Running Head: EMPLOYER PERCEPTIONS

Employer Perceptions of the Currency and Relevance

of the University M.B.A. Program

 Employer Perceptions 2

TABLE OF CONTENTS

INTRODUCTION ..................................................................................................3

Background and Purpose .................................................................................. 3

Problem Statement ............................................................................................ 4

Research Objectives .......................................................................................... 4

Research Questions and Hypotheses ................................................................. 5

Importance of Study .......................................................................................... 6

Limitations ........................................................................................................ 6

Definitions ......................................................................................................... 7

LITERATURE REVIEW........................................................................................ 9

Knowledge Needed ........................................................................................... 10

Skills Needed .................................................................................................... 11

Summary ............................................................................................................12

METHODOLOGY................................................................................................. 13

Data Collection ................................................................................................. 13

Data Needed .................................................................................................13

Description of Data Collection Methods ..................................................... 13

Rationale for Data Collection Methods ....................................................... 14

Data Analysis ................................................................................................... 15

Description of Data Analysis Methods ...................................................... 15

Rationale for Data Analysis Methods ........................................................ 15

Anticipated Findings .................................................................................. 16

CONCLUSION....................................................................................................... 17
 Employer Perceptions 3

Description of Administration of Research .................................................... 17

Cost Estimate of Research ............................................................................. 18

Qualifications of Researchers ........................................................................ 19

REFERENCES....................................................................................................... 21

APPENDICES

Appendix A ...................................................................................................... 24

Appendix B ...................................................................................................... 28
 Employer Perceptions 4

Introduction

Despite the fact that enrollment in Master of Business Administration (M.B.A.) programs

is growing and M.B.A. programs are flourishing globally, M.B.A. programs are increasingly

criticized for their curricula that has only a small relationship to what is important for ultimate

success in business (Pfeffer & Fong, 2002; Rubin & Dierdorff, 2009). This assessment is

disconcerting to prospective students, to those who financially support students, and, not least, to

employers who seek to hire M.B.A. graduates based on the knowledge and skills they expect

graduates to possess.

Background and Purpose

This survey project is intended to explore if the University M.B.A. curriculum is

viewed by hiring managers as being current and relevant based on the critical knowledge and

skills needed in the workplace today. This project is timely, as the landscape of M.B.A. programs

is changing rapidly: there is increased competition for highly qualified students; more schools

are spending money to advertise their program, promote their brand and conduct market

research; and fewer foreign students will seek M.B.A. degrees in the United States as other

countries develop their own programs (Graduate Management Admissions Council, 2008) .

University began offering courses leading to a Master in Business Administration

degree in 1983 as part of its successful adult-oriented Graduate and Professional Studies (GPS)

Program. The practical focus of the GPS program has recently enabled University to develop

significant in-state corporate support. This research project fits well within the University’s

strategy to partner with employers. It is anticipated that the findings of this survey will be used

by University to refine subsequent market research.

 Employer Perceptions 5

Problem Statement

The multi-faceted predicament facing University administration involves balancing the

needs of students, employers and faculty while operating within limited resources. The

University must determine how to best prepare students for the workplace of today and

tomorrow in order to be attractive to prospective students and gain support and respect of

regional employers. Faculty must understand and support any change in curriculum as they are

the ones enacting it. Finally, must distinguish itself from other regional M.B.A. programs and

online M.B.A. programs.

Much has been written about the seemingly short-sighted approach to create curricula to

appeal to students or faculty, at the expense of the employer (Gupta, Saunders & Smith, 2007;

Tyson, 2005; Van Auken, Gricenko Wells & Chrysler, 2005). There are also those who suggest

that programs should focus on non-traditional courses to develop skills necessary to lead in the

"flat" global economy (Butler, 2007). It is within this decidedly grey area that M.B.A. programs

must define and evaluate their curriculum (Rubin & Dierdorff, 2009).

Research Objectives

This research project is designed to measure the currency and relevancy of the

University M.B.A. program. While many methods of data collection exist, it was determined that

the use of self-administered questionnaires would be the best. The perceived level of how current

and relevant the M.B.A. program is will be determined based on the responses obtained from

the study. The objectives the surveys hoped to gain are listed below.

1. Determine if a survey research design is the most effective approach for collecting

perceptions of the M.B.A. program by hiring managers.

 Employer Perceptions 6

2. Given a sample of hiring managers, determine the organizational characteristics of: (a)

those who perceive the M.B.A. program content as relevant, and (b) those who do not perceive

the M.B.A. program content as relevant.

3. Given a sample of hiring managers, determine their: (a) desired knowledge areas, and

(b) desired skills.

4. Given a sample of hiring managers, determine if there is a relationship between any

one of the desired knowledge areas and intention to support student enrollment.

5. Among a sample of hiring managers, determine if there is a difference in “perceived

relevance” by: (a) organization size, and (b) industry type.

Research Questions and Hypotheses

The purpose of this section is to determine the questions that the study hopes to answer.

These questions are derived from the research objectives, which indicate the overall intent of the

study. The questions will be analyzed using statistical methods based on the sample of completed

surveys retrieved during the study.

1. Is the implementation of a survey research design the most effective approach for

collecting hiring managers’ perceptions of the M.B.A. program?

2. (a) Given a sample of hiring managers, what are the organizational characteristics of

those who perceive the M.B.A. program content as relevant? (b) Using the same sample of

hiring managers, what are the organizational characteristics of those who do not perceive the

M.B.A. program content as relevant?

3. (a) From the sample of hiring managers, what desired knowledge areas do they want?

(b) Using this same sample, what are the desired skills hiring managers want?
 Employer Perceptions 7

4. What relationship exists based on the sample of hiring managers, if any, between any

one of the desired knowledge areas and the intention to support student enrollment?

H4o: There is no relationship between application of business principles in daily

operations and intention to support student enrollment.

5. Based on the sample of hiring managers, is there a difference in “perceived relevance”

by organization size or by industry type?

H5o: There is no difference in “perceived relevance” for organizations with 1000 or more

employees and there is no difference in “perceived relevance” for the service industry.

Importance of the Study

University offers a core set of classes for the M.B.A. program, however with the ever

changing job market the University needs to know if what they offer to students is also

meaningful to hiring managers. This exploratory study seeks to uncover what hiring managers

regionally think about the program and discover any weaknesses. This study is important as the

results will help to create a graduate program that will stand apart from others.

The findings of this exploratory project will be used as a foundation for continuing

market research. It is anticipated that at the conclusion of the study University will have

valuable information to use in redesigning or updating the M.B.A. program so that it is current

and relevant to hiring managers.

Limitations

The questionnaire determined appropriate for this research project and the method for

sampling has restrictions that should be considered when analyzing the results. Although the

measurements of the variables examined are real for the sample, it is not certain that the results

are representative for the population (Cooper & Schindler, 2008, p. 376).
 Employer Perceptions 8

For a sample to closely represent a population, the measurements of variables must

have enough variation in the results to reflect the population (Cooper & Schindler, 2008). This

research project includes a convenient sample size of approximately 30 hiring managers

covering a limited geographical area. The sample size, distribution method, and constrained

timeframe for this research project will likely result in a high sampling error. A high sampling

error reduces the likelihood that the sample will accurately represent the population (Cooper &

Schindler).

Another limitation to consider when analyzing the results is how each hiring manager

interprets the vocabulary used in the questionnaire. For instance, the term budgeting skills may

be interpreted differently by an accountant than an engineer; this can affect the results of the

questionnaire

Definitions

Analytical skills - The ability to use thinking and reasoning (Merriam-Webster.com) to

make sense of information regarding the organization and being able to translate that information

in a meaningful manner.

Application of business principles - The ability to implement fundamental norms, rules,

or values that represent what is desirable and positive for a person, group, organization, or

community, and help it in determining the rightfulness of wrongfulness of its actions

(businessdictionary.com, 2010).

Budgeting skills - Specific skills relating to the understanding of expenses, profits, losses,

and general accounting knowledge.

Business principles - Fundamental norms, rules, or values that represent what is desirable

and positive for a person, group, organization, or community, and help it in determining the
 Employer Perceptions 9

rightfulness or wrongfulness of its actions. Principles are more basic than policy and objectives,

and are meant to govern both (businessdictionary.com, 2010).

Computer skills - The ability to use computer programs necessary for the organization.

Critical thinking - The ability to conceptualize, analyze, apply, synthesis and evaluate

information resulting in an educated conclusion (dictionary.com, 2010).

Cross-functional knowledge- Knowledge and understanding of other departments within

the organization; to understand how each department functions and the impact each department

has on the entire organization.

Current – To stay updated with real-world events related to the work force and business

practices.

Discipline specific job experience - Prior job experience related to responsibilities and/or

duties of an organization.

Decision making skills - The ability to analyze available information and use the

appropriate knowledge to make an educated decision with the organization’s best interest in

mind.

Multi-tasking - The ability to focus on and complete multiple projects and responsibilities

simultaneously.

Out-of- the-box thinking skills - An innovative way of thinking; researching alternative

solutions or methods which are untraditional to the organization, but are valuable for

consideration due to potential increase in efficiencies, productivity and/or positively contributing

problem solving.

Perceive - A sense of understanding for a particular matter.

 Employer Perceptions 10

Relevant - Having a bearing on or a connection, related to the organization, with the

matter at hand (dictionary.com, 2010).

Literature Review

The purpose of this exploratory study is to determine through a convenience sample of

hiring managers: (1) what employee knowledge and skill constructs are important, and (2) if the

University M.B.A. program content has relevancy and currency to their organization. This

section seeks to uncover themes and findings concerning employer perceptions of M.B.A.

curricula and their need for knowledgeable and skilled employees.

Defining the customer is the first task for a business school interested in assessing

customer needs. Many institutions consider the student the primary customer. This is an

important because much of the current business curricula, especially those that emphasize

specialization, have been designed to attract and be responsive to students (Bisoux, 2005; Gupta,

S nders, & Smith, 2007). However, as it is increasingly common for employers to finance all of

or a portion of the financial burden of graduate education, in the late 1980's business schools

began to rethink the customer orientation and view the employer as the ultimate customer,

(Ryan, 1999). In fact, much of the present literature hold Porter and McKibbin's study (1988) as

the seminal review of the knowledge, skills and abilities employers expect from M.B.A.

graduates. Today, many business schools acknowledge the role of the employer as customer and

are examining and reinventing their curricula to create the value employers expect (Livingstone,

2007; Moore, 2007; Tyson, 2005; Stumpf & Tymon, 2002).

Knowledge Needed
 Employer Perceptions 11

According to Tyson (2005, p. 236), "Knowledge is executive base camp." Tyson goes on

to explain that the London Business School conducted extensive personal interviews with global

business executives to discover their need for critical "global business capabilities" among

M.B.A. hires. The School defined these capabilities as making timely decisions, communicating

clearly, and driving effective action to deliver results. At a more granular level, business

knowledge encompasses the functional curricular domains: economics, finance, supply chain

management, organizational structures and dynamics, sales and account management,

accounting, marketing and brand management, strategy, human resource management,

technology management, decision sciences, and corporate governance (2005).

Northeastern University's College of Business Administration found that employers

expect M.B.A. graduates will be knowledgeable in financial accounting, strategy analysis, and

marketing, but are looking for graduates with intangible personal skills, such as the ability to

lead teams and to use data effectively (Moore, 2007). Similarly, Rubin & Dierdorff (2009) found

that "real world" managers indicate decision-making process management and human resource

management are the most relevant behavioral competencies needed to be successful. At the same

time, Rubin and Dierdorff caution that emphasizing a knowledge-based curriculum may be less

relevant to students who are generally attracted to skill-building courses.

The Graduate Admission Management Council (GMAC) conducts annual corporate

recruiter surveys for use by graduate business schools. The GMAC Survey Report (2010)

revealed that knowledge of general business functions, learning, motivation and leadership are

the most important competencies for M.B.A. graduates.

 Employer Perceptions 12

The knowledge-based curricula of an ideal business school was summarized by Navarro

(2008) to include multidisciplinary and integrative problem solving, experiential exercises,

global perspective and information technology, and business ethics and corporate responsibility.

Skills Needed

Proficiency in "soft skills" of team-building, communication, and leadership, are the

skills Bisoux (2005) identifies as important for employers. Bisoux describes how several

graduate programs have responded to this demand by incorporating more communication

activities within the course work by bringing in outside experts to co-instruct with faculty and

hiring executive coaches to work with students.

Development of soft skills, such as communication, leadership, negotiation, team

building and interpersonal skills, are found to be important to long-term management success

and should be integral in an M.B.A. program (Eberhardt, McGee, & Moser, 1997; Navarro,

2008). Likewise, the London Business School described corporate leaders wanting graduates to

be more thoughtful, aware, sensitive, flexible, and adaptive - all rather soft and indefinite

attributes (Barker, 2010). Interestingly, recruiters assert the importance of leadership,

communication, and interpersonal skills; however, they are inclined to make hiring decisions

based on "hard" technical skills (Rubin & Dierdorff, 2009).

Large corporate human resource managers believe M.B.A. curricula should better hone

leadership skills by providing opportunities to gain practical experience, and should require that

students practice public speaking and written communications that mimic the writing required in

the workplace (Eberhardt, McGee, & Moser, 1997).

The top skill sets desired by corporate recruiters as reported in the GMAC Survey Report

(2010) include strategy and innovation management, strategic and system skills, and
 Employer Perceptions 13

management of decision-making. Brooks (2007) relied on an earlier GMAC employer

assessment to compare ratings by corporate recruiters and M.B.A. program directors on the

importance of an M.B.A. skill set in the program curriculum, and found that recruiters

considered 7 out of 12 skills less important than did program directors. Corporate recruiters

considered "adaptable/flexible decision-making and execution in ambiguous

and complex

environments" the most important skill set, followed by strategic thinking,

creative problem-solving, and "integrative thinking/ability to see connections

in disparate information" (Brooks, p.85).

Summary

Skills are essentially learned through application and practice and are different than

knowledge, yet it is the ability to take appropriate action based on comprehension of information

that makes a manager effective. M.B.A. programs must balance the offering of skill building

courses against the need for a broad understanding of core business concepts (Middleton, 2004;

Rubin & Dierdorff, 2009; Ryan 1999).

There is evidence that M.B.A. programs should periodically examine whether or not their

curricula meet the needs of employers. Whereas much of the literature centers on the largest

corporations and top-named M.B.A. programs, this research project is designed to look at a

regional educational program and a regional employer base. By investigating how the

University M.B.A. program appeals to hiring managers, it is anticipated that this exploratory

research will help provide guidance to 's faculty and administration as to the balance of skills

and knowledge appropriate for its customers.

 Employer Perceptions 14

Methodology

Data Collection

Data needed

This study will collect information from respondents to determine whether or not a self-

administered questionnaire is an effective tool for this research project. Additional data needed

consists of variables concerning the perceptions of hiring managers as to the M.B.A. program

and elements of the managers' organizations. More precisely, the data collected will include the

following hiring manager perceptions: the most important knowledge areas and skills; the

relevance of the M.B.A. program to organizations; and the intention to support student

enrollment in the M.B.A. program. The data collected will also include organizational

characteristics such as size as measured by the number of employees, profit or non-profit status,

and industry type.

Description of Data Collection Methods

The convenience sample for this questionnaire will include a minimum of 30 hiring

managers in the Central Virginia region, more specifically, the Charlottesville Metropolitan

Statistical Area. Through the network of four surveyors, these self-administered questionnaires

will be distributed via email and personally delivered as a hard copy. The types of organizations

participating in the study include industries such as services, manufacturing, public

administration, and healthcare. This questionnaire will be distributed and collected July 7-19,

2010. The questionnaire consists of five sections with a total of 23 questions. There is no

follow-up planned, although if the respondent needs clarification regarding the questionnaire, the

surveyors will be available by email, phone or in-person to answer questions.

 Employer Perceptions 15

Hiring managers will not be offered any incentive. However, the surveyor’s relationship

with the managers will positively influence the managers’ willingness to complete the survey.

The survey results will be shared with respondents who express interest in the findings.

Rationale for Data Collection Methods

The type of collection method used for this project will be a self-administered survey.

Surveys are categorized under the communication approach as a form of data gathering (Cooper

& Schindler, 2008). Self-administered surveys have numerous benefits as a form of data

collection and can be quite effective. They offer access to otherwise inaccessible participants, are

the lowest in cost to implement, cover large geographic regions, require minimal staff, and can

offer rapid data collection capability (Cooper & Schindler).

Self-administered surveys are effective when trying to determine attitudes, interests, and

opinions. This study will measure the perception of how current and relevant the M.B.A.

program is, which is evaluated based on the attitudes, interests, and opinions of the sample

selected. In order to measure these attributes, the self-administered survey appears to be the most

appropriate data collection technique. Techniques such as secondary data, experimentation, or

observation are not as effective as communication-based research, such as self-administered

surveys, to gather information on opinions, attitudes, intentions, or preferences (Cooper &

Schindler, 2008).

The use of convenience sample is appropriate for this study given the existing time and

budgetary limitations. Moreover, this is an exploratory study that will be used to shape additional

research studies in the future.

 Employer Perceptions 16

Data Analysis

Description of Data Analysis Methods

Regarding question 1, which asks if the implementation of a survey research design is the

most effective approach for collecting perceptions of the M.B.A. program by hiring managers,

no data will be collected. Since there is no data collected, no data will be analyzed.

Research question 2 asks for the organizational characteristics of those who perceive the

M.B.A. program content as relevant. In order to analyze this data, a descriptive analysis will be

conducted to include measures of central tendency and deviation.

For research question 3, which asks for the desired knowledge areas and skills the sample

of hiring managers are looking for, the data will be analyzed using descriptive analysis to include

measures of central tendency and deviation.

Research question 4 asks if a relationship exists between any one of the desired

knowledge areas and the intention to support student enrollment. In order to analyze this data,

correlation and regression analysis will be used.

Data analysis for question 5 seeks to determine the difference in “perceived relevance”

by organization size and by industry type. The Analysis of Variance (ANOVA) method will be

used to analyze differences in program relevance based on organizational size and industry type.

Rationale for Methods of Data Analysis

Due to the differences between the types of survey questions that are being asked, several

analytical methods will be required for data reduction. In order to analyze results from the data

collected for research questions 2 and 3, descriptive analysis will be used. Descriptive analysis

will provide a statistical description of the variables and will provide insight on central

tendencies and deviation in the data.

 Employer Perceptions 17

Correlation analysis and regression analysis is an appropriate means to reduce data

collected for research question 4 since the purpose of the question is to investigate the

relationships between variables concerning desired knowledge areas and the intention to support

student enrollment.

For research question 5, analysis of variance (ANOVA) will be used since it is

appropriate for instances where differences in three or more groups are investigated.

Anticipated Findings

Concerning research question 1, it is anticipated that self-administered survey research is

the most effective means of gathering data. In order to gather information on opinions, attitudes,

intentions, and preferences, communication-based research using self-administered surveys is the

most effective method (Cooper & Schindler, 2008).

The anticipated finding for research question 2 is that in the sample, organizations with

1000 or more employees will perceive the M.B.A. program content as relevant. One study that

analyzed the trend between what M.B.A. programs teach and what hiring managers want

concluded that there is no preference between a general M.B.A. degree and a specialized M.B.A.

degree (Gupta, Saunders, & Smith, 2007). Organizations are anticipated to prefer graduates with

a solid foundation of business knowledge and skills as the organization can provide specialized

training as needed for employees.

For research question 3, the most important knowledge area for hiring managers would

be the ability to apply business principles in daily operations. According to Pellet (2007),

organizations complain that graduates of M.B.A. programs consisting of compartmentalized

courses fail to grasp how courses link together in the work environment. For desired skills,

organizations are anticipated to find decision-making important. Ideally, hiring managers want to
 Employer Perceptions 18

hire M.B.A. graduates with decision-making skills that address challenges that business leaders

face (Gupta, Saunders, & Smith, 2007).

The findings for research question 4 are predicted to indicate that there is a relationship

between any one of the desired knowledge areas and intention to support student enrollment. In

today’s business, being knowledgeable in soft skills such as communication, leadership, and

teamwork is extremely valuable and sought during employment selection and hiring (Kleiner,

2007). If an employer perceives a knowledge area in the course descriptions that the employer

feels is lacking in his/her organization, it seems logical that the employer would encourage

student enrollment in hopes to fill the gap in knowledge.

The anticipated response for research question 5 is that there is a difference in “perceived

relevance” by organization size and organization type. It is anticipated that the service industry

will perceive the M.B.A. relevant. The results are expected to generate a wide variety of

responses depending on the industry type. Many employers seek a relevance that can vary from

one employer to the next (Gosling & Mintzberg, 2006). Additionally, relevance is constantly

changing and is dependent on what employers feel is currently impacting the world around them.

Conclusion

Description of the Administration of Research

This research project is a being conducted for the Business Research and Methods course

study team assignment. Each of the team members has contributed to this assignment. Table 1

below identifies the steps in this project, target due dates and responsible team members.

Table 1
 Employer Perceptions 19

Research Project Timeline and Responsibilities

Steps Date Responsible Team Member(s)

Pre-test 6/25/2010 Ben, Eri, Sasha, Thea
Distribute Survey 7/7/2010 Ben, Eri, Sasha, Thea

Written Proposal 7/12/2010 Ben, Eri, Sasha, Thea

Introduction 7/7/2010 Thea

Problem Statement 7/7/2010 Sasha

Research Objective/Questions 7/7/2010 Ben

Importance of Study 7/7/2010 Sasha

Limitations and Definitions 7/7/2010 Eri

Literature Review 7/7/2010 Thea

Data Collection 7/7/2010 Eri, Ben, Sasha

Data Analysis 7/7/2010 Ben

Conclusion 7/9/2010 Thea

Present Research Proposal 7/12/2010 Ben, Eri, Sasha, Thea

Analyze Survey Results 7/20-28/2010 Ben, Eri, Sasha, Thea

Present Research Findings 8/2/2010 Ben, Eri, Sasha, Thea

Cost Estimate of Research

The estimated costs of the research project are identified in terms of direct, indirect,

tangible and intangible costs and are listed in Table 2.

Table 2
 Employer Perceptions 20

Research Project Estimated Costs

Tangible Costs Intangible Costs

Direct Costs

Paper (1 ream) $6 Researcher time - 160 hours

Ink cartridge (1) $25

Researcher travel ($0.5/mile) $600

Researcher Labor ($100/hr) $8,000

Instructor Labor ($100/hr) $4,000

Total Direct $12,631

Indirect Costs

Researcher Tuition ($2,376) $9,504 Opportunity costs included in labor

Course Textbooks ($331) $1,324

Total Indirect $10,828

Total Costs $23,459

Qualifications of Researchers

Each of the surveyors is enrolled in the University M.B.A. program and currently participating

in the Business Research Methods and Applications course, which requires students to study data

gathering methods, to utilize statistical methods to analyze business dilemmas, and to determine

appropriate conclusions given the data analysis. Collectively, the surveyors have over 40 years

of related experience, and with the oversight of the course Professor, the surveyors are qualified

to conduct this research project.

Thea Grover-Patrick has 25 years of healthcare management experience, including 15

years in marketing and business development. She has conducted and participated in numerous
 Employer Perceptions 21

research projects including the design and analysis of customer and employee surveys, and the

coordination of focus groups. Ms. Grover-Patrick has a Bachelors of Arts in Economics and

Business.

Eri Hino regularly performs research analysis daily in order to stay current with business

trends in the retail manufacturing industry. Ms. Hino has three years work experience. She has a

Bachelors of Arts in Economics.

Benjamin Kim has Bachelors of Science in Mechanical Engineering. Mr. Kim has

worked for the National Ground Intelligence Center for six years, and has participated on several

projects requiring statistical analysis in order to interpret raw data for publication. Mr. Kim has

over 10 years of experience conducting data analysis using Microsoft Excel.

Sasha Moran has research experience stemming from her work for the Amherst, Virginia,

Chamber of Commerce where she contributed to an economic study on local businesses and

future development. Ms. Moran has Bachelors of Arts in Business Management.

 Employer Perceptions 22

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 Employer Perceptions 23

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 Employer Perceptions 24

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Stumpf, S., & Tymon Jr., W. (2002). Why integrated education over functional?. BizEd, 44.

Retrieved June 20, 2010 from Academic Search Complete database.

Tyson, L. (2005). On managers not MBAs. Academy of Management Learning & Education,

4(2), 235-236. Retrieved June 13, 2010 from Business Source Complete database.

Van Auken, S., Gricenko Wells, L. & Chrysler, E. (2005). The relative value of skills,

knowledge, and teaching methods in explaining Master of Business Administration

 Employer Perceptions 25

(MBA) program return on investment. Journal of Education for Business, 81(1), 41-45.

Retrieved June 27, 2010, from ABI/INFORM Global. (Document ID: 931613851).
 Employer Perceptions 26

Appendix A

Employer Perceptions of the Currency and Relevance of an MBA Program

Thank you, in advance, for taking time to complete this questionnaire, which is divided into 5 sections.
Your answers will be used to better understand employer perceptions of an MBA program. This survey
will take approximately 10 minutes to complete. Answers will not be shared and all answers will be
reported as summaries, with no reporting of individual answers.
Instructions: Please review the attached course descriptions and program description of an MBA
program. Afterward, please answer the following questions.

Section 1: Perceptions of MBA Program

Directions: Section 1 contains 6 questions, each measuring your perception of different knowledge
areas. For questions 1-3, select the best answer to each question, with 1 = Strongly Disagree and 7 =
Strongly Agree. For questions 4 through 6, share your ideas with us.

Current content: means the program content in its totality is appropriate for current business practices
in the organization. (Does it keep with the times?)
Relevant content: means the program content in its totality is applicable to the organization’s work.
(Do you use it?)

1. I believe the MBA program content provided is current to the management/leadership needs of my
organization.
1 2 3 4 5 6 7
Strongly Disagree Strongly Agree

2. I believe the MBA program content provided is relevant to the management/leadership needs of my
organization.
1 2 3 4 5 6 7
Strongly Disagree Strongly Agree

3. I would encourage my workers to enroll in an MBA program such as the one described.

1 2 3 4 5 6 7
Strongly Disagree Strongly Agree

4. The MBA program content could be more current to the management/leadership needs of my
organization if courses in “X” were offered.

5. The MBA program content could be more relevant to the management/leadership needs of my
organization if courses in “X” were offered.

6. Would you hire a graduate from this MBA program?

__ Yes
__ No
 Employer Perceptions 27

Section 2: Perceptions of Desired Knowledge

Directions: Section 2 contains 4 questions, each measuring your perception of different

knowledge areas. Designate a percentage of importance for each knowledge area, assigning
lower percentages for knowledge areas that are less important and higher percentages for
knowledge areas that are more important. A zero may be used if an area is not important
at all. The sum of all 4 knowledge-areas must equal 100.

Knowledge area Percentage

1. It is necessary to my organization that employees are
knowledgeable about business principles and practices.

2. It is necessary to my organization that employees are capable

or applying business principles in daily operations.
3. It is necessary to my organization that employees have
discipline-specific job experience.

4. It is necessary to my organization that employees understand

cross-functional management.
SUM 100

Section 3: Perceptions of Desired Skills

Directions: Section 3 contains 7 questions, each measuring your perception of different skills.
Designate a percentage of importance for each skill area, assigning lower percentages for skill
areas that are less important and higher percentages for skill areas that are more
important. A zero may be used if an area is not important at all. The sum of all 7 skill-areas
must equal 100.

Skill area Percentage

1. My organization desires employees who have good analytical
skills.

2. My organization desires employees who have good budgeting

skills.
3. My organization desires employees who are out-of-the-box
thinkers.

4. My organization desires employees who are skillful in critical

thinking.
5. My organization desires employees who have good computer
skills.
 Employer Perceptions 28

6. My organization desires employees who are skillful in

decision- making.
7. My organization desires employees who are able to effectively
multi-task.

SUM 100
Section 4: Tell us About Your Organization

Directions: Section 4 contains 4 questions. Select the best answer to each question.

1. My organization is:

____ Non-Profit ____ For-Profit

2. My organization is in the ______ industry (choose one):

____ Agriculture, Forestry and Fishing

____ Mining
____ Construction
____ Manufacturing
____ Services – Transportation, Electric, Gas, Sanitation or Communications
____ Wholesale Trade
____ Retail
____ Finance, Insurance or Real Estate
____ Services – Business Services, Legal Services, Education Services, Automotive Repair, or
Social Services
____ Healthcare
____ Public Administration (Post Office, Government, etc.)
____ Other, please explain___________________________

3. Workers at my organization are encouraged to further their education.

____ Yes ____ No

4. The number of total employees who work at my organization is:

____ Less than 100

____ 101 – 500

____ 501 – 1000

____ 1000+

Section 5: Tell us About Your Workers

Directions: Section 5 contains 2 open-ended questions. Please answer each question.

 Employer Perceptions 29

1. My organization encourages development of skills in:

2. Managers and leadership in my organization need skills in:

Thank you so very much for your time.

 Employer Perceptions 30

Appendix B

MBA Program Description

The Master of Business Administration (MBA) program is designed to develop and enhance
the management and analytical skills necessary in public and private industry.

The program concentrates on the functional areas of business. These include, but are not limited
to, management, accounting, finance, economics, and strategic planning. All courses in the
Master of Business Administration program are designed to recognize the global impact on
business and industry.

The curriculum is structured sequentially, with participants taking one course at a time. The
Master of Business Administration program requires the completion of a 41-credit core
curriculum. All courses consist of weekly four-hour class meetings.

Required Courses in the MBA Program

Contemporary Issues of Human Resource Management (6 weeks–3 credits)

This course is a study of the contemporary issues facing managers. While the course will draw
heavily on the field of human resource management, it is meant not just for HRM practitioners
but also for managers and future managers in their dealings with their human resources.
Although, presuming students have a fundamental awareness of the field, it will provide
sufficient reading material for those who do not. It is designed as a readings course, interspersed
with cases and experiential exercises designed to promote understanding. In addition to assigned
readings, students are asked to regularly report on outside readings from the business press that
support or amplify concepts and issues discussed in class. As a contemporary issues course, it is
expected to evolve as the issues evolve.

Business Research Methods & Applications (10 weeks–4 credits)

This course prepares students to understand, perform and interpret business research within an
organizational setting. The course will discuss the role of business research within a business
enterprise, the various methodologies and processes used to analyze a research problem, and the
application of scientific methods in business. Specifically, students will learn about research
problem definition, data types, sampling, data collection, observation, survey and experimental
research and the applications of research design and statistical techniques (to include hypothesis
testing, correlation, regression analysis, chi-square, and analysis of variance). Students will
discuss how managers apply the scientific method to business decision-making and how
managers utilize the findings of research performed by others. The course will culminate with a
research project, which demonstrates the application of the scientific method to a real world,
business-related issue.

Operations Management and Analysis (9 weeks–4 credits)

This course will study both the quantitative techniques of operations research and decision
science as well as the concepts and techniques related to the design, planning, control and
 Employer Perceptions 31

improvement of manufacturing and service operations. Analytical methods for solving

management problems, construction of mathematical models and advanced quantitative decision
techniques will be used for solving operational problems in manufacturing and service
operations. The focus of this course will be on the application and interpretation of these
analytical techniques and solutions. Prerequisite: Business Research Methods

Comprehensive Managerial Accounting (10 weeks–4 credits)

A course designed to integrate the general accounting principles of financial and managerial
accounting techniques and uses of accounting from a management perspective with graduate
level instruction. Focus is on using accounting information to help the student develop an
understanding of how certain accounting data are used in the management planning and control
processes.

Emphasis will be given to the preparation and analysis of financial accounting managerial
reports, costing methods, standards and systems of planning and control. The course design uses
case studies integration so students can focus on how managers can better manage because of
what accountants do, and how managers can use the accounting information system more
effectively.

Marketing Strategies (6 weeks–3 credits)

This course is a study of advanced marketing management, both domestically and
internationally. Product, price, promotion, and distribution concepts and issues will be analyzed
through case studies and practical exercises. The importance of quality and customer service will
be stressed. The global, legal, social, technical, economic, and competitive environments of
marketing will also be studied.

Organizational Behavior (6 weeks–3 credits)

This course is a study of organizational behavior and its application to the understanding and
development of an effective workforce. The course examines individual behavior, group
behavior, and finally the organization system. Further, each workshop focuses special attention
on the skills that managers demonstrate in developing positive relationships with—and
motivating others—in the organization and in attaining personal success.

The course is concerned with both organizational and management theories as well as practice.
The workshops are geared to provide students with an opportunity to experience behaviors
reminiscent of actual situations faced on the job. These situational experiences are related to a
series of readings and class discussions that summarize the relevant theory and provide practical
skills and information.

Legal Aspects (6 weeks–3 credits)

A review of the legal and ethical issues directly affecting practicing managers in the
organizational structures, regulatory environments, and societal expectations encountered today.
Beginning with a review of the American Legal System, and a framework for ethical decision
making, the course focuses on the major areas of management where management decision
making and commercial activities are proscribed by the expectations and regulations of society.
 Employer Perceptions 32

Contemporary Issues in Leadership (6 weeks–3 credits)

This course provides a critical review of current thinking with regard to the application of
leadership and followership principles. Current theories will be discussed with a focus on their
relevance within an organizational setting. Students will conduct relevant research that applies to
their own workplace. The distinction between the concepts of leadership and management will
be explored with an emphasis on leadership values, skills, and knowledge needed for success
within everyday work settings. During the course, student study teams will arrange for guest
speakers who hold leadership roles within the community.

Advanced Managerial Economics (10 weeks–4 credits)

Managerial economics is the study of the synthesis of economic theory, decision sciences, and
various fields of business administration studies. Managerial economics examines how these
disciplines interact as the domestic or international firm’s attempts to reach optimal managerial
decisions. This course examines how these disciplines interact. This includes integration of
economic theory and methodology with analytical tools for application to decision making about
the efficient allocation of scarce resources in public and private institutions. This course offers a
rigorous treatment of economic theory and analysis with a focus on the techniques that make it
useful for the decision-making process. Examples, cases discussions, questions, problems, and
articles are used to illustrate the application of theory to a variety of real-world decision
situations.

Due to the increasing importance of international trade in the United States, illustrations and
cases related to international concerns are covered in this course. Graphical tools, mathematics
and statistics, short case problems, and a microcomputer approach are introduced to assist the
student in gaining greater insight regarding economic relationships when actually employing
economic theories in the decision-making process. Prerequisite: Business Research Methods

International Business (6 weeks–3 credits)

This course provides an introduction to the opportunities and constraints posed by the expanding
business environment. Topics include, but are not limited to, the following: An overview of the
global economy, a discussion of trading blocs, a review of legalities/trade regulations and
cooperative working arrangements, financing and currency exchange, the significance of
cultural/regional/political influences, and international trade theories and guiding principles.

Comprehensive Financial Management (10 weeks–4 credits)

The major focus of the course is how to determine the optimum cost of capital, the theoretical
solution for maximizing stockholder wealth. Key topics include interest rate structures in the
economy, bond valuations, several ways of determining required rates of return for common
stockholders, and preferred stock required rates of return. This course includes a major study
team project to determine the optimum cost of capital for a major corporation, with team
presentations during the last class period. Additional subject areas include lease versus buy
decisions, and more advanced financial topics such as hybrids, options, convertible bonds/stocks,
and mergers & acquisitions. Social/ethical aspects of financial decisions are discussed.
Prerequisite: Business Research Methods, Comprehensive Managerial Accounting
 Employer Perceptions 33

Strategic Management (7 weeks-3 credits)

An in-depth analysis and evaluation of the organization‘s corporate and business strategies. As
the capstone course in the MBA program, it requires the integration and synthesis of knowledge
acquired in the program via application of acquired functional skills to strategic decision making.
The emphasis is to engender within the MBA graduate a futurist perspective on comprehensive
strategic decision-making. Prerequisite: Completion of all core courses.