There is no abstract available for this dissertation. / Department of Educational Leadership

The constant evolution of technology and the prevalent demands of the 21st century continue to put pressure on both the business and education sector. Business is ever looking for competent workers to meet these progressive demands, while the education sector continues to struggle to produce such competent workers to meet the heightened needs of the business sector. Universities and business schools have a greater role and responsibility in ensuring that these competent employees are produced. The use of virtual platforms like Second Life has gained significant popularity in the education sector. Therefore the objective of this study was to explore and examine some of the prevalent benefits associated with using Second life for teaching entrepreneurship. This study was also extended to cover the following areas: The benefits of Second Life for business and education sector; - The benefits of Second Life for teaching and learning environment. The study followed an exploratory research design in an attempt to answer the main research question and the respective sub-questions related to the study. Using a qualitative approach, student’s perceptions, opinions, assumptions, observations and experiences during their interaction with Second Life were identified and reflected in the study. The research discovered that the associated benefits of Second Life were coherent with the reviewed literature findings. The research study concluded that Second Life can be used as a support teaching methodology for entrepreneurship for third year MBA students at NMMU Business School. In addition, the research also highlighted some recommendations regarding the introduction and implementation of Second Life at NMMU Business School and future research opportunities.

This study compares the sustainable entrepreneurial objectives of business students in Sweden and Pakistan. The study investigates the effect of action planning, action knowledge, cultural values, educational systems, availability of resources, and business environment on entrepreneurship intention using action regulation theory. Beginning with a literature review on sustainable entrepreneurship and business student objectives, the investigation is then conducted. The section then compares the effects of action regulation theory and action planning on sustainable entrepreneurial objectives in industrialized and developing countries. Knowledge availability and acquisition influence the entrepreneurial inclinations of business pupils in these nations. The study also investigates how cultural values, educational systems, and organizational contexts influence action planning, action knowledge, action planning, and entrepreneurial sustainability aspirations in developed and developing countries. Determine how contextual factors influence the entrepreneurial aspirations of business students. Despite these disparities, both Swedish and Pakistani business students value sustainable entrepreneurship. Business students in Sweden have greater access to specialized resources, support networks, and government initiatives that promote sustainable entrepreneurship and action planning. Despite resource, infrastructure, and educational constraints, Pakistani business students comprehend sustainability and wish to incorporate it into their operations. According to the study, resources, and assistance influence sustainable entrepreneurship action planning, knowledge, and intentions. Students in Sweden enjoy the advantages of well- developed programs, specialized curriculum, mentoring, and networking. Students in Pakistan develop business proposals utilizing personal networks, self-directed studies, and online resources. Both countries' entrepreneurial proclivities are influenced by risk-taking and self- assurance. To become viable entrepreneurial endeavors, these aspirations require resources, action planning, and action competence. According to the research, support networks, government regulations, technology, education, money, and resources influence the entrepreneurial tendencies of business students in affluent and developing nations. It also emphasizes the need to address resource, educational, and support system gaps in both contexts to promote sustainable entrepreneurship, economic development, social well-being, and environmental stewardship. This study sheds light on the entrepreneurial aspirations of business students in developed and developing countries, as well as the contextual factors that influence them.

This study was an inquiry into the use of the library and attitudes toward librarians and libraries by 484 academic business majors. Data was collected by means of a questionnaire administered to a sample of all business majors at one university. Demographic and social status data, based on Hollingshead's categories, and responses to statements concerning library use, librarians, and libraries were analyzed by means of the Kolmorogov-Smirnov Test, the Median Test and Spearman correlation coefficients.

The purpose of this study was to examine the effects of managerial experience on the relationships between assertiveness, trait anxiety, and internality, and on each of these constructs individually. Hypotheses were as follows: a) managers would be more assertive, internal, and less trait anxious than business students; b) males would be more assertive than females when students, not managers; and c) assertiveness and internality would relate positively to each other and negatively to trait anxiety. Subjects consisted of 30 managers and 53 business students. The first and third hypotheses were confirmed, although the assertiveness differences were not significant. Reasons for the observed outcome are discussed as well as implications for these constructs' ability to predict management potential.

Abstract is available to download.

Character development in higher education is essential for enhancing ethical awareness and moral reasoning. However, inconsistent perspectives exist concerning the impact of ethics education on students' ethical awareness and moral reasoning. This phenomenological study examined the perceptions of senior-level undergraduate business students on their own ethical belief systems and changes in ethical awareness. Astin's student development theory on the environmental effects on learning formed the conceptual framework. The research questions explored how the 4-year undergraduate business school experience changed the students' ability to recognize and evaluate ethical concerns in relation to the ethical aspects of coursework. Thirteen undergraduate seniors pursuing a business degree from a Catholic college were purposively selected. In-depth interviews were used to obtain data about ethical self-awareness, recognition of ethical issues, understanding ethical concepts, and assessing core values. The study followed Moustakas' recommendation for phenomenological analysis, a modification of the Stevick-Colaizzi-Keen method. Emergent themes included the meaning of moral character development, the perception of the college business curriculum in relation to students' core values, and the approaches used to affect ethical situations. The findings suggest that the business curriculum increase the students' exposure to ethical situations and introduce decision tools that could be useful in ethical dilemmas. Recommendations involve considering a pretest and posttest design and Astin's entire inputs-environment-outcomes model as the theoretical framework. The implications for positive social change include the development of character education toward moral competencies and ethical decision-making skills of future business leaders.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 93-107). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 93-107). Also available on the Internet.

Douglas College Business Program students have graduated for the past twenty-two years. This study was undertaken to examine three specific aspects of the 'impact' that the Douglas College educational experience has had on these business graduates. Impact, as defined by Alfred (1982), is the sum total of outcomes, changes and benefits produced by a college. Through the use of Astin's model of the components of the process of higher education, specific outcomes related to employment, finances and further educational development were investigated. A survey was conducted of graduates from selected business programs from the years 1981 and 1986. Analyses were carried out to determine outcomes of having graduated from a Douglas College business program. It was found that the Douglas College business program graduates experienced positive outcomes related to employment, finances, and pursuit of further education. Graduates perceived that the benefits related to employment were more important than other benefits related to their educational experience.