value of tacit knowledge sharing in the degree of Master of Business Administration (MBA) training." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/18148.

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Thesis (MBA)--Stellenbosch University, 2008.
ENGLISH ABSTRACT: This study concerns itself with two issues, (i) quality concerns about the MBA and (ii) increasing importance of knowledge management, especially tacit knowledge in the business world. The MBA course of study was established as a measure to prepare individuals aspiring to be managers for leadership positions and was originally targeted at the cream of employees. There are several expectations placed on employees when they are sent by their employers to do an MBA. Among these expectations are that employees are expected to tap into the experience of fellow students while on the program, improve their leadership and management skills, get exposure to knowledge on other fields and to acquire practical business solutions. It is said, though, that the MBA study programme is currently not meeting the desired expectations of the business world, which has, hence, led to the devaluation of this programme as a premier business education course. Conversely, knowledge management has gained significant importance in the recent past, owing to the subsequent empowerment of individuals and organisations to then create a competitive advantage over their rivals. In particular, it has been found that the increasing of tacit knowledge is most crucial for success in this regard. Tacit knowledge resides in the minds of individuals and is acquired after many years through both professional and general life experiences. This valuable knowledge, which is hard to capture, is lost whenever experienced employees leave an organisation, for anyone of various reasons, which may include retirement, change of jobs and/or restructuring . Organisations are, therefore, faced with the challenge of capturing tacit knowledge and then creating an environment where this is freely shared with others within that organisation, to reap the reward and beat any rivals. The objective of this study is to shed more light on tacit knowledge sharing within the MBA study programme and reveal how this action will address concerns relating to the quality of MBA training. In this regard, in this research study an attempt will be made to discover ways of harnessing the tacit knowledge found among the students, to then better the quality of the MBA and increase the value of this study programme. The results of this study did indicate that tacit knowledge is shared among the students in the MBA programme and that it is valuable to the students; that industry related knowledge and professional experience, closely followed by general life experiences, are the most valuable kinds of knowledge gained from fellow students. The sharing of such knowledge usually occurs during group/syndicate activities, with one's fellow students providing the greatest source of the knowledge that one gains. Tacit knowledge is shared equally across the different subject groupings in the MBA study programme, despite prior MBA tacit knowledge being most useful in LeadershiplHR and Strategy courses than in any other. The MBA environment is generally supportive of tacit knowledge sharing. However, a minority of students, mostly women, owing to other students' negative attitudes, find the environment intimidating. Students who participate in the MBA programme possess sufficient prior MBA work experience and higher education qualifications, indicating a wealth of tacit knowledge. The results suggest that business schools must continue to target students who are adequately experienced and who possess higher education qualifications as they are the individuals who possess a wealth of tacit knowledge, which proves to be valuable to all concerned . Additionally, after the value of tacit knowledge in the MBA has been recognised , activities that enhance its sharing are encouraged. The breadth of student experience is crucial to tacit knowledge sharing and, as such, calls for the student recruitment process at business schools to be adjusted accordingly. In addition there is need for the undesirable behaviour of certain students to be kept in check, that valuable tacit knowledge sharing is not missed as a result of intimidation. It is worthwhile noting that, through attraction of students with adequate prior work experience, a higher quality tacit knowledge would be tapped, thereby meeting part of the requirements of the business world for a high quality MBA study programme. In Chapter 1 a general presentation of this subject is presented, and the approach and rationale of the study are explained. In Chapters 2 & 3 an overview of literature relevant to the topic of tacit knowledge management, as well as that of MBA training , is presented. In Chapter 4 the methodology and data gathered are discussed. In Chapter 5 the summary and conclusions of this study are presented and suggestions for future research areas are made.
AFRIKAANSE OPSOMMING: Hierdie studie handel oor twee sake, naamlik (i) vrae oor die gehalte van die MBA en (ii) die feit dat kennisbestuur al hoe belangriker word, veral ten opsigte van algemene kennis in die besigheidswereld. Die MBA-studiekursus het tot stand gekom om mense wat bestuurders wil wees voor te berei vir leierskapsposisies. Die kursus was oorspronklik gemik op net die beste werknemers. Daar was verskeie verwagtinge ten opsigte van werknemers wat deur hul werkgewers aangesê is om 'n MBA te loop. Daar was die verwagting dat werknemers tydens die kursus uit die ervaring van hul medestudente sou leer, dat hulle hul leierskaps- en bestuursvaardighede sou verbeter, dat hulle blootstelling aan kundigheid uit ander velde sou kry, en dat hulle praktiese oplossings vir besigheidsprobleme sou vind. Daar word beweer dat die MBA-studieprogram nie tans meer aan die verwagtinge uit die besigheidswerêld valdoen nie, en daartoe lei dat die program nie meer as een van die voorste besigheidsopleidingskursusse beskou word nie. Voorts is kennisbestuur deesdae baie belangriker, aangesien sekere persone onlangs bemagtig is, en maatskappye graag 'n mededingende voordeel oor hul konkurrente wil behou. Die feit dat algemene kennis aan die toeneem is, is veral ook belangrik vir suksesvolle kennisbestuur. Algemene kennis is kundigheid wat mense opdoen na baie jare se besigheids- en algemene lewenservaring. Die kennis is waardevol, maar dit is moeilik om vas te lê, en daarom gaan sulke kennis verlore wanneer ervare werknemers 'n maatskappy verlaat, ongeag of dit vanweë aftrede, bedanking of afdanking is. Maatskappye sukkel dus om algemene kennis te behou. Die uitdaging is om 'n omgewing te skep waarin sulke kennis vryelik met ander mense binne die maatskappy gedeel word. Dit is vir die maatskappy voordelig wanneer algemene kennis gedeel word, want dit gee die maatskappy 'n voorsprong oor sy konkurrente. Die doelwit van hierdie studie is om lig te werp op die manier waarop algemene kennis in die MBA-studieprogram gedeel word en te bepaal in watter mate kennisdeling mense se siening oor die gehalte van MBA-opleiding kan verbeter. Die doel van hierdie navorsingstudie is dus om maniere te vind waarop die algemene kennis wat studente het, te benut op 'n wyse wat die gehalte van die MBA verbeter en die waarde daarvan verhoog. Die uitslag van hierdie studie dui aan dat algemene kennis wel deur studente in die MBA-program met mekaar gedeel word en dat dit vir studente nuttig is, dat veral bedryfsverwante kennis en besigheidservaring, maar ook algemene lewenservaring, die waardevolste soort kennis is wat van medestudente verkry word . Sulke kennis word gewoonlik tydens groeps- of sindikeringsaktiwiteite gedeel, en die meeste kennis wat tydens so 'n sessie verkry word, kom trouens van medestudente. Dieselfde hoeveelheid algemene kennis word in al die MBA-studieprogram se vakgroeperings gedeel, hoewel algemene kennis oor die MBA self in die leierskaps-/mensehulpbron- en strategiekursusse belangriker is as in die ander. Die deling van algemene kennis word deur die MBA-omgewing aangehelp. 'n Klein groep studente, veral vroue, beleef die omgewing egter as intimiderend, as gevolg van ander studente se negatiewe houdings. Aangesien studente wat aan die MBA-program deelneem, voldoende MBA-verwante werkservaring en hoëronderwys-kwalifikasies het, kan 'n mens aanneem dat hulle oor heelwat algemene kennis beskik. Die uitslag dui daarop dat sakeskole steeds op studente moet fokus wat voldoende ervaring het en wat oor hoëronderwys-kwalifikasies beskik, aangesien hulle heelwat algemene kennis het, wat vir alle betrokkenes nuttig is. En wanneer sakeskole eers besef watter waarde algemene kennis vir die MBA het, moedig hulle gewoonlik aktiwiteite aan wat die deling van algemene kennis bevorder. As studente nie aan 'n verskeidenheid ervarings blootgestel word nie, sal die deling van algemene kennis daaronder ly, en dit moet in gedagte gehou word wanneer sakeskole oor die werwing van studente besluit. Die ongewenste gedrag van sekere studente moet ook in toom gehou word sodat intimidasie nie daartoe lei dat algemene kennis nie gedeel word nie. Wanneer sakeskole studente werf wat oor voldoende werkervaring beskik, word daar maar algemene kennis gedeel, en dit laat die program voldoen aan die vereistes wat die sakewereld stel vir 'n MBA-studieprogram van gehalte. In hoofstuk 1 word die onderwerp omskryf, en die redes en veronderstellings van die studie word uiteengesit. Hoofstuk 2 en 3 bevat 'n literatuuroorsig oor kennisbestuur van algemene kennis en oor MBA-opleiding. Hoofstuk 4 is 'n bespreking van die metodologie en data wat in die studie versamel is. Hoofstuk 5 beval 'n opsomming en gevolgtrekking van die studie, en voorstelle word gemaak vir toekomstige navorsing.
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Dietz, Janis W. "The relevance of executive MBA programs : student expectations and satisfaction /." [S.l.] : Dissertation.Com, 1999. http://aleph.unisg.ch/hsgscan/hm00032258.pdf.

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Butko, Monica A. "Executive MBA Programs: Impact on Female Executive Career Development." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1463642110.

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Leung, Kong-yui, and 梁剛銳. "A strategic study of the market for MBA degrees in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31264396.

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Naicker, Ravindran. "Collaboration between business schools and organisations to maximise the impact of the MBA programme." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/22808.

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Despite numerous successes and appreciable advantages of the Master of Business Administration (MBA) degree, the reputation of the MBA has deteriorated in the eyes of businesses, as its relevance has been questioned and businesses often fail to see students applying acquired skills practically back at work.While previous research has focussed on the experience and opinions of MBA students themselves, this research sought insights of businesses and business schools, specifically considering the value of collaborative relationships for strengthening the MBA’s impact.This research aimed to understand how collaboration can improve the impact of the MBA, first by affirming the successes of the MBA, confirming its importance to business and then exploring current challenges. Previous initiatives have been unsuccessful in reviving the MBA’s ailing reputation, as they were isolated initiatives, lacking the support and involvement of other MBA stakeholders.

This research, therefore, investigated the requirements for a collaborative relationship to be willingly entered into and sustained, looking particularly at in-house programmes which were successful in encouraging collaboration and involvement of stakeholders.From the research findings, the Collaborative Impact Model was designed to set out how a collaborative relationship can be established and maintained, optimising the impact of the MBA while also minimising its many challenges.
Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted

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Bosman, Jeremy Maurice. "NMMU business school alumni satisfaction factors with the MBA program." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14686.

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In a fast-paced dynamic world, the key to success lies in the ability to accept change and to rapidly respond to demands placed by ever increasing competitive environments. In business, the impact of products and services in meeting or exceeding customer’s expectations in such environments is measured by customer satisfaction and the importance thereof cannot be downplayed, thus providing management with a metric that guides and augments change. Subsequently, these dynamic competitive forces are pushing sectors such as Higher Education into the realm of service industries, where stakeholders such as students and alumni are viewed as customers. Correspondingly, measuring their satisfaction has become important as this provides strategic insight, whilst enhancing academic programmes and the student experience. The purpose of this research study was to identify the factors that determined satisfaction with the MBA programme as viewed by students and the alumni of the Nelson Mandela Metropolitan University Business School. Furthermore, it advanced the field of stakeholder theory by identifying alumni as a key stakeholder in business schools. Consequently, the research was exploratory and consisted of quantitative and literature components where hypotheses were developed and relationships between factors analysed, in addition to the literature reviewed. The literature introduced key concepts to this study, such as alumni as stakeholder, alumni satisfaction, satisfaction with the MBA programme, measuring alumni satisfaction, MBA alumni networks and alumni communication. The factors that determined alumni satisfaction were identified by means of a statistical analysis of the data collected by the research instruments. Correspondingly, the findings indicate various factors determine satisfaction with the independent variables highlighted in this study, which are the Facilities, the MBA Programme, the Social Experience, the NMMU Business School Alumni Chapter, the NMMU Business School brand and Communication. Furthermore, it was established that there is a significant link between Social Experience, the NMMU Business School Alumni Chapter, the NMMU Business School Brand, Communication and Alumni Satisfaction.As services industries such as Higher Educational Institutions get exposed to competitive pressure, customer satisfaction comes to the fore and there are certain factors that need to be addressed to enhance satisfaction. Subsequently, this study highlights this pressure and satisfaction levels can certainly be improved by the institution across all the independent variables identified, especially in areas such as the NMMU Business School Alumni Chapter and Communication. Consequently, the NMMU Business School, for the first time have metrics to identify the factors that determine satisfaction with the MBA programme as viewed by their alumni and resultantly can strategically benefit by taking the views of their most important stakeholder into account.
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Cheng, Wai Lun. "Perceived transfer of skills and knowledge of MBA graduates : test of a model." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/145.

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Books on the topic "Master of Business Administration (MBA)"

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MBA ji chu. Shenyang Shi: Liaoning jiao yu chu ban she, 1999.

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Fassinger, Tami. Exploring the MBA. [McLean, Va.?]: Graduate Management Admission Council, 1999.

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Carnall, C. A. MBA futures: Managing MBAs in the 1990s. Basingstoke: Macmillan, 1992.

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Hong, Xiao, ed. Zhongguo MBA. Shenyang: Liaoning da xue chu ban she, 1998.

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Henshubu, Aspect. Nipponjin MBA. Japan: Aspect, 1990.

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MBA: The first century. Lewisburg, Pa: Bucknell University Press, 1998.

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Simpson, Ruth. Women and the MBA: The labour market position and barriers experienced by male and female MBA graduates. [London]: University of North London, Centre for Equality Research in Business, 1997.

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Schatz, Martin. The MBA guidebook: The authoritative guide to MBA programs. Orlando, Fla: Unicorn Research, 1997.

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Gorman, Tom. The complete idiot's guide to MBA basics. 3rd ed. Indianapolis, IN: Alpha, 2011.

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The complete idiot's guide to MBA basics. New York, NY: Alpha Books, 1998.

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Book chapters on the topic "Master of Business Administration (MBA)"

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van den Bosch, Herman. "Master of Science in Business Administration or MBA: Does It Matter?" In The Power of Technology for Learning, 161–73. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8747-9_10.

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Barone, Frank, Gerald Carvalho, Richard Milter, Valerie Perotti, John Stinson, and Ed Yost. "A Symposia: Managing The Evolution Of Problem-based Learning In The MBA Programme At Ohio University." In Educational Innovation in Economics and Business Administration, 477. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-015-8545-3_60.

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Kamath, Shyam J., and Donna L. Wiley. "The California State University, Hayward/Academy of National Economy Joint Master of Business Administration Programme: A Unique Experiment in International Business Education." In Management Education in Countries in Transition, 53–72. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-14252-1_5.

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"5. Master of Business Administration (MBA)." In Business schools in den USA, 34–89. Berlin, Boston: De Gruyter, 1989. http://dx.doi.org/10.1515/9783110853490-007.

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Kiregian, Elise. "The Transformation of Russian Business Education and Its Outcomes." In Business Education and Ethics, 1083–103. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch055.

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This chapter looks at the transformation of Post-Soviet Russian business education. The extraordinary metamorphosis shapes the new generation of Russians profoundly. Russians are now far more likely to speak English, to hold personal investment portfolios and to be able to work outside of Russia in global businesses. The old-fashioned idea of central control of every aspect of life is largely gone as are business courses extolling the virtues of Marxism. Research shows the wide acceptance of western business concepts such as strategic planning and case analysis and the rapid growth of the Master of Business Administration (MBA) degree. One unexpected outcome is the rise of Russian women to management positions in Russian corporations.
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Williams, Geoffrey Alan. "Understanding the Preferences for Online Learning." In Advancing Innovation and Sustainable Outcomes in International Graduate Education, 194–208. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5514-9.ch012.

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Online learning is promoted by the Malaysian Government as a key element in the Higher Education Blueprint 2015-25 (Shift 9: Globalized Online Learning), but research in the Malaysian context is very underdeveloped. This chapter aims to fill part of this gap with a simple analysis of online Master of Business Administration (MBA) courses to examine the appetite and preferences of actual and potential MBA students for online learning. Using data from local and international students studying on MBA programs in Malaysia, the authors show that the MBA students in their sample still have a largely instrumental view of the value drivers of their study programs. The key factors identified by the largest number of groups were facilities, price, certificate authenticity, duration, and flexibility of course times.
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Mayes, Robin James, Pamela Scott Bracey, Mariya Gavrilova Aguilar, and Jeff M. Allen. "Identifying Corporate Social Responsibility (CSR) Curricula of Leading U.S. Executive MBA Programs." In Handbook of Research on Business Ethics and Corporate Responsibilities, 179–95. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7476-9.ch009.

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Our society has witnessed large enterprises collapse from a disregard for Corporate Social Responsibilities (CSR) and illegal and unethical comportments. This chapter provides an understanding of the basic concepts of CSR in the context of lawful and ethical responsibilities, while recognizing the power of CSR branding. Moreover, in accordance with the theory that higher education can elevate the importance of CSR strategies, it reports the results from a qualitative content analysis study identifying explicit and implicit inclusions of CSR, law, and ethics in course titles and descriptions from 20 leading Executive Master of Business Administration (MBA) programs at institutions of higher education in the United States. The results report that while law and ethics are commonly part of the reviewed Executive MBA programs, CSR has minimal representation in these programs.
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Kiregian, Elise. "The Transformation of Russian Business Education and Its Outcomes." In Handbook of Research on Individualism and Identity in the Globalized Digital Age, 457–77. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0522-8.ch020.

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This chapter looks at the transformation of Post-Soviet Russian business education. The extraordinary metamorphosis shapes the new generation of Russians profoundly. Russians are now far more likely to speak English, to hold personal investment portfolios and to be able to work outside of Russia in global businesses. The old-fashioned idea of central control of every aspect of life is largely gone as are business courses extolling the virtues of Marxism. Research shows the wide acceptance of western business concepts such as strategic planning and case analysis and the rapid growth of the Master of Business Administration (MBA) degree. One unexpected outcome is the rise of Russian women to management positions in Russian corporations.
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Parry, Greg, and Clive Reynoldson. "Creating an Authentic Learning Environment in Economics for MBA Studies." In Authentic Learning Environments in Higher Education, 76–87. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch006.

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This chapter discusses a postgraduate economics program that forms a core part of a Masters of Business Administration (MBA) degree course. The program has been structured so as to create a learning environment in which students construct an understanding of economics through a semester-long, authentic learning task — specifically the development of a competitive strategy for a business in which they have a personal interest. The curriculum, teaching and learning activities and assessment are aligned in such a way that they all contribute to the achievement of this task. The authors have observed that this approach has resulted in greater student engagement and a deeper conceptualisation of the role of economics in business as compared to the traditional approaches to teaching economics in MBA programs.
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Peregoy, Richard P. "A Kaleidoscopic Approach to Teaching Ethical Dimensions of Leadership." In Handbook of Research on Teaching Ethics in Business and Management Education, 372–86. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-510-6.ch022.

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A kaleidoscopic teaching method using a variety of media challenges the course facilitator to lead, guide, and offer insight so that listeners interpret and become the learners and purveyors of action. The teacher is not the focal point of the course; rather, the learner is directly, immediately, and continually self-challenged to discover a personal path of ethics that allows for good and effective leadership. The idea is not to be extensively detailed in the readings but to allow basic concepts to unfold and discussions to excite the expectations of the audience serving in part as a “chorus.” Brief overviews are used to incite active discussion based in part upon questions and examples that arise from the life experiences of the participants. Additionally, the lecturettes offer insights from different cultural and ethical perspectives in an attempt to avoid moral relativism and to help develop critical multiplism of ethical behavior in leadership and followership. Students are also given suggestions for further reading in matters of specific interest. Integrative assignments provide a personal cap to each session. The films are shown in their entirety. Questions on key points of ethical behavior are expressed before the film and discussed in small groups thereafter. In this sense, the work is that of “edutainment” as a part of the educational process. Materials in this chapter are based on teaching this course to Master of Business Administration (MBA) students.
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Conference papers on the topic "Master of Business Administration (MBA)"

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Mula, Josefa, Manuel Díaz-Madroñero, Pau Vicedo, and Josep Capó-Vicedo. "APPLYING THE SCRUM METHODOLOGY TO THE OPERATIONS AND TECHNOLOGY STRATEGY SUBJECT OF THE UNIVERSITY MASTER IN BUSINESS ADMINISTRATION (MBA)." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2039.

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Burgess, Stephen, Golam M Chowdhury, and Arthur Tatnall. "Student Attitudes to MIS Content in an MBA: A Comparison Across Countries." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2448.

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Export education forms a major part of the Australian economy. Australian universities are now not only accepting overseas students into Australian campuses; they are setting up overseas-based campuses. This is often through an arrangement with a local educational institution or organisation. Subjects in these institutions are delivered by a combination of Victoria University Australian-based staff and local faculty. One of the primary programs being delivered overseas by many Australian institutions is the Master of Business Administration (MBA). This paper examines the delivery of the core information technology units, Management Information Systems (MIS), by Victoria University in Australia and overseas (in Bangladesh). The structure of the MBA at Victoria University in Australia and overseas is examined and the MIS subject explained. Results of a survey of MBA students’ views of the content of MIS, conducted in Australia (1997-2000) and Bangladesh (2001) are reported. There is little difference in the attitudes of students of both countries in relation to the topics covered in the subject, nor on the breakdown of the subject between ‘hands-on’ applications and more formal instruction. There are some differences in relation to the level of Internet and e-mail usage, with Australian students tending to use these technologies on a greater basis as a proportion of their overall computer usage.
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Capó-Vicedo, Josep, Pau Vicedo, Manuel Díaz-Madroñero, and Josefa Mula. "IMPROVING TRANSVERSAL SKILLS IN THE STRATEGIC MANAGEMENT SUBJECT IN GLOBAL ENVIRONMENTS OF THE UNIVERSITY MASTER IN BUSINESS ADMINISTRATION (MBA) BY APPLYING THE SCRUM METHODOLOGY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2037.

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Sriboonpeng, Kulpatsorn, and Thanasuwit Thabhiranrak. "FACTOR INFLUENCING A DECISION IN STUDYING IN THE MASTER OF BUSINESS ADMINISTRATION PROGRAM OF SUAN SUNANDHA RAJABHAT UNIVERSITY." In International Interdisciplinary Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.001.019.

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Akhasbi, Hassna, Naouar Belghini, Bouchaib Riyami, Mohamed Benitto, and Nesrine Gouttaya. "Moroccan Higher Education at the Time of Covid-19: Issues and Challenges: A Case Study among Master Students Business Administration at IGA Casablanca." In 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010438700730085.

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Farkas, Dan, and Narayan Murthy. "Implementing an Interdisciplinary Masters Program in Internet Technology and E-Commerce." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2476.

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The explosion of the Internet has lead to a revolutionary way of doing business. Electronic commerce is currently estimated at $30 billion, but analysts predict that figure to grow to $400 billion by the year 2002. This leads to a tremendous need for skilled personnel who can handle both the technical and business aspects of e-commerce. One magazine article heading reads: "Looking for a New Job? Head for the Web." A recent announcement by U.S. Small Business Administration states that lack of technical expertise and lack of qualified IT employees are two of the major E-Commerce obstacles facing small firms. Working with the existing administrative infrastructure, Pace University's School of Computer Science and Information Systems has designed an interdisciplinary program, Master of Science in Information Technologies for Electronic Commerce. This short paper is an overview of the M.S. program.
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Brehm, Lars, and Holger Günzel. "Learning Lab "Digital Technologies" - Concept, Streams and Experiences." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8189.

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Digital technology capabilities are highly important also for non-computer-science students. Unfortunately, the understanding of the underlying technologies of daily used devices is often non-existent, but also difficult for lecturers to explain. There is a need for new ways of teaching and learning; this here presented concept of the Learning Lab ”Digital Technologies” is an answer to this challenge for building up knowledge and breaking down barriers to technology in a playful and self-contained way. The focus is on hands-on approaches to technology and solving assignments in small student teams. The four core elements of the Learning Lab: didactic concept, stream concept, assignment repository concept and community concept. The article outlines the experiences with students of the business administration master program in the specialisation field of “Digital Technology Entrepreneurship” at the Munich University of Applied Sciences. The article concludes with all key benefits of the Learning Lab for students and lecturers and an outlook for further development.
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