Search results

This research study examined accounting and business administration education curricula at foreign universities and tested a model for measuring the level of management technology attained by a country. The primary focus of this research was the role of accounting and business education as input for a measurement model designed to aid in assessing the potential for the transfer of management technology. A factor analysis‐based technometric model to measure a country's degree of management technology sophistication was utilised. The model placed newly industrialised countries including Korea, India, China, Brazil, and Mexico at the top of the scale even though these countries do not have the highest Gross National Product (GNP) per capita. These results suggest that per capita GNP may not be a reasonable indicator of accounting and management technological potential, and that the technometric model utilised in this study may provide more accurate information regarding the transfer of accounting and management technology.

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.

The design and launching of Master's degree programmes in management is a major task facing the polytechnics in Britain. Having existed for some six or seven years, they have achieved their initial objective of creating an appropriate range of first degree programmes, exhibiting the characteristics of career orientation, multi‐disciplinary structures, innovative learning methods and relevant assessment systems. The replacement of External London University Degree courses by Council for National Academic Award programmes has accompanied the conversion of the large colleges of technologies of the nineteen sixties into the polytechnics of the nineteen seventies. Many problems still exist in the first degree range: the provision of part‐time study versions to offset overgearing to full time students, the development of course network approaches, and the integration of sub‐degree work within total programmes of which first degrees are currently the main focus—in that connection the evolution of the Diploma in Higher Education could be a key item.

Sectoral brand management processes have presented planning, development and implementation challenges. With the aim of reducing these managerial problems, the purpose of this paper is to revise the structure and the processes of the sectoral brands management.

This is a qualitative exploratory study, with its unit of analysis being the process of managing the brand of the Brazilian fashion sector. Primary data collection was obtained through in-depth interviews with the seven industry associations and with the company responsible for the brand consulting. The secondary data used were reports about the branding process of the brand provided by respondents. Data analysis was provided by using the VSM to modeling sector structure and BPMN to processes modeling.

The results present a new sectoral brand structure and process to reduce existing barriers. Three sections were carried out: analysis and modeling of the current structure and processes of sectoral brand management; presentation of the current structure and processes problems; analysis and modeling of future structure and processes of sectoral brand management.

A theoretical contribution is provided in the literature of systems, processes and sectoral brands, since there are no previous studies that elaborated a system structure and process for sectoral brands. In addition, other theoretical contribution is the presentation of a future process model that relates brand management process with its system structure, that is, it relates BPM analysis with VSM.

It is also possible to indicate that VSM and BPM can contribute to the management of sectoral brands, through the structural and process problems identification and also by making possible to suggest future management improvements to reduce the barriers that were identified.

The present study originality is the approach of the first analysis of sector brand management with emphasis on its structure and processes that were experienced by the Brazilian fashion sector.

Limited attention has been given to the study of social marketing at the graduate level. Such a study not only reveals research interests and trends, but also provides insights into the level of academic evolution or maturity of the social marketing field. This paper aims to examine social marketing as the subject of master’s theses.

A search strategy found 266 social marketing-focused master’s theses completed from 1971 to 2015. These theses were analysed by host countries, institutions, disciplinary contexts and degree programmes for which they were submitted.

Only four theses were submitted from 1971-1980 and eight completed in 1981-1990. The number of theses increased to 35 in 1991-2000, 118 between 2001 and 2010 and 101 in the past five years (2011-2015). The USA was the leading producer of social marketing master’s theses, followed by Canada, Sweden, China, South Africa, the UK and Kenya. A majority of theses were housed in the disciplines of business, health and communication, and none of them was submitted for a Master of Social Marketing degree.

This is the first study that investigates master’s theses with an exclusive focus on social marketing. Implications for the evolution, learning and teaching of social marketing are provided.

The paper aims to make a broad assessment of the proliferation of Master of business administration (MBA) degrees and to consider comparative value.

There is brief description and analysis of what MBAs are and are intended for, with best and worst kinds of provision discussed

The conclusion is that the whole concept of MBA needs to be rethought bearing in mind the wide variety of careers and ages of students.

The conclusion is that there should be more specialist masters degrees for mature professionals and better consideration should be given to real career needs of younger students.

This paper aims to examine the current state of education for sustainable development (ESD) at Chemnitz University of Technology (CUT) and to propose a guide for analysing sustainability at higher education institutions (HEI) in terms of implementation of the sustainable development goals (SDGs) and sustainability dimensions in the cognitive domain of education.

This paper uses a new combination of two frameworks, the “Phase Model of Sustainability in MBA (Master of Business Administration) Education”, developed by Hart et al. (2017), to classify sustainability-focused topics and United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) learning objectives for ESD (UNESCO, 2017) to classify sustainability-related topics. This paper analysed CUT’s study programs and faculties, the websites of the study programs and the (junior) professorships, using documentary analysis with a new set of keywords relating to the topic of incorporating sustainability in curricula.

The faculties and study programs of CUT are at different stages of integrating ESD. However, topics such as sustainable energy and production, recycling, sustainable management and innovation are prominent in the educational offerings of CUT. As the university is a technical university, the focus on these topics reflects the general direction of the organisation. Based on this study results, this study gives recommendations for further development for ESD at CUT.

This paper presents the case of CUT and a new guide for analysing sustainability at HEI, including recommendations for further development in relation to ESD.

This study analyses the future job characteristics that are preferred by economics and business administration students in three specific regions of Spain, Colombia and Ecuador, and estimates their willingness to accept each.

A discrete choice experiment (DCE) is carried out in these three regions. The econometric approach is based on the Random Parameter Logit model, which accounts for both the observed and unobserved heterogeneity by the use of socio-demographic variables and correlated random parameters.

The main conclusions indicate that the most important job characteristic for students in all three countries is the long-term career prospects at the company, while a permanent contract is one of the least important job attributes. Regarding the more specific conclusions related to each country, the Ecuadorian students seem to have a higher preference for training opportunities, given the strong relationship between the level of education and the job category. The Spanish students seem to value their commuting time more highly than the South American students.

To authors’ best knowledge, this is the first DCE-based study of economics and business administration students’ preferences for future jobs that has been conducted simultaneously in three countries on two different continents. Furthermore, this study presents fresh cross-country data that allow authors to compare student choices between South American and European countries. As a result, by focusing on the DCE approach, this study estimated the monetary amount that students from each country are willing to accept for each of the analysed job characteristics. Thus, this research fills a vacuum in the literature on student job preferences between three Latin speaking countries.

We examined the role gender plays in managerial stereotypes and changes that have occurred in the US for executive women in the workforce. We also investigated factors and personality traits that affect advancement into upper management for all executives and those that affect women in particular. Despite increased organisational sensitivity, public policies, and equal rights legislation, women continue to be underrepresented in corporate America. Pay increases and promotions for females have not kept pace with those for men. Study results also indicate that managerial womenwho juggle jobs and family life benefit from these multiple roles, but women who put off marriage and family to build top‐level careers suffer in later years from greatly reduced chances of finding spouses and having children. Further adaptation of organisational culture in the new economy, weakening of the glass ceiling phenomenon, and family friendly work policies may alleviate some of the difficulties experienced by women who want it all.

Management education represents an important segment of American college and university higher education courses, taken both for credit towards a degree or for management use. So important is this type of education that, of the more than half a million students currently graduating from colleges and universities in the United States, approximately one out of every eight is receiving his bachelor's degree in business administration (the term typically used for a specialization in one of the areas of business management). This popularity is not restricted to the undergraduate level, for one in ten graduate degrees is an MBA (master of business administration), totalling over 13 000 degrees, according to the latest available figures. This number is expected to climb both numerically and proportionally in the coming years.