An Effective MBA: Perspectives of Students, Faculty, and Employers

Ramlall, Sunil; Ramlall, Dhanmati Padma

doi:10.5430/jms.v7n3p18

Cited by 5 publications

(5 citation statements)

References 16 publications

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“…However, there are no longer "international" managers, many managers now need to interact regularly in an international context regardless of where they are based (Ramllal and Ramlall, 2016). The need to have a strong set of intercultural skills have become integral in the success of any manager.…”

Section: Intercultural Skillsmentioning

confidence: 99%

Leveraging experiential learning to incorporate social entrepreneurship in MBA programs: A case study

Awaysheh

Bonfiglio²

2017

The International Journal of Management Education

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Social entrepreneurship in business education is growing in importance as a way to teach ethics and instill high ethical standards in individuals. One effective way to integrate social entrepreneurship is through experiential learning; where the participant is actively involved in processing the knowledge and developing skills, while being involved in the learning situation. MBA programs are currently beginning to incorporate social entrepreneurship into their curricula to teach their students, as well as developing students' intercultural skills. An examination of the current trends will be followed by an analysis of how business schools can effectively incorporate social entrepreneurship into the MBA curriculum. To tie these concepts together, the paper provides a case study of a program run by Emzingo, a leadership development company, and IE Business School. The reasons for the in-depth case study are three-fold. First, it provides an example of how business schools can use experiential learning to incorporate social entrepreneurship in an international context. Second, it highlights the benefits of incorporating social entrepreneurship in MBA programs. Finally, it provides a general framework for business programs that are looking to integrate various social entrepreneurship elements in their MBA programs.

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Section: Intercultural Skillsmentioning

confidence: 99%

Leveraging experiential learning to incorporate social entrepreneurship in MBA programs: A case study

Awaysheh

Bonfiglio²

2017

The International Journal of Management Education

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“…In the Philippines, one of the most sought graduate programs is the Master in Business Administration (MBA). Having an MBA qualification is seen as a passport for a managerial role [7]. In securing job in highly competitive global marketplace, a master's degree sets an applicant apart from other job candidates.…”

Section: Introductionmentioning

confidence: 99%

Relevance of Curriculum, Instruction, and Facilities to Knowledge, Skills, and Abilities of Masters in Business Administration Program Graduates of Nueva Ecija University of Science and Technology in the Philippines

Thamar¹,

Shaene²,

Chester³

et al. 2020

IRAJMSS

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Graduate education plays a significant role in the development and the economy of the nation. Therefore, it is significant to evaluate the program it offers as they provide relevant contributions to their graduates’ knowledge, skills, and ability in the workplace. This study explored the relevance of curriculum, instruction, and facilities of the Master in Business Administration program (MBA) at the Nueva Ecija University of Science and Technology (NEUST) to the knowledge, skills, and abilities of the graduates. Guided by Active Learning Theory, the study utilized a qualitative research design to understand the meaning and actual experience of the participants in their natural work settings. The emerging themes and recurring patterns from the interview and field notes are presented, discussed, and supported by the actual data and existing studies. The analysis showed that the curriculum, instruction, and facilities are relevant to their acquired knowledge, skills, and abilities, which are significant to their workplace. Furthermore, the university’s approach of providing actual work environment experience coupled with instructors who are experts in the field provides the relevant learning experience for the graduates. The least relevant and the least rating was given to the facilities. For the graduate education to be relevant, it needs to cope with the constantly changing and developing environment. It needs continuous enhancement and it can be done through the evaluation and feedbacks of the graduates. Future researchers might consider a more comprehensive evaluation of the graduates’ experience both quantitatively and qualitatively for future study.

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“…Difficulties are continuing to arise with the proliferation of online MBA courses while lacking proper course management and a lack of attention to the special needs of online students (Bocchi, Eastman, & Swift, 2004;Mangan). More specifically, research on students' satisfaction with regard to MBA course delivery is limited, despite a recent increase in publications on the topic (Arbaugh, 2002, & Ramlall, 2016. Without a clear understanding of how online discussions enable effective learning and student satisfaction, MBA programs will not be able to fully provide a highest quality learning experience for online students, hence the value of this research.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, Universities are facing lower overall enrollment and even forcing some MBA programs to re-invent themselves (Ramlall & Ramlall, 2016). Enrollment in U.S. MBA programs is down 11 percent overall since 2009, according to a survey of 265 B-schools by AACSB International, an accrediting group (Leiber, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Developing and Teaching Online MBA Courses: Strategies for Enhancing Course Effectiveness

Ramlall¹,

Ramlall²

2018

MOS

Self Cite

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Reflecting similar global business patterns, employees are continuously pursuing means to set themselves apart from their colleagues, including through education. With the advances in technology, availability of online business programs, marketing of university degrees, and the convenience offered through online education, there has been an explosive growth recently in online education, particularly for business degrees, both at the undergraduate and MBA levels. Overall enrollment in U.S. MBA programs has actually decreased in the past five years but enrollment in the online degrees continues to increase.Given the growth and emphasis in online MBA programs, there has to be measures of quality assurances and ensuring student success through learning outcomes and ability of students to develop the requisite competencies necessary to excel in organizations. Furthermore, Universities have to be using the relevant technologies, students have to demonstrate behaviors that would enable them to succeed in online programs, and faculties have to adapt teaching strategies. So, what actually fosters success and student satisfaction about MBA programs? This paper examines how online class interactions and quality of instructor online feedback can lead to successfully completing an online MBA course and subsequently the MBA program.

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An Effective MBA: Perspectives of Students, Faculty, and Employers

Cited by 5 publications

References 16 publications

Leveraging experiential learning to incorporate social entrepreneurship in MBA programs: A case study

Leveraging experiential learning to incorporate social entrepreneurship in MBA programs: A case study

Relevance of Curriculum, Instruction, and Facilities to Knowledge, Skills, and Abilities of Masters in Business Administration Program Graduates of Nueva Ecija University of Science and Technology in the Philippines

Developing and Teaching Online MBA Courses: Strategies for Enhancing Course Effectiveness

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