Tesi: "Business education"

1

Tucker, Emily C. "The accounting education system : is it broken? /". Staten Island, N.Y. : [s.n.], 2004. http://library.wagner.edu/theses/business/2004/thesis_bus_2004_tucke_accou.pdf.

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2

McLachlan, Marian. "Further education as a business?" Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508384.

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3

Gallacher, J. "Business models and higher education". Thesis, Nottingham Trent University, 2010. http://irep.ntu.ac.uk/id/eprint/318/.

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The researcher believes that the wide ranging use of the term business model in academic and practitioner arenas suggests that the clarification of its use rhetorically, strategically or managerially or lack of use would be of interest to both academics and management practitioners. Universities face increasingly challenging economic conditions and the identification of the use within higher education of business models using interview data, cross-referenced to institutional success, measured by a variety of metrics, may allow inferences to be drawn about the relationship of the relative success of institutions and the role, if any, of business models which may then inform future decision making. The researcher suggests that a business model approach, whilst not introducing new concepts is a useful descriptive and analytical tool for both practitioners and academics. In a discursive sense the term can act as a useful short hand whilst as a framework for value propositions it can aid the identification and development of the underlying economic reality of business activity. Furthermore, business models when viewed in the context of competing value propositions and business model innovation provide a link to and an aid in, the development of strategy. The researcher found that the term business model was frequently described in interview as inappropriate and no evidence of significant explicit usage of the term business model was found in university strategic plans. Further evidence from interview and the analysis of strategic plan documentation highlights the use of business-like language and practices suggesting that implicit, rather than explicit, business model approaches are being adopted in universities for decision making purposes. No evidence of a correlation between the use of business models, business like terms or reference to Hefce strategic aims and financial or league table success was noted. Whilst relative institutional income levels remained largely static over the period 1994-95 – 2006-07, the income patterns of institutions interviewed indicated that as the level of success as measured by researcher increased, as a proportion of total income grant and fee income reduced and research and other income increased. In addition the top twenty-five universities measured by average surplus over the period 1994-5 to 2003-04 tended to have a higher than average proportion of their total income represented by research and other income. To aid the realisation of potential benefits to be gained by universities from the adoption of a more explicit business model approach the research findings suggest the consideration of three factors. Firstly the clarification of the location of business models in relation to the more traditional management tools of strategy development and resource planning. Secondly, the lack of appetite for the explicit adoption of a business model approach, in at least some parts of the sector, suggests that the language of business models needs adapting to a higher education context. The researcher suggests the language of social enterprise which would explicitly recognise the societal dimension of university activity. Finally, but related to the second point is that the constrained economy of higher education needs to be recognised in the development of a business model approach with complex stakeholder relations recognised in value propositions and outcomes and financial sustainability as a necessary facilitator rather than primary driver.

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4

Gallagher, John. "Business models and higher education institutions-looking for business models in the higher education landscape". Thesis, Nottingham Trent University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511413.

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5

Andersson, Pernilla. "The Responsible Business Person : Studies of business education for sustainability". Doctoral thesis, Södertörns högskola, Miljövetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29400.

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Calls for the inclusion of sustainable development in the business curriculum have increased significantly in the wake of the financial crisis and increased concerns around climate change. This has led to the appearance of new initiatives and the development of new teaching approaches. This thesis explores business education at the upper secondary school level in Sweden following the inclusion of the concept of sustainable development in the curriculum. Drawing on poststructuralist discourse theory, the overarching purpose is to identify the roles of a responsible business person that are articulated in business education and to discuss how these roles could enable students to address sustainability issues. The thesis consists of four studies, based on textbook analyses, teacher interviews and classroom observations. Three categories of roles have been identified, implying that a business person is expected to either adapt to, add or create ethical values. These three categories are compared with the roles indicated in the environmental discourses constructed by Dryzek and the responsibility regimes developed by Pellizzoni. Drawing on Dryzek’s and Pellizzoni’s reasoning about which qualities are important for addressing sustainability issues, it is concluded that the roles identified in the studies could mean that students are unequipped (the adapting role), ill-equipped (the adding role) or better equipped (the creating role) to address uncertain and complex sustainability issues. The articles include empirical examples that illustrate how and in which situations specific roles are articulated, privileged or taken up. The examples also indicate how the scope for business students’ subjectivities are facilitated or hampered. It is suggested that the illustrative empirical examples could be used for critical reflection in order to enhance students’capabilities of addressing uncertain and complex sustainability issues and to improve educational quality in terms of scope for subjectivity.
I kölvattnet av den finanskris som kulminerade 2008 och växande uppmärksamhet för olika miljö- och hållbarhetsutmaningar, som exempelvis klimatförändringar, har uppmaningar till integrering av ’hållbar utveckling’ i ekonomiutbildningar ökat internationellt. Miljö och hållbarhetsfrågor har sedan tidigare varit framskrivna i gymnasieskolans styrdokument men i samband med den senaste gymnasiereformen 2011 skrevs begreppet hållbar utveckling tydligare in i Företagsekonomiämnets ämnesplan. Denna avhandling undersöker integrering av hållbarhetsfrågor inom ramen för undervisning i företagsekonomi och närliggande ekonomiämnen på gymnasienivå. Utifrån ett poststrukturalistiskt perspektiv är det övergripande syftet att identifiera vilka företagarroller som artikuleras i läromedeloch undervisning, och även att diskutera i vilken utsträckning dessa roller förbereder de studerande, som framtida företagare, att hantera hållbarhetsfrågor. Avhandlingen består av fyra delstudier som baseras på analyser av läroböcker, lärarintervjuer och klassrumsobservationer. Tre kategorier av företagarroller, som rymmer olika förväntningar på en ansvarstagande företagare har identifierats. Dessa olika roller innebär att en företagare förväntas antingen: anpassa sig till etiska värden som uttrycks i lagar och regler, addera etiska värden som efterfrågas av andra, eller skapa etiska värden. Rollerna skiljer sig åt huruvida en företagare: skall hålla egna känslor för hållbarhetsfrågor åt sidan (anpassande rollen), har utrymme för egna känslor (adderande rollen) eller måste involvera egna känslor (skapande rollen), vid fattande av affärsbeslut. Dessa roller jämförs med de företagarroller som impliceras i Dryzeks miljödiskurser och Pellizzonis ansvarsregimer. Utifrån Dryzeks och Pellizzonis argument om vilka kvaliteter som är viktiga för att hantera hållbarhetsfrågor dras slutsatsen att de studerande kan bli: icke rustade (den anpassande rollen), illa rustade (den adderande rollen) eller bättre rustade (den skapande rollen), att hantera osäkra och komplexa hållbarhetsfrågor, beroende på hur hållbarhetsfrågor integreras i företagsekonomiundervisningen. De fyra artiklarna innehåller detaljerade exempel på hur och i vilka situationer specifika företagarroller artikuleras eller privilegieras. Exemplen visar också i vilka situationer utbildningen tilltalar de studerande och potentiellt blivande företagarna som moraliska subjekt och ger utrymme för de studerandes subjektivitet (som inbegriper förnuft och egna känslor).Dessa exempel kan användas av (bl a) lärare som utgångspunkt för kritisk reflektion i syfte att förstärka de studerandes förmågor att som framtida företagare hantera osäkra och komplexa hållbarhetsfrågor, samt för att utveckla utbildningens kvalitet avseende dess subjektifierande funktion.

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6

Прищепа, Наталія Петрівна, Natalia Pryshchepa, Наталья Петровна Прищепа, Анна Петрівна Жеглова, Ann Zhehlova e Анна Петровна Жеглова. "Advantages of business education in Ukraine". Thesis, Національний Авіаційний Університет, 2018. http://er.nau.edu.ua:8080/handle/NAU/39213.

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Here are some interesting facts about this kind of education in Ukraine and about the opportunities it offers for managers and those who have already thought about such training, but have not yet decided to start. Histoiy and statistics.
It's never too late to learn. This statement proves once again the fact that it is almost impossible to build a successful business without the experience and necessary knowledge that is given in business schools in our country. The knowledge and skills of a professional leader obtained in the MBA business school will help to form a qualified and talented manager.
Ніколи не пізно вчитися. Це твердження ще раз підтверджує той факт, що практично неможливо побудувати успішний бізнес без досвіду та необхідних знань, які надаються в бізнес-школах нашої країни. Знання та навички професійного керівника, отриманого в бізнес-школі MBA, допоможуть сформувати кваліфікованого та талановитого менеджера.
Учиться никогда не поздно. Это утверждение еще раз подтверждает тот факт, что практически невозможно построить успешный бизнес без опыта и необходимых знаний, которые даются в бизнес-школах в нашей стране. Знания и навыки профессионального лидера, полученные в бизнес-школе MBA, помогут сформировать квалифицированного и талантливого менеджера.

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7

Finley, Lacey. "Undergraduate business students perceptions of teaching presence in online business courses". Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32640.

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Doctor of Education
Curriculum and Instruction Programs
Rosemary S. Talab
The purpose of this case study was to explore Teaching Presence in the undergraduate online Business course environment. This study explored the following three Research Questions: 1. How do undergraduate Business students perceive Teaching Presence in online courses? 2. What Teaching Presence components do undergraduate Business students find valuable in online courses? 3. How do exemplary undergraduate online Business course faculty demonstrate Teaching Presence in online instruction? The population of this study consisted of 20 undergraduate Business students and 3 student-nominated Business faculty. Participants included Business students enrolled in online Business courses. Based on the student interviews, the faculty most often nominated by the students as demonstrating effective methods of Teaching Presence in online Business courses served as faculty participants. Interviews of students and faculty were conducted during the Fall 2015 semester. There were 101 units identified for Research Question 1, with 46 units for the theme of "Direct Instruction", 36 for the theme of "Discourse Facilitation", and 19 units for the theme of "Design and Organization". The major findings from these research questions were that undergraduate Business students perceived online course Teaching Presence most through Direct Instruction. Students perceived prompting student engagement in discussions and encouraging student participation as important elements of the "Discourse Facilitation" theme. Students perceived good course design methods as being important to Teaching Presence. There were 245 units identified for Research Question 2, with 93 units for the theme of "Design and Organization", 88 units for "Discourse Facilitation" and 64 units for Direct Instruction". The major findings were that the "Design and Organization" theme was found to be most valuable to undergraduate Business students in the form of designing methods and establishing time parameters. Setting a climate for learning within the "Discourse Facilitation" theme and confirming understanding within the "Direct Instruction" themes were important to students when discussing what Teaching Presence components they found valuable in online Business courses. There were 81 units identified for Research Question 3, which consisted of faculty interviews focused on how exemplary online Business course faculty demonstrated Teaching Presence. The themes that were found in the faculty interviews were 30 units for the "Design and Organization" theme, 26 units for the "Discourse Facilitation" theme and 25 units for the "Direct Instruction" theme. The major findings were that the "Design and Organization" theme was found to be of the utmost importance to exemplary faculty when discussing the demonstration of Teaching Presence in online Business courses. Within the "Discourse Facilitation" theme, faculty emphasized the importance of drawing in participants and prompting discussion. Confirming understanding was found to be the most important aspect of the "Direct Instruction" theme. Recommendations for the research setting were in the areas of learning activity clarity, the use of integrated video lectures, enriched student-instructor interaction strategies, and technological tools to identify student comprehension struggles. Recommendations for future research including a study of Teaching Presence in different academic disciplines and in different academic environments, the efficacy of various technologies in enhancing Teaching Presence, and instructor attributes influencing Teaching Presence.

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8

Irving, Rosalind. "The role of a transnational education service business in higher education". Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715296.

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There is percieved to be an increasing role for private actors in education in different sectors and locations. This is seen as an effect of the increasing role of markets, competition and choice in policy activity. This study explores this from two perspectives: firstly, as an intrinsic case study that aims to shed light on the behaviour of a specific organization. The case examined is that of Pearson which is the largest education company globally. The global reach and extensive nature of Pearson’s diverse activities suggest it may play an important role in education and is of value as an object of study. Secondly, the study examines business behaviour in relation to social policy theory and education policy. Theory suggests that businesses are models and vehicles for efficient service provision. One aim of this research was to discover how this might happen in practice. How might a business actually behave and how does this relate to what theory and policy assumes? The issue is approached through three core aspects of Pearson’s business: globalization, digitization and higher education as they evidence policy themes of markets, competition and choice. The research was framed as a case study using two data types: documentary research and interviews with subjects connected to Pearson. It uses the lens of business practices to examine strategies as they are assumed to relate to other companies, to products, as involvement in education policy emanating from the UK and as practices at subject level. The research finds that Pearson seeks opportunities to manipulate neoliberal policy themes to its advantage. The fact of being a publicly traded company has a significant impact on the organization’s behaviour, which exhibits a monopolizing tendency, and is key to understanding Pearson’s involvement in education.

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9

Hartley, Richard Dunsby. "The business of teaching the teaching of business : using social constructivist techniques to teach business-orientated advanced GNVQs". Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=110.

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10

Jennings, Carol L. Schmidt B. June. "An update of the chronology of business education /". This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-12302008-063827/.

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11

Alexander, D. V. "The imprint of business norms on American education". Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595424.

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This research project is an enquiry into a social abstraction. It is a theory building exercise that centres on a descriptive multiple-case study of two senior high schools, a private Jesuit school with a mission to educate students for university disciplines and a public charter school aimed for career preparation, in the United States’ capital city of Washingto, District of Colombia. A combination of survey, dialogic, observational and documentary techniques was employed in a multi-methodological approach. This enterprise draws on Basil Bernstein’s pedagogical theory of symbolic educational knowledge codes whilst attempting to fill a gap in its theoretical apparatus. The endeavour highlights some effects of alliances between business and education whilst exploring concepts of power, critical thinking, and knowledge. A realist theoretical lens is a key component in this study where business norms are conceptualised as a social entity ontologically effectual to educational processes. Other theorised perspectives were valuable to this study as well. This project demonstrates that social business norms penetrate the learning processes affecting school administration, instruction, and pupil conceptions of knowledge. Traditional forms of education are revealed to be in competition with other forms of education such as training for employable and transferable social skills where the virtual high technology age is perceived as a contributor to rapid social change. One of the unique analyses drawn from the research field work elucidated differences between a religious paradigm and a careerist pedagogical approach, both functioning in a democratic market economy. Ultimately, three contextual themes emerge from the data: entrepreneur ethics, social skills, and technology; all indications of how business mores are apparent in education. Whilst the sociology of education is central, basic economics of market dynamics were recognised and considered in this analysis. The salient theme in this endeavour is the control of knowledge by institutions and/or individuals.

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12

Eason, Mark. "Business, training and education : Sheffield circa 1880-1940". Thesis, Sheffield Hallam University, 1997. http://shura.shu.ac.uk/3097/.

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This thesis contributes to two important debates: the historical debate on the role of education and training in Britain's relative economic decline; and the debate on the relationship between education, training and business performance. Much of the research on education, training and economic growth has focused at the macro-level and been heavily informed by neo-classical assumptions which fail to take account of the dynamism and uncertainty inherent in the business environment. The relationship between education, training and business performance is therefore explored by developing a historical case-study approach based upon the Sheffield metal and engineering trades, c1880-1940. These were industries that were of strategic importance to the British economy and such a study allows for an exploration at the micro-level of the firm. The historical analysis is informed by the theory of business strategy. Unlike the neo-classical synthesis, this theory locates the firm in a specific historical context, defining it as a collection of related productive resources: physical and human. Thus the theory may be used as an analytical tool to examine the impact of product, process and organisational innovations upon human resource requirements. The thesis is founded on a strong empirical base and a major empirical building block is formed by developing a database which charts the career profiles of applied science graduates from the Sheffield University and its antecedent, the Sheffield Technical School. A key finding is that the relationship between education, training and business performance is a highly complex and contingent one and that simply more education and training is not the necessary medication for the nation's economic ills. Indeed, the education and training system must be carefully monitored in order to ensure that it provides the skills and knowledge that are appropriate to changing business needs. Another significant discovery is that education and training provision, prior to World War One, was generally adequate to Sheffield's business requirements; technical education became crucial to the manufacture of specialist steels, and in this key industry of the `second industrial revolution', Sheffield firms recruited metallurgy and engineering graduates and acquired a commanding technological lead over their German and American competitors. This sectoral analysis stands in stark contrast with the received wisdom which claims that Britain's relative economic decline was causally related to an under-investment in technical education and a failure to recruit scientific personnel. However, economic depression in the 1920s and consequent spending cuts led to a general weakening of the education and training system, not only in Sheffield but throughout the nation. Business demands for graduate metallurgists began to exceed the supply and, as the economy recovered in the 1930s, Sheffield firms experienced acute shortages of skilled labour. Shortages of technologists, technicians and craftsmen persisted into the 1950s and it appears that Sheffield entered the second half of the twentieth century with insufficient skilled human resources and without the necessary educational infrastructure to rapidly remedy this problem. In consequence, firms were unable to meet orders and product quality began to fail, creating a window of opportunity for foreign competitors to exploit. Two points follow from this finding: firstly, too much emphasis has been placed upon alleged educational inadequacies prior to World War One, whilst insufficient attention has been paid to the inter-war years and, secondly, the relationship between education, training and business performance appears to have a high degree of reciprocity, at least over the long-run.

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13

Sarkar, Ayan. "Business models for providing education to the poor". Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39520.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2007.
Includes bibliographical references.
This thesis presents four business cases for delivering education services to the poor. All four business cases meet three fundamental criteria, namely, they are (i) focused on primary or secondary education for the poor, (ii) commercially viable and (iii) highly scalable. These four business cases were developed as part of my efforts to set up The Spark Group - an idea incubator that is focused on improving the quality of education at a grassroots level. The first business case is Spark Accreditation - India's first universally available school accreditation service. The second business case is Spark Guru - a comprehensive teaching service for Class 8, 9 and 10 Mathematics that promises to bring back teaching where it belongs - inside the classroom. The third business case is Spark TAT - India's first national teacher assessment test. And the fourth and most ambitious business case is Spark School-in-a-box - an idea to form ten-thousand, Rs. 100 ($2) schools.
by Ayan Sarkar.
M.B.A.

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14

Herseth, Todd L. "Business ethics education and Mezirow's transformative learning theory". Thesis, University of South Dakota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131552.

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The purpose of this study was to determine if using intentional, transformational learning strategies in an undergraduate business ethics course improved the curriculum with respect to targeted, student learning outcomes. Since business schools have a social mandate to provide opportunities for ethical growth and development, improving the efficacy of business ethics education is of paramount importance. The importance of this mandate has been further highlighted in recent years by egregious instances of misconduct by business professionals whose actions have had obvious and profoundly negative impacts upon the stability of our financial systems and state of the world economy.

This was a quasi-experimental, quantitative study conducted at a university of approximately 8,000 students. The focus of the study was to measure the effects of intentional, transformational learning strategies on the occurrence of transformational learning and cognitive moral development among students enrolled in the university's online business ethics course. The intentional, transformational learning strategies utilized were those identified by David Warren Keller in a 2007 study and adapted to an online learning environment. The correlation between epistemological development based on the Perry Scheme (of William G. Perry Jr.) and the occurrence of transformational learning was also examined in this study.

While this curricular intervention was not found to have had a statistically significant impact on the targeted outcomes, a statistically significant correlation was observed between epistemological development and transformational learning. A principle conclusion of the researcher is that the online learning environment is the most likely explanation for the difference in the efficacy of the curricular intervention when comparing the results of the Keller study to the current study due to the affective dimensions of the student learning experience (central to transformational learning) in the online learning environment and the limitations inherent therein, which are detailed in the study. Finally, the correlation observed between epistemological development and transformational learning, while statistically significant, was inconclusive due to the absence of additional correlations which would have been expected, yet merits further study.

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Jennings, Carol L. "An update of the chronology of business education". Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/46469.

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The purpose of this study was to determine the technological, organizational, legislative, and research events that should be included in a 1989 revision of A Chronology of Business Education in the United States last updated in 1968 by Samuel J. Wanous with selected events added in 1977 by National Business Education Association staff. To achieve this objective a modified Delphi technique was employed using a 29-member panel.

The Delphi panel was comprised of 23 members of the Policies Commission and 6 John Robert Gregg award winners. The panel members provided expertise in business education, a national perspective, and representation of the major professional organizations. The members of the Policies Commission in effect define business education and are considered to be experts in the field. The John Robert Gregg award winners have made outstanding contributions to the development and advancement of business education. Additionally, the Delphi panel members represented the five geographic regions of the United States (i.e., Eastern, Mountain-Plains, North-Central, Southern, and Western). The professional organizations in business education (i.e., American Vocational Association, National Business Education Association, and Delta Pi Epsilon) were all represented.
Master of Science

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16

Gerlach, Jeanne Marcum 1946. "An Analysis of Business Partnerships in Higher Education". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332577/.

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The major purpose of this study was to describe and analyze the business and higher education partnership program in one Texas community college. Secondary purposes were to describe and analyze (a) the premise of business and higher education partnerships; (b) the planning, organization, and administrative structure in a selected community college; (c) the educational benefits received by both businesses and their employees who are involved in cooperative partnerships in general and at this community college; (d) the future challenges and opportunities for partnerships at other levels of American higher education; and (e) the needed research to evaluate business and higher education partnerships. The five chapters comprising the study include an introduction, a review of literature, the methods and procedures, a presentation and analysis of data, and the summary, conclusions, interpretation, and recommendations of the study.

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17

Dlulemnyango-Sopotela, Lindelwa Nomlindo. "Education partnerships : focussing on the nature of business". Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/10411.

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Bibliography : leaves 101-108.
This research report examines the necessary conditions for successful Education-Business Partnerships (EBPs), focusing on the nature of business/industry partnerships with three Technical Colleges in the Western Cape. It will establish the quality of such partnerships and the problems affecting this quality. It will also look at the demographics and economic conditions of each Technical College from different community backgrounds, namely Black, Coloured and White communities.

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18

Mitchell, Lorianne D. "The Business of Higher Education: Recommendations for Business Schools Faced With Rapid Technological Advancements". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/8324.

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19

Kisgen, Stefanie [Verfasser]. "The Future of Business Leadership Education in Tertiary Education for Graduates / Stefanie Kisgen". Stuttgart : Steinbeis-Edition, 2017. http://d-nb.info/1147302219/34.

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20

Huovinen, A. (Anni). "Business education in transition:a phenomenographical study on Oulu Business School teachers’ perceptions of sustainability and responsibility". Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201810062892.

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Abstract (sommario):

Enhancing sustainable development in the society can be regarded as a key factor in providing a good and safe future for the coming generations. The business sector can be seen as an actor that has a great role to play in doing so. However, business education seems to still have a long way to go before reaching the goal of educating business professionals that take sustainability and responsibility into account as core values in business. The aim of this study is to investigate what the perceptions of the (10) teachers of Oulu Business School in Finland are on sustainability and responsibility, how they have implemented sustainability and responsibility in their teaching, what kinds of challenges they have faced in doing so and how could implementing these topics be enhanced in Oulu Business School. One of the aims of the study is also to find out how the teachers perceive the contradiction between the goals of sustainability and responsibility and on the other hand the goals of neoclassical economic theory that is the prevailing paradigm within business schools. This has been done by utilizing phenomenographical methodology that is interested in people’s conceptions, perceptions and experiences. The teachers have been interviewed in Oulu, Finland, in May and June of 2017. The data has been analyzed by categorizing the utterances into a pool of meanings and by dividing these utterances into further categories which formed the outcome space. The findings of the study show that the teachers of Oulu Business School see sustainability and responsibility as important topics per se. However, the ways in which they see that these topics should be enhanced in the society and who should be responsible for it are different. Some of the teachers see that business school teachers have a great agency in sustainability and responsibility whereas others find that other actors in the society and other teachers in the business school should take responsibility of these issues. It can be argued that some of the perceptions are outsourcing and represent a neoclassical economic paradigm whereas other perceptions represent a change agent perspective that seems to be in line with an ecological modernization paradigm. Based on the empirical findings of this study and on previous research on the subject, the possibilities of critical pedagogy in enhancing sustainability and responsibility in business education are being discussed in the end of the study and practical suggestions for doing so are given at the levels of curriculum as well as teaching and study methods
Kestävän kehityksen edistämistä yhteiskunnassa voidaan pitää keskeisenä tekijänä hyvän ja turvallisen tulevaisuuden takaamisessa tuleville sukupolville ja liiketoiminta-alan voidaan nähdä olevan tässä avainasemassa. Vaikuttaa kuitenkin siltä, että kauppatieteiden koulutuksella on vielä matkaa tavoitteeseensa kouluttaa liike-elämän ammattilaisia, jotka ottavat kestävyyden ja vastuullisuuden huomioon liiketoiminnan keskeisinä arvoina. Tämän tutkimustyön tarkoitus on selvittää, mitkä ovat Oulun yliopiston kauppakorkeakoulun opettajien (10) käsitykset kestävyydestä ja vastuullisuudesta, miten he ovat toteuttaneet kestävyyttä ja vastuullisuuta omassa opetuksessaan, millaisia haasteita he ovat kokeneet siinä, ja miten näiden aiheiden toteuttamista voitaisiin edistää Oulun yliopiston kauppakorkeakoulussa. Tämän tutkimuksen tarkoituksena on myös selvittää, miten opettajat käsittävät ristiriidan kestävyyden ja vastuullisuuden tavoitteiden ja kauppakorkeakouluissa vallitsevan ajatusmallin, uusklassisen taloustieteen tavoitteiden välillä. Tutkimus on tehty hyödyntämällä fenomenografista tutkimusmenetelmää, joka on kiinnostunut ihmisten käsityksistä, ymmärryksestä ja kokemuksista. Opettajia on haastateltu Oulussa touko- ja kesäkuussa 2017. Tutkimustiedot on analysoitu lajittelemalla ilmaisut merkitysyksikköjen joukoksi ja jakamalla nämä ilmaisut eteenpäin kategorioiksi, jotka muodostavat tulosavaruuden. Tutkimuksen tulokset osoittavat, että Oulun kauppakorkeakoulun opettajat näkevät kestävyyden ja vastuullisuuden itsessään tärkeinä aiheina. Heillä on kuitenkin erilaisia näkemyksiä siitä, miten näitä aiheita tulisi edistää yhteiskunnassa, ja siitä, kenen tulisi olla siitä vastuussa. Joidenkin opettajien mielestä kauppakorkeakoulun opettajilla on suuri vaikutusmahdollisuus kestävyydessä ja vastuullisuudessa, kun taas toisten mielestä muilla yhteiskunnan ja kauppakorkeakoulun tekijöillä ja yksilöillä tulisi olla vastuu näistä asioista. Voidaan väittää, että osa käsityksistä on ulkoistavia ja edustaa uusklassista taloustieteellistä ajatusmallia, kun taas osa käsityksistä edustaa muutosagentti-näkökulmaa, joka vaikuttaa olevan yhteneväinen ekologisen modernisaation ajatusmallin kanssa. Tämän työn empiiristen tutkimustulosten ja aiempien kriittistä pedagogiikkaa koskevien tutkimusten perusteella työn lopussa kartoitetaan kriittisen pedagogiikan mahdollisuuksia kestävyyden ja vastuullisuuden edistämisessä kauppatieteiden koulutuksessa ja annetaan käytännön ehdotuksia tämän toteuttamiseksi niin opetussuunnitelmatasolla kuin opetuksen ja oppimismetodien tasolla

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Evirgen, Cüneyt, Lei Lei, Peter Moizer, Richard D. Phillips, Barbara Stöttinger e Marie Wilson. "The State of Business Education and Research - Perspectives from Educational Leaders around the Globe". Rutgers Business School, 2016. http://epub.wu.ac.at/5170/1/ddcf9a_7ffcb7251a1944ebae539d644f38f917.pdf.

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22

Al-Zubeidi, Mohammad. "Higher Education and Entrepreneurship: The Relation between College Educational Background and Small Business Success in Texas". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4795/.

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This study examined the relationship between success of small businesses and the educational backgrounds of their owners. A survey composed of questions concerning demographics, educational backgrounds, and business success was mailed to 1100 businesses in Dallas, Denton, and Tarrant counties in Texas. There were 228 usable responses which were analyzed by using the Statistical Package of Social Sciences (SPSS12). Data were sorted so that educational level, sales volume, number of employees, and longevity, were identified on a 5-point ordinal scale. Educational major was identified on a 5-point nominal scale. Pearson's correlation was used to determine whether relationships existed between founders' educational background and small business success. Spearman's correlation was used to determine the direction and strength of the relationships. Then educational level and major were combined with age, gender, ethnicity, and industry, to determine the relationships between founders' educational background, and business success. For this purpose a canonical correlation was used. Five opinion questions concerned influence of college education on business success among college graduates and non-college graduates were identified on a 5-point Likert scale and tested using one-way ANOVA, and independent sample t-test. When educational level and major were the only predictors of business success, a statistically significant relationship was found between years of formal education, and sales volume. When educational level and major were combined with age, gender, ethnicity, and industry, a statistically significant relationship was found between founders' educational level and age, and business success. A statistically significant and negative relationship was found between founders' educational major and industry, and business success. All opinion questions revealed statistically significant relationships between owner's college education and business success. These relationships indicate the ability for the owner to learn, adapt and maintain a successful business. The influence of a college education on small business success was noticeable and reflects the continuing need for higher education to cope with technological advances, business competition, and the changing global economy.

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23

Eiríksdóttir, Lovísa, e Kristina Engelmark. "Sensemaking of sustainability in business education : The case of PRME in Swedish business schools and universities". Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-301154.

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In this paper we explore what role business schools play when it comes to shifting the paradigm towards sustainability and generating responsible decision-makers. It has been suggested that certain mainstream management models and theories has had some significant and negative influence on the conduct of business or even at times contradict sustainable development. Thus the aim of the paper is to explore the views and experiences of academics as well as the challenges they face when working with integrating sustainability into the education. Seven business schools and universities in Sweden have recently signed the Principles for Responsible Management Education (PRME) initiative and therefore made a commitment to implement sustainability into their education as well as engage in a platform for responsible management education. This study is based on semi- structured interviews with people responsible for working with the schools’ commitment. Our main findings are that signing PRME is a logic of legitimacy and that most schools are in the beginning of implementing sustainability. The main challenges that the schools face in the process are related to the complexity of bringing a new concept into an academic organisation initially from the top management in a bottom up environment. In addition to this, there seem to be a detachment of how the respondents express the role of business education and the more general role of business in society, in relation to responsibility.

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Rogers, Tim A. "An Evaluation of an Adaptive Learning Tool in an Introductory Business Course". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10128158.

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Adding technology to the classroom has been an instructional strategy used by many higher-education institutions to increase student success, but merely adding computers, multimedia devices, and other technology to the classroom with pedagogical arbitrariness has proven to have little effect. The purpose of this study was to determine if using the adaptive learning technology (ALT) tool, LearnSmart, in seated introductory business courses would result in a statistically significant difference in unit exam scores, to analyze changes in exam performance through different time increments used of the ALT, and to investigate correlations between the student’s metacognition in the ALT module and his or her performance on the unit exam. The population of this study consisted of students in nine sections of introductory business courses at three large community colleges in the Midwest. The first group of students did not use LearnSmart before the exam, the second group of students completed a 20-minute LearnSmart module for each chapter before the exam, and the third group of students completed a 40-minute LearnSmart module for each chapter before the exam. From the data collected and analyzed in this study, there was a statistically significant positive difference in exam scores of students in an introductory business course who completed the 40-minute LearnSmart modules prior to the exam compared to students who did not use LearnSmart. There was also a statistically significant correlation between a student’s metacognitive score and his or her exam score.

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Ryan, Suzanne Erina. "Academic Business: Tensions between academic values and corporatisation of Australian higher education in graduate schools fo business". Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5398.

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This thesis explores the impact of institutional changes in the Australian Higher Education Sector (AHES) on academics in entrepreneurial graduate schools of business. It addresses questions about the causes, nature and effects of change, and ultimately, the impact on the values and lives of 21 academics at two points in time, 2002-3 and 2008. In addition to reviewing literature, qualitative methods of document analysis and interviews provide the data for the research. The framework for the analysis of data is based on Laughlin’s (1991) ‘skeletal’ theory of organisation change which adapts concepts from Habermas’ (1984; 87) theory of societal change. The impacts of change are viewed from the perspective of organisation participants, the academics. For the majority of these academics, the findings of the research indicate that, in the face of loss of ownership and the imposition of modernisation practices, they maintained their belief in academic values but withdrew from active engagement with their school and institution. The thesis is presented in six chapters and six papers. With the exception of Chapter One, which introduces the thesis and its contributions, and Chapter Six, which summarises and concludes the work, the four chapters in between provide background detail on the literature; the theoretical approach; the research design and method; and the findings. The six papers complement the chapters by presenting the outcomes of the research at various stages. They are ordered in such a way as to offer general overviews of the Australian Higher Education Sector (Paper One) and business schools (Paper Two) before providing more specific focus on the impacts of modernisation practices (Paper Three); effects of change on academic identity (Paper Four); and the role of disciplinarity on academic values and identity (Paper Five). Research results from the first period of research, 2002-3, are reported in Papers Three, Four and Five. Paper Six is the final paper. It provides a comparison of results for both periods with an analysis of change and its impacts using Laughlin’s (1991) framework for organisation change. Chapter Six concludes the thesis with suggested implications for policy and further research. In relation to policy, it is suggested that current government intentions to shift higher education institutions from economic to social institutions will be dependent on the ability of institutions to unravel ten years of modernisation practices aimed at controlling rather than supporting academic endeavour. Arising from this is a challenge to business schools to develop value propositions that better reflect their role as part of a social institution and not an institutional ‘cash cow’. Further research is suggested in two areas: first, in understanding the lifeworld perspectives of academic executives and heads of school about their role in absorbing or facilitating change; and second, in understanding how business schools are able to develop and implement appropriate value propositions. Overall this thesis is a response to Henkel’s (2005, p. 166) call for further empirical research into academics’ lives “to test the strength of values and identity in different institutional settings”. It does this by addressing several gaps in the literature on higher education, specifically Australian higher education. The production of a qualitative and longitudinal study within a theoretical framework contributes to overcoming the paucity of research employing these methods or applying theoretical interpretations of data within higher education. Additionally, the thesis makes a contribution to the under-researched areas of academic values and value change generally, and Australian business schools, specifically by focusing on the values of Australian business school academics in times of change.

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Ryan, Suzanne Erina. "Academic Business: Tensions between academic values and corporatisation of Australian higher education in graduate schools fo business". Connect to full text, 2009. http://hdl.handle.net/2123/5398.

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Thesis (Ph. D.)--University of Sydney, 2009.
Title from title screen (viewed 18th September, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Economics and Business, University of Sydney. Degree awarded 2009. Includes bibliographical references. Also available in print form.

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Ferris-Adamek, Shari. "Examining organizational culture in a systemic business-education partnership". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0031/NQ63822.pdf.

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Gray, Obra L. "Supply and demand for business education in naval aviation". Monterey, California. Naval Postgraduate School, 2005. http://hdl.handle.net/10945/10032.

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MBA Professional Report
In light of the Navy's transformation plan, advanced business education is increasing in importance. As part of the Navy's Sea Power 21 strategy, Sea Enterprise encourages Naval Aviation to steer historical management practices towards better business practices. As pilots and Naval Flight Officers evolve from Mission Commander to Commanding Officer, they must be equipped with requisite business skill sets to engage the challenge of balancing aircraft modernization with current readiness. This project analyzes the supply and demand for postgraduate business education to determine how prepared Naval Aviation is to achieve long-term transformation objectives. The results show that 25 percent of all aviation officers (O-1 to O- 6) have a graduate business degree; 17 percent of Commanding Officers with advanced degrees have a business specialization; and 2.5 percent of aviation officer billets require a postgraduate business degree. Recommendations to better prepare the aviation community for the Sea Enterprise environment include: (1) Early emphasis of graduate business education, (2) Promote advanced business education as a major career milestone, (3) Tie first shore tour assignments to graduate business education, and (4) Increase the overall billet requirement for advanced business degrees. These improvements may greatly enhance the Navy's efforts towards achieving its transformation goals.

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Fiorina, Carleton S. (Carleton Sneed). "The education crisis : business and government's role in reform". Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/14471.

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30

Vajarodaya, Tatpol. "Strategic leadership in UK business schools in higher education". Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24367.

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Navigating the emerging crisis in UK higher education, with funding cuts, decreasing numbers of academics and mimetic pressures caused by academic norms, is a challenge for UK business schools. This study aimed to identify UK business school leaders' perspectives on factors contributing to competitiveness and financial sustainability in this context. For this exploratory, qualitative study 21 leaders from 12 UK business schools in the Financial Times Global MBA Rankings (2010) were interviewed by email, by telephone or face-to-face. Interview transcripts were analysed using NVivo8 and thematic analysis, adopting a hybrid approach of deductive coding based on a theoretical framework and inductive coding for emerging themes. A Model of Leadership for Financial Sustainability and Competitiveness was created to illustrate links between components of strategic leadership identified by participants in this study. It shows a potential virtuous circle of competitiveness and financial sustainability that UK business schools could achieve. These leaders perceived that competitiveness and financial sustainability could be achieved by using leadership and income sources to improve human capital, which could also be enhanced by itself and by organisational capital. Human and organisational capital could then develop intellectual capital, which could strengthen the schools' social capital. Intellectual capital, combined with social capital, could enhance schools' competitiveness, which could improve their strategies and tactics. Social capital could increase the success of fundraising activities. Fundraising, strategies and tactics could develop sources of income, leading to financial sustainability. Distributed leadership was preferred amongst participants, suggesting that human capital could be the most important capital in business schools. While previous research represented strategic leadership as building and executing strategic agendas, this thesis argues that UK business schools could benefit from these inter-linked components in developing leadership for financial sustainability and competitiveness, particularly in times of economic crisis.

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31

Macfarlane, Bruce John. "Business studies in higher education : towards a new understanding". Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10019087/.

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The study of business has been popularly characterised as incompatible with a higher education founded on liberal values. However, this characterisation is based on perceptions which have not previously taken account of the pedagogic belief-systems of lecturers. This thesis sets out to re-examine the relationship between the teaching of business subjects and the goals of higher education by exploring the attitudes of Business Studies lecturers in UK higher education. An analytical framework is constructed as a basis for researching lecturer attitudes to a Business Studies first degree. Business Studies lecturers are largely committed to the vocational preparation of students but adopt contrasting pedagogic positions in seeking to achieve this goal. 'Pragmatic synthesisers' looked to the acquisition of knowledge and skills and the ability to solve problems, while 'critical evaluators' defined their primary pedagogic purpose as encouraging students to reflect on and to evaluate knowledge claims. There is also an epistemological schism among lecturers based on attitudes to business knowledge. Lecturers with a background in social science disciplines had a context-independent attitude to knowledge. They are suspicious of knowledge derived from the business context which they regard as transitory and of little long-term value to students. By contrast, lecturers with more business experience, often teaching in areas of the curriculum related to functional specialisms, had a Context-dependent attitude. They argue in favour of responsiveness to the business context and embrace this 'new' knowledge. An analytical framework is presented based on these pedagogic and epistemological dimensions. Drawing on these findings, the thesis concludes that the study of business can be compatible with a higher education based on liberal values. Many business lecturers are committed to a pedagogy based on critical evaluation and context-independence. Moreover, the changing nature of both vocational and higher education also strongly suggests that, in practice, the goals of Business Studies are compatible with those of a liberal higher education.

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Peoples, Adrian L. "Shared decision making in education governance using business portals". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 194 p, 2009. http://proquest.umi.com/pqdweb?did=1833621271&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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33

Conrad, Rick. "Designing technology education curriculum based on business/industry needs". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003conradr.pdf.

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34

Verstraeten, Jean-Benoit Pierre Joel Vincent. "Practices in social media in the travel education business". reponame:Repositório Institucional do FGV, 2014. http://hdl.handle.net/10438/13137.

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Submitted by Jean-Benoit Verstraeten (jbverst@gmail.com) on 2015-01-27T15:12:07Z No. of bitstreams: 1 THESIS FGV.pdf: 1227969 bytes, checksum: 81f0407b5b718759bffc165cead3f2f8 (MD5)
Approved for entry into archive by Luana Rodrigues (luana.rodrigues@fgv.br) on 2015-01-28T17:12:54Z (GMT) No. of bitstreams: 1 THESIS FGV.pdf: 1227969 bytes, checksum: 81f0407b5b718759bffc165cead3f2f8 (MD5)
Made available in DSpace on 2015-01-28T17:25:48Z (GMT). No. of bitstreams: 1 THESIS FGV.pdf: 1227969 bytes, checksum: 81f0407b5b718759bffc165cead3f2f8 (MD5) Previous issue date: 2014-12-19
Practices in Social media refers to the view or perception of a brand not only based on its offerings and services, but also on its values and culture as perceived primarily by consumers. Organizations may utilize brand image to accomplish its goals or objectives by structuring an image that is interesting and acceptable to customers. In recent years, one of the ways that organizations consistently market or advertise their brand involves social media. The objective of this research study is to explore what are the practices in social media in the travel education business. To obtain data, the researcher interviewed people from 6 travel education firms and collated information about the topic from existing primary and secondary sources. The researcher conducted the research to determine practices in social media marketing as they apply in the tourism and education sectors. Based on the data obtained by the researcher, practices in social media marketing include the utilization of social media platforms with a widespread international reach such as Facebook, Twitter, Instagram, and YouTube. Another strategy is to constantly post updates that are not only interesting but also informational about the products and services offered by a brand or organisation. Companies or organizations must also interact with customers or clients online in order to maintain the latter’s interests in the former’s offerings and services. Customer engagement is one of the reasons why customers opt to follow firms online through social media. The research study also reveals other advantages and benefits of social media that constitute best practices such as the conversion of non-customers to customers, increased media presence to boost popularity, the effective communication of organisational goals and objectives, and the formation of a good relationship with customers. Organisations may also use tourist created content (TCC) and other types of user-generated content to guide decision-making in product development.
Praticas na midia social se refere a vista ou a percepcao de uma marca nao so com base em suas ofertas e servicos, mas tambem sobre seus valores e cultura como percebido principalmente pelos consumidores. As organizacoes podem utilizer a imagem que é interessante e aceitavel para os clients. Nos ultimos anos, uma das formas que as organizacoes de forma consistente comercializar ou publicitar a sua marca envolve midias sociais. O ojetivo deste estudo é explorer quais sao as praticas de midia social no negocio de educacao de viagens. Para obter os dados, a pesquisadora entrevistou pessoas de seis empresas de educacao de viagens e cotejadas informacoes sobre o tema a partir de fonts primarias e secundarias existentes. O pesquisador conduziu a pesquisa para determiner praticas de marketing de midia social em que se aplicam nos sectores do turismo e educacao. Com base nos dados obtidos pelo pesquisador, as praticas de marketing de midia social incluem a utilizacao de plataformas de midia social com um alcance internacional generalizada tipo Facebook, Twitter, Instagram e YouTube. Outra estratégia é para postar constantemente as atualizações que não são apenas interessante, mas também informativo sobre os produtos e serviços oferecidos por uma marca ou organização. As empresas ou organizações devem também interagir com os clientes ou clientes on-line, a fim de manter os interesses deste último em ofertas e serviços da ex. O envolvimento do cliente é uma das razões por que os clientes optam por seguir as empresas on-line através da mídia social. A pesquisa também revela outras vantagens e benefícios da mídia social que constituem as melhores práticas, tais como a conversão de não-clientes para os clientes, o aumento da presença da mídia para aumentar a popularidade, a comunicação eficaz das metas e objetivos organizacionais, bem como a formação de um bom relacionamento com os clientes. As organizações também podem usar turístico criado conteúdo (TCC) e outros tipos de conteúdo para orientar a tomada de decisão no desenvolvimento do produto gerado pelo usuário.

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Cole, Carol Slagle. "An investigative analysis of teaching business ethics in Tennessee community colleges". [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1110103-135929/unrestricted/ColeC120203f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-1110103-135929. Includes bibliographical references. Also available via Internet at the UMI web site.

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Palm, Marcus, e Gabriel Henderson. "Business Education and Enterprising tendencies : A study of education as a factor in enterprising". Thesis, Umeå universitet, Företagsekonomi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-60458.

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37

Rothamer, Frank Russell. "Business faculty knowledge of adult learning styles cooperative education vs. non-cooperative education institutions /". [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0001861.

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Martinez, Edgardo Armando. "The Dynamics of Ethical Decision-Making in Business Settings: Some Implications for the Teaching of Ethics in Business Education". Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14607.

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This study investigated ethical decision-making in the context of business settings and the teaching of ethics in business education. Over the past century or so, there has been a general acceptance of the need to teach business ethics in business education. However, close scrutiny shows that it has been patchy, and where it has been taught it is often only as an elective. Nevertheless, ethics is important in the business world and unethical behaviour can exact severe punishment. This suggests it should be taught, but that raises questions of how, and on what theoretical basis? For the past half-century, Kohlberg’s developmental theory of moral development has provided the main model in business education, but in the last decade criticisms have come from the social-intuitionist approach and from dynamic systems theory (DST). A dynamic systems approach was used as the main theoretical framework for this study. The adoption of this approach impacted the research methodology of this study and the interpretation of the data. In terms of method, whereas Kohlbergian and similar cognitivist approaches used hypothetical dilemmas in conducting research, this study employed five scenarios that attempt to mirror real-life ethical dilemmas that arise within a business context. Each scenario contained an ethical dilemma, but it was up to the participant to identify it. In terms of the analysis of data, whereas previous approaches applied supposition-laden scoring schemes based on assumed stabilities (e.g., stages and levels) in development, this study attempted to identify emerging and shifting patterns of decision-making in different contexts. Research was undertaken with 16 MBA students enrolled in a business school in a university in Sydney. The findings of this study appear to provide important clues about ethical decision-making, which could be used in future to design alternative pedagogies and teaching materials, when teaching business ethics in the context of business education.

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Burdette, Pamela Ann. "Black and white female small business owners in central Ohio : a comparison of selected personal and business characteristics /". The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487682558443675.

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Demeterio, Erlinda Luz T. "Relationships among selected demographic, business-related and life satisfaction characteristics of homebased and otherbased business owners in Guam /". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487847761306605.

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41

Young, Melissa Martin 1963. "Possession centrality to self, perceptions of control, and the experience of disposition". Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/277253.

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This research considers the relationship between possession centrality to self and perceptions of control on the antecedents, events, and consequences of the disposition, separation, giving up, and loss of possessions. The following dispositional behaviors are explored: (1) etic motivations of disposition; (2) methods of disposition; (3) emotional reactions to disposition; (4) etic meanings of disposition; and (5) replacement factors. Structured by a two-by -two, within-subjects research design, survey questionnaires and in-depth interviews are used to elicit retrospective data concerning four dispositional experiences--one from each cell in the research design. These data are then compared between high and low centrality possessions, high and low control dispositions, and their interactions. Although this study is exploratory, it provides suggestive evidence that possession centrality and perceptions of control are key dimensions which affect dispositional experiences. Furthermore, methods of disposition, possession types, and transitional events appear to coincide with these dimensions.

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Wallace, Jeffrey S. "Family-Owned Businesses: Determinants of Business Success and Profitability". DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/594.

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The purpose of this study was to examine many factors associated with family-owned businesses that lead to business success and profitability. The panel data used in this study came from the 1997 and 2000 waves of the National Family Business Study (NFBS). Many independent variables from the 1997 wave (e.g., age, gender, managerial activities, business size, home-based, business problems) were tested to predict business success and profitability (dependent variables), which were variables from the 2000 wave. Some of the descriptive analyses indicated that, compared to female managers, male managers perceived less business success, participated more in managerial activities, managed older businesses, experienced more business problems, and experienced fewer business cash-flow problems. Compared to businesses that are not home-based, home-based businesses reported less perceived business success, less business profitability, were smaller businesses, experienced fewer business problems, had fewer business liabilities, and had managers with poorer health and less education. Overall, the ordinary least squares regression analyses yielded results indicating that managerial activities, home-based businesses, business age, business problems, and business cash-flow problems were all statistically significantly associated with perceived business success. Business size was shown to be significantly associated with business profitability. Implications of the findings, limitations of the current study, and recommendations for future research were presented in the final section.

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Brady, Norman. "'Education or training?' : a case study of undergraduate business curriculum in a new university business school". Thesis, University of Greenwich, 2013. http://gala.gre.ac.uk/10223/.

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This is a single case study of undergraduate business curriculum design and pedagogic practice in a post-1992 university business school (UBS). The central aim of the research was to investigate the factors that combined to influence the design and enactment of the BA Business Studies and BA Entrepreneurship and Innovation programmes. Data were collected using semi-structured interviews with academics from the department of Systems and Management and a documentary review of programme texts. The data were analysed within an analytical framework which brings together Bhaskar's critical realism, Fairclough's critical discourse analysis and Bernstein's theory of the pedagogic device. This thesis contends that the undergraduate curriculum in UBS has become recontextualised as a business project which frames knowledge as a commodity for the purposes of income generation, pedagogy as a rational, 'quality-assured' system for its 'delivery' and academics as the 'deliverers'. The pedagogic codes which underpin this model legitimise knowledge as narrow projections of business practices and confine didactics to behaviourist, sometimes incoherent, approaches to knowledge generation predicated on 'employability' and 'transferable skills'.

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Jonas, Phyllis J. "Competition in the education marketplace : a study of the role of business, government and educational organizations as providers of adult/continuing education". Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/466394.

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This study looked at three groups of providers of Adult/Continuing Education (business, government agencies and educational institutions) to see what perceptions they had of the roles each group had assumed in making educational opportunities available to adults. The study also provided a historical perspective of the evolution of each group and their current roles as educators.The study population represented both purveyors and purchasers of education for adults and included officers of major corporations, government training officers, and chief administrative officers of major universities.The investigator used an 181 item questionnaire containing statements about perceptions these three groups of providers of education had about adult education, its administration, and their respective roles in providing that education. The questionnaire was analyzed on a percentage comparison basis. A median was also provided for each question by group.

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Lawson, Ronald. "Transformative reflection and reflexivity in work-based education". Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/7828/.

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This integrative doctoral report describes how my own experiential learning as a former practicing police investigator, artist and my current academic position in professional work-based education have been utilised to enable me to make a contribution to workbased education. To capitalise on my experience and on-going development as a critically reflexive researcher, I explored my own transformative learning through the storied accounts of key experiences, events and transitions in my professional work-based learning journey to develop a storied pedagogic approach to facilitate critical self-reflection and reflexivity in the transformative learning of professional work-based students. Using an action research approach with autoethnography as the method of inquiry, the report tells a story of my learning journey through the research process. The combination of action research and the inherently experimental spirit of autoethnography proved complimentary and the research developed from an initial individual approach to a more co-operative and collaborative endeavour between teacher and student, enhancing the critical self-reflection, reflexivity and transformative learning of both, evidenced in collective voices of teacher, participant and researcher. My contribution of knowledge to the theory and work-based practice of transformative learning has been made through the development of a conceptual model of 'Transformative Reflection', which extends Kolb's experiential learning cycle. My contribution to practice has been through a facilitated workshop in which the transformative reflection model is used to foster critical self-reflection and reflexivity through the autoethnographic use of alternative narrative perspectives and the creation of artefacts in a liminal learning space, thereby fostering transformative learning for the work-based learner.

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Villano, Michael C. "OUTSOURCING AND THE UNRELATED BUSINESS INCOME TAX:A SURVEY OF COLLEGE AND UNIVERSITY BUSINESS OFFICERS". Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1466164215.

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Nzama, Bongi Noreen Patricia. "An evaluation of the impact of higher education-business partnerships on technology-supported education reform". Thesis, Boston University, 2003. https://hdl.handle.net/2144/32812.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examined the relationship that exists between the processes that are employed when establishing and implementing higher education-business partnerships and the impact that these partnerships have on technology-supported education reform. The concept of technology-supported reform refers to educational initiatives that are designed to generate technological innovations and skills as the key outcomes of the reform process. While earlier studies (Antelo & Henderson, 1990; Powers & Powers; 1988; Meister, 1998) showed links between the implementation of the core partnership processes and the eflectiveness of partnerships, there was insufficient evidence in the literature to support the concept that higher education-business partnerships have an impact on higher education reform. Consequently, investigating the relationships between the core processes that lead to effective partnerships and those that contribute to education reform was a primary goal of this study. The case study method was selected as the method of evaluation. Four cases that represent different contextual and operational environments were selected for the purpose of impact evaluation. A benchmarking framework was applied to the evaluation so that the investigation was consistent. The prediction was that each participating case would yield similar outcomes or replications with regard to the five theoretical assumptions, and the key research questions that bounded this study. Such replications would provide evidence to support a view held by South Africa's Ministry of Education (White Paper on Education 3, 1997), that business-education partnerships are a strategic policy approach for improving educational outcomes. This study assessed the extent to which the four cases addressed South Africa's post-apartheid educational transformation needs and challenges. Two sets of findings emerged: findings related to partnerships, and findings related to education reform. The main finding relating to partnership was that successful higher educationbusiness partnerships engaged key processes and procedures for planning, implementing, and evaluating their work. A key finding related to education reform was that higher education-business partnerships make an impact on education reform. The most significant areas of impact were: teaching and learning, human resources development, technology transfer and research. The study concluded by developing a proposed benchmarking framework which can be used to plan, implement and evaluate higher education-business partnerships.
2031-01-01

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Charlot, Jennifer. "Developing a Team Capable of Learning While Executing: A Story About a Non-Profit Startup". Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645026.

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During the Ed.L.D. Residency, I served as the Director of Implementation for Character Lab, a start-up non-profit that translates psychology research into school-based experiences so students can learn and flourish. The focus of my strategic project was to help the organization translate a researched-based goal setting intervention called WOOP (wish, outcome, obstacle, plan). I was charged with designing the training and the dissemination methods that enable teachers to implement WOOP with fidelity. Given its status as a start-up, Character Lab had yet to develop the internal infrastructure and teaming processes to execute this project. Therefore, my research question focused on uncovering a process to do so. I sought to answer the question: “How can Character Lab internally structure itself to fail, learn, and simultaneously create impact with WOOP?” The execution of the strategic project led to the development of new internal systems that would serve as the operating blueprint within Character Lab going forward. Additionally, the learning harnessed from attempting to implement a psychology intervention in schools will inform Character Lab’s strategy on scaling. This leadership experience allowed me to grapple with the tension between managing the developmental needs of an organization and the urgency to create impact in the field.

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Khurshid, Zara. "Beyond the Stroke Business Plan". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262839.

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The Healthcare System in the United States is in dire need of improvement and reform for preventive healthcare. Diseases that can be prevented compose a significant problem due to the high costs they impose on our system. Beyond the Stroke is an organization which caters to past stroke victims who seek prevention form a future stroke by making lifestyle changes. Beyond the Stroke offers their health services with the main goal of educating and raising awareness to facilitate better decision making to its patients. Patients with recurrent stroke have a markedly higher mortality than patients with a first-ever stroke, but those who survive recover as well and as fast as patients with a first-ever stroke. The business plan for this organization is divided into 4 main parts. Chapter 1 will provide a complete market analysis with an overview of a full company and market analysis. It will also summarize the target population, services provided and main purpose. Chapter 2 provides a full feasibility analysis by the SWOT analysis, shedding light on potential success and problems this organization may face as it develops. Chapter 3 will focus on legal and regulatory issue enforcement along with litigation and medical compliance laws that Beyond the Stroke will to abide to. Chapter 4 explains a clear financial analysis to ensure business probability.

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Matthews, Barbara G. (Barbara Gayle). "The Professional Contributions of Ruth I. Anderson to Business Education". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331356/.

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This study explored the professional contributions of Ruth I. Anderson, retired professor of Business Administration, The University of North Texas, Denton, Texas. The data for this study were gained through questionnaire responses, a telephone interview, and personal interviews with faculty, staff, students, and business people who have worked closely with Anderson and an interview with Anderson herself. During a literature review, many of the journal articles written by Anderson were read in order to obtain insight into the thoughts and ideas Anderson had toward business education. The dissertation, divided into six chapters, begins with an introduction to the study. Chapter 1 includes the statement of the problem, purposes of the study, research questions, significance of the study, rationale for the study, and design of the study. Chapter 2 contains a biographical sketch of Ruth Anderson and offers a chronology of her career in business education. Anderson's educational philosophy is the focus of Chapter 3. Chapter 4 addresses her major accomplishments and contributions to business education. Anderson's impact on business education is the topic of Chapter 5. A summary is provided in Chapter 6. This study recognized Ruth Anderson as a significant person in the field of business education. Anderson, who was employed in the field for more than forty years, is the author, or co-author, of six books and the contributor of more than eighty articles published in professional journals. Major educational contributions of Ruth Anderson included publications, research, and involvement in professional organizations at the local, state, and national levels. Anderson made an impact on the field of business education through being a role model for former students, being a well-respected colleague, and being well known in the business education profession. Perhaps her greatest gift to the profession was her superior classroom teaching ability. Ruth Anderson's greatest contribution continues today through the work of her former students who have gone on to be business education teachers and professional educators.

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