M.S.

The predominant traditional method of teaching case material in graduate business education may have a number of inherent limitations such as an intrinsically hierarchical approach, an overdependence on the discussion-leading skills of the instructor, and the possible promotion of the incomplete or "non-real world" positions of observer, critic and strategic advisor. Inspired by the use of a reflecting model in the family therapy movement in clinical and counseling psychology, psychiatry and social work, the reflecting team model presented here addresses these issues in a novel, unique and flexible manner. Over the last three years, the author has developed, applied and refined a Reflecting Team Model, based theoretically on a number of concepts drawn from diverse disciplines. The context of the model's application was in case-oriented Management Information Systems (MIS) and MIS-related classroom instruction with approximately 300 graduate students. After establishing the theoretical grounding of the model and explicating a number of operational refinements in four qualitatively oriented phases, a recent group of students (N = 39) participated in an application of the model and rated its efficacy on 21 scales derived from the model's grounding assumptions and assumed to have face validity. These results were analyzed with respect to age, gender, major area of undergraduate study and years of professional work experience. Next, another group of students who had experienced the enhanced model were interviewed. The resulting enhanced model was again employed in classroom use with still another group of students (N = 34). Following that, the model was again used with a small group (N = 15) and evaluated both quantitatively and qualitatively to gain further insight into its workings and the best modes of application. The results strongly suggest that the Reflecting Team Model does, in fact, address the issues outlined above and that it has wide and even applicability. There is evidence, however, that gender plays a role in the model's acceptance and efficacy, with women apparently more attuned to the assumptions and operation of the model. More post-dissertation analyses need to be done to confirm and replicate these results and to extend the analysis into areas not previously studied.

Thesis (MBA)--Stellenbosch University, 2011. / The demand for business schools has risen worldwide over the last decade as new and emerging challenges confront the competitive business landscape. It is estimated that there are currently over 700 registered business schools around the globe. Potential students, therefore, have a wider choice between business schools especially since more business schools have internationalised their curricula. Business school reputation, amongst others, is still regarded as the single most important criterion of choice for students in their endeavours to obtain an international business qualification. This study analyses and assesses the strategic architecture of a capita selecta of international business schools. It also summarises the significant similarities and differences between the strategic architecture of the schools assessed. The research question can be stated as follows: What can be learnt from the strategic architecture of a Capita Selecta of international business schools? A related question is: What are the similarities and differences between the strategic architecture of these schools? This study focuses on a qualitative methodological approach and is done from a functionalist research paradigm. An encompassing literature review was undertaken during which different accreditation vehicles and the importance of an organisation’s strategic architecture in ensuring its competitive advantage and profitability are discussed and argued The empirical investigation is aimed at analysing and assessing the strategic architecture of five (5) international business schools. The case study is used as investigative instruments. The research findings have shown that accreditation alone, although very important, is not the main differentiator and source of competitive advantage. Schools employ various strategies to ensure their relevance and competitiveness.

Thesis (MBA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: In a world of increasing fiscal constraints, internationalisation strategies at higher education institutions should be evidence-based, impactful and measurable. Since the year 2011, the International Study Module has been a compulsory module in the MBA programme at the USB. However, the value added by this international component of the curriculum, has never before been measured. The objective of this study was to explore whether this module enhanced the experience of MBA students at the USB and contributed to the relevant needs of practicing managers, locally as well as globally. This report explored the learning outcomes of MBA student participants on USB International Study Modules to Brazil, Russia, India and China (the BRIC countries) in the years 2012 and 2013. Two forms of data were collected and analysed, namely: optional module abroad student evaluation forms and compulsory student reflective essays. The literature review provided a comprehensive benchmark concerning the best practices of business schools employing global modules in their MBA curricula. In addition, the data analysis process enabled the researcher to explore three key focus areas from the perspectives of the MBA students themselves, namely: i) The knowledge and insights gained about doing business in BRIC countries; ii) How students’ mental models, perspectives and worldviews have broadened and/or changed as a result of their experience abroad on the International Study Module; and iii) MBA students’ perceptions of the personal and educational value added by the compulsory International Study Module. The study confirmed the unique value proposition offered by the MBA International Study Module. Exploring the students’ reflections, it was clear that students had the expectation to have their global mind-sets developed, and they were open to new perspectives and worldviews. A key learning outcome was an appreciation for how different the worldviews of people in the target countries were from students’ own, which confirmed the increased levels of “world-mindedness” the International Study Module brings. The study showed how the international module enabled the USB to develop students’ mental models through a dynamic experiential learning process which disturbed current thinking and exposed students to diverse contexts. The findings provided evidence that the module abroad lead to better cultural understanding and students learnt how to leverage diversity to find better solutions to problems and challenges. A key outcome discovered, was the realisation by some students about the advantage South Africans have over many other countries given our familiarity in dealing with diversity issues. This provides a valuable platform for practicing better cultural sensitivity at home. The research also found that the module abroad enhanced students’ ability to think globally and act locally. Furthermore, the experience abroad challenged the mind-sets of participants to see opportunities. It showed how the theory-practice gap was bridged, and how students’ reflective competencies were further enhanced. Also, it was clear how hands-on assignments in the form of fieldwork among locals greatly enhanced the experiential learning of students on a module abroad. The study concluded with a perspective on the value proposition offered by the USB’s MBA International Study Module. The proposed recommendations relate to improving the value of the International Study Module through integration within a core MBA course. Improved assessment of student learning was recommended in order to ensure the continuous improvement of the module design. Finally, the importance of measuring primary objectives related to this module was highlighted, in order for the USB to partially fulfil its internationalisation strategy by offering a learning experience abroad as part of its MBA curriculum.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

by Leung Kin Hee. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1973. / Includes bibliographical references (leaf 101). / Summary in Chinese.

Following the introduction of a new curriculum, Business Education, in Lesotho secondary schools this study focused on investigating teachers’ experiences in implementing the new curriculum in their classrooms as well as the factors associated with the success or failure of its implementation. This qualitative case study was used to provide in-depth insight into the day-to-day implementation of Business Education, successes and failures of teachers (teachers’ experiences). It further gave me an opportunity to delve into the weaknesses and strengths of the cascade model of training teachers, which was offered to teachers during implementing a new curriculum. Data was collected from three secondary schools in Maseru, Lesotho where six teachers were purposively selected from Lesotho Commercial Subjects Teacher Association (LECSTA). The data collection methods used are influenced by interpretivist paradigm and the study used individual interviews with open-ended questions, non-participatory observation and documents reviews of the lesson plan books, scheme of work and record of work done as well as the students’ test scripts. A review of few documents was used to compliment data collected through the first two methods of data collection. A theory of curriculum change was used in the study and ethical issues were considered. The findings of this study revealed that teachers were not adequately trained on how to implement Business Education and not many teachers were involved in the design of the new curriculum. They were not even trained on the teaching methods because the NCDC just assumed that they would not have problems. Teachers also showed that performance of Business Education is not good because teachers hate teaching theory, as a result concentrate more on practical, which leads to students hating it as well. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 113-122).

Thesis (M.Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 113-122) Also available in print.

Thesis (MTech (Entrepreneurship))--Cape Peninsula University of Technology, 2015. / Entrepreneurship continues to play a quintessential role in the economies of many developing countries as well as in South Africa. One of the drivers of the economy is the creation of small business ventures, which has greatly affected the economic growth, created jobs as well as increased the national competitiveness of the nation in the world business market. In South Africa, entrepreneurship presents opportunities for bringing together the relatively younger population and to redress the past social and economic differences among its citizens. However, the lack of efficient educational and professional training in entrepreneurship is hampering the ability of South Africa to benefit from these opportunities that are associated with sustainable small business start-ups. The aim of this study was to evaluate entrepreneurship education in transferring entrepreneurial knowledge and skills to learners in selected high schools in the Cape Town area. The main questions are: Is the current entrepreneurship education in high schools effective in the development of transferable entrepreneurial knowledge and skills among school leavers? Secondly, what do successful business people deem important to study by high schools learners in order to be able to start up businesses? Finally, what are the learners’ perceptions of entrepreneurship education in transferring entrepreneurial knowledge and skills? These questions were answered by using mixed research methods. A self-administrated questionnaire was distributed to 403 school learners in Grades 10-12 and nine Teachers of Business Studies, to assess the current entrepreneurship education and examine Learners’ perceptions of the current curriculum. Interviews of 30 business owners were conducted to determine the factors that entrepreneurs deem important to study in order to start up and run sustainable businesses. A purposive sampling method was used to select the schools for the case study. Both quantifying and non-quantifying data analysis methods were used to interpret the data. Descriptive analysis techniques were also used to analyse the survey data. The researcher being also an observer in the field explains all his/her observations. Data sets were subjected to multivariate statistical analyses including Chi square, and Kruskal-Wallis statistics test analysis was carried out using the Past (Paleontological Statistics) software. The results of this study indicated that high school learners from middle income schools are enthusiastically interested in becoming entrepreneurs. An overwhelming majority of learners (73%) agreed that they are ready to start up businesses from the knowledge and skills gained in the entrepreneurship education received. On the other hand, 55.6% of the teachers agree that the earners would be capable of starting a business from the knowledge gained. A majority of the teachers (89%) would advise their learners to be employees rather than employers. Small business owners recommended that aspects such as creativity, self-reliance and problem solving skills should be incorporated in the curriculum of entrepreneurship education. Finally, in order to improve the teaching of entrepreneurship education in high schools, all stake holders, business owners as well as parents must be involved. This study recommends the inclusion of hands on practical simulations in the curriculum for the improvement of entrepreneurship education in high schools in South Africa.