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Setting curricular priorities for th...

Soejoto, Isnoerwati Soewarto.

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Setting curricular priorities for the MBA/MM degree program in Indonesia.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Setting curricular priorities for the MBA/MM degree program in Indonesia./
作者:	Soejoto, Isnoerwati Soewarto.
面頁冊數:	332 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-06, Section: A, page: 2572.
Contained By:	Dissertation Abstracts International57-06A.
標題:	Business Administration, Management. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9633295

Setting curricular priorities for the MBA/MM degree program in Indonesia.
Soejoto, Isnoerwati Soewarto.

Setting curricular priorities for the MBA/MM degree program in Indonesia. - 332 p.

Source: Dissertation Abstracts International, Volume: 57-06, Section: A, page: 2572.

Thesis (Ph.D.)--The University of Texas at Austin, 1996.

This study examines the curricular priorities expected of Indonesian Master of Business Administration (MBA) or Magister Management (MM) programs. The populations studied were graduates/alumni, employers/users, and educators/lecturers at seven MM programs in Indonesia.Subjects--Topical Terms:

626628
Business Administration, Management.

Setting curricular priorities for the MBA/MM degree program in Indonesia.
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245 1 0 $a Setting curricular priorities for the MBA/MM degree program in Indonesia.
300 $a 332 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-06, Section: A, page: 2572.
500 $a Adviser: Ronald M. Brown.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 1996.
520 $a This study examines the curricular priorities expected of Indonesian Master of Business Administration (MBA) or Magister Management (MM) programs. The populations studied were graduates/alumni, employers/users, and educators/lecturers at seven MM programs in Indonesia.
520 $a A survey was sent to 399 respondents. There were 174 (43.6%) responses, of which 150 were usable for data analysis. Descriptive statistics were used to measure the central tendency of the variables. Quantitative as well as qualitative approaches were employed in this study.
520 $a The findings revealed that there were no substantial differences among the three groups in selecting the twelve MM core courses: Financial Management, Strategic Management, Marketing Management, Managerial Economics, Organizational Behavior, Production & Operation Management, Managerial Accounting, Financial Accounting, Management Information Systems, Legal & Societal Business, Managerial Statistics, and Management Science, except for employers (51%) who did not select Management Science for inclusion in the MM core. The most important finding was that all groups selected Human Resource Management as the most important potential course to include in the MM core and International Business as second, which is a change from Pesulima's finding in 1990.
520 $a There were no marked differences among the three groups in choosing languages besides English that were deemed important to Indonesian business. All groups chose Japanese as the most important third language, followed by Chinese-Mandarin.
520 $a There were no differences among the three groups in selecting the thirteen competencies needed for the Indonesian MM. All groups selected Teamwork, Leadership, and Group Problem Solving Skills as the most important competencies, followed by Ability to Analyze Complex Problems and Cross Functional Problem Solving as second and third selections.
520 $a Finally, the respondents generally agreed that greater use of Indonesian cases in instructional programs would be highly desirable, in order to prepare students to work within the Indonesian culture, structure and system.
590 $a School code: 0227.
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792 $a 1996
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