business administration
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2022 ◽  
pp. 189-213
Author(s):  
Beliz Ülgen ◽  
Nihan Yavuz Aksakal

This chapter aims to identify the factors that are effective in the decisions of business students to choose this department. For this purpose, motivating factors for personality and work life were preferred in the study and questions were prepared in this direction. A and B type personality structures were preferred for the personality factor. The motivating factors for business life examined under three headings as occupational prestige/status, earning potential, potential of occupational advancement. The sample of the research consists of the senior year undergraduate students in the Department of the Business Administration from different universities. Data were collected through a semi-structured interview technique. In the research, a total of 25 students were interviewed on an online platform. In the results of the research, personality type tendencies of the students were revealed, and it was observed that factors such as prestigious job, status, high income, career progression, family, and personality influence their preferences of the business administration department.


2021 ◽  
Vol 10 (2) ◽  
pp. 7
Author(s):  
Raiza Thalita Felix Almeida de Morais ◽  
Rodolfo Jakov Saraiva Lôbo ◽  
Elias Pereira Lopes Júnior

As empresas eram vistas apenas como organizações econômicas com responsabilidades referentes a resolver problemas econômicos fundamentais e agora têm presenciado o surgimento de novos papéis que devem ser desempenhados, dentre eles, a conscientização com os problemas ambientais e  sociais. O objetivo geral deste trabalho é analisar a gestão sustentável nas empresas, na percepção dos estudantes do Curso de Administração da UFCG e FAI Nordeste. A pesquisa se justifica pela necessidade de incentivar os empresários e futuros administradores a preservarem o meio ambiente, contribuindo também para incentivá-los a realizar práticas de gestão ambiental. A metodologia utilizada é de abordagem quantitativa, natureza aplicada e do tipo descritiva. Para a coleta de dados, foi utilizado um questionário, aplicado a 129 estudantes. Pode-se constatar que muitos estudantes consideram o desenvolvimento sustentável uma ferramenta capaz de manter o equilíbrio entre as dimensões do Triple Bottom Line (TBL). Bem como acreditam que a sustentabilidade gera lucros às empresas, mantendo-as em vantagem competitiva, além de consideram a Educação Ambiental de fundamental importância ao Curso de Administração. Esta pesquisa é de grande relevância para o meio acadêmico e social em geral, pois, ressalta o dever de incentivar a conscientização sobre a preservação do meio ambiente, contribuindo diretamente com a atuação profissional dos futuros administradores a realizarem práticas de gestão sustentável nas empresas. ABSTRACTCompanies were seen only as economic organizations with responsibilities for resolving fundamental economic problems and now have witnessed the emergence of new roles to be played, among them, awareness of environmental problems. The general objective of this work is to analyze the sustainable management in the companies, in the perception of the students of the Administration Course of the UFCG and FAI Nordeste. The research is justified by the need to encourage entrepreneurs and future managers to preserve the environment, and also to encourage them to carry out environmental management practices. The methodology used is a quantitative approach, applied nature and descriptive type. For data collection, a questionnaire was used, applied to 129 students. It can be seen that many students consider sustainable development as a tool capable of maintaining the balance between the dimensions of the Triple Bottom Line (TBL). And they believe that sustainability is profitable businesses, keeping them at a competitive advantage, as well as consider the environmental education of fundamental importance to the Administration Course. This research is of great importance for academic and social environment in general, therefore, emphasizes the duty to encourage awareness of the preservation of the environment, contributing directly to the professional performance of future managers to undertake sustainable management practices in companies.


2021 ◽  
pp. 234094442110622
Author(s):  
Héctor Pérez Fernández ◽  
Ana Isabel Rodríguez Escudero ◽  
Natalia Martín Cruz ◽  
Juan Bautista Delgado García

Entrepreneurial intention is a key research question in entrepreneurship. Previous studies have proven the theory of planned behavior (TPB) to explain entrepreneurial intention. Scholars have thus focused on analyzing factors to develop the three antecedents of TPB, one of which is social capital. However, research has barely considered social capital online. We extend research by exploring the effect of social capital on these antecedents and on entrepreneurial intention, and by analyzing the differences in these influences between social capital online and offline. Using partial least squares and commonality analysis for 587 individuals in Spain, we find that social capital influences these antecedents and entrepreneurial intention. Furthermore, social capital online has a greater effect in attitude toward entrepreneurship, a similar effect on perceived behavioral control, and a lesser effect on social norms than social capital offline. Finally, social capital online has a greater influence on entrepreneurial intention than social capital offline. JEL CLASSIFICATION: M1 Business Administration, M13 New Firms • Startups


2021 ◽  
Vol 2021 ◽  
pp. 1-13
Author(s):  
Jingxiao Hu

Enterprise finance has become an indispensable financial channel for people to invest in their lives, and business management can provide a better economic environment for the development of enterprise finance. The structure of enterprises is gradually becoming more and more complex, and business administration shoulders considerable responsibilities and obligations in the organization and supervision of today’s social management structure. How can China play its functions under the new situation after the world economic exchanges are more frequent is an important link to promote the stable development of financial markets. In view of the problems of economic activity behavior and certainty of financial index system under the background of existing business administration, this paper puts forward the deep learning model to make risk analysis, income analysis, profit and loss analysis, and so on. The formula of deep learning model is used to calculate the data graph of financial economy, and finally, various data are compared to get the research of several business management methods on the development of enterprise financial economy. Among them, the model of current management mode belongs to two modes: e-commerce and EPR management. They not only have very unique management characteristics but also greatly promote the development of modern management, and their roles also well interpret the characteristics of modern management. The experiment also analyzes the financial data under the four algorithms for uncertainty comparison, profit and loss comparison, discreteness comparison, volatility comparison, and possibility analysis. Finally, after the source of uncertainty, the risk prediction and risk management are carried out by constructing decision trees, and these structural models are used to bring comprehensive analysis to the financial economy of enterprises and to build the impact of good trends and development prospects.


2021 ◽  
Author(s):  
◽  
Pansa Prommas

<p>This thesis investigates metadiscourse in master’s theses and the relationship between metadiscourse frequencies and quality of thesis writing. Metadiscourse has been a major research focus in various genres and contexts, but only a small proportion of this work has compared metadiscourse in postgraduate writing across educational contexts and disciplines. While previous studies of metadiscourse have reported a positive correlation between metadiscourse frequencies and writing quality, all of these studies focused on undergraduate writing. Little is known about the relationship between metadiscourse frequencies and quality of thesis writing.  This thesis includes two main studies to address the gaps in literature. Study 1 examined use of metadiscourse (i.e., frequencies, types, and functions) in master’s thesis discussion and conclusion chapters written in English by New Zealand and Thai postgraduates in the disciplines of English language teaching and business administration. Four subcorpora with a total of 116 thesis samples were compiled: 26 New Zealand students’ theses in English language teaching (NZ-ELT), 30 New Zealand students’ theses in business administration (NZ-BA), 30 Thai students’ theses in English language teaching (TH-ELT), and 30 Thai students’ theses in business administration (TH-BA). Hyland’s (2005) metadiscourse taxonomy was adopted for this study.   Study 2 explored the relationship between metadiscourse frequencies and quality of thesis writing. Forty eight theses (twelve theses with highest and lowest frequencies of metadiscourse markers in each of the four subcorpora in Study 1) were selected for this study. Semi-structured interviews were conducted with twenty four disciplinary supervisors in New Zealand and Thailand in order to investigate supervisors’ attitudes towards and expectations of good thesis writing in their disciplines. This information was used to design a rating scale specifically for thesis quality assessment. Two New Zealand and Thai raters in English language teaching and business administration, four raters altogether, rated twenty four discussion and conclusion chapters in their own disciplines.   The findings of Study 1 reveal a higher frequency of metadiscourse in New Zealand theses than Thai theses. While both New Zealand and Thai students use more textual metadiscourse than interpersonal metadiscourse, New Zealand students show a greater reliance on the use of interpersonal metadiscourse (all interpersonal subcategories, except for boosters) than Thai students. By contrast, Thai students show a greater reliance on the use of textual metadiscourse (especially transition markers and frame markers) than New Zealand students. With regard to disciplinary variation, English language teaching students use more metadiscourse than business administration students, in both textual and interpersonal metadiscourse categories. Transition markers and hedges are the most prominent metadiscourse features, contributing the preponderance of textual and interpersonal metadiscourse in this study. Despite palpable differences in frequencies, the analysis of individual types across the four subcorpora reveals similarities of New Zealand and Thai students in the two disciplines. They use similar markers, rely heavily on a small cluster of high frequency markers, and make scarce use of lower frequency ones in all subcategories. The functional analysis indicates that there are six subcategories whose functions contribute to differences between New Zealand and Thai theses, namely transition markers, frame markers, evidentials, attitude markers, engagement markers, and self-mentions.   The findings of Study 2 reveal a positive correlation between metadiscourse frequencies and thesis quality scores in both English language teaching and business administration disciplines. However, a major difference between the two disciplines is that in business administration, the frequency of textual metadiscourse is more highly related to the quality scores when compared to interpersonal metadiscourse. In English language teaching, the frequency of interpersonal metadiscourse is more closely related to the quality scores. In the comparison of quality scores between high and low frequency groups, a statistically significant difference is found in business administration, but not in English language teaching. Insights gained from this study are that (1) business administration raters are likely to focus more on textual features which directly affect readers’ comprehension, while English language teaching raters seem to have more expectations towards interactional features (e.g., explicit expression of students’ attitudes towards their own research propositions), (2) not all metadiscourse subcategories affect thesis quality scores, and (3) apart from frequencies, factors such as appropriate use of a wide variety of markers in different subcategories may contribute to better quality scores.   Based on these findings, this thesis also provides theoretical, methodological, and pedagogical implications, laying out a framework for postgraduate writing instructors in developing English for Postgraduate Academic Writing lessons and materials based on actual language use and expectations of members in specific disciplinary communities and educational contexts in order to improve postgraduate writing quality.</p>


2021 ◽  
Author(s):  
◽  
Pansa Prommas

<p>This thesis investigates metadiscourse in master’s theses and the relationship between metadiscourse frequencies and quality of thesis writing. Metadiscourse has been a major research focus in various genres and contexts, but only a small proportion of this work has compared metadiscourse in postgraduate writing across educational contexts and disciplines. While previous studies of metadiscourse have reported a positive correlation between metadiscourse frequencies and writing quality, all of these studies focused on undergraduate writing. Little is known about the relationship between metadiscourse frequencies and quality of thesis writing.  This thesis includes two main studies to address the gaps in literature. Study 1 examined use of metadiscourse (i.e., frequencies, types, and functions) in master’s thesis discussion and conclusion chapters written in English by New Zealand and Thai postgraduates in the disciplines of English language teaching and business administration. Four subcorpora with a total of 116 thesis samples were compiled: 26 New Zealand students’ theses in English language teaching (NZ-ELT), 30 New Zealand students’ theses in business administration (NZ-BA), 30 Thai students’ theses in English language teaching (TH-ELT), and 30 Thai students’ theses in business administration (TH-BA). Hyland’s (2005) metadiscourse taxonomy was adopted for this study.   Study 2 explored the relationship between metadiscourse frequencies and quality of thesis writing. Forty eight theses (twelve theses with highest and lowest frequencies of metadiscourse markers in each of the four subcorpora in Study 1) were selected for this study. Semi-structured interviews were conducted with twenty four disciplinary supervisors in New Zealand and Thailand in order to investigate supervisors’ attitudes towards and expectations of good thesis writing in their disciplines. This information was used to design a rating scale specifically for thesis quality assessment. Two New Zealand and Thai raters in English language teaching and business administration, four raters altogether, rated twenty four discussion and conclusion chapters in their own disciplines.   The findings of Study 1 reveal a higher frequency of metadiscourse in New Zealand theses than Thai theses. While both New Zealand and Thai students use more textual metadiscourse than interpersonal metadiscourse, New Zealand students show a greater reliance on the use of interpersonal metadiscourse (all interpersonal subcategories, except for boosters) than Thai students. By contrast, Thai students show a greater reliance on the use of textual metadiscourse (especially transition markers and frame markers) than New Zealand students. With regard to disciplinary variation, English language teaching students use more metadiscourse than business administration students, in both textual and interpersonal metadiscourse categories. Transition markers and hedges are the most prominent metadiscourse features, contributing the preponderance of textual and interpersonal metadiscourse in this study. Despite palpable differences in frequencies, the analysis of individual types across the four subcorpora reveals similarities of New Zealand and Thai students in the two disciplines. They use similar markers, rely heavily on a small cluster of high frequency markers, and make scarce use of lower frequency ones in all subcategories. The functional analysis indicates that there are six subcategories whose functions contribute to differences between New Zealand and Thai theses, namely transition markers, frame markers, evidentials, attitude markers, engagement markers, and self-mentions.   The findings of Study 2 reveal a positive correlation between metadiscourse frequencies and thesis quality scores in both English language teaching and business administration disciplines. However, a major difference between the two disciplines is that in business administration, the frequency of textual metadiscourse is more highly related to the quality scores when compared to interpersonal metadiscourse. In English language teaching, the frequency of interpersonal metadiscourse is more closely related to the quality scores. In the comparison of quality scores between high and low frequency groups, a statistically significant difference is found in business administration, but not in English language teaching. Insights gained from this study are that (1) business administration raters are likely to focus more on textual features which directly affect readers’ comprehension, while English language teaching raters seem to have more expectations towards interactional features (e.g., explicit expression of students’ attitudes towards their own research propositions), (2) not all metadiscourse subcategories affect thesis quality scores, and (3) apart from frequencies, factors such as appropriate use of a wide variety of markers in different subcategories may contribute to better quality scores.   Based on these findings, this thesis also provides theoretical, methodological, and pedagogical implications, laying out a framework for postgraduate writing instructors in developing English for Postgraduate Academic Writing lessons and materials based on actual language use and expectations of members in specific disciplinary communities and educational contexts in order to improve postgraduate writing quality.</p>


2021 ◽  
Vol 1 (2) ◽  
pp. 88-98
Author(s):  
Bella Widya Septianty ◽  
Finna Fourqoniah ◽  
Muhammad Fikry Aransyah

This study aims to determine the effect of entrepreneurship education on EBI, the effect of entrepreneurship education on entrepreneurial intentions, the effect of EBI on entrepreneurial intentions, and the role of EBI as a mediator of influence between entrepreneurship education and entrepreneurial intentions. This research was conducted on undergraduate students of the Business Administration Study Program, Faculty of Social and Political Sciences, Mulawarman University class of 2017 and 2018. The main requirements for respondents are students who have taken entrepreneurship courses in the previous semester with a total sample of 222 people. The analysis technique uses AMOS-based SEM analysis. The results of the analysis found that entrepreneurship education has a positive and significant effect on EBI, entrepreneurship education has a positive and significant effect on entrepreneurial intentions, EBI has a positive and significant effect on entrepreneurial intentions, and EBI plays a significant role in mediating the influence of entrepreneurship education on entrepreneurial intentions. Based on the results of the research, it means that the Business Administration Study Program is able to grow and encourage students' interest in entrepreneurship which can be done through the development of entrepreneurship education curricula. And student character values ​​(EBI) can be developed through experience and field practice so that they do not have to be imposed on the education.


SYNERGY ◽  
2021 ◽  
Vol 17 (2) ◽  
Author(s):  
Antonia ENACHE ◽  
Marina MILITARU ◽  
Viorela-Valentina DIMA

The present research looks into the most common inadvertencies that occur in professional writing – more specifically, in writing for business purposes. Against the background of the labour market requirements for professionals equipped with sound writing skills – perceived as ‘deal makers or breakers’ – the paper presents the results of a qualitative analysis of business written assignments of students from an English-taught Business Administration programme organised by the Bucharest University of Economic Studies, Romania. The analysis reveals that, despite students being highly proficient users of the target language, they nonetheless stumble upon challenges that pertain not to accuracy and correctness, but to extraneous factors such as appropriateness, flexibility, conciseness, relevance and deference. In the following, we shall attempt to shed light on these inadvertencies and highlight the aspects to be taken into account when writing in a business context.


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