Differential Effects of Marketing Messages in Online Advertising for an MBA Program

2017 ◽  
Vol 7 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Michael L. Harris ◽  
Carolyn Findley Musgrove ◽  
Kathryn W. Ernstberger ◽  
K. Christopher Cox ◽  
Pilsik Choi
Keyword(s):  
Online Advertising ◽  
Competitive Environment ◽  
Business Programs ◽  
Differential Effects ◽  
Mba Students ◽  
Additional Information ◽  
Mba Program ◽  
National Ranking ◽  
Program Options ◽  
Marketing Messages

As Business programs compete for prospective MBA students, they need to understand what messages capture the attention of these students, prompting them to seek additional information about the program. In light of new program options and the changing competitive environment, the messages that are effective today may be quite different from those that resonated just a few years ago. Since different messages may be relevant to different target markets, this study focuses on evaluating the effectiveness of certain messages in reaching working professionals who are seeking a flexible MBA program. The results show that a message indicating national ranking is more effective than messages of value or convenience.

scholarly journals Electronic Commerce Specialisations in MBAs: An Australian University Case Study

10.28945/2578 ◽  
2002 ◽  
Author(s):  
Arthur Tatnall ◽  
Chris Groom ◽  
Stephen Burgess
Keyword(s):  
Electronic Commerce ◽  
Web Sites ◽  
Business Models ◽  
Mba Programs ◽  
Related Field ◽  
University Campuses ◽  
Mba Students ◽  
Mba Program ◽  
Australian Universities

This paper looks at the development of Electronic Commerce specialisations in an MBA program, and particularly at a recent specialisation developed at Victoria University, Australia for its local and overseas MBA students. These MBA specialisations are very popular in Australia, and half of the MBA programs with specialisations have one in an e-Commerce related field. An examination of some of these specialisations highlighted in the literature, or in Australian universities, shows that the two most popular topics in them are e-Marketing, the management of e-Commerce in business and e-Commerce business models. Victoria University has recently introduced an e-Commerce specialisation that targets these areas, as well as other popular uses of Internet technologies in business and the development of e-Commerce web sites. This specialisation is explained in the paper, along with the different modes ol the specialisation delivered at Victoria University campuses in Melbourne, Singapore and Beijing.

scholarly journals GMAT And Other Determinants Of GPA In An MBA Program

2010 ◽  
Vol 3 (12) ◽  
pp. 77-86
Author(s):  
Bharat Kolluri ◽  
Rao Singamsetti ◽  
Mahmoud Wahab
Keyword(s):  
Regression Model ◽  
Grade Point Average ◽  
Potential Influence ◽  
Chi Square ◽  
Grade Point ◽  
Independent Variables ◽  
Mba Students ◽  
Mba Program ◽  
Significant Difference ◽  
And Gender

This paper reports on the influence of waiving the GMAT requirement on academic performance as measured by grade-point-average at graduation for 833 University of Hartford MBA students who graduated between 2003 and 2009. In seeking to better understand what factors might be influencing graduation GPA, we examined a variety of traditional attributes. In addition, we examined the potential influence of GMAT Waivers on graduation GPA because there was some thought that students who waived this test might have lower graduation GPAs than those who took the examination. The results of this study indicated that the most important factor for determining MBA graduation GPA was an individual’s undergraduate GPA, with higher undergraduate GPAs being associated with higher MBA graduation GPAs. Marginally significant differences in graduation GPA were also found based on the number of credits waived at entry into the MBA program, with more credits being waived contributing to a higher graduation GPA. We also found that women graduated with higher GPAs than men. Of particular interest to us in this study, however, was whether or not our GMAT Waiver policy was influencing graduation GPAs. In this case, we found no significant difference in graduation GPA, regardless of whether or not the GMAT requirement was waived. These results were confirmed using chi-square tests and two-sample t-tests. To gain additional insights into these issues, we estimated a regression model to explain graduation GPA using several attributes as independent variables. The regression results indicate that undergraduate GPA and gender seemed to most reliably predict differences in graduation GPA.

ASSESSMENT OF CUEA MBA PROGRAM CONTRIBUTION TO GREATER EMOTIONAL INTELLIGENCE

2019 ◽  
Vol 3 (1) ◽  
pp. 58
Author(s):  
Wilfred Chege Kimani ◽  
Dr. Kifleyesus Andemariam ◽  
Dr. Kiflemariam Abraham
Keyword(s):  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Business Schools ◽  
Descriptive Analysis ◽  
Eastern Africa ◽  
Skills Development ◽  
Multiple Sources ◽  
Mba Students ◽  
Mba Program ◽  
Second Year

Purpose: This study assesses the Catholic University of Eastern Africa University (CUEA) Graduate Business School MBA contribution to developing and enhancing Emotional Intelligence skills among its MBA students.Methodology: Data was collected using various instruments: A survey with structured questionnaires administered to a target population of 40 second-year MBA students; in-depth interviews with 8 second-year MBA students, and 8 CUEA MBA lecturers; and a review of CUEA curriculum in relation to a benchmark of 10 MBA Programs in the best Business Schools of international and regional universities. A concurrent mixed method was used to achieve information with construct validity and chain of evidence from the multiple sources of data. The analysis technique was explanation based on the qualitative data, and some descriptive analysis was carried out for the quantitative data.Results: The findings show that the CUEA MBA program does not have EI (emotional intelligence) as one of its core skills development, while most of the best Business Schools do. CUEA MBA Program does not have specific EI objectives, and as a result, its lecturers have never focused on it and the students’ EI awareness, knowledge, and skills are low.Contribution to policy and practice: The study recommends that CUEA MBA program needs to be incorporated with EI skills development and make it a primary skill to be developed to the students irrespective of their area of specialization. The study further recommends that EI skills should be developed not only at the MBA level but also among undergraduate students, as suggested by some of the lecturers who participated in this study.

What Communication Abilities Do Practitioners Need? Evidence from MBA Students

1997 ◽  
Vol 60 (4) ◽  
pp. 7-29 ◽  
Author(s):  
N. Lamar Reinsch ◽  
Annette N. Shelby
Keyword(s):  
First Language ◽  
Oral Communication ◽  
Boundary Spanning ◽  
Management Communication ◽  
Face To Face ◽  
Mba Students ◽  
Work Related ◽  
Mba Program ◽  
Communication Events ◽  
Business Practitioners

We collected written critical incidents from young business practitioners entering our MBA program, asking each person to describe a work-related communication episode that had challenged him or her and to answer several questions about the episode. Most often, respondents reported face-to-face oral events that required the respondent to function as an advocate or to manage conflict. Both gender and first language correlated with responses, suggesting that persons of different genders and cultures have differing business experi ences or draw differing conclusions from their experiences. On the basis of these results, we call for management communication courses to give sufficient attention to oral communication events that require spontaneity, persuasion, conflict management, and boundary spanning.

scholarly journals An EAP Course for Chinese MBA Students

2000 ◽  
Vol 17 (2) ◽  
pp. 29 ◽  
Author(s):  
Patricia M. Raymond ◽  
Margaret Des Brisay
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
English For Academic Purposes ◽  
Master Of Business Administration ◽  
Teaching Staff ◽  
Mba Students ◽  
Mba Program ◽  
The University

This article describes an English for Academic Purposes (EAP) course for Chinese Master of Business Administration (MBA) students. Unequal English language learning opportunities overseas means that many otherwise excellent candidates are denied access to graduate programs at Canadian universities. Consequently, the Second Language Institute at the University of Ottawa decided to make ESL training estimates based on scores from the Canadian Test of English for Scholars and Trainees (CanTEST) for a group of Chinese applicants to the University of Ottawa's MBA program. Thirty-four candidates participated in an innovative EAP course that combined teaching language, study, and acculturation skills, whereas some candidates were also required to complete 240 to 480 hours of Intensive Four Skills English before undertaking the EAP course. Successful completion of the EAP course constituted fulfilling the requirements for admission into the MBA program. Teaching staff from both the Faculty of Administration and the Second Language Institute provided input into the EAP course.

scholarly journals Developing Emotional Intelligence In MBA Students: A Case Study Of One Programs Success

2011 ◽  
Vol 4 (10) ◽  
pp. 59-72 ◽  
Author(s):  
Fredricka F. Joyner ◽  
Derek T.Y. Mann
Keyword(s):  
Emotional Intelligence ◽  
Theoretical Foundation ◽  
Mba Students ◽  
The Past ◽  
Mba Program ◽  
Theory To Practice ◽  
Academic Settings ◽  
Emotional Quotient Inventory ◽  
Mba Curriculum

Over the past two decades an escalating interest in the construct of emotional intelligence (EI) has made its way into the popular press, professional press, and peer reviewed journals.Not surprisingly, an interest in EI is also gaining ground in academic settings (Parker, Duffy, Wood, Bond & Hogan, 2002; Parker, Hogan, Eastabrook, Oke & Wood, 2006; Parker, Saklofske, Wood & Eastabrook, 2005). Several major longitudinal studies have laid a sound theoretical foundation supporting the development of EI competencies as a component of the MBA curriculum (Boyatzis, Stubbs & Taylor, 2002; Boyatzis & Saatcioglu, 2008). This paper will describe why and how one MBA program took theory to practice and piloted the integration of content designed to develop competencies related to emotional intelligence into its curriculum.It will also review the results of an applied multi-year study that measured the results of the curriculum pilot.The study was conducted using one of the most widely used instruments for measuring emotional intelligence, the Bar-On Emotional Quotient Inventory (Bar-On, 1997), to identify significant changes between the beginning and the end of the program in the aggregate measures of emotional intelligence competencies.

scholarly journals The Best Course of Action

2019 ◽  
Vol 6 (1) ◽  
pp. 15
Author(s):  
Louis Peter D'Elia ◽  
Richard Gunter ◽  
Timothy R. Wiseman
Keyword(s):  
Business School ◽  
Master's Students ◽  
Business Programs ◽  
Mba Program ◽  
Course Of Action ◽  
Legal Challenges

This case describes the ethical and legal challenges facing Dr. Caroline Webster, Director of Graduate Business Programs at MNU.  She was facing one of the more unpleasant tasks of her job in determining how to proceed with a complaint by one of the university’s master’s students by the name of Bob Golden.  Although a solid and intelligent student in his own right, Bob continuously challenged his grades, causing some faculty and administration to grow weary of his seemingly constant complaints. Dr. Webster wistfully recalled no less than a dozen unrelated prior instances.  However, this current complaint was beyond Bob’s normal grievance.  During a conversation with Dr. Webster, Bob claimed that the instructor for his current course, Adjunct Professor Joe Thomas, had a criminal past.  After a quick and rather basic search, it turned out that Professor Thomas had indeed been convicted of a felony approximately a decade and a half earlier.  Naturally, Dr. Webster took the matter up to Dr. Donald Hess, Dean of the MNU Business School, who was now faced with the decision of whether or not he needed to terminate the employment of Adjunct Professor Joseph Thomas.  Collectively and apart from the grading complaint, they also had to decide on the proper course of action as a follow-up to Bob Golden’s allegation.  The class which Adjunct Professor Thomas taught was the final and capstone class of the MBA program at MNU.  Ironically, the class was one with a considerable focus on ethics and morals in business. 

scholarly journals Knowledge Sharing in Organizational-Educational Context Case Study in Chamber of Deputies of Brazil

2015 ◽  
Vol 4 (2) ◽  
pp. 11
Author(s):  
Roberto Campos da Rocha Miranda ◽  
Cristina Jacobson Jacomo Cinnanti ◽  
Maria Alice Gomes de Oliveira
Keyword(s):  
Social Networking ◽  
Knowledge Sharing ◽  
Public Management ◽  
Sense Of Self ◽  
Legislative Process ◽  
Knowledge Process ◽  
Mba Students ◽  
Mba Program ◽  
Self Worth ◽  
Chamber Of Deputies

<p>This paper aims to discuss which factors motivates MBA students to share knowledge and why they do that in spontaneous way, leading the group to create an effective “business” social networking in a public organization. The specific objectives of the chapter involve three points: (i) to identify differences and similarities on the process of sharing knowledge among students in two different classes of courses of the MBA Program at Chamber of Deputies; (ii) to apply theories of motivation on sharing knowledge in this particularly case; and (iii) to identify the effectiveness factors that motivates sharing knowledge in a “business social networking of scholar fellows”. Methodology applied to this study involves a survey with 81 students, in three classes of the MBA courses: (i) Legislative and Public Policies (30 students), (ii) Legislative Process (30 students) and (iii) Legislative Public Management (21 students). Each class has particularities in its configuration that can influence the sharing knowledge process. Main results show that relationship and sense of self-worth are the most important motivation to promote the knowledge sharing and that Psychology theories contribute to understand this kind of phenomenon in an institutional-educational environment. </p>

scholarly journals Best in Class: The Returns on Application Endorsements in Higher Education

2018 ◽  
Vol 64 (1) ◽  
pp. 230-270 ◽  
Author(s):  
Emilio J. Castilla ◽  
Ben A. Rissing
Keyword(s):  
Full Time ◽  
Leadership Roles ◽  
Grade Point ◽  
Mba Students ◽  
Mba Program ◽  
Selection Processes ◽  
Student Club ◽  
Signing Bonuses ◽  
The Impact ◽  
Competency Assessments

While scholars have shown that well-connected applicants are advantaged in selection processes, less understood is whether such applicants produce important returns to the organization when key decision makers favor them. We begin to address this gap by investigating whether and why application endorsements―an informal practice whereby certain individuals (i.e., endorsers) advocate for particular applicants―affect organizational selection during the screening of applicants. Through the analysis of the population of 21,324 applicants to a full-time MBA program over a seven-year period, we find that even after controlling for individual qualifications and competencies, endorsed applicants are advantaged over non-endorsed applicants in admissions interview and offer decisions. In seeking to explain this advantage, we develop and test four key theoretical explanations pertaining to the potential returns on application endorsements for the organization. We find inconsistent evidence that endorsed applicants are “better qualified” compared with non-endorsed applicants during screening: while endorsed applicants are sometimes assessed to be stronger “on paper,” they generally receive lower competency assessments than non-endorsed applicants later, during the admissions interviews. Further, our analysis of data on matriculating MBA students reveals that those endorsed as applicants are not “better performers” academically (measured by grade point average) or in the job market after graduation (measured by full-time salaries or signing bonuses) compared with non-endorsed individuals. In contrast, individuals endorsed as applicants appear to be “better citizens” upon joining the organization—in our research setting, they are more likely to participate in student club leadership roles than non-endorsed individuals. We also find that they are “better alumni”―that is, they make larger monetary donations to the school after graduating than their non-endorsed counterparts. We conclude with implications for understanding the impact of application endorsements on labor and educational markets.

scholarly journals Motivational factors affecting online learning by Japanese MBA students

2006 ◽  
Vol 22 (3) ◽  
Author(s):  
Hisayo Kikuchi
Keyword(s):  
Online Learning ◽  
Early Stage ◽  
Learning Experience ◽  
Motivational Factors ◽  
Factors Affecting ◽  
Mba Students ◽  
Mba Program ◽  
Learning Programs ◽  
E Learning

<span>In Japan, Internet based learning is still at an early stage. However, adult learners in Japanese society expect the development of flexible e-learning programs. This case study examines motivational factors affecting online learning in a Japanese and Australian MBA program, using observations, interviews and a questionnaire survey. The data were investigated from motivational categories of the ARCS model (an acronym from Attention, Relevance, Confidence and Satisfaction) and influence of e-learners' learning environment, by comparing two e-learning experience stages, beginning and final. The analyses revealed that whereas the e-learners at the beginning stage were curious about e-learning, required encouragement in individual learning situations, and set goals individually, the learners with about two years e-learning experience were motivated by interdependence, flexibility and sharing the rewards with family. The study also showed motivation of adult e-learners was individually different, but was positively influenced by online collaborative interaction, in particular with peers and in group activities. Interaction in e-learning settings went beyond social activities and the simple exchange of information. This article concludes with some suggestions for improving the design of e-learning programs for Japanese students.</span>

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