A study was conducted to explore what could and should be a reasonable response rate in academic studies. One hundred and forty-one papers which included 175 different studies were examined. They were published in the Academy of Management Journal, Human Relations, Journal of Applied Psychology, Organizational Behavior and Human Decision Processes, and Journal of International Business Studies in the years 1975, 1985, and 1995, covering about 200,000 respondents. The average response rate was 55.6 with a standard deviation of 19.7. Variations among the journals such as the year of publication and other variables were discussed. Most notable is the decline through the years (average 48.4, standard deviation of 20.1, in 1995), the lower level found in studies involving top management or organizational representatives (average 36.1, standard deviation of 13.3), and the predominance of North American studies. It is suggested that the average and standard deviation found in this study should be used as a norm ...

Response Rate in Academic Studies-A Comparative Analysis:

The impact of an MBA on graduate careers

This study focuses on the undergraduate self-perception of employability. We aimed to explore the impact of human capital, which incorporates social capital, cultural capital, psychological capital...

The undergraduate self-perception of employability: human capital, careers advice, and career ownership

Some organizations invest a great deal of time and effort in elaborate training programmes designed to improve the so‐called “soft” skills of managing. Yet assessing the effectiveness of such initiatives has been rare. Indeed, some trainers have argued that such assessments are misleading. Recent developments in the use of survey feedback have provided a technique for pre‐ and post‐training assessments. A study, at a leading business school, was designed to assess the impact of interpersonal skills training on top managers. The evaluation of the training was based on subordinate feedback of 252 executives from 48 organizations, conducted before, and six months after, the training programme took place. The results indicate significant impact on some, but not all, of the competencies and skills under study.

Developing Top Managers: The Impact of Interpersonal Skills Training.

This article reports the findings of a study of Canadian MBA graduates that explores the skills, knowledge and capabilities which they gained from the programme within the context of a career-competency framework. It concludes that the development of knowing-why career competencies (relating to career values, meanings and motivations) were the most important outcome of the course for the graduates. Knowing how career competencies (relating to skills and job-related knowledge) were also valued highly. Increased self-confidence was a valuable form of career capital for the graduates, although the antecedents and consequences of this appear to be somewhat different for men and women.

Capitalising on Learning: An Exploration of the MBA as a Vehicle for Developing Career Competencies

The goal of Master Business Administration (MBA) programmes is to add value to its graduates and make them better managers. Reports on a study which provides a comprehensive evaluation for the impact of an MBA programme of a leading UK business school on the competencies, skills, self‐perception and careers of its graduates. The results demonstrate the value that these MBA studies generate for individuals and their employers. Based on responses of 344 graduates, now working managers, the output of the study clearly indicates the value they have gained from their MBA. This is seen in increased managerial skills, self‐confidence and several aspects of career development.

The added value of MBA studies – graduates’ perceptions

Curricula for MBA programmes are designed to meet business needs and are continuously monitored and reviewed as needs change with time. Examines the content of an MBA programme at a leading UK business school and its effects on its graduates. A survey of the alumni from this MBA programme brought 344 responses. Analysis demonstrates how MBA studies have provided for individuals and their employers and also some improvements thought necessary by graduates who are now working managers. They responded well to the competences gained during their studies and found a good fit with their needs in their business life. The responses from the study enable potential improvements to the curriculum to be evaluated against the benefits to the graduate’s working life.

Programming the MBA programme ‐ the quest for curriculum

It is still widely accepted that women managers are not catching up on their male peers with regard to seniority of position and pay. To learn more about the problem, a study was conducted into the career development of MBA graduates from one of the leading UK business schools. Of the 344 alumni who took part in the study, 96 were women. The respondents came from the UK and from many nations around the world. The career development of the graduates, their competences and their career aspirations were compared across those variables. Differences in performance based on discrimination due to gender were studied. Variables of career development of the graduates, their competences and career aspirations were compared for women and men. The findings indicate that studying for an MBA has a place as a vehicle to reduce discrimination and increase self‐confidence of the individual. Results also indicate the potential value of having an MBA in dealing with discrimination due to gender in organisations.

Anne Leeming

Papers

The added value of MBA studies – graduates’ perceptions

Programming the MBA programme ‐ the quest for curriculum

The MBA as a bridge over the troubled waters of discrimination