Title: Who are they: a study about Communication of brand personality by business schools inan online environmentCourse: 4FE02E, Master Programme Degree Thesis, 15 ECTSAuthors: Arber TahiriSamira YoukhannaTutor: Dr. Rana MostaghelExaminer: Dr. Sarah PhilipsonIntroduction: MBA programs have increased from having 3200 awarded degrees during the50‟s to 1695 business schools offering different types of MBA. Researchers claim that thegrowth of MBA programs may have changed human perception of the offered program, thatMBAs have gone from being a first class ticket to a successful career to a more accommodatedservice. Brand and brand personality is another discussed aspect. Researchers suggest thatorganizations should implement more strategic communication based on brand personality, ontheir websites to attract a large audience and clearly communicate what and who they are as anorganization.Purpose: The purpose of this study is to examine the brand personality communication ofEuropean business schools MBA Programs in an online environment.Methodology: The study includes a comparative study were a correspondence analysis wasconducted. Aakers (1997) model of brand personality dimension was used as an inspirationaltool and randomly selected two samples; Cluster one, consisting of five Top European businessschools according to Financial Times, and Cluster two, five general European schools.Conclusion: According to findings, there are some areas such as the usage of Aaker‟s brandpersonality dimensions and their synonyms that are different between top ranked Europeanbusiness schools and other business schools in Europe. Also, top European business schoolsappear not to be closely associated to Aaker‟s brand personality traits whilst other Europeanschools are closely knitted and communicated clear brand personality dimensions.

Doctor of Philosophy (PhD) / This thesis explores the impact of institutional changes in the Australian Higher Education Sector (AHES) on academics in entrepreneurial graduate schools of business. It addresses questions about the causes, nature and effects of change, and ultimately, the impact on the values and lives of 21 academics at two points in time, 2002-3 and 2008. In addition to reviewing literature, qualitative methods of document analysis and interviews provide the data for the research. The framework for the analysis of data is based on Laughlin’s (1991) ‘skeletal’ theory of organisation change which adapts concepts from Habermas’ (1984; 87) theory of societal change. The impacts of change are viewed from the perspective of organisation participants, the academics. For the majority of these academics, the findings of the research indicate that, in the face of loss of ownership and the imposition of modernisation practices, they maintained their belief in academic values but withdrew from active engagement with their school and institution. The thesis is presented in six chapters and six papers. With the exception of Chapter One, which introduces the thesis and its contributions, and Chapter Six, which summarises and concludes the work, the four chapters in between provide background detail on the literature; the theoretical approach; the research design and method; and the findings. The six papers complement the chapters by presenting the outcomes of the research at various stages. They are ordered in such a way as to offer general overviews of the Australian Higher Education Sector (Paper One) and business schools (Paper Two) before providing more specific focus on the impacts of modernisation practices (Paper Three); effects of change on academic identity (Paper Four); and the role of disciplinarity on academic values and identity (Paper Five). Research results from the first period of research, 2002-3, are reported in Papers Three, Four and Five. Paper Six is the final paper. It provides a comparison of results for both periods with an analysis of change and its impacts using Laughlin’s (1991) framework for organisation change. Chapter Six concludes the thesis with suggested implications for policy and further research. In relation to policy, it is suggested that current government intentions to shift higher education institutions from economic to social institutions will be dependent on the ability of institutions to unravel ten years of modernisation practices aimed at controlling rather than supporting academic endeavour. Arising from this is a challenge to business schools to develop value propositions that better reflect their role as part of a social institution and not an institutional ‘cash cow’. Further research is suggested in two areas: first, in understanding the lifeworld perspectives of academic executives and heads of school about their role in absorbing or facilitating change; and second, in understanding how business schools are able to develop and implement appropriate value propositions. Overall this thesis is a response to Henkel’s (2005, p. 166) call for further empirical research into academics’ lives “to test the strength of values and identity in different institutional settings”. It does this by addressing several gaps in the literature on higher education, specifically Australian higher education. The production of a qualitative and longitudinal study within a theoretical framework contributes to overcoming the paucity of research employing these methods or applying theoretical interpretations of data within higher education. Additionally, the thesis makes a contribution to the under-researched areas of academic values and value change generally, and Australian business schools, specifically by focusing on the values of Australian business school academics in times of change.

Doctor of Philosophy (PhD) / This thesis explores the impact of institutional changes in the Australian Higher Education Sector (AHES) on academics in entrepreneurial graduate schools of business. It addresses questions about the causes, nature and effects of change, and ultimately, the impact on the values and lives of 21 academics at two points in time, 2002-3 and 2008. In addition to reviewing literature, qualitative methods of document analysis and interviews provide the data for the research. The framework for the analysis of data is based on Laughlin’s (1991) ‘skeletal’ theory of organisation change which adapts concepts from Habermas’ (1984; 87) theory of societal change. The impacts of change are viewed from the perspective of organisation participants, the academics. For the majority of these academics, the findings of the research indicate that, in the face of loss of ownership and the imposition of modernisation practices, they maintained their belief in academic values but withdrew from active engagement with their school and institution. The thesis is presented in six chapters and six papers. With the exception of Chapter One, which introduces the thesis and its contributions, and Chapter Six, which summarises and concludes the work, the four chapters in between provide background detail on the literature; the theoretical approach; the research design and method; and the findings. The six papers complement the chapters by presenting the outcomes of the research at various stages. They are ordered in such a way as to offer general overviews of the Australian Higher Education Sector (Paper One) and business schools (Paper Two) before providing more specific focus on the impacts of modernisation practices (Paper Three); effects of change on academic identity (Paper Four); and the role of disciplinarity on academic values and identity (Paper Five). Research results from the first period of research, 2002-3, are reported in Papers Three, Four and Five. Paper Six is the final paper. It provides a comparison of results for both periods with an analysis of change and its impacts using Laughlin’s (1991) framework for organisation change. Chapter Six concludes the thesis with suggested implications for policy and further research. In relation to policy, it is suggested that current government intentions to shift higher education institutions from economic to social institutions will be dependent on the ability of institutions to unravel ten years of modernisation practices aimed at controlling rather than supporting academic endeavour. Arising from this is a challenge to business schools to develop value propositions that better reflect their role as part of a social institution and not an institutional ‘cash cow’. Further research is suggested in two areas: first, in understanding the lifeworld perspectives of academic executives and heads of school about their role in absorbing or facilitating change; and second, in understanding how business schools are able to develop and implement appropriate value propositions. Overall this thesis is a response to Henkel’s (2005, p. 166) call for further empirical research into academics’ lives “to test the strength of values and identity in different institutional settings”. It does this by addressing several gaps in the literature on higher education, specifically Australian higher education. The production of a qualitative and longitudinal study within a theoretical framework contributes to overcoming the paucity of research employing these methods or applying theoretical interpretations of data within higher education. Additionally, the thesis makes a contribution to the under-researched areas of academic values and value change generally, and Australian business schools, specifically by focusing on the values of Australian business school academics in times of change.

Diss. Uppsala : Univ., 2004.

Thesis (Ph. D.)--University of Sydney, 2009. / Title from title screen (viewed 18th September, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Economics and Business, University of Sydney. Degree awarded 2009. Includes bibliographical references. Also available in print form.

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Thesis (MBA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: Business schools, businesses and prospective students will benefit from an indication of prospective MBA students’ likelihood of success in their studies. This study examines the relationship between GMAT and SHL selection tests and performance of students at the University of Stellenbosch Business School. The aim is to establish the feasibility of using models derived from the selection tests in order to identify students who are unlikely to succeed. It was found that variables analyzed in GMAT and SHL numeric and verbal tests as well as the SHL OPQ 32-test correlate significantly with weighted average marks on the MBA programme. Significant correlations were also found between GMAT and SHL numeric and verbal tests and the marks obtained in subjects with high failure rates. Different variables correlate significantly with weighted average marks depending on the mode of study. Said correlations were however found to be too weak to build a model to predict, with accuracy, the performance of a student based solely on the results of selection tests. Adding the subject Computer Literacy strengthens the models to the extent that discriminant analysis can identify many of the students whom would be expected to fail. Prediction efficiency of discriminant models is however not high enough to allow its sole use as basis for exclusion of prospective students. Linear models could not predict any of the students who failed to achieve a weighted average mark of 50% or above. Linear regression models could however explain 27.8% to 52.6% of variability in weighted averaged depending on the method of study and selection test taken. Linear regression and discriminant models can thus be used as part of a judgement based selection process or as a basis for the provision of guidance to individuals, it is however not suitable for use as sole measure in admissions decisions. / AFRIKAANSE OPSOMMING: Besigheidskole, besighede en voornemende studente sal baat vind indien hul ‘n indikasie kan kry van die waarskynlikheid van ‘n voornemende student se sukses. Die studie ondersoek die verhouding tussen GMAT en SHL toetse en prestasie van studente aan die Universiteit van Stellenbosch Bestuurskool. Die doel was om vas te stel of dit wesenlik is om modelle, wat van die toelatingstoetse afgelei is, te gebruik om studente wat waarskynlik nie sal slaag nie, te identifiseer. Daar is gevind dat veranderlikes in die GMAT en SHL numeriese en verbale toelatingstoetse sowel as die SHL OPQ32 toets wesenlik korreleer met die geweegde gemiddelde punt vir die MBA program. Wesenlike korrelasies is ook tussen GMAT en SHL numeriese en verbale toelatingstoetse en die punte behaal in vakke met hoeë druipsyfers gevind. Verskillende veranderlikes korreleer op ‘n wesenlike vlak met geweegde gemiddelde punte afhangende van die metode van onderrig. Bogenoemde korrelasies is egter nie sterk genoeg om ‘n model te bou, suiwer gebaseer op toelatingstoetse, wat met akkuraatheid die prestasie van ‘n student kan voorspel nie. Deur die vak Rekenaargeletterdheid by te voeg kan die model sodanig versterk word dat diskriminante analise baie van die studente wat sou druip, kon identifiseer. Die voorspellings effektiwiteit is egter nie hoog genoeg om diskriminante modelle as enigste basis vir die weiering van studente te gebruik nie. Lineêre regressie modelle kon nie enige van die studente wat gedruip het identifiseer nie. 27.8% tot 52.6% van ‘n variansie in geweegde gemiddelde punt kan egter deur lineêre regressie modelle voorspel word, afhangende van die metode van onderrig en toelatingstoets wat geskryf is. Lineêre en diskriminante modelle kan gebruik word as deel van ‘n oordeel gebaseerde keuringsproses of as basis vir die voorsiening van raad aan individue. Dit is egter nie geskik vir gebruik as enigste keuringsmaatstaf nie.

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.

Thesis (MBA)--Stellenbosch University, 1999. / ENGLISH ABSTRACT: Few lecturers – my mentor is an excellent example of those few – treasure the joy and satisfaction of their students. In order to maximize the joy associated with elective subjects (this should be one of the highlights of the MBA course), a procedure was developed that will schedule electives in such a way that the maximum number of students will be satisfied completely. This procedure harnesses the power of the modern computer and solves the problem with brute force. The computing part of the process takes less than 10 minutes. A very high level of student satisfaction (the highest level possible) is guaranteed with the correct use of this procedure. / AFRIKAANSE OPSOMMING: Weinig dosente – my mentor is ‘n uitstekende voorbeeld van daardie enkeles – stel die vreugde en bevrediging van hul studente eerste. Ten einde die vreugde uit keusevakke te maksimeer (dit behoort een van die hoogtepunte van die MBA kursus te wees), is ‘n prosedure ontwikkel wat keusevakke so skeduleer dat die maksimum aantal studente daardeur bevredig word. Hierdie prosedure span die krag van die moderne rekenaar in deur die probleem met brute krag op te los (akademiese kragtoerjie??). Die verwerking van die probleem deur die rekenaar duur minder as 10 minute. ‘n Hoë vlak van studentebevrediging (die hoogste vlak haalbaar) word gewaarborg deur die korrekte gebruik van hierdie prosedure.

Globalisation has changed the higher education landscape dramatically in the past 20 years, especially for business schools. Accordingly, universities have had to adopt different internationalisation strategies in order to cope with this shifting context of globalisation and its many ramifications. In this thesis, a phenomenological approach has been adopted to examine how one French business school, ESC Clermont, has implemented internationalisation. Through this methodological approach the nature and processes of internationalisation have been examined using the lived experiences of participants at the school. The research shows how institutional engagement, strategic management, happenstance and a specific organisational structure shaped the internationalisation processes. An internal culture of openness and a commitment to language learning also contributed to furthering the internationalisation agenda. The findings show how the interaction between structure and agent were crucial in the school’s internationalisation process. This research also demonstrated that individual initiatives only happen within a favourable context which is created essentially by the culture and driven by the leadership. This study has also demonstrated the need for integrative strategic management of the organisational processes and the faculty. An important finding of this research is that internationalisation is a complex process that requires constant interaction between the people in the institution and the changing environment. The thesis presents a framework to assist in understanding the dynamics between the various dimensions of strategy, operations and faculty management in the internationalisation process. These dynamics are complex and require sensitive, on-going strategic management and open policies to ensure that the faculty members buy into the internationalisation activities. Finally, this study has enabled the researcher to reflect on his own role in the internationalisation process.