Journal articles: 'Business degrees'

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Rowley, Jennifer. "Foundation degrees: a risky business?" Quality Assurance in Education 13, no. 1 (2005): 6–16. http://dx.doi.org/10.1108/09684880510578623.

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Fraser, Kym. "Is Indonesia Producing Enough Business Graduates to Assist its Development Aspirations?" Industry and Higher Education 27, no. 2 (2013): 85–88. http://dx.doi.org/10.5367/ihe.2013.0148.

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Business plays an important role in most economies around the world, but businesses rely on the higher education system to supply an adequate number of qualified business graduates. In nations such as the USA, the UK and Australia, business degrees are the most popular university qualification; and the growth in the number of Chinese students undertaking business degrees in universities outside their home country over the past decade has been astronomical. In contrast, for Indonesia there has been a decline in the number of business degrees being undertaken abroad and at home. Indonesia has set a number of ambitious development goals and if these are to be achieved, there will need to be increasing activity from the business sector. Therefore, it is argued, questions should be raised about the current declining rate of student numbers in higher education business degree courses, and about whether the trend will have a detrimental impact on the future development aspirations of this highly populated country.

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Zych, Magdalena. "Education for business analysts in Poland." Education for Information 36, no. 4 (2020): 347–70. http://dx.doi.org/10.3233/efi-200391.

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The research aim is to investigate the relationship between skills required for a business analyst’s (BA) job and learning outcomes from selected Library and Information Science (LIS) degrees in Poland. Two hypotheses are stated: 1. Employers in Poland look for their future BAs among graduates with different degrees; 2. LIS-related degrees provide the core competences required for a BA job in Poland. An analysis of job offers for BAs in Poland was made, along with a comparative analysis of BA skills from the Standard Classification of Occupations, version 3 of the Guide to Business Analysis Body of Knowledge (BABOK 3), job offers and learning outcomes from Polish LIS-related degree courses. The most common requirements posted in job offers are language skills, knowledge of IT tools, communication, presentation and mediation skills, personality traits and analytical skills. Distinctive BA features such as understanding the nature of business analysis, requirements engineering, using notations and process frameworks, systems modelling and programming were found only in job offers and BABOK 3. Recommendations are made for LIS-related degree courses on how to deal with the mismatch between the skills required in the job market and those received through formal education.

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Rapp, Randy R. "Business Strategy: Ideas for Construction Master's Degrees." Leadership and Management in Engineering 1, no. 2 (2001): 37–42. http://dx.doi.org/10.1061/(asce)1532-6748(2001)1:2(37).

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Coates, Nigel F., and Roy E. Koemer. "How market oriented are business studies degrees?" Journal of Marketing Management 12, no. 5 (1996): 455–75. http://dx.doi.org/10.1080/0267257x.1996.9964427.

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Wier, Benson, Dan N. Stone, and James E. Hunton. "Does Graduate Business Education Contribute to Professional Accounting Success? (Retracted)." Accounting Horizons 19, no. 2 (2005): 85–100. http://dx.doi.org/10.2308/acch.2005.19.2.85.

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We investigate the value of graduate business education in learning tacit knowledge and achieving professional accounting success. Archival (n = 5,932) and survey (n = 2,941) data from managerial accountants employed at 2,525 North American companies in three industries (publishing, paper, and chemical) indicate that job performance evaluations (JPEs) of those who hold either a Master's of Accountancy (M.Acc.) or M.B.A. degree are generally higher than non-master's (NM) degree accountants. We find some evidence that professionals with master's degrees, as compared to NM professionals, have higher levels of two forms of tacit managerial knowledge (TMK): self and others. The results also suggest that M.Acc. and M.B.A. degrees contribute to success differentially throughout the professionals' careers. Specifically, a M.Acc. degree provides greater benefit than a M.B.A. degree in the early and middle career years, while an M.B.A. degree provides greater benefit than a M.Acc. degree in later career years. The results indicate that M.Acc. and M.B.A. degrees contribute to success by increasing specific types of knowledge and enhancing ones' ability to learn.

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Alonso-Conde, Ana Belén, Javier Rojo-Suárez, and Sandra Rentas. "Do Business Administration degrees encourage entrepreneurship and strengthen connection with business incubators?" On the Horizon 28, no. 4 (2020): 153–63. http://dx.doi.org/10.1108/oth-05-2020-0019.

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Purpose First, this paper aims to study the extent to which students in business administration degrees are aware of the characteristics of the business ecosystem. Second, the degree of knowledge of the benefits resulting from the interaction between the university-based business incubators and the universities are studied. Design/methodology/approach To focus the discussion, a survey is conducted, asking students their preferences as future professionals, as well as their knowledge about specific sources of financing, namely, venture capital and crowdfunding and other networks useful to foster the creation of companies such as business incubators. Findings Results reveal that the students under study mostly prefer to work as employees in a company. Additionally, these results suggest a poor knowledge from students regarding specific aspects related to entrepreneurship and, more specifically, business incubators. These empirical results underline the need to shift the focus of subject programmes towards a greater focus on entrepreneurship. Additionally, the results also draw attention to the need of fostering the relationship between business incubators and universities, so that students become aware of the support that these networks can provide to entrepreneurs in the early stages of business projects. Research limitations/implications The data analysis for this study is built based on a survey of students attending specific finance courses at a Spanish public university. It is worth noting that in this study we have based on the supply side whereby future research might focus on the point of view given by the firm’s recruitment of business administration students. In addition, to strengthen the conclusions drawn from this study, further research should increase the sample period and the outcomes achieved at other universities in different regions. Practical implications In terms of policy implications, the empirical findings highlight the relevance of understanding the effectiveness of entrepreneurship programmes, given the budgetary expenditure involved in entrepreneurship education. Originality/value The relevance of the issue has been highlighted through a literature review of the past 10 years. In terms of policy implications, the empirical findings highlight the relevance of understanding the effectiveness of entrepreneurship programmes, given the budgetary expenditure involved in entrepreneurship education.

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Rhodd, Rupert G., Sandra M. Schrouder, and Marcus T. Allen. "Weekend business school degrees: Levelling the playing field?" Applied Economics Letters 18, no. 13 (2011): 1289–94. http://dx.doi.org/10.1080/13504851.2010.534058.

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Halabi, Abdel. "Business Degrees: Accounting is Still a Popular Choice." Australian Journal of Career Development 3, no. 1 (1994): 11–12. http://dx.doi.org/10.1177/103841629400300105.

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Schaffer, Burton F., Hamid Ahmadi, and D. Ordell Calkins. "Academic Qualifications of Women with Degrees in Business." Journal of Education for Business 61, no. 7 (1986): 321–24. http://dx.doi.org/10.1080/08832323.1986.10772738.

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Mondéjar-Jiménez, Juan-Antonio, María Cordente-Rodríguez, María-Leticia Meseguer-Santamaría, Manuel Vargas-Vargas, and José Mondéjar-Jiménez. "Coordination Of Teachers In New Undergraduate Degrees Adapted To European Higher Education Area." American Journal of Business Education (AJBE) 3, no. 13 (2010): 21–26. http://dx.doi.org/10.19030/ajbe.v3i13.973.

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The introduction of new undergraduate degrees adapted to the European Higher Education Area (EHEA) requires a coordinated effort by teachers, because the different subjects are based on a new methodology of teaching and learning. The Social Sciences School of Cuenca offers degrees in Business Administration, Law and Labor Sciences. The progressive adaptation of the undergraduate degrees at the University of Castilla-La Mancha has culminated with the introduction, in the academic year 2009-2010, of the Business Administration Degree and, beginning in academic year 2010-2011, of the Degrees in Law and in Industrial Relations and Human Resource Development, once they have all been verified by the National Agency for Quality Assessment and Accreditation (ANECA). This paper addresses opportunities for coordination among teachers that occur in the implementation of new degree of Law and Business Administration, through the joint work of teachers in different aspects of competency-based education. After the first course of the new degrees, it must articulate all coordination tools that allow teachers to conduct their work effectively and efficiently, with the aim of providing the best possible service to students. The synergies arising from this deployment will allow better planning tools in the implementation of the following degrees.

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Garrick, John, and Denise Kirkpatrick. "Workplace‐based Learning Degrees: a new business venture, or a new critical business?" Higher Education Research & Development 17, no. 2 (1998): 171–82. http://dx.doi.org/10.1080/0729436980170203.

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Neailey, Kevin. "Innovation by Degrees." Industry and Higher Education 11, no. 1 (1997): 59–63. http://dx.doi.org/10.1177/095042229701100111.

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The innovative ability of an individual is only partly inherent. With an appropriate balance of education, training and experience, this ability can be developed. This paper describes a new research degree – the Engineering Doctorate – which can provide this balance. The basic principles of the EngD are described, as are the benefits and industrial relevance of the programme. Its main features are a requirement for innovation in the application of knowledge to industrial business and a high level of flexibility. It is also shown to be suitable for engineers at all career stages from fresh graduate to director level.

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L MacLennan, Helen, Anthony A Pina, Kenneth A Moran, and Patrick F Hafford. "Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?" International Journal of Doctoral Studies 11 (2016): 217–26. http://dx.doi.org/10.28945/3529.

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Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

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Strang, Kenneth David, and Robert J. Symonds. "Analyzing Research Activity Duration and Uncertainty in Business Doctorate Degrees." International Journal of Risk and Contingency Management 1, no. 1 (2012): 29–48. http://dx.doi.org/10.4018/ijrcm.2012010103.

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This study explains how to apply the Program Evaluation and Review Technique (PERT) from the project management discipline to quantify uncertainty for the research phase in a Doctor of Business Administration (DBA) degree. Doctorate programs are expensive and time consuming yet unfortunately they have high attrition rates (failure to complete). Although course work is very structured, the unpredictable nature, complexity and variability of research activities make a DBA program risky for students, supervisors, funding sources, and the university (due to high expectations and accreditation criteria). As the US Navy successfully applied PERT on their complex Fleet Ballistic Missile and Polaris Submarine Weapon projects, it is argued that this methodology could help quantify uncertainty and reduce risk in the doctorate research phase. Statistical techniques are utilized to test the hypothesis that PERT is a reliable task duration estimation and planning method for DBA research (based on a sample).

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Baruch, Yehuda, Myrtle P. Bell, and David Gray. "Generalist and specialist graduate business degrees: Tangible and intangible value." Journal of Vocational Behavior 67, no. 1 (2005): 51–68. http://dx.doi.org/10.1016/j.jvb.2003.06.002.

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Arnold, John, John Loan-Clarke, Amanda Harrington, and Cathy Hart. "Students' perceptions of competence development in undergraduate business-related degrees." Studies in Higher Education 24, no. 1 (1999): 43–59. http://dx.doi.org/10.1080/03075079912331380138.

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Cuthbert, Margaret. "Recent trends in Business Masters degrees in the United Kingdom." Higher Education 16, no. 5 (1987): 625–45. http://dx.doi.org/10.1007/bf00128425.

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Mehta, Kamlesh, and Ronald Uhlig. "Business Administration And Computer Science Degrees Earnings, Job Security, And Job Satisfaction." American Journal of Business Education (AJBE) 10, no. 1 (2016): 1–8. http://dx.doi.org/10.19030/ajbe.v10i1.9848.

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This paper examines the potential of business administration vs. computer science degrees in terms of earnings, job security, and job satisfaction. The paper focuses on earnings potential five years and ten years after the completion of business administration and computer science degrees. Moreover, the paper presents the income changes with promotion and lifetime earnings expectations of both the business administration and computer science graduates.

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Stafford, Kathryn, Karen A. Duncan, Sharon Dane, and Mary Winter. "A Research Model of Sustainable Family Businesses." Family Business Review 12, no. 3 (1999): 197–208. http://dx.doi.org/10.1111/j.1741-6248.1999.00197.x.

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This paper proposes a research model that outlines the determinants of functional families and profitable businesses—requisites for family business sustainability. Two features distinguish the model from previous models: inclusion of the family in the same detail as the business and emphasis on the key features of family and business. Delineation of the interface between the family and the business permits the use of research methods that allow for variable degrees of overlap of family and business rather than assuming that family businesses constitute either a single system or two separate systems. The research model is also compatible with a variety of theoretical perspectives.

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Hersch, Joni. "Catching Up Is Hard to Do: Undergraduate Prestige, Elite Graduate Programs, and the Earnings Premium." Journal of Benefit-Cost Analysis 10, no. 3 (2019): 503–53. http://dx.doi.org/10.1017/bca.2019.29.

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AbstractA commonly held perception is that an elite graduate degree can “scrub” a less prestigious but less costly undergraduate degree. Using data from the National Survey of College Graduates from 2003 to 2017, this article examines the relationship between the status of undergraduate degrees and earnings among those with elite postbaccalaureate degrees. Few graduates of non-selective institutions earn postbaccalaureate degrees from elite institutions, and even when they do, undergraduate institutional prestige continues to be positively related to earnings overall as well as among those with specific postbaccalaureate degrees including business, law, medicine, and doctoral. Among those who earn a graduate degree from an elite institution, the present value of the earnings advantage to having both an undergraduate and a graduate degree from an elite institution generally greatly exceeds any likely cost advantage from attending a less prestigious undergraduate institution.

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G. Lazareva, Marina. "Entropy and information in scenario modeling of a firm: new approaches in business economics." Problems and Perspectives in Management 17, no. 1 (2019): 202–15. http://dx.doi.org/10.21511/ppm.17(1).2019.18.

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In the present world featuring rapidly changing conditions of external environment, it is crucial for companies to be adaptive and resistant to any types of fluctuations. When creating scenarios of business portfolio development or medium-/long-term planning of firm activities, it is important to evaluate an efficiency of such scenario implementation. Depending on the degree of openness of the system-firm, one can talk about the different degrees of its adaptability and ability to develop. The degree of freedom of the system is determined by its entropy. The number of degrees of freedom determines the system’s ability to develop, evolve (in general).Thus, it is important to investigate the influence the entropy and information to a firm – a system and create some appropriate instruments for estimation scenarios of development. The author studies the adaptive capabilities of a firm – a system to the external environment conditions and draws a conclusion that a reasonable combination of order and chaos is required for a firm’s evolutionary development, or one should search for optimal balance between an entropy, as a degree of uncertainty (chaos), and a system awareness, as an indicator of its arrangement. The author has proposed an index of strategic adaptability for evaluation of business portfolio development scenarios. The use of system’s information and entropy as evaluation criteria’s for the feasibility of scenarios is proposed. The offered approach and instruments for evaluation of the firm’s asset portfolio development scenarios do not require complex calculations and are convenient enough to be used by any firm, concerned about its adaptability to the external environment conditions in practice.

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Wright, M. Keith. "The Trouble With Online Undergraduate Business Degrees In Traditional Regional Universities." Journal of College Teaching & Learning (TLC) 11, no. 1 (2014): 13–24. http://dx.doi.org/10.19030/tlc.v11i1.8393.

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Li, Ihsuan, Mathew Malvin, and Robert D. Simonson. "Overeducation and Employment Mismatch: Wage Penalties for College Degrees in Business." Journal of Education for Business 90, no. 3 (2014): 119–25. http://dx.doi.org/10.1080/08832323.2014.988204.

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Wilson, Elizabeth J., and Arch G. Woodside. "Degrees-of-Freedom Analysis of Case Data in Business Marketing Research." Industrial Marketing Management 28, no. 3 (1999): 215–29. http://dx.doi.org/10.1016/s0019-8501(98)00048-0.

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Gray, Harry. "Rethinking Master's degrees in business and management: a more diverse offering?" Development and Learning in Organizations: An International Journal 22, no. 5 (2008): 18–20. http://dx.doi.org/10.1108/14777280810896408.

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Bosshardt, William, Michael Watts, and William E. Becker. "Course Requirements for Bachelor's Degrees in Economics." American Economic Review 103, no. 3 (2013): 643–47. http://dx.doi.org/10.1257/aer.103.3.643.

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We conducted a national survey of department Chairs to investigate whether departments of economics changed course requirements for bachelors degrees since the Siegfried and Bidani (1992) paper using 1980 data. There have been few changes to course requirements. Most notable are a large increase in the number of departments requiring econometrics and a drop in departments requiring courses such as money, banking and economic history--courses once required in many business schools.

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Manaf, Zaini. "American degrees and their accreditation." Education + Training 27, no. 10 (1985): 291–95. http://dx.doi.org/10.1108/eb017199.

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Riley, Kathryn. "360 Degrees of Assessment." Business Communication Quarterly 70, no. 1 (2007): 5–8. http://dx.doi.org/10.1177/1080569906298357.

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Váchal, Jan, and Milan Talíř. "The Development of Organizational and Management Structures in Small-scale and Mid-scale Entrepreneurship in the Czech Republic." SHS Web of Conferences 73 (2020): 02006. http://dx.doi.org/10.1051/shsconf/20207302006.

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The business architecture, whose integral part is an organizational and management company structure, will be playing more important role in the future while pursuing its business goals. As a matter of fact, the organization and management of business processes that constitute its organizational and management structure demonstrate significant changes as a result of the changeable business environment. These issues are discussed in this article. The testing data set 381 SMEs (from which 114 were micro-enterprises, 141 small-scaled enterprises and 126 mid-scale enterprises, including without limitations enterprises from South Bohemian Region) analyzed applied organizational and management structures in separate scale categories of enterprises including degrees and stages of management. Pearson’s chi-squared test was used as a statistical method; p-value was employed to test zero and alternative hypotheses. SMEs manifested a transition from linear and line-staff structures to matrix and functional ones; mid-scale enterprises used strategic business units. Microenterprises and partly small-scale enterprises employed degree of management, mid-scale 3 and more degrees of management. The conclusion of the article specifies the estimated development of the organizational architecture in SMEs in the Czech Republic in relation to expected changes in the external business environment in particular.

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Bastajic, Ljubomir. "Business results change under effects of farm size and degree of production specialization." Journal of Agricultural Sciences, Belgrade 48, no. 2 (2003): 205–16. http://dx.doi.org/10.2298/jas0302205b.

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The study was conducted with the objective of analyzing the economic effects provoked by the change in farm size, depending on the degree of production specialization (questionnaires encompassing 30 farms of different size were used) using comparative analysis, regression analysis, correlation analysis and production function analysis. Research comprised essential parameters of business conditions on the farms and results of their business. The farms analyzed were classified according to the size of used cultivable land and degree of production specialization. In both farm groups, with different degrees of production specialization, the indices of business results were found to rise with size increase and were noticed to be the most favorable in the case of over 10 ha-farms. Comparing farms of identical size but of different degree of specialization, the following may be concluded: more favorable business results were achieved on farms with higher degree of specialization.

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Blanco-Gutierrez, Irene, Paloma Esteve, and Sergio Zubelzu. "Combining technical and business studies at the Universidad Politécnica de Madrid: Analysis of the Double Degree student profile." Advances in Building Education 6, no. 1 (2022): 46. http://dx.doi.org/10.20868/abe.2022.1.4813.

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Double degrees have emerged as an attractive alternative for Spanish university students. The Double Degree in Building and in Business Administration and Management (EDIF-ADE) was a pioneer among the Double Degrees implemented at the Universidad Politécnica de Madrid (UPM) and is currently experiencing a great demand. This study analyses the profile of EDIF-ADE students to understand the keys to this success. Through a survey of first-, second-, third-, and fourth-year students, we examined (1) students’ prior knowledge; (2) motivations and interest areas; (3) educational and occupational expectations; (4) results and knowledge acquired. The results of the study reveal that, although most of the students had no prior knowledge of economics and business, they consider this training as an important element in their future professional development that enhances their employability prospects.

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Pellegrin, Karen L., and John M. Pezzuto. "Strategic direction for high demand degrees: an analysis of the US pharmacy degree competitive market." International Journal of Management in Education 5, no. 2/3 (2011): 285. http://dx.doi.org/10.1504/ijmie.2011.039490.

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Ronstadt, Robert, Karl H. Vesper, and W. Ed McMullan. "Entrepreneurship: Today Courses, Tomorrow Degrees?" Entrepreneurship Theory and Practice 13, no. 1 (1988): 7–13. http://dx.doi.org/10.1177/104225878801300102.

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Lin, Tangquan, Haibo Li, and Yingchuan Sun. "Detecting Concept Drift in Resource-Service Sequence for Collaborative Task." MATEC Web of Conferences 173 (2018): 03058. http://dx.doi.org/10.1051/matecconf/201817303058.

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To discover the bottleneck of business caused by the changing of market, especially in collaborative tasks, an approach is proposed to detect concept drift in the usage of resource services in business processes. Firstly, influence degree, described as features, is measured in a Resource-Service Sequence (RSS). Secondly, by mining business dataset, the influence relationship between resource services is resolved according to different time window. Then, the influence degrees are clustered as different clusters, called concept drift. Finally, RSSs with concept drift are derived from the feature sequence. The simulation results show the validity of the proposed approach.

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Farrar, Peter, Ali Zaidi, and Timothy Joseph Lynch. "Mapping health and work provision in healthcare and business degrees in England." Cogent Education 5, no. 1 (2018): 1496626. http://dx.doi.org/10.1080/2331186x.2018.1496626.

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Bennett, Roger. "Students’ motives for enrolling on business degrees in a post‐1992 university." International Journal of Educational Management 18, no. 1 (2004): 25–36. http://dx.doi.org/10.1108/09513540410512127.

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Schlosser, Frank, Daniel Beimborn, Tim Weitzel, and Heinz-Theo Wagner. "Achieving Social Alignment between Business and IT – an Empirical Evaluation of the Efficacy of IT Governance Mechanisms." Journal of Information Technology 30, no. 2 (2015): 119–35. http://dx.doi.org/10.1057/jit.2015.2.

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How can firms improve the degree of social alignment between their business and IT units? Many years of research have shown the importance of business-IT alignment and its various facets, yet research on the efficacy of IT governance mechanisms to improve business-IT alignment is scarce. In this paper, we develop a model of social alignment at the operational level that considers the degree of social capital between an organization's business and IT units, IT personnel's business understanding, and a set of formal and informal IT governance mechanisms that drive the creation of social alignment and business value. Using survey data from 132 US banks, we show that social alignment is driven to varying degrees by a broad variety of IT governance mechanisms ranging from top management support and IT representation on the executive board to joint IT planning and IS training, regular meeting cycles, and liaison units. Our research contributes substantially to the practical demand on business-IT alignment research for an effective toolkit of IT governance mechanisms.

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Blachetta, Marie, and Michael Kleinaltenkamp. "Dispersion of marketing activities in business-to-business firms." Journal of Business & Industrial Marketing 34, no. 6 (2019): 1160–70. http://dx.doi.org/10.1108/jbim-01-2018-0036.

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Purpose The purpose of this paper is to explore the manifestations and the effects of the dispersion of marketing activities (DoMA) in business-to-business (B2B) firms. Design/methodology/approach To analyze the manifestations and effects of DoMA, an empirical study was conducted in German B2B firms that consisted of a qualitative pre-study and an online questionnaire-based quantitative study. Findings Findings highlight that there is not “one” DoMA in B2B firms but that the degrees of dispersion differ with respect to various marketing activities. Moreover, a cluster analysis of the firms with respect to the manifestation of their DoMA reveals interesting differences with respect to the relationship between DoMA and the perceived performance of the marketing activities. Originality/value This explorative study is one of the first to empirically investigate the extent of DoMA in B2B firms. It shows how different DoMA can be in practice with respect to single marketing activities, as well as firms, and how this impacts the perceived performance of marketing activities.

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Sealy, Wendy. "Vocationalizing Event Management Degrees." Event Management 22, no. 3 (2018): 469–82. http://dx.doi.org/10.3727/152599518x15259144629296.

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Ngwakwe, Collins C., and Modikana A. Ngoepe. "Quality assurance audit and corporate governance issues in higher degrees: Toward a framework for enhanced objectivity." Corporate Ownership and Control 14, no. 4 (2017): 396–404. http://dx.doi.org/10.22495/cocv14i4c2art5.

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Quality assurance in service organisations such as the universities is a vital component of the audit process. Therefore, this paper evaluates the quality assurance audit and corporate governance issues in higher degrees. The paper became necessary given rising concern over apparent external assurers’ subjectivity and domination of the higher degree assurance process. The paper inclined on three main objectives, namely to determine how external assurers’ objectivity relate with assurance outcome on higher degrees, to know how the clarity of institutional assurance rubric relate with external assurance outcome and to determine how supervisors’ neutrality relate with external audit assurance outcome on higher degrees. The paper adopted a mixed methodology of qualitative and quantitative approaches, which firstly reviewed the literature on the impugned issues in higher degree quality assurance and thereafter proceeded to use Chi-square statistics to conduct a quantitative analysis of questionnaire responses on higher degree assurance process. Findings suggest that existing quality assurance of higher degrees is asymmetrically inclined more on the external assurer, which thus dominate internal corporate governance process of quality assurance, leaving only a mere ratifying role to the institutional corporate governance process. The Chi-Square statistical finding on all the three objectives showed a P value less than the alpha of 0.05 (P<0.05), which indicates the following: external assurers’ objectivity relates with the assurance outcome; the clarity of institutional assurance rubric relates with the assurance outcome; similarly, anonymity of the supervisor does relate with the assurance outcome. The paper contributes to the literature by suggesting a framework to improve higher degree quality assurance-audit, which includes supervisor and institutional neutrality, a balance between external assurers’ decisions and internal governance control decisions.

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Astorino-Courtois, Allison, and Brittani Trusty. "Degrees of Difficulty." Journal of Conflict Resolution 44, no. 3 (2000): 359–77. http://dx.doi.org/10.1177/0022002700044003004.

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Gundry, Lisa K., and Harold P. Welsch. "Differences in Familial Influence Among Women-Owned Businesses." Family Business Review 7, no. 3 (1994): 273–86. http://dx.doi.org/10.1111/j.1741-6248.1994.00273.x.

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This study identifies groups of women entrepreneurs who were subject to varying degrees of family influence. The term family intensity was derived to characterize those firms that had family investors and family members employed in the business. Eight hundred thirty-two women business owners were sampled, representing a wide variety of industrial sectors. The findings suggest that family intensity plays a significant role in strategic planning and degree of involvement in the business. Family-intense firms were more likely to engage in growth and expansion planning and to report greater sales performance. Furthermore, the results suggest that family intensity affects careerism and ownership issues confronting the woman entrepreneur.

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Lethbridge, David. "University Degrees for Sale – The Buckingham Experience." Journal of Management Development 8, no. 3 (1989): 38–49. http://dx.doi.org/10.1108/eum0000000001349.

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Vall-llosera Casanovas, Laura, Gemma Renart Vicens, Carme Saurina Canals, and Laura Serra. "Entrepreneurial skills in university degrees." Intangible Capital 18, no. 2 (2022): 182. http://dx.doi.org/10.3926/ic.1542.

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Purpose: From a skills perspective, the academic field of entrepreneurship has grown to become a key element in university studies. Determining whether these skills exist among university students and how to foster them is a key in higher education. To this effect, the aim of this study is to determine the entrepreneurial skills’ level among the students on the different bachelor’s degrees taught at the Faculty of Business and Economics Sciences of University of Girona. Design/methodology/approach: Information about the skill level was collected using a skills model called Tricuspoid, which was specifically designed for the self-assessment of entrepreneurial skills. Information about students’ sociodemographic, professional and educational profile was collected using a self-administered complementary questionnaire. Bivariate analysis and statistical contrast were applied. Findings: Being a man, doing sport, balancing studying with paid work and accessing university studies via the vocational training pathway are indicators of a greater entrepreneurial capacity. On the other hand, being a woman, accessing university studies via baccalaureate or having no knowledge of English, however, are factors associated with a deficit in entrepreneurial talent. Originality/value: Considering the fact that attitude to entrepreneurship can be modified through educational interventions, identifying these factors enables us to formulate guidelines for teaching activities that increase students’ entrepreneurial and intrapreneurial capacity for a better integration for our students into the job market.

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Casasús Estellés, T., A. Ivars Escortell, and M. I. López Rodríguez. "Present and Future of the E-Learning in Economics Schools and Faculties." Multidisciplinary Journal for Education, Social and Technological Sciences 5, no. 1 (2018): 44. http://dx.doi.org/10.4995/muse.2018.9777.

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The goal of this paper is to justify/motivate the existence of MOOCs of quantitative subjects, particularly of Mathematics and Statistics, in the degrees taught in Faculties of Economics and Business, complementary to the standard university courses. The changes in curricula carried out in Spain in the last decade have boosted access to these faculties’ degrees for all kind of students. However, some of these students lack skills and abilities enough to successfully tackle the first university Mathematics and Statistics courses, as these are currently designed. Empirical studies support the use of multimedia material as a very effective supporting tool for successful learning.Thus, after assessing the student’s academic performance in quantitative subjects before and after the introduction of the Bologna process, and obtaining worrying results, the implementation of the use ICTs on a regular basis is proposed in order to optimize the teaching-learning process.The data used in the study correspond to those obtained for students of the degree of Tourism and the degree in International Business, two degrees with very different characteristics and that, therefore, reflect a great diversity of the students of the Faculty of Economics of the University of Valencia.

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Borella, Margareth Rodrigues de Carvalho, and Antônio Domingos Padula. "ALIGNMENT BETWEEN THE SUPPLY, MANUFACTURING AND DISTRIBUTION STRATEGIES AND THE BUSINESS STRATEGY." Journal of Operations and Supply Chain Management 3, no. 2 (2010): 44. http://dx.doi.org/10.12660/joscmv3n2p44-60.

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The study aims to identify the degree of alignment between the supply, manufacturing and distribution practices on the one hand and the generic business strategies suggested by Porter (1996): differentiation, low cost, focus on differentiation and focus on low cost on the other and to obtain some insights into how these relationships influence business performance. The gestalt and profile deviation (Venkatraman, 1989) approaches were used to identify the relationship between practices and the degrees of alignment in the respective strategy groups. When compared to other strategy groups, the group of companies predominantly devoted to the Focus on Low Cost strategy (49,25%) was found to have: greater consistency in the development of practices between supply, manufacturing and distribution, a high degree of alignment of most of these practices with that strategy, a greater tendency towards achieving better business performance.

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McDonald, Melinda L. "Advising High-Ability Business Students." NACADA Journal 23, no. 1-2 (2003): 58–65. http://dx.doi.org/10.12930/0271-9517-23.1-2.58.

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Students who excelled in high school enter college with the expectation that, despite the increase in competition, they will continue to achieve academically at the college level. Some high-ability students never lose momentum. They view college as the next stop on the road to ongoing success and continue to achieve at superior levels. Other high-ability students find the pressure to succeed at the college level to be overwhelming. In this article I describe some of the characteristics of high ability students and give particular attention to high ability students who are pursing business degrees. Advising strategies for working with this population are also discussed.

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Marcos-Sánchez, Rafael, Daniel Ferrández, and Carlos Morón. "Systems Thinking for Sustainability Education in Building and Business Administration and Management Degrees." Sustainability 14, no. 19 (2022): 11812. http://dx.doi.org/10.3390/su141911812.

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In 2015, the United Nations set the 2030 Agenda, which established 17 Sustainable Development Goals (SDGs) including different areas—among them, Education—which determine the reality and the future of new generations. The data of SDG24 2021 establish that, by 2030, the reference values will be below those expressed in SDG 4. Education for sustainable development poses a series of competencies to achieve it; the challenge for teachers is to develop strategies, tools and methodologies that enable meaningful learning for the required complexity. Managing and solving sustainability problems requires people with systemic competences who are able to see the whole in the individuality, presenting a breadth of vision for a complex world. It is important that training takes place in universities so that students are equipped with a holistic understanding of systems. The aim of this research is to propose a didactic proposal for students of the double degree in Building and Business Administration and Management to acquire the competences of systems thinking, interdisciplinary work, personal and inter-collaborative relationships and tolerance to ambiguity and uncertainty using project-based learning and systems simulation. To achieve this, a classroom intervention proposal has been designed for the subjects Strategic Management and Sustainable Building in the fourth year of the double degree using the project-based learning and systems thinking. This practical proposal allows participants to develop a holistic view of the problems, enhancing the capacity for systemic and sustainable resolution in the design of more sustainable building systems, as well as promoting training in strategic decision making in environmental management in the medium and long term.

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Farley, Alan, Helen Hong Yang, Le (Lee) Min, and Shuang (Diana) Ma. "Comparison of Chinese and Western English language proficiency measures in transnational business degrees." Language, Culture and Curriculum 33, no. 3 (2019): 319–34. http://dx.doi.org/10.1080/07908318.2019.1630423.

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Journal articles on the topic 'Business degrees'

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