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.

The purpose of this study is to discuss the relationship among company characteristics, brand traits and organizational attractiveness. Most of previous studies about organizational attractiveness are mainly focus on job information, industry and organization performance. Therefore, this study is seeking to understand the influence of company characteristics and brand traits to organizational attractiveness during the job seeking period. This study selects 30 Taiwanese local companies with stock release from the research of Cheers Magazine ¡u2011 The most attractive company for the new generation- Top 100 ¡vand 460 MBA students as questionnaires. By adapting the hierarchical linear model to analyze the data and obtain the result. The study found out that company characteristics and brand traits both have positive influence on organizational attractiveness. Besides, there are also influence between the company characteristics and brand traits.

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.

Even though change is regarded as a natural phenomenon, the rate of change seems to hasten in many activities, especially for organisations to survive and remain competitive. This can be complex and exhausting, and individuals' emotional experiences may influence their behaviours and attitudes, affecting performances and production. Subsequently, emotions in the workplace can no longer be ignored and management might need to consider this when resistance to change is managed. Although awareness of emotional intelligence and its importance in the workplace has only recently been recognized, MBA students from the Potchefstroom Business School are encouraged to develop their emotional intelligence in order to reason intelligently about emotions and thus become more effective managers. Since emotions are evident during change and any resistant behaviour, it is proposed to determine whether MBA students will use emotional intelligence to manage resistance to change. Perceptions on emotional competencies were used in the empirical study, and results from the empirical study indicated that emotional intelligence is perceived to be important when resistance to change is managed, therefore this suggests that emotional intelligence might be utilized during change management. Emotional intelligence is learned abilities, and the results suggested that these abilities may have developed throughout the MBA programme. Knowledge gained during the programme from complementary modules can also assist students in the use of emotional intelligence during the management of resistance to change. It is recommended that managers are encouraged to become aware of emotions during change initiatives and that training programmes may include emotional intelligence. More research is also needed to validate the importance and need for emotional intelligence skills in the management of resistance to change. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

Even though change is regarded as a natural phenomenon, the rate of change seems to hasten in many activities, especially for organisations to survive and remain competitive. This can be complex and exhausting, and individuals' emotional experiences may influence their behaviours and attitudes, affecting performances and production. Subsequently, emotions in the workplace can no longer be ignored and management might need to consider this when resistance to change is managed. Although awareness of emotional intelligence and its importance in the workplace has only recently been recognized, MBA students from the Potchefstroom Business School are encouraged to develop their emotional intelligence in order to reason intelligently about emotions and thus become more effective managers. Since emotions are evident during change and any resistant behaviour, it is proposed to determine whether MBA students will use emotional intelligence to manage resistance to change. Perceptions on emotional competencies were used in the empirical study, and results from the empirical study indicated that emotional intelligence is perceived to be important when resistance to change is managed, therefore this suggests that emotional intelligence might be utilized during change management. Emotional intelligence is learned abilities, and the results suggested that these abilities may have developed throughout the MBA programme. Knowledge gained during the programme from complementary modules can also assist students in the use of emotional intelligence during the management of resistance to change. It is recommended that managers are encouraged to become aware of emotions during change initiatives and that training programmes may include emotional intelligence. More research is also needed to validate the importance and need for emotional intelligence skills in the management of resistance to change. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

This study begins by discussing the commercialization of higher education. The commercialization of higher education is the transformation of public goods and services into products that are privately owned by individuals or corporations and sold for profit. Higher education is increasingly being treated by providers and consumers as a commercial product that can be bought and sold like any other commodity. The purpose of this study was to better understand how students perceive commercial behaviors in their institutions, the degree to which students perceive identified commercial behaviors as influencing their experience of teaching and learning, and how they experience the commercial conduct within commercialized educational environments. This study also aimed to explore how commercial behaviors influence students’ expectations for their higher education studies. Selecting the Rotman School of Management at the University of Toronto and the Schulich School of Business at York University and their MBA students as the research population, this study revealed MBA students’ experiences and program expectations in a commercialized academic setting by employing a combination of quantitative and qualitative research methods, coupled with the framework of Chickering and Gamson’s Seven Principles of Good Practice in Higher Education as well as Gould’s Corporate Ethos. Data was collected by means of an on-line survey questionnaire and in-person interviews. The two case study business schools shared similar major quantitative findings that indicated that the studied commercial practices carried slim influence on the studied students’ experiences of teaching and learning. In addition, the practices of marketing strategies and customer service were evidenced to have more than somewhat of an influence on intensifying participants’ expectations of program characteristics, obtaining better professional skills and getting better knowledge in areas of expertise. The qualitative findings illustrated that commercial practices exerted different levels of influence on MBA students’ experiences of teaching and learning as well as their expectations for their MBA. Qualitative findings in many cases also revealed that MBA students care more about future rewards and career advancement than learning.

This study begins by discussing the commercialization of higher education. The commercialization of higher education is the transformation of public goods and services into products that are privately owned by individuals or corporations and sold for profit. Higher education is increasingly being treated by providers and consumers as a commercial product that can be bought and sold like any other commodity. The purpose of this study was to better understand how students perceive commercial behaviors in their institutions, the degree to which students perceive identified commercial behaviors as influencing their experience of teaching and learning, and how they experience the commercial conduct within commercialized educational environments. This study also aimed to explore how commercial behaviors influence students’ expectations for their higher education studies. Selecting the Rotman School of Management at the University of Toronto and the Schulich School of Business at York University and their MBA students as the research population, this study revealed MBA students’ experiences and program expectations in a commercialized academic setting by employing a combination of quantitative and qualitative research methods, coupled with the framework of Chickering and Gamson’s Seven Principles of Good Practice in Higher Education as well as Gould’s Corporate Ethos. Data was collected by means of an on-line survey questionnaire and in-person interviews. The two case study business schools shared similar major quantitative findings that indicated that the studied commercial practices carried slim influence on the studied students’ experiences of teaching and learning. In addition, the practices of marketing strategies and customer service were evidenced to have more than somewhat of an influence on intensifying participants’ expectations of program characteristics, obtaining better professional skills and getting better knowledge in areas of expertise. The qualitative findings illustrated that commercial practices exerted different levels of influence on MBA students’ experiences of teaching and learning as well as their expectations for their MBA. Qualitative findings in many cases also revealed that MBA students care more about future rewards and career advancement than learning.

Diss. Uppsala : Univ., 2004.

In 1950, General Motors chairman Alfred P. Sloan, Jr. approached MIT’s leaders about establishing a business school. The result was the School of Industrial Management (SIM), founded in 1952 and renamed in 1964 the MIT Sloan School of Management. During these early years the SIM’s leaders and faculty sought to create something extraordinary: a business school housed, grounded, and inspired by an institute of engi-neering and technology. They strived to apply new scientific techniques to the nascent field of industrial management and to American industrial firms that increasingly demanded rational, analytical, rigorously trained executives. They struggled to integrate the physical and social sciences into their education and research, helping to blaze a trail that long-established peers would not follow until the 1960s. And they strained to balance relevance with independence, colliding repeatedly with Sloan and other external advisors over a proper understanding of academic research, institutions, and cooperation with industry. By 1964 these efforts had developed a school at the forefront of business education’s “new look.” But as the extensive archival records demonstrate, it was never inevitable that they would succeed. Only by ongoing experimentation and agile diplomacy did the School become (in the words of the 1951 Deed of Gift) “a great center of research and education in the field of industrial management.” And although they helped transform management education through integrated, scientifically based study and teaching, the SIM’s deans, faculty, and leaders never found complete consensus on the extent to which industrial management was, in Alfred Sloan’s words, “a matter of science.” / 2018-06-22T00:00:00Z

“Diferentes, independientes y felices” es una empresa MYPE (pequeña y mediana empresa) dedicada al servicio de terapias especializadas a niños con habilidades diferentes desde recién nacidos a 17 años de edad, creada con el objetivo lograr niños independientes, coadyuvando a mejorar su calidad de vida, dotándolos de conocimientos y experiencias enriquecedoras a nivel práctico para aplicarlos a su vida familiar, académica y laboral. Asimismo, nuestra empresa capacitará a padres, apoderados, maestros y cuidadores a tratarlos con respeto y amabilidad, abordando temas de interés sobre la atención personalizada de estos niños, inclusión educativa y laboral, como también avances en el tratamiento que requieren los niños. Nuestra empresa se dirigirá clientes de los sectores A y B de la ciudad de Lima, las terapias se impartirán en el centro y a domicilio, brindando servicios de alta calidad a costos viables.