Measuring Competencies Developed within an MBA Capstone Course and Testing for Group Differences in Perceived Competencies for Reporting Career Advancement Behaviors

Autor/inn/en	Blau, Gary; Hill, T.L.; Nash, David; Naumoff, Nicole
Titel	Measuring Competencies Developed within an MBA Capstone Course and Testing for Group Differences in Perceived Competencies for Reporting Career Advancement Behaviors
Quelle	In: Journal of Education for Business, 98 (2023) 6, S.295-304 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2022.2144988
Schlagwörter	Capstone Experiences; Masters Programs; Business Administration Education; Career Development; Job Skills; Graduate Students; Student Attitudes; Competency Based Education; Teamwork; Education Work Relationship; Instructional Design + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Berufsentwicklung; Produktive Fertigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Competency development is important in any MBA program, perhaps the most in the capstone course. Aggregating replies from 167 MBA graduates who completed a client-oriented, team project-based MBA capstone course within a nine-year study period, two new reliable and distinct scales reflecting career competencies learned were developed, Business Project Competency (6 items) and Opportunity Discovery Competency (8 items). MBA graduates who reported their capstone experience had helped with four career advancing behaviors, i.e., in a job interview; to move to a new position or get a raise; change of careers; or expanding their professional network, had higher perceptions on both scales, versus MBA graduates not reporting these career advancing behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01