In this thesis, the positioning accuracy of the techniques in Taiwan¡¦s environment can be estimated by using the existing positioning algorithms. The satellite interferer location techniques for geostationary satellites can produce an error ellipse by measuring time difference of arrival (TDOA) and frequency difference of arrival (FDOA) between two signals which pass through the different uplink and downlink path of two satellites. In order to reduce the positioning error of the TDOA/FDOA technique, we proposed a method that using a helicopter to achieve the multibeam antenna (MBA) positioning. Using angle measurement, the positioning is carried out by fitting the measured power ratio of the interference signals received by the multibeam antenna to the gain ratio of the beams as a function of the incoming angle. This hybrid positioning technique was shown to reduce the positioning error and search area of the error ellipse.

Aim: The aim of this study is to investigate the factors that motivate people to work for social enterprises and how social enterprise can attract qualified employees.Method: Both qualitative and quantitative approaches were used. The qualitative data were collected by interviews with 7 participants from 4 social enterprises in Gävleborg of Sweden. We gathered the quantitative data via questionnaires which were collected from 38 MBA students in University of Gävle.Result and Conclusions: By comparison between the expectation of MBA students and reality of the social enterprises, we found promotion opportunities and work environment are the factors which restrict social enterprises to attract employees and motivate people.Suggestion for further studies: Based on the exiting researches and our experiences, most studies focus on the financial problems and entrepreneur problems of the social enterprises. We suggest that further research could investigate the other aspects of social enterprises such as management problems or network of social enterprise.Contribution of the thesis: In this study, the most important factor to motivate students work for social enterprises are pointed out as work environment and we also give suggestions to social enterprises to improve their attractiveness, such as improving the promotion chance for employees.

Internationalisation of Higher Education has emerged as a response from institutions to increasing challenges posed by Globalisation and fast advances in Information and Communication Technologies - ICTs. MBA students, particularly those in the BRICS countries (Brazil, Russia, India, China and South Africa), are now presented with a growing offer of Programmes with some level of Internationalisation. This research investigates and assesses the extent to which different levels of Internationalisation in Higher Education MBA Programmes influence Brazilian students’ and HR Professionals’ Perceived Value of such programmes and institutions and thus, their Level of Trustworthiness towards said programmes and institutions. To investigate the relationship between the Level of Internationalisation and Perceived Value, a Trustworthiness Index was developed for the Higher Education sector. Developed from a tested Trustworthiness Index originally designed by Ennew and Sekhon (2007) for the Financial Sector, this study used an adapted Delphi technique to reach consensus between 3 Higher Education Senior Executives and 3 Marketing Scholars. The new Questionnaire had 363 responses from MBA students who were presented with different levels of Programme and Institution Internationalisation divided into 4 Bundles - from no (zero) Internationalisation to 100% Internationalisation. The findings indicate that the proposed Index is a reliable and valid instrument to measure MBA Students’ Level of Trustworthiness towards MBA Programmes and Institutions, with an excellent Cronbach’s Alpha coefficient for reliability (above .9). The variables were then grouped into four Factors using Exploratory Factor Analysis. Thus, the underlying dimensions of Trustworthiness in Higher Education that emerged are Student Support and Quality; Values and Respect; Excellence and Academic Rigour; Diversity and Long-Term Commitment. A Trustworthiness Equation for Higher Education was developed using Structural Equation Modelling and applied to the four different Bundles. Each Bundle’s Level of Trustworthiness was then compared and the results, using ANOVA, show a positive relation between the Level of Internationalisation and the Level of Programme and Institution Trustworthiness. The findings of the quantitative stage with the MBA students were then discussed in semi-structured interviews with 13 Human Resources Professionals. MBA students and HR Professionals agree that Internationalisation in Higher Education increases the perceived value of both programmes and institutions. In the students’ opinion the best model would be a Programme with 100% Internationalisation, while HR Professionals believe the local experience equally matters, and therefore, the best choice would be a programme that offered an Intermediate Level of Internationalisation. This thesis also explores the valuable input that this research provides to Higher Education managers in what concerns students’ perceived value of several course components such as curriculum and syllabus design, instructional materials and resources, face-to-face and distance learning modes, teacher and staff qualification and preparation, amongst others.

Published Article / The Council on Higher Education (CHE) (2004) states that graduation rates across all provider types of MBA qualifications in South Africa are not very high. Various studies have reported that, in order to address poor throughput rates, one of the important aspects that needs to be addressed, is the criteria used to select students. The purpose of this study was to identify valid predictors and measures of the academic performance of MBA students. Multiple regression analysis was used to determine the significance of different competencies and aptitudes in predicting academic success. The sample consisted of 135 MBA students from a South African School of Management. The results show that certain aptitudes and competencies, namely numerical aptitude, personal motivation, verbal aptitude, and resilience, contributed statistically significant to academic success.

The author's ethnographic study of a professional development program for managers and aspiring managers taught at a distance intends to make a substantial contribution to both the theory and practice of continuing education for professionals. The study focused on a group of Deakin University Master of Business Administration (MBA) participants and their experiences of the final two years of the program. Theorising on the professional development experience was based on data gathered from the direct observation of participants working in their study groups and at residential schools. Moreover, data drawn from end-of-year interviews with participants and discussions with MBA teachers also contributed to the theorising process. Theorising spanned a broad set of interactions encompassing participants' formal educational, professional and personal worlds. The thesis is devoted to two aspects of the professional development experience, namely: participants' interactions in their study groups and at residential schools; and participants' attempts to grow and develop as competent professional practitioners during their MBA studies. Interactions with key learning contexts orchestrated by the teaching institution (i.e. study groups and residential schools) are grounded in an analysis of the changing group cultures observed to accommodate the different educational demands of the program. Group interaction on a broader scale is also analysed in the context of the residential schools. The residential school provided a powerful forum for the development of participant activism over the future development of the MBA program. The analysis of the study groups in action led the author to identify the key characteristics of effective educational work groups. The implications of the success of these essentially egalitarian and leaderless groups for the formation of self-managed groups in the workplace is examined. On the matter of professional development, the author reveals the relationships between the nature of participants' jobs, their search for professional integration, their stage of professional empowerment, the strategies they pursued either to empower themselves or others in their organisations and the barriers which were encountered in the pursuit of empowerment. Dramatic examples of professional disempowerment are analysed indicating that interaction between formal off-the-job learning and professional practice in the workplace is not necessarily a smooth and positive experience. The group of participants studied are seen to be heterogeneous in relation to the above factors characterising professional development The implications of the theorising are considered in relation to professional pedagogies, assessment strategies and distance education. Distance education is seen to socially construct the roles of both teachers and students in the educational process. Specifically, teachers are seen to be somewhat marginalised during the program in use whereas the participants are located at the centre of the educational experience. The primacy of participants in the educational process is highlighted through the growing reliance on self-and peer-group assessment skills as participants progressed through the program. It is argued that the teaching institution should encourage and maintain the development of these skills as they represent a major learning outcome of the professional development experience, i.e. the ability to engage in the process of critical self-reflection and informed action.

臺灣的MBA教育所收取的學生，並不若國外MBA教育強制要求一定的工作經驗才能就讀；又景氣不佳下，臺灣每年有為數不少欠缺工作經驗的MBA踏入社會，在第一份工作上力求表現。而MBA初入職場所需知識與能力往往與MBA教育所教授學生的知能有所出入，導致企業主多有反映MBA人才在知能的具備上不若預期。本研究探討初入職場的MBA執行守分工作時，所需的知能為何？又這些知能與MBA教育所著重教授的知能有何不同？且這些MBA初入職場所需知能的來源，與非MBA教育的人是否有所差別?

Dans la littérature récente en management, l’enseignement de la gestion est décrit comme une activité commerciale qui s’exerce sur un marché dont le produit phare est le MBA. En cherchant à promouvoir leurs MBA respectifs dans cet univers concurrentiel, les écoles de commerce sont ainsi amenées à renouveler ce cursus en permanence. De ce fait, l'industrie de l’enseignement de la gestion est devenue un important terrain de recherche en management.Le MBA bénéficie désormais d’une reconnaissance quasi mondiale et il a connu une croissance remarquable au cours des dernières décennies. Il est par ailleurs abondamment critiqué, notamment au regard de la teneur et l'organisation des enseignements qui y sont dispensés. Cette étude porte sur les relations et les influences croisées des parties prenantes dans le développement du cursus du MBA, en particulier en ce qui concerne l'introduction de modules liés au leadership. Cette étude qualitative longitudinale, menée sur un échantillon de MBA en France, permet de préciser les rôles stratégiques et les influences respectives des principales parties prenantes que sont les régulateurs, les fournisseurs et les « clients » dans le processus d'élaboration d’un programme MBA. La constante amélioration de ce diplôme répond en effet aux recommandations des régulateurs et à la perception des organisateurs, mais rarement aux souhaits de demandeurs. Nous proposons un modèle de croissance en spirale des parties prenantes dans l’organisation du MBA, qui met en évidence une dynamique permettant à la fois à l’industrie et à ses acteurs d’accroitre leur efficacité. / In recent literature, Management Education is frequently described as a business industry, with the MBA program as its flagship product. Whilst attempting to position their programs in an increasingly competitive market, business schools continuously develop and renew the MBA. As a result, Management Education has become a new area of management study. The MBA has enjoyed a remarkable growth in recent decades, to the point that is has become a globally recognised degree. However, it has also received considerable criticism, especially regarding its curriculum content and organization. Using a qualitative interview-based research on French MBA programs and curricula development, this study focuses on the interaction of stakeholders in the MBA curriculum development, notably in light of the introduction of leadership-related modules. Its main findings evidence the strategic role and influence of the main stakeholders, i.e. regulators, suppliers and “clients”, in the MBA curriculum development process. The continuing improvement of the MBA curriculum reflects the recommendations of the regulators as well as the perspective of the suppliers, but the influence of demanders is more limited. This research led to the identification and the specification of a spiral evolution model, for the interaction of stakeholders in the organization of MBA and Management Education creates a synergistic growth in the industry that enables both organizations and the industry to be more efficient.

L'obfuscation de logiciels est une technique de protection deprogrammes qui transforme du code pour rendre son analyse plusdifficile. Les expressions mixtes arithmético-booléennes (MBA) sontprésentées comme une bonne obfuscation du flot de données. Le domainede l'obfuscation MBA étant assez jeune, il bénéficie de peu delittérature sur la conception et l'analyse de telles expressionsobfusquées. Ainsi, beaucoup de sujets intéressants apparaissent lors deson étude, autant sur l'obfuscation que sur la désobfuscation (ousimplification) d'expressions MBA.Durant nos recherches, nous avons structuré le sujet de l'obfuscationMBA, le reliant à d'autres domaines comme la cryptographie ou laréécriture. Nous avons également reconstruit une techniqued'obfuscation MBA à partir d'échantillons publics. Nous avons étudié ce quesignifie simplifier une expression obfusquée, et défininos propres métriques de simplicité pour les expressions MBA. L'étudede la simplification MBA a entraîné l'implémentation de deux outils dedésobfuscation, qui ont simplifié avec succès plusieurs examplespublics d'expressions obfusquées. Finalement, nous avons évalué larésilience de l'obfuscation MBA par rapport à nos algorithmes desimplification (ainsi que d'autres techniques de désobfuscation), etnous avons conclu que la technique d'obfuscation MBA offrait peu derésilience en l'état. Nous avons donc proposé quelques pistes pouraméliorer ce type d'obfuscation. / Software obfuscation is a software protection technique thattransforms code in order to make its analysis more difficult. MixedBoolean-Arithmetic (MBA) expressions are presented as a strongobfuscation in the context of data flow obfuscation. As the domainaround MBA obfuscation is quite young, there is little literatureon the conception and analysis of such obfuscated expressions.Therefore many interesting subjects arise during its study, both around theobfuscation and deobfuscation (or simplification) of MBA expressions.During our work, we structured the subject of MBA obfuscation, linkingit to other topics like cryptography or rewriting. We also reconstructedan MBA obfuscation technique from public samples. We studied themeaning of simplifying an obfuscated expression, and definedour own simplicity metrics for MBA expressions. The study of MBAsimplification yielded the implementation of two deobfuscation toolsthat successfully simplified several public examples of obfuscatedexpressions. Finally, we assessed the resilience of the MBAobfuscation with regard to our simplification algorithms (as well asother deobfuscation techniques), concluding that this obfuscationtechnique offers little resilience as it is, and we proposed a few ideasto help improve this type of obfuscation.

Thesis advisor: Karen Arnold / This study was an experimental trial of a classroom-based intervention to influence mindfulness among MBA students at the Sloan School of Management at the Massachusetts Institute of Technology (MIT). MBA students at MIT Sloan and elsewhere are conditioned to look forward and reflect on the past only to the degree that it helps plan for the future. They are rarely taught to be aware of what is occurring in the current moment. Training students to be more mindful, that is better able to be aware of and to pay attention to present moment experience would contribute to the mission of MBA programs to create leaders by giving students meaningful insight into their own thoughts, feelings, and actions. Within the literatures of medicine, neuroscience, psychology, and education, investigators have found that mindfulness has been positively correlated with improved well-being, reduced stress, better decision-making and perspective-taking, as well as improved personal relationships (Brown and Ryan, 2003; Block-Lerner, Adair, Plumb, Rhatigan, & Orsillo, 2007; Dekeyser, Raes, Leijssen, Leysen, & Dewulf, 2008; De Dea Roglio & Light, 2009; Kabat-Zinn, 1994). While the potential benefits of mindfulness have been established in multiple fields, there is scant research on mindfulness and MBA students. This research study explored whether brief mindfulness meditation exercises, embedded in an existing course, would influence MBA students' levels of mindfulness as measured by the Mindful Attention Awareness Scale (MAAS) (Brown & Ryan, 2003). In the fall 2014 semester, a sample of 158 first-year MBA students from MIT Sloan participated in an experiment with modified randomization of a pre/post design. Data analysis revealed that participant scores on the MAAS decreased significantly from pretest to posttest, though less so in the treatment group. These findings suggest that the intervention was not robust enough to exert a positive influence on participants' levels of mindfulness in the graduate business school context. This research contributes to the literature by providing important information about the requisite exposure to and scalability of the intervention in research on mindfulness meditation in higher education. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Foreign national (international) students studying business at universities in the United States gain a valuable education, but they have a very difficult time finding work in the U.S because of a variety of cultural, communication, and employment visa issues. Campus career centers need to address the unique needs and concerns of their international student population in order to most effectively assist this select group in their job search. The purpose of this study was to examine the job placement variables of international students graduating from MBA programs across the United States in the 2001 class. A thorough review of the literature summarized the adjustment challenges facing international students, career services, and the job search challenges for international MBA students in particular. Data from 2570 international MBA students were examined to see whether there were differences in post-graduation jobs based on the students?? country of origin, years of work experience prior to the MBA program, and undergraduate major. The dependent variables examined were the base salary of the post-MBA job, the amount of signing bonus, the functional area of the student??s employment, the industry of the employer, and the geographic location of the new job. This study found that students from the North American region earned slightly higher salaries than students from Asia, and that European, North American and South American students received slightly higher signing bonuses than Asian students. The international students entered into similar functions and industries regardless of their country of origin. The majority of students, regardless of country of origin, stayed in the U.S. for employment. There was a direct correlation found between the number of years of prior work experience and the base salary of the student. Students with an undergraduate major in technology earned slightly higher salaries and signing bonuses. The results of this study will assist MBA career services professionals in how they counsel their international students in the job search and salary negotiations. The results may also assist MBA admissions professionals in deciding who to admit to their programs, as placement results are important measures of an MBA program??s success.