Master Of Business Administration Graduates Research Articles

Workplace incivility during organizational socialization: how new managers, varying in moral identity, perceive (mis)fit

PurposeThis study aims to investigate the mediating role of perceived person-organization (P-O) fit in the relationship between workplace incivility and affective organizational commitment (AOC) and the moderating effect of moral identity. The context is set in the organizational socialization process of externally hired managers.Design/methodology/approachA theoretical model was developed based on social identity theory. With the help of Alumni offices of 4 Master of Business Administration (MBA) programs in Vietnam, 461 MBA graduates recently hired as managers were invited to participate in the study. A time-lagged survey was conducted and resulted in data from 386 participants. Hypotheses were tested using latent moderated structural equation method (LMS).FindingsPerceived P–O misfit partially mediated the negative effect of workplace incivility on managers' AOC. The moderating impact of moral identity was also found such that the positive association between workplace incivility and perceived P-O misfit was stronger when moral identity was higher.Research limitations/implicationsThis study's limitations are threefold. First, the relatively new appearance of MBA programs in Vietnam made it difficult for us to conduct longitudinal research. Second, this study focused on MBA graduates as externally hired managers, a population that, as mentioned earlier, comes from a polite and respectful environment. Third, the current study mainly used self-evaluation to measure factors which might not be fully objective and reflect externally hired managers' situation. Future research could strengthen this method by equipping it with the evaluations of other organization members.Practical implicationsA clash of identities generated by value incongruence when externally hired managers experience incivility should be recognized and mitigated during socialization. More attention should be paid to managers with moral identities.Originality/valueThe study extends the organizational socialization literature in two ways. The first way is by elucidating how a negative organizational factor – workplace incivility – leads to socialization failures. The second way is by exploring the impacts of relatively new self-identity facets, including MBA graduates as externally hired managers and moral identity.

Relationship between personality traits and academic performance on a Master of Business Administration programme

Purpose: The main aim of this research was to investigate the relationship between the five-factor model (FFM) personality trait measurements and Master of Business Administration (MBA) academic performance in a triple-crown accredited university in order to assess the effectiveness of current admission systems for a globally accredited MBA degree.Design/methodology/approach: A quantitative database analysis of the academic records and personality profile scores of MBA graduates was conducted. The sample consisted of 663 participants who successfully graduated from the programme during the period 2014–2019. Their final academic results for their MBA and their FFM personality traits (as measured by the Occupational Personality Questionnaire as part of their admission criteria) were analysed.Findings/Results: In the correlation analysis, Openness to Experience and Agreeableness had the strongest correlation (positive and negative, respectively) with academic performance. In the regression analysis, Openness to Experience, Conscientiousness and Emotional Stability were identified as the best predictors of performance.Practical implications: Three per cent of the variance in academic performance was attributable to personality traits. This supports the necessity of further exploring the best predictors of academic performance. Academic institutions may consider re-evaluating their current practice and choice of tests used as part of the admission criteria, and rather focus on assessing and capacitating students in terms of resilience and motivation.Originality/value: This study adds to the debate regarding the ideal selection criteria for MBA candidates, and indicates that the current selection criteria, also those considered more nuanced and culturally sensitive (e.g. personality assessments), may be flawed.

Comparing Entrepreneurial Spirit in job descriptions seeking business undergraduates and graduates

Employers hiring candidates with a Master of Business Administration (MBA) indicate that the Entrepreneurial Spirit (ES) concepts of teamwork, creativity, innovation and adaptability are important. This replication study examined the ES concepts most often appearing in job descriptions seeking to hire MBA candidates. These concepts were used to compare those ES concepts employers most often seek when hiring undergraduate business degree candidates. The literature review provides a background on the development of MBA programs, ES concepts and entrepreneurship education, how innovation is developed, and the perceived gap regarding the development of ES concepts between employers and MBA graduates. The study follows a quantitative content analysis methodology to compare two external datasets: undergraduate job descriptions and MBA job descriptions. The results show that the most desired ES concepts sought by companies were implementation, collaboration, and innovation. There was not a significant difference in ES concepts by job title category in job descriptions between undergraduate business degrees and job descriptions requiring an MBA. There was a significant difference in the concept of innovation. The findings suggest that the ES concept of innovation is more highly desired by companies seeking people with MBA degrees than by those seeking undergraduate business degree holders.

Executive assessment of MBA graduates in Nigerian companies

PurposeThe study aims to explore, via empirical evidence, executive assessment of Master of Business Administration (MBA) graduates in Nigerian companies.Design/methodology/approachThe research utilized a descriptive research design with structured questionnaire developed from relevant extant literature. Relevant data analysis, including determination of the psychometric properties of the research instrument, was undertaken via the Statistical Package for the Social Sciences (SPSS) software.FindingsThe research results indicate that MBA graduates in the surveyed Nigerian organizations exhibited desired managerial tendencies only at an average extent.Research limitations/implicationsThe limitations associated with the research include the use of convenience sampling approach, limited sample size and combination of respondents from different industrial sectors.Practical implicationsThe research has practical implications for organizational executives associated with management development programmes via MBA, in addition to university administrators with regard to content, format, curricula and process for MBA education programmes.Originality/valueThe research is original and has practical and theoretical values.

Employability and skill gap among MBA graduates in India: a literature review

PurposeThe purpose of this study is to review scholarly research on employability and skill gap in the context of the Master of Business Administration (MBA) education in India. This paper provides an overview of the critical themes and identifies research gaps for future investigations.Design/methodology/approachPublished empirical studies were reviewed and thematically analysed using NVivo 11 Pro.FindingsIn addition to technical aptitudes and skills, organisations also seek other attributes that are associated with employability, such as communication, emotional intelligence, critical thinking, problem-solving skills and interpersonal skills. Communication is an important skill frequently cited in the literature. Additionally, themes related to reasons for skill gaps are identified.Practical implicationsSoft skills and non-technical aptitudes should be emphasised in MBA education. Furthermore, significant reforms in MBA education programmes should be implemented in India to make graduates industry-ready.Originality/valueSeveral studies have been carried out to verify the existence of and reasons for skill gaps amongst MBA graduates in India. Through integrative literature review, the issue of skill gap is discussed. Future research directions are also recommended in this paper.

ENHANCING ENGLISH SPEAKING SKILLS AMONG MBA RURAL AREA STUDENT FOR BETTER EMPLOYABILITY DURING THE COURSE

The present study describes the efficiency of the English language classes existing in Master of Business Administration (MBA) course of various PG colleges in Visakhapatnam urban, AP. There are many MBA graduates being unemployed because of their low self-confidence level and poor employability skills. Though there have been many research works went over regarding the significance and enhancement of employability skills for the post graduates students, but the problem of those skills are still lacking with them. This study mostly exposed that to know the effectiveness in the course of MBA English language classroom and to reveal the ambiguity for the poor competence of rural background students in many PG colleges. It was found that even in the final semester many of the graduates have poor competence levels to face campus selections with effective communication skills which are essential to get placement in their end of the course. An innovative teaching approaches and methodologies need to be required for the English language faculty as there are many of the learners desire to acquire effective speaking skills activities for their improvement of communication abilities. Hence, the investigation outcome have revealed that the problem between the English language instructors’ methods, approaches and the learners capability conditions along with highlights the appropriate ELT techniques and training programs to enhance speaking skills for the rural area students.

Ethics, Responsibility, and Sustainability in MBAs. Understanding the Motivations for the Incorporation of ERS in Less Traditional Markets

This study of Master of Business Administration (MBA) programs in regions with different history, background, legacies, and trajectories than those in the Global North aims at having an alternative view of how Ethics, Responsibility, and Sustainability (ERS) are incorporated in management education. To this end, the research uses case studies, analyzes in-depth interviews, and adopts an inductive stakeholder theory approach to identify and understand the motivations for the incorporation of the broad area of ERS in management education in relation to the schools’ main stakeholders, mainly students and their employers. The analysis of the data shows that individual motivations (individual level) and an articulated and embedded mission that incorporates different stakeholders (organizational/curriculum level) are strong predictors. Local regulations and legislation, along with the requirements from international accreditation agencies (institutions/environment level) are also predictors, although not that strong to go beyond the incorporation of a Corporate Social Responsibility (CSR)-related course in the curriculum of programs. Nevertheless, these CSR-related courses (organizational/curriculum level) are powerful mediators that create, as a minimum, awareness of ERS in MBA graduates who as a consequence modify their employment objectives. The data also show that the process leading to international accreditations (institutions/environment level), the expectation by employers that MBA graduates should have an ERS mindset/skills toolkit (institutions/environment level), and a hands-on, practice-based teaching methodology (organizational/curriculum level) can act as moderators. These findings show that business schools can become ERS predictors themselves, and to achieve this they need to have a better understanding of the different roles played by the different variables. This publication is based upon work from COST Action CA18215 – China in Europe Research Network, supported by COST (European Cooperation in Science and Technology), www.cost.eu.

Globalization of MBA studies and transnational educational institutions in the Caribbean

The globalization of higher business education supported by the growth of transnational educational institutions is now a feature of the developing countries of the Caribbean region. This article examines the situation of Guyana, where the recent discovery of hydrocarbon resources has created expectations of an economic transformation that will generate a demand for trained personnel to manage the transition: Master of Business Administration (MBA) graduates are expected to contribute significantly in this regard. In the higher education system in Guyana, MBA graduates are produced mainly by the regional university and an Australian transnational institution. This study gathered information on the guiding factors in the choice of MBA through a survey of current students and recent graduates of the two institutions. A comparative analysis of the competing programmes was also undertaken to provide greater insights into their capacities for generating the human resource output necessary for the contemplated transformation.

The MBA Factor: A Study of Progression

Many students are flocking to business schools for more advanced degrees than in any other concentration. In what some call, a one to two-year hiatus, these students are trying to reverse the recent trend of a downwardly mobile generation with fewer opportunities and more accumulated debt. Master of Business Administration graduates are seeking a better future, upward mobility and satisfying jobs upon graduation. A 2015 Bloomberg study of the best business schools reveals that 88% are hired within 3 months of graduation, with a substantial jump of up to 81% in compensation before school. This study utilizes survey data to follow the graduates of a Mid-Atlantic University as their careers progress after graduation to determine whether there is a tangible return on their educational investment and an increase in their respective skill development. Results confirm the usefulness of the MBA degree in career progression.

An Effective MBA: Perspectives of Students, Faculty, and Employers

The demand for Master of Business Administration (MBA) education has increased tremendously over recent years. Having an MBA qualification is seen as a passport for a managerial role. The prestige of MBA education, however, has fluctuated. There have been numerous critiques of the MBA. This article examined the existing literature on perspectives of MBA faculty, MBA students, and employers on the effectiveness of MBA programs. So, from a student perspective, what are their expectations? Do their expectations get fulfilled? MBA faculty will frequently ponder if they are adequately preparing students to be leaders in organizations. Employers expect MBA graduates to excel in the workplace. In addition to the different perspectives, we offered several suggestions for greater success and satisfaction of students, faculty, and employers.

In touch with the softer side of MBAs

Purpose Considering that Master of Business Administration (MBA) programs have been the focus of many evaluations and much criticism in recent years, the purpose of this paper is to investigate the objective and subjective effects on careers experienced by part-time MBA students and graduates. Design/methodology/approach The authors conducted an empirical research, involving more than 700 students and graduates of three part-time MBA programs in Brazil. Findings The authors found that students and graduates experience more subjective than objective effects of such programs in their careers, and that the subjective effects are primarily related to self-confidence, employability, expansion of business view and ability to “play the game”. Originality/value This study makes three contributions to the knowledge of the effects of MBAs. First, it provides insight into students’ perspectives. Second, it increases the knowledge of the subjective effects of MBAs on the careers of students. And third, it focuses on part-time programs in a developing nation rather than on full-time programs in a developed nation such as the USA, as is often the case.

Compensation and Employment Impact of a Full-time MBA Program

The changing Master of Business Administration (MBA) marketplace and considerable direct and indirect costs for an MBA degree mean that school administrators and other stakeholders need a better understanding of what factors may influence the rate of return to their MBA programs. We investigated the potential of using analytical frameworks to identify those variables that may predict employment probabilities and starting salaries of full-time MBA graduates, in the context of a single, private MBA program. Our results suggest that for graduates of this particular program, pre-MBA salary and work experience in accounting, banking, finance, and consulting industries predicted higher post-MBA salary levels, as did having a liberal arts major as an undergraduate. Other human capital measures, such as Graduate Management Admission Test (GMAT) scores or elite undergraduate education, were not associated with higher employment probabilities or salary levels for this program’s students, while having an undergraduate business major was associated with lower employment probability. Although our study has limited inference to determine the value of an MBA education more generally, it has potentially important implications for administrators of MBA programs, who could gain useful insights on applying empirical analysis to their own programs. Although this process can be costly and time consuming without a supportive institutional environment, it could provide useful evidence-based guidelines for practice with substantial payoffs for both the program and the students.

Applying marketing mix constructs in higher education: the case of an MBA program in the UAE

This exploratory study identifies significant choice factors for prospective students when selecting a Master of Business Administration (MBA) program in the increasingly competitive higher education sector in the United Arab Emirates (UAE). Implications for Higher Education Institutions (HEIs) when they develop marketing communication strategies are addressed. Study participants included current MBA students, MBA graduates who have completed their degree at a British University's campus in the UAE and prospective students who chose not to enrol on that MBA program. Constructs were tested for reliability using the Cronbach alpha test. The relative importance of specific choice factors were assessed via analysis of the means of the constructs. The difference between the most important (People) and least important (Promotion) factors were as much as 34%. Differences between three groups of study participants were analysed based on the results of Scheffe's post-hoc test. Marketing implications for HEIs include: improving the quality of the factors identified and communicating the quality of these factors; especially intangible ones, to potential MBA candidates more effectively.

Master of Business Administration (MBA) student outcomes in Vietnam

Purpose – Exploratory insights into the graduate student experiences of offshore MBA programmes in Vietnam are presented. Students are considered key stakeholders in the higher education (HE) debate, and their views were sought in light of recent shifts in HE worldwide, associated business education changes, nagging questions around the quality of MBA programmes, and the need to consider how all these factors might influence the MBA student experience in a developing economy such as Vietnam. The literature confirms a disconnection between what management education providers offer in MBA programmes and what management education users (here, students) are actually receiving, especially when compared to student expectations, needs and outcomes. Here, a portion of the findings from a larger exploratory, descriptive qualitative study, located in Vietnam, is presented. Graduate students’ views as to what they were seeking when enroling in offshore MBA programmes in Vietnam, and how the programme subsequently met their needs, are shared. Recommendations are made as to potential improvements in curricula design, review, administration, and processes in response to these findings. The paper aims to discuss these issues. Design/methodology/approach – Findings from an exploratory, descriptive qualitative study, located in Vietnam, are presented. Semi-structured interviews were conducted with graduates of offshore MBA programmes in Vietnam, drawn from the graduates of three case study HE provider organisations. Interviews were transcribed verbatim in Vietnamese, then translated into English. Findings – Graduates’ views as stakeholders in the provision of offshore MBA programmes in Vietnam are shared. Qualitative analysis revealed evidence of their attitudes, perceptions, and knowledge relating to offshore MBA programmes in Vietnam. The narratives and interpretations offer insights into both the perceived benefits and limitations, and empirical evidence as to whether graduates’ original expectations were met. Research limitations/implications – This was a qualitative, exploratory, descriptive study, deliberately undertaken in the absence of others like it in the literature. The research relies upon interview and focus group data gathered from three case study organisations and exploring the perceptions of three different stakeholder groups: graduates of offshore MBA programmes (findings shared here); employers of offshore MBA graduates; and MBA programme providers (including programme managers, administrators and/or teaching staff). This paper includes only the perspective of graduates of offshore MBA programmes in Vietnam, on the basis that rich exploratory information can be derived from a few cases (Perry, 1998). Practical implications – The literature confirms a potential for disconnection between what management education providers offer in MBA programmes and what management education graduates actually receive, compared to graduate’s original expectations, needs and wants. Here, empirical evidence of this intersection is examined. Social implications – The graduate narratives share crucial exploratory evidence offering a better understanding of the needs and expectations of MBA graduates who might be considering enroling in offshore MBA programmes in Vietnam. These findings are especially important with regard to understanding the sustainability and value of offshore MBA programmes being delivered in Vietnam, especially given the country’s current state of economic, political and cultural transition, and the associated need for businesses and workers to be able to operate successfully in an international business environment. Originality/value – No previous studies evaluating the value of MBA programmes in Vietnam have been located. At a time when Vietnam is in economic, cultural, and political transition, knowledge to assist and support their HE sector is crucial. Recommendations are made as to potential improvements in Vietnamese offshore MBA programme curricula design, review, administration, and processes in response to these findings.

Master of business administration (MBA) student outcomes in Vietnam : graduate student insights from a qualitative study

Purpose – Exploratory insights into the graduate student experiences of offshore MBA programmes in Vietnam are presented. Students are considered key stakeholders in the higher education (HE) debate, and their views were sought in light of recent shifts in HE worldwide, associated business education changes, nagging questions around the quality of MBA programmes, and the need to consider how all these factors might influence the MBA student experience in a developing economy such as Vietnam. The literature confirms a disconnection between what management education providers offer in MBA programmes and what management education users (here, students) are actually receiving, especially when compared to student expectations, needs and outcomes. Here, a portion of the findings from a larger exploratory, descriptive qualitative study, located in Vietnam, is presented. Graduate students’ views as to what they were seeking when enroling in offshore MBA programmes in Vietnam, and how the programme subsequently met their needs, are shared. Recommendations are made as to potential improvements in curricula design, review, administration, and processes in response to these findings. The paper aims to discuss these issues. Design/methodology/approach – Findings from an exploratory, descriptive qualitative study, located in Vietnam, are presented. Semi-structured interviews were conducted with graduates of offshore MBA programmes in Vietnam, drawn from the graduates of three case study HE provider organisations. Interviews were transcribed verbatim in Vietnamese, then translated into English. Findings – Graduates’ views as stakeholders in the provision of offshore MBA programmes in Vietnam are shared. Qualitative analysis revealed evidence of their attitudes, perceptions, and knowledge relating to offshore MBA programmes in Vietnam. The narratives and interpretations offer insights into both the perceived benefits and limitations, and empirical evidence as to whether graduates’ original expectations were met. Research limitations/implications – This was a qualitative, exploratory, descriptive study, deliberately undertaken in the absence of others like it in the literature. The research relies upon interview and focus group data gathered from three case study organisations and exploring the perceptions of three different stakeholder groups: graduates of offshore MBA programmes (findings shared here); employers of offshore MBA graduates; and MBA programme providers (including programme managers, administrators and/or teaching staff). This paper includes only the perspective of graduates of offshore MBA programmes in Vietnam, on the basis that rich exploratory information can be derived from a few cases (Perry, 1998). Practical implications – The literature confirms a potential for disconnection between what management education providers offer in MBA programmes and what management education graduates actually receive, compared to graduate’s original expectations, needs and wants. Here, empirical evidence of this intersection is examined. Social implications – The graduate narratives share crucial exploratory evidence offering a better understanding of the needs and expectations of MBA graduates who might be considering enroling in offshore MBA programmes in Vietnam. These findings are especially important with regard to understanding the sustainability and value of offshore MBA programmes being delivered in Vietnam, especially given the country’s current state of economic, political and cultural transition, and the associated need for businesses and workers to be able to operate successfully in an international business environment. Originality/value – No previous studies evaluating the value of MBA programmes in Vietnam have been located. At a time when Vietnam is in economic, cultural, and political transition, knowledge to assist and support their HE sector is crucial. Recommendations are made as to potential improvements in Vietnamese offshore MBA programme curricula design, review, administration, and processes in response to these findings.

Academic Performance in MBA Programs: Do Prerequisites Really Matter?

Many researchers have examined criteria used in Master of Business Administration (MBA) admissions decisions. However, prior research has not examined predictive ability of undergraduate prerequisite courses in core business disciplines. The authors investigated whether undergraduate prerequisite courses predicted MBA success by analyzing the outcomes of 491 MBA graduates. The results revealed students who lacked business prerequisite courses performed better in MBA grade point average (GPA) than students who took prerequisites. Additionally, performance in undergraduate written composition is positively correlated with MBA GPA. Moreover, performance in undergraduate marketing, economics, and business statistics courses are significant predictors of MBA GPA. Finally, the authors found undergraduate GPA predicted MBA success.

From the Editors: Continuing Our Quest for Meaningful Impact on Management Practice.

This article comments on a book on management education, titled Managers Not MBAs: A Hard Look at the Soft Practice of Managing and Management Development, by Henry Mintzberg. In Part I of his book, Mintzberg provides a detailed critique of many issues surrounding management education. Because Master of Business Administration (MBA) programs cater for young people with little or no managerial experience, he argues that students are unable to use art or craft, and so they become spoon-fed with analysis and technique to emphasize the scientific aspects of management. This, he argues, results in MBA graduates who engage in too much analysis, reducing managing to decision making through analysis and technique. Assertions like these are repeated, throughout many of the early chapters. People with MBAs are referred to as being obsessed with facts, risk-averse, numbers-oriented, and favouring industries that rely on hard data and management: are left with the impression that management technique over knowledge of company context. In Part II of Managers not MBA, the practice of management development is covered in some detail before consideration of how management education can be reconceived and the emergent principles used to take management education and development to new dimensions. The ultimate goal is a shift from business to management education, and Mintzberg rightly draws a sharp distinction between these terms. He believes this shift can only be made by marrying the educational experience to the working environment, with management education being reserved for full-time practicing managers wishing to study on a part-time basis. He recommends blocked modules designed to encourage connections between managers' experiences and classroom concepts.

Impact of investors’ status on their evaluation of positive and negative, and past and future information

AbstractThis paper examines the effect of investors’ status (current and prospective) on their evaluation of information varying in valence (negative and positive) and temporality (past and future). Master of Business Administration graduates, proxying for current or prospective investors, rated the relevance of negative, positive, past, and future Management Discussion and Analysis information. Investors’ relevance ratings of information resulted in the following ranking (from highest to lowest): negative‐future, negative‐past, positive‐future, and positive‐past information. Furthermore, prospective investors (relative to current) rated positive and future information as more relevant and negative information as less relevant. Implications for effective disclosure strategies and policies are discussed.

Postgraduate Management Education in the UK: Lessons from or Lessons for the U.S. Model?

This article comments on a book on management education, titled Managers Not MBAs: A Hard Look at the Soft Practice of Managing and Management Development, by Henry Mintzberg. In Part I of his book, Mintzberg provides a detailed critique of many issues surrounding management education. Because Master of Business Administration (MBA) programs cater for young people with little or no managerial experience, he argues that students are unable to use art or craft, and so they become spoon-fed with analysis and technique to emphasize the scientific aspects of management. This, he argues, results in MBA graduates who engage in too much analysis, reducing managing to decision making through analysis and technique. Assertions like these are repeated, throughout many of the early chapters. People with MBAs are referred to as being obsessed with facts, risk-averse, numbers-oriented, and favouring industries that rely on hard data and management: are left with the impression that management technique over knowledge of company context. In Part II of Managers not MBA, the practice of management development is covered in some detail before consideration of how management education can be reconceived and the emergent principles used to take management education and development to new dimensions. The ultimate goal is a shift from business to management education, and Mintzberg rightly draws a sharp distinction between these terms. He believes this shift can only be made by marrying the educational experience to the working environment, with management education being reserved for full-time practicing managers wishing to study on a part-time basis. He recommends blocked modules designed to encourage connections between managers' experiences and classroom concepts.

Quality perceptions of MBA courses and required management competencies

Presents the findings in respect of two research objectives, which form part of a larger research project on the status and nature of Master of Business Administration (MBA) programmes in South Africa. In a summary form, the relevant research objectives are: to compare and contrast the opinions of MBA graduates and employers (representing business practice) on the relative importance of core courses for running a business, and management skills and traits required in the business environment; to achieve the above, two independent empirical surveys were conducted, canvassing the perceptions and opinions of 633 MBA graduates and 245 employers. The main findings emphasised the relative importance attached to core courses and management skills and traits by both MBA graduate and employer respondents, but also the substantial disparities between these two groups. Concludes with the implications of these findings.