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

Abstract

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.

Citation

Muja, N. and H. Appelbaum, S. (2014), "MBA program enrolment as a catalyst for boundaryless career goals (part two)", Industrial and Commercial Training, Vol. 46 No. 4, pp. 201-208. https://doi.org/10.1108/ICT-02-2013-0012