Siga este link para ver outros tipos de publicações sobre o tema: MBA model.
Artigos de revistas sobre o tema "MBA model"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Veja os 50 melhores artigos de revistas para estudos sobre o assunto "MBA model".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Veja os artigos de revistas das mais diversas áreas científicas e compile uma bibliografia correta.
1
McClure, Richard H., Charles E. Wells e Bruce L. Bowerman. "A model of MBA student performance". Research in Higher Education 25, n.º 2 (1986): 182–93. http://dx.doi.org/10.1007/bf00991490.
Texto completo da fonte
2
Van Auken, Stuart, Earl Chrysler e Ludmilla Gricenko Wells. "Assessing emphasis gaps among MBA alumni: a model framework". Journal of International Education in Business 9, n.º 1 (3 de maio de 2016): 31–51. http://dx.doi.org/10.1108/jieb-07-2015-0018.
Texto completo da fonteResumo:
Purpose This paper aims to focus on Master of Business Administration (MBA) alumni and their ability to provide institution-specific insights into MBA program delivery. Given desired MBA positioning dimensions, a case exemplar is used to reveal gaps between “should have” program emphases and “actual” emphases. Departures from expectations are used to reveal either under- or over-emphases which require repair. Design/methodology/approach The study develops a gap assessment procedure and the theory of gaps, and it presents insights into the prioritization of gaps for closing through the revelation of gap themes of varying magnitude. It also reveals the benefits and the limitations of emphasis-based gap assessments. Additionally, the study addresses the complexity of creating the dimensional structure for MBA program gap revelation. Findings This paper reports on the issues of framing dimensions, including the possibility of dimensional omissions, with a particular emphasis on the utilization of an emphasis-based gap model within an a priori identified structure. Practical implications The methodological approach provides a blueprint for additional program review, and it produces a strong structural base for MBA program positioning. It is also is particularly important in evaluating newly created one-year MBA programs. Originality/value The work reveals the potential for the revelation of both under- and over-emphases in MBA program delivery and the possible issue of sub-optimization in gap closing (i.e. the closing of one gap while opening another).
3
Bisschoff, CA. "A preliminary model to identify low-risk MBA applicants". South African Journal of Economic and Management Sciences 8, n.º 3 (19 de agosto de 2014): 300–309. http://dx.doi.org/10.4102/sajems.v8i3.1204.
Texto completo da fonteResumo:
Business schools throughout the world strive to admit “quality” students to their MBA programmes. To achieve this, various measures are employed during the selection processes. These measures include various tests such as the General Management Admissions Test, Test of English as foreign language and the Common Admission Test, to name but a few. Although these tests may be successful in indicating the quality of applicants, their predictive capabilities with reference to the academic performance in the discipline of management and leadership are unproven, while some researchers even regard these tests to be biased or unscientific across cultural boundaries.This article attempts to provide a preliminary model that could be applied to applicants in order to predict their academic success on an MBA programme. To do so, the model makes use of historical academic performance of 729 MBA students who enrolled during the years 1999, 2000 and 2001 at the Potchefstroom Business School of the Northwest University. These students graduated in the years 2001, 2002 and 2003. A vast array of demographic, academic and historical variables is employed by discriminant analyses to categorise the applicants into 2 groups, namely:• “Low-to-no -isk” applicants for the MBA programme (most preferred applicants that should graduate within the minimum period of 3 years);• Applicants who did not complete their degree in 3 years. This category contains two groups of students, namely those who extended their studies to 4 years, and those who failed and subsequently dropped out of the MBA programme. Further analysis of this category identified:o “Medium-to-low-risk” applicants who are expected to complete their degree in 4 years (they need an additional year to complete the 3-year degree). Although this category is less favourable, they do complete their studies. o “High-risk” applicants are those who are not expected to complete their degrees and would probably exit the programme without obtaining any qualification. These applicants should not be allowed to enter into the MBA programme.The reliability of the discriminant function rates favourably with 71% (MBA in 3 years), 62% (MBA in 4 years) and 83% (dropping out of the programme) being categorised correctly by the respective discriminant functions. Being a preliminary model, its predictive capabilities need to be verified in practice before it can be implemented as tool to render assistance in MBA admissions. The value of this research lies in the fact that it constitutes a model that could be employed and improved as a predictive tool in an environment where very limited predictive tools exist. Therefore, although it is by no means a tried and tested model, it sets the scene by supplying a scientific base from which incremental improvements could result.
4
Yankovskaya, Nataliya, e Olga Neklyudova. "Research on the Business English Training Model within MBA Program". Journal of Language and Education 1, n.º 3 (1 de setembro de 2015): 24–32. http://dx.doi.org/10.17323/2411-7390-2015-1-3-24-32.
Texto completo da fonteResumo:
The paper presents a brief summary of the research on the Business English training model within MBA program students.This study is devoted to the problem of developing a professional foreign language communicative competency of MBA program participants. A particular feature of additional MBA qualification is its international status which presupposes that its graduates (mid-level and top managers) should realize their professional tasks in a foreign language.The analysis of literary works follows in order to find out if activity and competency-based approaches are chosen as instructional bases for developing the model of a business foreign language training that can ensure building a professional foreign language communication competency of the MBA program participants.The result of the study is the model of a business foreign language training that guarantees the development of a professional foreign language communication competency within the process of obtaining additional professional MBA qualification and that includes the following structural components: learning objective, content, a set of forms of organizing the learning process and technological description of each of the five modules. The next part of the paper suggests the result of the research based on testing of the business foreign language training model that guarantees the development of a professional foreign language communication competency when achieving additional professional MAS qualification including a description of the process and the results of assessing the developed dyadic model.The testing consisted of summative and formative assessment and was carried out in the the Russian Presidential Academy of National Economy and Public Administration in several stages (from 1999 to 2007 and then again from 2010 to 2014). When analyzing the results of assessing the dyadic model both the data obtained in control groups (teaching based on the traditional system) and in experimental groups (teaching based on the developed model) were compared.On the basis of the studies the conclusion was made that business English language training, aimed at the development of professional foreign communicative competence of MBA students, organized in accordance with our didactic model, can achieve the goal of real-verbal communication in English in professional environment (business English should become a tool for solving professional problems), and fully meet the needs of students.
5
Javaid, Taha, Klaus Solberg Söilen e Thi Bao Quynh Le. "A Comparative Study of Chinese and Western MBA Programs". International Journal of Chinese Education 9, n.º 1 (17 de junho de 2020): 89–112. http://dx.doi.org/10.1163/22125868-12340121.
Texto completo da fonteResumo:
Abstract In the last two decades, questions have been raised against the relevance of business education all around the globe including the famous MBA program. Despite few shortcomings of western MBA programs, they are considered to be the global benchmark owing to their reputation, quality, research focus etc., whereas most of their Chinese counterparts are criticized heavily for their different weaknesses ranging from obsolescence and incorporating unique Chinese characteristics to blindly following the US model, without devising the right mix. This study compares the Chinese MBA with the Western MBA programs, highlighting the crucial weaknesses prevailing in Chinese MBA programs and then identifying the necessary improvements to bring them at par with their western counterparts. The study also contributes by bringing-forth ‘must have’ and ‘can have’ courses as a part of the MBA curriculum by going through both Western and Chinese MBA curriculums in depth.
6
Mohapatra, Monalisa, e Sasmita Mishra. "Development of a conceptual model on MBA students’ employability." Clarion- International Multidisciplinary Journal 6, n.º 2 (2017): 59. http://dx.doi.org/10.5958/2277-937x.2017.00029.6.
Texto completo da fonte
7
Carmichael, T., e M. Sutherland. "A holistic framework for the perceived return on investment in an MBA". South African Journal of Business Management 36, n.º 2 (30 de junho de 2005): 57–70. http://dx.doi.org/10.4102/sajbm.v36i2.627.
Texto completo da fonteResumo:
Traditional models for calculating the Return on Investment (ROI) of education examine the costs and benefits of such interventions in financial terms. The aim of this study was to explore other important variables over and above those of a financial nature, which should be considered by MBA students when holistically evaluating the ROI of undertaking this qualification.The study was exploratory and perception based; a pilot contribution to the debate on the value of an MBA and a baseline for further research. In the two-phased study, 54 graduates from Wits Business School articulated a number of input (cost), output (benefits) and process variables that they perceived as important when holistically evaluating the ROI of their studies. An overwhelming majority perceived that the benefits of doing an MBA outweigh the costs, taking all variables into account.Although the findings cannot be generalised to a wider population, a transformation model has been proposed. MBA students and learning facilitators may find this useful when planning MBA programme participation or facilitation, so that students gain the greatest possible value from the undertaking.
8
Mitra, Sumit, e Ranjith V.K. "Marico – competing with an innovative business model". Emerald Emerging Markets Case Studies 8, n.º 2 (26 de junho de 2018): 1–20. http://dx.doi.org/10.1108/eemcs-05-2017-0093.
Texto completo da fonteResumo:
Subject area Strategic Management. Study level/applicability MBA, Executive MBA. Case overview This case deals with Harsh Mariwalla’s struggle to develop an innovative company from scratch. The journey of innovation is not an easy one. Marico was forced to compete with multinationals in many markets where it operated. Constant pressure from rivals has made the company develop a new innovative business model, which is expected to generate profitability and sustainable competitive advantage. Expected learning outcomes Students will be able to appreciate the business models, understand the competitive moves by rivals, understand strategy formulation and implementation, understand product innovation and competitive advantage and understand the ability to tackle competition with innovation. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy.
9
Verbos, Amy Klemm, Deanna M. Kennedy, Joseph S. Gladstone e Carolyn Birmingham. "Native American cultural influences on career self-schemas and MBA fit". Equality, Diversity and Inclusion: An International Journal 34, n.º 3 (20 de março de 2015): 201–13. http://dx.doi.org/10.1108/edi-05-2014-0044.
Texto completo da fonteResumo:
Purpose – The purpose of this paper is to develop two new constructs (career self-schemas and career locus) and present a conceptual model of the influence of Native American culture on MBA fit. Design/methodology/approach – Using a social cognitive lens on career theory, the authors examine the possible effects of cultural influences on the fit between Native Americans’ career goals and an MBA. Specifically, the authors propose that cultural factors contribute to career self-schemas inconsistent with Native American perceptions of business graduate education. Career self-schemas are an individual’s cognitive map of the self in his or her career. Findings – The conceptual model proposes that aspects of career self-schemas may explain lagging Native Americans’ MBA fit: the MBA is culturally inconsistent, and a community career locus. Research limitations/implications – The model needs to be tested empirically. This research has implications that extend beyond Native Americans to help explain the career aspirations of other diverse groups. Social implications – Native Americans are, in recent years, engaging in economic development that would benefit from Native Americans with MBAs. The authors make recommendations for increasing Native American interest in MBA programs. Originality/value – This paper introduces the constructs of career self-schemas and career locus to explain lagging MBA fit for Native Americans. The constructs may also be applied in other cultures and with other ethnic groups to explain differences in career choice. It may be particularly helpful in an international context.
10
Gupta, Atul, e Sara E. Bennett. "An empirical analysis of the effect of MBA programs on organizational success". International Journal of Educational Management 28, n.º 4 (6 de maio de 2014): 451–60. http://dx.doi.org/10.1108/ijem-10-2012-0114.
Texto completo da fonteResumo:
Purpose – The purpose of this paper is to empirically examine the value of Masters of Business Administration (MBA) degree. The authors aim to bridge the gap between the theory and individual understanding of the value of an MBA program. Design/methodology/approach – This empirical paper used a non-experimental design to test a proposed model based on a review of relevant literature. MBA alumni completed surveys capturing the constructs researched. Findings – The findings of this research suggest that an MBA adds value to both MBA alumni as well as the organizations who hire them. The main source of this value is the knowledge and skills acquired while taking academic courses in the MBA program. Research limitations/implications – The implication of this research is that an MBA does add value to students that is not necessarily obtained through work experience alone. Practical implications – The MBA degree qualifies an individual to manage an organization. An MBA does provide high potential for return on investment to both individuals well as the organization who hires them. Social implications – Economic growth requires entrepreneurs, professionals, business specialists, and managers. The research findings provide evidence that MBA program graduates do make a significant contribution toward improving the organization employing them. These profitable organizations in turn invest back in the community they operate in and help to improve the overall socio-economic fabric of the local economy. The results of this study also suggest that investment in MBA programs by local governments could bring back significant returns to the community in terms of job growth and availability of quality workforce. Originality/value – Although a considerable amount has been written about the value of an MBA education, there is still a lack of research in the area linking human capital with organizational performance for MBA graduates. This contribution is also of special importance amid the recent criticism of the MBA by prominent management scholars.
11
Supmonchai, Sripen, e Nopadol Rompho. "Evaluation Of The Success Of A Master Of Business Administration Program: A Case Study Of Thammasat Business School". American Journal of Business Education (AJBE) 6, n.º 6 (29 de outubro de 2013): 585–94. http://dx.doi.org/10.19030/ajbe.v6i6.8162.
Texto completo da fonteResumo:
The objective of this study is to investigate the usefulness of knowledge gained from an MBA program based on the opinion of current MBA students. It was found that students believe the number of credits and the duration of study are appropriate. By using factor analysis on the usefulness of each MBA subject, five factors were found, all of which can explain overall usefulness by 50% (R2 = 50%). Those factors, ranked by effect, are the group of subjects related to 1) strategies and business model, 2) economics and finance, 3) sustainable development, 4) management analytical tools, and 5) relationship within organization. The findings from this research can be used to improve MBA curricula in the future.
12
Blackmur, Douglas. "An Evaluation of the South African Model of MBA Accreditation". Quality in Higher Education 11, n.º 2 (janeiro de 2005): 87–102. http://dx.doi.org/10.1080/13538320500175001.
Texto completo da fonte
13
Yoseph, Fahed, e Markku Heikkilä. "A new approach for association rules mining using computational and artificial intelligence". Journal of Intelligent & Fuzzy Systems 39, n.º 5 (19 de novembro de 2020): 7233–46. http://dx.doi.org/10.3233/jifs-200707.
Texto completo da fonteResumo:
Market Intelligence is knowledge extracted from numerous data sources, both internal and external, to provide a holistic view of the market and to support decision-making. Association Rules Mining provides powerful data mining techniques for identifying associations and co-occurrences in large databases. Market Basket Analysis (MBA) uses ARM to gain insights from heterogeneous consumer shopping patterns and examines the effects of marketing initiatives. As Artificial Intelligence (AI) more and more finds its way to marketing, it entails fundamental changes in the skills-set required by marketers. For MBA, AI provides important ways to improve both the outcomes of the market basket analysis and the performance of the analysis process. In this study we demonstrate the effects of AI on MBA by our proposed new MBA model where results of computational intelligence are used in data preprocessing, in market segmentation and in finding market trends. We show with point-of-sale (POS) data of a small, local retailer that our proposed “Åbo algorithm” MBA model increases mining performance/intelligence and extract important marketing insights to assess both demand dynamics and product popularity trends. Additionally, the results show how, as related to the 80/20 percent rule, 78% of revenue is derived 16% of the product assortment.
14
Lawrence, Eleanor, Maggie W. Dunn e Suri Weisfeld-Spolter. "Developing leadership potential in graduate students with assessment, self-awareness, reflection and coaching". Journal of Management Development 37, n.º 8 (10 de setembro de 2018): 634–51. http://dx.doi.org/10.1108/jmd-11-2017-0390.
Texto completo da fonteResumo:
Purpose The purpose of this paper is to present an innovative, research-based approach for stimulating self-awareness, reflection and intentional leadership development and address a call from the academic and business community to educate and prepare graduate students for leadership in contemporary complex workplaces. Building on previous research findings and recommendations, the authors suggest that leadership potential is understood and facilitated through leadership assessment, increased self-awareness and faculty coach-supported reflection and development planning by MBA students. Based on three key constructs in leadership development, a conceptual model depicts the approach to developing potential leaders at this juncture in their professional development. Design/methodology/approach New MBA students completed a leadership potential assessment instrument designed to target areas for focused leadership development throughout their MBA program and beyond. The assessment process is followed by faculty coach-supported reflection and development planning as an assignment during the students’ MBA orientation course. To explore the impact of this innovative approach to accelerating the development of leadership potential, reflection papers from students who completed the process were analyzed. Data analysis consisted of content coding with an inter-rater reliability of 0.99 to classify the responses into four key categories. Survey data were also collected from 504 MBA students who attended an on-campus orientation course to measure students’ increasing understanding and awareness of the value of the leadership development opportunity. Findings Quantitative and qualitative results provide initial support for this approach to developing leadership potential. Results suggest that the integrative model stimulates a process of awareness, reflection and intentional development, and supports the identification and pursuit of goal-directed learning opportunities throughout students’ MBA program. Originality/value Graduate business school students are at a leadership inflection point in their trajectory as leaders. Business colleges play a key role in closing the leadership gap during the development cycle of the students’ MBA program. The innovative approach in this paper, which facilitates self-awareness, reflection and intentional leadership development, offers a model for business colleges exploring how to foster these necessary leadership insights and capabilities.
15
Nguyen, Tra T. T. "Management education as an industry and MBA as a product: revisiting joint MBA programs using Porters five forces model". Global Business and Economics Review 19, n.º 3 (2017): 356. http://dx.doi.org/10.1504/gber.2017.083961.
Texto completo da fonte
16
Nguyen, Tra T. T. "Management education as an industry and MBA as a product: revisiting joint MBA programs using Porters five forces model". Global Business and Economics Review 19, n.º 3 (2017): 356. http://dx.doi.org/10.1504/gber.2017.10004586.
Texto completo da fonte
17
Hussien, Shimaa A., M. A. Deab e N. S. Hosny. "Improving the delivered power quality from WECS to the grid based on PMSG control model". International Journal of Electrical and Computer Engineering (IJECE) 10, n.º 6 (1 de dezembro de 2020): 6349. http://dx.doi.org/10.11591/ijece.v10i6.pp6349-6360.
Texto completo da fonteResumo:
Renewable energy has become one of the most energy resources nowadays, especially, wind energy. It is important to implement more analysis and develop new control algorithms due to the rapid changes in the wind generators size and the power electronics development in wind energy applications. This paper proposes a grid-connected wind energy conversion system (WECS) control scheme using permanent magnet synchronous generator (PMSG). The model works to improve the delivered power quality and maximize its value. The system contained one controller on the grid side converter (GSC) and two simulation packages used to simulate this model, which were PSIM software package for simulating power circuit and power electronics converters, and MATLAB software package for simulating the controller on Simulink. It employed a meta-heuristic technique to fulfil this target effectively. Mine-blast algorithm (MBA) and harmony search optimization technique (HSO) were applied to the proposed method to get the best controller coefficient to ensure maximum power to the grid and minimize the overshoot and the steady state error for the different control signals. The comparison between the results of the MBA and the HSO showed that the MBA gave better results with the proposed system.
18
Goumaa, Rasha, Lisa Anderson e Mike Zundel. "What can managers learn online? Investigating possibilities for active understanding in the online MBA classroom". Management Learning 50, n.º 2 (29 de setembro de 2018): 226–44. http://dx.doi.org/10.1177/1350507618800602.
Texto completo da fonteResumo:
Online MBAs have become integral to business schools’ portfolios and the number of MBA students opting for an online version looks set to grow. In the wake of well-documented critiques of traditional MBA formats, this expansion prompted us to examine the potential for critically reflexive learning ideals in asynchronous MBA learning environments. Building on the Community of Inquiry (CoI) model, we elaborate elements of Bakhtin and Shotter’s dialogism to develop the notion of ‘active understanding’ as a means to study an online MBA classroom. We present two illustrative episodes to show how aspects of active understanding may unfold, and we point to the role of infrastructure, curriculum and instructor interventions in developing more genuine dialogical exchanges. Our findings suggest that online MBA course designers can learn from CoI approaches to which we add that critically reflexive learning is situationally sensitive; requiring the capacity to create and recognize nuance and difference in the written communication; making the other the focus of learning. We conclude with implications for pedagogy and technology infrastructure.
19
Nguyen, Tho Xuan, e Loan Thi Kim Tran. "Development of MBA program-service quality measurement scale". Science and Technology Development Journal 16, n.º 1 (31 de março de 2013): 35–46. http://dx.doi.org/10.32508/stdj.v16i1.1408.
Texto completo da fonteResumo:
The purpose of this study is to develop the education quality measurement scale of Master of Business Administration (MBA) program in Vietnam. Cronbach’s Alpha, Exploring Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to test the model with the support of SPSS and AMOS. The result of this study on the sample of 307 MBA students of Public and Private Universities in Ho Chi Minh City and neighbouring provinces indicates that MBA program education quality measurement scale includes five components: (1) Perceived program quality, (2) Perceived quality of life, (3) Perceived quality of lecturing faculty, (4) Perceived quality of academic facilities, and (5) Perceived quality of outcome.
20
Icli, G. E., e N. K. Anil. "The HEDQUAL scale: A new measurement scale of service quality for MBA programs in higher education". South African Journal of Business Management 45, n.º 3 (30 de setembro de 2014): 31–43. http://dx.doi.org/10.4102/sajbm.v45i3.129.
Texto completo da fonteResumo:
HEdPERF is the most developed scale in the literature to measure service quality in higher education. However, HEdPERF is designed to measure service quality at university level (macro level) as a generic measurement instrument. Students’ expectations regarding education show differences as levels of education at universities (MBA, PhD) vary. Thus, in order to measure the quality of education at different levels, a new scale is required to meet the needs of that particular level (MBA). The purpose of this study was to develop and validate HEDQUAL, a new measurement scale of service quality specifically designed for MBA programs in the higher education sector.A 36 item (Turkish) questionnaire on service quality in higher education was developed and tested for unidimensionality, reliability and validity using both exploratory and confirmatory factor analyses. A total of 317 usable questionnaires were collected with a return rate of 42%. SPSS 15 and LISREL 8 were used and exploratory and confirmatory factor analyses were applied. The recommended goodness-of-fit indices of the model were found to be within tolerable ranges, suggesting that the model provides a close fit to the data.The study identified five factors namely academic quality, administrative service quality, library services quality, quality of providing career opportunities, and supporting services quality as the key dimensions of service quality. This paper uses existing literature on services quality and MBA students’ expectations and needs, and develops an instrument that provides insights into measuring service quality for MBA students in a university.
21
Jessop, A. "A portfolio model for performance assessment: the Financial Times MBA ranking". Journal of the Operational Research Society 61, n.º 4 (abril de 2010): 632–39. http://dx.doi.org/10.1057/jors.2008.193.
Texto completo da fonte
22
Bennington, Lynne, e Li Lai Xu. "Relative Benefits of Offshore MBA Study: An Australia‐China twinning model". Journal of Higher Education Policy and Management 23, n.º 2 (novembro de 2001): 219–30. http://dx.doi.org/10.1080/13600800120088706.
Texto completo da fonte
23
Lamb, Peter, e Graeme Currie. "Eclipsing adaptation: The translation of the US MBA model in China". Management Learning 43, n.º 2 (29 de novembro de 2011): 217–30. http://dx.doi.org/10.1177/1350507611426533.
Texto completo da fonte
24
Wanderley, Gregory Moro Puppi, Marie-Hélène Abel, Emerson Cabrera Paraiso e Jean-Paul A. Barthès. "MBA: A system of systems architecture model for supporting collaborative work". Computers in Industry 100 (setembro de 2018): 31–42. http://dx.doi.org/10.1016/j.compind.2018.04.011.
Texto completo da fonte
25
Zwick, Rebecca. "The Validity of the GMAT for the Prediction of Grades in Doctoral Study in Business and Management: An Empirical Bayes Approach". Journal of Educational Statistics 18, n.º 1 (março de 1993): 91–107. http://dx.doi.org/10.3102/10769986018001091.
Texto completo da fonteResumo:
A validity study was conducted to examine the degree to which GMAT scores and undergraduate grade-point average (UGPA) could predict first-year average (FYA) and final grade-point average in doctoral programs in business. A variety of empirical Bayes regression models, some of which took into account possible differences in regressions across schools and cohorts, were investigated for this purpose. Indexes of model fit showed that the most parsimonious model, which did not allow for school or cohort effects, was just as useful for prediction as the more complex models. The three preadmissions measures were found to be associated with graduate school grades, though to a lesser degree than in MBA programs. The prediction achieved using UGPA alone as a predictor tended to be more accurate than that obtained using GMAT verbal (GMATV) and GMAT quantitative (GMATQ) scores together. Including all three predictors was more effective than using only UGPA. The most likely explanation for the lower levels of prediction than in MBA programs is that doctoral programs tend to be more selective. Within-school means on GMATV, GMATQ, UGPA, and FYA were higher than those found in MBA validity studies; within-school standard deviations on FYA tended to be smaller. Among these very select, academically competent doctoral students, highly accurate prediction of grades may not be possible.
26
Knight, Melinda. "Management Communication in Non-U.S. MBA Programs". Business Communication Quarterly 68, n.º 2 (junho de 2005): 139–79. http://dx.doi.org/10.1177/1080569905277130.
Texto completo da fonteResumo:
A study of top-ranked, full-time, global MBA programs suggests that management communication is indeed both an important focus and component in the curriculum. The methods of delivery, however, do not seem to follow any particular model, such as the common U.S. practice of a separate program or department. Required courses are found at 10 of the 24 schools, including two at 2 schools. Elective communication courses are offered at 8 schools, and related courses, those with a communication component, appear at all but 1 school. Communication is perceived as being an integral part of overall management development and global leadership, as opposed to a skill that could be assessed via testing or other assessment.
27
Rastogi, Shailesh, Arpita Sharma e Chetan Padmakar Panse. "Changing facets of higher education in management: a students’ perspective". International Journal of Educational Management 33, n.º 6 (9 de setembro de 2019): 1235–54. http://dx.doi.org/10.1108/ijem-07-2018-0196.
Texto completo da fonteResumo:
Purpose The purpose of this paper is to explore the determinants of effective teaching–learning (ETL) from students’ perspective in B-schools and build a model for the satisfaction of students of B-schools from teaching–learning processes. Design/methodology/approach The study employs the descriptive research design, and the cross-sectional data are collected through a structured questionnaire. Out of 320, 302 accurately filled questionnaires were used for the empirical analysis. The data are collected from the masters of business management (MBA) students. An exploratory factor analysis is applied to appraise factors appropriate for ETL. A confirmatory factor analysis is used to establish reliability and validity of the identified factors. Structural equation modeling (SEM) is applied to empirically test the proposed model for ETL. Findings The major findings of the current study are as follows: this paper identifies extracurricular activities (ECA), conducive environment (CE) and project work and practical exposure (PWPE) as the determinants of ETL in MBA Programs. These determinants have been identified individually; however, collectively authors do not find any other study that discusses them. This paper explores a suitable and apt model of ETL through the identified determinants of ETL (ECA, CE and PWPE). This is also a contribution of the paper, which has not been observed by the authors, in the literature. Research limitations/implications The scope of the research can be enhanced to the all level of management students and colleges of all sorts can be taken. Practical implications Findings of this paper are a long-term plan with a futuristic vision. Determinants affecting ETL will help the administrators and faculty members at the MBA programs to realign their focus for the future. Originality/value This study determines three determinants (from the students’ points of view) for the effectiveness of the teaching–learning process in the management (MBA) programs. The determinants in this study are ECA, CE and PWPE. SEM is applied to test the model of ETL and to specify these three determinants (constructs). Decision makers for MBA programs can prudently use the model to bring about transformation in teaching–learning processes in business schools.
28
Tiwari, Shalini Rahul, e Jyoti Kainth. "Malaysia Airlines: in search of a sustainable business model". Emerald Emerging Markets Case Studies 4, n.º 7 (26 de novembro de 2014): 1–10. http://dx.doi.org/10.1108/eemcs-03-2014-0069.
Texto completo da fonteResumo:
Subject area Strategic Management/General Management. Study level/applicability MBA/Executive MBA. Case overview Malaysia Airlines (MAS) was incorporated in 1937 to operate in Singapore, Kuala Lumpur and Penang. The first period of crisis was witnessed in 1997/1998 due to the Asian Financial Crisis, MAS reported RM 260 million in losses. The airline recovered from the loss and reported profit of RM 461 million in 2004. However, it experienced another loss of RM 1.25 billion in 2005. This lead to implementation of the Business Turnaround Plan 1 in 2006. The Business Transformation Plan 2 was announced in 2008, but the period of losses hit the airline again in 2011. Overall, MAS has witnessed continuous cycle of losses and profits. Despite the turnaround efforts, the airline does not seem to be recovering; is there a safe landing for the troubled airlines? Expected learning outcomes The case can be used to illustrate economics and complexities of aviation industry, different business models existing in airline industry, quantitative and qualitative aspects of a turnaround strategy, failure to sustain turnaround efforts, and predicting the future scope for a player in airline industry. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
29
Olver, Jim, e Ron Hess. "A New Product Development Process: William and Mary’s Experiment in MBA Development". College Teaching Methods & Styles Journal (CTMS) 1, n.º 3 (22 de julho de 2011): 91. http://dx.doi.org/10.19030/ctms.v1i3.5242.
Texto completo da fonteResumo:
For decades, business schools have advocated product development processes that utilize trans-organizational, cross-function teams.Is it time for business schools to apply this model to our own product: MBA graduates?In this paper, we describe the trans-organizational, team-based approach that has transformed product development in many industries.We then discuss whether a comparable model might be applied to business education, its benefits and costs, and the unique characteristics of academic institutions that could complicate this effort.Finally, we present an effort at trans-organizational, team-based design and development currently underway in the Resident MBA Program at the College of William and Mary.
30
Baruch, Yehuda, A. Uday Bhaskar e Bijaya Mishra. "Career dynamics in India". Personnel Review 49, n.º 3 (20 de novembro de 2019): 825–45. http://dx.doi.org/10.1108/pr-10-2018-0429.
Texto completo da fonteResumo:
Purpose The purpose of this paper is to develop and test a career-orientation and employability-focused model in the Indian context in order to understand: factors influencing employability of graduates factors influencing expected salary gain. Design/methodology/approach The researchers adopted a quantitative method using a two-wave survey with a sample of MBA graduates from two prominent business schools in India. The total sample size for Wave I was 250, while for Wave II it was 161. The model was tested via hierarchical regression with MBA contribution as a moderator. Findings Results indicate the relevance of protean career orientation (PCO) to reaching career outcomes such as employability, with MBA contribution as a moderator. Practical implications The study provides a new perspective that would enhance graduates’ employability. This makes it relevant for both individuals and higher education institutions as it will help both individuals and higher education institutions to attain competitiveness at the national level. Originality/value The career theory was extended to the diverse socio-cultural and economic context of India, representing the BRICS economy.
31
Borsting, Jack R., Thomas M. Cook, William R. King, Ronald L. Rardin e Francis D. Tuggle. "A Model for a First MBA Course in Management Science/Operations Research". Interfaces 18, n.º 5 (outubro de 1988): 72–80. http://dx.doi.org/10.1287/inte.18.5.72.
Texto completo da fonte
32
Latham, Gary, Soosan D. Latham e Glen Whyte. "Fostering Integrative Thinking: Adapting the Executive Education Model to the MBA Program———". Journal of Management Education 28, n.º 1 (fevereiro de 2004): 3–18. http://dx.doi.org/10.1177/1052562903252647.
Texto completo da fonte
33
Silver, Mark S., M. Lynne Markus e Cynthia Mathis Beath. "The Information Technology Interaction Model: A Foundation for the MBA Core Course". MIS Quarterly 19, n.º 3 (setembro de 1995): 361. http://dx.doi.org/10.2307/249600.
Texto completo da fonte
34
Lather, Anu Singh, Puja Khatri e Shilpa Jain. "Students’ Commitment to Attend Classes in Management Higher Education: A Comparative Study of Working Executives and Non Working Students Pursuing Full Time Post Graduate Management Programme". Global Journal of Educational Studies 1, n.º 1 (15 de junho de 2015): 1. http://dx.doi.org/10.5296/gjes.v1i1.7454.
Texto completo da fonteResumo:
<p>The purpose of the present study is to identify the commitment of students to attend classes amongst postgraduate management students (male vs. female, working professionals vs. non working MBA students). The paper attempts to apply the concept of commitment to students in the business higher education. For this the Meyer and Allen’s (1991) Three Component Model of Commitment was adapted to measure student’s commitment to attend classes and finally the commitment of students was mapped who are working executives and non working students perusing full time post graduate management studies. The study was conducted on 371 MBA students out of which 171 were working professionals and 200 were non working MBA students. The male/female composition of the sample was 223/148 respectively. A commitment to attend class questionnaire was administered on the participants measuring three type of commitment i.e. Normative Commitment, Affective Commitment and Continuance Commitment. The results of the study show that working professional MBA students significantly differs from non working MBA students on Continuance Commitment where Non working MBA students are significantly higher than working professionals. The interaction results of male/female with working/ non working students comparison shows that the Male non working MBA students are higher on Normative Commitment as compared to the Male working professionals, while the Female non working MBA students are lower than the Female working professionals on Normative Commitment.</p><p><strong>Research limitations/implications</strong> – Why a student is coming to the class will determine his attention and learning in the class. If he/she is attending classes just to abide by norms (Normative Commitment), or coming to class because not attending the same will generate negative results or the student has nothing else to do (Continuance Commitment), then effective learning will not take place. The teachers can identify the type of commitment students are using and can try to convert this into Affective Commitment by new learning methods. The study is conducted in Metro city; differences may even be prominent if extended to three tier and two tier cities.</p>
35
Zhang, Xiaolei, Lin Guo, Peng Li, Bing Zhao e Bo Cui. "SERS as a probe for the charge-transfer process in a coupled semiconductor nanoparticle system TiO2/MBA/PbS". RSC Advances 7, n.º 67 (2017): 42138–45. http://dx.doi.org/10.1039/c7ra07289a.
Texto completo da fonte
36
Poormirzaee, Rashed, Siamak Sarmady e Yusuf Sharghi. "A New Inversion Method Using a Modified Bat Algorithm for Analysis of Seismic Refraction Data in Dam Site Investigation". Journal of Environmental and Engineering Geophysics 24, n.º 2 (junho de 2019): 201–14. http://dx.doi.org/10.2113/jeeg24.2.201.
Texto completo da fonteResumo:
Similar to any other geophysical method, seismic refraction method faces non-uniqueness in the estimation of model parameters. Recently, different nonlinear seismic processing techniques have been introduced, particularly for seismic inversion. One of the recently developed metaheuristic algorithms is bat optimization algorithm (BA). Standard BA is usually quick at the exploitation of the solution, while its exploration ability is relatively poor. In order to improve exploration ability of BA, in the current study, a hybrid metaheuristic algorithm by inclusion a mutation operator into BA, so-called mutation based bat algorithm (MBA), is introduced to inversion of seismic refraction data. The efficiency and stability of the proposed inversion algorithm were tested on different synthetic cases. Finally, the MBA inversion algorithm was applied to a real dataset acquired from Leylanchay dam site at East-Azerbaijan province, Iran, to determine alluvium depth. Then, the performance of MBA on both synthetic and real datasets was compared with standard BA. Moreover, the dataset was further processed following a tomographic approach and the results were compared to the results of the proposed MBA inversion method. In general, the MBA inversion results were superior to standard BA inversion and results of MBA were in good agreement with available boreholes data and geological sections at the dam site. The analysis of the seismic data showed that the studied site comprises three distinct layers: a saturated alluvial, an unsaturated alluvial, and a dolomite bedrock. The measured seismic velocity across the dam site has a range of 400 to 3,500 m/s, with alluvium thickness ranging from 5 to 19 m. Findings showed that the proposed metaheuristic inversion framework is a simple, fast, and powerful tool for seismic data processing.
37
Jiang, Yong. "A Multilevel Comprehensive Assessment of International Accreditation for Business Programmes-Based on AMBA Accreditation of GDUFS". Higher Education Studies 7, n.º 4 (20 de setembro de 2017): 15. http://dx.doi.org/10.5539/hes.v7n4p15.
Texto completo da fonteResumo:
Traditional mathematical methods built around exactitude have limitations when applied to the processing of educational information, due to their uncertainty and imperfection. Alternative mathematical methods, such as grey system theory, have been widely applied in processing incomplete information systems and have proven effective in a number of fields. In this study, an assessment indicator system is developed, based on the MBA programme of Guangdong University of Foreign Studies (GDUFS), through statistics building on the initial indicators of the Association of MBA’s assessment system for MBA programmes. The proposed system assesses the accredited indicators of the GDUFS’ MBA programme using grey comprehensive evaluation methodology. The results accord with the actual situation, supporting the accuracy of the assessment model, research theory and methodology. In addition, this paper analyses and sorts degrees of satisfaction for programme indicators, with the adoption of the grey correlation analysis method, to provide a basis for decision-making.
38
Capek, I. "On the inverse miniemulsion copolymerization and terpolymerization of acrylamide, N, N′-methylenebis(acrylamide) and methacrylic acid". Open Chemistry 1, n.º 3 (1 de setembro de 2003): 291–304. http://dx.doi.org/10.2478/bf02476230.
Texto completo da fonteResumo:
AbstractThe kinetics of free-radical copolymerization and terpolymerization of acrylamide (AAm), N, N′-methylenebis(acrylamide) (MBA) and methacrylic acid (MA) in the inverse water/monomer/cyclohexane/Tween 85 miniemulsion was investigated. Polymerizable sterically-stable miniemulsions were formulated in cyclohexane as a continuous medium. Polymerizations are very fast and reach the final conversion within several minutes. The dependence of the polymerization rate vs. conversion is described by a curve with two nonstationary rate intervals. The maximum rate of polymerization slightly increases with increasing concentration of crosslinking monomer (MBA) and strongly decreases by the addition of MA. The rate of polymerization is inversely proportional to the 0.9th and 1.8th power of the particle concentration without and with MA, respectively. The number of polymer particles is inversely proportional to the 0.18th and 0.13th power of MBA concentration. The kinetic and colloidal parameters of the miniemulsion polymerization are discussed in terms of microemulsion polymerization model.
39
Bhatia, Priya, Joseph Consiglio, John Diniz, Jia E. Lu, Christopher Hoff, Shelby Ritz-Schubert e Roger H. Terrill. "Onset of Intense Surface Enhanced Raman Scattering and Aggregation in the Au@Ag System". Journal of Spectroscopy 2015 (2015): 1–11. http://dx.doi.org/10.1155/2015/676748.
Texto completo da fonteResumo:
Gold core/silver shell (Au@Ag) nanoparticles of ~37 ± 5 nm diameter generate intense SERS (λEX=785 nm) responses in solution when they interact with the SERS labels rhodamine 6G (R6G), 4-mercaptopyridine (MPY), and 4-mercaptobenzoic acid (MBA). Herein the relationship between SERS intensity, aggregation, and adsorption phenomenon isobserved by titrating Au@Ag with the above labels. As the labels adsorb to the Au@Ag, they drive aggregation as evidenced by the creation of NIR extinction peaks, and the magnitude of this NIR extinction (measured at 830 nm) correlates very closely to magnitude of the intense SERS signals. The label MBA is an exception since it does not trigger aggregation nor does it result in intense SERS; rather intense SERS is recovered only after MBA coated Au@Ag is aggregated with KCl. An “inner filter” model is introduced and applied to compensate for solution extinction when the exciting laser radiation is significantly attenuated. This model permits a summary of the SERS responses in the form of plots of SERS intensity versus the aggregate absorption at 830 nm, which shows the excellent correlation between intense SERS and LSPR bands extinction.
40
Duncan, Jerome, Seth C. Anderson, Sherrell Price e Cassandra Thomas. "The Gordon Growth Model: A Teaching Case". Journal of Business Case Studies (JBCS) 13, n.º 1 (27 de dezembro de 2016): 23–32. http://dx.doi.org/10.19030/jbcs.v13i1.9858.
Texto completo da fonteResumo:
This case illustrates how the Gordon Growth Model is employed to estimate the value of a firm’s stock. The model determines the value of stock based on dividends, growth rate, and the cost of capital. The Capital Asset Pricing Model (CAPM) is employed to calculate the cost of capital. Both economic analysis and ratio analysis are used to examine the impact of external and internal factors on share worth. The case discusses why the market share price may vary from an estimation of its worth. This case study can be used in an Introduction to Investments course, an Advanced Investments course, or a first level MBA graduate course.
41
Lorne, Frank, e Pavla Hlozkova. "Creative Collaborative Learning for Macroeconomics: C-Span Video Clips in MBA Classroom". International Journal of Learning and Teaching 8, n.º 4 (31 de outubro de 2016): 215. http://dx.doi.org/10.18844/ijlt.v8i4.595.
Texto completo da fonteResumo:
Creative collaborative learning (CCL) is attempted in a classroom environment for studying macroeconomics for a global economy where the frontier of models and theories are often shaped by decision makers in global and national institutions. The methodology is suitable for student-centered learning MBA students who must put themselves through realistic situations, asking right questions, and making decisions. Traditional top-down methodology of emphasizing model building and mathematical proofs in studying macroeconomics are not suitable at the MBA level. The proposed CCL model in this study entails the joint efforts of three groups of players—the professionals, the students, and the instructor. Constructive knowledge is acquired not by drill and memorization of definitions, but by learning from the contexts in which terminologies are pragmatically applied, utilizing critical thinking. Students in an MBA class were asked to form country-focus teams, identifying country macroeconomic indicators as well as specific issues affecting infrastructure and performance of a country. Specific video clips were searched and reviewed in C-span video library. This search and review exercise were analyzed by evaluating their effectiveness in motivating interests, learning of abstract terminologies, professional manner and articulation method, and recognizing the role of important institutions through the speaking professionals. Our research shows that if students hear a terminology from a professional in a particular field, they connect the term with an experience of listening to the person and also with a face of the person and with the institution where he/she is affiliated with. An abstract concept becomes easier, more pragmatic, and more fun to learn beyond memorization. On that dimension, our classroom experiment achieved good success. However, CCL demands evaluations for “in-the-moment” expressions and quotations that can “elevate thinking” in a student-centered learning environment. CCL is effective for some clips but not generally. Our research also looks into how design of learning activities can better achieve CCL. Keywords: Creative Collaborative Learning; MBA Macroeconomics; C-Span Video Clips
42
Lorne, Frank, e Pavla Hlozkova. "Creative collaborative learning for macroeconomics: C-span video clips in MBA classroom". International Journal of Learning and Teaching 8, n.º 4 (10 de novembro de 2017): 215–23. http://dx.doi.org/10.18844/ijlt.v8i4.2658.
Texto completo da fonteResumo:
Creative collaborative learning (CCL) is attempted in a classroom environment for studying macroeconomics for a global economy where the frontier of models and theories are often shaped by decision makers in global and national institutions. The methodology is suitable for student-centered learning MBA students who must put themselves through realistic situations, asking right questions and making decisions. Traditional top-down methodology of emphasizing model building and mathematical proofs in studying macroeconomics are not suitable at the MBA level. The proposed CCL model in this study entails the joint efforts of three groups of players—the professionals, the students and the instructor. Constructive knowledge is acquired not by drill and memorization of definitions, but by learning from the contexts in which terminologies are pragmatically applied, utilizing critical thinking. Students in an MBA class were asked to form country-focus teams, identifying country macroeconomic indicators as well as specific issues affecting infrastructure and performance of a country. Specific video clips were searched and reviewed in C-span video library. This search and review exercise were analyzed by evaluating their effectiveness in motivating interests, learning of abstract terminologies, professional manner and articulation method, and recognizing the role of important institutions through the speaking professionals. Our research shows that if students hear a terminology from a professional in a particular field, they connect the term with an experience of listening to the person and also with a face of the person and with the institution where he/she is affiliated with. An abstract concept becomes easier, more pragmatic, and more fun to learn beyond memorization. On that dimension, the researchers’ classroom experiment achieved good success. However, CCL demands evaluations for “in-the-moment” expressions and quotations that can “elevate thinking” in a student-centered learning environment. CCL is effective for some clips but not generally. Our research also looks into how design of learning activities can better achieve CCL.
Keywords: Creative Collaborative Learning, C-Span Video Clips, MBA Macroeconomics
43
Menk, Julia, Luuk Dorren, Johannes Heinzel, Mauro Marty e Markus Huber. "Evaluation automatischer Einzelbaumerkennung aus luftgestützten Laserscanning-Daten". Schweizerische Zeitschrift fur Forstwesen 168, n.º 3 (1 de março de 2017): 151–59. http://dx.doi.org/10.3188/szf.2017.0151.
Texto completo da fonteResumo:
Evaluation of automated single-tree recognition from airborne laser scanning data In the present study, we investigated whether the detection tool FINT (Find Individual Trees) can identify single trees out of canopy height models (CHM) precisely enough to assess the protective effect of forests, even on steep slopes. For this purpose, reference trees were measured and described in twelve randomly selected sample plots in the Bündner Herrschaft and Schanfigg regions (Canton Graubünden, Switzerland). CHMs of different resolution and smoothing were generated from airborne laser scanning data for each sample plot and subsequently processed with FINT. In addition, we tested whether the use of a model that defines the minimum distance between a tree and its neighbours based on its height (MBA model) improved the quality of the results. The study showed that a finer-resolution CHM combined with stronger smoothing produced results comparable to those obtained with an unsmoothed and lower-resolution CHM. The smallest difference between the numbers of trees measured and detected was achieved with the 1-m resolution CHM, with no smoothing and no MBA model. In conclusion, FINT can provide a basis for assessing the protective effect of a forest with its existing structures, and its results – after evaluation in the field – can be directly integrated into natural hazard simulation models.
44
Dreher, George F., e Katherine C. Ryan. "A Suspect MBA Selection Model: The Case Against the Standard Work Experience Requirement". Academy of Management Learning & Education 3, n.º 1 (março de 2004): 87–91. http://dx.doi.org/10.5465/amle.2004.12436822.
Texto completo da fonte
45
Ye, Xia, Zengying Yue e Ruiheng Liu. "MBA: A Multimodal Bilinear Attention Model with Residual Connection for Abstractive Multimodal Summarization". Journal of Physics: Conference Series 1856, n.º 1 (1 de abril de 2021): 012070. http://dx.doi.org/10.1088/1742-6596/1856/1/012070.
Texto completo da fonte
46
Wei-, Loon Chee, e Norfarah Nordin. "GREEN ENTREPRENEURIAL INTENTION OF MBA STUDENTS: A MALAYSIAN STUDY". International Journal of Industrial Management 5 (1 de março de 2019): 38–55. http://dx.doi.org/10.15282/ijim.5.0.2020.5621.
Texto completo da fonteResumo:
Green Entrepreneurship is an emerging phenomenon in business and academic field because it is an essential component in developing a green economy. Due to a lack of empirical study on green entrepreneurship, our current understanding of the factors that contributes to nurturing green entrepreneurial intention is limited. By employing Theory of Planned Behaviour, this study aims to explore the relationship between predictors of green entrepreneurial intention such as attitude, perceived behavioural control, subjective norms and educational support to green entrepreneurial intention (GEI). The study samples 175 individual MBA students in Malaysia. The study employs Partial Least Squares – SEM to predict GEI and evaluate the contribution of each predictor in the relationships. The model explains 76.1% the variance of Green Entrepreneurial Intention with strong predictive relevance (R2=0.761, Q2=0.537). From the structural model, the beta coefficient for Perceived Attitude is 0.392, Perceived Behavioural Control is 0.399, and Perceived Educational Support is 0.169. The results imply that perceived attitude and perceived behavioural control are the key intrinsic determinants whereas education plays an instrumental role as an extrinsic determinant to individual interest to become a green entrepreneur. The main theoretical implication of this study is confirming the applicability of the Theory of Planned Behaviour in explaining GEI with additional variable, Perceived Educational Support. Practically, this research provides education practitioner and policymakers with useful insight on cultivating GEI among MBA students, and directional indication on grooming future green entrepreneurs.
47
Darwin, Ann. "Graduates giving back – a mentoring program for MBA students". International Journal of Mentoring and Coaching in Education 4, n.º 3 (7 de setembro de 2015): 200–212. http://dx.doi.org/10.1108/ijmce-03-2015-0009.
Texto completo da fonteResumo:
Purpose – The purpose of this paper is to discuss the challenges and obstacles encountered in the implementation of a mentoring program for Master of Business Administration (MBA) students at the University of South Australia (UniSA) Business School. The paper starts with an exploration into the need for a mentoring program, the trial and subsequent four years of implementation. The paper also explores the network model of mentoring and the reasons why this, rather than a more traditional model, was chosen for the program’s implementation. Design/methodology/approach – This exploratory case study uses data from over 600 students and their alumni mentors over a five-year period to evaluate and improve the program as well as cultivating a critical community of adult learners. Findings – Feedback from students indicates that the mentoring program is regarded by most as a value-added feature of their early learning as it offers support, if and when it is required, from those who have been there before. Research limitations/implications – Results are limited to one institution. However, as research into mentoring for higher education students is thin on the ground, this study contributes to our understanding of the positive impacts of mentoring on student success. Practical implications – This paper emphasizes the importance of business leaders giving back to their alma mater through mentoring current MBA students. It shows how mentoring can support learning and management development. Originality/value – This is an original study which explores ways to increase the learning of higher education students for positive social outcomes.
48
Bohley, Katharine A. "Universities Becoming The Outsourcing Solution". American Journal of Business Education (AJBE) 3, n.º 6 (1 de junho de 2010): 1–6. http://dx.doi.org/10.19030/ajbe.v3i6.433.
Texto completo da fonteResumo:
This paper provides a road map for universities to follow in responding to corporations that are in need of a solution to the dilemma of building an executive development program and simultaneously providing their executives with a high quality MBA degree. Difficulties experienced by many corporations are complicated by the fact that MBA programs vary by level of quality, emphasis, availability of concentrations and the degree to which they focus on the specific needs of their executive-level students. In addition, many MBA programs are taught by faculty that see their primary function as research scholars. In some business schools, (Bennis and O’Toole, 2005) there is little responsiveness to the needs of business “customers,” and often faculty have little high level executive experience to enhance the value of education for MBA’s. The solution to this issue is to outsource an executive development program and this paper will address the University of Indianapolis’ (UINDY) experience in providing such a program. The model presented in this paper is derived from years of experience in making the MBA cohorts into the recognized outsourcing solution for corporate universities. The model, which has been highly developed, begins with having an active business development and support services team that demonstrates commitment and responsiveness to the needs of the major corporations. UINDY builds on the success of multiple cohorts that have been delivered to these major corporations. This model prioritizes the attitude UINDY brings to this effort – one of responsiveness to the company’s needs and a passionate commitment to providing the highest quality accredited degree for their employees that will be ‘nominated,’ for an MBA. A customized curriculum that focuses on the unique issues, concerns and needs of the specific industry, company, and culture of the cohort is developed. As an example, one of our major successes has been in one of the world’s largest aircraft engines manufacturing companies. The choice of materials, cases, and the focus of discussions are specific to that industry. The cohorts are taught on the corporate premises, on the company’s schedule (not on the official academic schedule) and the students can immediately apply what they are learning to solving problems and providing value to their companies on a continuing basis. We detail the steps and stages of what has been successful in order to provide a toolkit that other universities can follow. The paper also details the pitfalls, problems, and issues that must be faced to increase the likelihood of success and continuity of the programs being extended to future cohorts.
49
Buller, Paul F., Glenn M. McEvoy e John R. Cragun. "A Model for Developing Student Skills and Assessing MBA Program Outcomes through Outdoor Training". Journal of Management Education 19, n.º 1 (fevereiro de 1995): 35–53. http://dx.doi.org/10.1177/105256299501900106.
Texto completo da fonte
50
M. Dubas, Khalid, e Maria D. Cerra. "Improving a graduate Marketing Management course: a case study with input from students". Innovative Marketing 12, n.º 3 (28 de dezembro de 2016): 6–18. http://dx.doi.org/10.21511/im.12(3).2016.01.
Texto completo da fonteResumo:
The authors develop a conceptual model of a student’s course satisfaction based on several factors that influence course learning outcomes and student’s satisfaction. This model provides a general framework to guide course design and to influence students’ course outcomes. A Marketing Management course is a part of a typical MBA program. This paper presents ideas for enhancing the design and teaching of such a course in an online setting based on teaching experience at MBA programs at several universities in the USA. Suggestions are also presented for improving team productivity and the quality of team output in an online setting. As a case study, the authors discuss a graduate Marketing Management course that was taught at a private US university in spring 2016. They discuss the design, teaching and strategies for enhancing student learning outcomes in this course. Suggestions by students to improve this course are also presented. Keywords: marketing, student’s satisfaction, higher education, universities. JEL Classification: M3, M1, I23