Home  About us  Contact
 

MBA Program (mba + program)

Distribution by Scientific Domains
Humanities and Social Sciences40%

Selected Abstracts

Strategy Use by Nonnative English-Speaking Students in an MBA Program: Not Business as Usual!

MODERN LANGUAGE JOURNAL, Issue 3 2004
Susan Parks
Despite the long-standing interest in strategy use and language learning, little attention has been given to how social context may constrain or facilitate this use or the development of new strategies. Drawing on data from a longitudinal qualitative study, we discuss this issue in relation to the experiences of Chinese students from the People's Republic of China, who, following study in English for Academic Purposes courses, registered in a Masters in Business Administration program in a Canadian university. Specifically, we focus on how the contact with the native-English-speaking Canadian students mediated the Chinese students' strategy use in 3 domains: reading, class lectures, and team work. In contrast to the rather simplistic notion evoked in certain portrayals of the good language learner, strategy use as reported herein emerges as a complex, socially situated phenomenon, bound up with issues related to personal identity (Leki, 2001; Norton, 1997, 2000; Spack, 1997). [source]

Does the MBA Experience Support Diversity?

DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2010
Demographic Effects on Program Satisfaction
ABSTRACT Using data provided by graduates from 128 MBA programs, we examined the extent to which age, gender, and ethnicity predicted student perceptions of the MBA experience. We found that women and minorities were more likely to see program costs and the availability of financial support as significant factors in their program enrollment decisions than were Caucasian males. The most consistent predictor of students' perceptions of their educational experience was whether the MBA program was full time or part time, with full-time programs generally perceived more favorably. Our findings suggest that because diversity measures of age, gender, and ethnicity were not consistent predictors across the different perception areas, at minimum, MBA programs presently do not consistently inhibit diversity. However, given the increasing percentage of women and minorities that comprise the undergraduate population, maintaining the present path in program accessibility may create enrollment problems for MBA programs perhaps in the very near future. Therefore, we conclude with a discussion of the changing demographics in higher education and their potential implications for MBA programs and suggestions for how MBA programs might respond. [source]

The Case for Economic Reasoning in MBA Education Revisited

AMERICAN JOURNAL OF ECONOMICS AND SOCIOLOGY, Issue 1 2010
Lidija Polutnik
Laurence S. Moss was a great scholar and author of countless articles and books. During his long career he continued to be excited by economics and history and made these subjects interesting to his students. For almost 30 years, undergraduate students enrolled in his Scams and Frauds class and Contemporary Economic Systems class in large numbers. Larry would engage students to think, to independently question prevailing truths, and to probe further. This essay is a reflection of our shared experience teaching in the full-time MBA program at Babson College. [source]

Does the MBA Experience Support Diversity?

DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2010
Demographic Effects on Program Satisfaction
ABSTRACT Using data provided by graduates from 128 MBA programs, we examined the extent to which age, gender, and ethnicity predicted student perceptions of the MBA experience. We found that women and minorities were more likely to see program costs and the availability of financial support as significant factors in their program enrollment decisions than were Caucasian males. The most consistent predictor of students' perceptions of their educational experience was whether the MBA program was full time or part time, with full-time programs generally perceived more favorably. Our findings suggest that because diversity measures of age, gender, and ethnicity were not consistent predictors across the different perception areas, at minimum, MBA programs presently do not consistently inhibit diversity. However, given the increasing percentage of women and minorities that comprise the undergraduate population, maintaining the present path in program accessibility may create enrollment problems for MBA programs perhaps in the very near future. Therefore, we conclude with a discussion of the changing demographics in higher education and their potential implications for MBA programs and suggestions for how MBA programs might respond. [source]

Graduate Business Students Performance with Synchronous and Asynchronous Interaction e-Learning Methods

DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2003
Shawn F. Clouse
ABSTRACT The effects of synchronous and asynchronous lectures and interaction formats were examined with graduate business students in on-campus and off-campus MBA programs. The dependent variables were scores on exams questions and learning styles and cognitive styles were used as covariates. The results indicated significant differences for discussion and lecture format and for on-campus and off-campus students. The results were discussed relative to learning in electronic environments. [source]