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A study of the students initially enrolled on the two-year secretarial curriculum at Ball State University for the years 1958, 1959, and 1960Rushton, Carolyn J. January 1966 (has links)
There is no abstract available for this thesis.
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A comparative study in curricula in business administrationSanders, Edwin Smith January 1936 (has links)
M.S.
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A Suggested Course of Study in the Principles and Problems of Business for the College Student Beginning His Study in Business EducationHinton, LeRoy Marshall 08 1900 (has links)
The purpose of this study is to determine the organization, content, and method of presentation for a course of study in the principles and problems of business for the college student beginning his study in business education.
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Evaluation of Oakdale Union High School commercial curriculumJohnson, Earl Kirby 01 January 1952 (has links)
The problem is : Does the business curriculum of Oakdale Joint Union High School meet the needs of the recent graduates who plan to enter business as a career?
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An Analysis of Commercial Courses Offered in District Eight by Thirty-One Texas Public High Schools, Members of the Southern Association of Colleges and Secondary SchoolsCraver, Harold F. 06 1900 (has links)
The purpose of the study is to show the similarity and dissimilarity of the business curricula in the thirty-one Texas public high schools of District Eight, members of the Southern Association of Colleges and Secondary Schools.
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A Study of Curricular Offerings in Business in the Colleges of Arkansas for the Period from 1936 to 1946Shores, P. T. 08 1900 (has links)
The problem which forms the basis of this study is one involving an investigation of the curricular offerings in the field of business in the liberal-arts colleges of Arkansas. The purpose of the investigation is to compare the growth of business offerings during the eleven years from 1936 to 1946.
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An analysis and assessment of the strategic architecture of a capita selecta of international business schoolsDe Jager, Leon 12 1900 (has links)
Thesis (MBA)--Stellenbosch University, 2011. / The demand for business schools has risen worldwide over the last decade as new and emerging
challenges confront the competitive business landscape. It is estimated that there are currently
over 700 registered business schools around the globe. Potential students, therefore, have a wider
choice between business schools especially since more business schools have internationalised
their curricula. Business school reputation, amongst others, is still regarded as the single most
important criterion of choice for students in their endeavours to obtain an international business
qualification.
This study analyses and assesses the strategic architecture of a capita selecta of international
business schools. It also summarises the significant similarities and differences between the
strategic architecture of the schools assessed. The research question can be stated as follows:
What can be learnt from the strategic architecture of a Capita Selecta of international business
schools?
A related question is:
What are the similarities and differences between the strategic architecture of these schools?
This study focuses on a qualitative methodological approach and is done from a functionalist
research paradigm. An encompassing literature review was undertaken during which different
accreditation vehicles and the importance of an organisation’s strategic architecture in ensuring its
competitive advantage and profitability are discussed and argued
The empirical investigation is aimed at analysing and assessing the strategic architecture of five (5)
international business schools. The case study is used as investigative instruments. The research
findings have shown that accreditation alone, although very important, is not the main differentiator
and source of competitive advantage. Schools employ various strategies to ensure their relevance
and competitiveness.
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Impact of the Social Engagement Project on the 2013 full-time MBA cohort of the University of Stellenbosch Business SchoolEngelbrecht, Johan 04 1900 (has links)
Thesis (MBA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The University of Stellenbosch Business School integrates environmental, social responsibility and
corporate governance teaching in all its MBA courses. In 2012, it also introduced a stand-alone
course, Business in Society, to improve students‟ knowledge of these topics and improve their
decision-making ability. To enhance the course further, a social engagement project was piloted
with the 2013 full-time cohort.
The aim of the research paper is to determine the impact that the Social Engagement Project had
on the participating students and to make recommendations for improving future engagements.
The research method employed was content analysis of the reflective essays that the students
wrote on assessing the course. Only essays for which permission was obtained from the students
were used in the research.
The success of the engagement in terms of experiential learning was firstly determined in relation
to the Kolb learning cycle and literature regarding specifically service-learning. The impact on the
students was then measured against Bloom‟s taxonomy, specifically focusing on the affective
domain. Lastly, the effect the theory of planned behaviour was used to determine the influence the
engagement had on the behavioural intentions of the students.
From the content analysis it was determined that as an experiential learning engagement the
project was a success In terms of Bloom‟s affective learning domain the learning dimension
achieved by most students was the organisation dimension. Considering the limited duration of the
course, this can be deemed a success. Two of the three independent determinants in the theory of
planned behaviour that could be analysed, namely perceived behavioural control and attitude
towards behaviour, were both positively influenced by the engagement. From a theoretical point of
view, the Social Engagement Project could therefore be deemed a success.
Areas for improvement that were however identified relate to students original motivations for
choosing their projects that were not met. The main reason for this was very high initial
expectations that were never congruent with the time available for projects. This factor can have a
negative effect on the future behavioural intentions of the students, and the writer therefore
proposes that the expectations of students be managed in order to obviate these shortcomings.
The analysis of student recommendations revealed three main themes requiring attention, i.e.
appropriate project identification, better time allocation, and improved support from faculty. Using
these themes and the information learnt from the content analysis, final recommendations were
made.
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Exploring MBA students’ perceptions and perspectives on international study module visits to BRIC countriesHuman, Cailin 04 1900 (has links)
Thesis (MBA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: In a world of increasing fiscal constraints, internationalisation strategies at higher education institutions should be evidence-based, impactful and measurable. Since the year 2011, the International Study Module has been a compulsory module in the MBA programme at the USB. However, the value added by this international component of the curriculum, has never before been measured.
The objective of this study was to explore whether this module enhanced the experience of MBA students at the USB and contributed to the relevant needs of practicing managers, locally as well as globally. This report explored the learning outcomes of MBA student participants on USB International Study Modules to Brazil, Russia, India and China (the BRIC countries) in the years 2012 and 2013. Two forms of data were collected and analysed, namely: optional module abroad student evaluation forms and compulsory student reflective essays.
The literature review provided a comprehensive benchmark concerning the best practices of business schools employing global modules in their MBA curricula. In addition, the data analysis process enabled the researcher to explore three key focus areas from the perspectives of the MBA students themselves, namely:
i) The knowledge and insights gained about doing business in BRIC countries;
ii) How students’ mental models, perspectives and worldviews have broadened and/or changed as a result of their experience abroad on the International Study Module; and
iii) MBA students’ perceptions of the personal and educational value added by the compulsory International Study Module.
The study confirmed the unique value proposition offered by the MBA International Study Module. Exploring the students’ reflections, it was clear that students had the expectation to have their global mind-sets developed, and they were open to new perspectives and worldviews. A key learning outcome was an appreciation for how different the worldviews of people in the target countries were from students’ own, which confirmed the increased levels of “world-mindedness” the International Study Module brings. The study showed how the international module enabled the USB to develop students’ mental models through a dynamic experiential learning process which disturbed current thinking and exposed students to diverse contexts.
The findings provided evidence that the module abroad lead to better cultural understanding and students learnt how to leverage diversity to find better solutions to problems and challenges. A key outcome discovered, was the realisation by some students about the advantage South Africans have over many other countries given our familiarity in dealing with diversity issues. This provides a valuable platform for practicing better cultural sensitivity at home. The research also found that the module abroad enhanced students’ ability to think globally and act locally. Furthermore, the experience abroad challenged the mind-sets of participants to see opportunities. It showed how the theory-practice gap was bridged, and how students’ reflective competencies were further enhanced. Also, it was clear how hands-on assignments in the form of fieldwork among locals greatly enhanced the experiential learning of students on a module abroad.
The study concluded with a perspective on the value proposition offered by the USB’s MBA International Study Module. The proposed recommendations relate to improving the value of the International Study Module through integration within a core MBA course. Improved assessment of student learning was recommended in order to ensure the continuous improvement of the module design. Finally, the importance of measuring primary objectives related to this module was highlighted, in order for the USB to partially fulfil its internationalisation strategy by offering a learning experience abroad as part of its MBA curriculum.
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An Evaluation of the Business Administration Curriculum at Panola County Junior CollegeConlee, Elaine 08 1900 (has links)
The primary purpose of this study is to evaluate the business administration curriculum at Panola County Junior College, located at Carthage, Texas, to see how well it fits the needs of both the students and the businessmen in Panola County and the surrounding territory from which the college draws its students.
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