Graduate Business Programs Research Articles

Analytics: What Do Business Majors Need and Where Do They Get It?

Analytical skills are important for all business majors. Because of the statistical underpinnings, statisticians are a natural fit for the delivery of these skills. Unfortunately, there is a lack of common understanding of what skills and competencies are needed. This article has two primary objectives: determine how business analytics course offerings delineate course content (i.e., where statistical and analytical topics are currently offered in business disciplines); and determine the industry analytical needs of various business domains. We performed two phases of analysis. First, we collected course listings and descriptions from the top thirty undergraduate and graduate business programs in the United States to determine what analytics courses are currently offered. Second, we collected industry data to determine what skills are needed across business disciplines based on job postings that identify analytics. Our results indicate there is some overlap of content between current courses. We also find that there are varying analytical skills and competencies needed in other business domains based on job postings. These results can help guide the structure of analytics offerings in business schools.

The Applicability of Peer Teaching in a Post-Graduate Business Course

This study demonstrates the interrelation between peer teaching and six grading criteria used in a graduate business program. Twenty (20) enrolled post-graduate students in the Advanced Statistics course were assigned to five (5) peer groups participating in the study. The quantitative graphical method was used. Specifically, the Correspondence Analysis (CA) two-way contingency table describes the association between the level of peer-teaching and its applicability to the six grading criteria. Based on the CA result, there was a clear separation among the peer groupings and the six grading criteria. Peer group D find peer teaching applicable to written content and exam. Peer group B considered peer-teaching moderately applicable to research while highly applicable in language content. For students in peer group C, moderate peer teaching is highly applicable to oral content. However, peer group A regarded peer teaching as not applicable to written skills. The correspondence analysis provided valuable insights into the relationships between peer teaching and six grading criteria. This study confirms that the level of peer teaching possesses a specific level of applicability in the six grading criteria, with the peer groupings exhibiting distinct patterns.

Decentralized Autonomous Organization (DAO): The case of MakerDAO

The global adoption and diffusion of cryptocurrencies and blockchain technologies has given rise to a new form of organizing referred to as decentralized autonomous organizations (DAO). Many DAOs sit at the intersection between decentralized blockchain technologies and finance, so-called decentralized finance (DeFi). This teaching case focuses on one of the most prominent and established DeFi DAOs, MakerDAO, a community-driven initiative that leverages blockchain technology to create a stablecoin pegged to the US Dollar as a basis for decentralized financial services such as lending and yield generation. The case describes the delicate balancing act between centralization and decentralization in the evolution of MakerDAO. It can be used in graduate business programs to achieve the following learning objectives: (1) Understand the concept of decentralized autonomous organization (DAO) as a new form of organizing in which communities leverage blockchain technologies and community-based principles to work jointly on a common goal, (2) Be able to assess the benefits and risks of novel decentralized finance (DeFi) models, such as MakerDAO, which offer alternative financial tools and resources that are not controlled by traditional financial institutions, (3) Evaluate the potential and pathway for disruptive innovation in the era of blockchain, cryptocurrencies, and Web3, where decentralized applications (dapps) on blockchain networks enable decentralized and trustless transactions and interactions.

Svi možemo biti pobednici - uticaj sastava tima i modaliteta prenošenja znanja na zadovoljstvo studenata poslovnih studija i performanse simulacije

Most undergraduate and graduate business programs contain a culminating capstone experience as part of the standard curriculum. So far, business capstone courses have often strived to be uniform across modalities (i.e. either online or face-to-face, they were of uniform nature) and they have been rigorous and impactful courses. Additionally, many business programs have adopted simulations or other forms of game-based learning in their capstone courses. A sample of 122 students engaged in a simulation game as part of their capstone experience was used in this study in order to examine whether modality differences did affect the students' experiences (their satisfaction with the course and performance) or not, and also whether it helped them to be on teams comprised of different business majors or not. While, on the one hand, a hypothesis that significant differences would be seen due to a different modality and group composition was initially set, the counterintuitive findings obtained during the research were indicative of the fact that students' experiences could be positive across the modalities and the varying composition so long as the instructor's efforts were directed towards rigor, engagement, and uniformity of experience in the courses.

Classroom transformation during pandemic disruption: A personal response

The COVID-19 pandemic disrupted classroom instruction at every level, in every field, around the world. Graduate business programs, which are largely centered on “high-touch” interaction and exchanges among peers and with instructors via student-oriented learning approaches, faced a common challenge: a possible compromised learning experience resulting from the suspension of in-person education. This paper chronicles personal and professional transformations experienced by the authors while teaching four second-year electives at a graduate business school during the 2020–21 academic year. We reflect on how a particular mindset and specific strategic choices led to effective online teaching, mitigating the negative impact of the upheaval. We also consider this experience as a basis for developing online/offline “ambicultural” teaching methods for adoption in the post-pandemic world. Academics may find this account to be a useful learning tool and a guide for transforming their teaching in both the virtual and in-person classroom environments.

Pandemic Disruption: A Personal Response and Classroom Transformation

The COVID-19 pandemic disrupted classroom instruction at every level, in every field, around the world. Graduate business programs faced a common challenge: a possible compromised learning experience for students resulting from the suspension of in-person education. Online learning, although well established, is still generally considered a less effective instructional medium. This may be particularly true in MBA programs, which are largely centered on “high-touch” interaction and exchanges among peers and with instructors via student-oriented learning approaches, such as case teaching, in physical classrooms. This paper chronicles personal and professional transformations experienced while teaching four second-year electives at a graduate business school during the 2020-21 academic year. We reflect on how a particular mindset and specific strategic choices led to effective online teaching, mitigating the negative impact of the upheaval. We also consider this experience as a basis for developing online/offline “ambicultural” teaching methods for adoption in the post-pandemic world. Academics may find this account to be a useful learning tool and a guide for transforming their teaching in both the virtual and in-person classroom environments.

Polymatic plastics & packaging – market deepening versus geography expansion

Learning outcomes Learning outcomes are as follows: to understand the need for a small business to expand geographically; to evaluate the business dynamics and challenges faced by an entrepreneur during the business life cycle; and to analyze the geography and create a growth strategy for small business setup in a phase where competition is moving from a moderate to an intense stage. Case overview/synopsis Polymatic Plastics & Packaging (PPP), a proprietorship firm of Mr Shantanu Kalia at Ludhiana, Punjab, India, was formed in 2016 and is involved in the manufacturing of bubble packing and stretch films. Growing business and competition have created both unique challenges as well as propositions for PPP. While growth in business is encouraging Shantanu to secure more contracts for his manufacturing unit, increased competition within Ludhiana is also creating a dilemma to either compete on home turf with USPs ranging from product quality, pricing and superior turn-around-time or explore additional geographies and expand horizontally. Complexity academic level The case is suitable for courses on entrepreneurship and geography strategy in graduate business programs. The case is also suitable for executive program for budding entrepreneurs seeking to explore specific service/product as a potential business proposition and building their business around it. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship.

Launching an Online Business Program at Scale: A Retrospective Case Study of Disruptive Innovation Before the Pandemic

How does an online graduate business program become the fastest growing program in a short span of 5 years, in a category that has been showing constant decline in the last decade? This article takes a retrospective look at the journey from conception to launch and early implementation of an innovative online program at a large public university about half a decade before the pandemic. Extant research about online learning focuses on educational strategies, the changing roles of faculty in a new environment, or students’ satisfaction and performance in online learning programs or courses. This article takes a broad-based view to discuss details on the strategy, design, and development of a disruptive online graduate program built for scale. Given the accelerated transition into remote learning during the COVID-19 pandemic, our journey also has important implications from the forward-looking approach of half a decade ago for how higher education should navigate the digital future.

Using Vlogs and Blogs in Graduate International Business Case Studies to Impact Learning Outcomes – A Four-Year Empirical Comparison Study

ABSTRACT This study explores the learning impact of introducing vlogs and blogs to graduate international business case studies. Data were collected over a four-year period from graduate business programs to compare assignment performances from students when case studies were presented with versus without the inclusion of vlogs and blogs. A rubric measuring six criteria was used to evaluate case study submissions and identify areas drawing upon specific learning skills. A crosswalk between the rubric and Bloom’s taxonomy of cognitive levels linked student performance and these skills. Group comparisons of the 535 observations showed the inclusion of vlogs and blogs led to statistically significant improvement in students’ learning outcomes in overall scores, failing rates, and high-score achievements. A performance examination of th3e international business case studies against the six specific grading criteria also showed marked advances in students’ higher-level thinking skills of analysis, evaluation, and synthesis or creation, which have been linked to developing cross-cultural awareness. The study indicates that instructors should thoughtfully curate sets of vlogs and blogs pertaining to products, services, values, cultures, and economic systems from multiple diverse origins to use in administering international business case studies used in their course curricula.

Investigating the Effect of Graduate Business Programs of the Schools of Business in Jordan in Forming Soft-Power Leadership Conceptualization among MBA Students

The main objective of the study is to explore the extent of the conceptualization of soft-power leadership among graduate business students, and the degree to which they apply the concept in their study programs in the Jordanian universities. In precise, to explore the effect of curriculums and courses, learning style, and the way the business program is managed in forming the concept of soft power leadership in students.
 
 The analysis was extended to investigate the variation in the relationship between curriculums, learning style, and program management as independent variables and soft-power leadership concept as dependent variable due to the moderating variables gender, background education, and work sector. A sample of 350 students was drawn from two representative universities in Jordan. Data were collected by a self-designed questionnaire based on literature, Amos 21 was used in the analysis, and findings were as follows:
 
 Students have positive attitudes toward soft-power leadership conceptualization with a satisfactory level of belief. Learning style and curriculums have been found to be of significant effect in soft-power conceptualization. This indicates that the American Model of Management Education (AMME) is applied in both curriculums and learning styles in business schools in Jordan.
 
 With regards to the moderating effect of gender, background education, and job sector of students it was found that gender significantly affects the relationship between learning style and soft-power concept, and it does affect the relationship between program management and soft-power concept, Background education significantly affects the relationship between both curriculums and program management, and soft-power concept, while the job sector that students belong to in their work only affects significantly the relationship between program management and soft-power concept.  

Purposeful interpersonal interaction and the point of diminishing returns for graduate learners

Social constructivist based course designs in online learning are emphasized in higher education as a way to highlight and capitalize on the benefits of interpersonal interaction. Course designers have generally taken a “more is better” approach to interpersonal interaction; however, some evidence points to a point of diminishing returns for interpersonal interaction. Purposeful interpersonal interaction (PII) is a framework for identifying high quality interpersonal interactions which are demonstrated to lead to better student outcomes. This study attempted to shed insight on how PII relates to student satisfaction and perceived learning in asynchronous environments by comparing courses in two graduate business programs. Results demonstrated that greater PII does generally lead to greater student satisfaction and perceived learning. Comparison of the programs also revealed that similar levels of satisfaction and learning can be achieved despite lesser levels of PII, giving evidence of a point of diminishing returns.

Gender Nonconforming Individuals and Business Education: A Systematic Review of the Literature

Our understanding of gender is evolving from a binary system to a continuum whereby gender is fluid, multifaceted, and individually defined or expressed. Businesses, through owners, employees, and customers, as well as company policies and practices, play a role in the acceptance and inclusion of gender nonconforming individuals. One group with a responsibility in relation to gender inclusion is the business education system—undergraduate and graduate business programs that deliver business curriculum, shape business practices, research business issues, and produce business leaders. The purpose of this study is to examine the peer-reviewed literature to identify if and how the interpretation of genders, one that includes gender nonconforming individuals, exists in business education research. While 17 articles were found that cover topics within this general area, an overall lack of academic literature examining business education and gender nonconformity may leave business educators ill-equipped to include gender nonconforming individuals and topics in their classrooms. This work may inform business educators regarding the status of business education in relation to the evolving understanding of gender and identify areas for future work to help ensure that business educators are equipped with the knowledge to enable full gender inclusion in the business classroom.

An exploratory study of academic writing literacy and research skills of graduate business students

The paper investigates the state of academic writing literacy and research skills of graduate business program students based on an evaluation of assessment rubric evaluations. Results indicate that graduate business program students have sufficient general writing skills, but struggle when applying these to academic writing for a specific discipline. Results also show that students have significant deficiencies when it comes to research skills. This paper discusses the implications of these outcomes and proposes a number of recommendations for program managers

Gain perspective, expand your network by presenting internationally

Being part of something. This is the concept that's at the heart of why Joshua LaFave opted to start presenting at international conferences. “I can still remember the first time I raised my hand to get involved with a professional organization. Whether international or domestic, this has always been a priority for me,” said LaFave, Director of Graduate Business Programs in the Reh School of Business at Clarkson University. “Also, higher education is very much a global business, and working collaboratively across countries to support international student mobility is important.”

Not Everything Important Is Taught in the Classroom: Using Cocurricular Professional Development Workshops to Enhance Student Careers

Business schools and graduate business programs have struggled since their inception to ensure that what students learn in their courses will resonate with the skills needed in their careers. To date, there has been limited attention paid to cocurricular experiential learning opportunities to assist with this challenge. In this article, we discuss the process of implementing cocurricular professional development (PD) workshops as part of a college-wide initiative to increase experiential learning opportunities for students. This college-wide initiative challenged two assumptions: first, that the classroom is the best space for valuable learning and second, that faculty are the best equipped to lead decisions on what students should learn. The workshops help students develop both the tangible and intangible skills required to succeed in industry. We faced many challenges in implementing the workshops, including the need to challenge the predominant view that nothing of significant value could be learned in a workshop. We conclude our article by identifying the factors responsible for the ultimate success of the program and offer guidance for colleges looking to change perceptions of value in learning and broaden their experiential learning practices.

Student perceptions of connectedness in online graduate business programs

Researchers investigated students’ perceptions of connectedness in two online graduate-level business programs at a small college in the Midwest. One hundred and six participants completed the Online Student Connectedness Survey. Results indicate participants moderately agreed with items on the connectedness instrument. Participants, however, reported dissatisfaction with sense of community in their programs. Statistically significant differences were found with participants’ responses based on gender and number of successful credit hours completed. Participants reported specific learning activities instructors utilized in their respective programs, and they reported the desire for more interactive instructors who participated more in discussions and provided more timely responses to e-mail and phone calls.

The Best Course of Action

This case describes the ethical and legal challenges facing Dr. Caroline Webster, Director of Graduate Business Programs at MNU. She was facing one of the more unpleasant tasks of her job in determining how to proceed with a complaint by one of the university’s master’s students by the name of Bob Golden. Although a solid and intelligent student in his own right, Bob continuously challenged his grades, causing some faculty and administration to grow weary of his seemingly constant complaints. Dr. Webster wistfully recalled no less than a dozen unrelated prior instances. However, this current complaint was beyond Bob’s normal grievance. During a conversation with Dr. Webster, Bob claimed that the instructor for his current course, Adjunct Professor Joe Thomas, had a criminal past. After a quick and rather basic search, it turned out that Professor Thomas had indeed been convicted of a felony approximately a decade and a half earlier. Naturally, Dr. Webster took the matter up to Dr. Donald Hess, Dean of the MNU Business School, who was now faced with the decision of whether or not he needed to terminate the employment of Adjunct Professor Joseph Thomas. Collectively and apart from the grading complaint, they also had to decide on the proper course of action as a follow-up to Bob Golden’s allegation. The class which Adjunct Professor Thomas taught was the final and capstone class of the MBA program at MNU. Ironically, the class was one with a considerable focus on ethics and morals in business.

Perception of Thai Students about Graduate Business Program: Comparison between Online and On-Campus Program

This study was an investigation of the perception of Thai students on graduate business programcomparison between Online and On-Campus program. The graduate business program appropriate withpeople who seek to advance your current position, growth your career, the source of competitive advantage,develop the business knowledge, development yourself, increase management skill, and start students’ ownbusiness. The qualitative research by in-depth interview of thirty students who want to study in graduatebusiness in the comparison between Online and On-Campus program. The question was an interview aboutthe benefit of Online and On-Campus business program, the disadvantage of Online and On-Campus businessprogram, the balancing of learning ,working, life balance, the advance on job career of Online and On-Campusbusiness program. The Online business program, students, can balance the learning, and work responsibilitybecause of the graduate business program available to students 24 hours in 7 days in everywhere yourconvenience. The students can schedule, ask the question a one- on one meeting discussion between students,and professor. The Online program is not disrupting work, your hobby, and daily family life. The onlinegraduate business program appropriates with people who seek to growth, your career and develop thebusiness knowledge. The On-Campus program has a strong relationship, the connection among students morethan the online graduate business program. Students can interact with friends and professor. On-Campusenhances the leadership of the students and quantitative skill. The student has alumni, and community in thebuilding. On-Campus graduate business program appropriate with people who seek to advance your currentposition source of competitive advantage, increase management skill start students’ own business becauseprogram give the educational experience, and communication skill.

GMAT Scores as a Proxy for National IQ

This study develops a straightforward transformation of Graduate Management Admissions Test (GMAT) scores into an equivalent IQ score using countries for which both measures are available; and, validates the same for countries for which direct measurements of National IQ are not available. The GMAT is an aptitude test used for admission into many MBA and other graduate programs in business. National average GMAT scores are found to be positively correlated with well-established measures of cognitive ability provided the GMAT scores are corrected for participation rate. Even though GMAT scores are indicated to be prone to measurement error, they drive ethnic-based proxies of National IQ to insignificance in regression analysis of GDP per capita.

Good, better, Best: English language development practices in graduate business programs

Business is the top field of study for international students in the United States, the United Kingdom, Canada, and Australia. Yet, evidence suggests that not all international students who speak English as a second language are adequately equipped with the language skills they need to succeed. At the same time, the number of international students seeking business training in English-medium universities continues to rise. Thus, this study sought to fill an increasingly important gap in the literature by examining the strategies, innovations, challenges, and outcomes for U.S. schools of business who admit large concentrations of international ESL students at the graduate level. Using qualitative research methods, interviews were conducted with deans of business schools who enrolled the greatest percentages of international students. Good, better, and best practices were identified for a variety of areas, such as screening and admission criteria and processes, curricular elements for developing language skills, the assessment and tracking of outcomes, and follow-up and evaluation of student preparation after graduation. A variety of implications of these findings are discussed and should greatly interest business schools seeking to more effectively facilitate the success of their growing number of international ESL students.