The world economy has been experiencing and indeed appreciating the golden era of entrepreneurialism for quite some time now. The crucial element in this movement is entrepreneurs plentifully ...consuming accessible know-how and contemplating various funding options while benefiting from the digitised and globalised world. However, they often fail to succeed. In this paper, I assess the experience and knowledge of MBA graduate entrepreneurs on starting and running real businesses. I aim to explore what areas of new business development an MBA assists a nascent entrepreneur in launching a business. The research also intends to explore crucial MBA management tools and strategies vital in the start-up phase of a new business. To establish valid and robust empirical findings, I in-depth interviewed 10 MBA graduate entrepreneurs best acquainted with the research area. The study highlighted several areas within a new business formation where an MBA could assist a new entrepreneur and indicates as many as 26 MBA management tools and strategies that can be employed.Abstrak dalam Bahasa Indonesia. Ekonomi dunia telah mengalami dan benar-benar menghargai era keemasan kewirausahaan untuk waktu yang cukup lama. Elemen krusial dalam gerakan ini adalah para pengusaha yang melimpah mengonsumsi pengetahuan yang mudah diakses dan mempertimbangkan berbagai pilihan pendanaan sambil memanfaatkan dunia yang terdigitalisasi dan terglobalisasi. Namun, mereka seringkali gagal untuk berhasil. Dalam makalah ini, saya menilai pengalaman dan pengetahuan para pengusaha lulusan MBA dalam memulai dan menjalankan bisnis nyata. Saya bertujuan untuk menjelajahi bidang-bidang pengembangan bisnis baru di mana seorang MBA membantu seorang pengusaha pemula dalam meluncurkan bisnis. Penelitian ini juga bermaksud untuk menjelajahi alat-alat manajemen dan strategi MBA yang penting dalam fase awal sebuah bisnis baru. Untuk mendapatkan temuan empiris yang valid dan kuat, saya melakukan wawancara mendalam dengan 10 pengusaha lulusan MBA yang paling akrab dengan area penelitian. Studi ini menyoroti beberapa area dalam pembentukan bisnis baru di mana seorang MBA dapat membantu seorang pengusaha baru dan menunjukkan sebanyak 26 alat manajemen dan strategi MBA yang dapat digunakan.
A select few top-tier OMBA (Online Master of Science in Business Administration) programs have disrupted the conventional MBA market, now offering comparable—if not superior—value to students ...compared to many in-person, full-time MBA experiences. Utilizing data collected from interviews with 36 admission staff and administrators representing 24 OMBA programs, as well as a large-scale study of 135 students and alumni of one top-tier OMBA program, we apply Kim and Mauborgne’s Eliminate-Reduce-Raise-Create framework to highlight the emergence of a new value curve for the very best OMBA programs. The article explores the importance, relevance, value, and mechanisms for how some OMBA programs have successfully repositioned. These high-quality, high-impact OMBA programs have sought to reconcile traditional tradeoffs between OMBA and full-time MBA programs and may pave the way for a transformation of the OMBA marketplace from a focus solely on convenience to programs designed to provide the highest value to students.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
In recent years knowledge and capabilities to manage corporate sustainability have become a significant component of different career paths in companies, consultancies, and even in non-profit and ...public institutions. As an answer to this worldwide trend of a new profession ever more universities and business schools have taken the initiative to increase their teaching activities in corporate social responsibility and sustainability management. As most courses do not have a long track record and as only a limited number of management-oriented continuous education studies exists so far we still know little about how managers could be educated most effectively to become change agents for corporate sustainability. This paper examines a case study and provides insight into ten years of MBA education for sustainability management at the Centre for Sustainability Management, Leuphana University Lüneburg, Germany. Based on data from a recent alumni survey we analyze the corporate practice experiences of the first 85 successful MBA students and the medium term effects of the first master program in sustainability management. Based on the analysis we propose a competence matrix to structure basic components of postgraduate education in sustainability management. The paper unveils that extant research is needed to consider the practical experiences MBA graduates make when applying acquired knowledge and to link these insights to curriculum development.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
•The paradigm transformation of MBA program has replaced the ‘faculty of commence’ concept by introducing ‘school of business’.•Critics further argue that MBA program creates “jack of all trades, ...master of none”.•Lack of innovation in MBA programs of developing countries does not necessarily produce global business leaders but creates a community of followers.•If an education system supports itself the individuals with privileged socioeconomic background to take the advantages—education becomes hopeless to offset the impact of socioeconomic backgrounds on the career achievement.
Traditionally, students are enrolled in a specialised postgraduate program based on their undergraduate record. The MBA is a unique program where students who have done courses such as business, engineering, medicine, science, arts, etc., can enrol. Based on different requirements for enrolling in the MBA, various types of MBAian are produced. Research for this paper, which is the first of its kind, compares both academic and job-performance as well as SES (socioeconomic status) of five types of MBAian. The aim here is to contribute to the literature on “human capital theory” by balancing “dynamic capabilities”. Adopting a “descriptive analysis” to both secondary and primary data, this study asserts that the MBAians who originally were from the science stream at secondary level did better in the MBA compared to graduates who learnt business at secondary school. Of five job competencies, the MBAian from science stream performed well in three while their counterparts who studied business education in the first degree did well in two. The MBAian from science stream come from a privileged socioeconomic background and their academic results from the secondary provision are better compared to the other four groups. Graduates with relevant prior business education backgrounds did not perform well in MBA programs. A good SES and earlier academic results helped the MBAian to succeed. This indicates that business education has no effect in mitigating the role of SES. A policy framework is presented to ensure a symbiotic interaction between different types of business education (secondary to postgraduate).
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
ABSTRACT
Corporate governance is a new and emerging discipline in academia. The discipline of corporate governance has increased in importance, driven mostly by multiple financial scandals. These ...scandals have motivated regulators and the business community to require business professionals who are properly trained in various aspects of corporate governance. The problem, however, is that corporate governance covers many different subjects, such as finance, strategy, and law. This problem of multidimensionality of corporate governance is coupled with the fact that it is a field of study that has rapidly changed to keep up with changing regulations and the changing needs of the business community. These problems make the task of teaching corporate governance challenging for educators. Notwithstanding these challenges, business programs for MBA and CPA students are incorporating corporate governance into their programs. Therefore, our objective is to provide reflections on our three‐year experience of teaching corporate governance. We highlight the challenges that we experienced, such as the diversity of the clientele and the multidisciplinarity of corporate governance, and we discuss how we addressed these challenges. We also identity opportunities we used to develop our teaching approach, such as team teaching and using data from real companies. We present our reflections with the help of education frameworks that should help the community of educators if faced with challenges similar to ours.
RÉSUMÉ
Enseigner la gouvernance d'entreprise dans une classe de MBA : Note pédagogique
La gouvernance d'entreprise est une nouvelle discipline émergente dans le milieu universitaire. Elle a gagné en importance, principalement suite à de nombreux scandales financiers. Ces scandales ont motivé les organismes de réglementation et la communauté des affaires à exiger que les professionnels aient suivi une formation appropriée concernant divers aspects de la gouvernance d'entreprise. Toutefois, le problème réside dans le fait que la gouvernance d'entreprise couvre différents sujets, comme la finance, la stratégie ou encore le droit. Ce problème de multidimensionnalité de la gouvernance est jumelé à celui de l’évolution rapide qu'a connue ce champ d’études visant à tenir compte des modifications réglementaires et des besoins changeants de la communauté des affaires. Ces enjeux compliquent la tâche des professeurs qui enseignent la gouvernance d'entreprise. Malgré ces difficultés, les programmes de gestion pour les étudiants au MBA et les aspirants CPA intègrent la gouvernance d'entreprise dans leur cursus. En se basant sur notre expérience d'enseignement au MBA, notre objectif est de présenter des réflexions sur enseignement de la gouvernance d'entreprise. Nous évoquons les défis auxquels nous avons fait face, comme la diversité de la clientèle et le caractère multidisciplinaire de la gouvernance d'entreprise, et nous discutons de la façon dont nous y avons répondu. Nous décrivons également les opportunités que nous avons saisi pour élaborer notre approche pédagogique, comme l'enseignement en équipe et l'utilisation de cas d'entreprises réelles. Nous présentons nos réflexions à l'aide de différents cadres pédagogiques qui devraient aider les professeurs aux prises avec des défis similaires à ceux que nous avons relevés.
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FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
Ad hoc networks are infrastructureless networks consisting of static and/or mobile nodes. These networks are deployed for a wide range of applications. Having an efficient routing protocol for ...communication between the nodes can be critical. Our goal in this paper is to design a routing protocol that capitalizes on Multi-Beam directional Antennas (MBAs) to significantly reduce the end-to-end (E2E) delay in multi-hop ad hoc networks that service multiple traffic flows. Previously, we proposed a multi-beam directional antenna MAC protocol, and a Mixed Integer Linear Programming model that exploits MBAs’ capabilities for delay minimization. Solving this model showed that the routes that are selected for different flows need to have certain key characteristics that depart from the traditional shortest-route philosophy. Based on these characteristics, we design, in this paper, an MBA-Delay-Reducing Routing protocol (MBA-DRR) that fully harnesses the benefits of MBAs for delay reduction. The benefits of this protocol apply to all types of multi-hop MBA-based ad hoc networks, both mobile and static. The evaluation on a multi-flow static scenario shows that MBA-DRR, with a delay of just 4.4 ms, gets very close to the optimal solution with a delay of 2.5 ms. Comparatively, Reactive-Geographic hybrid Routing, a shortest-route protocol, has a delay of 48 ms. An evaluation on a representative multi-flow mobile scenario shows that, while a single-beam directional MAC reduces the E2E delay from 700 ms to 40 ms, and a multi-beam directional MAC halves this to 20 ms, our proposed routing protocol further cuts it to 9 ms.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The need for a more sustainable world was unanimously acknowledged by United Nations members in September 2015, when 17 Sustainable Development Goals (SDGs) were set, positioning education at the ...heart of the strategy to promote sustainable development. This paper aims to demonstrate the importance of adopting an interdisciplinary approach to education for sustainable development, and to illustrate how to advance it, acknowledging different perspectives of sustainability and corporate social responsibility (CSR) in the context of diversity. It examines the broad agenda of the SDGs, which requires the participation of multiple disciplines and sectors to be delivered. Considering the Principles for Responsible Management Education (PRME), the paper reviews the literature regarding interdisciplinarity and its application in education for sustainable development, including practices and barriers to enhance it. A case study is provided to illustrate how to advance interdisciplinary education for sustainable development amongst postgraduate MBA students from different backgrounds, in a course where sustainable development concepts are already embedded across disciplines. The case illustrates the application of the Six Principles of PRME and explains how a sustainability and CSR module can encourage students to combine knowledge from all disciplines in order to advance their understanding and action on sustainable development issues.
•Implementation of the UN Sustainable Development Goals requires interdisciplinarity.•Barriers to enhance interdisciplinarity include limited knowledge base and time.•Sustainability education necessitates tailoring teaching to students' backgrounds.•Management education benefits from embedding sustainability across disciplines.•PRME has contributed to advance understanding of sustainable development issues.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
Despite their widespread popularity in the United States, MBA programs have received considerable and sustained criticism. The chief complaint is that MBA graduates lack key skills required to be ...competent managers, and the main suspect has been identified as a less than relevant curriculum. Previous studies determined that the required MBA curriculum did a poor job of delivering the managerial competencies prized by incumbent managers. However, these researchers suspected that across-the-curriculum delivery of managerial competencies could mitigate this misalignment. This study advances the field by implementing an intercompetency approach, by including previously excluded coursework, and by using an updated dataset. The results show that the required curriculum of MBA programs in the United States is on average more closely aligned with the prescribed coverage benchmarks than previously believed, and that across-the-curriculum delivery of content via intercompetency coursework substantially aids in this alignment. The findings have actionable implications for program managers, faculty members, and researchers in the field of graduate management education.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Using qualitative open item analysis, MBA alumni were asked their perceptions of competencies, skills and concepts developed or reinforced in a client-focused team project MBA capstone course. The ...replies from 167 respondents were aggregated together over a nine-year period from 2013 to 2021. Conversion of coded responses to managerial competencies indicated eight competencies: client relationship management, communication, financial modeling, presentation, project management, research and analysis, strategic deliverable recommendation, and team leadership. This coding structure provided partial convergent validation for prior theoretical and empirical work linking MBA learned-to-needed managerial competencies. In addition, several differences were found between competencies/skills developed or reinforced in the MBA capstone by type of undergraduate major, i.e., business, liberal arts or STEM.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
10.
Grand Challenges and the MBA Shantz, Amanda; Sayer, Melissa; Byrne, Janice ...
Journal of management education,
06/2023, Volume:
47, Issue:
3
Journal Article
Peer reviewed
Open access
Humanity is facing multiple grand challenges, compelling a myriad of diverse actors to interact, coordinate, and collaborate like never before. Business schools have a role to play in equipping ...future leaders to tackle them and we posit that to do so, leaders must be able to take multiple perspectives into consideration and look to the future while being morally aware. We carry out an in-depth audit of how MBA programs currently fare in this regard. We find that despite the urgency and salience of these transnational and intractable issues, little attention is paid to preparing MBA students to address grand challenges. We identify three barriers that may prevent educators from facilitating student acquisition of these competencies and conclude by proposing potential models of MBA programs for grand challenges.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
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