Does psychological safety at school affect psychological capital at work? Evidence from part-time MBA students

Purpose Existing research regarding the value of school education focuses primarily on the effects of educational level on core task performance after graduation. However, it is worth noting that knowledge, skills and abilities are not the only individual gains from school education. For part-time Master of Business Administration (MBA) students, the impact of MBA education on their real-time work during their two-year or so study journey has not been reported. This study aims to provide theoretical reasoning and empirical insights to clarify the impact of psychological safety at school on psychological capital (PsyCap) at work for part-time MBA students and examines the moderating role of constructive controversy at school in this relationship. Design/methodology/approach A survey of 286 part-time MBA students was conducted in a university located in Beijing to address the theoretical issue. Findings Students’ psychological safety at school is positively related to PsyCap at work. Constructive controversy at school acts as a positive moderator in the relationship between psychological safety at school and PsyCap at work. Originality/value This study establishes a link between the school and the workplace. It explores the relationship between an individual’s psychological states at school and at work and contributes to the literature on human resources and management education. Furthermore, the findings prove that students not only gain knowledge, skills and abilities from education but also positive psychological states, such as psychological safety.

E-career canvas for individuals’ initiative and MBA graduate employability: an exploratory study

Purpose The purpose of this paper is to propose a model developed through a thorough qualitative analysis of pertinent stakeholder perceptions that can be used to map Master of Business Administration (MBA) students’ aspirations, goals, strengths and weaknesses to create optimal interventions and enable better employability. Design/methodology/approach This study used an exploratory research design. The authors conducted interviews with 60 stakeholders to identify themes that form constituents of the E-Career Canvas for Individuals (E-CCI) model. To assess the impact of the proposed initiative, 30 random participants were chosen for interviews from among alumni, present students, faculty, recruiters and the university administration across five years. Findings The proposed model captures the short-term and long-term goals of students concerning their career aspirations. This study has qualitatively explored the impacts of the E-CCI initiative on graduating students’ outcomes. The impacts are positive. The findings also suggest that recruiters do experience an incremental difference among graduates who have participated in the E-CCI program at an educational institute in India. Practical implications Business schools may adopt this model to create profiles of their MBA students. Students, as well as institutional administration, may work on mitigating the shortcomings and weaknesses identified through E-CCI initiatives and target the roles matching the profiles of students during placements. Originality/value This paper presents a novel model of E-CCI to capture the aspirations of MBA graduates and direct them to fulfil their goals. This study takes into consideration the viewpoints of key stakeholders involved to map the effectiveness of the model.

Effectiveness of Game-Based Learning as a Pedagogy Among the MBA Students

Game-based learning is an exciting and interactive tool used by many teachers across the globe. This research aims to check whether any significant change is found in the learning of the student before and after introducing game-based learning in classroom teaching. MBA students were identified as the target group for this research. The production dice game was used for this experiment. The teacher engaged the first session traditionally and later with the production dice game. Student learning was captured through a Google form before and after the game. The Google form had questions ranging from understanding to analyzing to application-level to capture exactly the effectiveness of game-based learning, Paired sample t-test was applied to check the before and after test results, and it was found that there was a significant change in the learning among the identified target group. Through this study, the authors conclude that game-based learning provides better results in student learning as compared to regular classroom teaching.

An Empirical Analysis of the Structuration of American Ideologies About Economic Justice

A consensus has been forming among structural social psychologists that most Americans hold beliefs in both individualistic and structural explanations of inequality. Yet, even many who espouse structural beliefs nonetheless emphasize individual-level explanations of inequality to disproportionate extents. This study is aimed to identify common trends in the logic used by a conventional group of Americans – MBA students – to rationalize their more general political and economic beliefs. While a large number of studies have emphasized the prevalence of dominant ideology beliefs, and others have speculated theoretically on how such beliefs are reproduced, this study aims to bring these bodies of work together. I sought to build an initial understanding of how contradictions in Americans’ political and economic ideologies are transmuted, and to identify heuristic concepts fundamental to this process. Findings suggest that particular assumptions about human nature serve to “fill” the cognitive “gap” which would otherwise present individuals with insurmountable ambiguities in their ideologies about economic justice. Respondents also reflected some level of awareness of the impact of ideology on their thought processes, even as they accept such processes, and the realities they constitute, as inevitable.

DEVELOPMENT OF FUTURE LEADERS THROUGH TRANSFORMATIONAL EXECUTIVE EDUCATION PROGRAMS

The goal of executive education programs is to prepare the leaders to act in swiftly changing business and social environment. However, various research show that the program completion may not induce the expected change unless it has more transformational nature. In other words, the program curriculum should put more emphasis on soft skills development and incorporation of experiential learning methods. Therefore, the quantitative, longitudinal research was conducted among participants of executive education program at a highly ranked university which met the criteria of transformational education program. The study aimed to measure the change at the level of basic motivators among 71 Executive MBA students that occurred during 2 years of studies at the executive program using REISS Motivation Profile®. There were discovered significant changes in 5 motivators: Acceptance, Social Contact, Status, Order and Tranquility. The results indicate that the program participants become leaders that are more oriented towards collaboration with others and value more planning and balanced approach to management. The results bring valuable indication for both university management and educators calling for changes in the executive education curriculum. Keywords: executive education, leadership development, RMP®, quantitative research

Do Personality and Belief Influence the Ownership of Private Long-term Care Insurance?

Long-term care is the largest out-of-pocket expenditure risk for the elderly. Private long-term care insurance is one crucial source to cover the gap. The study aims to investigate (1) whether wealthy people are more likely to purchase private long-term care insurance (LTCI); (2) whether personality traits are associated with ownership of LTCI; and (3) whether individual experience influences the ownership of private LTCI. We surveyed 375 participants for three groups, including nurses, executive MBA, and MBA students. EMBA group had highest percentage of personal discretionary income (defined as greater than 1,780 US dollar per month)(77.6%), followed by MBA group (17.6%) and nurse group (8.8%). The nurse group had highest in long-term caring experience for sick family members (46.4%), self-experience catastrophic diseases (11.2%), and number of family/relatives/friends share responsibilities of caregivers (2.33 persons). The nurse group had lowest risk propensity score as well as openness to experience traits. The percentage of ownership in private LTCI was 48%, 45.6%, and 28.8% for nurse, EMBA, and MBA groups, respectively. After controlling for age and tenure, results from logistic regression indicated that MBA group was less likely to own LTCI compared with nursing group. Compared with less than 30,000, only personal discretionary income 30,001~ 50,000 had higher odds ratio to own LTCI. Wealthy is inconclusive in determining ownership of private LTCI. Nurses who were lowest risk propensity and openness traits and have more sickness experience were more likely to purchase private LTCI. Believe needing LTCI is the strongest predictor in ownership of LTCI.

Project management

The textbook summarizes modern concepts and approaches in the field of project management and is intended for studying training courses on project Management. The textbook materials are based on the recommendations of the International Project Management Association IPMA (International Project Management Association) and international standards ISO 21500 and ISO 21502. Meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate, graduate and MBA students of higher educational institutions studying in the direction of "Management". It can be used in practical activities by managers and specialists involved in project management in organizations of various profiles.

Business School Student Satisfaction with Emergency Remote Teaching

This study analyzes Peruvian Business School students’ experiences with emergency remote teaching during the COVID-19 pandemic. We used the critical incident technique (CIT) to explore the salient factors on which students based their satisfaction and dissatisfaction with their online education. Data were collected through semi-structured interviews conducted with 27 MBA students. The results comprised 56 incidents – 25 satisfactory and 31 unsatisfactory – in the two major categories of Virtuality and the Teaching-Learning Process. This study contributes a new perspective on online education through the analysis, conducted through CIT, of the Peruvian Business School students’ experiences with online education during the COVID-19 pandemic. Some of the most relevant positive incidents included the recording of classes to review them later; the existence of Learning Management Systems to support the development of online materials; the possibility of entering online classes instead of in-person classes, as well as the flexibility with regard to location. The study allows us to determine several critical aspects in the two identified categories that should be considered when improving future online or hybrid programs.