The problem of this study concerned the needs of business students and their perceptions of effectiveness with respect to their satisfaction at two universities. A related purpose was to measure, evaluate, and analyze students' needs and perceptions of the effectiveness of their universities with respect to their level of education.

This study was concerned with the investigation of the relationships that may exist between certain personality characteristics, as measured by the Guilford-Zimmerman Temperament Survey, and the choice of major of students enrolled in seven fields of study in a school of business administration. It also investigated differences in these relationships between two different levels of academic performance, as measured by grade-point average. The seven fields of business included in this study were Accounting, Business Education, Banking and Finance, Insurance, Management, Marketing, and Secretarial Administration.

The main aim of the study was to investigate the Career Orientation profiles of first year and second year MBA students at the University of Natal in order to establish what particular profiles were prevalent amongst students with the view of using those as the diagnostic schedule of those that are likely to succeed in their careers. The first aim of the study was to compile the profile of first and second year MBA students. The second aim of the study was to determine MBA students' career orientation profiles. A standardized Schein's Career Orientation Inventory Scale was used in the study in order to achieve the objectives of the second aim. The researcher constructed a biographic questionnaire in order to achieve the objectives of the first aim. The measuring instrument was administered to groups of first and second year students. One hundred questionnaires were analysed, seventy for the first years and thirty for second year students. The sample consisted of 42 first year male students and 28 first year female students, and 18 second year male and 12 second year female students. The findings according to the first aim of the study, i.e., the compiling of the profiles of the first and second year MBA students, revealed that there was no significant difference in terms of age, marital status, level of education, employment sector and salary range between the two groups of MBA students. The findings based on aim two, i.e., determining the career orientation profiles revealed that the most dominant career anchor for both groups of MBA students was the Pure Challenge followed by Autonomy / Independence. / Thesis (MBA)-University of Natal, Durban, 2001.

This investigation examines the perceptions of students enrolled in Small Business Institute (SBI) courses at six collegiate schools of business toward various aspects of the SBI experience. A questionnaire, adapted from an earlier study, was assessed for content validity by appropriate authorities in the areas of the SBI, entrepreneurship, and business communications. Two administrations of the questionnaire were given at an approximate three-month interval. The initial administration preceded all contacts between student consultants and clients. The second administration was given some three months later to essentially the same body of students following extensive contacts with clients. More than 75 per cent of the pre-test respondents also took the post test, thereby augmenting the validity of the Kolmogorov-Smirnov and Chi-square statistics employed in the study. Results of the study indicate the existence of significant inter-school differences among student perceptions toward the SBI experience, both prior and subsequent to the initiation of contacts with clients. On the other hand, there were no significant differences in pre- and post-administration response patterns within the schools.

No description available.

To study what stereotypes exist regarding psychologists by the general public and determine whether and how this affects hiring preferences, 114 undergraduate business and non-business students at a large southwestern university were asked to participate. The Gough Adjective Check List was administered to determine what stereotypes are held by persons regarding psychologists. A study of visual perception/stereotype and hiring preference as a function of attire was also conducted. Three dress styles were used as stimuli. It was hypothesized that the groups would differ in their stereotypes of psychologists both cognitively and visually. There were no significant differences between the groups as a function of college major. However, a main effect for dress style was found. Possible explanations of findings are discussed.

Made available in DSpace on 2016-03-15T19:26:28Z (GMT). No. of bitstreams: 1 Emanuel Jones X Freitasprot.pdf: 1202683 bytes, checksum: 0dfd375604d225c3868e4fc95cccfc2f (MD5) Previous issue date: 2015-01-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Studies in Business Administration, and more specifically those concerned to discuss the challenges of education in Business Administration, has sought in recent years to understand the methodologies adopted for the development of educational strategies that enable a more critical reflection to the administrator, especially in relation to sustainability. In this scenario, this thesis concerned to understand how teaching happens from the viewpoint of students in Business Administration. This course focus on sustainability approach as stated in its Political Pedagogical Project Course. This is a basic interpretive qualitative research (MERRIAM, 1998) that aims to understand the views of Business Administration students in respect of sustainability. The research takes the evidences that direct these views based on the principles of transformative learning theories Jack Mezirow (1981, 1991, 1994, 1995, 1996, 1998) with contributions from Cranton (1994, 1996), critical reflection and engagement (Springett, 2003, 2005) geared towards sustainability (STERLING, 2001, 2010). The survey results indicate the relationship to the theory when it points different areas of learning and reflexivity by the students. Moreover, it indicates that students recognize a classic approach of theoretical contents, leading to an understanding too centered on content rather practical experience since social action spaces are not made to the scope of transformative learning by the University. Students who declare formal or informal experiences, previous or parallel to the experience in the classroom are excluded from this survey. The survey results point to the existence of an ideological struggle to address the issue of sustainability, which in the context of post-modernity, it becomes even more challenging, complex and contradictory. This work outlines Educational Development Strategies contributions consistent with the development of critical reflection on the part of the Administration students, also highlighting the importance of consistency between what is made in the classroom and what presents the Political-pedagogical Project of the Course in Business Administration. / Os estudos em Administração, e mais especificamente aqueles preocupados em discutir os desafios da formação nesta área, tem buscado nos últimos anos colocar em debate propostas e estratégias educacionais que viabilizem uma formação mais crítica do administrador, sobretudo, em relação à sustentabilidade. Neste cenário, a presente dissertação preocupou-se em compreender a forma como os alunos do curso de Administração, matriculados em uma Instituição de Ensino Superior que declara em seu Projeto Político Pedagógico de Curso, enfoque na abordagem da sustentabilidade, se apropriam do debate socioambiental. Trata-se de uma pesquisa qualitativa interpretativa básica (MERRIAM, 1998) que tem como finalidade observar e analisar se há e como se evidenciam no relato dos discentes, elementos de reflexão crítica e aprendizagem transformadora tendo em vista o propósito de educá-los para trabalharem no contexto da sustentabilidade. Para tanto, parte-se dos princípios estabelecidos nas teorias de aprendizagem transformadora de Jack Mezirow (1981, 1991, 1994, 1995, 1996, 1998), com contribuições de Cranton (1994, 1996) e Sterling (2001, 2010), bem como das dimensões de reflexão, crítica e engajamento no ensino de sustentabilidade defendidas por Springett (2003, 2005). Os resultados da pesquisa, à luz destas teorias, apontam diferentes domínios de aprendizagem e reflexividade pelos alunos. Identifica-se, sobretudo, um domínio conceitual dos alunos sobre sustentabilidade, gerando uma reflexão por demais centralizada no conteúdo, uma vez que não são constituídos espaços de ação social para o alcance da aprendizagem transformadora pela IES, tal qual defende a literatura na área. Exclui-se deste cenário, no entanto, os alunos que declaram experiências formais ou informais, anteriores ou em paralelo à vivência em sala de aula, o que indica que o espaço da sala de aula que foi objeto deste estudo, tem sido insuficiente para provocar uma reflexão no nível dos processos e dos pressupostos. Os resultados da pesquisa apontam para a existência de uma luta ideológica entre o paradigma social dominante e as necessidades do desenvolvimento sustentável, traçada para a abordagem do tema sustentabilidade, que no contexto da pós-modernidade, se torna ainda mais desafiante, complexo e contraditório. O presente trabalho esboça contribuições para desenvolvimento de estratégias educacionais que impulsionam o desenvolvimento da reflexão crítica por parte dos alunos de Administração, evidenciando igualmente a importância da coerência entre o que é feito em sala de aula e o que apresenta o Projeto Político-pedagógico dos Cursos de graduação em Administração.

The multitude of existing research conducted within the field of study abroad programs generally reinforces the popular understanding that the practice not only broadens the mind, provides valuable experiences and enhances stagnating perspectives, but also contributes to a skillset that is becoming increasingly necessary for success in the globally focused world of today. Despite the evidence supporting their effectiveness, relatively few undergraduate students in the United States choose to participate in some form of study abroad program. The following analysis will examine the potential reasoning of why this is so. Through the administration of questionnaires and interviews along with a comprehensive review of existing research, the following pages examine the attitudes and inhibitions of undergraduate university students as they relate to studying abroad and to what extent these perceptions fall in line with the escalating importance of multicultural competence. Used as an exemplifying case of American undergraduate students, Michigan State University’s Eli Broad College of Business furnished the sample of participants used in this study. Largely supported through the data obtained from the conducted interviews, undergraduate students are seen to place a high value on the personal and cultural benefits acquired through study abroad participation while relegating academic focus to a somewhat tangential position. Factors such as a student’s previous international travel experience and awareness of available programs are seen to influence these perceptions to some degree. Despite the significant value placed on such programs, a large percentage of students express concern over a variety of barriers prohibiting them from pursuing enrollment. The financial commitments associated with the participation in a study abroad program were almost unanimously considered to be a serious burden on individuals. These concerns were supplemented and at times exacerbated by other factors such as a student’s availability of time, willingness to suspend important personal relationships and needed class credit. Covered in detail below, these findings are seen to support and corroborate much of the existing research that has been previously conducted within this field while providing additional insight by way of student testimony.

Made available in DSpace on 2014-12-17T13:53:29Z (GMT). No. of bitstreams: 1 SandraMSF_DISSERT.pdf: 351165 bytes, checksum: 059a5dcce66f4873813d7cbe4611649c (MD5) Previous issue date: 2010-08-31 / The current study presents the characteristics of self-efficacy of students of Administration course, who work and do not work. The study was conducted through a field research, descriptive, addressed quantitatively using statistical procedures. Was studied a population composed of 394 students distributed in three Higher Education Institutions, in the metropolitan region of Bel?m, in the State of Par?. The sampling was not probabilistic by accessibility, with a sample of 254 subjects. The instrument for data collection was a questionnaire composed of a set of questions divided into three sections: the first related to sociodemographic data, the second section was built to identify the work situation of the respondent and the third section was built with issues related to General Perceived Self-Efficacy Scale proposed by Schwarzer and Jerusalem (1999). Sociodemographic data were processed using methods of descriptive statistics. This procedure allowed characterizing the subjects of the sample. To identify the work situation, the analysis of frequency and percentage was used, which allowed to classify in percentage, the respondents who worked and those that did not work, and the data related to the scale of self-efficacy were processed quantitatively by the method of multivariate statistics using the software of program Statistical Package for Social Sciences for Windows - SPSS, version 17 from the process of Exploratory Factor Analysis. This procedure allowed characterizing the students who worked and the students who did not worked. The results were discussed based on Social Cognitive Theory from the construct of self-efficacy of Albert Bandura (1977). The study results showed a young sample, composed the majority of single women with work experience, and indicated that the characteristics of self-efficacy of students who work and students who do not work are different. The self-efficacy beliefs of students who do not work are based on psychological expectations, whereas the students who work demonstrated that their efficacy beliefs are sustained by previous experiences. A student who does not work proved to be reliant in their abilities to achieve a successful performance in their activities, believing it to be easy to achieve your goals and to face difficult situations at work, simply by invest a necessary effort and trust in their abilities. One who has experience working proved to be reliant in their abilities to conduct courses of action, although know that it is not easy to achieve your goals, and in unexpected situations showed its ability to solve difficult problems / O presente estudo apresenta as caracter?sticas de autoefic?cia de alunos do curso de Administra??o que trabalham e que n?o trabalham. O estudo foi realizado atrav?s de uma pesquisa de campo, descritiva, abordada quantitativamente com utiliza??o de procedimentos estat?sticos. Foi estudada uma popula??o composta por 394 alunos distribu?dos em tr?s Institui??es de Ensino Superior na regi?o metropolitana de Bel?m no Estado do Par?. A amostragem foi n?o-probabil?stica por acessibilidade com uma amostra de 254 sujeitos. O instrumento de coleta de dados foi um question?rio composto por um conjunto de quest?es divididas em tr?s se??es: a primeira, relacionada aos dados s?ciodemogr?ficos, a segunda identifica a situa??o de trabalho do respondente e a terceira se??o foi elaborada com quest?es relacionadas ? Escala de Autoefic?cia Geral Percebida, proposta por Schwarzer e Jerusal?m (1999). Os dados sociodemogr?ficos foram tratados com a utiliza??o de m?todos de estat?stica descritiva. Este procedimento permitiu caracterizar os sujeitos da amostra. Para identificar a situa??o de trabalho utilizou-se a an?lise de frequ?ncia e porcentagem o que permitiu classificar em percentual os respondentes que trabalhavam e os que n?o trabalhavam; os dados relacionados ? escala de autoefic?cia foram tratados quantitativamente pelo m?todo de estat?stica multivariada a partir da utiliza??o do software de programa estat?stico Statistical Package for the Social Sciences for Windows SPSS, vers?o 17 a partir do processo da An?lise Fatorial Explorat?ria. Este procedimento permitiu caracterizar os alunos que trabalhavam e os alunos que n?o trabalhavam. Os resultados foram discutidos ? luz da Teoria Social Cognitiva a partir do constructo de autoefic?cia de Albert Bandura (1977). Os resultados do estudo apontaram uma amostra jovem, composta por maioria de mulheres solteiras com experi?ncia de trabalho e indicaram que as caracter?sticas de autoefic?cia de alunos que trabalham e alunos que n?o trabalham s?o distintas. As cren?as de autoefic?cia dos alunos que n?o trabalham est?o baseadas em expectativas psicol?gicas enquanto que os alunos que trabalham demonstraram que suas cren?as de efic?cia est?o sustentadas em experi?ncias anteriores. O aluno que n?o trabalha demonstrou-se bastante confiante em suas capacidades para alcan?ar desempenhos de sucesso em suas atividades, acreditando ser f?cil alcan?ar seus objetivos e enfrentar situa??es dif?ceis no trabalho, bastando investir esfor?o necess?rio e confiar nas suas habilidades. Aquele que tem experi?ncia de trabalho mostrou-se confiante em suas capacidades para realizar cursos de a??o, embora saiba que n?o ? f?cil alcan?ar seus objetivos e em situa??es inesperadas demonstrou ter desenvoltura para resolver os problemas dif?ceis

No description available.