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The purpose of this paper is to review and categorize the different strategies Master of Business Administration (MBA) programs have adopted towards incorporating environmental sustainability into business administration.

Through extensive internet research looking at colleges and universities, data are collected from primary source web sites and administrative school contacts. There are 35 institutions whose MBA programs address sustainability in some way. Each of these institutions is then organized by location, tuition cost, enrollment, year founded, accreditation, and curriculum.

Green educational strategies differentiate themselves by the size and maturity of the program. Larger, established institutions typically opt for the green major, or a dual degree, and tend to leave systematic integration of sustainability to the individual student. Newer and smaller entrants tend to either dabble in green with a few sustainability courses, or completely embrace and systemically integrate sustainability throughout the program.

The sample focuses on US institutions and treats sustainability as an externally validated curricular choice when it may merely be an educational fad. The sample excludes potential green MBA programs that lack a strong internet presence.

Four archetypes are identified: dual degree, all‐green, green major, and green coursework. Institutions can analyze their performances and see where they fall on the two major continua – integration and maturity/size.

Green MBA programs are relatively new on the academic landscape, and this research paper is one of the first to systematically analyze and categorize them.

The primary purpose of this article is to report on the opinions and perceptions of graduates of the quality and standing of South African Masters of Business Administration (MBA) programmes. This article seeks to assess specific outcomes of the MBA programmes offered by South African business schools; to gauge the quality of the MBA programmes of South African business schools, based on graduates’ perceptions; to extract factors relating to the MBA programme outcomes; and MBA programme quality; and to elicit the opinions of graduates on the future development of the MBA programme in South Africa. The main findings pertain to the MBA graduates’ perceptions of the outcome and quality of the MBA programme as well as the most prominent findings in respect of the open question on the future development of South African MBA programmes, from the perspective of graduates.

One of the characteristics of the Japanese management education has been the near absence of domestic MBA programmes on the one hand and the prevalence of in‐company education on the other. Yet many large companies have increasingly been sending their employees to overseas MBA programmes. The sudden emergence of part‐time MBA programmes in the late 1980s, which might have appeared to go some way to addressing this seeming paradox, has not in fact been the answer, since the benefits the businesses seek from the overseas MBA programmes are those which the domestic MBA programmes cannot provide. There is also a big gap between the aspirations of the MBAs and the corporate HRM reality. Examines the reasons behind the recent development, and explores the more general issues which the domestic MBA education is likely to encounter for some time, through the findings of the recent research and the experience of the Kobe University in this area.

The 170-year-old Master in Business Administration (MBA) program is becoming obsolete and inefficient to address today's real-world problems, and is facing mounting criticism from business scholars, management deans, and academic scholars alike. Reviewing major criticisms, this chapter suggests a new design for the MBA program that will not only address the criticisms but also accept a paradigm shift that will spearhead it in coming decades. The redesigned MBA “structure” proposes a four-semester full-time program, during which each semester delves into deeper marketplace problems of increasing complexity (i.e., from simple to complex to unstructured to wicked problems) and deals with these problems with new levels of critical thinking skills and ethical reasoning processes tempered by corresponding entrepreneurial knowledge, skills, and values. The “content” of the redesigned program is anchored around five major themes of business learning: namely, intrinsic motivation management, creativity and innovation management, productivity management, revenue management, and eco-sustainability management, each geared to generate professional entrepreneurial knowledge, and skills and values urgently needed today. Numerous beneficial features of this newly redesigned integrated business management program (MBA) are also discussed.

The purpose of this study is to investigate the degree to which business schools, in particular MBA programs, have developed academic programs and centers specifically focused on corporate social responsibility and sustainability (CSRS) and, for those that have, promote them on their Web sites. The instruction of CSRS in institutions of higher education is increasing worldwide. The extent to which US MBA programs have developed academic programs and centers focused on CSRS could potentially be a way for business schools to distinguish themselves from other schools.

The authors use a Web-based search of the Web sites of the top-100 US MBA programs to ascertain the extent to which they have developed CSRS-related academic programs and centers. They then look specifically at the full-time MBA main Web page to ascertain to what extent these programs promote CSRS material.

The results suggest that schools in the top quarter and bottom quarter, as well as private schools, are more likely to have CSRS academic programs and centers. The authors also find that very few full-time MBA programs promote CSRS on their main MBA Web pages.

This study is unique in its focus on the top-100 US MBA programs and the collection of primary data directly from their Web sites. Additionally, a summary of the data gathered from the MBA programs is provided in Table I of the study.

Identifies problems facing MBA programmes, the type of executives sought by businesses, and the roles academic and business institutions need to play in developing the next generation of managers. Views MBA programmes through an input‐output model with the quality of the output (MBAs) a function of the quality of the input and the efficiency of the process and reveals the problems in business education. To raise the quality of MBAs, schools need to cover material relevant to client firms, to incorporate new materials into existing courses that stress written and oral communication. States that faculty and executives should forge links to evaluate graduates and update classroom material and states faculty should be encouraged to undertake business internships. Corporations have an additional role, they must identify MBAs with potential for senior level management and train them, focusing on leadership negotiating skills, and long‐term planning.

The twofold purpose of this study was to determine if selected variables were predictors of: student performance in the MBA programme; and student performance on the MBA MFT exam.

This study focuses on MBA graduates at a US university who have successfully completed the entire programme requirements. Real student performance data, collected from 2007 to 2012, were analysed using multivariate regression techniques.

Results suggest that academic performance in an MBA programme is positively related to undergraduate grade point average (GPA) and GMAT exam score, two of the most common admissions criteria in use today. Additionally, performance in an initial skills-building course exhibits a strong positive correlation with performance in subsequent MBA courses. With respect to performance on the Major Field Test (MFT-MBA), our results indicate that students who do well in the MBA programme tend to score at a higher level than those with lower overall GPAs.

The research study was limited to MBA graduates at a business school in central Virginia. Further studies can determine whether differences in predictors of success in the MBA programme from those found in this study might exist.

Results of this study provide practical implication for MBA programme curriculum development and assist MBA admission committees in designing MBA programme admission criteria.

An extensive literature exists about the variables that influence the performance on the MFT exam at the undergraduate level. This is the first study to explore these relationships at the graduate level.

The purpose of this study is to examine factors that predict industry‐level career change among MBA graduates.

The study analyzed longitudinal data from the Management Education Research Institute (MERI)'s Global MBA Graduate Survey Dataset and MBA Alumni Perspectives Survey Datasets, using principal component analyses and a three‐stage structural equations model.

Perceptions about career growth and opportunity for advancement were the strongest predictors of industry shifts. The type of program was also found to have an influence, with part‐time MBA programs positively predicting industry shift, and full‐time programs having an indirect effect through significant associations with each of the intermediate predictors of industry shifts. Women were found to be more likely to change industries. Satisfaction with the MBA degree was not a predictor of industry change behavior: they were found to be related only to the extent that graduates valued the importance of certain career factors, such as the objective career factor of career growth.

This is a first large scale study of industry‐level career change among MBA graduates.

The purpose of this paper is to examine the degree of satisfaction and perceived relevance of the Graduate Business Education (GBE) programme at the University of Botswana.

A self‐administered questionnaire and face to face interviews were used to collect data from Master of Business Administration (MBA) participants on their reason for studying MBA, level of satisfaction, and the extent to which the skills and experiences obtained correlate with those required by the corporate world. The data were analyzed using simple descriptive statistics.

The majority of the respondents are male adults attending part time MBA classes and working full time in administrative positions in the public and private sectors. The study found that improved managerial skills, career development and broader business insights are major reasons for joining the MBA programme, while employability and economic gains were ranked low as driving forces. Even though the overall satisfaction with the programme is mixed and inconclusive, the MBA programme has assisted participants to develop basic management and administration skills. However, the programme puts greater emphasis on conceptual, technical and analytical skills than on problem solving, innovation, communication and entrepreneurial skills which are perceived to be most needed by employers, implying a relevance gap. What the MBA participants learnt does not correlate with what they perceived to be most needed by employers.

Since the findings are based on perceptions of MBA participants, the conclusions drawn from these findings must be considered tentative and interpreted with care. Future research must include representative sample of all MBA stakeholders such as faculty, students, graduates, employers and administrators to get rich information about quality of inputs, processes and products of MBA programme.

There is strong need for the MBA programme to integrate traditional management and administrative skills with experiences and skills relevant for today's world of work. Bridging the growing theory‐practice gap requires attracting professors with practical business experience, revising staff recruitment policies and procedures, establishing formal partnership with external organization, and develop long‐term strategies to reduce teaching load and staff turnover.

Most of the studies on the relevance and quality of GBE programmes are conducted in western higher education institutions, very little has been done in African universities. This is the first of its kind in the context of Botswana, an important contribution to existing literature and foundation for further advanced studies in the area.

An old saying –“Jack of all trades, master of none”– deliberately asserts that the purpose of a master’s degree program is to generate high level job skills in order to improve a nation's economy, while a bachelor degree produces economically productive graduates. Employment of such graduates is fundamentally important for personal and economic development. There is a link between a bachelor’s and master's degree and how these qualifications are linked to the job market. Both horizontal and vertical mismatches are developed which is the central focus of this research.

Given the differentiated nature of research questions, multiple techniques are used to collect the data. However, this research bears the norms of the qualitative method. Both secondary and primary data are used, and meanwhile secondary data are collected by the banks, Bangladesh Bureau of Educational Information and Statistics (BANBEIS), University Grants Commission (UGC) and by the institutions sampled. Primary data are gathered from interviews with key people. Data were collected from three institutions of higher education and from six commercial banks and from the Central Bank. The academic results of 21,325 MBA graduates and education backgrounds of 750 executives working in banks served as the basis for establishing our arguments.

This study discovers that MBA graduates who have studied science subjects achieved much better grades in the MBA compared to their counterparts who studied business from secondary provision to first degree. The market-driven MBA programme has become a “business product”. The major revenue of higher education institutions comes from enrolment in MBA courses. For this reason, a science-friendly MBA program is developed to generate more business. If this continues, the philosophy of the master's program would either be lost or will have to be redefined in the 21st century.

While a few studies have investigated the area of HE in Bangladesh, none covers the impact of MBA degrees on the job market and its contribution to enhancing job skills.