Efficacy of MBA: on the role of network effects in influencing the selection of elective courses

Abstract

Purpose

The purpose of this paper is to outline the importance of social network effects in influencing the elective (courses) selection among masters of business administration (MBA) students and its role in influencing the efficacy of MBA. As such, given the enormous time and investment required for students to pursue an MBA and the role of electives in forming the student’s knowledge base, it is important to consider the decision process of students while selecting elective courses as they pursue their degree.

Design/methodology/approach

This study explores the relevance of network characteristics in the elective selection phenomena through questionnaires administered personally to 50 MBA students from a premier b-school in India. Thereby, it seeks to link the implications with MBA efficacy.

Findings

In the sample, the authors found that social network connections in terms of homophily and heterophily (similar and dissimilar others) had the strongest association with elective course decisions. Further, the role of tie strength (the level of intensity of the social relationship between two individuals) in governing the phenomena was not confirmed.

Practical implications

The authors discuss the linkage of elective selection phenomena with the efficacy of MBA. Specifically, the authors focus on a possible risk where network influences may prompt a student to select electives by surpassing his or her academic interests and thereby may hamper the efficacy. The authors also outline implications from the perspective of students, professors, and administrators.

Originality/value

The study is among the initial studies to present preliminary evidence on the efficacy of MBA from the perspective of elective selection phenomena and the role of social network effects.

Citation

Roy, V. and Parsad, C. (2018), "Efficacy of MBA: on the role of network effects in influencing the selection of elective courses", International Journal of Educational Management, Vol. 32 No. 1, pp. 84-95. https://doi.org/10.1108/IJEM-01-2017-0005