Journal articles: 'Master of Business Administration (MBA)'

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

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W artykule oszacowano efektywność 28 programów studiów MBA w Polsce za pomocą „alokacyjnego” modelu New Cost (Tone 2002) należącego do nieparametrycznej metody DEA. Za nakłady przyjęto liczbę godzin programu MBA oraz jego koszt, zaś za wynik ogólny wskaźnik rankingowy studiów MBA w 2018 roku opracowany przez Perspektywy. Uzyskane wyniki świadczą o przeciętnej efektywności studiów MBA wynoszącej 68%, tylko sześć programów było w pełni efektywne (100%). Średnia wartość redukcji nakładów oscyluje wokół 33%. Sześć programów MBA było jednostkami wzorcowymi dla nieefektywnych studiów.

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Ly, Chau Thi Minh, Margaret H. Vickers, and Santha Fernandez. "Master of Business Administration (MBA) student outcomes in Vietnam." Education + Training 57, no. 1 (February 9, 2015): 88–107. http://dx.doi.org/10.1108/et-08-2013-0104.

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

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Xie, Qing, and Jie Chen. "The English Communication and Learning Needs of Master of Business Administration Students and Curriculum Development at a Chinese University." SAGE Open 9, no. 1 (January 2019): 215824401983595. http://dx.doi.org/10.1177/2158244019835951.

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This study investigates the communication and learning needs of Master of Business Administration (MBA) business English students and their perceptions of effective curriculum design. The research instruments are two-stage surveys of 99 MBA students from a public university in China. The results of the study show that English is not extensively used in the workplaces of MBA business English students, and that the majority of them use Chinese. Most English usage occurs in foreign businesses. The most difficult skills for MBA business English learners are found to be oral communication and listening comprehension. However, there are still very strong needs for further improvement in English communication. For the MBA business English courses, oral communication activities, especially with expatriate teachers, are particularly needed. The MBA business English courses should connect with real-world practice and be relevant to job and business needs. This study has significant implications for MBA business English curriculum reform in both Chinese and international contexts.

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Terry, Neil. "Assessing Instruction Modes for Master of Business Administration (MBA) Courses." Journal of Education for Business 82, no. 4 (January 2007): 220–25. http://dx.doi.org/10.3200/joeb.82.4.220-225.

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

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The objective of this study is to investigate the usefulness of knowledge gained from an MBA program based on the opinion of current MBA students. It was found that students believe the number of credits and the duration of study are appropriate. By using factor analysis on the usefulness of each MBA subject, five factors were found, all of which can explain overall usefulness by 50% (R2 = 50%). Those factors, ranked by effect, are the group of subjects related to 1) strategies and business model, 2) economics and finance, 3) sustainable development, 4) management analytical tools, and 5) relationship within organization. The findings from this research can be used to improve MBA curricula in the future.

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Zabriskie, Fern H., and David E. McNabb. "E-hancing the Master of Business Administration (MBA) Managerial Accounting Course." Journal of Education for Business 82, no. 4 (January 2007): 226–33. http://dx.doi.org/10.3200/joeb.82.4.226-233.

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

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Schools that offer MBA and EMBA programs confer a Master of Business Administration degree and, on most school transcripts, there is no delineation of the delivery methodology of the program. Despite this, there is considerable misunderstanding concerning the differences between the two programs, particularly with regard to the quality of the education received. This study will look to evaluate the current differences between EMBA and MBA programs and attempt to see if there is any substance to the argument that there are quality differences between the two.

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Richards-Wilson, Stephani, and Fred Galloway. "What Every Business School Needs to Know About Its Master of Business Administration (MBA) Graduates." Journal of Education for Business 82, no. 2 (November 2006): 95–100. http://dx.doi.org/10.3200/joeb.82.2.95-100.

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

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

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

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Peterson, Robin T. "Futurism: Its Potential and Actual Role in Master of Business Administration (MBA) Education." Journal of Education for Business 81, no. 6 (July 2006): 334–43. http://dx.doi.org/10.3200/joeb.81.6.334-343.

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Tuleja, Elizabeth A. "Aspects of Intercultural Awareness Through an MBA Study Abroad Program: Going “Backstage”." Business Communication Quarterly 71, no. 3 (July 17, 2008): 314–37. http://dx.doi.org/10.1177/1080569908321471.

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Understanding the globalization of business practices is an important area of learning for students studying in master of business administration (MBA) programs today, and many graduate business programs offer study tour programs for experiential learning. This article examines the instructional design of one program and makes recommendations for how to place greater emphasis on intercultural learning in conjunction with business learning. A description of student learning through presurveys and postsurveys, as well as reflections through term papers, is explored.

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Ituma, Afam. "Gender, feminization and the MBA: a review of the contribution of Ruth Simpson." Gender in Management: An International Journal 32, no. 7 (October 2, 2017): 461–67. http://dx.doi.org/10.1108/gm-05-2017-0059.

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Purpose Ruth Simpson is a leading scholar in management education. This paper aims to provide a succinct summary of her voluminous work on management education, with a particular focus on her work on the relevance and benefit of the Master in Business Administration (MBA) degree, which is generally considered the flagship of business and management education. Design/methodology/approach The approach taken is a review that introduces the central themes underpinning the work of Ruth Simpson on the MBA. Findings The paper elevates the understanding of the skills development and related outcomes from the MBA. Research limitations/implications The works reviewed have implications on how to align the MBA curriculum to meet contemporary business requirements in a fast-changing world. Originality/value This paper highlights the key findings of Ruth Simpson’s research on the MBA and her scholarly contribution in this area. The paper also generates insights that are anticipated to stimulate management educators to further extend the field and carry it forward in the coming years.

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Gupta, Pola B., Paula M. Saunders, and Jeremy Smith. "Traditional Master of Business Administration (MBA) Versus the MBA With Specialization: A Disconnection Between What Business Schools Offer and What Employers Seek." Journal of Education for Business 82, no. 6 (January 2007): 307–12. http://dx.doi.org/10.3200/joeb.82.6.307-312.

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Park, Jinsoo, and Minjung Choi. "The Seoul National University Business School: Managing Global Challenge and Cultural Change." Asian Case Research Journal 15, no. 01 (June 2011): 1–36. http://dx.doi.org/10.1142/s0218927511001459.

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The Seoul National University Business School (SNUBS) consists of two sub-organizations, the College of Business Administration (CBA) and the Graduate School of Business (GSB). The former, taking control of undergraduate, master, and doctorate programs, has been the main body of the SNU Business School. The latter, newly established at the dawn of Master of Business Administration (MBA) education in the country, is to manage the "Global MBA" program which is aimed at achieving global recognition in World's business school rankings. As Seoul National University has been administered by the government, faculty and staff were not accustomed to a different type of institution conforming to the North American standard, for example, getting evaluated by the class they taught. A few professors were negative about the new program. However, most of the faculty tried to be positive and proactive about creating new curricula, once they understood the rationale behind the need of MBA education in Seoul National University. As the Global MBA was about to be included in the rankings list, the global competition will be inevitable and ever challenging. If Seoul National University was aimed at reaching number 10 within ten years, the school had far more way to go despite its unique characteristics and strong advantages. To make matters more demanding, competitors from all over the world, particularly Asian institutes, were exerting themselves and going up the ladders rapidly. Considering these changes and challenges, what are the strategic issues and constraints faced by the SNUBS? What have they done in the past and what should they do in the future? What should be given strategic priority? The case will help readers to dive deep into these management questions and analysis.

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Fisher, Dorothy M., Melody Kiang, and Steven A. Fisher. "A Value-Added Approach to Selecting the Best Master of Business Administration (MBA) Program." Journal of Education for Business 83, no. 2 (November 2007): 72–76. http://dx.doi.org/10.3200/joeb.83.2.72-76.

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Leonard, Feargal. "A Masters degree in Business Administration by distance learning." Psychiatric Bulletin 25, no. 4 (April 2001): 151–52. http://dx.doi.org/10.1192/pb.25.4.151.

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There is a recognition that doctors require management skills and many are now studying for formal qualifications in management. This article describes a Masters degree in Business Administration (MBA) with the Open University.

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Gulid, Nak. "Student Loyalty Toward Masters Degree Business Administration Curriculum At Srinakharinwirot University." American Journal of Business Education (AJBE) 4, no. 8 (July 27, 2011): 49–56. http://dx.doi.org/10.19030/ajbe.v4i8.5302.

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This research aims to study mixed factors of service marketing affecting student loyalty toward the business administration curriculum at the masters degree level at Srinakharinwirot University. It also examines the relationship between student satisfaction and loyalty in the MBA program. The results show that service marketing mixed factors have influenced student satisfaction in the MBA curriculum by approximately 39.4 percent. The product and service aspect is the most important factor in predicting student satisfaction. Furthermore, the service marketing mix has influenced student attitudinal loyalty toward the MBA curriculum by about 26.7 percent, while the service-marketing mix has influenced student behavioral loyalty by nearly 40.5 percent. Student satisfaction has rather a low positive relation to attitudinal loyalty at the 0.01 level of statistical significance. Student satisfaction has a moderately positive relation to behavioral loyalty at the statistical significance level of 0.01.

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Osbourne, Abe G., Rachel E. Johnson, Carlyn Hinish, and Khatija Ahmed. "The Significance of an MBA Degree for a Podiatric Physician—Is It Worth It?" Journal of the American Podiatric Medical Association 108, no. 6 (November 1, 2018): 494–502. http://dx.doi.org/10.7547/17-091.

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Background: The Kent State University College of Podiatric Medicine is negotiating with the College of Business Administration at Kent State University to establish a dual Doctor of Podiatric Medicine (DPM)/Master of Business Administration (MBA) degree. Of the nine colleges of podiatric medicine in the nation, there are two schools that have a joint DPM/MBA program listed in their catalogue, but no joint program was operational at the time this survey was conducted. A telephone survey of the other eight podiatric medical colleges was conducted to obtain that information. This survey was used to assess further data for the exploration of a dual DPM/MBA program at Kent State University College of Podiatric Medicine. Methods: A survey was sent out to 38 individuals who possessed both a DPM and an MBA degree. They responded to questions about why they obtained the business degree, how they are using their business degree, what courses in the MBA program are most relevant, and whether they would recommend that DPM students pursue a dual degree. Results: The majority of respondents indicated that they obtained an MBA degrees to gain a better understanding of the marketplace, to increase their income, and to better manage a podiatric medical practice. The respondents were generally very happy to have obtained their MBA degree and would encourage a dual-degree option. They admitted that a minor or series of courses with a business focus may be helpful to a DPM student who did not opt for an MBA degree. Conclusions: The positive survey results from respondents encourage continued research into a dual-degree DPM/MBA program. During research for a DPM/MBA degree, we feel a DPM with an MBA degree will allow our students to be better prepared for leadership roles within their community and administrative positions and to have a deeper understanding of the business of health care.

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Nguyen, Tho Xuan, and Loan Thi Kim Tran. "Development of MBA program-service quality measurement scale." Science and Technology Development Journal 16, no. 1 (March 31, 2013): 35–46. http://dx.doi.org/10.32508/stdj.v16i1.1408.

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The purpose of this study is to develop the education quality measurement scale of Master of Business Administration (MBA) program in Vietnam. Cronbach’s Alpha, Exploring Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to test the model with the support of SPSS and AMOS. The result of this study on the sample of 307 MBA students of Public and Private Universities in Ho Chi Minh City and neighbouring provinces indicates that MBA program education quality measurement scale includes five components: (1) Perceived program quality, (2) Perceived quality of life, (3) Perceived quality of lecturing faculty, (4) Perceived quality of academic facilities, and (5) Perceived quality of outcome.

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Grove, Wayne A., and Andrew J. Hussey. "Preferential Admission and MBA Outcomes: Mismatch Effects by Race and Gender." B.E. Journal of Economic Analysis & Policy 14, no. 3 (July 1, 2014): 613–68. http://dx.doi.org/10.1515/bejeap-2012-0071.

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Abstract We consider the “mismatch” hypothesis in the context of graduate management education. Both blacks and Hispanics, conditional on a rich set of human capital variables, prior earnings and work experience, and non-cognitive attributes, are favored in admission to top 50 Master of Business Administration (MBA) programs. To test for mismatch effects, we provide two comparisons: (1) comparable individuals (in terms of race, gender, and credentials) at different quality MBA programs and (2) individuals of differing race or gender (but with similar credentials) at comparable MBA programs. Despite admission preferences, blacks and Hispanics enjoy similar or even higher returns to selectivity than whites.

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Burrell, Darrell Norman, Sharon L. Burton, Delores Springs, Jorja B. Wright, Maurice D. Harmon, and Eugene J. M. Lewis. "A Qualitative Research Assessment of the MBA for 2020 and Beyond." International Journal of Smart Education and Urban Society 11, no. 3 (July 2020): 23–41. http://dx.doi.org/10.4018/ijseus.2020070103.

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The Master of Business Administration (MBA) plays a significant role in developing managers in a plethora of global organizations. In most circles, it is considered a degree to develop corporate managers. With the leadership failures of organizations like pharmaceutical price collusion and price increase of 539% of Perrigo Pharmaceuticals, the fake account fraud practices at Wells Fargo, sexual harassment issues at Uber, the Equifax data breach, and the video of a forcible, bloody removal of a passenger on a United Airlines in the U.S., there has been increased criticism concerning the effectiveness of current MBA programs and leadership development in general. This qualitative research study explores how the curriculum of the MBA of the future should look.

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Nguyen, Tho Xuan, and Lan Huynh Phuong Nguyen. "MBA education quality, satisfaction and loyalty of students." Science and Technology Development Journal 16, no. 3 (September 30, 2013): 65–76. http://dx.doi.org/10.32508/stdj.v16i3.1629.

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The purpose of this study is to test the education quality measurement scale of Master of Business Administration (MBA) program in Vietnam and to explore the relationships between the education quality, satisfaction and loyalty of MBA students. CFA results (sample size: 307) indicate that MBA program’s education quality measurement scale includes five components: (1) Perceived program quality, (2) Perceived quality of life, (3) Perceived quality of lecturing faculty, (4) Perceived quality of academic facilities, and (5) Perceived quality of outcome. SEM results also indicate that education quality and image are important factors that make students satisfied and loyal to a MBA program. In addition, factors as university form (public and private) do not alter the above relationships. Implications for managers and directions for future research are also discussed.

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Raymond, Patricia M., and Margaret Des Brisay. "An EAP Course for Chinese MBA Students." TESL Canada Journal 17, no. 2 (June 30, 2000): 29. http://dx.doi.org/10.18806/tesl.v17i2.891.

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This article describes an English for Academic Purposes (EAP) course for Chinese Master of Business Administration (MBA) students. Unequal English language learning opportunities overseas means that many otherwise excellent candidates are denied access to graduate programs at Canadian universities. Consequently, the Second Language Institute at the University of Ottawa decided to make ESL training estimates based on scores from the Canadian Test of English for Scholars and Trainees (CanTEST) for a group of Chinese applicants to the University of Ottawa's MBA program. Thirty-four candidates participated in an innovative EAP course that combined teaching language, study, and acculturation skills, whereas some candidates were also required to complete 240 to 480 hours of Intensive Four Skills English before undertaking the EAP course. Successful completion of the EAP course constituted fulfilling the requirements for admission into the MBA program. Teaching staff from both the Faculty of Administration and the Second Language Institute provided input into the EAP course.

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Allahar, Haven, and Ron Sookram. "Globalization of MBA studies and transnational educational institutions in the Caribbean." Industry and Higher Education 32, no. 5 (August 21, 2018): 290–301. http://dx.doi.org/10.1177/0950422218792156.

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The globalization of higher business education supported by the growth of transnational educational institutions is now a feature of the developing countries of the Caribbean region. This article examines the situation of Guyana, where the recent discovery of hydrocarbon resources has created expectations of an economic transformation that will generate a demand for trained personnel to manage the transition: Master of Business Administration (MBA) graduates are expected to contribute significantly in this regard. In the higher education system in Guyana, MBA graduates are produced mainly by the regional university and an Australian transnational institution. This study gathered information on the guiding factors in the choice of MBA through a survey of current students and recent graduates of the two institutions. A comparative analysis of the competing programmes was also undertaken to provide greater insights into their capacities for generating the human resource output necessary for the contemplated transformation.

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Zandi, GholamReza, Stanley Yap Peng Lok, Ayesha Aslam, and Daljit Singh. "Is a MBA Degree Necessary to Be a CEO of Large Corporation: The Case of Fortune Magazine Global Top 100 Corporations?" International Business Research 8, no. 12 (November 26, 2015): 96. http://dx.doi.org/10.5539/ibr.v8n12p96.

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<p>The purpose of this paper is to examine if Chief Executive Officer (CEO) educational level particularly MBA has an impact on the performance of organizations or not. Top hundred companies around the world, who are leading and generating revenue in billion dollars per annum, either their CEO’s are MBA holders to make enough strong strategies for growth. The analysis is based upon the data collected form top 100 companies. The data consist of size of company, no of employees, industry, sector, CEO’s gender, education, experience, revenue, profit. This research is to study to understand if a Master in Business Administration (MBA) degree is absolute necessary to become a CEO of Global 100 companies; The research will answer if an MBA degree really necessary to become a CEO of Global 100 company?</p>

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Moser, Steven B., and John K. S. Chong. "Determinants of MBA Advisor Job Satisfaction: An Exploratory Study." NACADA Journal 15, no. 1 (March 1, 1995): 36–43. http://dx.doi.org/10.12930/0271-9517-15.1.36.

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At most institutions accredited by the American Assembly of Collegiate Schools of Business (AACSB), a single advisor works with students enrolled in the Master of Business Administration (MBA) program. This advisor provides advice on course loads as well as careers. As this advisor may make a lasting impression on students, his or her job satisfaction is critical. This exploratory study focused on four classes of determinants of advisor satisfaction. Data were obtained through a survey mailed to all AACSB-accredited schools. A regression analysis revealed that job- and advisor-descriptive variables explained most of the variation in satisfaction. Critical determinants included role clarity, work status, student orientation, and expertise in both technical and creative areas of advisement. This study suggests that full-time employment and clarification of job tasks may enhance advisor job satisfaction.

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Coffey, Betty S., and Jia Wang. "Service Learning in a Master of Business Administration (MBA) Integrative Project Course: An Experience in China." Journal of Education for Business 82, no. 2 (November 2006): 119–24. http://dx.doi.org/10.3200/joeb.82.2.119-124.

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Hui, Pamsy Pun Zee, Warren C. K. Chiu, Elvy Pang, and John Coombes. "Escaping unintended collusion in MBA programmes in China." Industry and Higher Education 33, no. 3 (February 19, 2019): 151–56. http://dx.doi.org/10.1177/0950422219830897.

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The purpose of this article is to examine the problem of possible but unintended collusion between business schools and their Master of Business Administration (MBA) students, specifically as it relates to the recent need to promote ethical behaviour in business practice in a global context. The focal point of the article is on the relationship between MBA programmes and candidates in the context of guanxi in modern business and political environments. The article revisits the concept of guanxi philosophically and connects it to social responsibility and moral obligation in business education. The authors contend that guanxi may have been interpreted too loosely as networking, thus fostering an approach that ignores the important moral dimensions of the concept. The more philosophical approach, which includes such concepts as moral obligation, is recommended to safeguard the integrity of recruiting, student–teacher development, and the coursework of MBA programmes in the People’s Republic of China. In considering the practical implications, the article covers the re-examination of guanxi as a moral concept, the judicious application of caution when considering applicants based on their work experience, the use of free and independent academic judgment when questionable decisions and behaviours occur, and the open discussion of ethical decision-making in course activities.

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Osuagwu, Linus. "Executive assessment of MBA graduates in Nigerian companies." Higher Education, Skills and Work-Based Learning 11, no. 4 (January 13, 2021): 811–22. http://dx.doi.org/10.1108/heswbl-08-2020-0200.

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PurposeThe study aims to explore, via empirical evidence, executive assessment of Master of Business Administration (MBA) graduates in Nigerian companies.Design/methodology/approachThe research utilized a descriptive research design with structured questionnaire developed from relevant extant literature. Relevant data analysis, including determination of the psychometric properties of the research instrument, was undertaken via the Statistical Package for the Social Sciences (SPSS) software.FindingsThe research results indicate that MBA graduates in the surveyed Nigerian organizations exhibited desired managerial tendencies only at an average extent.Research limitations/implicationsThe limitations associated with the research include the use of convenience sampling approach, limited sample size and combination of respondents from different industrial sectors.Practical implicationsThe research has practical implications for organizational executives associated with management development programmes via MBA, in addition to university administrators with regard to content, format, curricula and process for MBA education programmes.Originality/valueThe research is original and has practical and theoretical values.

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Paulus, Nelson. "Características de la oferta de programas MBA en Chile durante el año 2003." Calidad en la Educación, no. 18 (May 29, 2003): 223. http://dx.doi.org/10.31619/caledu.n18.399.

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Este artículo desarrolla un estudio exploratorio sobre la oferta de programas Master of Business Administration (MBA) que existe hoy en Chile y describe algunos de los principales elementos que la caracterizan. De esta forma, presenta una visión general respecto a los programas, el tipo de instituciones oferentes, la ubicación geográfica, duración, costo y compromiso horario que implica cada opción. El texto concluye con algunas reflexiones en torno a la disponibilidad de información acerca de esta materia.

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Oliveira, Fátima Bayma de. "Inovando na pós-graduação: a experiência do MBA da EAESP/FGV." Revista de Administração de Empresas 36, no. 1 (March 1996): 6–12. http://dx.doi.org/10.1590/s0034-75901996000100002.

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O artigo aborda a problemática do redesenho dos programas de pós-graduação e analisa as várias questões que vêm sendo discutidas neste campo: o desenvolvimento de cursos alternativos de pós-graduação, a redução do número de créditos do mestrado e o enxugamento dos programas deste nível, com vistas à diminuição do tempo médio de duração dos cursos. Sob esta perspectiva, é apresentada a experiência da EAESP/FGV (Escola de Administração de Empresas de São Paulo, da Fundação Getúlio Vargas) no desenvolvimento do MBA (Master in Business Administration), experiência pioneira que vem ao encontro da necessidade de inovações na pós-graduação em Administração.

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Beal, Brian. "In touch with the softer side of MBAs." Development and Learning in Organizations: An International Journal 30, no. 2 (March 7, 2016): 31–33. http://dx.doi.org/10.1108/dlo-12-2015-0099.

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Purpose Considering that Master of Business Administration (MBA) programs have been the focus of many evaluations and much criticism in recent years, the purpose of this paper is to investigate the objective and subjective effects on careers experienced by part-time MBA students and graduates. Design/methodology/approach The authors conducted an empirical research, involving more than 700 students and graduates of three part-time MBA programs in Brazil. Findings The authors found that students and graduates experience more subjective than objective effects of such programs in their careers, and that the subjective effects are primarily related to self-confidence, employability, expansion of business view and ability to “play the game”. Originality/value This study makes three contributions to the knowledge of the effects of MBAs. First, it provides insight into students’ perspectives. Second, it increases the knowledge of the subjective effects of MBAs on the careers of students. And third, it focuses on part-time programs in a developing nation rather than on full-time programs in a developed nation such as the USA, as is often the case.

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Betchoo, Nirmal Kumar. "Tailoring an MBA Degree with a Difference in a New University Case: Université des Mascareignes, Mauritius." International Letters of Social and Humanistic Sciences 56 (July 2015): 35–43. http://dx.doi.org/10.18052/www.scipress.com/ilshs.56.35.

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This research paper has been prepared with a view to supporting the need to have a Master in Business Administration (MBA General) programme in a new university namely the Université des Mascareignes, Mauritius. The general perception is that MBAs are common commodity worldwide since they are provided by most tertiary institutions specialised in the business management area. The author, who is also the designer of an MBA programme for his university, undertook research in the related area to see whether there is a demand for such courses and how they could be made useful and relevant to prospective students. The research was conducted through questionnaires that initially targeted existing university students ending their undergraduate course and a few external respondents. Findings revealed that there was a strong demand for an MBA course taking into consideration that such a course should be tailor-made to the local students’ needs with courses focusing on the Mauritian context. There was also the feedback from the Academic Council including that of two experts who found the course structure appropriate for Mauritius.

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Crescitelli, Edson, and Tomislav Mandakovic. "Tangibilização dos serviços no processo de comunicação: um estudo exploratório em curso de MBA." Organizações & Sociedade 16, no. 50 (September 2009): 497–517. http://dx.doi.org/10.1590/s1984-92302009000300006.

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Dentre os setores da economia, o de serviços é considerado, atualmente, como o de maior perspectiva de crescimento. Mas, a questão da intangibilidade na comunicação de serviços ainda representa um desafio para profissionais e estudiosos. Um segmento representativo desse panorama traçado sobre o setor de serviços é o de cursos de pósgraduação lato sensu, os Master in Business Administration MBA, devido à sua importância social e à competitividade no setor. Assim, como a questão da tangibilidade do serviço é tratada nos processos de comunicação de marketing aplicado na divulgação de cursos de MBA's, se refere à pergunta que motivou este estudo. O método de investigação adotado envolve revisão bibliográfica, pesquisa de campo com 458 alunos de cursos de MBA e análise da forma de comunicação dos cursos de MBA. Os resultados encontrados indicam que as escolas parecem ainda não se preocupar com a questão da tangibilização dos serviços

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Ma, Yuan, Qiang Zhang, Qiyue Yin, and Bingcheng Wang. "The Influence of Top Managers on Environmental Information Disclosure: The Moderating Effect of Company’s Environmental Performance." International Journal of Environmental Research and Public Health 16, no. 7 (April 1, 2019): 1167. http://dx.doi.org/10.3390/ijerph16071167.

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Abundant extant literature emphasizes the impact of board members attributes’ influence on environmental information disclosure. Considering the voluntary nature of environmental information disclosure, executives have strong managerial discretion when they make such decisions, so this article focuses on top managers’ influence on environmental information disclosure. We hypothesize that top managers’ educational background and age will affect companies’ environmental decision. The hypotheses are verified with the data from Chinese listed manufacturing companies. As the results show, a Master of Business Administration (MBA) educational background and average age of top managers positively affect environmental information disclosure, while the impact of legal educational background is negative. The company’s environmental performance plays a U-shaped moderating effect on the relationship between MBA educational background and environmental information disclosure.

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Sauer, Chris, Rajeev Sharma, and Barbara Potter. "Are General Managers Well Prepared to Manage It? the Role of it in General MBA Programmes in Australia." Journal of Information Technology 12, no. 4 (December 1997): 261–76. http://dx.doi.org/10.1177/026839629701200403.

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This paper reports on the results from a survey of the provision of information technology (IT) course units in general MBA programmes in Australia. The results establish a baseline for future studies. They show widespread penetration of IT courses in general MBAs, but the amount and type of content they provide is only sufficient to give students a partial preparation for the general management task with respect to IT. There is an internal expectation gap between what IT academics view as core and the time and space available in the Master of Business Administration (MBA) curriculum. There is an external expectation gap between the issues currently of concern to business and the topics taught. At present the gap is widest in respect of business managers’ concerns about information infrastructure and organizational learning. The evidence suggests that neither expectation gap will decline over the next 5 years and may increase. We conclude that there is a need for increased provision in the curriculum. Recommendations are made for two core courses, with more attention to be given to topics of current concern to business managers.

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RONNIE, LINDA, and PAUL WAKELING. "Motivations and challenges: The South African Masters in Business Administration (MBA) Experience." International Journal of Teaching and Education III, no. 1 (2015): 45–63. http://dx.doi.org/10.20472/te.2015.3.1.004.

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Speich, Angélica. "Mediciones públicas realizadas por actores privados: el caso de los rankings MBA." Calidad en la Educación, no. 21 (May 23, 2004): 339. http://dx.doi.org/10.31619/caledu.n21.339.

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Ante el creciente mercado de los programas Master in Business Administration (MBA) ha surgido en el mundo la necesidad de conocer con mayor detalle la diversidad de oferta existente en el mercado. Como una manera de evaluar estas diferencias surgen estudios de tipo más bien comercial, llamados rankings, que intentan evaluar, bajo diferentes perspectivas y con diversas técnicas de medición y análisis, la calidad y prestigio de los programas MBA en el mundo. En el contexto chileno la labor informativa de estos rankings es muy importante debido a la etapa de formación del mercado y a la escasa regulación existente sobre esta oferta educacional. El presente artículo describe las tendencias internacionales y las consecuencias en el contexto nacional, y propone algunos puntos a tomar en consideración en la regulación de dicha oferta educaciona

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Larrán Jorge, Manuel, Francisco Javier Andrades Peña, and Maria Jose Muriel de los Reyes. "Analysing the inclusion of stand-alone courses on ethics and CSR." Sustainability Accounting, Management and Policy Journal 8, no. 2 (May 2, 2017): 114–37. http://dx.doi.org/10.1108/sampj-05-2015-0033.

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Purpose This paper aims to examine how the Master of Business Administration (MBA) curricula of top-ranked business schools are offering stand-alone courses on ethics and corporate social responsibility (CSR). To provide additional evidence, this study tests some hypotheses to contrast the effect of different variables on the inclusion of stand-alone courses on ethics and CSR. Also, the paper provides a comparative analysis in two ways: one comparison aims to analyse how the presence of ethics and CSR stand-alone courses in the MBA programmes over the past 10 years has evolved, and the other comparison seeks to explore whether there are differences between different rankings with regard to the inclusion of ethics and CSR stand-alone courses in the MBA curricula. Design/methodology/approach A Web content analysis was conducted on the curricula of 92 of the top 100 global MBA programmes ranked by the Financial Times in their 2013 ratings. Findings The findings show that there is a trend towards the inclusion of stand-alone courses on CSR and ethics as electives. Empirically, the findings suggest that the presence of ethics and CSR elective stand-alone subjects in the MBA programmes is explained by the following variables: public/private, business school’s accreditation and cultural influence. Comparatively, the findings suggest that requiring CSR and business ethics stand-alone courses in the MBA programmes ranked by the Financial Times have not increased over the past 10 years. In addition, when we have compared the results of this study with other rankings, we have appreciated that there are important differences between top MBA programmes in accordance with the aims and scope of rankings. Originality/value The findings of this study seem to suggest that business schools included in the Financial Times ranking have not changed their view based on a shareholder approach, which is focused on providing an economics-centred training.

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Lämsä, Anna-Maija, and Terttu Savela. "The effect of an MBA on the development of women's management competencies." Baltic Journal of Management 9, no. 2 (April 1, 2014): 213–30. http://dx.doi.org/10.1108/bjm-05-2013-0086.

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Purpose – This article aims to report the findings of a study of the effect of a women's Master of Business Administration (MBA) programme in Finland called the femaleMBA on the development of women's management competencies. The gendered nature of the competency development was also analyzed. Design/methodology/approach – A qualitative interview study was conducted with 20 women who completed the programme. Content analysis was used to analyze the data. Findings – In addition to improving the women's business competencies and their mastery of management language, the programme contributed to the creation of a clearer managerial identity, greater assertiveness, and increased credibility in a managerial role. The development of management competencies was shown to be gendered in varying ways. An all-women learning environment was experienced as a safe and supportive social context for development. Research limitations/implications – Only a specifically women's MBA was studied. The topic should also be studied in a mixed MBA group. Practical implications – MBAs should pay systematic attention to the informal and social learning context. A combination of “masculinity” and “femininity” might be worth taking into consideration when all-women management development programmes are planned and conducted. This study suggests that an all-women group in an MBA has the potential to challenge and even transform participants' ideas and assumptions about the dominance of masculinity in management and to increase their understanding of the importance of femininity in management. Originality/value – A gender angle on research into management development and particularly MBAs is very rare. This study shed light on the topic by showing that competency development in MBAs is not, as is often assumed, gender neutral but gendered.

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Hart, Claudia, Margo Vroman, and Karin Stulz. "Experiential, Collaborative And Team Projects: Communication Audits In The MBA Communication Course." American Journal of Business Education (AJBE) 8, no. 4 (October 1, 2015): 289–306. http://dx.doi.org/10.19030/ajbe.v8i4.9423.

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In this paper the authors discuss the challenges and rewards of building a graduate level Managerial Communication course around an experiential communication audit project. The purpose of the project was to provide MBA (Master of Business Administration) students with exposure to the real world responsibilities and demands of working in a complex organization while simultaneously demonstrating the crucial role that good communication plays in any organization. In this service-learning project, student teams collaborated with non-profit organizations to analyze communication effectiveness and offer suggestions for improvement. Participating students acknowledged their increased skills in the areas of communication, teamwork, interviewing, research and analysis. These students will be very marketable graduates who will become highly valued employees.

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Leung, Wai-Ching. "How do I choose an MBA (master of business administration) degree course and how much will it cost?" BMJ 328, no. 7445 (April 17, 2004): s152.3—s152. http://dx.doi.org/10.1136/bmj.328.7445.s152-b.

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Bhatnagar, Neha. "Employability and skill gap among MBA graduates in India: a literature review." Industrial and Commercial Training 53, no. 1 (December 9, 2020): 92–104. http://dx.doi.org/10.1108/ict-10-2019-0098.

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Purpose The purpose of this study is to review scholarly research on employability and skill gap in the context of the Master of Business Administration (MBA) education in India. This paper provides an overview of the critical themes and identifies research gaps for future investigations. Design/methodology/approach Published empirical studies were reviewed and thematically analysed using NVivo 11 Pro. Findings In addition to technical aptitudes and skills, organisations also seek other attributes that are associated with employability, such as communication, emotional intelligence, critical thinking, problem-solving skills and interpersonal skills. Communication is an important skill frequently cited in the literature. Additionally, themes related to reasons for skill gaps are identified. Practical implications Soft skills and non-technical aptitudes should be emphasised in MBA education. Furthermore, significant reforms in MBA education programmes should be implemented in India to make graduates industry-ready. Originality/value Several studies have been carried out to verify the existence of and reasons for skill gaps amongst MBA graduates in India. Through integrative literature review, the issue of skill gap is discussed. Future research directions are also recommended in this paper.

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Reyneke, Mignon, and Claire Barnardo. "Yuppiechef: from clicks to bricks – an omnichannel approach for a South African business." Emerald Emerging Markets Case Studies 9, no. 3 (November 4, 2019): 1–17. http://dx.doi.org/10.1108/eemcs-05-2019-0107.

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Learning outcomes The learning outcomes are as follows: understanding online, traditional and omnichannel retail and the challenges and benefits of each method; evaluating the effect of consumer buying behaviour on a company’s growth strategy; assessing the effect of changing industry dynamics and technology on consumer behaviour; and understanding the role of consistent customer experience across different retail mediums. Case overview/synopsis This case looks at Yuppiechef, a successful e-commerce business, and their move from “clicks to bricks” with the introduction of retail stores. Founder and CEO of Yuppiechef, Andrew Smith, shares the current business status and considers how to maintain the brand’s culture with the growth of retail and being an omnichannel pioneer. Complexity academic level The primary target audience for this teaching case is postgraduate business students, especially students of digital marketing, strategy and e-commerce. This teaching case is intended to be used as case study in postgraduate business programmes such as Master of Business Administration (MBA), a specialist masters’ programme such as MM (Entrepreneurship), post-graduate diploma in management (PGDip), as well as selected executive education programmes. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 8: Marketing.

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Van Auken, Stuart, Earl Chrysler, and Ludmilla Gricenko Wells. "Assessing emphasis gaps among MBA alumni: a model framework." Journal of International Education in Business 9, no. 1 (May 3, 2016): 31–51. http://dx.doi.org/10.1108/jieb-07-2015-0018.

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Purpose This paper aims to focus on Master of Business Administration (MBA) alumni and their ability to provide institution-specific insights into MBA program delivery. Given desired MBA positioning dimensions, a case exemplar is used to reveal gaps between “should have” program emphases and “actual” emphases. Departures from expectations are used to reveal either under- or over-emphases which require repair. Design/methodology/approach The study develops a gap assessment procedure and the theory of gaps, and it presents insights into the prioritization of gaps for closing through the revelation of gap themes of varying magnitude. It also reveals the benefits and the limitations of emphasis-based gap assessments. Additionally, the study addresses the complexity of creating the dimensional structure for MBA program gap revelation. Findings This paper reports on the issues of framing dimensions, including the possibility of dimensional omissions, with a particular emphasis on the utilization of an emphasis-based gap model within an a priori identified structure. Practical implications The methodological approach provides a blueprint for additional program review, and it produces a strong structural base for MBA program positioning. It is also is particularly important in evaluating newly created one-year MBA programs. Originality/value The work reveals the potential for the revelation of both under- and over-emphases in MBA program delivery and the possible issue of sub-optimization in gap closing (i.e. the closing of one gap while opening another).

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Darwin, Ann. "Graduates giving back – a mentoring program for MBA students." International Journal of Mentoring and Coaching in Education 4, no. 3 (September 7, 2015): 200–212. http://dx.doi.org/10.1108/ijmce-03-2015-0009.

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Purpose – The purpose of this paper is to discuss the challenges and obstacles encountered in the implementation of a mentoring program for Master of Business Administration (MBA) students at the University of South Australia (UniSA) Business School. The paper starts with an exploration into the need for a mentoring program, the trial and subsequent four years of implementation. The paper also explores the network model of mentoring and the reasons why this, rather than a more traditional model, was chosen for the program’s implementation. Design/methodology/approach – This exploratory case study uses data from over 600 students and their alumni mentors over a five-year period to evaluate and improve the program as well as cultivating a critical community of adult learners. Findings – Feedback from students indicates that the mentoring program is regarded by most as a value-added feature of their early learning as it offers support, if and when it is required, from those who have been there before. Research limitations/implications – Results are limited to one institution. However, as research into mentoring for higher education students is thin on the ground, this study contributes to our understanding of the positive impacts of mentoring on student success. Practical implications – This paper emphasizes the importance of business leaders giving back to their alma mater through mentoring current MBA students. It shows how mentoring can support learning and management development. Originality/value – This is an original study which explores ways to increase the learning of higher education students for positive social outcomes.

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Koolrojanapat, Siravit, Sumalee Mephong, and Piyawadee Chindachot. "Entrepreneurial Intentions of Graduation Students in Thailand: Moderating Role of Characteristics of Entrepreneurship Education Programmes." Journal of Computational and Theoretical Nanoscience 16, no. 11 (November 1, 2019): 4757–64. http://dx.doi.org/10.1166/jctn.2019.8387.

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This study investigated the entrepreneurial intentions of master students in Thailand and also examined the moderating role of Entrepreneurship Education Programmes (EEP). Data were collected from the final year students of master in business administration (MBA). Top ten universities of Bangkok were selected on the basis of convenient sampling for the data collection on the basis of ranking given by the ministry of education in Thailand. PLS-SEM was used to analysis the data of the study. Results discovered that entrepreneurial behavior, subjective norms, and perceived control behavior (PCB) have a positive role regarding entrepreneurial intentions. Results also revealed that the characteristics of EEP also moderate the relationships in a positive way. This study suggested to the policy makers that they should developed such characteristics in the students that they convert their attention towards the entrepreneurship.

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Sanyal, Shamindra Nath, and Tamal Chatterjee. "Transforming a vocational centre to a management institute: a case study on Carreograph." Emerald Emerging Markets Case Studies 4, no. 5 (October 8, 2014): 1–30. http://dx.doi.org/10.1108/eemcs-06-2013-0089.

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Subject area Entrepreneurship. Study level/applicability The case can be used to teach behavioural perspective of the entrepreneurship theory for the students of Master of Business Administration (MBA) level. The case may be equally important to teach the marketing and operational context to discuss the perspectives of small- and medium-sized enterprises (SMEs). Case overview A young Indian professional had left his lucrative job in the pharma industry to start his own business of a small training centre that trained and placed young graduates with various pharmaceutical companies as medical sales representatives (MSRs). Without borrowing anything from the financial institutions, he plunged into the business in a rented room of a school in Kolkata, India. With every sincerity and path-breaking strategy, his vocational centre, named Carreograph Institute of Management Studies (CIMS) became number one in eastern India in training and placing MSRs and managers. With a number of hand-picked professionals from the industry, this young entrepreneur changed the concept of training by introducing short-term courses like Diploma in Pharmaceutical Management to technically prepare pharmacy undergraduates with professional skills and industry overview, Post Graduate Diploma in Pharmaceutical Management to cater to the contemporary management needs of the pharma industry. For the first time in India, Carreograph launched MBA in Pharmaceutical Management in the distance learning mode, and this strategy revolutionised the concept of management teaching in India. With a huge success in MBA, Carreograph was on the verge of launching another path-breaking course, i.e. Bachelor of Business Administration (BBA) in pharma in the distance learning mode. Expected learning outcomes To analyse Tamal Chatterjee's entrepreneurial characteristics, motivations and expertise in the field and how these parameters support his proposed new venture, to consider the effectiveness of his entrepreneurial methods for finding out more about the proposed business area in which he is interested and to evaluate his idea of newly developed MBA and BBA programmes in terms of its expected acceptance among the student communities and consider if and when he should go ahead with expanding his current venture. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

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Jun, Hannah, and Seoyoung Moon. "An Analysis of Sustainability Integration in Business School Curricula: Evidence from Korea." Sustainability 13, no. 5 (March 4, 2021): 2779. http://dx.doi.org/10.3390/su13052779.

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Given the growing importance of corporate sustainability in the academic literature and in practice, this study investigates to what extent business schools in South Korea have been reflecting sustainability-linked themes in the curriculum. Based on a review of 20,507 course syllabi from ten sample universities between 2013 and 2019, our findings show an increase in the absolute number and proportion of sustainability-linked courses in Korean business schools, increasing from 12.9% of total courses in 2013 to 14.7% in 2019. The most prominent sustainability keywords were “ethics” and “corporate social responsibility,” with most courses reflecting sustainability keywords by allocating a few weeks to sustainability issues (sustainability-inclusive) rather than sustainability serving as the major theme of the course (sustainability-focused). In terms of degree program, sustainability-linked courses accounted for nearly 15% of total courses at the undergraduate and Master of Business Administration (MBA) levels, respectively, and just 7% of graduate (Master’s/Ph.D.) programs in Business Administration. While our findings suggest overall progress in incorporating sustainability themes in business schools, course offerings are fragmented and generally focus on a narrow concept of ethics rather than constituting a comprehensive curriculum that weaves sustainability throughout functional majors.

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

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