Dissertations / Theses: 'Economics and business education' – Grafiati (2024)

Abstract:

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics
In this thesis it is shown a comparison between two of the top thirty European Business School 2013 Ranking of the Financial Times: Nova School of Business and Economics and Bocconi University. The analysis is carried out focusing on the brands and the stakeholders perceptions by analyzing the findings of twenty-four in-depth interviews.These interviews were conducted to students and alumni from both universities in orderto show the gaps in brand image. Findings indicate different impacts of two differentrealities stemming from their history, value and culture. The aim of this work is to showsome tools business school can use to better manage and capture stakeholder’s value.

Abstract:

A primary goal of universities is to maximize student enrollment by improving course curriculum and enhancing specific programs. This is especially a challenge for smaller universities who want to offer specialized and highly diverse electives. This study aims to increase the quality and relevance of electives offered by understanding specifically what attributes students prefer more or less when choosing among alternatives. The results are used to explore how to use limited marketing and student-outreach financial resources to target students that are most likely to enter and complete courses and programs, based in part on their socioeconomic or demographic characteristics. The application is aimed at the economics unit at Michigan Technological University, which offers two programs: an undergraduate economics major and a master’s program in applied natural resource economics. Using an efficiently-designed discrete-choice experiment, this study elicits over 700 students’ stated preferences over a variety of attributes of economics courses related to the natural environment. Students were surveyed, and each student was presented with six different pairwise choice options that were developed based on 36 different alternative courses consisting of 8 attributes, such as class topics, professor rank, time of day, and research requirement. There were three significant covariates (political preference, economic interest, and domestic/foreign status). A latent-class discrete-choice random-utility model is estimated to probabilistically group students into different preference classes. Four preference classes emerge from the results that are highly heterogeneous in terms of the marginal utilities and the probabilities of being in a given class. For example, the largest class (40%) is made up of mostly conservative students, and the smallest class (12%) is made almost entirely of liberal students. While this study and the applicability of the specific results is unique to Michigan Technological University, the use of stated preference surveys and latent-class models is highly flexible and can be applied to any program at any university

Abstract:

Based on available studies on business and management fields of study as upwardly-mobile university field of study choices as a basis, this study seeks to test this hypothesis of upward mobility. In doing so, it endeavours to identify correlations between field of study choice and educational background and between field of study choice and gender. The base data is taken from a survey of all domestic first-time students at Austrian universities in the 2011/12 winter semester (N=27,575). This data was subjected to a correspondence analysis, which allowed us to visualise and interpret the relations between the positions of these fields of study in the university space. The results indicate a clearly structured (stratified) university space. Our supplementary regression analysis shows that the upwardly-mobile higher education choice hypothesis can be confirmed for the fields of study studied. Our analyses also confirm the feminisation hypothesis for the business and management fields of study studied: women significantly more frequently select fields of study which lead to a career in a pedagogic (business education), social (social economy) or language (international business and management) context. In the group of fields of study explored, business education fields of study had both the highest share of first-time students and the highest level of feminisation. In contrast, economics fields of study, which was included in the analysis in addition to the business studies and management fields of study, have a significantly higher share of male students and the lowest share of higher education climbers. (authors' abstract)

Abstract:

This thesis presents an account of curriculum initiatives in the related fields of economics and business education between the years 1982 to 1998. These developments are placed in the context of a national curriculum for schools in England and Wales, rapid changes in the post-16 education and training environment and alterations in working practices brought about by the information and communication revolution. The work employs a pluralist methodology based on fitness for purpose. Thus, the national scene largely relies on documentary sources, whilst the case studies are examined through the use of interviews and questionnaires as well as secondary data. In one example the author is a participant observer. The central theme is the relationship between business education curricula and values: the account of curriculum developments are subject to analysis both of the values that have underpinned or guided their contents and the contribution that their configurations of business education can make to values education. It introduces the notion of 'congruence' in curriculum development, a term used to describe the interface between curriculum, values and the development of young people. The thesis is in the most part an original contribution to the study of curriculum and curriculum development. In identifying the key concept, 'values', and analysing the degree of 'congruence' achieved by curriculum developers, the thesis is able to contribute to the literature on values education and the development of young people. In particular, the final chapter shows the potential of business education to promote in young people an understanding that values underpin and help to explain the workings of the economic world. The main conclusions are two-fold. First, that value positions underpin curriculum developments but that they are not always made explicit, even in subjects dealing with business and economic systems. Second, that business education curricula need to demonstrate more overtly their role in encouraging the critique of values alongside more fact based enquiry. The research shows that development of young people is only considered as a by-product of other aims and objectives, which results in a missed opportunity. The holistic perspective examining the intellectual and emotional needs of a 'complete' student and what this means at various stages of the educational process (from 14 years-old), is rarely considered when curriculum change is contemplated.

Abstract:

To understand what the future requirements of education are to be, one must examine education from a new perspective. One of the keys in understanding that the challenge facing education is recognizing that it is, in fact, a tool of the industrial world and is therefore tied to its capitalistic economic vision. The vision for the future is one in which the new world order is based on an age of ideas and information. Institutions of education have, over the years, evolved and emerged as the primary force in the transmittal of ideas. In this process of transmittal, it assigns value to those ideas which further the interest, goals, and means of western economics (capitalism). Future policy issues should address global economic concerns. Education must take into consideration the role that economics plays in the development of its curriculum. Furthermore, it must assume a position of leadership in the information age, where the validity of ideas will drive economy.

Abstract:

Thesis (MPhil)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: South Africa's education and training policy legislates that in order to be formallyaccredited all South African education and training programmes should be outcomesbased.The design and implementation of outcomes-based programmes can be acomplex process and there are few exemplars. This study examines the design andimplementation of the Ready for Business programme. The Ready for Businessprogramme was designed to assist Grade 11 and Grade 12 learners from disadvantagedbackgrounds to gain the necessary knowledge, skills and values to succeed in highereducation business studies. The programme was piloted by the Siyabona Education Trustas a Delta Foundation project from 1997-2000.This study outlines the move towards outcomes-based education within a South Africancontext. It specifically focuses on Spady's (1994) theory of transformational outcomesbasededucation and how this can be translated into practice within a South Africaneducation and training context. This study applies a programme evaluation approachwithin a constructivist-interpretive paradigm to assess the effectiveness of the design ofthe Ready for Business programme and its implementation by the Siyabona EducationTrust. Essentially, the evaluation follows the principles of fourth generation evaluation.Data is gathered from the programme stakeholders through individual interviews, groupinterviews and questionnaires. A final group interview with stakeholders provides thefoundation for further refinement of the programme. The researcher makesrecommendations for improvement of the design and implementation of the programmebased on the findings of the study.
AFRIKAANSE OPSOMMING: Suid Afrika se onderwys- en opleidingsbeleid vereis dat aile onderwys- en opleidingsprogramme uitkomsgebaseerd moet wees ten einde formeel geakkrediteer te word. Dieontwerp en implementering van uitkomsgebaseerde programme kan 'n komplekse proseswees. Daar bestaan egter min nasionale modelle. Die Ready for Business model ison twerp om Graad 11 en Graad 12 Ieerders, van voorhen agtergeblewe gemeenskappe teondersteen om hulle in staat te stel om die nodige kennis, vaardighede en waarders aan teleer ten einde suksesvol te wees in hcer onderwys besigheidstudies. Hierdie model istussen 1997 en 2000 geloods deur die Siyabona Education Trust as deel van 'n projek vandie Delta Stigting.Hierdie studie skets die beweging tot uitkomsgebaseerde onderwys binne 'n SuidAfrikaanse konteks. Dit fokus spesifiek op Spady (1994) se teorie van transfonnatorieseuitkomsgebaseerde onderwys en hoe dit geimplernenteer kan word binne die SuidAfrikaanse onderwys- en opleidingsbeleid. Die studie pas 'n evalueringsprogram binne'n konstruktivistiese paradigma toe om die effektiwiteit van die Ready for Businessprogram en die implementering daarvan te bepaal soos geloods deur die SiyabonaEducation Trust. Die evaluering geskied primer volgens die beginsels en vierdegenerasie evaluering. Data is bekom deur beide individuele en groeponderhoude, asookdeur vraelyste. 'n Finale groeponderhoud met die rolspelers le 'n verdere verfyning vandie program ten grondslag. Gebaseer op die bevindinge van die studie, maak dienavorser gevolglik voorstelle vir die verbetering van die ontwerp en implementering vandie program.IV

Abstract:

Catholic education is at a crossroads in the United States, as rising tuition costs present significant challenges to many families’ financial resources. At the very least, affording a Catholic education calls for a reprioritization of expenses. However, in many cases, high tuition costs leave parents with no recourse but to remove their children from Catholic schools. As costs and tuition climb, only those with significant financial resources will be able to attend Catholic schools. Hence, maintaining the foundational mission of Catholic education, namely to provide access to education for the poor and oppressed, threatens to become impossible due to the inadequate revenue from tuition-dependant financial models used by Catholic school administrations. Thus, Catholic schools need a critical rethinking of their financial model in order to make Catholic education accessible to all.In order to address the financial crisis in Catholic education, it is first important to understand the various forces that influence the funding of Catholic schools. This study addresses this need by asking the question: “What are the current financial models of Catholic education?” Based on a review of the current literature, and including data from a survey of current Catholic diocesan superintendents, this study defines the current financial models used in contemporary Catholic schools in the U.S. by asking the following questions: What are the parameters or conditions of the model? Who are the beneficiaries of the model? What is the social goal or purpose of the model? What is the strength of the model? What are the weaknesses of the model?Through a summary of the survey findings, recommendations begin to emerge that are presented in the following three categories: (a) a need for a purposeful, strategic, comprehensive intentionality in the application of the various financial models available, (b) a need to reframe the leadership model for financing Catholic schools, and (c) a need to review and update the current decentralized model in Catholic education.

Abstract:

Because of the immense importance of professional competencies the measurement and modeling thereof has been become an important research field.In light of the (re)structuring of competence-oriented study programs, this importance can especially be expanded to the field of tertiary education. For this reason, the German Federal Ministry of Education and Research funded the research initiative "competency modeling and measurement in higher education” („Kompetenzmodellierung und Kompetenzerfassung im Hochschulsektor"; KoKoHS) in 2011.The presented joint research project (University of Frankfurt, University of Mannheim, and Technical University Darmstadt) "Modelling and Measurement of Content Knowledge and Pedagogical Content Knowledge in Business and Economic Education“ ("Modellierung und Erfassung fachwissenschaftlicher und fachdidaktischer Kompetenzen im wirtschaftspädagogischen Studium"; KoMeWP) was a part of this research initiative and focuses on the issue of examining competencies in German (n =1,158) and Austrian (n =249) business education students.The overall objective of this project was to establish a theoretical definition of the competence of prospective business and economics teachers, develop a corresponding competence structure model, and empirically support the model in terms of psychometric quality.Thus, the foundation of this PhD thesis is a conception of competence, in which competence comprises the aspects of professional knowledge (facets: knowledge and pedagogical content knowledge), self-regulation, and teaching-learningprocess-related beliefs.The prerequisite for testing the model was to first examine the included instruments individually. Initially in study 1, the instrument for measuring professional knowledge was investigated. The most important finding is the underpinning of the two-dimensional structure of professional knowledge and thus, be connected to important international research findings. Furthermore, the results indicate that the instrument has satisfactory reliabilities (content knowledge: .64; pedagogical content knowledge: .64) and good psychometric quality. In summary, the developed instrument allows one to measure in detail the professional knowledge of prospective business educators in the field of accounting/bookkeeping.In the second step, the framework conditions of professional knowledge acquisition interested. Thus, in study 2 the role of additional university course offerings (in addition to the compulsory courses), completed internships, vocational training with relevant professional reference, and attending a commercial school was examined. It turned out, that the influence of additional university offerings plays a relatively minor role. In contrast, significant influences of non-university learning opportunities (especially commercial training) on the facets of professional knowledge were found.Study 3 examined whether the previously mentioned theoretically modeled competence structure could be confirmed empirically. During these investigations, the individual instruments for measuring beliefs (self-developed) and self-regulation (adapted; Schmidt, 2009), were (re)analyzed. This resulted in suitable, high quality instruments to measure these aspects of professional competence.Overall, the results showed good model fit indices. In addition, the learning opportunities mentioned in study 2 were included in the model. Similar to the results of study 2, it was found that non-academic learning opportunities have a higher influence in terms of knowledge acquisition than taking additional university courses. It can be stated that in the context of the joint project and this thesis it has been possible, to make an important and significant contribution with satisfactory results to the very latest research field of modelling and measuring competencies.

Abstract:

A pervasive critique argues that the educational and social background of senior managers, determined largely by recruitment policies and practices, was an important contributor to the relative economic decline of Britain. The current thesis argues that this critique, even in nuanced form, suffers from serious flaws. For example, long term results of recruitment are confused with information on recruitment processes. In fact, corporate performance can only be judged by understanding the challenges that faced companies, and the limits of the options available to them. The objective of the work, then, is to outline the steps sensible recruiters should have taken to secure their needs for bright young entrants, and to describe and measure what in fact happened. Key findings are that: the criteria used by companies to define high-flier entrants – intelligence, certain personal skills, and signs of character - have remained fundamentally unchanged even if emphasis has moved. Business pursued these attributes through proxies, the most important of which was that of educational qualifications. Business was rightly slow, until the 1950s, to recruit graduate entrants because most bright young people did not attend university. Although British peculiarity in terms of non-vocationalism has been exaggerated, a lesser focus on ‘relevant’ qualifications for non-technical positions was not an economic disadvantage. Proxies for personal qualities were less robust but, over time, were replaced by better direct measurement of individual qualities. The solution found in Britain to bring educated young people together with employers through regional and national recruitment institutions, including the graduate milkround, has proven highly successful. The selection of entrants has been approached at least as well as abroad, and notably unreliable tools were avoided. Business obtained an ever growing proportion of young talent, and did so by integrating educated young people from new social strata to an extent unmatched abroad.

Abstract:

The aim of this research was to explore how participants made meaning in an environmental education and training course for people from industry, business and local government in South Africa, and to identify and comment on any constraints to this meaning-making. I used a Symbolic Interactionist theoretical framework to explore and comment on the meaning-making process. I started my research by conducting a questionnaire to select participants for interviews. During the course the selected participants were interviewed, as well as the two course co-ordinators. Data was also gathered during the course from participant observation field notes ('captured talk'), photographs, participants' assignments and course evaluations. The data was analysed using an adapted form of discourse analysis and matrices. The research highlights that the opportunities provided on the course were adequate for encouraging meaning-making amongst both the co-ordinators and participants. However, recorded instances of meaning-making were low, which indicated that there were certain constraints during the meaning-making process. This research highlights and comments on identified constraints such as time and workplace support. The research supports similar findings which emerged from research conducted on the Gold Fields environmental education course for teachers and also offers recommendations for further research and practice into meaning-;making within the field of environmental education and industry, business and local government in South Africa.

Abstract:

The relation of English Language Arts (ELA) to the economy has played a historic role in educational policy, persisting to today’s corporate reform movement. It is, however, an area that remains under-researched. This study builds upon the limited existing literature base with a systematic replication of the College Board’s National Commission on Writing for America’s Families, Schools, and Colleges’ (NCW) 2004 report, “Writing: A Ticket to Work…Or a Ticket Out.” The guiding research questions for this study are 1) How important is writing in the workplace? 2) Is writing an important hiring consideration? 3) What kind of writing is expected on the job today? 4) Do employees have the writing skills employers seek? 5) Is writing a promotion criterion? 6) Do American companies provide writing training; if so, what is the cost? To answer these questions, human resources executives of Business Roundtable, Fortune 500 (with no redundancy), and Inc. 5000 companies were surveyed regarding the use and importance of writing in their respective organizations. To establish validity evidence, the College Board’s original instrument was pretested and piloted prior to full administration, and a principal components factor analysis was conducted to explore potential latent variables that may explain variance related to respondents’ perceptions regarding the use and importance of writing. Responses were analyzed descriptively and compared to the College Board’s findings, and results suggest that modern employers utilize writing differently and value it more highly now than in 2004. ELA curricula and workforce development initiatives may consequently benefit from updates in order to allow for more equitable economic opportunity.

Abstract:

In the informational age of today, continuous learning is of greatest importance. The demand for this seems to be increasing, while at the same time people are under more pressure to carry out more tasks in shorter amounts of time. A way to solve the problem of finding time to learn could be to make use of the possibilities that Internet offers for learning at a distance. The purpose of this thesis is to, from a pedagogical perspective, contribute to the discussion concerning Internet based distance education for a target population consisting of professionals. We have found that some of the courses included in the two certification programs which we have investigated are suitable for Internet based distance education. Furthermore, we believe that such an educational format should be a complement, and not a substitute, for the target population.

Abstract:

This study examines the relationship between higher education (HE) and economic development. Through the use of Algeria as a case study, this study specifically addresses how the Algerian economy needs to integrate HE to promote the country’s competitiveness and reduce its dependency on oil. Although the country has adopted European educational paradigms, such as the LMD (Licence, Master, and Doctorate) model, this adoption does not necessarily promote change and progress if the people do not perceive HE as a wealth creator. Thus, although economic investments in HE are essential and economic diversification policies are needed in Algeria, they will remain ineffective without addressing total integration of HE into the economy. Drawing upon existing literature and original qualitative research with key participants in Algerian HE, this study concludes with recommendations on how to make HE a significant contributor to Algeria's economic progress.

Abstract:

Philosophiae Doctor - PhD
Findings also indicate other drawbacks such as some teachers' transmission of errors due to their low proficiency in the English language, their lack of common and well-designed EAP curricula, their lack of cooperation with non-language teachers, their delayed starting of classes and allowing a kind of laissez-faire and laissez-aller approach in classrooms, their lack of promotion of students' learning autonomy and problem-solving skills, their lack of language support to students, to cite but a few. Findings also indicate that teachers over-used pre-established materials that they had been recommended to use, using a teaching methodology known as PPP (Present Practise Produce) according to which teachers present an item or a skill and students are required to practise it before they become conversant with it. Furthermore, findings indicate a severe shortage of teaching and learning facilities. Findings concerning the language of instruction (English) indicate that it challenged students with an educational background in French. However, the students' French background and the widespread use of Kinyarwanda were also seen as an impediment to the implementation of EAP courses, but findings show that the shift from English to Kinyarwanda would help students understand the difficult concepts used in their academic subjects and safeguard Rwandan culture. Findings with regard to students' needs and expectations indicate that no opportunities were created for classroom interaction to enable students to think critically and comprehend the world and the word. Furthermore, teachers would fail to adjust the teaching and learning materials to suit students' needs. These materials were neither discipline-nor culture-related. To address the above-mentioned shortcomings, findings indicate that teaching and learning materials which incorporate discipline-related terminologies, Rwandan cultural artifacts, and world Englishes bear meaningful input and can raise students' motivation. They also indicate that students communicate better in Kinyarwanda and that the use of code switching helps students acquire both Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language proficiency (CALP). Concerning the above findings, therefore, recommendations are made to help the CBE and other institutions of higher learning in Rwanda and tertiary education settings in non-native English-speaking countries around the world to use EAP courses as a solution to students' language- related problems. Such recommendations are, to cite a few, teachers' shift from a banking to a problem-solving model of education, their switch to modes of communication other than the language of instruction to facilitate the teaching and learning process, teacher and student autonomy, accommodating students' voice in the teaching and learning process, the revision of criteria relied on to select language teachers, and in-service training for novice teachers. Other recommendations are CBE's partnership with other institutions of higher learning nationwide and worldwide, provision of learning and teaching materials, the government's mass consultation before the promulgation and implementation of any language policy, and the consideration of student errors as part of the learning process.

Abstract:

This dissertation is a compilation of three studies that seek to extend the reaches of agency theory. In the first study, data on California banks from 1979-1987 were used to test the effect that board strength has on the acquisition and subsequent write-off of problem loans. As expected stronger boards incurred fewer loan delinquencies and loan losses. Board strength was also associated with smaller increases in loan write-offs when management turned over but larger increases when board members turned over. This suggests that board members are susceptible to escalating their level of commitment in the same way that managers are, implying that board members are also self-serving. Using the same data set, the second study examined the relationship between management ownership in banks and corporate performance and risk-taking. In support of the agency argument, increased management ownership led to higher levels of ROA and loan losses in the banks. The function was diminishing but monotonic. Using data gathered from private colleges and universities, the third study focused attention on agency in the not-for-profit sector by examining the relationship between board of director and presidential demography and school performance as measured by institutional revenue and gifts. The results provide mixed support and direction for the extension of agency models to the not-for-profit sector. Board strength, as measured by tenure and functional background, and presidential tenure, predicted better performance. These findings suggest that while boards play a significant role in performance of not-for-profits, their focus is on facilitating access to resources from the external environment rather than in monitoring management.

Abstract:

This qualitative study examines the impact of cultural change on the perspectives of business and economic teachers in Kazakhstan, a country that has experienced tremendous change since gaining its independence from the Soviet Union in 1991. During this study, eighteen participants completed semi-structured interviews. Data was analyzed using an approach derived from phenomenography. Six changes in society, as well as specific changes in students, were identified as significantly impacting participant?s teaching. Participants stressed that, as a result of the changes taking place, a new world was opening for them and a new model of higher education was emerging in post-Soviet Kazakhstan. While some teachers found a renewed interest in teaching, most found teaching more difficult as a result of cultural change, with some deciding to leave the profession altogether. The study?s participants also shared their understandings of effective teaching, identifying two goals and describing six approaches effective teachers use in teaching. Differences emerged between Soviet and post-Soviet teachers with respect to their commitment to the curriculum, their ability to adapt to changing teaching situations, and the effect of increased economic pressure on them. The study concludes that: (a) participants? normative expectations, or their roles, relationships, and responsibilities were most affected by change; (b) participants? pedagogical procedures were largely determined by how they learned to teach; (c) participants desired and were able to change their pedagogical procedures to adapt to changing contexts; (d) Soviet teachers had more difficulty adapting their teaching practices than their post-Soviet colleagues; (e) the context for teaching constrained teachers in their ability to adapt to cultural changes; and (f) while most beliefs about teaching were rooted in Soviet Kazakhstan, beliefs about teacher?s roles and relationships were changing in response to changes in Kazakhstan.

Abstract:

The three primary objectives of this project were: (1) to identify and codify a framework for best practices in developing a simulation; (2) to construct a prototype or test simulation based on these best practices, and (3) to create a methodology to assess pedagogical efficacy and economic fidelity.

While the current body of knowledge is rich in describing the virtues and pitfalls of computer simulation technology that has existed for close to 60 years, the literature nonetheless lacks a codified set of best practices for developers and objective assessment methods to judge a simulation quality for both the pedagogical effectiveness and economic fidelity. This study addresses both issues and offers a solution that is unique and effective. A General Framework for Effective Simulation Development that is derivative, and an extension of existing research in the business simulation domain. A simulation prototype, SimWrite!, has been developed that is consistent with the 12 elements identified in this framework. Each stage of the development of this test simulation is explicitly tied to the best practices that emerged from the literature. A second assessment tool, The Economic Theory Input-Output Matrix, is presented to enable a user to measure the economic fidelity of a simulation. This tool is based on microeconomic theory that is taught at business schools throughout the globe. Both assessment tools will be applied to the test simulation in a manner that will enable the user to replicate this research with other simulations they are interested in. The products of this dissertation are intended to aid current and future developers make better simulations and faculty users of simulations to better select simulations that will help them to achieve the goal of all involved in teaching business: To produce greater learning for students.

Abstract:

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics
Lifelong learning (LLL) is becoming increasingly relevant to today’s society, not only to individuals, but also to higher education institutions (HEIs). This is due to the fact that external forces such as globalization and technological change are pressuring individuals to constantly update their knowledge, and HEIs, to respond to societal and market demands. To engage in LLL strategizing HEIs have to overcome somebarriers while at the same time assure the response to labor market and students’needs. Therefore, more and more HEIs have to engage in strategy making in a waymore similar to the one of business world. Portuguese HEIs are facing even greaterexternal forces’ pressure due to the economic crisis the country is going through,which has implied state funding cuts but also low available income to families.The main aim of this master thesis was to study empirically the LLL strategy contentand process of Portuguese economics and business schools and departments. This wasassessed through semi-structured interviews performed to the schools. Further, therewas the aim to understand the perspective over LLL of potential students as it affectsthe LLL strategy making, and, so, would be valuable in the provision ofrecommendations to the schools. This was assessed through a survey. The studyallowed the conclusion that there is an increasing market-orientation from the schools, and a stakeholder-orientation, with increasing relevance given to corporate partners, Alumni and students’ opinion.

Abstract:

ABSTRACTExtension agricultural business programs have provided enhanced individualized services to Vermont’s agricultural producers by using a variety of external funding sources combined with base departmental funds. These farm business programs are uniquely positioned to deliver one-on-one outreach education and information that not only has a direct benefit to private farm business owners but indirectly serves the public good by enhancing farm business viability. Meanwhile, there is an ongoing cultural shift among Extension professionals and farm owners who acknowledge that Extension programs cannot be sustained at low or no cost to participants. Funding for Extension programming has been declining for several years. Traditional funding sources, such as university base funding and state legislature appropriations, have been significantly reduced, and as a result, faculty positions in Extension nationwide have been reduced or eliminated altogether. New ways to support Extension programming must be developed in order to continue to deliver high quality business outreach education to Vermont agricultural producers. This research addresses this need in the following two ways. First, Farm Viability (now Agricultural Business) program participants were surveyed to gauge their understanding of declining funding from traditional sources to determine whether or not a fee-based structure for future programming is acceptable them. Next, a reflective essay proposes solutions for supplementing funding for Extension programming with a fee-for-service model for advanced and extended one-on-one programming. Survey results showed that those respondents likely to engage in programming beyond the initial 2-year period were willing to pay for extended services at a rate higher than the original application fee. Of those who were willing to pay for future services, 80% of respondents said that they would use a plan that included 1-3 visits at a cost of $250 - $499. The reflective essay defines program areas in need of funding enhancement, such as using facilitated management teams, succession planning and grant application assistance. The essay discusses programming opportunities that exist to serve at least some past program participants with additional one-on-one services, thereby sharing the increasing financial burden experienced by Extension educators in the presence of shrinking internal capacity to fund this type of outreach education. This research also raises awareness in areas of program costs, dwindling funding sources, and how participants can help share the financial burden. Important points for farmers weighing the merits of paying for program participation and future programing opportunities are discussed. These results can guide the efforts of program administrators seeking to improve the cost-effectiveness of Extension outreach education in Vermont agriculture.

Abstract:

Includes abstract.
Includes bibliographical references (leaves 236-258).
This study, within the Vygotskyian constructivist socio-cultural developmental framework, investigates the interdependence of general and domain-specific conceptual knowledge, cognitive and metacognitive strategies, attitude, motivation and context in the process of bidirectional ItalianΓåöEnglish transfer in Italian undergraduates comprehending domain-specific texts in the Faculty of Economics, University of Florence, Italy. The method adopted is primarily qualitative, with quantitative support.

Abstract:

This thesis examines students’ understanding of economic aspects of global environmental problems. The first aim is to identify and characterise changes in business and economics students’ conceptions of negative environmental effects and pricing goods and services. The second aim is to identify and characterise changes in students’ values, beliefs and personal norms regarding effective solutions to climate change problems. Three studies were carried out with students in Swedish upper secondary schools. The first study used an open-ended questionnaire and is presented in Article I. The second and third studies drew on a longitudinal study, using both qualitative and quantitative research methods and results are presented in Article II and Article III. Article I shows that students’ awareness of environmental issues varies in relation to the type of good. Some goods are seen as more harmful to nature than others, for example, jeans were not perceived as environmentally negative while beef burgers and travel services were to some extent. This indicates that environmental references are often characterised through perceptible aspects of goods’ production i.e. being more expensive because of environmentally friendly production. Furthermore, some understanding of negative externalities was revealed. Interestingly, when value aspects of how prices should be set students more frequently refer to environmental impact. Article II describes changes in students’ price and environmental conceptions over the course of a year. It identifies the fragmentary nature of students’ every-day thinking in relation to productivity, consumer preference and negative externalities. Differences in conceptions of how prices are linked to negative impact is characterised in terms of basic, partial and complex understandings of productivity as well as basic and partial understandings of consumers’ influences. Partial conceptions are seen as students’ conceptions in a process of change towards a more scientific understanding of price and negative environmental impact. Most interestingly, the results show that more than one aspect of environmental impact and pricing are simultaneously relevant. This is highlighted by a change from views putting productivity at the centre for how prices are set to include consumers’ preferences when judgmentally describing how prices should be set. The results conclude that students show a broader content knowledge regarding pricing and the environment when including normative preferences. Article III explores changes in students’ value orientations, beliefs regarding efficient solutions to climate change and norms for pro-environmental actions. Small changes are observed regarding the three constructs. Value changes are reported in terms of a small average increase in importance of altruistic, biospheric and egoistic orientations while common individual changes are shown in shifts between weak and strong values. Beliefs regarding efficient climate change solutions are taxes and legislations while changes in market prices are perceived as being least effective. The findings show no direct relations between values and norms hence change in norms is associated with values through changes in beliefs.

At the time of the doctoral defense, the following paper was unpublishedand had a status as follows: Paper 3: Manuscript.

Abstract:

Digitaliseringen är något som ständigt påverkar samhället och medför att arbetsuppgifterförändras. Det leder till att vissa arbetsuppgifter utförs automatiskt och byts ut mot exempelvismer analytiska arbetsuppgifter. Förändringar som sker i samhället medför att bådeekonomiarbetsmarknaden och ekonomiutbildningar behöver anpassa sig efter dessaförändringar vilket inte alltid är helt enkelt. Tidigare forskning visar på att förändringar inomuniversitet ofta tar längre tid att genomföra än på arbetsmarknaden då universitet kan ansesvara trögrörliga. Därav kan det upplevas att det existerar ett gap mellan ekonomiyrken ochekonomiutbildning. Det ledde till studiens syfte som var att skapa en förståelse för hurinnehållet i ekonomiutbildningar återspeglas av de förändringar som sker inom ekonomiyrkeni samband med digitaliseringen samt att undersöka huruvida det existerar ett gap mellanarbetsmarknaden och ekonomiutbildningen. För att kunna undersöka detta gjordes en fallstudieav Handelshögskolan i Göteborg som är en av de största handelshögskolorna i Sverige. Denteoretiska referensram som skapades ämnade att ligga till grund för att kunna analysera ämnet. Studien utgick från en kvalitativ metod då empiriinsamlingen som genomfördes främstfokuserade på tolkning och granskning av data. Empirin som samlades in hade som syfte skapaen förståelse för hur ekonomiutbildningarna ser ut idag och samlades in genom att studeraprogrambeskrivning och kursplaner på Handelshögskolan i Göteborg samt genom en intervjumed en programansvarig på samma universitet. Resultatet av analysen visade på attdigitalisering framträder i programbeskrivningen och kursplaner genom digitala verktyg ochkompetenser samt att studenterna får förståelse för digitaliseringens effekter i samhället. Vidarevisade resultatet att universitets förändringar i undervisningen inte alltid är synliga iutbildningens kursplaner vilket kan vara en anledning till att det upplevs att digitaliseringeninte tar sig anspråk i utbildningen i den omfattning som den faktiskt gör.
Digitization is something that constantly affects society and causes tasks to change. This leadsto certain tasks being performed automatically and being replaced by more analytical tasks.Changes that take place in society result in that both the economics labor market and economicseducation need to adapt to these changes, which is not always simple. Previous research showsthat changes within universities often take longer to implement than in the labor market becauseuniversities can be sluggish. Therefore, it can be experienced that there is a gap betweeneconomics professions and economics education. This led to the purpose of the study, whichwas to create an understanding of how the content of economics education is reflected in thechanges that are taking place in the economics professions in connection with digitalization,and to investigate whether there is a gap between the labor market and economics education.In order to investigate this, a case study was conducted by the Gothenburg School ofEconomics, which is one of the largest business schools in Sweden. The theoretical frameintended to form the basis for analyzing the subject. The study was based on a qualitativemethod since the empirical collection that was carried out mainly focused on interpretation andreview of data. The purpose of the empirical data collection was to create an understanding ofwhat economics education looks like today and was collected by studying program descriptionsand syllabi at the Gothenburg School of Economics and an interview with a program managerat the same university. The results of the analysis showed that digitization appears in theprogram description and syllabi by digital tools and competencies together with that studentsgain an understanding of the effects of digitization in society. Furthermore, the results showedthat the university's changes in teaching are not always visible in the education's syllabi, whichmay be a reason why it is felt that digitalization does not take hold in the education to the extentthat it actually does.

Abstract:

This dissertation examines the impact that AS-level re-sits have had on a selective independent boys’ school in the West Midlands, which in the interest of anonymity is referred to throughout as ‘School X’. Significantly, and as reflected in the title for this dissertation, unlike the vast majority of secondary schools, A2-level examinations at School X are not sat by students until the final summer of the two year course; therefore, re-sits at this level are not possible. The opening chapter provides an outline of how the introduction of unlimited re-sits can be perceived as being a logical progression as one of a number of developments in the A-level qualification, especially over the past two decades or so, which have invariably contributed to higher pass rates and levels of attainment, as measured by its six point (‘A’ to ‘U’) grading system. In the next chapter, secondary research has been divided into two sections. The first considers the robustness of the qualification, which has existed for well over half a century and the extent to which its survival has reflected the interests of the key stakeholders who have benefited from its reputation as the nation’s educational ‘gold standard’. On one hand, the introduction of re-sits itself can be understood as one in a relatively long line of incremental changes in the structure of A-level, which have helped to prolong its shelf-life by making it a more accessible and quantifiably successful qualification. On the other, this can be contrasted against the extent to which the opportunity for students to re-sit might have contributed to, arguably, the implosion of the qualification in its Curriculum 2000 form, as pass rates nudge towards 100 per cent, and the subsequent need for either its fundamental restructuring or abandonment altogether. The second section examines literature which is relevant to supporting a challenge against the popular notion that a modular course such as A-level contains few, if any, characteristics which are embodied in the ‘elements’ of a formative approach to teaching and learning as outlined by the Organisation for Economic Co-operation and Development (OECD, 2005, p.15). A case is subsequently made for how a course which allows unlimited re-sits and where candidates have access to their marked scripts, still provides opportunities for interaction between teachers and students which are not normally associated with summative forms of assessment in the learning process. Chapter three explains how primary data were gathered through various techniques, including an approach that involved a mixture of a structured group interview and self-completion questionnaire, which two broad categories of students at School X participated in over a two year period. One of these consisted of students studying either A-level Business Studies or Economics (and in a few cases, both subjects). The other consisted of ‘pre-Alevel’ students, back in school at the end of the summer term after sitting their GCSEs, for a few ‘taster lessons’ in their chosen subjects for A-level. A combination of questions which elicited both quantitative and qualitative responses was used in this instrument of research which represented something of an unconventional approach to methodology, but it proved to be an appropriate technique for efficiently amassing data from scores of students each year, at various stages in their post-16 studies. Interviews were also conducted with numerous members of the teaching profession, mainly, but not exclusively, at School X and for the purpose of comparison with similar institutions, three discussions took place on an annual basis with staff from other independent schools, guided by me on a ‘focus group’ basis. Supplemented by information from examination performance documents produced by senior management at School X, commercial publications, the examination boards themselves and a variety of governmental and quasi-governmental sources, this allowed me to adhere to a ‘data triangulation’ approach, as classified by Denzin (1988) and summarised by Robson (2002, p.175), which “help[ed] to counter…the threats to validity.” The one-to-one interviews on the other hand became more tightly structured with each round, to reflect the sharper objectives for the dissertation which emerged over time and were thus orientated towards a ‘within-method triangulation’ approach (Denzin, 1988). Turning more specifically, in chapter four, to the main objectives of the study, the analysis of results and findings from my empirical research attempts to establish the main motives for re-sitting A-level Economics and Business Studies, as well as the costs and benefits of so doing. The latter objective primarily concerns students, but other factors, such as the impact on the teaching process, are also examined. Chapter five considers the future role of A-level re-sits in the context of the restructuring of the qualification from September 2008 and the alternatives in the post-16 curriculum that exist. The study concludes with a brief, reflective chapter, on how re-sits can contribute to teaching and learning.

Abstract:

As in any other sector, the Covid-19 outbreak has caused many changes in education, and there is a reasonable expectation for this intervention to have a significant impact on the students and their performance. The purpose of this study was to analyse the effects of the digital semester, imposed on students due to Covid-19 outbreak, on student academic success. Using a quasi-experimental methodological approach called dif-in-dif analysis, three empirical models were constructed to analyse if there is an overall effect when comparing our control and treatment groups, as well as if there were any group-specific differences when it comes to the performance across genders and educational levels. The study found a significant negative effect of the digital semester on student academic success, suggesting that students performed significantly worse after the Covid-19 outbreak caused the University to step away from face-to-face teaching and adapt to remote studies. Furthermore, it was found that gender-specific differences do not affect the academic performance of our treatment group; however, female students performed worse when the digital semester was implemented compared to the control group who had both the classes and exams face-to-face. Lastly, Master students were found to perform significantly worse compared to Bachelor students’ when the Covid-19 outbreak caused the education to transfer to the digital environment.

Abstract:

Education is always seeing as the flash of enlightenment, reputing as the sign of bright future on career and life. Along with the globalization and economic development, higher education is facing fierce international competition, so the international cooperation programs come into fashion. China has the biggest population in the world. The education resources are relatively limited, so they are changing to respond the growing numbers of new applicants and the trend of globalization. My research bases on the background, to assess the links of customer value and customer experience between different university system performances.The research will cover the employee and customer relation via service delivery and receiving, educational quality and sustain the positive effect to the students’ future life. The conceptual framework comprises the field of business model, value proposition, customer experience, service quality, which are related to the research questions and the linkage of assessment. It is focused on customer value and customer experience by researching on two selected universities.The purpose of this thesis is to study whether the sino-foreign cooperative university model creates different customer value and customer experience through the comparison with traditional university model. The research data and information are collected by interviewing employees and students with research questions. Based on the acquired literatures, it comprehensively evaluates and compares the collected data and information. Then the thesis discusses the research questions by assessing the linkage of customer value and customer experience between new model university performance and traditional university performance.The paper concludes with how to deal with the found problems, challenges and give future suggestions for future research in this field.

Abstract:

The paper describes the exchange program in between the University of Wisconsin/Milwaukee and the University of Potsdam in the field of economics. It discusses in detail the development of the program, including the problems and challenges. Additionally a brief description of the curriculum is presented. Then the future possibilities of the Transatlantic Degree Program (TDP) are discussed and the influences and problems of the Bologna process analysed.

Abstract:

ABSTRACT Title: Gender Equality in Higher Education- Comparative study in Sweden and India Level: Final assignment for Master’s Degree in Business Administration Authors: Dhiviya Janoris and Paula Prela Supervisor: Maria Fregidou-Malama Examiner: Daniella Fjellström Date: May 2019 Aim: The aim of this study is to understand gender equality in higher education in two different countries, Sweden and India. Method: The study uses a qualitative study method and a constructivism approach. We conducted 11 semi-structured interviews and document experiences regarding gender equality. We had 6 interviews from the University of Gävle, Sweden and 5 interviews from Patrician College, India. Result and Conclusions: The results have shown that there is gender equality within the University of Gävle and Patrician college. However, there can be improvements made regarding the vertical and horizontal segregation in both universities. Additionally, when examining Patrician College on a macro level, it is shown that the parental leave policies and the gender wage gap has a large impact on gender equality. Suggestions for future study: It can be suggested that future study in this topic concentrate on to understand why there is a majority of male professors rather than female professors. Additionally, the reasons as to why there is a wider gender wage gap in India and poor parental leave policies should be examined. Contribution of the thesis: The theories are used to understand gender equality in different dimensions and its relationship with the different levels of the construct of gender as a social structure with the help of different theories. Keywords: Gender Equality, Individual level, Interactional level, Macro level, University of Gävle, Patrician College.

Abstract:

Agricultural system in Ghana underperformed because of limited financing, which constrained some small-scale maize and cassava farmers. The purpose of this case study design was to explore the methods that some small-scale maize and cassava farmers in Amankwakrom Subdistrict used in obtaining farm financing. Two themes from the literature review were a lack of collateral for small-scale farm financing and the small-scale farmers cooperative associations? role in farm financing. Regional-scale management sustainability index formed the conceptual framework for this study. Data collection included semistructured face-to-face interviews with 8 fluent English speaking small-scale maize and cassava farmers who have obtained farm financing in the previous years. Using the Microsoft Excel and Non-numerical unstructured data indexing and theorizing software program for data analysis method, 3 major themes emerged: the farmer?s membership benefits of working in cooperative associations; farmer?s ability to provide the collateral requirements for the financial institutions; and farmer?s good loan repayment history. The study findings indicated that some small-scale maize and cassava farmers obtained farm loans because they used the cooperative associations as their collateral assets in order to satisfy for the requirements of the financial institutions. Social implications include the potential to guide the small-scale maize and cassava farmers to access farm credits to use in expanding their farm sizes. Expansion in farm sizes may result in more maize and cassava production that can help eliminate hunger and reduce poverty in the Amankwakrom Subdistrict of Ghana.

Abstract:

Titel: Inköpsassistent – vem får jobbet? En studie i konkurrensen mellan textila utbildningar iBorås.Författare: Sandra Carlqvist och Sanna UlanderHandledare: Sven-Erik Hänel, TextilhögskolanTyp av arbete: C-uppsats i Textil produktutveckling med entreprenörs- och affärsinriktning 15 högskolepoängInstitution: TextilhögskolanSpråk: SvenskaHuvudämne: Hur står sig en student från programmet Textil produktutveckling med entreprenörs- och affärsinriktning (TPU) gentemot konkurrerande programstudenter från Textilekonom och KY-Teko när de söker jobb som inköpsassistent?Bakgrund: TPU är ett nytt program och i juni 2010 går den första avgångsklassen ut med kandidatexamen. Ingen fastställd statistisk finns över eventuella karriärvägar. Behovet att veta vad arbetsgivarna efterfrågar och hur konkurrensbilden ser ut är därför aldrig kartlagd.Syfte: Genom intervjuer med studenter och företag kartlägga hur en student från TPU bäst formulerar sig för att få ett jobb som inköpsassistent.Metod: Rapporten bygger på en empirisk undersökning. Metoden till denna undersökning är intervjuer, personliga och via e-post.Huvudresultat: En TPU-student står sig bra i konkurrens mot de undersökta programmen.

Textile Product Development focusing on Entrepreneurship and Business is a new education at the Swedish School of Textiles in Borås. The program was founded in year 2005 and has not yet had a full class recieve a bachelor degree. Statistics does not exist over how former students are coping with work in the field of fashion and textiles. After some research we discovered that many students start out their education with a dream of becoming a buyer. Since there are two other educations from Borås, Textile Economics and KY-Teko, we see that the competition could be stiff in that field. These educations are traditionally what employees at buyer offices have studied.How does a graduate from the newly founded Textile Product Development focusing on Entrepreneurship and Business stand compared to the traditionally bound Textile Economics and KY-Teko when applying for a job as a buyers assistant?Out study shows that a graduate from Textile Product Development focusing on Entrepreneurship and Business stands well against competition from the other textile educations mentioned above.

Program: Kandidat inom Magisterutbildning i fashion management med inriktning modemarknadsföring

Abstract:

Mjuka färdigheter har blivit alltmer eftertraktade av arbetsgivare och det har påvisats en brist av dessa bland universitetsstudenter. Studien ämnar därav att undersöka hur mjuka färdigheter har påverkat den svenska utbildningen inom företagsekonomi samt undersöka hur förändringen förväntas bli i framtiden. Syftet har mynnat ut ur den tidigare forskning som belyst att mjuka färdigheter är viktiga för anställningsbarheten för studenter. Kvalitativ metod valdes för att undersöka detta på ett djupare plan. I studien har individer från sju lärosäten med god kännedom om den företagsekonomiska utbildningen intervjuats. Resultaten tyder på att utbildningen har förändrats för att utveckla mjuka färdigheter, men visar också på att det finns en oenighet kring hur mycket näringslivet ska påverka utbildningens innehåll. Vidare visar studien att försök till att implementera mjuka färdigheter har gjorts, men att det finns svårigheter kring examinering och definiering av mjuka färdigheter. I framtiden tycks tekniska lösningar och Revisorsinspektionens förändrade krav vara faktorer som kan komma att förändra utbildningens innehåll.
The study examines how soft skills have affected the Swedish education in Business and Economics and examines how the change can be in the future. The purpose has been derived from previous research that highlighted that soft skills are important for employability for students. A qualitative method was chosen to investigate this on a deeper level. In the study, individuals from seven higher education institutions with good knowledge of Business and Economics education were interviewed. The results indicate that education has changed to develop soft skills, but also shows that there is a disagreement about how much the business world should influence the content of the education. The conclusion is that attempts to implement soft skills have been made but there is difficulties in examining and defining what soft skills actually are. In the future it seems that technical solutions and the Swedish Inspectorate of Auditors’ change of requirements may be factors that changes the course content in the future.

Abstract:

Data on the handweaving program at the Quicksand Craft Center in the Appalachian Mountains of Eastern Kentucky were compiled and analyzed. Four areas--history of the craft program, business organization and financial structure, weave patterns of goods woven and sold by the craft center, and weavers employed in the program --were examined to assess the success of the program in the local community. Factors in the four areas examined contributed to the success of the program. The benevolence, perseverance, and co-operation of the founders, directors and community members involved with the craft center have been largely responsible for the continued success of the program. The non-profit organizational structure of the craft program was financially stable and met federal guidelines for tax exemption. Weave patterns in goods produced at the craft center were basically traditional with modern adaptations in fibers and end products. Influence of the handweaving program in the lives of weavers and their families was primarily positive.

Abstract:

This research provides evidence from three Czech Faculties of Economics and one English Business School on students‟ expectations regarding their investment in higher education. It examines the expected earnings from which rates of return are calculated using the short-cut method, and ex ante risk is estimated using the coefficient of variation. Micro-level data have been collected specifically for the purpose of this study using a repeated cross-sectional survey. In addition to personal and socio-economic characteristics, first year students were asked to estimate their earnings with and without a university degree at two points in time – at the point of labour market entry and ten years later, and at three levels of probability – minimum, most likely and maximum. This study aims to investigate the factors that influence the expectations and to determine whether students act rationally as investors and according to the theory of human capital. Earnings expectations have been found to increase with education and experience. Students expect their earnings to grow faster and further thanks to a university degree and expect their earnings at the point of graduation to be similar to the earnings they expected with ten years of post-secondary labour market experience. Students from high income families expect higher earnings than those from low income families. Women have been found to expect lower earnings than men and the gender-pay gap increases with education and experience. Students from England expect higher earnings than their Czech peers. The findings reveal that a very large majority of students act according to the theory of human capital by expecting at least zero rates of return, and that there is a positive relationship between returns and risk and thus that students act rationally as investors. The average rate of return expected by English students is around 23% while those expected by Czech students range from 14% to 18%. Gender differences in rates of return were identified in England with women expecting higher rates of return. Nevertheless, it is concluded that gender differences in rates of return should be reported on in the context of risk-free rates of return otherwise the results may be misleading. Average ex ante risk associated with university education is the coefficient of variation of 0.35, which is similar to a randomly selected financial portfolio of 30 stocks. The expected risk-return trade-off is large; for a 1.1pp increase in risk men expect to be compensated by a 1pp increase in the rate of return while women expect for every 2pp increase in risk a 1pp increase in the rate of return.

Abstract:

Branding and brand equity, both as theoretical constructs and as a critical part of applied marketing, have received considerable attention in the academic and practitioner literature. Brand equity, generally considered to be the differential in positive brand image and loyalty enjoyed by one brand as compared to that of a lesser known brand, is often attributed to the activities the firm undertakes to promote the brand and communicate its value or benefits. Branding activities, and the resulting brand equity, have been successfully employed by both consumer and industrial firms and those activities may range from those as conventional as television advertising to as esoteric as extreme sports sponsorships. However, brand equity among higher education providers, one of the nation’s largest and most impactful industries, has received far less attention than either consumer or industrial goods and services. Further, the branding activities in which higher education institutions engage, including those associated with business and economic development in their communities, has been neglected in the academic literature. Thus, this investigation seeks to determine the impact those economic development activities have on brand equity as it is perceived by selected stakeholders. Specifically, this research asks if economic development activities, such as incubators, faculty consulting, and entrepreneurial education influences the perceived brand equity of the institution, and if so, in what manner. Of specific interest are the brand equity dimensions of loyalty and image, and if the perceptions of these dimensions differ among types of university stakeholders. As with other brand equity research, brand image and loyalty may vary from segment to segment. This investigation is concerned with three types of stakeholders important to most, if not all, universities; economic development professionals, employers, and alumni. These segments are important in addressing the question of the influence economic development activities have on brand image in the higher education domain as each has the potential to have a profound impact on the success of the institution and its graduates. Employing a qualitative semi-structured interview methodology, to be followed by a two-round Delphi Study, the aim of this research is to address the gap in the literature regarding brand equity in the university domain. The interviews were conducted with sixteen participants representing the three segments. The participants were selected for their expertise in the relevant segment. The resulting interviews were transcribed and then coded to reveal relevant themes and to address the research questions. Subsequent to the interviews, a two-round Delphi study was conducted with the same participants with the aim of reaching expert consensus on the research issues. The research revealed that that four themes dominated the interviews. Functional themes are those that are tangible and applied; integration themes are those that cause the institution to become part of the community; presence themes suggest that simply by its presence in the community, absent of any overt or tangible activity, the university’s brand is impacted and finally, promotion themes suggest that the economic development activities under study have an influence on the brand equity on the institution. The study also discovered that there are differences between how the three segments perceived the activities in that, in most cases, each of the three tended to favor those activities that most closely align with their organizational and personal best interests. A somewhat surprising, and potentially important finding, was the role of students and faculty in the brand image of the university. Student internships were determined to be the most highly rated economic development activity with respect to perceived brand equity, and faculty participation in the community was also highly rated. In both cases, the value of these activities were perceived by the participants as being more important than other more expensive and complex activities such as incubators in the context of building brand equity. Given the lack of existing research in the relationships between business and economic development activities in which universities engage and the brand equity of the university, future research may benefit from continuing to explore this understudied domain in greater detail. As business schools become increasingly interested in experiential education, such as internships and corporate projects, both academic research and applied practice may benefit from a deeper understanding of how these practical and cost effective methods of building a university’s brand benefit the institution, its stakeholders and local communities.

Abstract:

Issuers’ credit ratings change by one or more notches when credit rating agencies provide new ratings. Unique to the literature, I study the influences affecting multi notch versus single notch rating upgrades and downgrades. For Standard & Poors data, I show that rating changes with multiple notches provide more information to the market than single notch rating changes. Consistent with prior literature on the business cycle, I show that investors value good news rating changes (upgrades) more in bad times (recession) and that investors value bad news rating changes (downgrades) more in good times (expansion).I model and test probit models using variables capturing the characteristics of the previous issuer’s credit rating, liquidity, solvency, profitability, and growth opportunity to determine the classification of single notch versus multi notch rating changes. The determinants of multi notch versus single notch rating changes for upgrades and downgrades differ. Business cycle influences are evident.Firms that have multi notch rating upgrades and downgrades have significantly different probit variables vis-à-vis firms that have single notch rating upgrades and downgrades. The important characteristics for determining multiple notch upgrades are a firm’s prior rating change, prior rating, cash flow, total assets and market value. The important characteristics for determining multiple notch downgrades are a firm’s prior rating change, prior rating, current ratio, interest coverage, total debt, operating margin, market to book ratio, capital expenditure, total assets, market value, and market beta. The variables that differ for multi notch upgrades in recessions are cash flow, net income, operating margin, market to book ratio, total assets, and retained earnings. The variables that differ for multi notch downgrades in expansions are a firm’s prior rating change, current ratio, interest coverage ratio, debt ratio, total debt, capital expenditure and market beta.The power of the explanatory tests improves when the stage of the business cycle is considered. Results are robust to consideration of rating changes across rating categories, changes from probit to logit, alternative specifications of accounting variables, lags and leads of recessions and expansions timing, Fama and French industry adjustments, and winsorization levels of variables.