– dimensions of job contribution, job satisfaction and propensity

–       
lower
levels of commitment, both affective and continuation, even though they showed
a softly higher evaluation for their future career path potential.

–       
Work
and career situation, with no major differences on dimensions of job contribution,
job satisfaction and propensity to leave.

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The question that stimulated the research was whether the MBA
qualification adds value to individuals, leading to the MBA being valued by companies.
The answer to this question is important as more the companies work in a
competitive environment, trying to maximize their efficiency. The most
important assets of any businesses and that businesses must invest in people.

Should MBA graduate students be the target for managerial
recruitment?

Should businesses sponsor MBA studies for promising managers?

The research on MBA studies has led to the common concept that MBAs
gain positive qualities,

The whole conclusion for this research is that MBA studies help
graduate students gain an advantage over their colleagues, at least in their own
self-reports. These advantages are concerned generally with their skills. If
the purpose of MBA programs is to produce better leaders by providing graduate
students with stronger managerial competencies, these results show that MBA
programs are achieving that goal.

(2002) Richard E.
Boyatzis, Elizabeth C. Stubbs, And Scott N. Taylor Case Western Reserve
University, conduced a research with addressed Learning Intellectual and
Emotional Intelligence Capabilities Through Graduate business administration Education the research question was “Can MBAs and
participants in business administrative education improve competencies related
to outstanding managerial and manager performance?

The research presented a promising answer that MBAs education can
help people improve intellectual and emotional intelligence capabilities needed
to be outstanding managers. However we cannot use the typical session and-discussion
methods with their focus on knowledge gaining only. Fairly a more general
approach can help dramatically improve the impact and the significance of an
MBA to graduated students’ future work organizations. There is some reservation
about the knowledge holding of MBAs. A main challenge to MBA education is to improve
the ability to use management knowledge.

When
the students decided to join an MBA degree their first step is to choose the
best institution that provides the MBA program, an experimental study conducted

In
2011 by Srikant M. Datar and David A. Garvin Harvard Business School,
Boston, Massachusetts, USA, and Patrick G. Cullen AACSB International, Tampa,
Florida, USA, The Research seek to examine the major challenges facing MBA
programs and to contend that they have to reconsider their value proposal. It purpose
to search effective curricular and programmatic responses as opportunities for
MBA programs to update. The research aimed to call for cooperative action through
the business administration field to efficiently address these challenges.

The Researchers recognized eight unfulfilled needs, many of them associated
with “doing”   and “being” Every presents
an opportunity for MBA programs to update and change.

These needs are outlined of an operational programmatic or
curricular response,

1.     
Gaining
a global perspective, identifying, analyzing, and practicing how best to achieve
when faced with economic, institutional, and cultural differences across
countries.

2.     
Improving
leadership skills, understanding the responsibilities of leadership, developing
another approaches to motivating, influencing, and guiding others, learning many
skills such as conducting a performance review and giving feedback, and identifying
the impact of one’s actions and behaviors on others.

3.     
Improving
integration skills: thinking about issues from varied, flowing viewpoints to
frame problems holistically, learning to make decisions based on multiple choices,
frequently conflicting, functional perceptions and building judgment and perception
into confused, unstructured states

4.     
Identify
the role, responsibilities, and purpose of business: balancing financial and
nonfinancial goals.

5.     
Recognizing
organizational certainties and the challenges of implementation influencing
others and getting things done in the conflicting points of view.

6.     
Creative
Thinking and innovatively, conclusion and enclosing problems, gathering, producing,
and refining large volumes of vague data, engaging in reproductive and cross
thinking, and constantly experimenting and learning.

7.     
Critical
analytical? thinking and clear communicating, improving
and articulating logical, intelligible, and credible arguments, organizing
supporting proof and unique fact from opinion. The Critical Analytical Thinking
and teach critical thinking and communication skills. The research’s result was
that all MBA program should be moving simultaneously on all of these fronts,
nor that every MBA program provider should be making the same changes or
teaching the very same courses. Some degree of specialization is certain to be
beneficial. After all MBA program
provider differ radically in their resources and capabilities, as well as their
underlying attitudes.

This
in fact is one of the central programs of the case studies, there is no single,
best way to progress. Diversity is to be encouraged and commended.

“There
is room in this marketplace for multiple, diverse models” To identify their
desired direction, another one suggested. “We need to ask, ‘What are we really
good at? Where can we be distinctive? How can we add value?  We agree passionately.

Our only attention
is that, in the procedure, MBA program provider avoid spending too much time
fine-tuning and re-engineering their program structures and designs without
changing the matter of their universities’ offerings. These efforts, while principal
to differentiated student experiences, are of vague learning value. At the same
time that we favor diversity, we believe that all universities would benefit
from action on two fronts. First, we propose that MBA programs offer more attention
to teaching thinking and cognitive skills. These skills are involve cognitive courses
of some sort that assist as the input or groundwork for more active decision
making. For similar reasons, we believe that all MBA programs need to focus
more attention on issues of accountability, principles and social
responsibility, which are needed to effective management. Management decisions
are increasingly subject to public examination and evaluation. As the public’s anticipations
of business managers have increased, so too have the supplementary demands for extending
the scope of business preparation.

At (2003) Jane Sturges,
Ruth Simpson & Yochanan Altman conducted a research of the benefit on
learning: an examination of the MBA as a vehicle for improving career competencies.

The
research object was examine the skills and knowledge, career principal ,which
MBA graduate students gained from their studies, compared the similarities and
differences between them. The study of Canadian MBA graduate students used qualitative
and quantitative methods to explain what career competencies and benefits they
believed they had developed from their MBA program. By adopting qualitative and
quantitative ?approaches, the research was able to discover
in-depth graduate students’ perceptions about what they have gained from
studying