Full-time MBA Program Research Articles

Generative AI for Data Science 101: Coding Without Learning To Code

Should one teach coding in a required introductory statistics and data science class for non-major students? Many professors advise against it, considering it a distraction from the important and challenging statistical topics that need to be covered. By contrast, other professors argue that the ability to interact flexibly with data will inspire students with a lasting love of the subject and a continued commitment to the material beyond the introductory course. With the release of large language models that write code, we saw an opportunity for a middle ground, which we tried in Fall 2023 in a required introductory data science course in our school’s full-time MBA program. We taught students how to write English prompts to the artificial intelligence tool GitHub Copilot that could be turned into R code and executed. In this short article, we report on our experience using this new approach.

Gender, Race, and Network Advantage in Organizations

Universities and colleges often engage in initiatives aimed at enrolling students from diverse demographic groups. Although substantial research has explored the impact of such diversity initiatives, less understood is the extent to which certain application strategies may continue to favor historically privileged groups, especially white men, as they seek admission to selective programs. With this study, I begin to address this gap by investigating the gender and racial implications of application endorsements—a common, often informal, network practice of signaling support for certain applicants that is shown to significantly boost an applicant’s chances of admission. Using unique data on the applicants and matriculants to a full-time MBA program at one elite U.S. business school, I first assess whether the endorsement advantage differs across demographic groups. Building on the social networks, selection, and inequality literatures, I then identify and test three key theoretical mechanisms by which the endorsement process may potentially benefit white men more than women and racial minorities. Although I do not find evidence in the studied program that the application endorsement is valued differently by key admissions officers or that it provides a different quality signal depending on the applicant’s gender or race, I do find that white men are significantly more likely than women and minorities to receive application endorsements. I conclude by discussing the implications of this study for understanding how gender and racial differences in accessing advantageous (often informal) network processes may undermine organizational efforts to achieve demographic equality and diversity. Funding: Financial support from the James S. Hardigg (1945) Work and Employment Fund and the MIT Sloan School of Management is gratefully acknowledged.

Does MBA education benefit women more than men? A longitudinal study

PurposeThe purpose of this study is to see if women value power less than men do and if MBA education reduces this gender difference in power value.Design/methodology/approachThe impact of a two-year residential full-time MBA program on students’ values was studied using a longitudinal design and data collected over two years from a business school in India. Values were measured when students entered the program and again when they graduated. The sample consisted of 230 students (90 women and 140 men).FindingsWhile entering the MBA program, female students considered power less important than male students did. Results of matched sample t-tests show that power, hedonism, stimulation and tradition become more important and benevolence, universalism, conformity and security become less important over two years of MBA education. The increase in the importance of power value is significantly higher for women than for men.Originality/valueTo the best of the author’s knowledge, this is the first study to show that women’s value ratings for power value increase much more than that of men over two years of management education.

Pricing of higher education: The case of top-ranked MBA programs

Tuition fees of full-time MBA programs with similar structure can vary greatly from around USD $20,000 to USD $220,000. This paper explores the effects of post-graduation salary, reputation, and their interaction on such high discrepancy in MBA tuition. Using a unique dataset of international MBA programs, we found that program value is positively correlated with post-graduation salary. This relationship is stronger for more prestigious programs whose values are impacted more by graduate outcomes. In addition, this relationship is greater for North American programs, but smaller for European programs, suggesting a geographical effect. These results provide managerial implications for program administrators and universities offering professional business programs. These insights can be extended to other industries of intangible experience goods.

Process Analysis Simulation

This interactive exercise emulates a process wherein a virtual Card is created in a series of steps. It can be used to expose students to ideas and concepts in process analysis, management, and improvement. It may be used in classes focusing on operations management, project management, and software development. The simulation is run on the project-management web application Trello. It allows for simultaneous, real-time observation and collaboration between players. Students can observe other students working at the same time they are performing specific tasks. This exercise is suitable for students in either full-time or executive MBA programs, as well as executive education programs. Excerpt UVA-OM-1718 Dec. 16, 2020 Process Analysis Simulation Introduction A potential recruiter is looking to invite a team of high-performing individuals to a new software-development initiative they are initiating. Time and quality are of utmost importance to the recruiter, so they have developed a competition to test velocity and attention to detail. This task involves creating a set of virtual Cards. You and your team will be competing against several other teams for the positions. Production Process . . .

A Study on the Success Factors of Full-time MBA Program: The Case of NUS Business School

A Study on the Success Factors of Full-time MBA Program: The Case of NUS Business School

A Study on Success Factors of Full-time MBA Program : The Case of CEIBS Business School

Global MBA industry is in crisis. According to GMAC (2016), forty-eight percent of 133 two-year MBA programs in 16 countries have undergone significant decline of applicants. However, China Europe International Business School (CEIBS) has been enjoying a remarkable year in 2018. According to the Financial Times Global MBA Ranking 2018, CEIBS is ranked 8th in the world and 1st in Asia. The positioning statement of CEIBS is “China Depth, Global Breadth (中国深度 全球广度).” In this paper, we seek to examine the success factors for the CEIBS full-time MBA program. We find that the success factors of the CEIBS MBA program are Shanghai advantage, China focus, world-class esteemed faculty members, diverse student population, flexible curriculum, international exchange program, and promising career. We hope that these findings help the Korean MBA industry improve their competitiveness in global MBA markets.

Training the CSR Sensitive Mind-Set: The Integration of CSR into the Training of Business Administration Professionals

Current corporations are subject to stringent requirements in terms of sustainable development; however, a relevant problem is highlighted on the basis of the studies conducted. On the one hand, corporations experience greater or lesser pressure, while on the other hand, it must be admitted that the problem of demand for professionals, which is presupposed by the insufficient quality of training in higher education institutions, is important. This is somewhat strange given that the issues of business ethics, corporate social responsibility, and sustainability have attracted increased attention in management education in recent years, and a five-fold increase in the number of stand-alone ethics courses has been noted since 1988. This interaction could contribute to the development of CSR, however a certain dissonance of cooperation between higher education and business exists, as there is a lack of leadership in this area in the study programs of business administration approved by the states, as well as in higher education institutions. Given these facts, the goal of the paper is to analyze the Master of Business Administration programs in North America, Europe, Asia, and Australia to offer direction to the challenge of integrating corporate social responsibility (CSR) into management and training. The method of analysis of professional business and administration training program content in terms of the integration of CSR was used during the survey. Using panel data of 28 full-time MBA programs, our findings show that that the core parts of MBAs under analysis merely—and mostly indirectly—cover CSR issues through one core course on business ethics. However, the leading MBA programs are currently missing an opportunity by ignoring their responsibility to support the training of CSR-minded future business administration professionals. The results of our research may act as a guide to which areas should be modified and/or changed.

Best in Class: The Returns on Application Endorsements in Higher Education

While scholars have shown that well-connected applicants are advantaged in selection processes, less understood is whether such applicants produce important returns to the organization when key decision makers favor them. We begin to address this gap by investigating whether and why application endorsements―an informal practice whereby certain individuals (i.e., endorsers) advocate for particular applicants―affect organizational selection during the screening of applicants. Through the analysis of the population of 21,324 applicants to a full-time MBA program over a seven-year period, we find that even after controlling for individual qualifications and competencies, endorsed applicants are advantaged over non-endorsed applicants in admissions interview and offer decisions. In seeking to explain this advantage, we develop and test four key theoretical explanations pertaining to the potential returns on application endorsements for the organization. We find inconsistent evidence that endorsed applicants are “better qualified” compared with non-endorsed applicants during screening: while endorsed applicants are sometimes assessed to be stronger “on paper,” they generally receive lower competency assessments than non-endorsed applicants later, during the admissions interviews. Further, our analysis of data on matriculating MBA students reveals that those endorsed as applicants are not “better performers” academically (measured by grade point average) or in the job market after graduation (measured by full-time salaries or signing bonuses) compared with non-endorsed individuals. In contrast, individuals endorsed as applicants appear to be “better citizens” upon joining the organization—in our research setting, they are more likely to participate in student club leadership roles than non-endorsed individuals. We also find that they are “better alumni”―that is, they make larger monetary donations to the school after graduating than their non-endorsed counterparts. We conclude with implications for understanding the impact of application endorsements on labor and educational markets.

Idea Generation and Selection

This exercise teaches participants how to generate ideas and brainstorm and helps to remove the perception that idea generation is a process that only “super-creative people” can do well. It not only shows participants how to generate valuable ideas, but also highlights barriers to doing so. Suitable for students in either full-time or executive MBA programs as well as executive education programs, this exercise can also be used in any setting aimed at exposing students to the benefits of idea generation by providing some structure for the process. Most commonly, this exercise is used in classes aimed at teaching product development, design thinking, and innovation processes. It has been used in classes focusing on entrepreneurship as well as those focused on innovation within large organizations. Excerpt UVA-OM-1580 Aug. 30, 2017 Idea Generation and Selection Your group's task: Generate three novel ideas for the next generation vending machine. Process 1. Problem definition . . .

Do, but don’t tell

Purpose – The purpose of this study is to investigate the degree to which business schools, in particular MBA programs, have developed academic programs and centers specifically focused on corporate social responsibility and sustainability (CSRS) and, for those that have, promote them on their Web sites. The instruction of CSRS in institutions of higher education is increasing worldwide. The extent to which US MBA programs have developed academic programs and centers focused on CSRS could potentially be a way for business schools to distinguish themselves from other schools. Design/methodology/approach – The authors use a Web-based search of the Web sites of the top-100 US MBA programs to ascertain the extent to which they have developed CSRS-related academic programs and centers. They then look specifically at the full-time MBA main Web page to ascertain to what extent these programs promote CSRS material. Findings – The results suggest that schools in the top quarter and bottom quarter, as well as private schools, are more likely to have CSRS academic programs and centers. The authors also find that very few full-time MBA programs promote CSRS on their main MBA Web pages. Originality/value – This study is unique in its focus on the top-100 US MBA programs and the collection of primary data directly from their Web sites. Additionally, a summary of the data gathered from the MBA programs is provided in Table I of the study.

On a mission: Achieving distinction as a business school?

This paper investigates what business schools are saying in their mission statements and whether they provide a meaningful basis for strategic choice, distinction and differentiation from a positioning perspective; or whether they are the equivalent of “table stakes” in the MBA game - undifferentiated signals that connote legitimacy. Content analysis is undertaken of the mission statements of the Financial Times 2009 top 100 full-time MBA program offering business schools. The statements are mapped and compared in the aggregate and by quartile. We conclude that the statements are for the most part homogeneous and do not serve as a basis for differentiation. However, although achieving distinction through a mission statement may indeed be difficult, it is by no means impossible, and we suggest approaches that business school deans might adopt in an effort to make their brands stand out.

Will Video Kill the Classroom Star? The Threat and Opportunity of Massively Open On-Line Courses for Full-Time MBA Programs

This report examines the emergence of the Massively Open Online Course (MOOC) and its impact on business schools. Business schools provide a bundle of benefits to students, only one of which is learning specific academic subjects. The focal technology relevant to business schools is not the MOOC but rather a technology embedded within the MOOC — chunked asynchronous video paired with adaptive testing, a technology we call “SuperText.” The SuperText technology opens up at least three pathways for business schools. Via one pathway, SuperText allows institutions to serve more students better and/or more efficiently. Via a second pathway, institutions can serve existing students with fewer faculty members. Along a third pathway, the functions of a business school are unbundled and business schools as we know them are substantially displaced by alternatives. These pathways can be thought of as a menu of options for a business school contemplating how to use the new technologies. Alternatively, these pathways are scenarios that could unfold with or without the active participation of an institution. Although our focus is on business schools, we believe the analysis is relevant to higher education more generally.

Worker mobility, employer-provided general training, and the choice of graduate education

This paper links inherent mobility to observed schooling choices. A job search model with graduate education predicts that more mobile workers are more likely to enroll in full-time MBA programs. Adding to the literature on employer-sponsored general training, the model predicts that employers are likely to provide tuition assistance to workers who find quits costly. I use a panel survey of GMAT registrants to test some of the empirical implications of the model. I show that observable measures of job attachment are correlated with the probability of attending part-time and, conditional on part-time attendance, with the likelihood of receiving tuition reimbursement.

Taking international business education programs and pedagogy to new heights: Fundamental questions for educators and students

As the dynamic global business environment continues to force organizations to be agile and adaptive, international business (IB) education pedagogy is transforming. Building on previous literature describing gaps in IB pedagogy, as well as unaddressed stakeholder needs, we first use our institution—the United States Air Force Academy—as an example of IB program development. In examining our program's evolution, we develop five questions that may provide insight regarding more generalizable IB pedagogy trends. To assess this possible generalizability, we explore questions related to the development of our program using self-reported, publically-available websites of the top full-time MBA programs throughout the United States. Our questions focus on the role of foreign languages, study abroad opportunities, integrative courses, capstone/thesis projects, and faculty development. Our exploration indicates that these five questions are important not only for educators developing future programs, but also for students examining potential IB programs. Additionally, our research examines a sixth question focused on the development of competitive positioning and program differentiation in IB programs. We hope to motivate future inquiry into IB pedagogy, which could inform more effective means of improving IB education.

Worker Mobility, Employer-Provided Tuition Assistance, and the Choice of Graduate Management Program

This paper links inherent mobility to observed schooling choices. A job search model with graduate education predicts that more mobile workers are more likely to enroll in full-time MBA programs. Adding to the literature on employer-sponsored general training, the model predicts that employers are likely to provide tuition assistance to workers who find quits costly. I use a panel survey of GMAT registrants to test some of the empirical implications of the model. I show that observable measures of job attachment are correlated with the probability of attending part-time and, conditional on part-time attendance, with the likelihood of receiving tuition reimbursement.

Measuring the Economic Value of Pre-MBA Work Experience

Pre-MBA work experience is required for admission to many graduate schools of business. In the present study, MBA graduates with a wide range of pre-MBA work experience were surveyed to assess the economic value of such work experience. No evidence was found of a systematic financial advantage to students from working for several years before enrolling in a full-time MBA program. Although students with less work experience had lower starting salaries, the difference was overcome by the advantage of getting an early start on their careers. Results suggest prospective MBA students may incur a long-term financial penalty by delaying their matriculation.

Exploring the Value of MBA Degrees: Students’ Experiences in Full-Time, Part-Time, and Executive MBA Programs

Critics of the overall value of the MBA have not systematically considered the attitudes of MBA students about the value of their degree. The author used data from a large sample of graduates (N = 16,268) to do so, and to explore predictors of overall degree value. The author developed separate regression models for full-time, part-time, and executive MBA programs. The predictor variables are multi-item scales that measure (a) satisfaction with the MBA degree, and (b) satisfaction with the school or program. Each scale contributes significantly to the prediction of overall value, and there is little difference in their relative importance in the regression models.

Online Communication of Brand Personality

Brand personality has often been considered from the perspective of products, corporate brands or countries, but rarely among service offerings. Moreover, there remains the consideration of how these entities are communicated online. This article explores the brand personality dimensions that business schools communicate and whether they differ in putting across clear and distinctive brand personalities in cyberspace. Three clusters from the Financial Times’ top 100 full-time global MBA programs in 2005 are used to undertake a combination of computerised content and correspondence analyses. The content analysis was structured using Aaker's Rve-dimensional framework whilst the positioning maps were produced by examining the data using correspondence analysis. Results indicate that some schools have clear brand personalities while others fail to communicate their brand personalities in a distinct way. This study also illustrates a powerful, but simple and relatively inexpensive way for organisations and brand researchers to study the brand personalities actually being communicated.

Using Simulation to Model Customer Behavior in the Context of Customer Lifetime Value Estimation

This article illustrates how simulation can be used in the classroom for modeling customer behavior in the context of customer lifetime value estimation. Operations research instructors could use this exercise to introduce multiperiod spreadsheet simulation models in a business setting that is of great importance in practice, and the simulation approach to teaching this subject could be of interest also to marketing and accounting instructors. At Babson College, the spreadsheet simulation exercise is part of an integrated one-case teaching day of the marketing, accounting, and operations research disciplines in the full-time MBA program, but the exercise is directly transferable to stand-alone courses as well. In our experience, students have felt empowered by the ability to incorporate their ideas about customer behavior directly into customer lifetime value models, and have appreciated the ease with which simulation enables them to obtain intuition about the sensitivity of their estimates to different assumptions.