Browsing by Subject "MBA"

Now showing 1 - 4 of 4
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    `Bridging the gaps': a case study of faculty and student expectations, perceptions, challenges, and responses in the Chinese `Teach-Abroad' learning environment
    (2013-07) Goode, Matthew Lawson
    Thousands of U.S. faculty travel abroad each year to teach host–country students (George, 1995). This study explores the ‘teach–abroad classroom’, defined as “the teaching and learning processes and interactions between faculty and students” in this learning environment (George, 1987, 1995; Slethaug, 2007). Faculty and student expectations and perceptions of this learning environment are investigated, ‘gaps’ between the faculty and students are identified, and faculty and student responses to cultural differences are assessed. This qualitative study focuses on the case of the China Executive MBA (CHEMBA) Program, a joint offering of the Carlson School of Management, University of Minnesota in the United States and Lingnan (University) College, Sun Yat–sen University in Guangzhou, China. Individual interviews were conducted with Carlson School faculty who teach in the program and with students and graduates of the program. The researcher also formally observed CHEMBA class sessions. Utilizing intercultural competence theory (M. J. Bennett, 1986, 1993; Deardorff, 2008), this study reports findings related to faculty and learner expectations, perceptions, challenges, and responses in the teach–abroad learning environment. Three metaphors are used to represent the key gaps between faculty and students in regard to classroom discussion, the completion of readings for class, and language issues. Recommendations are offered for faculty, learners, and program administrators.
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    Enhancing Employability Skills In Graduate Business Programs: Service-Learning In Capstone Courses
    (2015-10) Wickam, Molly
    Situated in a theoretical framework of experiential learning, adult-learning theory, constructivist theory, and the elements of capstones and service-learning, this study examined the alignment between employability skills employers need and employability skills graduate business students gain through service-learning in business capstones. The study also investigated whether reflection enhances the employability skills of graduate business students who participate in service-learning during a capstone. This non-experimental, mixed-methods, comparative, descriptive study examined outcomes of students’ development of employability skills through service-learning participation in capstones embedded in MBA programs, and assessed whether the inclusion of service-learning influences students’ development of employability skills. Quantitative data explored which employability skills were enhanced by service-learning in business capstones, and whether there were differences in gender and GPA. The top three employability skills enhanced were decision-making, presentation skills, and teamwork. Of these three, presentation skills was statistically significant, meaning capstones that had service-learning enhanced presentation skills more than capstones that did not include service-learning. Exploratory Factor Analysis (EFA) found a four-factor solution and one factor, Collaborative Learning, was statistically significant. Collaborative Learning was enhanced for capstone students who had a service-learning experience more than students whose capstone did not include service-learning. Qualitative data were analyzed through semi-structured interviews from ten MBA graduates. Four themes were revealed: 1) Structure and Deliverables of Capstones; 2) Opportunities to Make Decisions; 3) Opportunities to Build Teamwork Skills; and, 4) Opportunities to Build Presentation Skills. Participants were also asked in what ways reflection enhanced their employability skills. One theme emerged: Reflection Enhanced the Ability to Complete a Project. Limitations of this study include a lack of generalizability because of the non-experimental design; there are not universal definitions of skills; and the employability skills measured were not an exhaustive list. The main findings included: there is alignment in the collaborative learning skills needed by employers and those skills enhanced through service-learning in graduate business capstones; written and oral reflection improves the ability to accomplish a team-based client project; the instructor’s role in structuring and facilitating service-learning is a key to learning; and presentation skills are enhanced during client-based business capstone courses that include service-learning.
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    Internationalization of the MBA curriculum and its impact on building students' global competencies
    (2014-08) Carlson, Oksana
    With the expansion of international business activities, business schools' leaders and administrators come to a higher understanding of the needs of employers and explore multiple strategies for MBA curriculum internationalization. The process of globalization has changed the skills, knowledge, and competencies expected of the MBA graduates. Studies suggest that corporate leaders expect MBA graduates to not only have technical expertise, but also to understand the dynamics of the globalized business world, to communicate and manage effectively across cultures, and to create innovative solutions for global business challenges (AACSB International, 2011; Ghemawat, 2008; Pitt, Berthon, & Robson, 1997).While many business schools define their mission as educating global business leaders who will make a difference in the world, little or no agreement has been achieved in defining the aspects and components of the MBA curriculum that would help to achieve this goal. Using a combination of quantitative and qualitative research methods, this study provides a macro- and micro level analysis of the curriculum internationalization strategies adopted by leading business schools in the U.S. By employing a benchmarking analysis of the top MBA programs in the U.S., this study examines the current trends and best practices in MBA curriculum internationalization. The study also employs the Johns Hopkins Carey Business School in a more detailed analysis of curriculum internationalization. The new innovative curriculum of the Global MBA program was developed with the insights and recommendations of employers and academic leaders to reflect the needs of the ever-changing globalized business world. By employing a tracer study methodology and a combination of quantitative and qualitative research methods, this study examines the impact of the internationalized curriculum on building students' global competencies.The data suggest that MBA graduates perceived a significant change in their global competency level before and after the MBA program, and that this change is largely a result of the MBA curriculum and their experiences in the program.Through the combination of the benchmarking survey, analysis of the curricula documents of the leading MBA programs in the U.S., the survey of the MBA graduates in the selected business school, and a series of interviews, a deeper understanding is developed of the importance of the global competencies for MBA graduates. Subsequently the impact of the internationalized MBA curriculum on building students' global competencies is investigated. Broader implications of the study recommend that business schools consider the employers' needs and expectations, and use a systems approach in developing curriculum internationalization strategies.
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    Women, Men, and the MBA: A Quantitative Assessment of the Impact of the MBA Degree on the Extrinsic and Intrinsic Career Outcomes of Graduates
    (2016-11) Wieser, Michelle
    The MBA degree has been studied, evaluated, and criticized from many different angles. Scholars and practitioners alike have noted the challenges facing business schools as they address the current state and prepare for the future state of the MBA. Stakeholders from within and outside of the academy have assessed and debated the optimal path forward for ensuring quality and equality across recruiting and admissions, curriculum development, student experience, and the impact of the degree on the careers of graduates. This study addressed these elements by seeking to understand how MBA input factors influence post-MBA career success; how widely accepted extrinsic measures of career success relate to intrinsic measures; how the MBA impacts compensation and other success factors; and how these key measures and outcomes may differ between women and men. To achieve this purpose, this study followed a quantitative approach utilizing a custom survey instrument. The research participants included nearly 800 graduates of 41 top-ranked business schools in the U.S. and Europe who graduated between 2005 and 2015. Findings revealed that the MBA degree develops human capital in the form of key competencies that are desired by employers, and that graduates highly value the social capital acquired in the form of new relationships and networks. When examining the link between pre-MBA inputs and post-MBA outputs, the results were mixed, with some common measures of a candidate’s qualifications such as years of work experience shown to have no relationship (or even an inverse relationship) to outcomes. The study also addressed the return on the investment of the MBA. Results showed that the degree does have a significant positive impact on compensation growth; however, men earn higher compensation, on average, than women at all three points of time included in this study (pre-MBA, first post-MBA, and current). Further comparisons between men and women indicated that male MBA graduates have achieved greater career advancement, span of control within the organization, career satisfaction, and other key extrinsic and intrinsic career outcomes. Despite these differences, both men and women possess a strong self-concept and belief in their abilities to be successful in business.