Motivational profiling of logistics Master’s students in Great Britain

Abstract

Ponders the elemental role of professionally skilled logisticians on sustained corporate success in global supply chain networks and the obligation of human resources managers and academics to advance professional competence. Considers the perceived importance of enhanced knowledge and employment prospects in motivating logistics Master’s students in Great Britain. Investigates the appeal of Master’s qualifications to enrolled and latent logisticians at several British universities and reports a statistical discriminant analysis of previously unknown groupings of motivations for undertaking study. Contrasts the basic motivations of domestic students with the combined basic and academic motivations of non‐British Europeans and the concerns of non‐European students for reputation and teaching quality. Relates the discriminating power of the importance of study abroad and a practical course and the perceived influences of study in English, a relevant academic system, and teaching methods. Explores the implications of the findings for course planning and marketing, professional development and further research.

Enhancing the intercultural competence of postgraduate logisticians

“…Social concerns were not significant for this group, even when it was proportionately smaller. In contrast to earlier findings (Dinwoodie 2000(Dinwoodie , 2001, by 2004, the general consensus was that no single element of the teaching programme was considered 'important' in 'understanding the host culture'. Findings echo Klineberg and Hull's (1979) assertion that insufficient social interaction may detrimentally affect a student's international study experience and subsequently increase the risk of stress during the process of acculturation.…”

“…In many international transactions, the English language typically underpins discussions and documentation framed within a Western business culture and value-set (Robinson 2006). Logistics programmes at a UK institution offer international students opportunities to enhance their intercultural competence and prime themselves to manage international supply chains, through Masters-level study in a Western culture (Dinwoodie 2000(Dinwoodie , 2001. In a UK postgraduate classroom, participants may experiment in forming business relationships and learn international bargaining procedures in situations which mirror professional business processes.…”

“…An ability to converse and achieve objectives during assessed activities can be observed in students undertaking group working (Chamberlain andHope 2003, Hork 2004). In addition, students may be surveyed regarding their expectations and experiences in this setting (Dinwoodie 2000(Dinwoodie , 2001Cathcart et al 2006) generating ranked responses allowing some statistical manipulation. Set against the paucity of research into intercultural competence, attributable to results which are rarely quantifiable and trends towards more qualitative research in education, this paper offers timely findings for institutions engaged in preparing logisticians to manage intercultural work environments.…”

Pursuing maritime education: an empirical study of students’ profiles, motivations and expectations

“…[6]) might not hold true for maritime studies. In managerial level appointments long-term career plans and job promotion [17], the need to obtain management/business qualifications that stand as obstacles for experienced practitioners [18], social, intellectual and cultural appreciations, peer pressure, personal prestige, or simply seeking rewarding and satisfying feelings [19], might all be core inspirations for pursuing the specific degrees. Besides, maritime stakeholders might 'push' towards these degrees so as to raise educational requirements and enhance the prestige of the sector.…”

The relative emphasis on supply-chain/logistics topics by UK industry in hiring postgraduates and by UK universities in teaching and research

“…However, questions remain about evidence being only from one side (mostly employers) and about the granularity in the empirical evidence needed for universities to make practical changes. The latter is of utmost importance for logistics and supply chain management postgraduate programmes in general and for relevant UK postgraduate programmes in particular especially when specific areas for improvement have been proposed for the latter programmes in past studies (see work by Pyne et al, 2007;Dinwoodie, 2001 in relation to intercultural competence and motivational profiling respectively).…”