Curriculum Design and Evaluation: Incorporating Student Perspectives on Majors and Careers

Homans, Richard E.; Sargent, William S.

doi:10.1111/j.1540-5915.1977.tb01098.x

Cited by 3 publications

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“…More specifically, traditional interest in the M.B.A. program has been concerned with such issues as the criteria for admission and academic success (Deckro and Woundenberg, 1977), curriculum design and evaluation (Homans and Sargent, 1977), models of college choice (Connolly and Vines, 1977), views of the ideal M.B.A. graduate programs for business, (Brooker and Shinoda, 1976), modelling of M.B.A. program choice (Oldham, 1976), and the evaluation of teaching approaches (Wolfe and Guth, 1975). However, as Berry & George (1975) and Berry & Allen (1977) have pointed out, one useful input to the design and promotion of an M.B.A. program is yet to be studied, namely, the segmentation of potential applicants on the basis of benefits sought from the M.B.A. program and the identification of individuals who seek more or less of a benefit.…”

Section: Introductionmentioning

confidence: 99%

Relationships between M.B. A. Program Attributes and Personal Characteristics of Students

Ahmed¹

1981

CJHE

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This paper investigates the relationship between the personal characteristics of newly enrolled M.B. A. students and the importance these students place on various M.B.A. pro- gram attributes. Survey data from 165 students entering three Canadian M.B.A. programs indicates that the program attributes which had the strongest relationship with the per- sonal characteristics of the students were the use of the case method of teaching and social life/recreation. The personal characteristics which showed the strongest relationship with the attribute importance were age and the mother tongue of the students.

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Section: Introductionmentioning

confidence: 99%

Relationships between M.B. A. Program Attributes and Personal Characteristics of Students

Ahmed¹

1981

CJHE

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Causal Modeling of Students' Attitude and Choice of Majors in Business Administration

Terpening¹,

Gaertner²,

Pitts³

1982

Journal of Marketing Education

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Emphasizing the student as consumer, this study investigates a causal model of student attitudes and choice of a major in business administration. The impact of academic, vocational, and social influence factors on both attitude and choice were studied. Separate causal models are examined for the four majors of marketing, management, finance, and accounting. Although there were many differences between majors, the academic factors appear to have the greatest effect on attitude and choice.Increasingly, education is being viewed as provision of a service rather than as a factory designed to turn out educated students (Bell 1974). If education is a service, the views of students as consumers must be considered in curriculum evaluation and design (Enis 1977; I-Iomans and Sargent 1977;Kerin et al. 1978). Current and projected declines in college enrollments, coupled with the increased career orientation of college students, have emphasized the need for faculty and administrators to become more aware of the means by which students evaluate and select academic areas of study. Educators can no longer ignore the need to evaluate the educational process from the student consumer point of view (Enis 1977).Recent research has suggested several possible factors that may be important in determining how students evaluate major areas of study in a school of business. Kerin, Harvey and Rothe (1978) found that personal interest in a subject area, job opportunities, and perceived relevance of the subject area were important in the selection of a major. Willenborg, Pitts and Lewison (1978) reported that such factors as course interest, long-term earnings potential, job image, and job orientation were related to a student's attitude toward a major. Gaertner, Terpening and Pitts (1980) expanded these concepts to include specific course offerings, perceptions of faculty, and specific career opportunities. These studies indicate that various aspects of the curriculum, faculty, and future career potential are related to the way a student evaluates major areas of study. However, the literature in psychology and vocational counseling also suggests that various personal factors also affect a student's attitude and choice. Two types of factors may be especially relevant. Vocational orientation would appear to be one such personal factor that may influence a student's evaluation of major areas of study. It is also widely accepted that the individual's social environment is a major influence on attitudes and behavior. Thus, such influences would be expected to affect the student's attitude toward, and subsequent choice of, a particular major.Social influences would be expected both from the home environment and from student peers in the university.Thus, three general types of factors can be postulated to affect the attitudes and choice of majors in the functional areas of a business school: vocational orientation factors (an orientation toward scientific, social, artistic or enterprising occupations); academic factors (such as the perceived ...

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Causal Modeling of Students' Attitude and Choice of Majors in Business Administration

Terpening

Gaertner

Pitts

1982

Journal of Marketing Education

View full text Add to dashboard Cite

show abstract

Curriculum Design and Evaluation: Incorporating Student Perspectives on Majors and Careers

Cited by 3 publications

References 0 publications

Relationships between M.B. A. Program Attributes and Personal Characteristics of Students

Relationships between M.B. A. Program Attributes and Personal Characteristics of Students

Causal Modeling of Students' Attitude and Choice of Majors in Business Administration

Causal Modeling of Students' Attitude and Choice of Majors in Business Administration

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