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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)
unrestricted
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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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Boff, Daiane. "Os Programas de MBA brasileiros : uma análise sob a perspectiva de gestores." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/163942.
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As críticas que os programas de MBA têm recebido (LATHAM; LATHAM; WHYTE, 2004; CLOSS; ANTONELLO, 2014; RAMLALL; RAMLALL, 2016) e o aumento da ofertas desses cursos no Brasil (KARAWEJCZYK, 2015; WOOD JR.; CRUZ, 2014; GIULIANI et al., 2007; BACELLAR; IKEDA, 2005) levaram ao objetivo desta pesquisa de compreender os cursos de MBA brasileiros sob a perspectiva de gestores egressos desses programas. Para tanto, realizou-se uma pesquisa qualitativa exploratória, através de entrevistas semiestruturadas com vinte gestores egressos de MBAs. Através da análise de conteúdo, foram identificados como propósitos para realização dos cursos e que também foram contribuições dos mesmos: aprendizagem das ferramentas de administração, conhecimentos sobre gestão, criação de rede de relacionamentos, experiência internacional e desenvolvimento pessoal. Como lacunas e pontos fracos, surgiram aspectos como a falta de vivências práticas, a desatualização dos conteúdos, docentes com baixa qualificação, discentes com pouca experiência e a escassez de tempo (dos alunos e do curso). Já as sugestões apontadas para aprimoramento dos cursos relacionaram-se com o formato das aulas, a frequência e o local dos encontros, a internacionalização dos cursos, a vivência profissional dos professores e rigor nos programas, a composição das turmas conforme a experiência dos participantes e o desenvolvimento humano do gestor.The criticisms that MBA programs have received (LATHAM, LATHAM, WHYTE, 2004, CLONE, ANTONELLO, 2014, RAMLALL, RAMLALL, 2016) and the increase in the offers of these courses in Brazil (KARAWEJCZYK, 2015; WOOD JR.; CRUZ, 2014; GIULIANI et al., 2007; BACELLAR; IKEDA, 2005), has led to the theme of the current research, which aims at understanding the MBA scenario in the country. For that, a qualitative exploratory research was carried out, through semi-structured interviews with twenty former MBA graduates. Through the analysis of content, the following purposes and contributions for the course were identified: learning management tools, management knowledge, networking, international experience and personal development. As flaws and weaknesses, aspects such as the lack of practical experiences, the outdated content, professor and students with little experience and the shortage of time (of the students and the course) appeared. The suggestions mentioned were related to course schedule, frequency and location of the meetings, internationalization of courses, teachers skills and rigour in the programs, the formation of the classes according to the participants experience and the human development of the manager.
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Howard-Tripp, Wendy. "The congruence of students' expectations and a lecturer's objectives within a South African MBA curriculum." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52496.
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Thesis (MBA)--Stellenbosch University, 2001.Some digitised pages may appear cut off due to the condition of the original hard copy.
ENGLISH ABSTRACT: The world of 'business learning' is changing dramatically and business sc'iools therefore need to respond differently to the demands of the market place, not only to survive, but to grow as well. To achieve this objective, feedback from students with regards to a course and lecturer form a part of the effective management and delivery of educational instruction, as evaluation of performance provides an important instrument in clarifying goals and standards and enhancing future performance. The focus of this study is, therefore, to determine firstly differences in the perceptions of students with regards to the teaching of Industrial and Social Relations within the MBA programme at the USB. The relevance of the research is that differences between students following the four programmes, namely full-time, part-time, modular English and modular Afrikaans, may affect their commitment to the subject, which in turn may affect the quality of the programme. Secondly, it is also necessary to compare the lecturer's objectives pertaining to his particular approach and course content, to the perceptions of the students and to establish the degree of congruence between these. To test the consistency of the evaluation process, a brief comparison of the four MBA classes of 2000 as a whole is made with the first class of 2001 completed at the time of writing. The sample groups were comprised of students who had completed the course evaluation questionnaire. This was voluntary in nature. The data collected was interpreted in terms of the Wilcoxan Rank Sum Test within a framework of fifty-six hypotheses. The hypotheses were formulated from theories relating to the course and students. There are however, a number of limitations contained in this study. The pertinent ones are that the course evaluation questionnaire used is the same for every course within the MBA programme. No distinction is made between the different subjects. The validity of the instrument may, therefore, be impaired and the results not entirely conclusive of students' views. The questionnaires were also completed unaided and it is possible that students did not interpret the questions correctly. This notwithstanding, the research within the parameters of this study points to some minor differences between the students of the four MBA programmes. More importantly, however, it identifies a very strong degree of congruence between the students' perceptions and the lecturer's objectives in the teaching of Industrial and Social Relations. These results have given the lecturer, apart from some general 'pointers' on how to improve the course, the assurance to continue with his present approach to the 'teaching' of Industrial and Social Relations within the MBA programme at the USB. This study should be seen merely as a preliminary trial, and all constraints notwithstanding, it should serve as a starting point for future research.
AFRIKAANSE OPSOMMING: Die wêreld van sakeonderrig verander dramaties en daarom is dit noodsaaklik dat bestuurskole anders begin optree teenoor die vereistes van die markplek, nie net om te oorleef nie, maar ook om te groei. Daarom is die terugvoering van studente met betrekking tot In program en die dosent In deel van die effektiewe bestuur en aanbieding van opvoedkundige opleiding. Die evalueringsproses is dus In belangrike instrument om doelstellings en standaarde te bepaal, en om toekomstige optrede te verbeter. Eerstens fokus die studie daarop om verskille in die persepsies van studente te bepaal ten opsigte van die opleiding van Arbeidsbetrekkinge en Sosiale Verhoudinge in die MBA-program van die USB. Die belangrikheid van dié navorsing is dat die verskillende studente van die vier MBA-programme, naamlik Voltyds, Deeltyds, Modulêr (Engels) en Modulêr (tweetalig), en hul toewyding tot die MBA-program daartoe aanleiding kan gee dat die kwaliteit van die program beïnvloed word. Tweedens is dit ook van belang om In vergelyking te tref tussen die doelwitte met betrekking tot die dosent se benadering en die programinhoud teenoor die persepsies van die studente, om In graad van analogie tussen dié twee te bevestig. Om die betroubaarheid van die evalueringsproses te bevestig, is In kort vergelyking getref tussen die MBA-klasse van 2000 in sy geheel, met dié van die eerste voltooide MBA-klas van 2001. Die vier groepe is saamgestel deur studente wie vrywillig die programevalueringsvraestel beantwoord het. Die inligting wat ingewin is, is volgens die Wilcoxan Rank Sum Test in In raamwerk van 56 hipoteses geïnterpreteer. Die hipotese is geformuleer uit teorieë wat op die program en die studente betrekking het. Daar is egter 'n aantal beperkings in die studie. Die belangrikste is die evalueringsvraestel, wat dieselfde is vir elke kursus wat in die MBA-program aangebied word. Geen onderskeiding is gemaak tussen die verskillende kursusse nie, en daarom is dit moontlik dat die validiteit van die instrument nie optimaal is en die resultate nie 'n korrekte aanduiding van studente se persepsies is nie. Die studente het die vraestelook sonder enige bystand voltooi, wat moontlik die korrekte interpretasie van vrae kon beïnvloed. Alhoewel die navorsing op klein verskille tussen die studente van die onderskeie MBA-programme dui, identifiseer dit 'n sterk graad van analogie tussen studente se persepsies en die dosent se doelwitte in die onderrig van Arbeidsbetrekkinge en Sosiale Verhoudinge. Hierdie resultate gee die dosent nie net algemene riglyne om die program te verbeter nie, maar ook die nodige versekering om voort te gaan met sy huidige benadering tot die onderrig van Arbeidsbetrekkinge en Sosiale Verhoudinge op die MBA-program van die USB. Hierdie studie moet gesien word as primêre navorsing. Hopelik sal dit as 'n beginpunt vir toekomstige navorsing dien.
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Holt, Dale M., and kimg@deakin edu au. "MBA EXPERIENCE BY DISTANCE EDUCATION: AN ETHNOGRAPHIC STUDY OF A PROFESSIONAL DEVELOPMENT PROGRAM." Deakin University, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031125.095402.
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The author's ethnographic study of a professional development program for managers and aspiring managers taught at a distance intends to make a substantial contribution to both the theory and practice of continuing education for professionals. The study focused on a group of Deakin University Master of Business Administration (MBA) participants and their experiences of the final two years of the program. Theorising on the professional development experience was based on data gathered from the direct observation of participants working in their study groups and at residential schools. Moreover, data drawn from end-of-year interviews with participants and discussions with MBA teachers also contributed to the theorising process. Theorising spanned a broad set of interactions encompassing participants' formal educational, professional and personal worlds.
The thesis is devoted to two aspects of the professional development experience, namely: participants' interactions in their study groups and at residential schools; and participants' attempts to grow and develop as competent professional practitioners during their MBA studies.
Interactions with key learning contexts orchestrated by the teaching institution (i.e. study groups and residential schools) are grounded in an analysis of the changing group cultures observed to accommodate the different educational demands of the program. Group interaction on a broader scale is also analysed in the context of the residential schools. The residential school provided a powerful forum for the development of participant activism over the future development of the MBA program. The analysis of the study groups in action led the author to identify the key characteristics of effective educational work groups. The implications of the success of these essentially egalitarian and leaderless groups for the formation of self-managed groups in the workplace is examined.
On the matter of professional development, the author reveals the relationships between the nature of participants' jobs, their search for professional integration, their stage of professional empowerment, the strategies they pursued either to empower themselves or others in their organisations and the barriers which were encountered in the pursuit of empowerment. Dramatic examples of professional disempowerment are analysed indicating that interaction between formal off-the-job learning and professional practice in the workplace is not necessarily a smooth and positive experience. The group of
participants studied are seen to be heterogeneous in relation to the above factors characterising professional development
The implications of the theorising are considered in relation to professional pedagogies, assessment strategies and distance education. Distance education is seen to socially construct the roles of both teachers and students in the educational process. Specifically, teachers are seen to be somewhat marginalised during the program in use whereas the participants are located at the centre of the educational experience. The primacy of participants in the educational process is highlighted through the growing reliance on self-and peer-group assessment skills as participants progressed through the program. It is argued that the teaching institution should encourage and maintain the development of these skills as they represent a major learning outcome of the professional development experience, i.e. the ability to engage in the process of critical self-reflection and informed action.
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Henning, Johanita Magdalouise. "The perceived impact of an MBA degree on the salary and career progression of a graduate of the University of Stellenbosch Business School." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97330.
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Thesis (MBA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: In most developing economies, and in South Africa in particular, students’ perceptions, motives and attitudes towards the Master of Business Administration degree (MBA) have increasingly become a topic of interest to researchers and academics. Given the high number of students registering to study towards an MBA degree each year, this research assignment aimed to investigate and illuminate the perceived impact of an MBA degree from the University of Stellenbosch Business School (USB) on salary and career advancement. Data was collected through a carefully designed and structured questionnaire. Supplemented by a comprehensive literature review, the study applied descriptive and inferential statistical procedures along with various tools of analysis to analyse the perceived effects of the USB MBA degree on its students’ income and career advancement. The general perception among MBA graduates was that an MBA degree might help them achieve a major breakthrough in their career path and long-term advancement, accompanied by an increase in income. A further perception was that the reputation of an accredited business school would get them rewarding job opportunities at reputable organisations.
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Engelbrecht, Johan. "Impact of the Social Engagement Project on the 2013 full-time MBA cohort of the University of Stellenbosch Business School." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97321.
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Thesis (MBA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: The University of Stellenbosch Business School integrates environmental, social responsibility and corporate governance teaching in all its MBA courses. In 2012, it also introduced a stand-alone course, Business in Society, to improve students‟ knowledge of these topics and improve their decision-making ability. To enhance the course further, a social engagement project was piloted with the 2013 full-time cohort. The aim of the research paper is to determine the impact that the Social Engagement Project had on the participating students and to make recommendations for improving future engagements. The research method employed was content analysis of the reflective essays that the students wrote on assessing the course. Only essays for which permission was obtained from the students were used in the research. The success of the engagement in terms of experiential learning was firstly determined in relation to the Kolb learning cycle and literature regarding specifically service-learning. The impact on the students was then measured against Bloom‟s taxonomy, specifically focusing on the affective domain. Lastly, the effect the theory of planned behaviour was used to determine the influence the engagement had on the behavioural intentions of the students. From the content analysis it was determined that as an experiential learning engagement the project was a success In terms of Bloom‟s affective learning domain the learning dimension achieved by most students was the organisation dimension. Considering the limited duration of the course, this can be deemed a success. Two of the three independent determinants in the theory of planned behaviour that could be analysed, namely perceived behavioural control and attitude towards behaviour, were both positively influenced by the engagement. From a theoretical point of view, the Social Engagement Project could therefore be deemed a success. Areas for improvement that were however identified relate to students original motivations for choosing their projects that were not met. The main reason for this was very high initial expectations that were never congruent with the time available for projects. This factor can have a negative effect on the future behavioural intentions of the students, and the writer therefore proposes that the expectations of students be managed in order to obviate these shortcomings. The analysis of student recommendations revealed three main themes requiring attention, i.e. appropriate project identification, better time allocation, and improved support from faculty. Using these themes and the information learnt from the content analysis, final recommendations were made.
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Sekole, Mohlatlego Glostine. "The career progression of masters in business administration (MBA) graduates: the case of university of Limpopo graduates between 2007 and 2011." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/2596.
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Thesis (MBA.) -- University of Limpopo, 2015The contribution of an MBA degree on career mobility in South Africa is of importance and exhibits strong interest from academics, business and public space. Many people believe that an MBA can help for any managerial position especially in cooperate business set up in terms of upward career mobility and skills acquisition. This study wanted to find out if indeed qualifying with an MBA degree helps graduates to move upward, get better salaries and benefits and feel more skilled.This study was conducted using graduates from the Turfloop Graduate School of Leadership, University of Limpopo, who graduated between 2007 and 2011. A total of 44 participants responded. The results mainly indicated that the MBA qualification does help in helping graduates feel better capacitated and ready for managerial positions. The qualification also helps with higher positions and/or salaries. However, for candidates to realise those better positions they mostly need to move to other organisations or even other provinces.The study recommends that another study focused on more universities that offer MBA in South Africa be carried out to compare the career advancement of graduates from all these universities. Another one that focuses on the reasons why career progression is not mostly realised in organisations within which candidates worked prior to getting an MBA degree is also recommended.
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Jarvis, Walter Patrick. "Moral accountability in the MBA : a Kantian response to a public problem." Electronic version, 2009. http://hdl.handle.net/2100/980.
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We live in an age of public accountability. For university-based business schools, housed within institutions with responsibilities for fostering public wellbeing, public accountability represents major challenges. The specific challenge of this dissertation is interpreting that accountability in moral, as opposed to legal or bureaucratic terms. Much of the academic attention to public accountability has focused on the legal aspects of compliance and regulation. The systemic nature of the educative-formative problem of moral accountability argued herein is especially evident inside postgraduate management education. I argue that nascent ideas of moral accountability foreground a systemic and inescapable challenge to the legitimacy of the now ubiquitous Masters of Business Administration (MBA) within university based management education. Illustrating the formative-educative problem via a case study at an Australian university and drawing on a critical review of the management studies literature I argue that current approaches to meeting those public responsibilities are at risk of being marginal at best. This is a view increasingly recognised by those within the management studies field already committed to redressing amoral management theory and practice. Efforts to professionalise management by bringing management studies inside universities have long been abandoned in favour of following market logic - a predominantly financially driven logic that is formatively amoral - thus exposing universities' moral legitimacy to rising public skepticism, if not acute and justifiable concern. Beyond the professionalisation efforts and the compliance mentality of corporate governance and against the commonplace smorgasbord approach to business ethics (foreclosing engagement with larger and relevant political, ethical and philosophical dimensions) I argue for cultivating a specific capability for management graduates - one area that will yield considerable philosophical scope and pedagogical options while meeting the university's public responsibility. I make a case for cultivating reflective judgment on matters of moral accountability {and specifically at the individual level} as a defining capability in management studies - a capability that is worthy of public trust in universities. To that end I argue for a Kantian approach to cultivating reflective moral accountability. The scope of this approach is global, the mode is action-guiding principles under public scrutiny, where reverence for individual human dignity is at its base: a civic or enlightened accountability, oriented to earning and warranting public trust, by individuals and through institutions. Kantian hope in a cosmopolitan ethical commonwealth sustains practical-idealist commitment to cultivating this capability. This Kantian approach is shaped by Kant's grossly under-recognised moral anthropology: a composite of a modest metaphysical framework of justice intersecting with his almost completely ignored philosophy of experience / anthropology. The pedagogical approach developed here is based on Kant's moral anthropology and notion of maturity. It is oriented to deeply experiential organic learning as university-based preparation for reflective moral judgment in pressured, complex situations of uncertainty. The aim here is fostering ideas on approaching what is problematic not to develop a comprehensive theory of moral accountability in the MBA. Taken together this Kantian response sees paideia as central to the public role of university education, and as such represents a radical challenge to seemingly unassailable assumptions of authority in management theory and practice. I follow a phronesis approach in this research, a perspective on knowledge that views the social sciences as categorically different from the natural sciences, calling less for universal laws and more for knowledge drawing on wisdom and moral judgment derived through extensive experience. Flyvbjerg's phronetic approach to the social sciences guides the case study, influences the selection of perspectives in both the literature review and the Kantian considerations. I approach this educative-formative problem out of liberal-humanist, social-contract traditions.
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Williams, Judy Anne. "An evaluation of the information literacy education of MBA students at the University of Stellenbosch Business School." Thesis, UWC, 2012. http://hdl.handle.net/11394/3233.
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Magister Bibliothecologiae - MBiblThis study investigates the effectiveness of the information literacy education that Master of Business Administration (MBA) students receive at the University of Stellenbosch Business School (USB). The literature reveals that there is a growing trend worldwide to extend information literacy education to include graduate students. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for Higher Education Competencies as the theoretical framework together with Kuhlthau’s Information Search Process. Both process and formative evaluation was used in the study. A mixed method approach was applied to gather data for the study using a pre- and post-information literacy questionnaire, interviews with the information literacy facilitator and the research methodology lecturer and a rubric assessment of students’ group assignment. The information literacy intervention focuses mainly on ACRL Standard 1, with more emphasis on ACRL Standard 2. ACRL Standards 3, 4 and 5 were briefly mentioned as it was difficult to cover all the ACRL Standards adequately within a once-off information literacy session. The results of the study show that the information literacy intervention was successful in introducing students to some of the electronic resources which is one of the major objectives of the intervention. Students’ scores in the pre- and post-information literacy questionnaire and the group assignment were high. This could be an indication that the information literacy intervention was a success. The interviews with the information literacy facilitator and the research methodology lecturer reveal that little collaboration between the library and business academics is taking place. This lack of collaboration affects the quality of the information literacy education in terms of business academics input in the information literacy intervention and in terms of reinforcing information literacy outcomes in students’ assignments. One of the recommendations is that collaborative relationships should be developed between the library and business academics in order to develop an information literacy plan that will fully integrate information literacy within Masters’ courses.
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Abdul, Hamid Mohd Noor. "How the value of higher education is perceived by students and alumni : the case of the Masters of Business Administration (MBA)." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5226/.
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The reduction in government funding and increased competition within the sector has led to ‗marketisation‘ of higher education. Universities, especially those which operate at the international level, are increasingly aware of the need to understand the various needs and wants of their students in order to enhance the overall educational experience which consequently allow them to remain competitive in the global market. Perceived value is one of the key marketing concepts which the importance is widely acknowledged by both researchers and practitioners. Within the commercial sectors, customers‘ perception of value has been suggested to be the primary source for competitive advantage. Numerous studies have proven perceived value to be the precursor for customers‘ behaviours and attitude such as intention and decision to purchase, satisfaction, loyalty and willingness to recommend a particular offering. Nevertheless, only a handful of studies have explored the concept of perceived value within the higher education context and a majority of them were conducted using quantitative approaches. Furthermore, none of the existing studies had explored how this perception of value changes at different stages of consumption and whether this perception is affected by national cultures. This study is an attempt to fill the above gaps in existing body of knowledge. Given its global reputation and authoritative credential in business and management education, the Masters of Business Administration (MBA) was chosen for this investigation. Specifically, the main aim of this study is to understand how graduates from the UK, India and China perceived the value of their MBA. To achieve this aim, two frameworks were developed. The first framework conceptualised perceived value as a construct consisting of two high level components; perceived benefits (or ‗gets‘) and perceived sacrifices (or ‗gives‘). Both components were further broken into a number of sub-dimensions. Monetary and non-monetary sacrifices are the two sub-dimensions for the perceived sacrifices. Meanwhile the perceived benefits were divided into functional (i.e. usefulness of the degree and quality of the programme), social, emotional and epistemic benefits. The second framework conceptualised the dynamic nature of this perception. The MBA in this study was framed as an experiential service consisting of three stages of consumption. At the pre-MBA stage (i.e. prior to enrolment), perception of value is conceptualised as the antecedent for decision to purchase (i.e. enrolment). Meanwhile, perception of value during the programme is conceptualised as the antecedent for students‘ satisfaction with their educational experience. Finally, at the post-MBA stage this perception is conceptualised as the antecedent for students‘ satisfaction with their educational outcomes. Data for the present study was collected through in-depth interviews with twenty-eight participants who graduated from the Leeds University Business School‘s (LUBS) full-time MBA programme between the years 2000 to 2010. The British, Chinese and Indians were chosen for this investigation due to the fact that these are the three biggest pools of students for the UK full-time MBA programmes. Retrospective interview approach was adopted to explore the graduates‘ perception of the MBA‘s value at each stage of consumption. Data from the interviews were analyzed using template analysis approach. Findings from the study show that ascertaining the value of the MBA is a continuous evaluation process. In particular, perceived value of the MBA took different meanings at each phase of the ‗consumption‘ experience with different components dominating the perception. At the pre-MBA stage, the functional and epistemic benefits were found to be the main motivations for prospective students‘ intention to pursue the programme. The former relates to the ability to utilise the degree for attaining career agenda. Meanwhile the latter refers to the desire to learn and gain new knowledge and skills for personal development. The choice of MBA programme was dominated by the need to balance between the price or tuition fee (i.e. monetary sacrifices), quality and usefulness of the degree for career attainment (i.e. functional benefits). During the MBA programme, students mainly evaluate the value of the programme through its quality (i.e. functional benefit), especially the teaching and learning experience as well as the career support which relates closely to the epistemic and functional benefits. In addition, they also gain broader benefits in the form of broadened circle of friends and professional networks (i.e. social benefits) as well as better sense of self (i.e. emotional benefits). These benefits are compared against the sacrifices involved to determine their level of satisfaction with the programme. At the post-MBA stage, graduates initially based their evaluation of value mainly on the impacts of the programme on their career advancement (i.e. functional benefits). As they move on with their career, they continue to reflect on the sacrifices and begin to realise the broader benefits of the programme. This caused them to re-evaluate their initial perception. In addition to the above findings, the study also found that the perception of value in the higher education context is affected by nationality (i.e. culture), age and gender. This study contributed to the understanding of perceived value concept, especially in the context of higher education. The two frameworks developed for the study specify the components of perceived value concept and explains their inter-relationships at different stages of consumption. Data from the interviews provide empirical evidence for the i) personal and idiosyncratic, ii) situational or contextual, iii) comparative and iv) dynamic or temporal nature of the concept which previously have been discussed mainly at theoretical level. The findings also have some practical implications for the business school to improve their MBA programme and remain competitive in the global MBA market.
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Lambert, P. B. "Factors contributing to the delay of MBA research reports at the University of Stellenbosch Business School : an exploratory study." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95597.
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Thesis (MBA)--Stellenbosch University, 2012.The MBA programme at the USB comprises two main parts, namely coursework and a research report. Students need to successfully complete both in order to graduate; however, a percentage of students are unsuccessful in that they either a) fail to complete the coursework as well as the research report, or b) successfully complete the coursework but fail to complete the research report. Those in the first category manage to cut their losses by preventing further expenditure of resources; however, those in the second category risk failure after full investment of time and money. The USB has seen an increase in the number of students from the second category; it is an undesirable outcome which needs to be addressed at the institutional and individual level. This research report aims to assist the USB in gaining more insight into this problem, and in addressing it effectively. Since the students themselves are pivotal in the MBA research phase, the research for this report took the form of live, in-depth interviews with MBA students at the USB who have successfully completed their coursework, but have not submitted their research report. The semi-structured interviews were based on themes highlighted in the literature on academic non-completion and delay. The most prominent contributing factors identified, were: a) inadequate preparation for research, which impacted on self-efficacy, i.e. the student’s belief in his/her own research competence; b) student motivation levels, which are influenced by the lack of intrinsic motivation to study, and by perceiving the research report to be irrelevant to their goals; c) timing of topic choice, which some felt came too early and did not allow an informed choice, and which others felt came too late and reduced the research time; and d) the lack of structure and deadlines during the research phase, which was problematic given the students’ expressed need for external pressure to prioritise the research report. In the light of the above factors, suitable recommendations are made on how the USB could address the problem.
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Nagdee, Saffiya. "The relationship between a selection battery and the academic performance of students on an MBA programme." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27260.
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The study is a quantitative analysis into the selection process of the Masters in Business Administration (MBA) programme at the Tshwane University Technology (TUT). The selection battery used at TUT to select the MBA applicants is comprised of the Situation Specific Evaluation Expert (SpEEx), the English Literacy Skills Assessment (ELSA), and the 15 Factor Questionnaire (15FQ+). This test battery aims to obtain information on an applicant with regards to his/her cognitive potential (verbal and non-verbal ability), language proficiency, and personality. Therefore, the aim of the study was to investigate the relationship between the selection battery and the academic performance of those students selected into the MBA programme at TUT by examining the differences between the scores of the psychometric selection batteries and the academic performance of those students selected. Upon analyses and interpretation of the data it was determined that there were no statistically significant differences between the scores of the different components of the selection batteries used and the academic performance of those selected.Dissertation (MEd)--University of Pretoria, 2011.
Educational Psychology
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Lima, Patrícia Barreto dos Santos. "Formação das estratégias de comunicação das universidades federais em relação às ações afirmativas : os casos UFABC e UFRGS." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/164681.
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Esta dissertação buscou compreender como se formam as estratégias de comunicação das universidades federais brasileiras em relação às ações afirmativas, a partir de um estudo de caso instrumental múltiplo em que foram selecionadas duas universidades com históricos, trajetórias e intencionalidades diferentes: UFABC e UFRGS. A coleta e análise de dados incluiu fontes primárias (entrevistas semi-estruturadas com atores envolvidos com as ações afirmativas e com comunicação nas universidades estudadas) e fontes secundárias (atas e resoluções dos conselhos universitários, planos de gestão, planos de desenvolvimento institucional, relatórios de gestão e relatórios de avaliação, além de publicações nos sites institucionais e outros produtos de comunicação). O estudo se valeu de abordagens dos campos da administração e da comunicação pública e ainda de referenciais da área da educação. Com base na perspectiva da estratégia deliberada e da estratégia emergente de Mintzberg (2006), verificou-se que as estratégias de comunicação identificadas nas duas universidades se formam a partir da combinação de processos deliberados e emergentes, em que interagem grupos/atores de diferentes origens e estruturas. Estes processos ocorrem, por vezes, em resposta a necessidades evidenciadas no dia-a-dia da instituição, assumindo características de um processo de aprendizagem, predominantemente emergente. Também foi identificada a ocorrência de formação de estratégias de consenso, desconectadas e ideológicas, evidenciando a mescla de deliberação e emergência nos processos estudados. A análise empreendida possibilitou ainda verificar que estratégias emergentes de comunicação podem contemplar os princípios da comunicação pública, tais como transparência, abordagem pedagógica, escuta e promoção da cidadania, independentemente de haver uma política de comunicação resultante do planejamento estratégico da instituição. A intencionalidade expressa da universidade, disseminada e incorporada, releva-se determinante para o estabelecimento de estratégias de comunicação alinhadas aos seus fundamentos institucionais, mais até do que planos que em alguns casos podem ter caráter apenas formalístico. Portanto, principalmente nos espaços historicamente elitistas em que não há intencionalidade de inclusão, as estratégias de comunicação devem contemplar as finalidades da comunicação pública, pois se entende que a promoção da cidadania decorre também do estabelecimento do diálogo entre a universidade e a sociedade voltado para informar, escutar e valorizar a interação.This dissertation sought to understand how communication strategies of Brazilian federal universities are formed in relation to affirmative actions, based on a multiple instrumental case study in which two universities with different histories, trajectories and intentions were selected: UFABC and UFRGS. Data collection and analysis included primary sources (semistructured interviews with actors involved with affirmative action and communication in the universities studied) and secondary sources (university council minutes and resolutions, management plans, institutional development plans, management and evaluation reports, as well as publications on institutional websites and other communication products). This case study draws on approaches from administration and public comunication fields, as well as from referenctial of the education field. Based on the perspective of Mintzberg's deliberate strategy and emerging strategy (2006), it was verified that the communication strategies identified in the two universities are formed from the combination of deliberate and emerging processes, in which groups/actors from different sectors interact. These processes sometimes occur in response to needs evidenced in the routine of the institution, assuming characteristics of a learning process, predominantly emergent. It was also identified the formation of consensus, disconnected and ideological strategies evidencing the mixture of deliberation and emergency in the studied processes. The analysis made it possible also to verify that emerging communication strategies can contemplate the principles of public communication, such as transparency, pedagogical approach, listening and promotion of citizenship, regardless of whether there is a communication policy resulting from the strategic planning of the institution. The expressed intentionality of the university, disseminated and incorporated, is decisive for the establishment of communication strategies aligned with its institutional foundations, even more than plans that in some cases may have only a formalistic character. Therefore, especially in the historically elitist spaces where there is no intentionality of inclusion, communication strategies must contemplate the purposes of public communication, because the promotion of citizenship also stems from the establishment of dialogue between the university and the society to inform, to listen and to value the interaction.
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Afonso, Carla Winter. "Master in Bussiness Administration (MBA) versus Mestrado Profissionalizante em Administração (MPA): diferenças e similaridades." reponame:Repositório Institucional do FGV, 2005. http://hdl.handle.net/10438/3341.
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Previous issue date: 2005This study had for objective to identify the similarities and differences between Executives Programs (Mestrado Modalidade Profissional) and Master in Business Administration (MBAs), specializations lato sensu. In order to achieve these objectives bibliographical and field researches were developed. The bibliographical research allowed to identify the uprising contradiction between Executive Education and Academic Education. The field research allowed to verify the differences and concrete similarities perceived by pupils and coordinators. In the field, interviews in depth and applied half-structuralized questionnaires had been carried through. The interviews had been taken the effect with the coordinators of the MBA courses and Mestrado Profissional/Executivo of five institutions. The half-structuralized questionnaires had been applied in two institutions, in the pupils of the groups of Mestrado Profissional/Executivo and MBA. The results of the interviews and of the questionnaires had been enclosed in one of the six categories previously defined in the study. The research corroborated the initial assumption, that detaches the differences between the cited courses.
Esta pesquisa teve por objetivo identificar as similaridades e diferenças entre os cursos de Mestrado Profissional e MBA, especializações lato sensu. Para possibilitar a identificação e análise foram utilizadas como meio, pesquisa de campo e bibliográfica. O levantamento bibliográfico permitiu identificar o surgimento da contradição entre Educação Executiva, de cunho prático/ profissional e Educação Acadêmica. A pesquisa de campo permitiu verificar as diferenças e similaridades concretas percebidas por alunos e coordenadores. No campo foram realizadas entrevistas em profundidade e aplicado questionários semi-estruturados. As entrevistas foram levadas a efeito com os coordenadores dos cursos de MBA e Mestrado Profissional/Executivo de cinco instituições. Os questionários semi-estruturados foram aplicados em duas instituições, nos alunos das turmas do Mestrado Profissional/Executivo e MBA. Os resultados das entrevistas e os dos questionários foram incluídos em uma das seis categorias previamente definidas no estudo. A pesquisa corroborou a suposição inicial, que destaca as diferenças entre os cursos citados.
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Lin, Neng-pai. "Master production scheduling in uncertain environments /." Connect to resource, 1989. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1262714277.
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Priyadharshini, Esther. "A critical ethnography on the production of the Indian MBA discourse." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323066.
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Conner, Karen G. "Student Interactions, Connectedness, and Retention in an Online MBA Program: An Exploratory Study." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898859.
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The market for online education is competitive, especially for graduate programs such as the Master of Business Administration (MBA). Attrition rates vary widely, and educators must understand the needs of online students and create engaging quality programs to be competitive. Social interaction and student connectedness are particularly important in online MBA programs where one of the expected benefits is the opportunity for students to build strong professional networks. This mixed methods study explores the student interactions, connectedness, and retention in the Online MBA Program at William & Mary. While previous research has explored building community in an online educational environment, a gap remains in the literature regarding the quality and type of student connections in a part-time online graduate program tailored to working professionals. In addition to surveying faculty who taught in the program, I attempted to survey all students of the program and used the results of the Online Student Connectedness Survey (Bolliger & Inan, 2012) to inform the student participant selection process for the qualitative case study. Rooted in the social constructivist paradigm, I created the Online Student Connectedness conceptual framework and sought to determine the extent to which students and alumni of the program felt connected. I also wanted to determine what the students’ experiences of connectedness were and the quality of those connections. The results of the quantitative survey revealed a moderately high perception of connectedness among students in the program. The results of the qualitative data indicated that several factors influenced the students’ experiences of connectedness. In addition to carefully planned collaborative and group work, a feeling of comfort and perception of community were key factors. Managing students’ expectations, support from others, and connection to the institution contributed positively to the high retention rate enjoyed by the program. The results of the study offer a number of implications for practice that may be beneficial to program administrators, professors, course developers, instructional designers, and to students. Through appropriate application of social constructivist theory and adult learning theory, educators can create learning activities that promote student connectedness and thereby, increase student satisfaction and retention rates.
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Waller, Arthur D. "Perceptions of Emotional Intelligence Preparation and Industry Expectations for Utah State University MBA Graduates." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/84.
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This study sought to determine whether an MBA degree from Utah State University (USU) was meeting the emotional intelligence (EI) needs of the workplace from the perception of its graduates. This research assessed perception of EI skills with a researcher-designed instrument that consisted of a 22-question survey that was e-mailed to USU students who completed an MBA between 2000 and 2006. The survey questionnaire given to MBA graduates was titled Assessment of Emotional Intelligence and was divided into three distinct parts. The first category (questions 1-10) had to do with industry expectations as perceived by MBA graduates. The second category (questions 11-20) emphasized curriculum in USU’s MBA program, and the third category (21-22) asked for demographic information that was not available from student records or the initial participation postcard. The findings from this research present evidence of the MBA program’s strength in teaching teamwork and collaboration. There was strong agreement that the program taught these skills and that they are expected skills in the workplace. This finding, however, was both affirming and concerning at the same time because it was found that the ratings for none of the other related EI competencies were comparably equal with those of teamwork and collaboration. The lack of correlation between the latent variables, or constructs, employed in this analysis implied that the MBA program could benefit by offering more instruction in EI competencies.
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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.
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Dionne, Claude. "Étude critique du programme de MBA et de son impact sur la formation des gestionnaires au moyen du concept de valeur ajoutée." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6520.
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Cook, James Kenneth. "The significance of writing skills and other competency variables in predicting student success in online MBA courses." Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10178992.
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The purpose of this study is to (a) explore the relationship of student cognitive skill indicators (predictor variables) to student performance in online and face-to-face MBA courses (criterion variables) at a Midwestern United States University (University) conferring undergraduate and graduate degrees in a variety of academic fields; (b) determine if there is a statistically significant correlation between the predictor and criterion variables; and, (c) determine if there is any statistically significant difference between any statistically significant correlations of predictor and criterion variables. A sample of 322 students were studied using seven-years of pre-existing data (Fall 2006 – Fall 2013) from the Center for Scholarship Teaching and Learning (CSTL) online course database, the student module of Ellusian database used by the University Registrar’s office, and the Institutional Research department at the University. Statistical correlation and regression procedures were used to analyze the data.
Contrary to existing online education research, this study did not conclusively indicate that students’ ability to write effectively had any significant relationship to students’ performance in online versus face-to-face courses in the MBA program at the University. This finding, combined with the foundational learning theory research, suggests that online course design, pedagogy, and assessment may be mitigating the affect differences in student writing skills and learning has on student performance in online versus face-to-face courses.
This study also found significant differences in the relationship of student GMAT-Verbal score, GMAT-Analytical Writing score and GMAT-Total score, and student performance in online versus face-to-face MBA courses. Student GMAT-Verbal score and GMAT-Total score significantly correlated with student performance in face-to-face MBA courses at p < .01, but did not significantly correlate with online MBA courses. Student GMAT-Analytical Writing score significantly correlated with student performance in face-to-face MBA courses at p < .01, but only correlated with student performance in online MBA courses at p < .05. These findings suggest that the use of GMAT scores in making MBA program admission decisions may not be appropriate. This study indicated that GMAT scores were not valid predictors of student performance in online MBA courses at the University.
Finally, this study indicated that students with undergraduate grade point averages less than 3.0, and students with combined undergraduate grade point averages and GMAT scores outside the threshold of the requirements for regular MBA program admittance, performed successfully. Comparing this finding with the findings that student Writing Proficiency Exam scores and EN140 Grades of students were also valid predictors of student success in Online MBA program courses; and, the finding that GMAT scores were not valid predictors of student performance in Online MBA program courses; suggest that the use of Undergraduate Grade Point Average and GMAT scores for MBA program admission requirements should be reviewed and possibly revised.
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Hill, James Alton. "Single stage bi-criteria master production scheduling with sequence dependent changeovers in process industries /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488188894439389.
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Raeis, Zadeh Saba. "A marketing strategy for Simon Fraser University's general Master of Business Administration program /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/3440.
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Research Project (M.B.A.) - Simon Fraser University, 2006.Theses (Faculty of Business Administration) / Simon Fraser University. Senior supervisor : Dr. Jennifer C. Chang. MBA-MKTG Specialist Program.
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Pettersson, Amanda, and Hanna Lingtell. "En individs karriär efter en MBA/EMBA utbildning. : Finns det vissa faktorer som påverkar?" Thesis, Linnéuniversitetet, Institutionen för ekonomistyrning och logistik (ELO), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64484.
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Bakgrund: Att kvinnor har svårare att göra karriär jämfört med män är något tidigare forskning menar kan bero på det som definieras som glastaket. Frågan är om detta glastak finns inom fler faktorer än kön? Syfte: Syftet med vår uppsats är att ta reda på om kön, ålder, nationalitet, informella nätverk, samhällsklass och hemmabild påverkar individers möjlighet till att göra en högre karriär. Detta vill vi göra genom att studera hur faktorerna påverkar individers möjlighet till högre karriär efter att ha läst en MBA eller EMBA utbildning. Vi ämnar studera detta med hjälp utifrån de tre teorierna, sociala identitetsteorin, homosocialitet och human capital teorin, samt fenomenet glastak. Metod: Vi har använt oss av deduktiv ansats där vi utgår från teorierna den sociala identitetsteorin, homosocialitet och human capital teorin. Vi har valt att utgå från fenomenet glastak. Med hjälp av teorierna försöker vi besvara våra ställda hypoteser. Studien och informationen är insamlad och utförd under år 2017 genom en enkätundersökning. Materialet analyserades utifrån en bivariat korrelation samt regressionsanalyser. Slutsatser: Vi kan i vår studie påvisa att det finns ett glastak för variabeln ålder. De resterande variablerna (kön, nationalitet, informella nätverk, samhällsklass och hemmabilden) har vi inte funnit att ett glastak existerar för individerna som har genomgått en MBA/EMBA-utbildning.
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Gorman, C. Allen, and T. W. Moore. "Constructing Future Business Leaders: Evaluating a Mixed Methods Approach to Leadership Education in an MBA Curriculum." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7787.
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Lamartine, Andres Felipe. "Exploring the factors influencing users’ intention to switch MIM application: A push, pull, mooring framework perspective : Master thesis." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-106035.
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The increased penetration of smartphones and cheap and easy access to the internethave made mobile instant messaging (MIM) services really popular, rapidly evolving,and mass-adopted. Today the mobile instant messaging (MIM) market is dominated bythe social media giant Facebook which with its two major MIM services FacebookMessenger and WhatsApp, owns about 80 percent of the whole market. However asmore and more people become more aware of their online privacy, people seem to beleaving platforms such as WhatsApp for other platforms. But why is this happening andwhat could be the reasons for this switching behavior? This paper aims to extend theunderstanding of consumer service switching behavior by using the Push, pull, mooring(PPM) framework in the context of MIM. The PPM framework has been acknowledgedto help explain and predict switching behaviors in various offline contexts and onlinecontexts. The framework consists of pull factors which are factors that attract users toan alternative service, push factors that drive users away from an incumbent service,and mooring factors that keep the users using a service even though there are betteralternatives. This study used alternative attractiveness and social influence as pullfactors, dissatisfaction, low trust, and information privacy concerns as push factors andinertia as a mooring factor. Inertia in turn has four components; affective commitment,switching costs, habit, and unfavorable subjective norm. All of the pull and push factorswere hypothesized in this study to have a positive impact on the user's intention toswitch MIM providers. This study used a non-probability sample in order to distributean online survey to collect the necessary data in order to test the hypotheses formulatedin this study. The results seem to indicate that the pull factors, alternative attractiveness,and social influence as well as the push factors dissatisfaction and information privacyhave a significant effect on a MIM user’s switching intention while the inertiacomponents affective commitment, habit, and unfavorable subjective norm aresignificant to inertia. However, the inertia component switching cost fails to accomplishthe same result. On the other hand, the push factor low trust failed to give a significantresult. At the same time inertia, which acts as a mooring factor, seems to negativelyaffect MIM users switching intention.
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Gorman, C. Allen, and Thomas W. Moore. "Constructing Future Business Leaders:Evaluating a Mixed Methods Approach to Leadership Education in an MBA Curriculum." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/413.
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Heise, William H., and C. Allen Gorman. "Building an Agile MBA Strategic Experience Process with Regional Business partners: Lessons Learned at East Tennessee State University." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7767.
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SANTOS, LEONARDO PEREIRA RODRIGUES DOS. "DEVELOPMENT OF SERVICES IN EDUCATION: AN APPLICATION OF CONJOINT ANALYSIS TO MASTER IN BUSINESS ADMINISTRATION PROGRAMS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4111@1.
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O propósito deste trabalho é analisar as características
relevantes dos cursos de mestrado em administração e em que
grau elas são avaliadas por seus alunos e ex-alunos, com o
objetivo de fornecer subsídios para as instituições
acadêmicas desenvolverem ou aprimorarem tais cursos.
Nesta pesquisa, aplicou-se a teoria de análise conjunta, a
fim de se apontar o conjunto de características
consideradas relevantes pelos estudantes de cursos de
mestrado em administração de empresas. O desenvolvimento da
dissertação foi composto de duas etapas: escolha dos
atributos e níveis a serem avaliados pelos respondentes e
análise dessa avaliação. Para escolher o conjunto de
atributos e níveis a serem julgados, foram analisadas
as informações existentes na literatura e conduzido um
grupo de foco. Em seguida, foi escolhido o conjunto de
estímulos a ser submetido aos estudantes de mestrado,
desenvolvido com base no projeto ortogonal calculado
pelo software estatístico SPSS. Realizou-se, então, a
coleta de dados por meio de questionários, os quais
foram entregues pessoalmente aos entrevistados ou enviados,
em alguns casos, via correio eletrônico.
Na última etapa, analisaram-se, com o auxílio do software
SPSS, as importâncias relativas dos atributos e utilidades
dos níveis propostos na pesquisa de campo, o que propiciou
que o objetivo geral de se identificarem as características
relevantes para conceito de um curso de mestrado fosse
alcançado.The purpose of this work is to identify the main features of the Master in Business Administration programs and how these programs are evaluated by students and former students, aiming at helping academic institutions develop or improve their Master degree courses in the area. In this research, the conjoint analysis method was used to determine the set of features considered relevant by Master in Business Administration students. The thesis was developed in two stages: choosing the attributes and levels to be evaluated by respondents and analyzing such evaluation. The attributes and levels to be assessed were chosen only after the existing information was analyzed and a focus group was conducted. The set of stimulis to be given to the Master in Business Administration students was then chosen based on the orthogonal project calculated by the statistical software SPSS. The next stage involved data collection using questionnaires, which were personally delivered to the respondents or, in some cases, sent by e- mail. Finally, the statistical software SPSS was used to analyze the relative importance of the attributes and the partial utilities of the levels proposed in the field research, achieving the general goal of identifying the relevant features for the concept of a Master´s degree course.
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Nguyen, Thi Thu Tra. "Revisiting the determinants of changes in MBA curriculum in France : the introduction of leadership-related modules in MBA, between differentiation and conformity." Thesis, Paris, CNAM, 2016. http://www.theses.fr/2016CNAM1083/document.
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Dans la littérature récente en management, l’enseignement de la gestion est décrit comme une activité commerciale qui s’exerce sur un marché dont le produit phare est le MBA. En cherchant à promouvoir leurs MBA respectifs dans cet univers concurrentiel, les écoles de commerce sont ainsi amenées à renouveler ce cursus en permanence. De ce fait, l'industrie de l’enseignement de la gestion est devenue un important terrain de recherche en management.Le MBA bénéficie désormais d’une reconnaissance quasi mondiale et il a connu une croissance remarquable au cours des dernières décennies. Il est par ailleurs abondamment critiqué, notamment au regard de la teneur et l'organisation des enseignements qui y sont dispensés. Cette étude porte sur les relations et les influences croisées des parties prenantes dans le développement du cursus du MBA, en particulier en ce qui concerne l'introduction de modules liés au leadership. Cette étude qualitative longitudinale, menée sur un échantillon de MBA en France, permet de préciser les rôles stratégiques et les influences respectives des principales parties prenantes que sont les régulateurs, les fournisseurs et les « clients » dans le processus d'élaboration d’un programme MBA. La constante amélioration de ce diplôme répond en effet aux recommandations des régulateurs et à la perception des organisateurs, mais rarement aux souhaits de demandeurs. Nous proposons un modèle de croissance en spirale des parties prenantes dans l’organisation du MBA, qui met en évidence une dynamique permettant à la fois à l’industrie et à ses acteurs d’accroitre leur efficacitéIn recent literature, Management Education is frequently described as a business industry, with the MBA program as its flagship product. Whilst attempting to position their programs in an increasingly competitive market, business schools continuously develop and renew the MBA. As a result, Management Education has become a new area of management study. The MBA has enjoyed a remarkable growth in recent decades, to the point that is has become a globally recognised degree. However, it has also received considerable criticism, especially regarding its curriculum content and organization. Using a qualitative interview-based research on French MBA programs and curricula development, this study focuses on the interaction of stakeholders in the MBA curriculum development, notably in light of the introduction of leadership-related modules. Its main findings evidence the strategic role and influence of the main stakeholders, i.e. regulators, suppliers and “clients”, in the MBA curriculum development process. The continuing improvement of the MBA curriculum reflects the recommendations of the regulators as well as the perspective of the suppliers, but the influence of demanders is more limited. This research led to the identification and the specification of a spiral evolution model, for the interaction of stakeholders in the organization of MBA and Management Education creates a synergistic growth in the industry that enables both organizations and the industry to be more efficient
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Lertangtam, Issares, Luis R. Trevino, Nick Viera, and Issares Lertangtam. "Marketing plan for the Naval Postgraduate School Master of Business Administration to the Navy unrestricted line community." Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/9942.
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MBA Professional ReportApproved for public release; distribution is unlimited.
MBA Professional Report
Approved for public release; distribution is unlimited.
The purpose of this Master of Business Administration (MBA) project is to develop a practical marketing plan to attract U.S. Navy Unrestricted Line (URL) officers to the resident Naval Postgraduate School (NPS) Defense-Focused MBA. The intent of this project is to create awareness in the Navy Unrestricted Line community about the benefits of the Defense-focused MBA and to build a brand name for the Naval Postgraduate School MBA (NPS-MBA). The goal is to make the resident NPS-MBA the graduate business school product of choice. The authors believe that the MBA degree provides URL officers the business tools required to become successful managers in the modern naval establishment. The starting point of this project was to conduct a present situation analysis of the MBA degree by determining its strengths, weaknesses, opportunities and threats. It was noted that there is a decreasing number of URL officers in the NPS-MBA program since its inception in January 2002. Although graduate education is a strategic goal for Navy officers, it was found that current URL career progression does not provide an adequate time for resident graduate education. In addition, a fleet survey was conducted to assess URL attitudes toward the NPS-MBA in order to ascertain their awareness levels, which would enable the authors to arrive at effective marketing strategies and recommendations. The survey was conducted in a fleet concentrated area in San Diego, California in March of 2004. Based on the research, there is a need for boosting awareness of the program with a marketing plan that identifies strategies and distribution channels. In addition, research suggests that further marketing to operational commands, hardware commands and detailers, is essential for lobbying Navy URL officers to join the resident NPS-MBA program. Thus, in order to fulfill those needs, a practical marketing plan for the resident NPS-MBA to Navy URL officers is created.
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Cornelius, Avon Donnell. "Strategies for Motivating a Multigenerational Workforce." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5314.
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The multigenerational workforce creates leadership challenges for business managers, and the members of each generational group have different factors that motivate them. Failure to motivate a multigenerational workforce can lead to decreased productivity, increased absenteeism, high turnover rates, and reduced profits. The purpose of this single case study was to explore the strategies that marketing managers in a Maryland-based marketing firm use to motivate a multigenerational workforce using Maslow's hierarchy of needs theory. The study comprised 7 marketing managers who have experience motivating a multigenerational workforce. The data collection process for this study consisted of semistructured interviews, observation, and member checking to explore successful strategies for motivating members of the multigenerational workforce. The data analysis used to examine the research for this study consisted of data coding, organizing, and making conclusions using methodical triangulation. In this study, methodical triangulation was used to confirm findings, increase validity, and enhance understanding. During the analysis, the 4 themes that emerged were communication and connecting, teamwork and collaboration, training and development, and rewards and recognition. By implementing the identified strategies, these marketing managers were able to motivate members of the multigenerational workforce. These findings indicate that there are specific strategies leaders can use to motivate a multigenerational workforce. The implications for positive social change include potential to foster better understanding, acceptance, and appreciation of the members of the multigenerational workforce as well as improved community relations.
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Kritzinger, J. J. "The effective scheduling of electives in order to maximize student satisfaction." Thesis, Stellenbosch : Stellenbosch University, 1999. http://hdl.handle.net/10019.1/85175.
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Thesis (MBA)--Stellenbosch University, 1999.ENGLISH ABSTRACT: Few lecturers – my mentor is an excellent example of those few – treasure the joy and satisfaction of their students. In order to maximize the joy associated with elective subjects (this should be one of the highlights of the MBA course), a procedure was developed that will schedule electives in such a way that the maximum number of students will be satisfied completely. This procedure harnesses the power of the modern computer and solves the problem with brute force. The computing part of the process takes less than 10 minutes. A very high level of student satisfaction (the highest level possible) is guaranteed with the correct use of this procedure.
AFRIKAANSE OPSOMMING: Weinig dosente – my mentor is ‘n uitstekende voorbeeld van daardie enkeles – stel die vreugde en bevrediging van hul studente eerste. Ten einde die vreugde uit keusevakke te maksimeer (dit behoort een van die hoogtepunte van die MBA kursus te wees), is ‘n prosedure ontwikkel wat keusevakke so skeduleer dat die maksimum aantal studente daardeur bevredig word. Hierdie prosedure span die krag van die moderne rekenaar in deur die probleem met brute krag op te los (akademiese kragtoerjie??). Die verwerking van die probleem deur die rekenaar duur minder as 10 minute. ‘n Hoë vlak van studentebevrediging (die hoogste vlak haalbaar) word gewaarborg deur die korrekte gebruik van hierdie prosedure.
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Braxton-Brown, Greg. "Andragogy and a professional M.B.A. program /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10937687.
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Iehl, Jeremy, and Kordian Goetz. "Differences between service- and product selling companies in defining their global and local strategies." Thesis, Blekinge Tekniska Högskola, Institutionen för industriell ekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5098.
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The world-wide present business-to-business product- and service selling companies define their global and local strategies in a different way. The main aim of this research is to investigate these differences and analyze them in terms of their origins and influence on these companies. Primary research question: How service- and product selling companies differ in defining their global and local strategies? Supporting research question: How significant are these differences in light of the performances of the companies? As a research method a single-case study with holistic design has been chosen. Both primary and secondary data have been used in analysis. The authors build, present and test two strategy definition-based models: one for product- and one for service selling company. For verification, empirical data from two corresponding case companies have been used. Conclusion: there are clear differences between product- and service selling companies when it comes to strategy definitions. Service selling companies tend to build a deep and long-lasting relationship between the company and customer which is a base of driving this type of business. For these types of companies the customer itself is in center. In case of product-selling companies more focus is being put on channel optimization, focusing on core businesses, making concessions and terminating bad customer accounts, but the main core of strategy is based on quality and innovation of the end product.
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Frisell, Malin, and Rama Malki. "Att härska genom internkommunikation : En observationsstudie om kvinnliga ledare." Thesis, Högskolan i Gävle, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32956.
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Titel: Att härska genom internkommunikation – En observationsstudie om kvinnliga ledare Nivå: Examensarbete på grundnivå i ämnet företagsekonomi Författare: Rama Malki och Malin Frisell Handledare: Monika Wallmon och Svante Brunåker Datum: 2020 - juni Syfte: Syftet med denna studie är att öka förståelsen för hur kvinnliga ledare använder och utsätts för härskartekniker, med fokus på internkommunikation. Metod: Denna studie är kvalitativ och utgår från en deduktiv ansats. Den empiriska insamlingen av data har genomförts med hjälp av fem ostrukturerade observationer som sedan har tolkats och analyserats. Analys & slutsats: Kvinnliga ledare använder och utsätts framförallt för härskartekniker som är av snällare art eller spelar på känslor, dessutom finns det indikationer på att både biologiskt kön och kommunikationsstil kan påverka vilka tekniker som används. Flera olika härskartekniker används av kvinnliga ledare, och det finns en risk att teknikerna försämrar effektiviteten i kommunikationen. Vi kan därför dra slutsatsen att de kvinnliga ledare vi har observerat bör fortsätta utveckla sin kommunikation genom ökad medvetenhet om härskartekniker, för att den ska bli mer framgångsrik. Examensarbetets bidrag: Härskarteknikerna som har observerats har synliggjorts genom verbal och icke-verbal kommunikation, men även via skämt och seriösare tonläge. Studien har indikerat att kvinnliga ledare som har en mer relationsorienterad kommunikation tenderar att använda sig av härskartekniker som är av snällare art.Studien har även indikerat att de kvinnor som använder sig av en mer manlig kommunikationsstil kan riskera att misstas för att använda härskartekniker. Förslag till vidare studier: Jämförelser mellan män och kvinnor inom olika branscher, och genom större studier, för att kunna dra slutsatser om huruvida det går att generalisera användningen av härskartekniker till biologiskt kön och kommunikationsstil. Ytterligare ett förslag på vidare studier är att studera vilken påverkan stereotyphot har på härskartekniker. Nyckelord: Härskartekniker, internkommunikation, kvinnliga ledare, ledarskap, stereotyper.Title: To rule through internal communication – An observational study about female leaders Level: Student thesis, final assignment for Bachelor Degree in Business Administration Authors: Rama Malki and Malin Frisell Supervisor: Monika Wallmon and Svante Brunåker Date: 2020 - June Aim: The aim of this study is to increase the understanding of how female leaders uses and are exposed to master suppression techniques, focusing on internal communication. Method: This study is qualitative with a deductive approach. The empirical material has been conducted and implemented through five unstructured observations and has later been interpreted and analyzed. Analysis & conclusions: Women use and are exposed to master suppression techniques that are more kind or utilizes feelings, and that there are indications that both biological gender and communication styles can affect which techniques that are used. Various master suppression techniques are used by female leaders and risk to impair the effectivity of the communication. Therefore, we can draw the conclusion that the female leaders we have observed should continue to improve their communication by increasing awareness about master suppression techniques, in order to communicate more successfully. Contribution of the thesis: The master suppression techniques have been observed through nonverbal and verbal communication, but also through jokes and a more serious tone. This study has indicated that female leaders have more of a relationship-oriented communication, tend to use master suppression techniques of a kinder nature. The study has also indicated that those women using a masculine communication style, risk to be misunderstood for using master suppression techniques. Suggestions for future research: Comparisons between men and women, in various branch of industries and through larger studies to draw conclusions whether it is possible to generalize master suppression techniques to biological gender and communication style. Furthermore, the effects that stereotypical threats have on master suppression techniques could be researched. Key words: Master suppression techniques, internal communication, female leaders, leadership, stereotypes.
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Wiström, Veronica. "När fler behöver mer : Vilka organisatoriska förutsättningar får vård och omsorgschefer i den demografiska utvecklingen?" Thesis, Högskolan Väst, Avd för företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-15563.
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Syftet med studien är att genom intervjuer och sammanställning av policydokument ta fram chefers upplevelse av deras förutsättningar i sitt yrke och arbetsgivarens förväntningar och krav på chefernas prestation i den demografiska utvecklingen. Den teoretiska referensramen grundar sig i organisationsteori och organisationskultur för att ta med organisationernas strukturer kontra de kulturer som råder på arbetsplatser och synen på olika arbetsroller. Resultatet visar att chefernas förutsättningar i olika kommuner är relativt lika men att deras upplevelse av förutsättningar är olika beroende på den ledning och styrning som finns ovanför. Chefer med stora enheter och högt antal medarbetare ansågs sig ha bättre förutsättningar när det kom till både utvecklingsarbete och förändringsarbete än chefer med färre medarbetare och mindre enheter även om de i praktiken hade väldigt lika arbetsförhållanden. Det som skiljde sig åt var respondenternas beskrivning av sina arbetsgivare. De som hade större enheter och därav en högre arbetsbelastning hade en god relation till sin chef och ett högt förtroende vilket gjorde att upplevelsen av bättre förutsättningar blev högre. Resultatet visar också att samtliga respondenter arbetar med att leda på distans men att ingen av de tillfrågade upplever att det är någonting som de får stöd med från sin arbetsgivare. Samtliga respondenter visade också ett intresse för ämnet och kunde tydligt problematisera hur det påverkar en chef och ledare att inte ha daglig tillgång till sina personalgrupper. Det framkommer även tydligt hos samtliga respondenter att det inte diskuteras ledarskap i ledningsgrupperna utan att arbetet till största delen är operativt och praktiskt.The purpose of the study is to, through interviews and compilation of policy documents, present managers' experience of their conditions in their profession and employers' expectations and demands on managers' performance in demographic development. The theoretical frame of reference is based on organizational theory and organizational culture to include the structures of the organizations versus the cultures that exist in the workplace and the view of different work roles. The result shows that the managers' conditions in different municipalities are relatively similar, but that their experience of the conditions is different depending on the management and governance that is above. Managers with large units and a high number of employees were considered to have better conditions when it came to both development work and change work than managers with fewer and smaller units, although in practice they had very similar working conditions. What differed was the respondents' description of their employers. Those who had larger units and therefore a higher workload had a good relationship with their manager and a high level of confidence, which made the experience of better conditions higher. The results also show that all respondents are working to manage remotely, but that none of the respondents feel that it is something they receive support from their employer. All respondents also showed an interest in the topic and could clearly problematize how it affects a manager and leader not to have daily access to their staff groups. It is also clear in all respondents that leadership is not discussed in the management groups, but that the work is largely operational and practical.
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Chang, Jiang. "Strategic responses to New Zealand-China free trade agreement : a case study of New Zealand natural health products industry : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Commerce and Administration in International Business /." ResearchArchive e-thesis, 2009. http://hdl.handle.net/10063/1131.
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Rut, Lukáš. "Kvalita dat a efektivní využití rejstříků státní správy." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-11562.
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This diploma thesis deals with registers of state administration in term of data quality. The main objective is to analyze the ways how to evaluate data quality and to apply appropriate method to data in business register. Analysis of possibilities of data cleansing and data quality improving and proposal of solution of found inaccuracy in business register is another objective. The last goal of this paper is to analyze approaches how to set identifier of persons and to choose suitable key for identification of persons in registers of state administration. The thesis is divided into several parts. The first one includes introduction into the sphere of registers of state administration. It closely analyzes several selected registers especially in terms of which data contain and how they are updated. Description of legislation changes, which will come into operation in the middle of year 2010, is great contribution of this part. Special attention is dedicated to the impact of these changes from data quality point of view. Next part deals with problems of legal and physical entities identifiers. This section contains possible solution how to identify entities in data from registers. Third part analyzes ways how to determine data quality. Method called data profiling is closely described and applied to extensive data quality analysis of business register. Correct metadata and information about incorrect data are the outputs of this analysis. The last chapter deals with possibilities how to solve data quality problems. There are proposed and compared three variations of solution. The paper as a whole represents compact material how to solve problems with effective using of data contained in registers of state administration. Nevertheless, proposed solutions and described approaches can be used in many other projects which deal with data quality.
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Hallberg, Isabell, and Rebecca Öhman. "Utbildning för hållbar utveckling : en studie av svenska civilekonomprogrammed redovisningsinrikting." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12599.
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Hållbar utveckling är utveckling som syftar till att möta nutidens behov utan att riskera attframtida generationer inte ska kunna möta deras egna. Människans snabba resursförbrukningskapar idag bristvaror som riskerar att ta slut. Internationella organisationer kom under 1970-talet fram till att en god miljö måste prioriteras för att nå samhällelig utveckling ochekonomisk tillväxt. För att hållbar utveckling ska bli möjligt att nå blir det därför viktigt attbalansera ekonomiska, sociala och miljömässiga aspekter av hållbar utveckling. Med ettväxande samhällsintresse för hållbar utveckling har ett ökat behov av utbildning för hållbarutveckling uppstått. Ekonomer och redovisare har ett stort ansvar i att implementera ett sådantsynsätt i sitt yrke. Syftet med denna studie är att bidra till ökad förståelse för integrering avhållbar utveckling i svenska universitet och högskolors civilekonomutbildningar medredovisningsinriktning.Vår studie innefattar Sveriges samtliga civilekonomprogram med redovisningsinriktningvilket uppgår till nio universitet och högskolor. För att besvara våra frågeställningar har vivalt att göra en kvantitativ innehållsanalys. En tvärsnittsdesign är ett vanligt inslag iinnehållsanalys och har använts i vår studie då den tar hänsyn till variationen som återfinns ide lärosäten som studeras. Studien har egenskaper av både deduktiva och induktiva inslagvilket resulterar i en abduktiv ansats. En analysmodell har utformats för att säkerställa entydlig definition av hållbar utveckling. Tidigare litteratur och forskning ligger till grund för deoperationaliserade orden som användes för att kategorisera studiens material.Genom att analysera frekvens och fördelning av ekonomisk, social och miljömässig hållbarutveckling bidrar således studien till ökad förståelse för hur svenska civilekonomutbildningarmed redovisningsinriktning integrerat hållbar utveckling. Genomförd studie leder till enslutsats om en obalans mellan de tre aspekterna av hållbar utveckling samt förklarar enharmonisering mellan svenska civilekonomutbildningars innehåll utifrån isomorfismen.Studien påvisar en tonvikt på den sociala aspekten av hållbar utveckling där ekonomiska ochmiljömässiga aspekter integreras mindre. Vi har visat på en relevans för kunskap i ekonomisk,social och miljömässig hållbar utveckling i redovisningsprofessioner.Sustainable development is a development aiming to meet the needs of today withoutjeopardizing the needs of future generations. The fast consumption creates a lack of resources,risking to completely run out. International organizations discovered during the 1970`s that ahealthy environment needs to be prioritized to reach a societal development and an economicgrowth. To be able to reach sustainable development a balance between economic, social andenvironmental aspects of sustainable development is necessary. With a growing societalinterest for sustainable development a growing need of right education has emerged.Economists and accountants have a great responsibility in the implementation of a sustainableapproach in their professions. The aim of this study is to contribute with a greaterunderstanding for the integration of sustainable development in the Swedish programs ofMaster of Science in Business and Economics with major in accounting.Our study includes all of the nine programs of Master of Science in Business and Economicsof Sweden with major in accounting. To answer our research questions we have chosen toimplement a quantitative content analysis. A cross-sectional design is a common element incontent analysis and has been used to consider the variation of our selection. An abductiveapproach has been applied. An analytical model has been designed to secure a clear definitionof sustainable development. Previous literature and research has developed theoperationalized words of the four categories to be used in the study.By analyzing the frequency and distribution of economic, social and environmentalsustainable development our study contributes to a greater understanding for the integration ofsustainable development in the programs of Master of Science in Business and Economics ofSweden with major in accounting. The accomplished study leads to the conclusion of anunbalance between the three aspects of sustainable development. It also explains aharmonization of the content in the programs of Master of Science in Business andEconomics of Sweden by implementing an isomorphistic perspective. The result of the studyemphasizes the societal aspect of sustainable development where economic andenvironmental aspects of sustainable development are less integrated. We have proven arelevance of knowledge in economic, social and environmental aspects of sustainabledevelopment in the accounting profession.This paper is written in Swedish.
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Carranza, Gina Rae. "Perceptions of critical strategies and challenges for shaping Masters' programs in public relations in California universities." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2390.
Full textAbstract:
The purpose of this study was to analyze the perceptions of critical strategies and challenges for shaping Masters' programs in public relations in California universities. Using a qualitative approach, this study reported the findings from Web site review and interviews with leaders at four California institutions offering graduate work in Public Relations. Four primary findings included: (1) Masters' degree programs in public relations fell into a wide range of disciplines and titles. (2) Close connections with industry practitioners strengthened curriculum and assessment. Connections often occurred through the use of practitioners as adjunct faculty, allowing current perspectives on public relations practices and use of media. (3) Experiential learning and authentic activities, both in the classroom and through internships, were critical. (4) Each program was designed to give students both the theoretical foundation and the practical application of the profession. These findings confirmed theoretic frameworks for ideal graduate education programs and professional frameworks from Public Relations Society of America. The study concludes with recommendations for practice. First, a high quality graduate program would include multiple perspectives from diverse faculty and participants. Second, a high quality graduate program would emphasize participatory cultures, incorporating a shared program direction, and a community of learners. The third attribute of a high quality graduate program in public relations would foster a community of learners. Planned breadth and depth course work would be the fourth important element. The last recommendation for developing and sustaining a high quality graduate program would be to attain or pursue adequate resources.