Thesis (MBA)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: This study concerns itself with two issues, (i) quality concerns about the MBA and (ii) increasing importance of knowledge management, especially tacit knowledge in the business world. The MBA course of study was established as a measure to prepare individuals aspiring to be managers for leadership positions and was originally targeted at the cream of employees. There are several expectations placed on employees when they are sent by their employers to do an MBA. Among these expectations are that employees are expected to tap into the experience of fellow students while on the program, improve their leadership and management skills, get exposure to knowledge on other fields and to acquire practical business solutions. It is said, though, that the MBA study programme is currently not meeting the desired expectations of the business world, which has, hence, led to the devaluation of this programme as a premier business education course. Conversely, knowledge management has gained significant importance in the recent past, owing to the subsequent empowerment of individuals and organisations to then create a competitive advantage over their rivals. In particular, it has been found that the increasing of tacit knowledge is most crucial for success in this regard. Tacit knowledge resides in the minds of individuals and is acquired after many years through both professional and general life experiences. This valuable knowledge, which is hard to capture, is lost whenever experienced employees leave an organisation, for anyone of various reasons, which may include retirement, change of jobs and/or restructuring . Organisations are, therefore, faced with the challenge of capturing tacit knowledge and then creating an environment where this is freely shared with others within that organisation, to reap the reward and beat any rivals. The objective of this study is to shed more light on tacit knowledge sharing within the MBA study programme and reveal how this action will address concerns relating to the quality of MBA training. In this regard, in this research study an attempt will be made to discover ways of harnessing the tacit knowledge found among the students, to then better the quality of the MBA and increase the value of this study programme. The results of this study did indicate that tacit knowledge is shared among the students in the MBA programme and that it is valuable to the students; that industry related knowledge and professional experience, closely followed by general life experiences, are the most valuable kinds of knowledge gained from fellow students. The sharing of such knowledge usually occurs during group/syndicate activities, with one's fellow students providing the greatest source of the knowledge that one gains. Tacit knowledge is shared equally across the different subject groupings in the MBA study programme, despite prior MBA tacit knowledge being most useful in LeadershiplHR and Strategy courses than in any other. The MBA environment is generally supportive of tacit knowledge sharing. However, a minority of students, mostly women, owing to other students' negative attitudes, find the environment intimidating. Students who participate in the MBA programme possess sufficient prior MBA work experience and higher education qualifications, indicating a wealth of tacit knowledge. The results suggest that business schools must continue to target students who are adequately experienced and who possess higher education qualifications as they are the individuals who possess a wealth of tacit knowledge, which proves to be valuable to all concerned . Additionally, after the value of tacit knowledge in the MBA has been recognised , activities that enhance its sharing are encouraged. The breadth of student experience is crucial to tacit knowledge sharing and, as such, calls for the student recruitment process at business schools to be adjusted accordingly. In addition there is need for the undesirable behaviour of certain students to be kept in check, that valuable tacit knowledge sharing is not missed as a result of intimidation. It is worthwhile noting that, through attraction of students with adequate prior work experience, a higher quality tacit knowledge would be tapped, thereby meeting part of the requirements of the business world for a high quality MBA study programme. In Chapter 1 a general presentation of this subject is presented, and the approach and rationale of the study are explained. In Chapters 2 & 3 an overview of literature relevant to the topic of tacit knowledge management, as well as that of MBA training , is presented. In Chapter 4 the methodology and data gathered are discussed. In Chapter 5 the summary and conclusions of this study are presented and suggestions for future research areas are made. / AFRIKAANSE OPSOMMING: Hierdie studie handel oor twee sake, naamlik (i) vrae oor die gehalte van die MBA en (ii) die feit dat kennisbestuur al hoe belangriker word, veral ten opsigte van algemene kennis in die besigheidswereld. Die MBA-studiekursus het tot stand gekom om mense wat bestuurders wil wees voor te berei vir leierskapsposisies. Die kursus was oorspronklik gemik op net die beste werknemers. Daar was verskeie verwagtinge ten opsigte van werknemers wat deur hul werkgewers aangesê is om 'n MBA te loop. Daar was die verwagting dat werknemers tydens die kursus uit die ervaring van hul medestudente sou leer, dat hulle hul leierskaps- en bestuursvaardighede sou verbeter, dat hulle blootstelling aan kundigheid uit ander velde sou kry, en dat hulle praktiese oplossings vir besigheidsprobleme sou vind. Daar word beweer dat die MBA-studieprogram nie tans meer aan die verwagtinge uit die besigheidswerêld valdoen nie, en daartoe lei dat die program nie meer as een van die voorste besigheidsopleidingskursusse beskou word nie. Voorts is kennisbestuur deesdae baie belangriker, aangesien sekere persone onlangs bemagtig is, en maatskappye graag 'n mededingende voordeel oor hul konkurrente wil behou. Die feit dat algemene kennis aan die toeneem is, is veral ook belangrik vir suksesvolle kennisbestuur. Algemene kennis is kundigheid wat mense opdoen na baie jare se besigheids- en algemene lewenservaring. Die kennis is waardevol, maar dit is moeilik om vas te lê, en daarom gaan sulke kennis verlore wanneer ervare werknemers 'n maatskappy verlaat, ongeag of dit vanweë aftrede, bedanking of afdanking is. Maatskappye sukkel dus om algemene kennis te behou. Die uitdaging is om 'n omgewing te skep waarin sulke kennis vryelik met ander mense binne die maatskappy gedeel word. Dit is vir die maatskappy voordelig wanneer algemene kennis gedeel word, want dit gee die maatskappy 'n voorsprong oor sy konkurrente. Die doelwit van hierdie studie is om lig te werp op die manier waarop algemene kennis in die MBA-studieprogram gedeel word en te bepaal in watter mate kennisdeling mense se siening oor die gehalte van MBA-opleiding kan verbeter. Die doel van hierdie navorsingstudie is dus om maniere te vind waarop die algemene kennis wat studente het, te benut op 'n wyse wat die gehalte van die MBA verbeter en die waarde daarvan verhoog. Die uitslag van hierdie studie dui aan dat algemene kennis wel deur studente in die MBA-program met mekaar gedeel word en dat dit vir studente nuttig is, dat veral bedryfsverwante kennis en besigheidservaring, maar ook algemene lewenservaring, die waardevolste soort kennis is wat van medestudente verkry word . Sulke kennis word gewoonlik tydens groeps- of sindikeringsaktiwiteite gedeel, en die meeste kennis wat tydens so 'n sessie verkry word, kom trouens van medestudente. Dieselfde hoeveelheid algemene kennis word in al die MBA-studieprogram se vakgroeperings gedeel, hoewel algemene kennis oor die MBA self in die leierskaps-/mensehulpbron- en strategiekursusse belangriker is as in die ander. Die deling van algemene kennis word deur die MBA-omgewing aangehelp. 'n Klein groep studente, veral vroue, beleef die omgewing egter as intimiderend, as gevolg van ander studente se negatiewe houdings. Aangesien studente wat aan die MBA-program deelneem, voldoende MBA-verwante werkservaring en hoëronderwys-kwalifikasies het, kan 'n mens aanneem dat hulle oor heelwat algemene kennis beskik. Die uitslag dui daarop dat sakeskole steeds op studente moet fokus wat voldoende ervaring het en wat oor hoëronderwys-kwalifikasies beskik, aangesien hulle heelwat algemene kennis het, wat vir alle betrokkenes nuttig is. En wanneer sakeskole eers besef watter waarde algemene kennis vir die MBA het, moedig hulle gewoonlik aktiwiteite aan wat die deling van algemene kennis bevorder. As studente nie aan 'n verskeidenheid ervarings blootgestel word nie, sal die deling van algemene kennis daaronder ly, en dit moet in gedagte gehou word wanneer sakeskole oor die werwing van studente besluit. Die ongewenste gedrag van sekere studente moet ook in toom gehou word sodat intimidasie nie daartoe lei dat algemene kennis nie gedeel word nie. Wanneer sakeskole studente werf wat oor voldoende werkervaring beskik, word daar maar algemene kennis gedeel, en dit laat die program voldoen aan die vereistes wat die sakewereld stel vir 'n MBA-studieprogram van gehalte. In hoofstuk 1 word die onderwerp omskryf, en die redes en veronderstellings van die studie word uiteengesit. Hoofstuk 2 en 3 bevat 'n literatuuroorsig oor kennisbestuur van algemene kennis en oor MBA-opleiding. Hoofstuk 4 is 'n bespreking van die metodologie en data wat in die studie versamel is. Hoofstuk 5 beval 'n opsomming en gevolgtrekking van die studie, en voorstelle word gemaak vir toekomstige navorsing.

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.

Thesis (MBA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The University of Stellenbosch Business School integrates environmental, social responsibility and corporate governance teaching in all its MBA courses. In 2012, it also introduced a stand-alone course, Business in Society, to improve students‟ knowledge of these topics and improve their decision-making ability. To enhance the course further, a social engagement project was piloted with the 2013 full-time cohort. The aim of the research paper is to determine the impact that the Social Engagement Project had on the participating students and to make recommendations for improving future engagements. The research method employed was content analysis of the reflective essays that the students wrote on assessing the course. Only essays for which permission was obtained from the students were used in the research. The success of the engagement in terms of experiential learning was firstly determined in relation to the Kolb learning cycle and literature regarding specifically service-learning. The impact on the students was then measured against Bloom‟s taxonomy, specifically focusing on the affective domain. Lastly, the effect the theory of planned behaviour was used to determine the influence the engagement had on the behavioural intentions of the students. From the content analysis it was determined that as an experiential learning engagement the project was a success In terms of Bloom‟s affective learning domain the learning dimension achieved by most students was the organisation dimension. Considering the limited duration of the course, this can be deemed a success. Two of the three independent determinants in the theory of planned behaviour that could be analysed, namely perceived behavioural control and attitude towards behaviour, were both positively influenced by the engagement. From a theoretical point of view, the Social Engagement Project could therefore be deemed a success. Areas for improvement that were however identified relate to students original motivations for choosing their projects that were not met. The main reason for this was very high initial expectations that were never congruent with the time available for projects. This factor can have a negative effect on the future behavioural intentions of the students, and the writer therefore proposes that the expectations of students be managed in order to obviate these shortcomings. The analysis of student recommendations revealed three main themes requiring attention, i.e. appropriate project identification, better time allocation, and improved support from faculty. Using these themes and the information learnt from the content analysis, final recommendations were made.

As críticas que os programas de MBA têm recebido (LATHAM; LATHAM; WHYTE, 2004; CLOSS; ANTONELLO, 2014; RAMLALL; RAMLALL, 2016) e o aumento da ofertas desses cursos no Brasil (KARAWEJCZYK, 2015; WOOD JR.; CRUZ, 2014; GIULIANI et al., 2007; BACELLAR; IKEDA, 2005) levaram ao objetivo desta pesquisa de compreender os cursos de MBA brasileiros sob a perspectiva de gestores egressos desses programas. Para tanto, realizou-se uma pesquisa qualitativa exploratória, através de entrevistas semiestruturadas com vinte gestores egressos de MBAs. Através da análise de conteúdo, foram identificados como propósitos para realização dos cursos e que também foram contribuições dos mesmos: aprendizagem das ferramentas de administração, conhecimentos sobre gestão, criação de rede de relacionamentos, experiência internacional e desenvolvimento pessoal. Como lacunas e pontos fracos, surgiram aspectos como a falta de vivências práticas, a desatualização dos conteúdos, docentes com baixa qualificação, discentes com pouca experiência e a escassez de tempo (dos alunos e do curso). Já as sugestões apontadas para aprimoramento dos cursos relacionaram-se com o formato das aulas, a frequência e o local dos encontros, a internacionalização dos cursos, a vivência profissional dos professores e rigor nos programas, a composição das turmas conforme a experiência dos participantes e o desenvolvimento humano do gestor. / The criticisms that MBA programs have received (LATHAM, LATHAM, WHYTE, 2004, CLONE, ANTONELLO, 2014, RAMLALL, RAMLALL, 2016) and the increase in the offers of these courses in Brazil (KARAWEJCZYK, 2015; WOOD JR.; CRUZ, 2014; GIULIANI et al., 2007; BACELLAR; IKEDA, 2005), has led to the theme of the current research, which aims at understanding the MBA scenario in the country. For that, a qualitative exploratory research was carried out, through semi-structured interviews with twenty former MBA graduates. Through the analysis of content, the following purposes and contributions for the course were identified: learning management tools, management knowledge, networking, international experience and personal development. As flaws and weaknesses, aspects such as the lack of practical experiences, the outdated content, professor and students with little experience and the shortage of time (of the students and the course) appeared. The suggestions mentioned were related to course schedule, frequency and location of the meetings, internationalization of courses, teachers skills and rigour in the programs, the formation of the classes according to the participants experience and the human development of the manager.

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.

It is an assumption that the investment decisions of the Master of Business Administration ("MBA") students are similar as the students have similar qualification and work experience. This study explores the extent of risk aversity in the investment strategies of students who are undertaking a dissertation for the requirement of a MBA degree at the University of KwaZulu-Natal ("UKZN"). In addition the empirical research identifies the factors that impinge upon their risk aversity to evaluate any differences or similarities between the male and female students in their attitude towards risk aversity. The research in essence probes these concerns by examining the objectives, expectations, preferences and constraints of the respondents using a quantitative survey method. The findings of the empirical research indicate that the respondents are indeed risk averse in their investment strategies. Some respondents have an attitude of being risk tolerant in certain circumstances and in questions of opposing scenarios their attitude was one of risk aversity. The results show that male and female respondents are similar in their investment strategies although the degree of risk aversity was found to be slightly higher amongst the females compared to the male respondents. The choice of stable investment vehicles, the expectation of earning consistent returns, the need to secure funds for future liability or to compensate for potential future risk, the constraints of income and job security and the need for long-term security were some of the factors influencing the extent of their risk aversity. The research findings point to the desirability of further research into the defined sample unit across other accredited MBA institutions in South Africa. / Thesis (MBA)-University of KwaZulu-Natal, 2006.

The MBA programme is a management education qualification that is ideal for people wishing to develop or enhance their skills and knowledge across the entire spectrum of modern management. The MBA which originated in 1908, has been the key qualification for aspirant senior managers. The MBA has for decades been recognised by academia and industry as the same of excellence of a professional manager. However, in the recent past the MBA has come under scrutiny and has been criticised for its massification and churning out managers rather than future leaders. The MBA has also been criticised for becoming too academic and less pragmatic. The primary purpose of this study was to report on the relevance of the South African Masters of Business Administration (MBA) programmes in South Africa with regards to current South African Business requirements. This exploratory study sought to address in particular what the current landscape of the MBA curriculum looked like, and to gauge the relevance of the MBA programmes of South African business schools, based on MBA alumni perceptions. An online questionnaire was designed to examine various aspects of the MBA curriculum as well as the MBA alumni perceptions of the importance of the curriculum. A non-probability purposive sample of 90 MBA alumni was obtained from various South African business schools. The salient findings of this study showed that there was a gap between alumni perceptions of important subjects and those that the business schools gave relevance to. The study found that a general MBA programme with a large research component was needed. However, this programme should give less attention to the traditional functional management subjects and should move from a narrowly focussed MBA to one that reflects a much broader context, and to continually review the curriculum. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2011.

Research shows that there has been a rapid growth in the number, types and delivery modes of international MBA programmes offered by private and public universities. In this situation, the process by which students select a suitable programme is of interest not only to potential students, but also to their families, university administrators, potential employers and governments (large investors in public sector institutions). This study reviews what the literature has to say about factors influencing student choice of MBA and other international markets, but further research is needed to determine whether factors of choice identified overseas also apply in Bangkok. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2005.

Research shows that there has been a rapid growth in the number, types and delivery modes of international MBA programmes offered by private and public universities. In this situation, the process by which students select a suitable programme is of interest not only to potential students, but also to their families, university administrators, potential employers and governments (large investors in public sector institutions). This study reviews what the literature has to say about factors influencing student choice of MBA and other international markets, but further research is needed to determine whether factors of choice identified overseas also apply in Bangkok. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2005.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: David N. Wilson.