Business Administration Degree Research Articles

Triggerfish animation studios: the challenges of financing digital entertainment

Learning outcomes The learning outcomes of this paper are as follows: to critically assess and analyse public and private funding options and determine which private option is best suited to a company (finance – decision-making). To calculate the internal rate of return (IRR) of a project (finance – analytical). To critically assess the underlying structures of traditional and new industries (Strategy/BMI – analytical). To analyse the challenges and disruption potential of intermediated industries (Strategy/BMI – analytical). Case overview/synopsis The Triggerfish case looks at how films are funded in South Africa. The company is currently funding films mostly through government channels, but CEO Stuart Forrest would prefer to independently and privately fund their projects. The case looks at what returns can be expected by investors in film through the “recoupment waterfall” – the means whereby the producers and investors of a film recoup their investments and earn returns. The investment horizons of select private lenders (bank, mezzanine financiers, risk financers and venture capital firms) and public funders are explored. The case also explores the impact that video-on-demand platforms, such as Netflix and Disney+, is having on the traditional models of filmmaking. Complexity academic level This teaching case is aimed at postgraduate business students such as Master’s degrees in Business Administration degrees, postgraduate diplomas, executive education or specialist Master’s degrees. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship.

University of Nebraska Medical Center College of Medicine.

University of Nebraska Medical Center College of Medicine.

A Cross-Sectional Survey of Practice Patterns and Selected Demographics of Respiratory Therapists in India.

Respiratory therapy was introduced to India in 1995. Respiratory therapists (RTs) work alongside doctors in hospitals. Of the 993 universities in India, a few have bachelor's or master's programs in respiratory therapy, but no studies have examined the demographics, geographical spread, or skills used by these RTs. This study assessed the demographics and services offered by RTs in India. This was a cross-sectional study based on a survey administered on paper, by telephone, or online. RTs were selected by convenience sampling from institutional databases and from WhatsApp groups of RTs in India, as well through snowball sampling of co-workers. A link to the online survey was shared on the author's personal social media channels. Of the invited RTs, 465 consented and participated; of those, 237 answered all questions. Of the 237 respondents completing the survey, 73% had bachelor's degree, 16.5% had a master's degree, 4.6% had a diploma, 2.5% had mixed qualifications, 1.7% had post graduate diploma, 0.8% had a certificate, 0.4% had a master of business administration degree, and 0.4% had a PhD degree. Almost all (96.6%) worked as an RT or in a job that required respiratory therapy knowledge. Although individuals may have had multiple job roles, 77.6% worked as a hospital staff RT. The least frequently performed competencies were recommending diagnostic procedures, using evidence-based principles, initiating and conducting patient and family education, and administering home care and pulmonary rehabilitation; the most frequently performed competencies were support oxygenation and ventilation, ensuring infection control, and maintaining a patent airway. Most subjects were employed in south India and had a bachelor's degree. They worked as staff RTs with a focus on the acute care environment. Pneumonia, asthma, COPD, and ARDS were the most commonly managed diseases. Competencies such as recommending procedures, planning and providing pulmonary rehabilitation, and administering home-based care were the least frequently performed.

Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain

PurposeThe purpose of this paper is twofold: first, to compare the assessment in two subjects of the Business Administration Degree between Finland and Spain and, second, to test whether there are factors such as gender, age, subject, students’ motivation, or preferences that may have an impact on the assessment.Design/methodology/approachA survey was designed for students enrolled in Statistics and Financial Accounting subjects in the two universities, and multivariate statistical analysis were run.FindingsFirst, coursework marks are higher than the final examination marks. In both universities and subjects, learning is enhanced by student involvement in coursework activities that are directly related to the learning outcomes. Second, there are differences in assessment by culture, gender, and type of subject. Finnish students are more used to work in teams and apply varied teaching resources than Spanish students.Research limitations/implicationsThe sample size and the analyses are from two subjects in two universities. More similar studies are needed to generalize the findings.Practical implicationsThere are several implications for Higher Education. First, university policymakers should design training courses on the good implementation of new assessment processes and criteria in order to align learning objectives and assessment criteria. Second, teachers from different countries should openly discuss their manner of assessment and promote creativity and innovation in their methodologies to assess learning outcomes. Third, students should engage with deeper learning and competence development in subjects. This will contribute to their future employability.Originality/valueOur findings not only question the concept of assessment validity and the compulsory relationship between assessment and learning but also provide suggestions to improve assessment criteria.

Describing the design thinking and extreme programming activities during a technology innovation academic workshop

PurposeThis paper aims to describe the students’ experience in adopting design thinking (DT) and extreme programming (XP) throughout a course of technology innovation workshop in a master of business administration (MBA) degree program.Design/methodology/approachThis study analyzes data (performed process and achieved results) from the students’ reports and the instructor’s observations about three courses held in 2016, 2017 and 2018. In each course, there were students conducting activities to understand, develop, and validate the market, customer, user and prototype.FindingsThis paper identifies that the processes of DT and XP promote active and collaborative learning relationships. The adopted activities along with a mix of different backgrounds from the students can promote good insights to understand the user problem and build a technological solution with incremental innovation.Research limitations/implicationsThis paper describes only a unique view from the instructor’s knowledge; therefore, others might present different scenarios and results.Originality/valueThe paper contributes to the characterization of DT and XP activities when teaching technological innovation in a MBA.

REFORZAR LA IMPLICACIÓN DEL ALUMNADO EN EL APRENDIZAJE DE ECONOMÍA DE LA EMPRESA A TRAVÉS DE METODOLOGÍAS ACTIVAS Y SISTEMAS DE RESPUESTA INMEDIATA

This work gathers an experience carried out during the academic years 2018-2019 and 2019-2020 in the Degree in Business Administration and Management in the Faculty of Economics and Business of the University of the Basque Country/Euskal Herriko Unibertsitatea (Gipuzkoa section). The main objective of the essay is to reinforce the involvement of students in the learning process and, secondly, to collect their perception of active methodologies for teaching-learning and thus be able to improve their application. To this end, we have used resources that employ the students' mobile phones, specifically the Socrative tool, to respond to online questionnaires, with the aim of reinforcing the motivation and participation of the students, and in the general context of the inverted classroom methodology.

Practice management curricular changes may lead to enhanced preparedness for practice.

The 2018 American Dental Education Association Survey of Dental School Seniors showed that 62.5% of graduates felt prepared in practice administration compared to 49.5% in 2013. The aim of this study was to survey and Internet search U.S. Dental Schools' Practice Management curriculum (PMC) to assess if and what changes, made in the past 5 years, may account for the continued increase in dental graduates' perception of preparedness for practice METHODS: An electronic survey was emailed to 64 dental schools querying factors for changes in PMC, updates in instructors, instructional methods, technology, topics, hours, and content enhancements. In addition, if a dual degree in business administration was developed or planned in the future. Twenty-three schools responded for a 36.0% response rate. All participants (100.0%) indicated PMC changes, 73.9% responded that changes were motivated by student interest, and 60.9% planned future PMC improvements. All respondents (100.0%) updated subject matter and 52.2% had added technology, including Web-based business model and simulation courses. Two schools added dual degree MBA programs in 2017 due to student interest in entrepreneurship and administrative goals. The study showed that upgrades in topics and teaching methods with Web-based technology, dual degrees, and additional focus on PMC hours, sequence, and number of practice administration courses in D1 and D2 years may be contributory factors for the development of enhanced skills and enhanced attitudes of graduates for practice readiness. Future study is needed to assess if these PMC improvements and advanced business courses have been successful in practicing dentists' careers.

Using game-based principles to empower students in non-STEM academic programmes

ABSTRACT This study describes an intervention carried out in the course on Statistics within the Bachelors’ Degree in Business Administration, and Marketing and Digital Communication. Prior to it, problems related to attention in class and low motivation were identified. A game-based activity was designed aiming at boosting students’ attention and encouraging autonomous study habits, which in turn, positively impact on their grades. To assess the effectiveness of the activity we tracked the grades and satisfaction of 153 students. Critical aspects highlighted by students in a focus group were also analysed. Evidences show the usefulness of the activity in improving students’ grades and, to some extent, in changing their habits.

Gender and learning results: a study on their relationship in entrepreneurship education and business plans

ABSTRACT This paper aims to analyse whether the entrepreneurial competencies acquired by students when they work on a business plan have any kind of influence on student learning process results in terms of gender. To do so, we used data obtained from questionnaires distributed among 425 students on the Bachelor’s Degree in Business Administration at the Universitat Oberta de Catalunya. Comparing men and women, we performed exploratory factor analyses on competencies and learning process results, and linear regression analyses to determine the influence of gender and competencies on learning. Our findings indicated that women reported poorer learning results than men using the business plan methodology. Another key finding was the highly positive influence on learning process results of time-management and entrepreneurial competencies in particular. Finally, we found no significant differences between men and women in terms of the impact of competencies on learning process results.

Jack Black's Brewing Co.: Strategic growth from recipe to market to tap

Subject area of the teaching case The case can be used in the subject areas of marketing, strategy, business model innovation, and general business growth, particularly those with a focus on emerging markets. Student level This case can be used in postgraduate and post-experience business courses such as Master's degrees in Business Administration, postgraduate diplomas, executive education, or specialist Master's degrees. Brief overview of the teaching case This case looks at craft beer business Jack Black's Brewing Co. started in 2006 in Cape Town. After humble beginnings, protagonist McCulloch grew the company rapidly with a focus on the strategic “tap” market across the country. After systematically working with a number of contract brewers the company finally invested in their own, industrial-scale brewery and brewpub. The dilemma facing McCulloch and Jack Black's Brewing Co. is one of cash flow. In order to generate cash flow, the management team needs to drive sales so that the brewery operates at full capacity. While it strives to attain this goal, there are considerable cash flow and liquidity challenges. Expected learning outcomes The development of an understanding of an effective marketing mix to position a niche and young brand. An understanding of the concept “co-opetition” and how it works in a growing market. The ability to assess the various growth stages of a business.

Kauai: Extending a fast-food brand into traditional retail as a growth strategy

Subject area of the teaching case The case can be used in the subject areas of marketing, strategy, business model innovation in an emerging market. The case introduces a practical example of brand extension as a growth strategy employed by an existing brand to secure additional revenue channels and customer touch points. Student level This teaching case is aimed at postgraduate business students such as Master's degrees in Business Administration degrees, postgraduate diplomas, executive education, or specialist Master's degrees. Brief overview of the teaching case Kauai is a health restaurant with 150 stores across South Africa, Namibia and Botswana, more than 50% of which are franchise-owned. An acquisition of the original Kauai quick-service restaurant (QSR) chain by Real Foods in 2015 leads to a complete rebrand and overhaul of its product offering and store experience. Since the acquisition, the business operates as a startup with few formal processes and KPIs in place to drive performance. Despite the obvious success the team is battling with the factors that need to be considered to ensure that they can scale adequately to realise full potential. Plus how should they position the existing brand effectively within the FMCG space to maximise the contribution of brand equity to its success? Expected learning outcomes –The understanding around the business model of a strong, existing brand entering a highly competitive and price-sensitive FMCG. –Analysing the marketing strategy and brand identity approaches that could be used. –An understanding of the brand extension strategy that could be implemented in light of various challenges. –Understanding how retail marketing works in an emerging market context.

Assessing alignment of Entrepreneurial Spirit to job descriptions seeking business administration or management undergraduates

This study assessed alignment between concepts included in current definitions of Entrepreneurial Spirit and job descriptions written by employers seeking undergraduate business administration or management degrees. In addition, a research-based definition of the Entrepreneurial Spirit was sought. A literature review generated concepts attributed to the Entrepreneurial Spirit. The quantitative conceptual content analysis examined job descriptions from Indeed. Implementation, creativity, and collaboration were concepts most appearing in job descriptions. The Marketing Manager job title contained the most Entrepreneurial Spirit concepts. Findings identified skills that are explicit in job descriptions which is useful for employers seeking Entrepreneurial Spirit in their hires.

Business Simulator as a Business Teaching-Learning Strategy

This research proposes the use of business simulators as a business teaching-learning strategy in the Business Administration Degree in a Higher Education Institution in Ecuador. The problematic situation that is evident is that the modules or subjects related to business negotiation are dictated in a theoretical way, but an adequate practical teaching process is not carried out, which triggers a deficit in the development of skills adjusted to the academic performance of the students and future professionals. For the elaboration of the content, documents in Spanish and English were registered in databases such as Springer, Scopus, Scielo, Web of Science, Redalyc, EBSCO among others Interviews and direct observation were also used, with which evidence was found under the use index of the technological tool. Finally, 5 stages were proposed for the elaboration of the strategy: diagnosis, preparation, planning, execution, evaluation, and control.

Carlos Zuleta and Lean

This case tells the story of Carlos Zuleta's philosophies toward Lean transformations in the country of Colombia. First, he describes the transformation at Porvenir, a Colombian private pension fund administrator that applied Lean to reduce the lead time from when a customer became eligible for pension payments to the moment they received their first payment. Then he describes his transition to his own boutique consulting firm, Rewire Colombia, focusing on operational excellence based on Lean principles and tools. A number of Lean success stories and Lean methodologies are described. People development is described in particular detail. The case can be used as an example of applying Lean in service settings in a non-US location. Excerpt UVA-OM-1690 Rev. Feb. 11, 2021 Carlos Zuleta and Lean Carlos Zuleta, a Colombian native, earned his undergraduate degree in business administration from the Universidad de los Andes in 1995. In 2000, he earned an MBA from the Darden School of Business at the University of Virginia. After two years in banking and another two in management consulting at top-tier US firms, Zuleta transitioned to working for a Colombian private pension fund administrator, Porvenirone of the largest companies in the countryfirst as a corporate strategic planner and later as chief operating officer. In September 2018, he left to form Rewire, his own Lean-transformation-focused consulting firm. What follows is Zuleta's story in his own words. Origins . . .

Application model of a Classroom Improvement Cycle (CIMA) in the Business Research course (Degree in Business Administration and Management)

Application model of a Classroom Improvement Cycle (CIMA) in the Business Research course (Degree in Business Administration and Management)

Re-imagining the MBA: an arts-based approach

ABSTRACT The Master’s of Business Administration (MBA) degree is a long-standing, globally recognised qualification for aspiring business leaders. Yet, the qualification has changed little over its history, despite substantial changes in the role and practice of business. Notwithstanding much introspection, many MBA programmes have not been transformed. This is unsurprising, given that MBA programmes are a staple of most business schools and are valuable, monetarily and reputationally, in their current form. Nevertheless, a management qualification intended to tackle the wicked problems that beset contemporary organisations requires adoption of a pedagogy based on an epistemology of practice and a curriculum incorporating design thinking. Solutions need to include more responsive values, and a wider range of knowledge. This paper posits a solution which draws on Biggs’ constructive alignment approach to programme design, and has been enacted in a new arts-based MBA programme which is used as an example throughout.

Use patterns of educational videos: a quantitative study among university students

This paper analyzes the perception, on the part of Grade students, of the availability of videos complementary to classroom teaching, as well as the moment of visualization of the same, with the aim of identifying their use pattern and perceived usefulness, an initial step towards future flip-teaching interventions. The analysis has been carried out in three groups, one of the Business Administration degree, and two of the double degree of Business Administration and Law, during the academic year 2018-19, in a quantitative subject (Quantitative Models), the content of which is necessary for subsequent subjects, including Operations Management, in the third year of the grade. The use pattern of the videos, which received a total of 7281 views, was analysed using the Box-Jenkins methodology, adjusting an ARIMA model and identifying the atypical values in the series. The results indcate that the students perceive these videos as useful, although more as a tool to help in the preparation of exams than as an instrument to review the contents. All authors have participated in the idea, study design, collection and/or analysis and interpretation of the data, in the draft of the paper and in the critical review of their intellectual content.

Impact of master's degree attainment upon academic career placement in neurosurgery.

Previous authors have investigated many factors that predict an academic neurosurgical career over private practice, including attainment of a Doctor of Philosophy (PhD) and number of publications. Research has yet to demonstrate whether a master's degree predicts an academic neurosurgical career. This study quantifies the association between obtaining a Master of Science (MS), Master of Public Health (MPH), or Master of Business Administration (MBA) degree and pursuing a career in academic neurosurgery. Public data on neurosurgeons who had graduated from Accreditation Council for Graduate Medical Education (ACGME)-accredited residency programs in the period from 1949 to 2019 were collected from residency and professional websites. Residency graduates with a PhD were excluded to isolate the effect of only having a master's degree. A position was considered "academic" if it was affiliated with a hospital that had a neurosurgery residency program; other positions were considered nonacademic. Bivariate analyses were performed with Fisher's exact test. Multivariate analysis was performed using a logistic regression model. Within our database of neurosurgery residency alumni, there were 47 (4.1%) who held an MS degree, 31 (2.7%) who held an MPH, and 10 (0.9%) who held an MBA. In bivariate analyses, neurosurgeons with MS degrees were significantly more likely to pursue academic careers (OR 2.65, p = 0.0014, 95% CI 1.40-5.20), whereas neurosurgeons with an MPH (OR 1.41, p = 0.36, 95% CI 0.64-3.08) or an MBA (OR 1.00, p = 1.00, 95% CI 0.21-4.26) were not. In the multivariate analysis, an MS degree was independently associated with an academic career (OR 2.48, p = 0.0079, 95% CI 1.28-4.93). Moreover, postresidency h indices of 1 (OR 1.44, p = 0.048, 95% CI 1.00-2.07), 2-3 (OR 2.76, p = 2.01 × 10-8, 95% CI 1.94-3.94), and ≥ 4 (OR 4.88, p < 2.00 × 10-16, 95% CI 3.43-6.99) were all significantly associated with increased odds of pursuing an academic career. Notably, having between 1 and 11 months of protected research time was significantly associated with decreased odds of pursuing academic neurosurgery (OR 0.46, p = 0.049, 95% CI 0.21-0.98). Neurosurgery residency graduates with MS degrees are more likely to pursue academic neurosurgical careers relative to their non-MS counterparts. Such findings may be used to help predict residency graduates' future potential in academic neurosurgery.

Employer Perceptions of Online Versus Face‐to‐Face Degree Programs

A perception of lesser value for online degrees may lead employers to discount educational background based upon delivery mode. This article examines employers’ perceptions of face‐to‐face versus online master of business administration degrees in new hire and promotion decisions. Using a qualitative design, the authors conducted a pilot and larger study. Results indicated that those making selection decisions view face‐to‐face degrees more positively than online degrees. This finding is considerably more pronounced for employers making new hire decisions than for those making promotion decisions. Specific results and implications are discussed.

Do Top Managers’ Individual Characteristics Affect Accounting Manipulation in the Public Sector?

AbstractDrawing on upper echelons theory, the article investigates the potential impact of top managers’ background and demographic characteristics and personality traits on organizational decisions in the public sector. The top-management figure being investigated is the municipal chief financial officer (CFO) and the specific organizational decision under analysis is the extent of revenue misrepresentation during both budget formulation and execution. The empirical setting is provided by the CFOs of Italian municipalities with populations above 15,000 over a 3-year period (2012–14). Financial data are drawn from existing databases. Non-financial data are collected through an online survey. The results show that top managers’ individual characteristics and traits do influence the extent of accounting manipulation. In particular, revenue misrepresentation was found to be smaller in the presence of female managers, managers with degrees in business administration, and managers describing themselves as “conscientious”. These effects on accounting manipulation were moderated by auditors’ and opposition councilors’ oversight, managers’ experience, and the presence of local elections. The article extends upper echelons theory and its applications in several directions: from the private to the public context, from CEOs to CFOs, from managerial decisions in general to accounting choices, and from background and demographic variables to personality traits.