Full-time MBA Research Articles

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.

Revising the Full-time MBA Curriculum: What B-schools Consider

This study examines the inputs that business schools consider as they review and revise their full-time MBA curriculum. We obtained both qualitative and quantitative data from faculty and administr...

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.

Self-directed learning on a full-time MBA – A cautionary tale

This article provides a cautionary tale of the complexities of implementing peer learning groups (PLG's) and blended learning approaches for promoting self-directed learning (SDL) in the context of competing objectives for staff and students on a full-time MBA module in the field of HRM. We suggest that existing literature on PLG's and SDL does not, so far, explore in detail messy contexts where organisational pressures on teaching teams lead to multiple, conflicting objectives that do not allow for a rational delivery of the anticipated pedagogic strategy. Recognising further the relatively limited amount of studies within a HRM teaching context, we seek to contribute to the SDL literature by outlining the problems that can occur when there are hidden objectives behind the use of SDL. We further suggest that the full-time MBA context may be particularly opposed to the use of SDL due to specific student expectations of ‘appropriate’ modes of delivery.

MBA program enrolment as a catalyst for boundaryless career goals (part two)

Purpose– Further investigation of the thoughts and attitudes contributing to the voluntary pursuit of an MBA degree and career change is necessary to better understand career motivations and to satisfy career goals. The purpose of this two-part paper is to achieve this objective.Design/methodology/approach– Factors contributing to the cognitive decision to enroll in an MBA program and the subsequent impact of self-discovery gained upon program entry on career strategy were explored using a 32-question survey based on empirical research findings.Findings– Part-time and full-time MBA students exhibited differences in decision criteria applied for MBA program entry. Following program enrollment, opportunities for career growth led to upward goal revision and increasingly focussed goals.Research limitations/implications– Participation was potentially limited by survey distribution during a demanding academic period where many project reports and group presentations were due. A single MBA program in the downtown Montreal area may not be representative all programs in the population.Practical implications– Anchoring individual career identity and social identity has become increasingly complex as employers in many industries undergo continuous transformational change.Social implications– Integration within the work environment of identified career roles requires additional attention to validate an individual's strategic career efforts.Originality/value– Surveying MBA candidates about career decisions and goal-revision allows for a valuable “snapshot” of career evolution over time. By promoting increased self-awareness, applied knowledge gained through MBA program activities acts as a catalyst for self-efficacy beliefs which results in upward distal goal-revision or increased goal focus.

MBA program enrolment as a catalyst for boundaryless career goals (part one)

Purpose – Further investigation of the thoughts and attitudes contributing to the voluntary pursuit of an MBA degree and career change is necessary to better understand career motivations and to satisfy career goals. This two-part article attempts to achieve this objective. Design/methodology/approach – Factors contributing to the cognitive decision to enrol in an MBA program and the subsequent impact of self-discovery gained on program entry on career strategy were explored using a 32-question survey based on empirical research findings. Findings – Part-time and full-time MBA students exhibited differences in decision criteria applied for MBA program entry. Following program enrolment, opportunities for career growth led to upward goal revision and increasingly focused goals. Research limitations/implications – Participation was potentially limited by survey distribution during a demanding academic period where many project reports and group presentations were due. A single MBA program in the downtown Montreal area may not be representative of all programs in the population. Practical implications – Anchoring individual career identity and social identity has become increasingly complex as employers in many industries undergo continuous transformational change. Social implications – Integration within the work environment of identified career roles requires additional attention to validate an individual's strategic career efforts. Originality/value – Surveying MBA candidates about career decisions and goal-revision allows for a valuable “snapshot” of career evolution over time. By promoting increased self-awareness, applied knowledge gained through MBA program activities acts as a catalyst for self-efficacy beliefs which results in upward distal goal-revision or increased goal focus.

Student Engagement and Its Predictors: An Exploratory Study in an Indian Business School

The concept of student engagement is gaining widespread acceptance in the West as it is found to be positively related to academic outcomes as well as personal development of the students. Although it is generally agreed that student engagement is a multidimensional construct, there is no agreement over its dimensions. The study on which this article is based, seeks to identify the dimensions of student engagement through exploratory factor analysis, analyzing a pool of items drawn from various sources, including some of the authors’ own. Using the five dimensions identified through this process, the study attempts to assess the level of student engagement among the first-year students of a two-year full-time MBA programme of an Indian business school. Finally, it uses step-wise regression analysis to identify the predictors of student engagement.

Are full-time MBAs performing?

Full-time MBA students amount to about one-third of the 26,000 students enrolled on MBA programmes at UK universities. The programmes have become increasingly international in student composition and concerns have been expressed about performance, quality and comparability between programmes. Research into predictors of MBA success has been equivocal with few clear indicators. This paper presents two case studies at two post-1992 universities of full-time MBA programmes and the relationship between entry qualifications – interpreted widely – and graduation success. Full-time programmes inevitably attract overseas students from outside Europe and this creates differences, not only in culture and ethos, but also in content, teaching methods, assessment and attitudes to assessment. The discussion includes the competing perspectives of financial performance and education and the changing face of MBA programmes due to internationalisation. It concludes that there are broad similarities between the two institutions which has wider application and offers an approach that may enhance performance through improved application processes and the management of staff and student expectations.

Successful Alignment of MBA Curriculum: A Product of Attentional Change

This study examines the factors influencing business schools’ decision to materially change their full-time MBA curriculum. Our qualitative study is based on 29 interviews with faculty and administ...

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.

Ecosystemic Complexity Theory of Conflict: Understanding the Fog of Conflict

Counselors often engage in conflict mediation in professional practice. A model for understanding the complex and subtle nature of conflict resolution is presented. The ecosystemic complexity theory of conflict is offered to assist practitioners in navigating the fog of conflict. Theoretical assumptions are discussed with implications for clinical settings.

Creativity and feasibility: applying the IDEO innovation processes to current societal challenges

Creativity and feasibility is a 1styear, full-time MBA elective. It is designed to help students experience and understand the ‘deep-dive’ journey that IDEO uses to help bring resolution to a current societal issue. The global question this year was timely, compelling, of universal interest, and taxed the creative talents of the class. The question: how can we: contribute to local economic growth by (what/where) creating a sustainable network and resource pool (how) that facilitates the launch of new entrepreneurial ventures (who) because we are in a period of structural change in our economy? (why)

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.

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.

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.

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.

Relationship of Advisory Mentoring to MBA Career Maturity

This study investigates the influences of gender and work experiences on career maturity, as well as the relationship between advisory mentoring and career maturity. Analytical results from 528 full-time MBA students are summarized as follows: (a) gender exerts significant differences in advisory mentoring functions (instrumental and career-related functions) but not in career maturity, (b) work experience is significantly related to planfulness, (c) psychosocial function is a strong predictor of planfulness and independence, whereas career-related function is a strong predictor of both information gathering and involvement. The results are interpreted and implications discussed in terms of advisory mentoring behavior and career counseling of MBA education.

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.

Modeling Multi-Objective Multi-Stakeholder Decisions: A Case-Exercise Approach

The multi-objective multi-stakeholder decision modeling methodology is an effective way to describe and aid context-rich idiosyncratic organizational decision making situations that traditional single attribute decision methodologies can not tackle. The purpose of this paper is to demonstrate how to teach students this methodology as a decision making tool to analyze real-life decision problems using two business decisions as examples (the StarKist decision and the Home Depot case). In particular, we discuss the specific skills students are expected to learn, such as dynamic sensitivity analysis, and typical student questions and errors during case discussion. This methodology has been taught successfully in decision analysis courses both for MBA (including full-time MBA students, business and health care executive MBA students) and undergraduate students.