unaltrvraolb: c 5?. . 010.. Oahu-”Ur: viru'avifuitllo.‘ OI 9690. if!“ I‘ I 0“) PI 00'... '1‘ I)! . 05:3,!!! .. a, 0b.- .1: yetiezloil 4. 1."..v..|l-§oit III-Io 11-10]: 1. I'll 'lolilblnlv 1...!‘nlfl loél.o:.lflvro;]t i. 4. )§..o..o:voll .21.: .Ih);€la o. .1. r4) .5 1.: a ..(.3.: :1 ul.!u¢ell. [B'IpCo .I'.’fz¢» if?! sn Ll IBRARIES illllllllllllllllllllll\lllllllllll‘ llllllllllr 33129 This is to certify that the dissertation entitled THE COLLEGE OF BUSINESS CORE CURRICULUM AS IT RELATES TO FIRST JOB SKILL AND KNOWLEDGE NEEDS presented by Joanne Mahony Betterly has been accepted towards fulfillment of the requirements for Doctor degree in Philosophy Department of Educational Administration J/fiéé VVMajor professor Date March 12, 1993 MS U is an Affirmative Action/Equal Opportunity Institution 0- 12771 * UBRARY 1 Michigan State Unlverslty PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. * DATE DUE DATE DUE DATE DUE gm“ 5.5,. w, _Jl_ E IQF— ll |L___ ml— MSU Is An Affirmative Action/Equal Opportunity Institution emu!!!” ' THE COLLEGE OF BUSINESS CORE CURRICULUM AS IT RELATES TO FIRST JOB SKILL AND KNOWLEDGE NEEDS BY Joanne Mahony Betterly A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Educational Administration 1993 ABSTRACT THE COLLEGE OF BUSINESS CORE CURRICULUM AS IT RELATES TO FIRST JOB SKILL AND KNOWLEDGE NEEDS BY Joanne Mahony Betterly The Purpose: The major purpose of the study was to determine the perceptions of certain 1988 and 1990 Bachelor of Arts business administration graduates of the College of Business at Michigan State University concerning the business core curriculum in relation to meeting educational course objectives and first job skill and knowledge needs. The secondary purpose of the study was to compare and contrast the perceptions of the 1988 and 1990 Bachelor of Arts business administration graduates regarding the business core curriculum as it relates to first job skill and knowledge needs. The Procedure: The sample populations of two hundred thirty 1988 graduates and two hundred seventy six 1990 graduates were mailed a questionnaire. Eighty five (37%) of the 1988 graduates and ninety three (34%) of the 1990 graduates returned usable instruments. The data were analyzed using descriptive as well as statistical methods. The t-test of significance and the chi square test of homogeneity were used to examine the differences between the two populations. Findings: It was found that the College of Business at Michigan State University had done very well in preparing Bachelor of Arts business administration graduates of the classes of 1988 and 1990 for the contemporary business community. The responding graduates had very positive perceptions regarding how well the core course objectives were met and how the College's core curriculum prepared them for their first job skill and knowledge needs. It was also found that there were more similarities than differences between the 1988 and 1990 Bachelor of Arts business administration graduates in their perceptions regarding the core curriculum. Copyright by JOANNE MAHONY BETTERLY 1993 When I you When I you When I you When I you When I you When I you This dissertation is dedicated to my husband, Steve Betterly. doubted my ability, expressed confidence in me. became discouraged, supported me. lost motivation, pushed me. was ready to quit, wouldn't let me. made progress, encouraged me. had to work to do, studied with me. Through all of the highs and lows, you were always beside me with loving support. Thank you for helping me to achieve my goals. I love you. ACKNOWLEDGMENTS I would like to extend my sincere appreciation to Dr. Louis C. Stamatakos, Chairperson of my dissertation and doctoral guidance committees. Your guidance, support and mentoring throughout my doctoral studies enriched my . education and my life. Your willingness to continue to work with me after your retirement was truly a vote of confidence and an incentive to finish. A.special thanks is also extended to Dean James F. Rainey, who suggested that I consider conducting a study of the College of Business. Your confidence in my ability to accomplish this task motivated me to learn about an area with which I had little prior knowledge. I found the area of curriculum evaluation and the collegiate schools of business, in particular to be very interesting. Thank you for your encouragement and support. I am also grateful to the College of business for the financial support of this study. It is my hope that the findings of my study will be as valuable to the College of Business as the learning experience of conducting this research has been for me. Special recognition is also due to my colleagues and friends. Thank you to Dr. Paul Oliaro who encouraged me to pursue my doctoral studies. Thank you to Dr. Bud Beatty and Dr. Ed Dadez who as fellow students displayed high standards vi and offered encouragement and support. Thank you to Dr. Flora Jenkins who kept encouraging me and demonstrated that it was possible to finish while working full time. To my parents and family, a warm and sincere thanks for all of your encouragement, support and love. Thank you for expressing your interest in my research and for asking if I was "finished yet". I had to finish with so much support behind me! Lastly, special thanks to my expert typist and loving husband, Steve. Thank you for being with me every step of the way. vii CHAPTER One Two Three TABLE OF CONTENTS INTRODUCTION TO THE STUDY Background Statement of the Problem Purpose of the Study Hypotheses Justification for the Study A Description of the College of Business, Bachelor of Arts Business Administration Program Limitations of the Study Methodology Design and Instrumentation .Assumptions Definitions of Terms Overview of the Study REVIEW OF THE LITERATURE American Colonial Period Growth of Specialized Education Joseph Wharton and the First Business School The Growth of the Business School The Foundation Reports The 19603 to Present Curriculum Evaluation Studies Perceptions Summary METHODOLOGY Population and Sample Instrumentation Collection of the Data Data Analysis Introduction Data Analysis of Questions Question 1 Question 2 viii Page 13 16 2O 21 23 24 26 28 29 33 35 4O 42 S4 60 61 63 64 65 7O 76 77 77 78 CHAPTER Three Four Five Question Question Question Question Data Analysis of Hypotheses Limitations of the Methodology Summary GUI->00 PRESENTATION AND ANALYSIS OF THE DATA Alumni Profile Number of Respondents Gender Age Major Field Employer’s Scope of Operations Type of Organization Work Experience Summary of 1988 and 1990 Respondent' Profiles Analysis of Research Questions Question Question Question Question Question Question Analysis of Hypotheses Hypothesis Hypothesis Hypothesis Hypothesis Hypothesis Hypothesis Analysis of Similarities and Differences Summary OSU'IwaH GUI-bUNH FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary Questions, Hypotheses, Findings and Conclusions Question 1 Hypothesis 1 ix CHAPTER Five APPENDIX A B] U 0 in Question Hypothesis Question Hypothesis Question Hypothesis Question Hypothesis Question Hypothesis Similarities Summarized Differences Summarized Discussion of the Present Study and the Related Literature Implications Recommendations for Future Research mmmmnbwwmw Questionnaire Sent To College of Business Graduates Regarding the Core Curriculum Letter From Jones Regarding Curriculum Evaluation Instrument Cover Letters to Graduates January 30, 1991 First Follow-up Letter to Graduates March 1, 1991 Additional Follow-up Letters to Graduates March 25, 1991 BIBLIOGRAPHY Page 169 170 172 173 175 175 177 178 179 180 181 182 183 188 192 194 206 207 209 210 212 TABLE 3.1 LIST OF TABLES Returns of Questionnaires by Class Year and Date Number and Percent of Respondents by Class Year Gender of Respondents by Class Year Age of Respondents by Class Year Major Field of Study of Respondents by Class Year Scope of Employers' Operation by Year Type of Organization by Year Full Time Work Experience Prior to Graduation by Year How Well Course Objectives Were Met for All Respondents by Median Response and by Mean Response Main Reason Objective Not Met for All Respondents by Response Category Mean Rating for Degree of Importance of Core Course Objective to Current Performance for All Respondents Main Reason Training in the Objective Was Not Needed by Respondents Main Reason Respondents Perceived that Additional Training Was Needed xi Page 75 93 ' 94 96 98 99 101 102 107 110 113 117 120 TABLE 4.13 4.15 4.16 Mean Ratings by Objective and Class Year Including t-test with 2-tai1ed Probability Main Reason Objective Not Met Including Chi-Square Test of Homogeneity Mean Rating for Degree of Importance Main Reason Additional Training in the Objective Is N22 Needed, by Modal Response Including Chi-Square Test of Homogeneity Main Reason Additional Training in the Objective Is Needed, by Modal Response Including Chi-Square Test of Homogeneity Respondents’ Recommendations by Class Year as to How the Business Core Course Objectives Should Be Modified Including Chi-Square Test for Homogeneity. xii Page 127 133 138 144 148 151 CHAPTER.ONE INTRODUCTION TO THE STUDY Perhaps as never before, American higher education is in a state of transition as it responds to a greater diversity of students, rising costs, decreasing resources, increased consumer expectations and greater demand for services and accountability. .As colleges and universities attempt to update courses and adapt programs for greater relevancy, the curriculum becomes the central focus of attention. Curriculum evaluation is considered a critical step in the curriculum development process because it enables curriculum decision makers to review and modify existing programs before major problems arise (Finch, 1984). There are many methods available for academic program review, and an intentionally planned evaluation is better than defensive decision-making under stress (Dressel, 1980). Anderson and Ball (1978) organized general evaluative purposes into the following categories of academic program evaluation: 1. program installation 2. program continuation, expansion or certification 3. program modification 2 4. support for a program 5. opposition to a program 6. contributions to the understanding of basic psychological, sociological, or other processes (p. 2-3). Although the method for each type of program review may differ, all are based on the administration of an organized curriculum. In each case, evaluation needs to be systematic and should include faculty, students, graduates, and those who employ or otherwise supervise graduates. The assessment must thoroughly address how and to what extent the stated philosophy, purposes and objectives of the academic program are being met within the conceptual framework (National League for Nursing, 1977). Background The College of Business at Michigan State University is a member of the American Assembly of Collegiate Schools of Business (AACSB), and therefore subscribes to the balanced curriculum approach explained in the accreditation standards. According to the AACSB (1989-90): The purpose of the curriculum shall be to provide for a broad education preparing the student for imaginative and responsible citizenship and leadership roles in business and society - domestic and worldwide. The curriculum shall be responsive to social, economic and technological developments and shall reflect the application of evolving knowledge in economics and the behavioral and quantitative sciences. To facilitate the foregoing, the Accreditation Council encourages continuing development and appraisal of both new and_ existing curricula (p. 30-31). The AACSB further states that: An undergraduate school of business should concentrate its professional courses in the last two years of a four year program, and should offer only a limited amount of (course) work below the junior year. The objective of this is to provide a foundation of work in these academic areas necessary for an appropriate combination of descriptive and analytical approaches to the study of business administration. Such foundation work would normally include courses in communications, mathematics, social sciences, humanities, and the natural sciences (p. 31). .According to Gordon and Howell (1959), the original intention of this curriculum design was to provide a balance between the broad liberal education and the practical business education or "professional core" (p. 115). However, this compromise failed to address the differences between the graduates' need for entry level skills into the workplace versus the need for long range managerial development. In a 1983 study, Hugstad attempted to better understand the "extent of differences in the perceptions of academic and business administrators regarding the appropriate university training for careers in business" (p. 89). The questionnaire was mailed to deans of liberal arts, business school deans, university placement directors and corporate personnel directors. These individuals then responded to questions concerning the relative emphasis that colleges and universities should place on marketable career skills (vocationalism) versus the traditional broad educational goals (liberalism). Predictably, the liberal arts deans valued the perspective of a broad educational program while the business deans, placement directors and business personnel directors, respectively, exhibited an increasing degree of indifference toward the liberal arts. A common concern expressed by all four groups was that basic communication and interpersonal skills were not addressed to a sufficient degree in any collegiate program. On the question concerning the role of education in career preparation and training, a significant disagreement was found. Academic deans did not view career preparation as a major part of their role as educators, while corporate personnel and placement directors did view career preparation as a primary role of business education. A significant perceptual difference also existed between deans and corporate personnel and placement directors "concerning the adequacy of educational programs in preparing students for the job market" (Hugstad, 1983, p. 89). According to Hugstad (1983), "The maturing business disciplines face an important dilemma. Most functional business areas are at a point in their evolution where educators have a choice of either focusing on increased technical competence within the discipline or emphasizing the development of generalists (develOping interpersonal and communication skills along with a broader societal perspective)" (p. 89). While the thrust in business education has been increased specialization there are many, including the American Assembly of Collegiate Schools of Business, that are calling for a broader societal view (AACSB, 1990-91). Whether or not this shift is desirable depends in part on whom is asked. Deans are most likely to express support for this broader liberalizing educational perspective. The corporate personnel directors, on the other hand, give a much more mixed response. While their responses indicated "support for a broader orientation in training for careers in business, their actual selection preferences reflected a strong desire for technical competence" (Hugstad, 1983, p. 89). Graduates of business programs are also an important population to assess when reviewing the curriculum. In a recent study, Jones (1984) attempted to determine "the perceived extent to which business core course objectives were met and to assess the relevancy of core course objectives to first job skill and knowledge needs of recent business graduates" (p. 9). The questionnaire was mailed to recent business school graduates of the University of South Carolina, class of 1982. These alumni then responded to questions concerning how well core course objectives were met, and the importance of the objectives to current employment and training/skill needs. Jones (1984) found that over 50 percent of the respondents believed that 26 of the 27 stated core course objectives were adequately met. Jones also found that these recent College of Business graduates perceived 18 of the 27 stated core course objectives were of little or no importance to current job performance. Furthermore, these graduates indicated that the main reason they needed additional training to master an objective was because the job required more comprehensive skills than provided for by the objective. Jones concluded that the business curriculum needs to be evaluated and updated to meet the ever changing needs of the working world and the College of Business graduates who prepare to enter this world. Indeed, more comprehensive skills may be needed by business school graduates entering the work force and further studies should be done to evaluate the effectiveness and relevancy of the current curricula. Statement of the Problem The general problem facing the College of Business at Michigan State University, and similarly AACSB accredited business degree programs, is the need to provide undergraduate students with a common body of knowledge in business administration which will prepare students for roles in the contemporary business community following graduation. Given that Michigan State University was preparing to change from a ten week quarter to a fifteen week academic semester, and there were likely to be numerous changes to the curriculum, this was an excellent time to seek the perceptions of recent College of Business, Bachelor of Arts business administration graduates to determine how well educational core course objectives were met and how relevant those objectives were to first job skill and knowledge needs. Purpose of the Study The purpose of the study was twofold. The major purpose of the study was to determine the perceptions of 1988 and 1990 Bachelor of Arts business administration graduates of the College of Business at Michigan State University concerning the business core curriculum in relation to meeting educational course objectives and first job skill and knowledge needs. The secondary purpose of the study was to compare and contrast the perceptions of the 1988 and 1990 Bachelor of Arts business administration graduates regarding the business core curriculum as it relates to first job skill and knowledge needs. To conduct this study, the investigator utilized and adapted a survey instrument designed and used by Jones (1984) at the University of South Carolina in 1982 (Appendix A). The present study was both descriptive and analytical. The research questions formulated by Jones (1984) served as a guide in seeking a solution to the basic problem of determining the effectiveness of the business core curriculum in meeting educational course objectives and first job skill and knowledge needs of business administration bachelors degree graduates. The questions were: 1. To what extent do recent Bachelor of Arts business administration graduates perceive that the stated objectives of the required business core courses were met? What are the main reasons recent Bachelor of Arts business administration graduates perceive that the required business core course objectives were not adequately met? To what extent are the required business core course objectives important to the current job performance of recent Bachelor of Arts business administration graduates? Why is additional training in the business core course objectives not needed by recent Bachelor of Arts business administration graduates? What are the main reasons recent Bachelor of Arts business administration graduates perceive that they need additional training in the required business core course objectives? How would recent Bachelor of Arts business administration graduates modify the required business core course objectives? In addition to the questions utilized by Jones, the investigator wished to determine the answers to two additional questions which were addressed in this study. What are the similarities, if any, in the perceptions of College of Business, Bachelor of Arts business administration graduates surveyed in the June 1988 and June 1990 graduating classes? What are the differences, if any, in the perceptions of College of Business, Bachelor of Arts business administration graduates surveyed in the June 1988 and June 1990 graduating classes? To respond to these questions regarding the similarities and/or differences between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates, six hypotheses were developed to examine the relationship, if any, between the responses of the two groups. Hypotheses According to Kerlinger (1964), "the null hypothesis is a statistical proposition which states, essentially, that there is no relationship between the variables (of the problem)" (p. 174). For this study, the researcher will use a null hypothesis because both populations have received the same treatment, i.e., both classes of alumni have completed the same curriculum of the College of Business. "The null 10 hypothesis is a succinct way to express the testing of obtained data against chance expectations" (Kerlinger, 1964, p. 175). The following hypotheses were developed and stated in the null 1. fashion. No significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their perception that the stated objectives of the required business core courses were or were not met. No significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their reasons for perceiving that the required core course objectives were not adequately met. No significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their perception that the required business core courses are important to their current job performance. No significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their perception that additional training in the business core course objectives is not needed. 11 5. No significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their reasons for perceiving that additional training is needed in the required business core course objectives. 6. No significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration bachelor degree graduates in their recommendations as to how the required business core course objectives would be modified. Justification for the Study This study was very important at this time for several reasons. First, with constantly changing needs and technology, the College of Business at Michigan State University must be responsive to the needs of the business administration Bachelor of Arts graduates who are entering an ever changing business community. In order to effectively prepare students for roles in the contemporary business community, the College of Business must continually assess the effectiveness of the curriculum. The information collected in this study may be valuable to the curriculum committee and decision makers in the College of Business as they examine the curriculum for future changes. 12 Second, although the College of Business has had a curriculum committee for many years with representation from undergraduates and graduate students, faculty and administrators, none of the representatives have provided the unique and needed perspective of the recent Bachelor of Arts business administration graduate now in the workplace. This study provided recent business administration Bachelor of Arts graduates an opportunity to evaluate the core curriculum as it relates to first job skill and knowledge needs. Graduates utilizing their knowledge and skills in the workplace provide a perspective not available elsewhere. Graduates could also provide information regarding effectiveness of instructional practices, and overall program satisfaction and effectiveness. Third, the information collected in this study would provide a profile of the College of Business, business administration Bachelor of Arts graduate. This profile would provide information such as what type of work the graduate does as an entry level employee, age, time elapsed from start of college, the type of organization in which the graduate works, and whether the graduate had prior full time work experience. Since this information was not already available it could provide an interesting profile of recent graduates to the College of Business. Fourth, this study would provide a comparison about how two classes of graduates perceive the effectiveness of the core curriculum in relation to first job skill and knowledge 13 needs. The varying length of work experience could account for differences in opportunities to utilize the skill and knowledge acquired in his or her first job. Finally, the academic calendar at Michigan State University is scheduled to change from the current ten week academic term to a fifteen week semester effective in the Fall of 1992. This change, in turn, will necessitate numerous changes in the curriculum. Adjustments will be necessary in course content and objectives as students will spend more time in each course covering additional material. This study may provide valuable information regarding the strengths and weaknesses of the present core curriculum which may be beneficial to decision-makers in planning for or changing the content of courses in the semester schedule. A Description of the College of Business, Bachelor of Arts Business Administration Program The College of Business, business administration undergraduate program has several key components. All students regardless of the major field of study or college must complete the general education requirements of the University, which is a minimum of 45 quarter term credits. The general education courses include American Thought and Language, Humanities, Natural Science and the Social Sciences. These courses are usually taken during the freshman and sophomore years. 14 Since enrollment in the College of Business is limited, students must meet the minimum criteria of a 2.75 grade point average at the start of the junior year in specific courses including Mathematics 111, Accounting 201, Economics 201 and Economics 202 or Accounting 202 or Computer Science 100 or 115. Generally, students will take one of these courses per term during the freshman and sophomore years. Upon admission to the College of Business, the student selects a major field of concentration. These major field courses are determined by the student in conjunction with the faculty adviser according to the student's interests and goals. The major field determines the business administration and economics courses to be taken in addition to the College’s core program. These courses are taken during both the junior and senior years. The core program in business administration is required of all students regardless of the major field of study chosen. The core program consists of a program of studies in the functional fields of business and includes among other courses: FINANCE 391, Financial Management MARKETING 300, Marketing Management in Business MARKETING 301, Marketing and Society I and II MARKETING 317, Quantitative Business Research Methods MANAGEMENT 302, Organization and Management 15 MANAGEMENT 306, Analysis of Processes and Systems MANAGEMENT 409, Business Policy GENERAL BUSINESS LAW 430, Law and Society GENERAL BUSINESS LAW 431, Law and Business This core program provides students with a firm foundation of the various aspects that make up the business enterprise. These courses are taken during the junior and senior years and each course is required. Many of these core courses are prerequisites for further study in a particular area. For example, Finance 391 is a prerequisite to Finance 392 and Marketing 300 is a prerequisite to Marketing 302. The student also selects electives from outside of the College of Business to broaden his or her background. Electives provide students with an opportunity to develop those particular skills and interests that they feel are most appropriate to their professional goals. For example, a student who wishes to pursue a career in international marketing may choose to study a foreign language, or take additional humanities or social science courses focusing on other cultures, religions, or political systems. Elective courses may be taken any time during the undergraduate program. 16 Limitations of the Study 1. This study was limited to the required core courses in the College of Business, Bachelor of Arts business administration curriculum. No general education, business prerequisites, major field courses, economics courses or electives were evaluated as part of this study. Therefore, no generalizations can be made regarding which areas of the curriculum (i.e. general education, business prerequisites, major field or electives) would be most important to meeting first job skill or knowledge needs. 2. Due to the "required" nature of the core courses, there may be an inherent bias present in the respondents' answers. The investigator had no way of identifying those persons who may have very biased opinions regarding the required core courses examined in this study. 3. Another limitation of this study was the mailed questionnaire method of data collection. A.large number of graduates had moved and not notified the University of their new mailing addresses. In many cases, U.S. Postal forwarding orders had expired and the mailings were returned as undeliverable. This resulted in a lower response rate than anticipated. 17 4. This study was limited to the business administration Bachelor of Arts graduates from the College of Business. Business administration Bachelor of Arts graduates included those with the following major fields of study: Accounting, General Business Law and General Business Law - Prelaw, Finance, Marketing/Food Systems, Materials Logistics Management, and Personnel Administration. Business administration Bachelor of Arts graduates were chosen because the core curriculum courses are identical for each of these major fields of study. Students whose major field of study was Economics, Hotel Restaurant Institutional Management and Travel and Tourism Management were not included in this study because of the differing requirements in those core curricula. 5. The questionnaire itself was a limitation in this study for several reasons: a) The investigator made an assumption that the core course objectives as stated in the Michigan Stats University Descriptions 2; Courses Book (1990-91) would most accurately reflect the actual content of the courses. Due to this assumption the instrument was not tested for validity by the Michigan State University College of Business faculty. b) The questionnaire was 12 pages in length. The length of the questionnaire may have resulted in a lower return rate. C) d) 6. 18 The questionnaire asked five questions for each of the 26 core course objectives making the questionnaire quite tedious to complete. The effectiveness of the questionnaire was dependent upon respondents to: remember each specific course, understand the stated course objective and remember how the course objective was met in order to evaluate how well the objective was met. This study was limited to June 1988 and June 1990 business administration Bachelor of Arts graduates of the College of Business. These graduates were chosen due to their relatively recent graduation which led to: a) b) C) the investigator’s expectation that the graduates would tend to remember the content of specific core courses to be examined in the study, the investigator's expectation that these graduates would be able to effectively remember and respond to questions concerning the core curriculum as it relates to first job skills and knowledge needs, and the investigator's expectation that these graduates would be easier to contact due to their relatively recent graduation and the availability of accurate mailing addresses. 19 These two groups were also chosen because there were no changes to the core curriculum during the period in which these two classes were enrolled. Since this study was limited to June 1988 and June 1990 business administration Bachelor of Arts graduates of the College of Business, the information generated by this investigation may not be generalizable to other classes of graduates of the College of Business. 7. Another limitation of this study was the different length of work experience manifested by the two groups studied. The 1988 graduates had approximately two years more work experience, than the 1990 graduates. Although this may account for some differences in the responses of the two groups, it may as well provide some understanding as to how the knowledge acquired in the core curriculum is or is not utilized over a two year period of time by the graduates. 8. Only business administration Bachelor of Arts graduates of the Michigan State University College of Business were used as subjects in this study. Therefore, the information sought by the investigator, although of possible interest to other AACSB institutions, was particular to Michigan State University and may not be generalizable or applicable to other institutions. 20 Methodology Two groups of participants were used for this study. The first group contained a total of 556 June 1988 business administration Bachelor of Arts graduates from the College of Business at Michigan State University. Since the population was so large, only half or 278 June graduates were used for this sample. The June 1988 graduates were chosen because it was the investigator's expectation that these graduates had at least 2 years full-time work experience since graduation. The investigator expected that these graduates had ample opportunity during their work experience to utilize the knowledge and skills acquired from the core curriculum, and that the graduates would still remember the core courses examined in this study. The second group contained a total of 630 June 1990 business administration Bachelor of Arts graduates from the College of Business at Michigan State University. Again, due to the large number of graduates, only half or 315 of the June 1990 graduates were used for this sample. The June 1990 business administration graduates were chosen due to their relatively recent graduation and the investigator's expectation that these graduates would have had only about 6 months work experience since graduation. Although the 1990 graduates would have less work experience and therefore less opportunity to apply their knowledge and skills in the work place than the 1988 graduates, it was believed that the 1990 21 graduates would be able to provide valuable information concerning which job skills and knowledge needs were most important to the graduates when they were new to the workforce. The June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates who participated in this study were chosen by random selection from their respective classes from the Alumni Office records. Design and Instrumentation The instrument utilized in this study was adapted from a questionnaire designed and utilized by Jones (1984). The questionnaire was altered to accommodate for the course objectives specific to the Bachelor of Arts business administration core curriculum at Michigan State University. The core course objectives used in this questionnaire were taken directly from the course objectives as stated in the Michigan State University Descriptions 2; Courses Book (1990-91). Since these course objectives were clearly stated and published to inform students of the desired course outcomes, these objectives were not critiqued by faculty members. It was the investigator’s assumption that these core course objectives would most accurately reflect the actual course content. This assumption was made because there was no way to determine instructor variations or 22 preferences that may have.occurred in the individual courses. The instrument was examined and critiqued by a panel of ten MBA students employed as Graduate Assistant Academic Advisors in the College of Business Undergraduate Programs Advisement Center for readability and clarity. The instrument was not pretested due to significant delays and errors in receiving the requested sample from the Alumni Records Office. In addition, Galfo and Miller's (1970) checklist for questionnaire development was consulted to assess survey questions. The parameters followed were: a. Questions are clear and concise. b. There are no superfluous questions. c. Enough responses are obtained to produce needed data. d. Questions are not slanted or loaded to produce a biased result. e. Respondents are stimulated to answer. f. Directions to the respondents are clear. g. The data gathering instrument is arranged to permit ease in tabulating and/or scoring data (Galfo and Miller, 1970). The questionnaire was set up in three major sections (Appendix A). Section one requested primarily demographic and employment data. Respondents were asked to complete 23 short answer questions and to check or circle the appropriate responses. Section two requested the Bachelor of Arts business administration graduates to evaluate the objectives of the core courses in the College of Business curriculum. Graduates were asked to respond to a series of five questions regarding the core course objectives by checking the appropriate response from a range of responses. The third and last section of the instrument consisted of an open ended format. Graduates were asked to explain their reasons if they felt a specific course objective was totally inappropriate or if they felt that additional course objectives or new courses were needed. The questionnaire was mailed to the last known home address as provided by the Alumni Office for each of the business administration Bachelor of Arts graduates to be surveyed. Assumptions The investigator made the following assumptions regarding the study conducted: 1. Participants would respond to the survey questionnaire in a sincere and forthright manner. 2. The required core curriculum courses were important in preparing College of Business, 24 business administration bachelor degree graduates for their first job skill and knowledge needs. 3. The faculty and curriculum committee in the College of Business would find the data collected through the survey to be useful when evaluating the core curriculum. 4. The core course objectives as stated in the Michigan State University Descriptions 2; Courses Book (1990-91) most accurately reflect the content of the courses. Definition of Terms Business administration graduates: those students who have completed the Bachelor of Arts degree graduation requirements with a major field of study in one of the following areas in the College of Business at Michigan State University: .Accounting, General Business Law and General Business Law - Prelaw, Finance, Marketing/Food Systems, Materials Logistics Management and Personnel Administration. Graduates: those students who have completed the graduation requirements for a Bachelor of Arts degree in business administration from the College of Business at Michigan State University. Business core courses: those courses which constitute the upper division business core which all students in the business administration program in the College of Business 25 are required to take regardless of their major field of study. Only courses offered by the College of Business were considered in this study. These courses included: Finance 391 Financial Management Marketing 300 Marketing Management Marketing 301 Domestic and International Marketing Strategy Marketing 317 Quantitative Business Research Methods Management 302 Organization and Management Management 306 Analysis of Processes and Systems Management 409 Business Policy General Business Law 430 Law and Society General Business Law 431 Law and Business (Academic Programs, 1990-1991) Effectiveness: the extent to which graduates' perceived needs were met in the areas of adequate knowledge, concepts, skills, methods and techniques necessary to become successful men and women in their life work (Rucker, 1983). Core course objectives: those objectives made in terms of results to be achieved as outlined by the Michigan State University Descriptions g£_Courses Book (1990-91). Questionnaire objectives represent catalogue course descriptions of the main areas of emphasis in each of the required business core courses (Jones, 1984). Liberalism or Liberal education: studies such as language, philosophy, and history intended to provide 26 general knowledge and to develop the general intellectual capacities (Jones, 1984). Vocationalism: training in specific skill areas to be pursued as a career (Jones, 1984). Skill: the development of a proficiency in a particular area which enables a person to perform a task (Beatty, 1988). Knowledge: the accumulation of facts and information that one possesses and uses in carrying out responsibilities and tasks (Beatty, 1988). Overview of the Study Chapter One provided an introduction to the study, statement of the problem, purpose of the study, questions of the study, hypotheses, justification for the study, limitations of the study, a brief discussion of the methodology and instrumentation, assumptions, and definitions of terms. Chapter Two contains a review of the literature including the historical development of the collegiate business school from the early colonial period to the present. The second chapter also contains a review of various curriculum studies conducted in the past decade on the business school curricula. Chapter Three contains the methodology including a description of the population, design and instrumentation, 27 data collection procedures, the hypotheses to be tested, and the statistical methods to be employed. Chapter Four contains the results and analysis of the data and findings. This chapter also includes a comparison of responses from the students who graduated in the years 1988 and 1990. Chapter Five contains a review of the study, presentation of major findings, conclusions, implications of the study, and recommendations for further study. CHAPTER TWO REVIEW OF THE LITERATURE A review of the literature reflects numerous changes in the business curriculum over the past century. Today just as it was over one hundred years ago, there is a high priority on maintaining a balanced curriculum between the general or liberal education courses and the specific vocationally focused business courses. The following section will contain a review of the historical development of education and the business curriculum in this country from the early colonial period through the growth of specialized education in the 18th and 19th centuries. The discussion will examine Joseph Wharton's influence on the curriculum of the first successful business school as well as the rapid growth of the business school into the 20th century. This chapter will also review the findings of the 1959 Foundation Reports which led to a more active leadership role by the American Assembly of Collegiate Schools of Business and improved quality in business education programs. Various curriculum studies regarding the business school curricula will also be reviewed including perception studies of alumni. 28 29 American Colonial Period During the early American colonial period, over three- quarters of the population could barely read or write (Moreland, 1977). There were only sporadic efforts to provide schools as teachers and books were expensive and in very short supply. Since education was considered to be a private matter, it was the parents' responsibility to see to the education of their children (Cohen, 1974). As a result, schooling was limited according to the social class position and financial or property holdings of the family. In the South, the rich planter aristocrats, the highest ranking social class, could afford the indulgences of a leisurely life, such as elaborate residences, elegant dinners, music, theatre, horse races and fox hunts. Their wealth also assured them of a substantial education: the sons usually attending college, and the daughters a young lady’s finishing education (Heslep, 1969). Education was intended to prepare the students for the leisure pursuits of their class, to enable them "to enter the professions and businesses and assume positions of leadership"... "to give them skills especially useful in managing lands and to provide them with religious training." (Heslep, 1969, p. 27). A strong curriculum in literary studies was provided in English, Latin, Greek and French. Advanced mathematics and surveying helped to develop skills 30 in land management, and religious instruction and exercises were provided to assure religious and moral training (Edwards and Richey, 1963). The next highest class of peeple included the ministers, merchants, and shop keepers, all who lived in comparative modesty and comfort. This group usually secured "at least a secondary schooling" (Heslep, 1969, p. 22) for their sons and a primary education for their daughters. These students usually attended academies, although not those attended by students from the aristocracy. In addition to religious training, instruction included English, Latin, Italian, French, geography and practical mathematics. These studies had a distinct vocational value preparing students for the correspondence involved in business and trade with Europeans who did not speak English. Students were also prepared by mathematics to keep accurate books and post bills, and by geography to be familiar with the economic aspects of the earth. Most of these students were well prepared to enter the business world (Cohen, 1974; and Heslep, 1969). The third class included the artisans, poorer shop keepers, and indentured servants. Cohen (1974), estimated that indentured servants comprised almost three quarters of the Virginia and Maryland settlers before 1642. This servant class had incomes so small that their sons often received barely a primary education of religion, English and arithmetic. Some provided their children with an 31 apprenticeship to learn a trade (Heslep, 1969). Frequently children of this class were illiterate. As their terms of indenture expired the servant became a free person but had few choices. In some cases, they undertook some trade or business or even bought small farms in the interior lands. (Heslep, 1969). Often, they would rent land from the plantation aristocracy, selling their produce and bargaining for goods which they could not produce themselves (Cohen, 1974). Either way, they were still dominated by the same gentry and without a proper education or apprenticeship their children were cursed to the same. Without any legal compulsion to assure the education of children it was near impossible for parents to take time from their arduous labors to instruct their children in reading and writing (Rudolph, 1962). The difficult struggle of this colonial life was evidenced by the noticeable number of white pauper children who were orphaned and neglected with no means of support (Heslep, 1969). Although a few wealthy colonists had endowed schools for indigent children these schools were very rare. To ensure that these children would not remain a social burden many colonies passed legislation to deal with this growing problem. In 1642, for example, the Virginia House of Burgess passed laws requiring the local communities to provide these children with an apprenticeship and to secure them proper instruction (Cohen, 1974). Although there were efforts to provide a system of publicly financed 32 education, most wealthy citizens opposed taxes to educate the poor. However, five years later the Massachusetts General Court (1647) passed an act requiring all settlements of fifty families or more in that colony to maintain an elementary school, and towns of one hundred families or more to provide a secondary school to prepare boys for college (Moreland, 1977). This legislation established a pattern for all the colonies, and stimulated provisions for both elementary and secondary schools to be supported either by rate bills or by student fees. Since the earliest days of our national existence there was much agreement for educating American youth. In Thomas Jefferson’s early political writings (in Heslep, 1969), he contended that if a large society is to be a workable formal republic, certain conditions must be met. In particular Jefferson expressed the following condition regarding education: To help assure that its citizens will be prepared to perform the many tasks necessary to its operation, the society must furnish them an appropriate education. More specifically, education in the society must prepare some citizens to be leaders, enable all citizens to exercise the ordinary rights of self-government, and ready all citizens for the pursuit of happiness. (p. 84). Although Jefferson's writings indicate that class distinctions were still prevalent in society, he continued to propose an educational system that would provide for each individual to be well educated and economically literate. 33 Jefferson advocated that the purpose of education was twofold: 1. To give every citizen the information he needs for the transaction of his own business. 2. To enable him to calculate for himself, and to express and to preserve his ideas, his contracts, and accounts in writing. (NEA, 1937, p. 22). Economic literacy and everyday business competence was considered one of the most important goals of education. Because business touches almost every human activity business training was considered "nonvocational in nature and general education in purpose." (NEA, 1937, p. 23). Growth of Specialized Education Indeed, the focus of education continued to move toward more practical matters. As the nation continued to grow and move westward, specialized education became a societal necessity. During the eighteenth and nineteenth centuries medical schools, law schools and engineering schools were established (Kephart et al., 1963). With the passage of the Land Grant Act of 1862 and the growth of professional schools, the purpose of higher education for the pursuit of a specific career became more prevalent. More sophisticated occupations particularly in manufacturing required more advanced and technical education. Increasingly the enrollment numbers and 34 curricula were determined by the manpower needs and market considerations (Jencks and Riesman, 1968). Collegiate business education arose in response to a need, and this particular need was not apparent until the late nineteenth century. The westward movement of the population resulted in the development of our national resources, increased trade, expansion of domestic markets, greater needs for transportation, improved communication facilities, growth of urban centers, and the development of machines which replaced hand labor. The technological advances resulted in mass production and industry which resulted in large corporations. As Hofstadter and Hardy (1952) indicate, the need for specialized business training was evident: Clearly the emergence of the business school as a flourishing center of specialized training came on the heels of the bureaucratization of American business, which was a well-established trend by 1900. In the entrepreneurs' heyday of the mid-nineteenth century, when the characteristic form of business education was an apprenticeship in business, a collegiate business school would have been an incongruity. In this age of small business and new enterprises, the son of a small businessman, or of an entrepreneur who had built a large enterprise, was in a position to inherit ownership; and the man who aspired to start a new business was about as well off if he spent his later teens in actual business practice as he was if he spent these years acquiring further formal education. With the development of the large corporation, however, and its increasing dominance in American economic life, business success was less indentifiable with ownership, more with a high managerial position. It was not possible for the managerial executive, as it had been for the owning executive, to pass on his social and business position to his son by simple inheritance ... As the manager sought to promote 35 and educate his heirs into positions of profit and power, he found higher education in general, and business education in particular, to be increasingly useful. (p. 90-91). Joseph Wharton and the First Business School In 1881, the first permanent collegiate business school was established at the University of Pennsylvania. Although the Wharton School of Finance and Commerce was not the first attempt to establish a business school, similar schools at the University of Louisiana in 1851 and the University of Wisconsin in 1866 had been unsuccessful. The success of the University of Pennsylvania's Wharton School of Finance and Commerce is attributed to Joseph Wharton, a well known Philadelphia ironmaster and financier, who provided the "ideological and financial ($100,000) impetus which led to the establishment of the first successful collegiate business school" (Kephart et al., 1963, p. 25). An understanding of Joseph Wharton and his upbringing shows a very logical path to his later involvement in developing a collegiate business school. Joseph Wharton was born in 1826, the son of William Wharton and Deborah Fisher. William was the descendant of a long line of successful merchants and the family was highly regarded in Philadelphia society. Although William held no position of authority in business or the professions, he was nevertheless a respected gentleman. Joseph's mother was also from a respectable and successful family in Philadelphia. The couple supported 36 their family with income from their inherited estates and spent most of their time on religious, social and charitable activities consistent with their Quaker religion and values (Sass, 1982, p. 3-4). Joseph received an excellent Quaker education and attended "the best private schools in Philadelphia-Friends' School and Fred A. Eustis's academy" (Sass, 1982, p. 4). Joseph's parents then expected to send him to Harvard to prepare for a career in the liberal professions. However, before Joseph was to leave for Harvard he became quite ill and remained in Philadelphia. His studies continued in Philadelphia where he was tutored in French, German and science. His interest in chemistry led to further studies in the laboratories of local chemists. This turn of events would later provide the basis for much of Joseph Wharton’s business involvement (Sass, 1982, p. 4-5). William Wharton was aware that he offered his son no clear model on how to support himself. American society was changing as businesses and corporations were growing. Control of the nation was no longer firmly based in the landed aristocracy. Joseph's parents decided that an apprenticeship would provide the training to prepare Joseph to earn a living. So Joseph was apprenticed to the Waln and Leaming counting house to learn the business of a dry goods merchant, including book credit and double entry bookkeeping, insurance, finance, currency exchange, and the law of contracts (Sass, 1982, p. 5). 37 Joseph was very successful and by the end of the year had become head bookkeeper in charge of eight hundred accounts. Joseph wanted the opportunity to learn the outside part of the business, selling, and asked Waln for an opportunity to do so. Waln assured him that mastering the management of the counting house was more important. Success was more dependent upon "his ability to control costs, handle high volumes of business paper and negotiate sound contracts" (Sass, 1982, p. 5). Joseph continued to apply himself in learning these management skills which would be most critical to his later business success. After completing his apprenticeship, Joseph Wharton distinguished himself in many new business opportunities. Combining his chemistry background and business sense, he proved to be most successful in industrial metallurgy. He bought and introduced an economical process for the manufacture of metallic zinc, and for producing malleable nickel. Later he continued to build his fortune in steel during the railroad construction boom of the 18808 and later with his involvement with arms manufacturing. He also invested in and served as director of railroads (Sass, 1982). Toward the end of his career, Wharton was acutely aware that the business enterprise in the United States had changed significantly. The demands of the complex organization necessitated a great many people, organized in a bureaucracy, performing the many tasks. Wharton knew that 38 the practice of apprenticing young men to business houses would no longer work. Business had changed so much in the last forty years, that neither Wharton nor his peers had the time to train apprentices. Wharton decided that "if the next generation of business leaders were to receive a proper preparatory education, it would have to be done outside the business firm" (Sass, 1982, p. 19). In 1879 Wharton began working on his plans to develop a business school. Wharton had some very explicit ideas about what would constitute the educational program which was to bear his name. Although Joseph Wharton had not attended college, he was an extremely well-educated man and had received a liberal education equal to that of any college trained gentleman. Wharton was a firm believer in general as well specialized education. He firmly held that all college training must be oriented toward citizenship, community responsibility and high ethical standards. Wharton (in Sass, 1982) expressed the following objectives of his business school: To provide for young men special means of training and of correct instruction in the knowledge and in the arts of modern Finance and Economy, both public and private, in order that, being well informed and free from delusions upon these important subjects, they may either serve the community skillfully as well as faithfully in offices of trust, or, remaining in private life, may prudently manage their own affairs and aid in maintaining sound financial morality: in short, to establish means for imparting a liberal education in all matters concerning Finance and Economy. (p. 21). It was Mr. Wharton's intention that the education in "Finance and Economy" should be of college or university 39 level and "form an integral part of the University" (Johnson, 1931, p. 9). He carefully outlined what he felt should be taught in accounting, money, currency and banking, taxation, industry, commerce, transportation, commercial law and government. He also stipulated that "other branches of an ordinary good education must be acquired by the students" (Johnson, 1931, p. 9). This twofold aim of providing students with the foundation of a strong general education and also a professional education for his life work was a continuous concern of Wharton’s throughout the development of the Wharton School. The Wharton School was placed in the College of Arts and Sciences at the University of Pennsylvania and Wharton's endowment of $100,000 was to be used to educate young men for careers in government and business. "Higher education for business thus began in considerable part as a means of educating gentlemen. It was to provide more character development than vocational training, to emphasize moral and intellectual training, but not lead directly to a career." (Cheit, 1975, p. 86). Indeed, the emphasis placed on the traditional liberal studies over the more practical professional studies is what distinguished the Wharton School from the earlier unsuccessful ventures at other colleges. 40 The Growth of the Business School This new approach to educate gentlemen for business was quickly accepted. By the end of the century business schools were established at the University of Chicago and the University of California. Many universities were quick to follow, developing an additional 25 schools or divisions for business studies from the period of 1900 - 1914 (Bossard and Dewhurst, 1931). This significant period of growth has been largely attributed to the expanding role of industry and the need for management skills and information in the workforce. According to Hofstadter (1955), "Between 1900 and 1910, 240 volumes on business management were published. Frederick Taylor’s interest in efficiency was popularized among businessmen. The emerging business schools ... provided ... education and research in the field of management" (p. 241). As the business schools moved toward more specialized and practical course offerings they also began moving away from the traditional liberal arts foundation. The emphasis on the practical skills for entry level job performance rather than the long range management skills resulted in a significant rise in business school enrollments (Cheit, 1975, p. 89). Hofstadter and Hardy (1952) attributed the tremendous growth of the business schools to the growth of big business 41 itself or the "bureaucratization of American business" (p. 90). According to Hofstadter and Hardy (1952): In the entrepreneurs’ heyday of the mid- nineteenth century when the characteristic form of business education was an apprenticeship in business, a collegiate business school would have been an incongruity. With the development of the large corporation, however, and its increasing dominance in American economic life, business success was less identifiable with ownership, more with high managerial position. It was not possible for the managerial executive, as it had been for the owning executive, to pass on his social and business position to his son by simple inheritance. (p. 90-91). By the 1920s, the business schools were increasingly viewed as a means of social mobility. Students from lower social economic backgrounds and with less academic merit flooded to colleges anxious to become part of the industrial managerial class. The business enterprise continued to become more specialized and the colleges responded with increased specialization and more practical courses. As enrollments grew, so too did the number of business programs. By the end of the Second World War, business schools or divisions had been established at every state university and most private universities (Pierson, 1959). The tremendous growth in demand for business school degrees from the First World War to the Second World War transformed business administration "from a small relatively unimportant" major, to the most populous major in higher education (Cheit, 1975, p. 90). 42 By 1940, business schools held strong positions on most campuses. New buildings were built, new equipment was purchased, new courses and-majors were established. The academic program in the business college was also more firmly set. The core program consisted of accounting, economics, finance, management, marketing, production, business law and statistics (Pierson, 1959). The activities of the American Association of the Collegiate Schools of Business (AACSB) reflected the relatively firm status of the business school in this period. The AACSB had been founded in 1916 "to promote exchange of information among the schools and to improve educational standards" (Pierson, 1959, p. 51) but it failed to provide any effective leadership. By 1940 the AACSB developed certain minimum conditions for admission which a well-rounded program would have to meet and exerted a wider and more positive influence upon the business school. The Foundation Reports The 19503 was a period of self examination for the business school. Two studies were published at this time, the Gordon - Howell, and Pierson reports. The Pierson report - The Education of American Businessmen (Pierson et al., 1959) sponsored by the Carnegie Corporation and the Gordon - Howell report - Higher Education for Business (Gordon and Howell, 1959) sponsored by the Ford Foundation, 43 were very influential reports and helped focus attention on many changes needed in the business schools. Pierson’s (1959) criticisms of the business schools were many but perhaps his greatest criticisms were of the business school student. He found that business administration programs were not attracting top students. Pierson's research indicated that "the business student scored an average 5 to 15 percentage points below the median of liberal arts students on admissions test scores" (p. 66). But, Pierson (1959) further indicated that this was clearly the result of the admissions policies since "only the barest handful of these institutions screen applicants or impose exacting standards for graduation" (p. ix). Pierson (1959) recommended that each institution must limit their programs to students who were "interested in, and capable of, serious academic work" (p. ix). Pierson (1959) also had many criticisms of the content of the business school curriculum. According to Pierson (1959): There is considerable evidence that the business curriculum has expanded beyond justifiable limits at most undergraduate business schools. There is a need for a general tightening of standards in terms of the scope of the core studies, the variety of majors, the number of courses that can be taken in a major and the kind of electives students can choose". (p. 196). Pierson (1959) recommended that if students were to concentrate on the basic aspects of the business subjects they would be able to devote more attention to courses in the liberal arts area. He felt that this arrangement would .in turn strengthen the overall curriculum towards developing 44 a managerial focus. "A school that is genuinely interested in a managerial point of view and makes a conscientious effort to bring each of its courses within this conception of business education will necessarily limit its offerings in the various specialized areas." (Pierson, 1959, p. xi). The Gordon and Howell (1959) report also had many criticisms of the state of business schools. In fact, Gordon and Howell (1959) felt that it was "practically impossible to do in the four undergraduate years what the undergraduate business schools try to do: to provide both a general and a professional education of satisfactory quality." (p. 132). Gordon and Howell's (1959) study criticized the business schools for a large number of students with poor academic preparation; curricula insufficient to meet the needs of business; an inadequate and superficial level of teaching which failed to provide intellectual challenge; an emphasis on specialized knowledge and skills over the more important general education and business fundamentals; and inadequately trained and narrowly focused faculty (p. 132-133). Gordon and Howell (1959) argued that "if we are to meet the future needs of American business and of the broader society it serves, widespread and fairly drastic reform is necessary." (p. 133). Specifically, change was needed in the curriculum, in teaching methods and course content, and in academic standards. Gordon and Howell (1959) proposed that the following improvements be made: 45 Collegiate business education should educate for the whole careers and not primarily for the first job. It should view the practice of business professionally in the sense of relating it to what we have in the way of systematic bodies of knowledge. It should emphasize the development of basic problem-solving and organizational skills and socially constructive attitudes rather than memory of facts or training in routine skills. It should recognize that business in the decades ahead will need a higher order of analytical ability, a more sophisticated command of analytical tools, a greater degree of organizational skill, a greater capacity to deal with the external environment of business, and more of an ability to cope with rapid change than has been true in the past. (p. 127). Gordon and Howell (1959) called for an emphasis on a broad general education and an integrated "core" of business subjects that would provide the students with a fundamental introduction to the various business subjects. Gordon and Howell (1959) recommended that fifty percent of the four year undergraduate program be devoted to general education because "at least this much is necessary to provide the base of cultural and professional subjects on which his business training should be built" (p. 134). Gordon and Howell (1959) also recommended that the American Association of Collegiate Schools of Business (AACSB) take a more active role in establishing and enforcing the policy guidelines. They called for higher standards, but also encouraged the Association to move vigorously to enforce its current standards. They also encouraged the Association to engage in an active educational program that has as its purpose "stimulating schools to raise the quality of their programs much beyond 46 the minimal levels..." (Gordon and Howell, 1959, p. 448). Gordon and Howell (1959) were confident that vigorous leadership by the AACSB would "greatly accelerate the improvement in collegiate business education" that was so badly needed (p. 449). The 1960s to present As a result of the Foundation Reports, the AACSB took a stronger leadership role and provided guidelines for the colleges for the proposed changes to the curriculum. Business schools in the 1960s moved towards a greater emphasis on the liberal studies in the first two years followed by specialization in the professional business courses the last two years. The AACSB also expressed clear standards for a "core" program of studies in the business disciplines to provide students with a common body of knowledge in business administration. Programs were expected to include in their course of instruction the equivalent of at least one year of work comprising the following areas: a) a background of the concepts, processes and institutions in the production and marketing of goods and/or services and the financing of the business enterprise or other forms of organization; b) a background of the economic and legal environment as it pertains to profit and/or nonprofit organizations along with ethical considerations and social and political influences as they affect such organizations; 47 c) a basic understanding of the concepts and applications of accounting, and management information systems including computer applications; d) a study of organization theory, behavior, and interpersonal communications; e) a study of administrative processes under conditions of uncertainty including integrating analysis and policy determination at the overall management level. (p. 31-32). The business schools were responsive to the recommendations of the Foundation Reports and to the AACSB Standards. There was a greater emphasis on the liberal arts courses, more courses were added in the behavioral sciences and mathematics, and the core program provided a firm foundation in the business disciplines. Many new faculty were hired from other disciplines as the colleges attempted to place a greater emphasis on the liberal studies. Since many of these new faculty had no business training, a gap began to develop between business practitioners and business faculty (Hugstad, 1983). As might be expected, some felt that the business programs had become too theoretical, and businesses complained that graduates were inadequately prepared (Cheit, 1975; and Hugstad, 1983). Enrollments exploded as the baby-boom generation entered colleges and universities. Increased competition in the job market and the increased value of "marketable skills" led once again to a vocational focus in college enrollment (Hugstad, 1983, p. 46). Increased specialization ‘was popular with students seeking an advantage in the job 48 market as well as with faculty seeking to expand their teaching and research activities (Hugstad, 1983). The significant growth of the business school during the 19708 can be attributed not only to the overall increase in the number of college students, but to the increasing numbers of quality students, both male and female entering the business college during this period. The business school had become more highly respected and a degree in business was a basic criterion for an entry career track position. Many students returned for a second college degree when they were unable to find employment after completing degrees in the liberal arts, sciences or teaching. This growth necessitated a continual upgrading of the curriculum. Given the increasing specialization of the business enterprise, and the popularity of business programs, Hugstad (1983) undertook a study to better understand the extent of differences in the perceptions of academic and business administrators regarding the appropriate university training for careers in business. Hugstad (1983) compared the attitudes of deans of schools of liberal arts with those of business school deans, university placement directors and corporate personnel directors to determine their perceptions regarding the emphasis that colleges and universities should place on specific career training as compared to the liberal arts. As might be expected, the liberal arts deans continued to value the perspective of a broad educational 49 program, while increasing indifference was expressed by the business deans, university placement directors and business personnel directors. Hugstad (1983) also found that academic deans (business as well as liberal arts) did not view career preparation as a major part of their role as educators, while corporate personnel and university placement directors did view career preparation as central to their roles. There also seemed to be differences between the deans and the corporate personnel and university placement directors concerning the adequacy of educational programs in preparing students for the job market (Hugstad, 1983). The respondents did acknowledge that other academic programs may prepare students for business careers but science, engineering and business were perceived to be the most suitable preparation programs for careers in business and industry (Hugstad, 1983). While businesses seek applicants with "well-honed interpersonal skills, the business respondents in the survey were unconvinced that a liberal arts education could deliver them" (Hugstad, 1983, p. 84). Hugstad (1983) asserted that industry’s stated preference for "technical competence is weighted more heavily in hiring decisions" than is a broad liberal arts perspective (p. 89). Hugstad (1983) concluded that the business disciplines are at a critical point in their evolution. Educators face an important choice of moving the disciplines toward 50 increasing technical competence or focusing on the development of generalists which would require greater emphasis on developing interpersonal and communication skills and a broader societal perspective. Although the past decade has focused on increased specialization, the American Assembly of Collegiate Schools of Business is calling for a broader societal focus for the future. During the 1980s criticism of the business schools began again. The new criticism was that the business schools were "too academic, too technical, too narrow, and as a result, business school graduates (were) not prepared to be the kind of leaders crucially needed in an economy under stress" (Cheit, 1985, p. 47). This criticism prompted the American Assembly of Collegiate Schools of Business into action. In 1984, the AACSB commissioned a study to look at management education and development in the United States. The report, Management Education and Development: Drift or Thrust Into the 21st Century? (Porter and McKibbin, 1988) was the first comprehensive assessment of business schools since the Gordon and Howell (1959) and Pierson (1959) reports of 25 years earlier. Since the time of those studies the business colleges had experienced tremendous growth. Porter and McKibbin (1988) spent over three years on their research which included visits to over 60 business schools, 200 interviews with corporate executives, and 51 completion of 9,000 surveys by educators, executives, and business school students and alumni. As a result of their study, Porter and McKibbin (1988) concluded that business management education in this country was in danger of "drifting" into the 21st century. They charged the business schools with a prevailing sense of "complacency and self satisfaction" (Porter and McKibbin, 1988, p. 298). They recommended that university business schools and the business community needed to make a direct and purposeful "thrust" toward the future to avoid serious consequences. Porter and McKibbin (1988) made several specific recommendations which are summarized below: 1) Business schools need to actively engage in long range strategic planning to be prepared to respond to the changing nature of the world caused by increased international competition, rapidly changing technology and the need for more broadly educated people (p. 310-314). 2) Business schools need "more diversity of mission" if university based management education is to make improvements in the future (p. 314). The AACSB Standards were not intended to produce identical business programs. Business schools need to be responsive to their specific environment and differentiate their programs accordingly (p. 314-315). 3) Business schools need to examine how they are preparing Ph.D. students for faculty positions. Business schools also need to show a greater commitment to the lifelong learning needs of their faculty (p. 326-328). 4) Business schools need to define what role (if any) executive education / management development programs will play as part of their educational program (p. 331-335). 52 5) Business education needs to place additional emphasis on the "undernourished" areas of the curriculum (p. 316-325). Porter and McKibbin (1988) identified six areas of the curriculum that they felt were "undernourished" and not receiving enough attention in the contemporary business school curriculum: Breadth: A broad well-rounded education should be encouraged. Undergraduate business students should avoid the overspecialization of increased business courses (p. 316-317). External Environment: There needs to be a much greater emphasis on the "external" factors - such as legal trends, societal changes, governmental relations, international developments - that have an important impact on business practice (p. 318). International Dimensions: The business schools need to incorporate a rigorous global perspective into the curriculum (p. 318-328). Information / Service Society: As the economy changes from a primarily industrial to a service- oriented economy there is a need to move the educational focus toward the generation, distribution, and management of information (p. 320-322). Cross-Functional Integration: An integrated focus is necessary across the curriculum in order to prepare students for the multifunctional nature of the business enterprise (p. 322-323). "Soft" People Skills: Schools need to provide both classroom and extracurricular activities for students to build leadership and interpersonal skills (p. 323-325). Despite these recommendations, the business schools were perceived very positively by all of the respondents. According to Porter, the interviews with executives "had proved that a lot of the extreme statements of the harshest 53 critics of’ business schools were not true" (Evangelauf, 1988, p. 20). Porter said "the belief that business is very dissatisfied with graduates was unwarranted" (Evangelauf, 1988, p. 20). Porter and McKibbin (1988) asserted that one thing was certain about the American collegiate business school, it is the mechanism for bringing about change in business education. "If innovations are to be made, it will be through the business schools ... with the help and support of the university and the business community" (Porter and McKibbin, 1988, p. 340). In conclusion, Porter and McKibbin (1988) believed that if American business schools are "to exert thrust and avoid drift" in the future, they must engage in strategic planning, set priorities, and make tough choices (p. 341). They called on business schools to assess their quality continuously, to be attentive to strengthening the links between theory and practice, to be willing to change and to engage in continuous innovation (Porter and McKibbin, 1988). Currently, the curriculum is firmly balanced between the liberal arts and the professional program. The AACSB is recognized as a leader "devoted to the promotion and improvement of higher education of business administration and management" (AACSB, 1989-90, p. l). Accreditation standards have evolved to meet contemporary needs and to serve modern society. The Accreditation Council "encourages 54 continuing development and appraisal of both new and existing curricula" (AACSB, 1989-90, p. 31). The AACSB (1989-90) further states that it is up to each school to choose how they will meet the Standard. "In the spirit of the accreditation philosophy, a school may develop curricula at variance with the common body of knowledge when it supports the mission of the school and institution and demonstrates that over all high quality is maintained" (p. 32). Curriculum evaluation then, becomes an important component and priority for AACSB accredited institutions. Curriculum Evaluation Studies "Evaluation is one of the most widely discussed but little used processes in today’s educational systems" (Worthen et al., 1973, p. 1). This is particularly true of the collegiate business curriculum. .Although the business community has called for "accountability", "relevancy", and "globalization" of the curriculum, very little has been done to evaluate the effectiveness of the curriculum in responding to those needs. In fact, the literature indicates few attempts to evaluate the business curriculum at all. In 1981, Browne reported that some faculty members in the Oregon State University School of Business questioned the appropriateness of certain components of the core 55 program which had been adopted in 1970. These faculty members were concerned that the content and direction of many of the core courses had drifted from their original intent and design over the past 10 years. These faculty proposed a critical evaluation of the Business School Core Program. To evaluate the appropriateness of the core program, specific objectives of each course were written and a working definition of the core program was established by the Undergraduate Program Committee. The objectives and definition provided a unifying framework for the subsequent steps in the review process. All of the business school faculty were then asked to evaluate the core curriculum on the basis of their educational contribution as defined by an agreed upon system of educational objectives. Browne (1981) reported that this core review resulted in eliminating redundancy and helped to streamline the core requirements. Many courses were reorganized to better prepare students for careers in business. Browne (1981) concluded that the core curriculum required constant evaluation and adaptation to maintain vitality. "If course offering are to be responsive to current business needs, the core must evolve to reflect modern business practices and trends" (p. 307). Browne (1981) recommended that the faculty should "intensively review the core to insure that each course reflects the basic needs of the business student 56 and to insure that it suitably integrates its content with that of other core courses" (p. 307). The content of the core curriculum was also examined in a study conducted by Benson (1983). Benson (1983) charged that business degree graduates could not find satisfactory jobs and that 50 to 70 percent of business school graduates changed employment within three years after they started their first post-graduation jobs. Benson (1983) believed that the cause of the problem could be in the curriculum design and course offerings. Benson (1983) sent a survey questionnaire to 175 personnel managers to determine their opinion regarding: 1. "Which factors or skills are most important in helping graduating business students to obtain employment?" 2. "Which specific courses of study and/or types of classes are most valuable in helping prepare business students for managementladministrative positions?" (p. 62). Benson (1983) found that personnel managers valued oral ,l____~e and written communication skills as the most important and valuable skills for graduating business students. Work experience, energy level (enthusiasm), technical competence, and persistence/determination were also highly valued by the personnel managers. The personnel directors placed less importance on such factors as the specific major emphasis of the degree held, grade point average and accreditation status of the school attended. As a result of his study, Benson (1983) recommended that the business schools increase the written and oral 57 communication requirements, the English and technical writing requirements and include a requirement for research and report writing in the business curricula. Benson (1983) also recommended that academia and the business community engage in open dialogue to determine the perceptions of employers regarding the preparation of graduates entering the business world. The demands for greater accountability resulted in new methods to evaluate the curriculum. To address these demands for accountability, the AACSB contracted with the American College Testing Program (ACT) to develop an instrument for measuring knowledge generally covered in the business core curriculum or "outcome measures". The instrument "Core Curriculum Assessment Program (CCAP)" contains 70 items in each of the following seven areas for a total of 490 items (AACSB, 1987). The seven areas include: 1. Accounting 2. Business Environment and Strategy 3. Finance 4. Human Resources and Organizational Theory 5. Marketing 6. Management Information Systems 7. Quantitative Analysis / Operations Research / Production and Operations Management Although this instrument is a viable method for measuring outcomes, it did not allow for institutional program differences (Karathanos, 1991). Students may indeed acquire specific skills by the senior year but the instrument did not provide the evaluator with an understanding of Egg the skill was acquired, or the value or relevancy of that skill to the student in a work setting. 58 In another study of the business curriculum, Hunger and Wheelen (1980) attempted to determine the "best" undergraduate business programs in the United States. They also sought to "assess what are believed to be the objectives and values of undergraduate business education" (p. 3). The study was also concerned with how well the undergraduate programs were meeting the needs of business. Hunger and Wheelen (1980) utilized a survey instrument which they sent to Deans of AACSB accredited undergraduate business programs and to senior personnel executives. The Deans were surveyed because of their unique knowledge of what AACSB schools were doing, their concern with evaluating the curriculum and faculty, and their familiarity with alumni who completed the program. The senior personnel executives were surveyed because of their role in employee selection, training and development. The study revealed that both groups were in agreement on the importance of developing problem solving skills and analytical abilities. The Deans and personnel executives were also in agreement that it was important for undergraduate students to learn the foundation subjects of economics, English and psychology and how to apply this knowledge to business problems. Hunger and Wheelen (1980) summarized that "respondents felt that undergraduate business education needed to focus primarily on the basics", e.g. developing logical thinking and an understanding of the foundation subject areas (p. 12). Understandably, the 59 personnel executives tended to place higher emphasis on training for specific positions while the Deans tended to place more importance upon training for general management positions. Hunger and Wheelen (1980) concluded that: Undergraduate business education is expected to do many different kinds of things for many different kinds of people. Students want the program to educate them, but especially to provide them with the skills necessary to obtain an entry level job so they can eventually move into general management. Faculty want the same things, but also feel a need to emphasize basic subjects as well. Deans are most concerned with general education; whereas, personnel executives are concerned with basic skills and training for specific positions. ... Undergraduate programs must attempt as best they can to emphasize the general education basics, and teach the skills necessary for entry level as well as upper management positions. Such a task is enormous and can partially explain why undergraduate business programs tend to vary widely from one school to another. They lack the focus of graduate (MBA) programs and are pressured by various constituencies to be all things to all people" (p. 19) . Another reason for the difficulty in responding effectively to students' needs is the lack of information available regarding students perceptions of the effectiveness of the business curriculum. One study which did seek the perceptions of graduates from a business school was conducted by Jones (1984). Jones (1984) surveyed 1982 business school graduates from the University of South Carolina to determine "the perceived extent to which business core courses objectives were met and to assess the relevancy of core course objectives to 60 first job skill and knowledge needs of recent business graduates" (p. 9). Jones (1984) found that over 50 percent of the respondents believed that 26 of the 27 stated core course objectives were adequately met. Jones (1984) also found that these recent business graduates perceived 18 of the 27 stated core course objectives were of little of no importance to current job performance. These graduates indicated that the main reason they needed additional training to master an objective was because the job required more comprehensive skills than provided for by the objective. Jones (1984) concluded that the business curriculum needs to be evaluated and updated to meet the ever changing needs of the business world and the business school graduates. Seeking the perceptions of recent College of Business graduates will provide the business schools with an opportunity to evaluate the effectiveness and relevancy of the current curricula. Perceptions Researchers often use noncognitive measures as primary data-gathering methods to help them assess educational outcomes. Self report measures or perception studies can be particularly useful when assessing educational outcomes of \\ students or alumni. According to Lenning (1988) alumni self f-“ —‘———-- — . .. -J 61 report studies may emphasize two important types of information: "perceptions of student experiences, and reports of current status, activities and accomplishments" (p. 42). Perception studies are particularly useful to the institution because as Bard (1976) reported, students report their perceptions honestly, even when dealing with sensitive matters. Self report methods can include diaries or journals or more structural methods such as report charts, checklists, polls and rating forms (Lenning, 1988). Lenning (1988) recommended that questionnaire format can be most helpful if the information is needed locally and further advised that "modifying an existing instrument is preferable to creating a new one" (p. 43). Summary The previous discussion reviewed the historical development of the business curriculum in this country and the growth of the collegiate school of business. Collegiate business education rose in response to a need and has continued to evolve and grow, responding to the needs of society. The Foundation reports of 1959 were very critical of the state of undergraduate business education. The AACSB took a strong leadership role and provided guidelines for the colleges for proposed changes to the curriculum. The 62 business schools moved toward a stronger emphasis on the liberal studies during the first two years followed by specialization in the business courses during the last two years. The AACSB also established standards for a "core" program in the business disciplines to provide a common body of knowledge. When criticism of the business schools began again in the 1980s, the AACSB took immediate action, sponsoring the first comprehensive examination of the collegiate business education in 25 years. The report Management Education and Development: Drift of Thrust Into the 21st Century? charged the business schools with "complacency and self- satisfaction" and recommended that business schools assess their quality continuously, strengthen the link between theory and practice, be willing to change and engage in innovation (Porter and McKibbin, 1988, p. 198). The AACSB again took a leadership role, encouraging the evaluation and development of the curriculum in response to contemporary needs. Several curriculum evaluation studies from the past decade were examined. These studies primarily sought the perceptions of faculty, personnel managers, deans of lmasiness schools, deans of liberal arts programs, and university placement directors regarding the appropriate training for business students. Only one study, conducted by Jones (1984) examined the skill and knowledge needs as perceived by business school graduates. CHAPTER THREE METHODOLOGY The purpose of this study was twofold. The major purpose of the study was to determine the perceptions of certain 1988 and 1990 Bachelor of Arts business administration graduates of the College of Business at Michigan State University concerning the business core curriculum in relation to meeting educational course objectives and first job skill and knowledge needs. The secondary purpose of the study was to compare and contrast the perceptions of the 1988 and 1990 Bachelor of Arts business administration graduates regarding the business core curriculum as it relates to first job skill and knowledge needs. To conduct this study the investigator utilized a survey instrument originally designed and utilized by Jones (1984) at the University of South Carolina. In Jones' study, 1982 business school graduates from the University of South Carolina were asked to respond to questions to determine "the perceived extent to which business core course objectives were met and to assess the relevancy of core course objectives to first job skill and knowledge needs" (Jones, 1984, p. 9). For the purposes of this study, 63 64 the Jones survey was adapted by the investigator for use with the College of Business core curriculum objectives at Michigan State University. Population and Sample The population selected for this study consisted of June 1988 and June 1990 Bachelor of Arts business administration graduates from the College of Business at Michigan State University. Information obtained from the Associate Dean’s office in the College of Business identified 556 June 1988 graduates and 630 June 1990 Bachelor of Arts business administration graduates from the College of Business. Due to the large population of graduates and the cost of surveying the entire population, only half of each graduating class was selected to participate in this study. The investigator requested a random sample of each class of graduates from the Alumni Records Office with. The Alumni Records Office utilized Dyl-280-II language, Sterling Software Company, Dylakor Division to obtain a true random sample. This procedure was adopted to assure that each graduate would have the same opportunity to be selected, and to be sure that the random selection process was followed (Scheaffer, et al., 1986, p. 41). Random selection methods are applied to survey sampling for two important reasons according to Babbie (1973). 65 First, random selection procedures are used to eliminate any possibility of conscious or unconscious bias on the part of the investigator. Second, and more importantly, random selection allowed the investigator "access to the body of probability theory, which provided the basis for estimates of population parameters and estimates of error" (Babbie, 1973 p. 83). The sample consisted of half of the students from each of the graduating classes identified in the population, 278 June 1988 graduates and 315 June 1990 graduates. The June 1988 sample contained 146 or 52% men, and 132 or 48% women. The June 1990 sample contained 179 or 57% men and 136 or 43% women. The sample drawn for this study was representative of the total population in size and gender distribution. This random sample, provided by the Alumni Records Office, was in alphabetical order and on mailing labels for use by the investigator. Instrumentation The instrument utilized in this study was adapted from a questionnaire developed and utilized by Jones (1984) in 1982 at the University of South Carolina. In Jones' study, 1982 business school graduates from the University of South Carolina were asked to respond to questions to determine "the perceived extent to which business core course objectives were met and to assess the relevancy of core 66 course objectives to first job skill and knowledge needs" (Jones, 1984, p. 9). Validity of the original instrument had previously been established by Jones (1984). "The objectives listed on the questionnaires were derived from course syllabi and catalogue descriptions of the required core course objectives" (Jones, 1984, p. 78). To establish validity of the questionnaire, Jones selected a panel of experts, four tenured faculty from the College of Business Administration at the University of South Carolina, to reach agreement on the objectives of the eleven required core courses included on the questionnaire. The investigator contacted Jones and received written permission to utilize the instrument (Appendix B). Jones also gave the investigator permission to adapt the instrument for use with the curriculum objectives at Michigan State University. Specifically, the questionnaire was altered to state the course objectives specific to the College of Business business administration core courses at Michigan State University. For the purpose of this study, the course objectives were taken directly from the Michigan State University Descriptions 2; Courses Book (1990-91). Since these course objectives are published to inform students of course content and desired outcomes the investigator determined this was the most accurate method to prepare the questionnaire. The investigator made an assumption that these objectives most accurately reflect the content of the curriculum free from instructor variation and 67 preferences. Therefore, the instrument was not tested for validity by the Michigan State University faculty. The instrument was examined and critiqued for clarity and readability by a panel of ten MBA students employed as Graduate Assistant Academic Advisors in the College of Business Undergraduate Programs Advisement Center at Michigan State University in November of 1990. This group was chosen since they advise the undergraduate students regarding the required courses in the curriculum and are most familiar with the objectives and desired outcomes of the core curriculum. The instrument was not pretested by this investigator due to significant delays and errors in receiving the requested sample from the Alumni Records Office. The questionnaire was developed and presented in three sections each with a different focus and format (Appendix A). The first section requested respondents to provide demographic and employment information by circling or checking the appropriate response or by completing short answer questions. Demographic information was requested concerning respondents' sex, age, ethnicity, major field of study, and time from start of their undergraduate college education to their graduation with a Bachelor of Arts degree in Business Administration from Michigan State University. Employment information was requested concerning employer’s name, location, scope of the organization's operations, length of current employment, and job title. 68 Consistent with Jones (1984) study, The Standard Industrial Classification Manual (1983) was utilized to determine the eight different categories of organizations where graduates were employed. These categories included: retailers; wholesalers; manufacturing and construction; utilities, communications, transportation; financial; service; government and nonprofit agencies; and other. Respondents were also asked to provide information regarding their primary job function such as supervising, selling, or budgeting. These job function categories were adapted from the categories suggested by Fayol (1949) in his General and Industrial Management text and as utilized by Jones (1984). From these questions, frequency distributions and means could be analyzed to obtain summary information regarding the respondents by class year (Appendix A). Section two requested graduates to respond to a series of questions and to make a decision from a range of responses regarding each course objective. The questions were set up in columns for ease in focusing on each objective. The range of responses was directly below the question. The graduates were asked to check the appropriate response. The following instructions were provided: In column A, please rate Egg well each course objective was met. If you rate the objective as a 1 or 2, not met or somewhat met, than please indicate the reason in column B. In column C, please rate how important each of the business course objectives is to your current job performance. If training in the objective is not needed, please check the reason in column D. If __— training in the objective is needed, please check the reason in column E. _— 69 The questions and range of responses were as follows: A. How well was the course objective met? 1. Not at all 2. Somewhat 3. Adequate 4. Well 5. very well If you answered 1 or 2 (not met or somewhat met) in A, please check the main reason below: . Inadequately prepared by prior courses . Too much material to cover adequately in one course I did not spend enough time in preparation Objective inadequately taught . Other arc-w NH How important is the objective to your current job performance? . No importance Little importance Some importance Considerably important Critically important training in the objective is not needed, check e main reason below: DNA UIbLDNJH (Tl-I 1. Objective was met Objective not appropriate to job needs Acquired understanding of objective from alternative source (e.g. company training program, act.) 4. Other (0N If training in the objective i2 needed, check the main reason below: 1. Objective not met 2. Objective met but job requires more comprehensive skills 3. Other The third and final section of the instrument contained an open ended format. Graduates were requested to present their recommendations for modifications of the objectives 70 listed. Graduates were also asked to explain their reasons for identifying a specific objective as inappropriate or if noting that additional objectives were needed. Finally, graduates were asked to recommend any new required courses which they felt were appropriate and needed in the Michigan State University College of Business Business Administration undergraduate core curriculum. In its entirety, the questionnaire was twelve (12) pages in length. Although the instrument appeared quite lengthy MBA students who critiqued the questionnaire indicated that the questionnaire was very straightforward and easy to understand. The MBA students also indicated that the questionnaire could be completed in approximately 15 to 20 minutes. Collection of the Data On January 30, 1991, a cover letter (Appendix C) and questionnaire (Appendix A) were mailed to 278 June 1988 and to 315 June 1990 Bachelor of Arts business administration graduates selected to participate in this study. The cover letter which accompanied the questionnaire was sent from the Associate Dean for Academic Programs to lend credibility to the study and to encourage the graduates participation. The cover letter encouraged the participation of graduates by stating that "...you (the graduate) can provide a valuable perspective to the College" and "your views (regarding the 71 core courses) deserve consideration before final curriculum decisions are made." The cover letter also assured the graduates confidentiality regarding their responses. Graduates were advised that "responses will be held in strict confidence and no identifying information will be connected with individual responses." The graduates were not offered any incentives to complete the questionnaire but they were encouraged to participate to "benefit the students who will follow you in future years" (Appendix C). Each questionnaire was number coded to allow the investigator to monitor the return of the surveys. The questionnaire was also color coded to allow for ease in differentiating the June 1988 from the June 1990 graduates. The June 1988 graduates received questionnaires printed on blue paper and the June 1990 graduates received questionnaires printed on green paper. The cover letter, questionnaire, and postage prepaid return envelope were sent on January 30, 1991 by first class U.S. mail to the last known home or permanent mailing address for each student as indicated in the Alumni Office records. The Alumni Office provided the investigator with four sets of preaddressed labels for ease and accuracy in mailing. Respondents were requested to complete and return the instrument within three weeks in the preaddressed, stamped envelope provided. By the time of the February 22, 1991 deadline, as indicated in the cover letter for return of the completed 72 instrument, only 59 questionnaires had been completed and returned to the investigator. The 1988 graduates had returned 30 of the questionnaires and the 1990 graduates had returned 29 of the questionnaires. Because of the low response rate the investigator decided to determine if there was a problem with the questionnaire, and contacted several of the respondents by telephone. The investigator requested specific information from the respondents regarding clarity of instructions, ease in completing the questionnaire, and the amount of time taken to complete the questionnaire. .All of the respondents indicated that the questionnaire was clear, easy to follow, and could be completed in 15 to 20 minutes. The respondents also reported that the length of the instrument (12 pages) led them to believe that the task would take considerably longer than it actually did. One of the respondents suggested that the letter or instructions indicate that the survey would only take 15 to 20 minutes to complete. The investigator realized that this was important information to include in a planned follow-up letter. Thus, on March 1, 1991, a follow-up letter was sent encouraging the graduates to complete and return the questionnaire. Graduates were advised that "your classmates who have returned the questionnaire reported that they were able to complete it in fifteen to twenty minutes" (Appendix D). .Although there was an improved response following this second letter the return rate was still low. .After the 73 first follow-up letter an additional 21 of the 1988 and 17 of the 1990 respondents had returned the questionnaire. A large number of the first and second mailings continued to be returned by the post office as "undeliverable, no forwarding address" and "forwarding address order expired". Other problems also became apparent. All of the questionnaires which had been sent to graduates living in countries other than the United States were eventually returned. The addresses, provided by the.Alumni Office, for international students were inadequate and all of these subjects were eliminated from the population. When the first set of questionnaires were returned by the original deadline date, a few of the respondents indicated that they were MBA graduates and not BA graduates. The investigator inquired with staff at the Alumni Records Office to determine if there was a problem with the sample and was advised that this was likely to be a data entry error when the information was entered into the computer. The investigator was satisfied that these were isolated problems and these MBA students were removed from the population. However, as the completed questionnaires continued to be returned to the investigator, it became apparent that the error rate in the sample appeared to be unacceptably high. The investigator requested a printout from Alumni Records Office of all June 1988 and June 1990 Bachelor of Arts business administration graduates for the purpose of 74 cross-checking and eliminating all the MBA students who did not belong in the sample population. This cross check revealed 21 errors in the June 1988 sample and 35 errors in the June 1990 sample. This information caused an adjustment in total sample population figures. The adjusted sample population contained 257 June 1988 graduates and 280 June 1990 graduates. There had been 21 errors in the 1988 sample and 35 errors in the 1990 sample. In order to improve the return rate and the validity of the research, a second follow-up letter was sent to those who had not yet responded on March 25, 1991 (Appendix E). Since it had been over six weeks from the first mailing, a second copy of the questionnaire was included with this mailing. This second follow-up letter (Appendix E) again encouraged the graduates to participate by stating "you can provide a valuable perspective to the College (of Business) in assessing the objectives of the upper division business core courses required of all Bachelor of Arts candidates". Graduates were advised that a good return rate was needed to draw valid conclusions about the inquiry. Graduates were also reminded that the instrument would only take about 15 to 20 minutes to complete. The second follow-up letter resulted in a much improved rate of return. By May 30, 1991 an additional 26 questionnaires had been returned from the 1988 graduates which brought the total number of returns up to 77. From 75 the 1990 graduates, an additional 43 questionnaires were returned raising the number to 89 returned questionnaires. The population size of both classes of graduates continued to slowly decline as additional mailings were returned to the investigator as undeliverable. The 1988 population had a total of 27 surveys returned and the 1990 population had a total of 4 surveys returned. The new adjusted population had 230 in the 1988 class and 276 in the 1990 class. Over the next two months an additional 8 questionnaires were returned from the 1988 graduates and an additional 4 questionnaires were returned from the 1990 graduates. Since the data compilation had not yet been completed for the Computer Center, these late responses were included in the totals as indicated in Table 3.1 for July 30, 1991. Table 3.1 Returns of Questionnaires by Class Year and Date Returns by Date 2/22/91 3/22/91 5/30/91 7/30/91 1988 Respondents 30 21 26 8 1988 total 30 51 77 85 1990 Respondents 29 17 43 4 1990 total 29 46 89 93 Total 1988 & 1990 59 97 166 178 76 In total there were 178 questionnaires returned to the investigator for a 35 percent overall return. Eighty five questionnaires (36.95%) were returned from the 1988 class and 93 questionnaires (33.69%) were returned from the 1990 class. Data Analysis Introduction The data was analyzed by the Michigan State University Computer Center utilizing the Statistical Package for the Social Sciences, version 4.1 for IBM. Frequency distributions were completed for the demographic questions as they were related to (1) the entire respondent group as a whole, and (2) the 1988 and 1990 respondents as two discrete respondent groups. Six questions were formulated as integral to the purpose of this study. The data was tabulated and analyzed in the manner described below to respond to the questions posed. This discussion will begin by examining the six questions. In addition, six hypotheses were developed and stated in the null fashion. The following discussion will also explain what tests were conducted to determine whether the null hypotheses were accepted or rejected. This discussion will follow the explanation of the six questions as noted above. 77 Data Analysis of Questions Question 1: To what extent do recent Bachelor of Arts business administration graduates perceive that the stated objectives of the required business core courses To respond to Questi were met? on 1, each of the respondents were requested to answer the following questions in column A.for each of the 26 stated core course objectives. Column A asked "How well was the course objective met?" Respondents answered the question by ranging from "not at all" were assigned a numerical objectives were met. The the responses as follows: 1 2 3 4 5 The mean and median was determined and analyz (adequately) or higher fo choosing from a range of responses to "very well". The responses value to rate how well the course numerical values were assigned to not at all = somewhat = adequately well = very well rating for each of the objectives ed. A median rating of 3.0 r the course objectives was determined to indicate that the core course objective had been adequately met for over 50% of the respondents. A mean rating of 3.0 or higher was also determined to indicate that the core course objective for the respondents. had been met at least adequately 78 Question 2: What are the main reasons recent Bachelor of Arts business administration graduates perceive that the required business core course objectives were not adequately met? To respond to Question 2, respondents were asked the following question: "If you answered 1 or 2 ("not at all" or "somewhat") in Column A, please check the main reason below". Respondents were to choose from the following reasons: 1 = Inadequately prepared by prior courses 2 = Too much material to cover adequately in one course 3 = I did not spend enough time in preparation 4 = Objective inadequately taught 5 = Other The modal responses were utilized to determine if there were any consistent trends in the reasons why graduates perceived that the 26 stated objectives were not met. Question 3: To what extent are the required business core course objectives important to the current job performance of recent Bachelor of Arts business administration graduates? To respond to Question 3, respondents were asked the following question in Column C for each of the 26 stated core course objectives: "How important is the objective to your current job performance?" Respondents answered the question by choosing from the following options, each of which were assigned a numerical value: 1 = No importance 2 = Little importance 79 3 = Some importance 4 = Considerably important 5 = Critically important For data analysis purposes, the range of importance was established according to a similar interpretation as utilized by Jones (1984) with only minor adjustments. Jones (1984) had set the numerical range for the range of importance unequally, having the criteria set at: 1.5 - 2.0 No importance to little importance 2.1 - 2.4 Little importance This investigator made two adjustments to the size of range so that each category was equal in size. "The midpoint of each rating interval was interpreted as indicating that the range of importance tended toward the next higher interval" (Jones, 1984, 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 p. 34). 1.4: 1.9: 2.4: 2.9: 3.4: 3.9: 4.4: 4.9: 5.0: The range was interpreted as follows: No importance No importance to little importance Little importance Little importance to some importance Some importance Some to considerably important Considerably important Considerably to critically important Critically important The mean ratings were utilized to determine the respondents perceptions regarding how important each core course objective was to current job performance. A mean 80 rating of 3.0 or higher was determined to indicate that the core course objective was perceived to be of "some importance to considerably important" to respondents in their current job performance. Question 4: Why is additional training in the business core course objectives not needed by recent Bachelor of Arts business administration graduates? To respond to Question 4, respondents were asked to answer the following question in Column D for each of the 26 stated core course objectives. Column D asked "If training in the objectives is not needed, check the main reason below". Respondents were to choose from the following reasons: 1 = Objective was met 2 = Objective not appropriate to job needs 3 = Acquired understanding of objective from alternative source (e.g. company training program, etc.) 4 = Other The modal responses were analyzed to determine if there were any consistent trends in the reasons why respondents perceived that additional training was not needed in the 26 stated core course objectives. Question 5: What are the main reasons recent Bachelor of Arts business administration graduates perceive that they need additional training in the required business core course objectives? To respond to Question 5, each of the respondents were asked to answer the following question in Column E for each .55' 81 of the 26 stated core course objectives. Column E asked "If training in the objective $3 needed, check the main reason below". The respondents were to choose from the following reasons: 1 = Objective not met 2 = Objective met but job requires more comprehensive skills 3 = Other The modal responses were analyzed to determine why respondents perceived that additional training was necessary in the 26 stated core course objectives. Question 6: How would recent Bachelor of Arts business administration graduates modify the required business core course objectives? To respond to Question 6, respondents were asked to answer two open-ended questions which were as follows: 1. If you feel a specific objective is totally inappropriate or that additional course objectives are needed, please explain your reasons. 2. If you feel new required courses are needed, please state your reasons. The responses to these questions were tabulated by summarizing the comments into similar categories and considering the frequency of the varied criticisms and recommendations. In addition to these six questions, the investigator wished to determine the answers to two additional questions. What are the similarities, if any, in the perceptions of College of Business, Bachelor of Arts business administration graduates surveyed in the June 1988 and June 1990 graduating classes? 82 What are the differences, if any, in the perceptions of College of Business, Bachelor of .Arts business administration graduates surveyed in the June 1988 and June 1990 graduating classes? To respond to these two questions regarding the similarities and/or differences between the June 1988 and June 1990 graduates the data were examined and analyzed in light of the six hypotheses which were stated. The tests conducted to complete this analysis are discussed in the following section. Data Analysis of Hypotheses Each hypothesis was examined individually. Following is a description of the tests conducted to examine the data related to each hypothesis. The test statistics which were used to analyze the similarities or differences between the 1988 and 1990 business administration Bachelors of Arts graduates were the t-test of significance and the chi-square test of homogeneity. The t-test is primarily used when the investigator is "interested in discovering and evaluating differences between effects, rather than the effects themselves" (Nie, et al., 1975, p. 267). In this case, there were two groups of subjects, independent samples, each of whom took the same required core courses. The perceptions of these two groups were examined by the investigator by comparing the sample means of the two groups. In comparing the group means, the term "treatment" was used to refer to the basis upon which 83 the two groups were differentiated. In this case, class year or length of time since graduation and work experience was the treatment which determined perceptions regarding the core curriculum courses and its relationship to first job skill and knowledge needs. The goal of the statistical analysis was to establish whether of not the difference between the two samples was significant. "Significant" was used here to mean "indicative of" or "signifying" a true difference between the two populations (Nie, et al., p. 19). The t-statistic is typically used in calculating the probability associated with the null hypotheses. The t- statistic is generally applicable to a normally distributed random variable where the mean is known and the population variance is estimated from a sample. The null hypothesis is that there is no difference between the means of the two groups. If the t-statistic is significant at .05 level or lower, then the null hypothesis is rejected and thus we can assume a significant difference between the means of the two groups at the .05 level. Given two populations with means u1 and u2, and common variance 62, all unknown, the t-test is used to determine if u1 - u2. The following steps were outlined by Nie in the Statistic Package for the Social Sciences (1975, p. 267- 269). 84 1. The null hypothesis and the alternative hypothesis were stated. H0: u1 = u2 H1: u1 # u2 The null hypotheses here was that Ho: u1 = u2 or that u - u = 0. The alternative hypothesis was that 1 2 H1: u1 # u2 or u1 - u2 ¢ 0, since the investigator was interested in rejecting the null hypothesis both when u1 - u2 < 0 and when u1 - u2 > 0. In other words, the investigator wanted to reject the null hypothesis both when the 1988 class mean rating was higher than the 1990 mean rating as well as when the reverse was true. What the investigator wanted and needed was a two tailed test. 2. The significance level<><fiof .05 was established. This established a 90 percent confidence interval + or - 5% level of certainty. The .05 level of confidence was the criteria chosen for testing significance based on the investigator’s preference and due to the fact that the .05 level of confidence is generally chosen for educational research (Borg and Gall, 1979). 3. "The two populations were sampled; means;1 and £2, variances s12 and 822 were computed, based on samples of sizes n1 and n2. From the pair of sample variances, which are both estimates of 62, the "pooled variance" was computed: 2 2 s2 = (n1-1)s1 + (n2-1)s2 (nl-l) + (n2-l) 85 Note that there are (n1 + n2 - 2) degrees of freedom in the computation. 52 is the weighted average of the sample variances and is the best estimator for 62. Writing d = §i - ii, since the population variance for the difference in sample means is 632 = blz/n1 + 622/n2, the sample variance for the difference of sample means is: s32 = (sZ/n1 + sZ/nz) t corresponding to the difference in sample means was computed: t6: (”‘1 ”x2) "“1 "“2 8a- which, under the null hypothesis Ho: (u1 = uz), reduces to ta“ = (x1 " *2) 85' with (n1 + n2 - 2) degrees of freedom" (Nie, et al., 1975, p. 269). 4. "The probability associated with t was computed. The probability was for the occurrence of a value equal to or larger than t, sign ignored. This is the two-tailed probability and it is appropriate to the set of hypotheses chosen since they do not assume that t will be either positive or negative. Tests of this type, i.e., where H1 specifies inequality, are called two-tailed tests" (Nie, et al., 1975, p. 269). 5. "H0 was rejected if the two-tailed probability for H0 was less than‘c< chosen in step 2" (Nie, et al., 1975, p. 269). 86 The t-test of significance was an appropriate test for this study because the test allowed the investigator to examine the responses of the two groups without judgement. The groups were both independent random samples and there was no bias by the investigator since they were not "assigned" to their respective groups by the investigator. The test procedures described and utilized in this study did not require the use of personal or subjective judgements on the part of the investigator. The chi-square test of homogeneity was also used to examine the responses of the June 1988 and June 1990 College of Business, business administration Bachelor of Arts graduates. Specifically, the chi-square test was used for the analysis of categorical data as found in relation to Hypotheses 2, 4, 5 and 6. In this type of test, the sub- populations (the 1988 and 1990 graduates) were examined according to the individual categories of their responses to determine if the two groups' responses were approximately the same, or homogeneous with respect to the cell probabilities. The expected number for each cell was computed according to the following formula: Expected numbers = (ROW Tota1)(Column Total) Total number 87 Once the expected value for each cell was computed, a hypothesis test for homogeneity was conducted using the following chi-square test statistic: 2 x2=§(O-E) E 0 = observed; E = expected; (Bhattacharyya and Johnson, 1977, p. 437). The null and alternative hypotheses were then stated: The 1988 and 1990 Bachelor of Arts, business administration graduates are homogeneous with respect to their perceptions concerning the core course objectives. H : The 1988 and 1990 Bachelor of Arts, business administration graduates are not homogeneous with respect to their perceptions concerning the core course objectives. To test the null hypothesis of homogeneity, the following steps were taken. 1. The probability of type I error was set at .05. 2. From the collected data, an observed-data table was constructed and the degrees of freedom were calculated. d.f. = (r-1)(c-1) 3. The value for x2 test statistic from the observed data was computed and the significance level was determined. 4. The decision was made to accept or not accept the null hypothesis. According to Bhattacharyya and Johnson: "the analysis of a contingency table must never conclude with the calculation of the x2 value and a rejection of the null hypothesis. The matter needs to be pursued further and the 88 differences between the observed and expected counts must be examined to determine if any pattern exists that could indicate a systematic departure from the null hypothesis" (Bhattacharyya and Johnson, 1977, p. 438). If the significance level is <.05, then one does not accept the null hypothesis. If the significance level is >.05, then one accepts the null hypothesis of homogeneity, i.e., that there is no significant difference between the responses of the 1988 and 1990 graduates with respect to their perceptions concerning the core curriculum objectives. The chi-square test of homogeneity was an appropriate test statistic to use in examining this data because it allowed the investigator to examine the responses of individuals from different populations but the same data tables could be used to test for homogeneity. The chi- square test statistic is appropriate for categorical data even when the actual number of responses are low. Since both populations were independent samples, there was no investigator bias. Limitations of the Methodology This study did have some limitations which need to be stated here. The primary limitation was due to the questionnaire itself. Due to the large number of core course objectives (26) and the number of questions (5) asked regarding each core course objective, the questionnaire was -d 89 quite tedious and required the respondents’ complete attention to answer the approximately 150 questions asked. Many of the respondents did not complete the questionnaire in its entirety and this resulted in some questions having more responses than others. Another weakness of the questionnaire was that the investigator was dependent upon respondents to: remember each specific course, understand the stated course objective, and remember Egg the course objective was met, in order to honestly evaluate hog £211 the core course objective was met. Although the open ended questions allowed the respondents to openly express their opinions regarding the core courses, many of their responses were irrelevant to the question asked and, thus, were not reported in this study (Scheaffer, et al., 1986, p. 32). Summary This chapter included a discussion of the population sample selection, instrumentation, collection of data, data analysis of research questions and hypotheses, and limitations of the methodology. One hundred and seventy eight business administration Bachelor of Arts graduates were surveyed to obtain their perceptions regarding how the business core course curriculum objectives related to their first job skill and knowledge needs. The responses from the 1988 and 1990 business administration Bachelor of Arts 90 graduates were analyzed to determine the similarities and/or differences between the two groups of respondents. The questionnaire also included a demographic section which allowed the investigator to develop a profile of the two classes of respondents. Of the 506 total questionnaires sent, 178 were returned for a 35 percent response rate. The 1988 graduates returned 85 questionnaires (36.95%) and the 1990 graduates returned 93 questionnaires (33.69%). The data were reported in a descriptive and analytical manner. The demographic and employment data, and perception responses chosen from a range of responses for each course objective were coded and entered into the computer for analysis. Means, modes, medians and percentages were examined and analyzed to determine the perceptions of the graduates as a whole. The t-test of significance and the chi-square test of homogeneity were also conducted to compare the perceptions of the 1988 respondent group to the 1990 respondent group. Chapter Four includes a complete presentation of the results of this data analysis. 1'! CHAPTER,FOUR PRESENTATION AND ANALYSIS OF THE DATA This chapter contains four major analyses regarding the data collected from this study. The first analysis will present a demographic profile of the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates. This profile will include the. number, gender, age, and major field of study of the respondents by class year. The analysis will also include a profile of respondents according to their current employment, their employers’ scope of operations and type of organization and the respondents' work experience prior to graduation. The second analysis will examine the six research questions which were utilized in determining the effectiveness of the business core curriculum in meeting educational course objectives and first job skill and knowledge needs of business administration bachelor degree graduates. The third analysis will examine the six hypotheses concerning the perceptions of the June 1988 and June 1990 respondents, and the decision made to accept or not accept the null hypotheses as stated. 91 92 The fourth analysis will examine the two research questions regarding the similarities and/or differences, if any, between the June 1988 and June 1990 respondents. The data for these four analyses were obtained from responses to a questionnaire sent to a random sample of 230 June 1988 and 276 June 1990 College of Business, business administration Bachelor of Arts graduates. The 1988 graduates returned a total of eighty five usable survey instruments for a 37% return rate and the 1990 graduates returned ninety three usable surveys for a 34% return rate. Alumni Profile The first section of the questionnaire requested the respondents to provide demographic and employment information (see Appendix A). The descriptive characteristics of these alumni revealed many similarities between the responding 1988 and 1990 business administration Bachelor of Arts graduates from Michigan State University. Following is a discussion of the demographic and employment characteristics of the respondents including number of respondents, gender, age, major field of study, employers' scope of operation, type of organization and work experience of respondents prior to graduation. 93 Number of Respondents There were 85 respondents from the 1988 alumni and 93 from the 1990 alumni class for a total of 178 respondents (Table 4.1). The 1988 graduates constituted 47.8% of the entire respondent group while the 1990 graduates constituted 52.2% of the respondent group. Table 4.1 Number and Percent of Respondents by Class Year Frequency Percent 1988 85 47.8 1990 93 52.2 Total 178 100.0 Gender The data indicated that respondents were male and 57.6% were female. 45.3% male and 59.5% female in the 1988 alumni and 44.1% male and 55.9% female in the 1990 alumni respondent groups. Table 4.2 presents the number of respondents by gender and percentage for ea did not indicate Table 4.2 Gender 94 ch class of respondents. One individual his or her gender. of Respondents by Class Year 42.4% of the total number of There were Gender 1988 1990 Total Male: Total 34 41 75 Percent 40.5 44.1 42.4 Female: 1 Total 50 52 102 Percent 59.5 55.9 57.6 Year: Totals 84* 93 177* Percents 47.5 52.5 100.0 * 1 observation not reported. 95 As shown in Table 4.3, the majority of the 1988 respondents were between the age of 24-25 (80.9%) and the majority of the 1990 respondents were between the age of 22- 23 (83.9%). The mean age for the 1988 respondents was 25.04 years and for the 1990 respondents the mean age was 22.98 years. Only 7.2% of the 1988 respondents were 27 years of age or older and only 8.7% of the 1990 respondents were 25 years of age or older. This data indicated that the majority of the respondents were traditional college age students, 18-22 years of age, during the time of their collegiate studies (Chickering, 1969). 96 Table 4.3 Age of Respondents by Class Year Age 1988 1990 22 Number 0 45 Percent 0.0 48.4 Cumulative 0.0 48.4 23 Number 1 33 Percent 1.2 35.5 Cumulative 1.2 83.9 24 Number 40 7 Percent 47.6 7.5 Cumulative 48.8 91.4 25 Number 28 3 Percent 33.3 3.2 Cumulative 82.1 94.6 26 Number 9 1 Percent 10.7 1.1 Cumulative 92.8 95.7 27 Number 4 2 Percent 4.8 2.2 Cumulative 97.8 97.9 30 Number 1 1 Percent 1.2 4.4 Cumulative 99.0 99.0 36 Number 1 Percent 1.1 Cumulative 100.1* 36 Number 1 Percent 1.2 Cumulative 100.2* * Due to rounding procedures used this does not add up to 100.0%. 97 Major Field The choice of major field was very similar for both groups of respondents. Table 4.4 indicates the distribution of major field for the 1988 and 1990 respondent groups. The distribution of major field for both groups combined is also included in Table 4.4. Three respondents did not complete this question. Accounting, finance, marketing and materials logistics management were the most popular major fields of study, each with approximately 20 percent enrollment. General business law, and personnel administration had lower enrollments with 12 and 5.7 percent enrollment respectively. 98 Table 4.4 Major Field of Study of Respondents by Class Year 1988 1990 Total Accounting: Number 17 23 40 Percent 20.5 25.0 22.9 General Business Law: Number 10 11 21 Percent 12.0 12.0 12.0 Finance: Number 10 11 21 Percent 12.0 12.0 12.0 Marketing: Number 20 17 37 Percent 24.1 18.5 21.1 Materials Logistic Management: Number 15 17 32 Percent 18.1 18.5 18.3 Personnel Administration: Number 5 5 10 Percent 6.0 5.4 5.7 Year Totals: Number 83 92 175* Percent 47.4 52.6 100.0 * 3 observations not reported. 99 Employers’ Scope of Operations The majority of both classes of alumni, 53%, stated that they were employed by an organization whose scope of operation is on the international level. Respondents also indicated that 24.1% were employed by local organizations and 22.9% by organizations with a national scope of operations. Twelve respondents did not complete this question. Table 4.5 Scope of Employers’ Operation by Year Scope of Operation 1988 1990 Total Local: Number 18 22 40 Percent 22.2 25.9 24.1 National: Number 17 21 38 Percent 21.0 24.7 22.9 International: Number 46 42 88 Percent 56.8 49.4 53.0 Totals: Number 81 85 166* Percent 48.8 51.2 100.0 * 12 observations not reported. 100 Type of Organization Respondents were employed in various types of organizations as indicated in Table 4.6. Fifty respondents, or 29.1%, stated that they were employed in manufacturing; 34, or 19.8%, indicated they were employed in the service sector; and 28, or 16.3%, were employed in an organization whose major function was financial. These three types of organizations (manufacturing, service and financial) employed 65.3% of the respondents. The remaining respondents were employed in retail (8.1%), utilities (7.6%), government (5.2%) and other types of organizations (10.2%). Eight respondents did not complete this question. 101 Table 4.6 Type of Organization by Year Type of Organization 1988 1990 Total Retailer: Number 6 8 14 Percent 7.3 8.9 8.1 Wholesaler: Number 3 3 6 Percent 3.7 3.3 3.5 Manufacturing / Construction: Number 29 21 50 Percent 35.4 23.3 29.1 Utilities / Communication / Transportation: Number 6 7 13 Percent 7.3 7.8 7.6 Financial (banking, insurance, real estate): Number 11 17 28 Percent 13.4 18.9 16.3 Service (hotel & restaurants, educational & health care services, accounting & bookkeeping): Number 15 19 34 Percent 18.3 21.1 19.8 Government (and nonprofit agencies): Number 4 5 9 Percent 4.9 5.6 5.2 All Others: Number 8 10 18 Percent 9.8 11.1 10.5 Totals: Number 82 90 172* Percent 47.7 52.3 100.0 * 8 observations not reported. 102 Work Experience As revealed in Table 4.7, a majority of the respondents, 81.5%, did not have full time work experience (excluding summers and internships) prior to graduation from college. Only 13 of the 1988 graduates and 20 of the 1990 graduates had full time work experience prior to graduation. This information is consistent with the traditional age group of the majority of the respondent population (Chickering, 1969). Table 4.7 Full Time Work Experience Prior to Graduation by Year Full Time Work Experience 1988 1990 Total YES: Number 13 20 33 Percent 15.3 21.5 18.5 NO: Number 72 73 145 Percent 84.7 78.5 81.5 Totals: Number 85 93 178 Percent 47.8 52.2 100.0 103 Summary of 1988 and 1990 Respondents’ Profiles The 1988 and 1990 Bachelor of Arts business administration graduates were very similar, thus comparable, populations. The 1988 graduates had 34 males, 50 females, and 1 observation not reported, for a total of 85 alumni. The 1990 graduates had 41 males and 52 females for a total of 93 alumni. In total there were 178 respondents with an average age of 25 for the 1988 graduates and of 23 for the 1990 graduates. Respondents were more likely (82.3%) to have majored in Accounting, Finance, Marketing or Materials Logistic Management and less likely (17.7%) to have majored in General Business Law or Personnel Administration. The respondents were most often (53.0%) employed in an organization whose scope of operations was the international arena and the type of organization was more likely to be manufacturing, the service sector, or financial industry (65.2%). Usually, the respondents (81.5%) had no full time work experience prior to college graduation. Due to the large number of missing responses (over 50%), no analysis could be conducted regarding the ethnicity of respondents, length (time) of employment or time lapsed from start to finish of degree requirements. In addition, no analysis could be conducted regarding the location of current employment or current job title due to difficulty in categorizing these various responses. 104 Analysis of Research Questions The purpose of the study was twofold. The major purpose of the study was to determine the perceptions of certain 1988 and 1990 Bachelor of Arts business administration graduates from the College of Business at Michigan State University concerning the business core curriculum in relation to meeting educational course objectives and first job skill and knowledge needs. The second purpose of the study was to compare and contrast the perceptions of the 1988 and 1990 Bachelor of Arts business administration graduates regarding the business core Curriculum as it relates to first job skill and knowledge needs. Six research questions were utilized in seeking a solution to the basic problem of determining the effectiveness of the business core curriculum in meeting educational course objectives and first job skill and knowledge needs of business administration Bachelor of Arts graduates. In analyzing the data, each question was examined individually. After first examining the data from each of the six questions in its entirety, a second examination followed for each of the six hypotheses concerning the similarities and/or differences between the 1988 and 1990 respondents. Subsequently, a decision was made to accept or not accept the null hypothesis as stated. 105 Question 1: To what extent do recent Bachelor of Arts business administration graduates perceive that the stated objectives of the required business core courses were met? Respondents were asked in Column A of the questionnaire (See Appendix A) to respond to the question "How well was the course objective met?" for 26 stated core course objectives. Respondents were to then rate how well the objective was met, by choosing from a range of responses. The choice of responses ranged from "not at all" to "very well met". The scoring was completed by assigning a numerical value to each item in the response range as indicated below: Not at all Somewhat Adequately Well very well UIDUNH II II II II II For data analysis purposes, a median rating score of 3.0 (adequately) or higher was interpreted as having adequately met the objective for 50% or more of the respondents. In this study, all of the objectives received a median score of at least 3.0, indicating that more than half of the respondents perceived that the course objectives were achieved "adequately" (Table 4.8). Of the 26 objectives, 14 objectives received a median rating of 4.0, indicating that more than 50% of the respondents perceived that more than half of the objectives had been met "well". Four of the nine courses had all of the objectives rated as having been achieved "well". The courses with these consistently high median ratings were Management 302, 106 Organization and Management, objectives Q12-l4; Management 409, Business Policy, objectives Q18-20; General Business Law 430, Law and Society, objectives Q21-23; and General Business Law 431, Law and Business, objectives Q24-26. Another way to view the graduates’ perceptions of how well the core course objectives were met was to examine the mean rating for each of the specified objectives. Table 4.8 also indicates the mean rating for each of the objectives evaluated by the respondents. Again, the data revealed a favorable response regarding how well the course objectives were achieved. Twenty-two of the twenty-six course objectives had a mean rating of 3.0 or better. Only 4 of the objectives scored less than a 3.0 mean including: Finance 391, objective Q2, understanding the role of the financial manager in achieving optional financial position of the firm; Marketing 317, objective Q10, application of statistical techniques to business decision making; Marketing 317, objective Q11, understanding and application of linear regression and correlation, analyses of variance, selected non-parametric tests, time series and index numbers; and Management 306, objective Q16, understanding computer model building, acquainting the student with the use of the computer as an instrument for analysis of complex problems in industry. Overall, the respondents indicated very positive perceptions regarding how the stated objectives of the required business core courses were met. 107 Table 4.8 How Well Course Objectives Were Met for All Respondents by Median Response and by Mean Response Question Median Mean Number# F1 391 Q1 4.0 3.49 Financial Q2 3.0 2.99 Management Q3 3.0 3.16 MTA 300 Q4 4.0 3.86 Marketing Q5 3.0 3.49 Management QS 3.0 3.15 MTA 301 Q7 3.0 3.28 Domestic and Q8 3.0 3.20 International Q9 3.0 3.25 Marketing Strategy MTA.317 Q10 3.0 2.84 Quantitative Q11 3.0 2.91 Business Research Methods __ MGT 302 Q12 4.0 3.77 Organization and Q13 4.0 3.83 Management Eli 4.0 3.71 MGT 306 Q15 3.0 3.26 Analysis of Q16 3.0 2.95 Processes and Q17 3.0 3.13 Systems _ MGT 409 Q18 4.0 3.68 Business Q19 4.0 3.52 Sglicy_ g20 4.0 3.60 GBL 430 Q21 4.0 4.10 Law and Q22 4.0 3.95 Society g23 4.0 2421 GBL 431 Q24 4.0 3.71 Law and Q25 4.0 3.70 Business 926 4.0 3.80 # Question Number refers to the specific core course objective on the questionnaire. Not at all Somewhat Adequately Well very Well Response Key: 1 2 3 4 5 108 Question 2: What are the main reasons recent Bachelor of Arts business administration graduates perceive that the required business core course objectives were not adequately met? Respondents were asked in Column B of the questionnaire (See Appendix A) to respond to the following question regarding the course objectives. "If you answered 1 or 2 ("not at all" or "somewhat") in Column A, please check the main reason below." The respondents then chose the appropriate response from the following range of available responses: Inadequately prepared by prior courses Too much material to cover adequately in one course I did not spend enough time in preparation Objective was inadequately taught Other mew NH Since only those students who chose response 1 or 2, ("not at all" or "somewhat") in Column A were to respond to the question in Column B, considerably fewer students responded to the question in Column B. The total number of responses for Column B for each objective is included in Table 4.9. Table 4.9 further includes the frequency of responses for each of the objectives. The modal response for each objective is indicated with an asterisk in Table 4.9. The most frequently selected reason for the business core course objective not being adequately met according to the respondents, was reason 4, "objective inadequately taught". Specifically, for 21 of the 26 course objectives, the modal response chosen by the respondents was that the course objective was inadequately taught (See Table 4.9). 109 Respondents indicated that the second most frequent reason for an objective not being adequately met was reason 2, "too much material to cover adequately in one course". For 6 of the 26 objectives, reason 2 was the modal response. Reason 1, "inadequately prepared by prior courses" and reason 3, "I did not spend enough time in preparation" were never selected as the modal response or most frequent reason for any of the course objectives not being adequately met. Although the data indicated that the objective was inadequately taught in 21 of the 26 course objectives, the data was examined within the context and perspective of the entire group of responses. For example, in the case of Management 306, objective Q15, 22 respondents indicated that they felt the objective was inadequately taught. However, when considering this number in comparison with the total number of respondents, 22 was actually a very small number of the entire respondent group (178) or only 12.3% of the students perceived that the objective was inadequately taught. The same was true for objective Q16: 32 is only 17.9% and for objective Q17, 24 is only 13.4% of the respondents who perceived that the course was inadequately taught. 110 Table 4.9 Main Reason Objective Not Met for All Respondents by Response Category Questfon Total Number of Responses For: Number# Number a 1 2 3 4 5 Responses Fi+§91 Q1 40 3 13 4 16* 4 Financial Q2 51 3 15 6 23* 4 Management Q3 45 2 17* 4 17* 5 MTA 300 Q4 18 - 6 2 8* 2 Marketing Q5 22 1 6 1 10* 4 Management QS 4g 1 ll 4 21* 5 MHA 301 Q7 35 7 8 2 15* 3 Domestic and Q8 34 4 5 6 15* 4 International Q9 33 8 6 3 14* 2 Marketing Strategy Q_ 4_ MTA.317 Q10 82 11 23 7 30* 1 Quantitative Q11 69 7 32* 8 l9 3 Business Research Methods MGT 302 Q12 16 - 4 2 8* 2 Organization Q13 10 - 1 2 6* l &_31anagement Q_1_4 20 - § 2 9* 1 MGT 306 Q15 36 3 2 6 22* 3 Analysis of Q16 59 7 5 '7 32* 8 Processes Q17 44 2 9 8 24* 1 and Systems MGT 409 Q18 22 2 3 4 10* 3 Business Q19 26 1 4 4 14* 3 Splicy Q20 26 - g 3 13* 6 GBL 430 Q21 14 - 8* 1 3 2 Law and Q22 16 - 13* 1 1 1 Society Q23 16 l 8* 1 5 1 GBL 4"‘31 Q24 22 1 16* 1 9"'—"1 Law and Q25 21 1 8 2 9* 1 Business Q26 19 1 3 - 13* 2 # Question Number refers to the specific core course objective on the questionnaire. a Only those respondents who indicated 1 or 2 (objective only "somewhat met" or "not at all" met) in Column A. * Modal response. Response Key: 1 2 3 01b Inadequately prepared by prior courses Too much material to cover adequately in one course I did not spend enough time in preparation Objective was inadequately taught Other 111 Question 3: To what extent are the required business core course objectives important to the current job performance of recent Bachelor of Arts business administration graduates? Respondents were asked in Column C of the questionnaire (see Appendix A) to respond to the following question: "How important is the objective to your current job performance?" The respondents were to then choose from responses which ranged from "no importance" to "critically important". A numerical value was assigned to each item in the response range as indicated below: = No importance Little importance Some importance Considerably important 1 2 3 4 5 Critically important For data analysis purposes, a mean rating of 3.0 or higher was determined to indicate that the core course objective was perceived to be of "some importance to considerably important" to the majority of the respondents in their current job performance. In this study, 12 of the 26 core course objectives received a mean score above 3.0 indicating that the respondents felt that the core course objectives were of some importance to considerably important to current job performance. This study also revealed that 12 of the 26 objectives received mean ratings between 2.5 and 3.0 indicating that respondents felt that the objectives were of at least "little to some importance" (Table 4.10) to current job performance. Two core course objectives received less than a 2.5 mean rating, indicating that the objectives were perceived 112 by respondents to be of little importance to current job performance. The objectives which received these low mean ratings regarding the importance of the objective to current job performance were Marketing 301, objective Q7, understanding market planning and control within the context of international and domestic environments emphasizing industrial applications; and Marketing 317, objective Q11, understanding and application of linear regression and correlation, analyses of variance, selected non-parametric tests, time series and index numbers. Four objectives received mean ratings above 3.5, "some to considerably important" (Table 4.10). The three objectives for Management 302 each received these high mean ratings. Specifically, high mean ratings were received in MGT 302, objective Q12, understanding of executive roles and functions in the business enterprise and other goal directed institutions (3.57); objective Q13, understanding organization design, organization environment interaction (3.50); and objective Q14, ability to analyze internal organization structure, leadership, motivation, conflict and organization change and development (3.69). A high mean rating (above 3.5) was also received for Management 409. Objective 20, preparation of team and individual reports, received a 3.67 mean rating. None of the objectives received a mean rating of 4.0 or higher, considerably to critically important, by the respondents. 113 Table 4.10 Mean Rating for Degree of Importance of Core _ Course Objective to Current Performance for All Respondents Question Range of Number# Mean Importance F1 391 Q1 3.06 Some Financial Q2 2.82 Little to Some Management Q3 3.07 Some MTA 300 Q4 2.88 Little to Some Marketing Q5 2.89 Little to Some Management QS 2.70 Little to Some MTA 301 Q7 2.49 Little Domestic and Q8 2.53 Little to Some International Q9 2.60 Little to Some Marketing Stratggy, .1. MTA 317 Q10 2.57 Little to Some Quantitative Q11 2 . 2 9 Little Business Sggearch Methods ¥_ MGT 302 Q12 3.57 Some to Considerably Organization Q13 3.50 Some to Considerably & Management Q14 3 . 69 Some to Considerably MGT 306 Q15 2.54 Little to Some Analysis of Q16 3 . 00 Some Processes Q17 2.81 Little to Some 22g Systems 4_ MGT 409 Q18 3.29 Some Business Q19 3.46 Some Policy Q20 3.67 Some to Considerably GBL 430 Q21 2.88 Little to Some Law and Q22 3.00 Some Society Q33 2.66 Little to Some GBL 431 Q24 2.88 Little to Some Law and Q25 3.08 Some Business Q26 3.47 Some # Question Number refers to the specific core course objective on the questionnaire. Response Key: Range of Importance: ombmbmbmb llllllllllllllllll No importance No importance to little importance Little importance Little to some importance Some importance Some to considerably important Considerably important Considerably to critically important Critically important bbwwNNl-‘H Zn'oln'o'mbinb I U'lbbwwNNF-‘I-i 114 Question 4: Why is additional training in the business core course objectives not needed by recent Bachelor of Arts business administration graduates? Respondents were asked in Column D of the questionnaire (see Appendix A) to respond to the following question regarding the core course objectives: "If training in the objective is not needed, check the main reason below". The respondents then chose the appropriate response from the following range of available responses: Objective was met Objective not appropriate to job needs Acquired understanding of objective from alternative source (e.g. company training program, etc.) Other wan- II II II 4 Since only those students who felt that additional training was not needed responded to the question in Column D, there were few responses to this question. The total number of responses for Column D is indicated in Table 4.11 for each of the objectives. Table 4.11 further indicates the frequency that each response was chosen for each of the objectives. In addition, the modal response is indicated with an asterisk in Table 4.11 to note the most frequent response for each of the objectives. Respondents indicated that the main reason that additional training in the objective was not needed was reason 1, the "objective was met". In 20 of the 26 core course objectives, the respondents indicated that the "objective was met" and therefore additional training was not needed. 115 The second most frequent reason that respondents indicated that training in the objective was not needed was reason 2, "objective not appropriate to job needs". In six of the 26 objectives, reason 2 was the modal response. These six objectives were from three courses: Finance 391; Financial Management, objective Q2, understanding the role of the financial manager in achieving optimal financial position of the firm; objective Q3, understanding the management of a firm's assets and financing needs; Marketing 301, Domestic and International Marketing Strategy, objective Q7, understanding market planning and control within the context of international and domestic environments emphasizing industrial applications; objective Q9, integration of concepts presented in Marketing 300; and Marketing 317, Quantitative Business Research Methods, objective Q10, application of statistical techniques to business decision making; and objective Q11, understanding and application of linear regression and correlation, analyses of variance, selected non-parametric tests, time series, and index numbers. Reason 3, "acquired understanding of objective from alternative source (e.g. company training program, etc.)" and reason 4, "other", were never selected as the modal response by respondents to explain the reason why additional training in the objective was not needed. Although a number of respondents chose reason 3, indicating that they "acquired understanding of objective 116 from alternative source", the actual percentage was quite small. For example, 25 respondents chose reason 3, for course objectives Q3 and Q17. This number (25) represents only 14 percent of the respondents who indicated that the objective was achieved through an alternative source. 117 Table 4.11 Main Reason Training in the Objective Was Not Needed by Respondents Question Total Number of Responses Number# Number For Reasons: Responses 1 g 3 4 F1 391 Q1 115 54* 47 11 3 Financial Q2 113 47 49* 16 1 Management Q3 108 30 42* 25 1 MTA 300 Q4 130 76* 41 12 1 Marketing Q5 127 68* 43 15 1 Managgment Q6 126 61* 51 14 -0- MTA 301 Q7 116 55 56* 5 -0- Domestic and Q8 115 57* 50 8 -0- International Q9 113 50 51* 11 1 Marketing garages: - MTA 317 Q10 120 48 56* 13 3 Quantitative Q11 120 40 66* 13 1 Business Researgh Methods MGT 302 Q12 127 90* 16 19 2 Organization Q13 125 94* 12 19 -0- LManggement Q_1_4. 119 14* 1S 19 3 MGT 306 Q15 118 57* 45 16 -0- Analysis of Q16 108 43* 34 30 1 Processes Q17 117 57* 35 25 -0- 329 Systems *7 _f MGT 409 Q18 126 82* 25 17 2 Business Q19 116 78* 19 18 1 Solicyl Q20 115 8§* 14 17 1 GBL 430 Q21 140 95* 36 8 1 Law and Q22 131 88* 31 11 1 Sgciegy ¥Q§3 14S 91* SS 10 l GBL 431 Q24 132 94* 29 9 -0- Law and Q25 130 92* 23 14 1 Business Q26 126 99* 14 12 1 # Question Number refers to the specific core course objective on the questionnaire. a Only those respondents who indicated that training was not needed in the objective. * Medal response. Response Key: 1 = Objective was met 2 = Objective not appropriate to job needs 3 = Acquired understanding of objective from alternative source (e.g. company training program, etc.) 4 = Other 118 Question 5: What are the main reasons recent Bachelor of Arts business administration graduates perceive that they need additional training in the required business core course objectives? Respondents were asked in Column E of the questionnaire (see Appendix A) to respond to the following question regarding the core course objective: "If training in the objective i2 needed, check the main reason below". The respondents then chose from the following range of available responses: 1 = Objective not met 2 = Objective met but job requires more comprehensive skills 3 = Other Only those graduates who felt that additional training was needed responded to this question. There were few responses to this question. The total number of responses for the question in Column E are indicated in Table 4.12 for each of the objectives. Table 4.12 also indicates the frequency of responses for each of the objectives. The modal response is indicated with an asterisk to indicate the most frequent response for each of the core course objectives (Table 4.12). In 24 of 26 of the core course objectives, the main reason that respondents indicated that additional training in the objective was needed, was reason 2, "objective was met but job requires more comprehensive skills". Only two of the objectives Q10 and Q11, both from Marketing 317, Quantitative Business Research Methods, had reason 1, "objective not met" as the modal response. 119 Although the majority of the respondents who answered this question indicated that they felt additional training was needed because the job requires more comprehensive skills, the actual number and percentage of the total respondent group was quite low. For example, in objective Ql, for Finance 391, 30 respondents chose reason 2, "Objective met, but job requires more comprehensive skills" as the reason that they perceived additional training was needed. In consideration of the sample population 178, 30 represented only 16.8 percent of the respondents who indicated that additional training was needed. 120 Table 4.12 Main Reason Respondents Perceived that Additional Training Was Needed Question Total Number of Responses Number# Number For Reasons a Responses 1 2 3 F1 391 Q1 43 7 30* 6 Financial Q2 46 12 29* 5 Management Q3 51 13 34* 4 MTA 300 Q4 31 4 19* 8 Marketing Q5 32 9 18* 5 Management QS 29 9 16* 4 MTA 301 Q7 30 8 17* 5 Domestic and Q8 28 7 19* 2 International Q9 26 8 14* 4 Marketing Strategy MTA 317 Q10 46 31* 13 2 Quantitative Q11 43 29* 13 1 Business Research Methods _ MGT 302 Q12 29 5 23* 1 Organization Q13 29 7 20* 2 & Management Q14 39 8 27* :_3 MGT 306 Q15 35 9 21* 5 Analysis of Q16 47 16 28* 3 Processes Q17 36 13 23* -0- and Systems MGT 409 Q18 31 9 19* 3 Business Q19 42 16 24* 2 Splicyty Q20 41 11 28* 2 GBL 430 Q21 26 5 19* 2 Law and Q22 33 7 24* 2 Society Q23 22 8 1S* 1 GBL 431 Q24 27 9 17* 1 Law and Q25 28 ll 16* 1 Business Q26 30 8 19* 3 # Question Number refers to the specific core course objective on the questionnaire. a Only those respondents who indicated that additional training ii needed in the objective. * Modal response. Response Key: 1 2 Objective not met Objective met but job requires more comprehensive skills Other 3 121 Question 6: How would recent Bachelor of Arts business administration graduates modify the required business core course objectives? Respondents were asked on the last page of the questionnaire to respond to the following two open-ended questions: 1. If you feel a specific objective is totally inappropriate or that additional course objectives are needed, please explain your reasons. 2. If you feel new required courses are needed, please state your reasons. There were many responses to these open-ended questions although in some cases the responses were judged by the investigator as being not appropriate to the questions which were asked on the questionnaire. However, all responses were summarized and placed into categories according to the similarity of responses. The major categories included: 1. Recommendations to change or improve courses. II.~ Recommendations for new courses. III. Instructional criticisms and recommendations. Recommendations for each of the categories are summarized below. I. Recommendations to change or improve courses. A. One of the most frequent recommendations was to change Computer Science 115 (CPS 115), Introduction to Computing. Many respondents indicated that CPS 115 did not prepare them for the type of computer skills needed in the 122 workplace. Respondents expressed a need to have more practical computer skills in order to use various software programs in the workplace. B. There were many recommendations to change Marketing 317, Quantitative Research Methods. Many respondents criticized MTA 317 as having "too much work", "too much material", and "not necessary because computers can do what this course taught". Several respondents recommended that the amount of material be decreased or expand this material to 2 courses. II. Recommendations for new courses. A. Several respondents recommended that the College of Business develop its own Business Communications course. Although many respondents indicated that they had taken the Business Communications course through the Communications School at Michigan State University, many perceived that the College of Business could more appropriately prepare students for the type of communications skills needed in the workplace. Respondents even suggested specific topics to include: writing memos, business letters, preparing business reports, public speaking, and preparing effective presentations. B. Several respondents also suggested that a seminar course be added as an elective. Such a seminar would focus on the "practical, personal, and people management skills" 123 needed to succeed in the workplace such as: time management, how to be an effective supervisor, appropriate office interactions, delegation, team work, and how to give and receive feedback. Many respondents noted that these are important issues to get off to a good start and succeed in the workplace. C. Other suggestions for new classes included: add a third General Business Law class, another Finance class, an International Business course, Organizational Dynamics and a Management course focusing on equal employment opportunity, sexual harassment and other current personnel issues in the workplace. III. Instructional criticisms and recommendations. A. Instructional practices received many criticisms and recommendations by the respondents including the following: 1. Course objectives are often too general and should be more clearly communicated to the students at the beginning of the course. 2. There are too many TV classes in tough subject areas such as Finance, Accounting, and Statistics. 3. Courses should better integrate such issues as ethical concerns, environmental concerns, and international business. 4. Encourage analytical problem solving. 5. Need more classes where the students can apply what they have learned. This helps to integrate and reinforce the learning. 124 Analysis of Hypotheses Hypothesis 1: No significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their perception that the stated objectives of the required business core courses were or were not met. Table 4.13 provides a detailed analysis comparing the June 1988 and June 1990 respondents' perceptions concerning the question in Column A."How well was the core course objective met?" Included in this table are the total number of responses as well as the mean response for each group. To determine if there was a significant difference between the June 1988 and June 1990 Bachelor of Arts business administration graduates in their perception that the stated objectives of the required business core courses were or were not met, a t-test of significance was conducted. The t-test compared the means of the stated core course objectives. The two-tailed probability associated with t was computed for the occurrence of a value equal to or larger than t. The null hypothesis was rejected if the two-tailed probability for H0 was less than .05. The null hypothesis was accepted if the two-tailed probability for Ho was greater than .05. In 19 of the 26 core course objectives the two-tailed probability associated with t was greater than .05, (Table 4.13) indicating that there was no significant difference between the two respondent groups. The respondent groups were in agreement for 73% of the objectives and in 125 disagreement for 7 of 26 or 27% 0f the objectives (Table 4.13). Accept the Null Hypothesis The null hypothesis, that no significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their perception that the stated objectives of the required business core courses were or were not met, was accepted for 19 of the core course objectives since the responses were similar for both respondent groups. The null hypothesis was accepted for the following core course objectives: Finance 391 (F1 391), Financial Management, objectives Q1, Q2 and Q3; Marketing 300 (MTA.300), Marketing Management, objectives Q4, Q5 and Q6; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objectives Q7, Q8 and Q9; Marketing 317 (MTA 317), Quantitative Business Research Methods, objective Q10; Management 302 (MGT 302), Organization and Management, objectives Q12, Q13 and Q14; Management 409 (MGT 409), Business Policy, objective Q18; General Business Law 430 (GBL 430), Law and Society, objectives Q21 and Q22; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. 126 Reject the Null Hypothesis The null hypothesis, that no significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their perception that the stated objectives of the required business core courses were or were not met was rejected for 7 of the objectives since the two respondent groups had different perceptions regarding the objectives. The null hypothesis was rejected for the following core course objectives: Marketing 317 (MTA 317), Quantitative Business Research Methods, objective Q11; Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q15, Q16 and Q17; Management 409 (MGT 409), Business Policy, objectives Q19 and Q20; General Business Law 430 (GBL 430), Law and Society, objective Q23. Table 4.13 Mean Ratings by Objective and Class Year Including t-test with 2-tailed Probability 127 Pooled Variance Estimate No. Degrees 2-Tailed H0: Ques. Class of a t- of Prob- u1 = 112 No.# Year Cases Mean Value Freedom ability @.05 F1 391: Q1 ’88 80 3.45 -0.46 166 .646 .Accept ’90 88 3.53 Q2 ’88 80 3.03 +0.55 165 .581 .Accept ’90 87 2.95 Q3 ’88 80 3.02 -l.71 165 .089 Accept ’90 87 3.28 MTA 300: Q4 ’88 81 3.95 +1.03 166 .306 Accept ’90 87 3.79 Q5 ’88 81 3.53 +0.48 166 .629 Accept ’90 87 3.45 Q6 ’88 79 3.16 +0.15 162 .884 .Accept '90 85 3.14 MTA 301: Q7 ’88 70 3.17 -l.29 154 .199 Accept ’90 86 3.37 Q8 ’88 69 3.08 -1.41 151 .160 Accept ’90 84 3.29 Q9 '88 70 3.28 +0.30 153 .766 Accept ’90 85 3.23 (Table continued) Table 4.13 Continued NO. 128 Degrees Pooled Variance Estimate 2-Tailed H : Ques. Class of t- of Prob- u1 2 112 No.# Year Cases Mean Value Freedom ability @.05 MTA, : Q10 '88 83 2.69 -1.50 173 .135 Accept '90 92 2.97 Q11 '88 83 2.68 -2.60 172 .010 Reject* ’90 91 3.12 MGT 302: Q12 ’88 78 3.80 +0.44 164 .661 .Accept ’90 88 3.73 Q13 ’88 78 3.79 -0.50 165 .614 Accept ’90 89 3.86 Q14 '88 78 3.74 +0.30 165 .766 .Accept ’90 89 3.69 IMGT 306: Q15 ’88 75 3.06 -2.18 159 .031 Reject* ’90 86 3.43 Q16 ’88 75 2.74 -2.18 160 .031 Reject* '90 87 3.12 Q17 '88 75 2.94 -2.10 159 .038 Reject* ’90 86 3.29 unu'A Q18 '88 77 3.74 +0.62 160 .533 .Accept ’90 85 3.63 Q19 ’88 78 3.73 +2.30 161 .023 Reject* ’90 85 3.32 Q20 '88 78 3.80 +2.37 159 .019 Reject* ’90 83 3.40 (Table continued) 129 Table 4.13 Continued Pooled Variance Estimate No. Degrees 2-Tailed Ho: Ques. Class of a t- of Prob— u1 = 112 __No.# Year Cases Mean Value Freedom ability @ 05 GBL 4307: Q21 ’88 81 4.01 -1.29 168 .199 Accept ’90 89 4.19 Q22 ’88 81 3.88 -0.85 168 .399 Accept '90 89 4.01 Q23 '88 81 3.66 -2.02 168 .045 Reject* ’90 89 3.95 GBL 431: Q24 ’88 80 3.66 -0.61 164 .544 Accept ’90 86 3.75 Q25 '88 79 3.67 -O.48 163 .629 Accept ’90 86 3.74 026 ’88 79 3.75 -0.51 163 .613 Accept '90 86 3.83 # Question Number refers to the specific core course objective on the questionnaire. a Total number of responses by class year. * Indicates a significant difference between the 1988 and 1990 respondents. 130 Hypothesis 2: No significant difference exists between the. June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their reasons for perceiving that the required core course objectives 3253 223 adequately met. Only those respondents who perceived that the core course objectives had 22E been adequately met in Column A.of the questionnaire were to respond to the question in Column B. Since the majority of the respondents felt that the core course objectives 229 been adequately met, there were considerably fewer responses to the question in Column B. Due to the categorical nature of the data and the small number of responses the investigator chose to compare the results of the 1988 and 1990 respondent groups by conducting a chi-square test of homogeneity comparing the responses of the two groups. Table 4.14 indicates the total number of responses to the question in Column B of the questionnaire, according to the respondents’ class year. The Table further reveals the results of the chi-square test for homogeneity including the chi-square value from the observed data, degrees of freedom and significance level. The decision to accept or not accept the null hypothesis was then indicated for each of the core course objectives. The data in Table 4.14 reveals a considerable similarity in responses between the two respondent groups. As the Table indicates, in 23 of the 26 core course objectives there was no significant difference between the two respondent groups. In nineteen of the core course 131 objectives both respondent groups indicated that the main reason the objectives (in Column A) were "not at all" or "somewhat" met was reason 4, "objective inadequately taught". There was also agreement in the responses between the two groups for an additional four core course objectives. The Table indicates this agreement between the two classes where reason 2, "too much material to cover adequately in one course" was selected by both respondent groups. The respondent groups were homogeneous in their perceptions as to why the objectives were not met for 88.5% of the objectives and were not homogeneous for 11.5% of the objectives. Accept the Null Hypothesis The null hypothesis, that no significant difference exists between the June 1988 and the June 1990 College of Business, Bachelor of Arts business administration graduates in their reasons for perceiving that the required core course objectives were not adequately met, was accepted for 23 of the core course objectives since both groups had similar perceptions regarding why the required core course objectives were Egg adequately met. The null hypothesis was accepted for the following core course objectives: Finance 391 (El 391), Financial Management, objectives Q1, Q2 and Q3; Marketing 300 (MTA 300), Marketing Management, objectives Q5 and Q6; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objectives Q7 and Q8; 132 Marketing 317 (MTA 317), Quantitative Business Research Methods, objectives Q10 and Q11; Management 302 (MGT 302), Organization and Management, objectives Q12, Q13 and Q14; Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q15, Q16 and Q17; Management 409 (MGT 409), Business Policy, objectives Q18 and Q20; General Business Law 430 (GBL 430), Law and Society, objectives Q21, Q22 and Q23; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. Do Not Accept the Null Hypothesis The null hypothesis, that no significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their reasons for perceiving that the required business core courses were not adequately met, was not accepted for 3 of the objectives since the two groups were not homogeneous in their perceptions. core The null hypothesis was not accepted for the following course objectives: Marketing 300 (MTA 300), Marketing Management, objective Q4; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objective Q9; Management 409 (MGT 409), Business Policy, objective Q19. 133 Table 4.14 Main Reason Objective Not Met Including Chi- Square Test of Homogeneity Chi-Square Test of Homogeneity ’88 '90 ’88 & ’90 2 Degrees signif- H : Ques. Tot. Tot. Modal x of icance deCIsion No.# Resp? Resp? Resp. value Freedom level @ .05 F1 391: Q1 19 21 4 2.32 4 .677 A Q2 19 32 4 2.58 4 .629 A Q3 24 21 2,4 4.73 4 .315 A MTA 300: Q4 5 l3 4 8.65 3 .034 NA* Q5 8 l4 4 8.38 4 .078 A Q6 19 23 4 6.76 4 .148 A MTA 301: Q7 14 21 4 5.01 4 .285 A Q8 18 16 4 5.16 4 .270 A Q9 13 20 4 10.78 4 .029 NA* MTA 317: Q10 43 39 4 2.49 4 .645 A Qll 36 33 2 3.67 4 .452 A JMGT 302: Q12 5 11 4 .872 3 .832 A Q13 6 4 4 3.75 3 .289 A Q14 8 12 4 5.01 3 .170 A JMGT 306: Q15 18 18 4 3.51 4 .475 A Q16 32 27 4 6.66 4 .154 A Q17 25 19 4 6.92 4 .140 A IMGT 409: Q18 7 15 4 9.01 4 .060 A Q19 8 18 4 9.73 4 .045 NA* Q20 7 19 4 6.80 3 .078 A (Table continued) 134 Table 4.14 Continued Chi-Square Test of Homogeneity '88 ’90 ’88 & ’90 2 Degrees signif- H : Ques. Tot. Tot.a Modal x of icance decision No.# Resp. Resp. Resp. value Freedom level @ .05 GBL 430: Q21 8 6 2 1.57 3 .663 A Q22 8 8 2 3.07 4 .379 .A Q23 10 6 2 2.88 4 .578 A GBL 431: Q24 10 12 2 5.64 4 .227 A Q25 9 12 4 2.22 4 .693 A Q26 7 12 4 4.23 3 .237 A # Question number refers to the specific core course objective on the questionnaire. a Only those respondents who indicated 1 or 2 (objective only "somewhat met" or "not at all" met) in Column A. A .Accept the Null Hypothesis. NA Not Accept the Null Hypothesis. * Indicates a significant difference between the 1988 and 1990 respondents. Response Key: 1 2 3 U'luh- Inadequately prepared by prior courses Too much material to cover adequately in one course I did not spend enough time in preparation Objective was inadequately taught Other 135 Hypothesis 3: No significant difference exists between the_ June 1988 and the June 1990 College of Business, Bachelor of Arts business administration graduates in their perception that the required business core courses are important to their current job performance. Table 4.15 provides a detailed analysis comparing the June 1988 and the June 1990 respondents' perceptions concerning the question in Column C, "How important is the objective to your current job performance?". The total number of responses as well as the mean responses for each of the respondent groups is presented. To determine if there was a significant difference between the June 1988 and the June 1990 business administration bachelor degree graduates in their perception that the required business core courses are important to their current job performance, a t-test of significance was conducted. The t-test compared the means of the two groups for each of the stated core course objectives. The two- tailed probability associated with t was computed for the occurrence of a value equal or larger than t. The null hypothesis was rejected if the two-tailed probability for Ho was less than .05. The null hypothesis was accepted if the two-tailed probability for Ho was greater than .05. As indicated in Table 4.15, in 23 of the 26 core course objectives the two-tailed probability associated with t was greater than .05, indicating that there were no significant differences between the perceptions of the 1988 and the 1990 respondents. The two respondent groups were in agreement 136 for 88.5% of the objectives and in disagreement for 11.5% of the objectives. The only difference of significance occurred with the three core course objectives for Management 302, Organization and Management. The 1988 graduates indicated that they considered these objectives to be significantly more important to their current job performance than did the 1990 graduates (Table 4.15). Accept the Null Hypothesis The null hypothesis, that no significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their perception that the required business core courses are important to their current job performance, was accepted for 23 of the objectives since both groups had similar perceptions regarding the importance of the core course objectives to current job performance. The null hypothesis was accepted for the following core course objectives: Finance 391 (F1 391), Financial Management, objectives Q1, Q2 and Q3; Marketing 300 (MTA 300), Marketing Management, objectives Q4, Q5 and Q6; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objectives Q7, Q8 and Q9; Marketing 317 (MTA 317), Quantitative Business Research Methods, objectives Q10 and Q11; Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q15, Q16 and Q17; 137 Management 409 (MGT 409), Business Policy, objectives Q18, Q19 and Q20; General Business Law 430 (GBL 430), Law and Society, objectives Q21, Q22 and Q23; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. Reject the Null Hypothesis The null hypothesis, that no significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their perception that the required business core courses are important to their current job performance was rejected for 3 of the 26 objectives since both respondent groups did not have similar perceptions regarding the importance of the core course objectives to current job performance. The null hypothesis was rejected for the following core course objectives: Management 302 (MGT 302), Organization and Management, objectives Q12, Q13 and Q14. ,1. ir' 138 Table 4.15 Mean Rating for Degree of Importance Pooled Variance Eetimate No. Degrees 2-Tailed H0: Ques. Class of a t- of Prob- u1 = u2 No.# Year Cases Mean Value Freedom ability @.05 F1 391: Q1 '88 80 3.15 +0.94 165 .346 Accept '90 87 2.98 Q2 '88 79 2.93 +1.28 163 .204 .Accept ’90 86 2.72 Q3 ’88 79 3.07 -0.03 163 .976 Accept ’90 86 3.08 MTA 300: Q4 ’88 81 3.04 +1.92 165 .056 Accept '90 86 2.72 OS '88 81 3.00 +1.08 164 .281 .Accept '90 85 2.70 Q6 ’88 79 2.86 +1.65 162 .102 Accept ’90 85 2.56 MTA 301: Q7 ’88 70 2.65 +1.71 153 .089 .Accept ’90 85 2.36 QB ’88 69 2.66 +1.34 149 .183 .Accept ’90 82 2.42 Q9 ’88 70 2.78 +1.88 151 .062 Accept ’90 83 2.45 (Table continued) 139 Table 4.15 Continued Pooled Variance Estimate No. Degrees 2-Tailed H0: Ques. Class of a t- of Prob- u1 = u2 No.# Year Cases Mean value Freedom ability @.05 MTA 317 ° Q10 ’88 82 2.56 -0.13 171 .898 Accept ’90 91 2.58 Q11 ’88 80 2.36 +0.84 167 .400 Accept '90 89 2.22 MGT 302: Q12 '88 77 3.80 +2.95 163 .004 Reject* ’90 88 3.37 Q13 ’88 78 3.70 +2.61 164 .010 Reject* ’90 88 3.31 Q14 ’88 77 3.97 +3.60 163 .000 Reject* ’90 88 3.44 MGT : Q15 ’88 74 2.60 +0.80 157 .427 Accept ’90 85 2.48 Q16 ’88 73 2.89 -l.11 155 .267 Accept ’90 84 3.10 Q17 ’88 75 2.85 +0.39 156 .700 .Accept ’90 83 2.78 MGT 409: Q18 ’88 77 3.42 +1.50 159 .135 Accept ’90 84 3.17 Q19 '88 77 3.59 +1.51 159 .133 Accept ’90 84 3.33 Q20 ’88 76 3.82 +1.83 157 .069 Accept '90 83 3.53 r (Table continued) 140 Table 4.15 Continued Pooled Variance Estimate No. Degrees 2-Tai1ed Ho: Ques. Class of a t- of Prob- u1 = u2 No.# Year Cases Mean Value Freedom ability @.05 GBL 430: Q21 ’88 80 2.88 +0.01 166 .994 Accept ’90 88 2.88 Q22 '88 81 3.04 +0.56 167 .580 Accept ’90 88 2.95 Q23 ’88 81 2.66 -0.02 167 .981 Accept ___ ’90 88 2.67 GBL 431: Q24 ’88 79 2.89 +0.18 162 .857 Accept ’90 85 2.87 Q25 '88 79 3.08 +0.11 .161 .915 Accept ’90 84 3.07 Q26 ’88 79 3.49 +0.22 162 .827 Accept ’90 85 3.45 # Question number refers to the specific core course objective on the questionnaire. a Total number of responses by class year. * Indicates a significant difference between 1988 and 1990 respondents. Response Key: Range of Importance: 1.0 - 1.4 = No importance 1.5 - 1.9 = No importance to little importance 2.0 - 2.4 = Little importance 2.5 - 2.9 = Little to some importance 3.0 - 3.4 = Some importance 3.5 - 3.9 = Some to considerably important 4.0 - 4.4 = Considerably important 4.5 - 4.9 = Considerably to critically important 5.0 a Critically important 141 Hypothesis 4: No significant difference exists between the_ June 1988 and the June 1990 College of Business, Bachelor of Arts business administration graduates in their perception that additional training in the business core course objectives is ESE needed. Only those respondents who perceived that training in the business core course objectives was 22E needed were to respond to the question in Column D of the questionnaire. There were few responses to this question. The low number of responses and the categorical nature of the data made the t-test of significance inappropriate for this question. Instead, the investigator examined the responses by conducting a chi-square test of homogeneity to compare the responses of the two groups Table 4.16 indicates the total number of responses by class year as well as the modal response for both respondent groups. Table 4.16 further indicates the results of the chi-square test for homogeneity including the chi-square value for the observed data, the degrees of freedom, the significance level and the decision made to accept or not accept the null hypothesis for each of the core course objectives. For 24 of the 26 core course objectives there was no significant difference between the 1988 and the 1990 respondents in their perception that additional training in the business core course objectives was not needed. In 19 of these objectives, both groups of respondents indicated that additional training was not needed because of reason 1, the "objective was met". In 5 of the core course objectives 142 there was agreement that additional training was not needed_ because of reason 2, "objective not appropriate to job needs". The 1988 and 1990 respondent groups were in agreement for 92.3% of the core course objectives and were not in agreement for 7.7% of the core course objectives. The core course objectives where the two respondent groups’ perceptions were not homogeneous are noted with an asterisk in Table 4.16. Accept the Null Hypothesis The null hypothesis, that no significant difference exists between the 1988 and 1990 College of Business, Bachelor of Arts business administration graduates in their perception that additional training in the business core course objectives was ESE needed was accepted for 24 of the 26 core course objectives since both groups had similar perceptions regarding the reason why additional training in the objectives was not needed. The null hypothesis was accepted for the following core course objectives: Finance 391 (F1 391), Financial Management, objectives Q1, Q2 and Q3; Marketing 300 (MTA 300), Marketing Management, objectives Q4, Q5 and Q6; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objectives Q7, Q8 and Q9; Marketing 317 (MTA 317), Quantitative Business Research Methods, objectives Q10 and Q11; Management 302 (MGT 302), Organization and Management, objectives Q13 and Q14; 143 Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q16 and Q17; Management 409 (MGT 409), Business Policy, objectives Q18, Q19 and Q20; General Business Law 430 (GBL 430), Law and Society, objectives Q21, Q22 and Q23; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. Do Not Accept the Null Hypothesis The null hypothesis, that no significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their perception that additional training in the business core course objectives was 223 needed was not accepted for 2 of the core course objectives since the two respondent groups did not have similar perceptions regarding the reasons why additional training in the objective was not needed. The null hypothesis was not accepted for the following core course objectives: Management 302 (MGT 302), Organization and Management, objective Q12; Management 306 (MGT 306), Analysis of Processes and Systems, objective Q15. 144 Table 4.16 Main Reason Additional Training in the Objective Is HEP Needed, by Modal Response Including Chi- Square Test of Homogeneity Chi-Square Test of Homogeneity ’88 ’90 '88 & '90 2 Degrees signif- H : Ques. Tot. Tot. Modal x of icance decision No.# Resp. Resp? Resp. value Freedom level .05 F1 391: Q1 54 61 1 2.45 3 .482 A Q2 54 59 2 4.22 3 .237 A Q3 45 63 2 1.92 3 .588 A MTA 300: Q4 60 70 1 2.44 3 .485 A Q5 57 7O 1 3.39 3 .334 A 06 58 68 l .316 2 .853 A uflmL301: Q7 50 66 2 .852 2 .653 A Q8 48 67 1 1.15 2 .559 A Q9 50 63 2 2.59 3 .457 A MTA 317: Q10 52 68 2 .657 3 .883 A Q11 51 69 2 1.88 3 .595 A IIGT 302: Q12 59 68 1 8.63 3 .034 NA* 013 56 69 l 1.10 2 .574 A Q14 53 66 1 5.25 3 .154 .A MGT 306: Q15 51 67 l 6.73 2 .034 NA* Q16 46 62 1 5.47 3 .140 A Q17 53 64 l 3.21 2 .200 A IMGT 409: Q18 57 69 1 6.25 3 .099 A 019 53 63 l 3.63 3 .303 A QZO 56 59 l 4.61 3 .202 A (Table continued) 145 Table 4.16 Continued Chi-Square Test of Homogeneity ’88 '90 ’88 & ’90 2 Degrees signif- H : Ques. Tot. Tot. Modal x of icance dec1sion No.# Resp? Resp? Resp. value Freedom level @ .05 GBL 430: Q21 64 76 1 1.74 3 .626 A Q22 61 70 l 2.63 3 .450 A 023 67 73 l 1.78 3 .617 A GBL 431 Q24 61 71 1 .454 2 .796 A Q25 62 68 1 5.82 3 .120 A 026 57 69 l 7.20 3 .065 A # Question number refers to the specific core course objective on the questionnaire. a Only those respondents who indicated in Column D, that additional training is not needed. .A .Accept the Null Hypothesis. NA Not Accept the Null Hypothesis. * Indicates non-homogeneous perceptions for 1988 and 1990 respondents 8 Objective was met Objective not appropriate to job needs = Acquired understanding of objective from alternative source (e.g. company training program, etc.) 4 = Other Response Key: (ARJH II 146 Hypothesis 5: No significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their reasons for perceiving that additional training Se needed in the required business core course objectives. Only those respondents who perceived that additional training Se needed were to respond to the question in Column E of the questionnaire. Since very few respondents perceived that additional training was needed, there were very few responses to this question. The chi-square test of homogeneity was conducted to compare the categorical responses of the two groups. Table 4.17 includes the total number of responses by class year as well as the modal response chosen by the respondent groups. Table 4.17 further indicates the results of the chi-square test of homogeneity, including the chi- square value for the observed data, the degree of freedom, the significance level and the decision made regarding the null hypothesis for each of the core course objectives. In 26 of the 26 core course objectives there was agreement between the 1988 and 1990 respondent groups. In 24 of the objectives, reason 2, "objective met but job requires more comprehensive skills" was selected as the main reason that additional training was needed. In 2 of the objectives; reason 1, "objective not met" was chosen as the main reason that additional training was needed. There was agreement in perceptions of the two respondent groups for 100% of the objectives. There was no disagreement in 147 perceptions between the two groups regarding the main reason that graduates perceived that additional training is needed. Accept the Null Hypothesis The null hypothesis, that no significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their reasons for perceiving that additional training is needed in the objectives was accepted since the two groups were homogeneous in their perceptions for all of the objectives. The null hypothesis was accepted for all 26 of the stated core course objectives as listed below. Finance 391 (F1 391), Financial Management, objectives Q1, Q2 and Q3; Marketing 300 (MTA 300), Marketing Management, objectives Q4, Q5 and Q6; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objectives Q7, Q8 and Q9; Marketing 317 (MTA.317), Quantitative Business Research Methods, objectives Q10 and Q11; Management 302 (MGT 302), Organization and Management, objectives Q12, Q13 and Q14; Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q15, Q16 and Q17; Management 409 (MGT 409), Business Policy, objectives Q18, Q19 and Q20; General Business Law 430 (GBL 430), Law and Society, objectives Q21, Q22 and Q23; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. 148 Table 4.17 Main Reason Additional Training in the Objective $e_Needed, by Modal Response Including Chi- Square Test of Homogeneity Chi-Square Test of Homogeneity ’88 ’90 ’88 & ’90 2 Degrees signif- H : Ques. Tot. Tot. Modal x of icance decision No.# Resp? Resp? Resp. value Freedom level @ .05 F1 391: Q1 20 23 2 .737 2 .691 A Q2 23 23 2 .843 2 .655 A Q3 29 22 2 1.82 2 .401 A MTA 300: Q4 17 14 2 .264 2 .876 A Q5 17 15 2 .409 2 .814 A 06 14 15 2 .327 2 .849 A MTA 301: Q7 16 14 2 5.44 2 .065 A Q8 15 13 2 2.06 2 .356 A Q9 12 14 2 5.66 2 .058 A MTA.317: Q10 26 20 1 2.92 2 .231 A Q11 24 19 1 2.21 2 .330 A IMGT 302: Q12 13 16 2 4.67 2 .096 A Q13 14 15 2 5.05 2 .079 A Q14 18 20 2 5.22 2 .073 A JMGT 306: Q15 20 15 2 4.53 2 .103 A Q16 26 21 2 2.74 2 .252 A Q17 16 20 2 .024 1 .876 A IMGT 409: Q18 18 13 2 2.42 2 .298 A 019 21 21 2 .416 2 .811 A Q20 18 23 2 .778 2 .677 A (Table continued) 149 Table 4.17 Continued Chi-Square Test of Homogeneity ’88 '90 ’88 & '90 2 Degrees signif- H : Ques. Tot. Tot. Modal x of icance decision No.# Resp? Resp? Resp. value Freedom level @ .05 GBL 430: Q21 14 12 2 1.70 2 .425 A Q22 17 16 2 .112 2 .945 A Q23 10 12 2 3.26 2 .195 A GBL 431: Q24 12 15 2 1.32 2 .515 A Q25 12 16 2 1.55 2 .460 A Q26 17 13 2 1.55 2 .439 A # Question number refers to the specific core course objective on the questionnaire. a Only those additional A .Accept the Response Key: respondents who indicated in Column E, that training is not needed. Null 1 2 3 Hypothesis. Objective not met Objective met but job requires more comprehensive skills Other 150 Hypothesis 6: No significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their recommendations as to how the required business core course objectives would be modified. The responses to the two open ended questions on page 12 of the questionnaire were summarized and placed in categories according to the similarities of responses and class year. The three categories of responses were: I. Recommendations to change or improve courses. II. Recommendations for new courses. III. Instructional criticisms and recommendations. A contingency table was constructed to demonstrate the actual response data. Table 4.18 indicates the number of responses for each of the response categories for the 1988 and 1990 respondent groups. Table 4.18 also reveals the results of the chi-square test for homogeneity. The Table indicates that there was no significant difference in the categorical responses of the two groups. Both groups of respondents made the same types of recommendations to change or improve the core courses required in the business curriculum. Accept the Null Hypothesis The null hypothesis, that no significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their recommendations as to how the required business 151 core courses would be modified was accepted since the two groups were very homogeneous in their perceptions regarding modifications to the curriculum. Table 4.18 Respondents’ Recommendations by Class Year as to How the Business Core Course Objectives Should Be Modified Including Chi-Square Test for Homogeneity. Responses 1988 1990 Total I 47 56 103 II 21 23 44 III 10 13 23 Total 78 92 170 x2 value = .1154 degrees of freedom = 2 significance level = 5.99 Accept Ho Response Key: I Recommendations to change or improve courses II Recommendations for new courses III Instructional criticisms and recommendations W 152 Summary Analysis of Similarities What are the similarities, if any, in the perceptions of College of Business, Bachelor of Arts business administration graduates surveyed in the June 1988 and June 1990 graduating classes? The June 1988 and June 1990 respondents were quite similar in their perceptions regarding the College of Business core curriculum. In fact, there was no significant difference in perceptions between the two groups according to the six hypotheses which were previously examined and discussed. Following is a summary of the similarities found: There was 73% agreement in perceptions between the 1988 and 1990 respondents regarding how the business core course objectives were or were not met. The 1988 and 1990 respondents had similar perceptions that the core course objectives had been met "adequately" or "well". The two groups had similar perceptions on the following core course objectives: Finance 391 (FI 391), Financial Management, objectives Q1, Q2 and Q3; Marketing 300 (MTA 300), Marketing Management, objectives Q4, Q5 and Q6; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objectives Q7, Q8 and Q9; Marketing 317 (MTA 317), Quantitative Business Research Methods, objective Q10; Management 302 (MGT 302), Organization and Management, objectives Q12, Q13 and Q14; Management 409 (MGT 409), Business Policy, objective Q18; 153 General Business Law 430 (GBL 430), Law and Society, objectives 021 and Q22; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. There was 88.5% agreement in perceptions between the 1988 and 1990 respondents in their reasons for perceiving that the required core course objectives were not adequately met. The two groups had similar perceptions on the following core course objectives: Finance 391 (FI 391), Financial Management, objectives Q1 and Q3; Marketing 300 (MTA 300), Marketing Management, objectives Q5 and Q6; Marketing 301 (MTA.301), Domestic and International Marketing Strategy, objectives Q7 and Q8; Marketing 317 (MTA 317), Quantitative Business Research Methods, objective Q10; Management 302 (MGT 302), Organization and Management, objectives Q12, Q13 and Q14; Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q15, Q16 and Q17; Management 409 (MGT 409), Business Policy, objectives Q18 and Q19; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. For all of these objectives, both respondent groups indicated that the main reason the objective was not met was because the "objective was inadequately taught". The respondent groups also shared similar perceptions in regards to: Finance 391 (FI 391), Financial Management, objective Q3; 154 Marketing 317 (MTA 317), Quantitative Business Research Methods, objective Q11; General Business Law 430 (GBL 430), Law and Society, objectives Q21, Q22 and Q23; General Business Law 431 (GBL 431), Law and Business, objective Q24. For these objectives both respondent groups indicated that the main reason the objective was not met was because there was "too much material to cover adequately in one course". There was 88.5% agreement between the 1988 and 1990 respondents in their perceptions that the required business core courses are important to their current job performance. The two groups had similar perceptions on the following core course objectives: Finance 391 (FI 391), Financial Management, objectives Q1, Q2 and Q3; Marketing 300 (MTA 300), Marketing Management, objectives Q4, Q5 and Q6; Marketing 301 (MTA.301), Domestic and International Marketing Strategy, objectives Q7, Q8 and Q9; Marketing 317 (MTA 317), Quantitative Business Research Methods, objectives Q10 and Q11; Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q15, Q16 and Q17; Management 409 (MGT 409), Business Policy, objectives Q18, Q19 and Q20; General Business Law 430 (GBL 430), Law and Society, objectives Q21, Q22 and Q23; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. Both groups indicated that the core course objectives were of at least "little to some" importance to their current job performance. .‘ it 155 There was 93.7% agreement between the 1988 and the 1990 respondents in their perceptions that additional training in the business core course objectives is not needed. The two groups had similar perceptions regarding the following core course objectives: met" Finance 391 (FI 391), Financial Management, objectives Q1, Q2 and Q3; Marketing 300 (MTA 300), Marketing Management, objectives Q4, Q5 and Q6; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objectives Q7, Q8 and Q9; Marketing 317 (MTA 317), Quantitative Business Research Methods, objectives Q10 and Q11; Management 302 (MGT 302), Organization and Management, objectives Q13 and Q14; Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q16 and Q17; Management 409 (MGT 409), Business Policy, objectives Q18, Q19 and Q20; General Business Law 430 (GBL 430), Law and Society, objectives Q21, Q22 and Q23; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. The respondents were in agreement that "objective was for all of the above objectives except: Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objective Q9; Marketing 317 (MTA 317), Quantitative Business Research Methods, objectives Q10 and Q11. For these three objectives both respondent groups indicated that the "objective (was) not appropriate to job needs". There was 100% agreement between the 1988 and the 1990 respondents in their perceptions as to the reason that 156 additional training in the objectives is needed. The two groups had similar perceptions regarding the following core course objectives: Finance 391 (FI 391), Financial Management, objectives Q1, Q2 and Q3; Marketing 300 (MTA 300), Marketing Management, objectives Q4, Q5 and Q6; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objectives Q7, Q8 and Q9; Marketing 317 (MTA 317), Quantitative Business Research Methods, objectives Q10 and Q11; Management 302 (MGT 302), Organization and Management, objectives Q12, Q13 and Q14; Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q15, Q16 and Q17; Management 409 (MGT 409), Business Policy, objectives Q18, Q19 and Q20; General Business Law 430 (GBL 430), Law and Society, objectives Q21, Q22 and Q23; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. The respondents were in agreement that the "objective (was) met but job requires more comprehensive skills" for all of the above core course objectives except Marketing 317. In the case of Marketing 317 both groups of respondents perceived that the "objective (was) not met". There was also considerable similarity between the two respondent groups in regards to the open ended questions. Each of the groups had specific suggestions regarding how to change or improve existing courses, new courses which could be added to the curriculum, and criticisms and recommendations on instructional practices. 157 Summary Analysis of Differences What are the differences, if any, in the perceptions of College of Business, business administration bachelor degree graduates surveyed in the June 1988 and June 1990 graduating classes? There were considerably few differences in the perceptions of the two respondent groups. Following is a summary of the differences which were found. There was 27% disagreement in perceptions between the 1988 and 1990 respondents regarding how the business core course objectives were or were not met. The 1990 respondents had significantly more positive perceptions for the following core course objectives: Marketing 317: objective Q11; Management 306: objectives Q15, Q16 and Q17; and General Business Law 430: objective Q23. The 1988 respondents had significantly more positive perceptions regarding the core course objectives for Management 409: objectives Q19 and Q20. There was 11.5% disagreement in perceptions between 1988 and 1990 respondents in their reasons for perceiving that the required core course objectives were not adequately met. Disagreement occurred on the following core course objectives: Marketing 300: objective Q4; Marketing 301: objective Q9; and Management 409: objective Q19. For Marketing 300: objective Q4, the 1988 respondents indicated the "objective was inadequately taught" and the 1990 respondents indicated there was "too much material" as the main reason the objective was not met. Disagreement between 158 the two groups also occurred with Management 409: objective Q19 where the 1988 graduates indicated "other" and the 1990 graduates indicated "objective inadequately taught" as the main reasons the objective was not met. There was 11.5% disagreement between the 1988 and 1990 respondents in their perceptions regarding the importance of the core course objectives to their current job performance. The only differences occurred in regard to the objectives for Management 302. For all three of the objectives: Q12, Q13 and Q14, the 1988 respondents rated the importance of the objective significantly higher than did the 1990 respondents. There was 7.3% disagreement between the 1988 and 1990 respondents in their perceptions that additional training was 22E needed. The 1988 respondents perceived that the "objective was met". The 1990 respondents perceived that the "objective was met" for Management 306, objective Q15, while the 1988 respondents perceived that the "objective was not appropriate to job needs". There was no disagreement between the 1988 and 1990 respondents in their perceptions that additional training in the objectives Se_needed. In 24 of the objectives, reason 2, "objective (was) met but job requires more comprehensive skills" was selected as the main reason that additional training is needed. For two of the objectives, "objective (was) not met" was selected as the main reason that additional training is needed. 159 There were no differences between the two respondent groups in regards to the open ended questions related to Hypothesis 6. Summary This chapter included a presentation of the results of the data analysis obtained from this study. First, a demographic and current employment profile of the June 1988 and June 1990 College of Business, business administration bachelor degree graduates was presented. Secondly, the six research questions were examined to determine the effectiveness of the business core curriculum in meeting educational course objectives and first job skill and knowledge needs of recent business administration bachelor degree graduates. Thirdly, the six hypotheses were examined to determine the differences in perceptions between the 1988 and 1990 business administration bachelors degree graduates regarding the effectiveness of the business core curriculum in meeting educational course objectives and first job skills and knowledge needs of recent business administration bachelor degree graduates. Lastly, the similarities and differences between the two respondent groups were examined and summarized. Chapter Five includes a summary of the study and its methodology, a presentation of the major findings and 160 conclusions, a discussion of the present study and the related limitations, implications of the study for the College of Business at Michigan State University and recommendations for further study. CHAPTER.FIVE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary Schools of business in colleges and universities have gone through tremendous changes since the creation of the first business school by Joseph Wharton in 1881, at the University of Pennsylvania. As business enterprises in America became more complex, the schools and colleges of business responded with increased specialization and more practical courses to prepare students for the workplace. By 1940, the American Assembly of Collegiate Schools of Business (AACSB) developed certain minimum conditions that the business programs would have to meet to gain admission to the Association, and began exerting a wider and very positive influence upon the business school. In the 19603 the AACSB expressed clear standards for a "core" program of studies in the business disciplines to provide students with a common body of knowledge in business administration. In the past thirty years, accreditation standards have continued to evolve to meet contemporary needs and the 161 162 Accreditation Council has encouraged "continuing development and appraisal of both new and existing curricula" (AACSB, 1989-90, p. 31). The AACSB further states that it is up to each school to choose how they will meet the Standard. It is critically important then that curriculum evaluation be a priority for AACSB accredited institutions. To address this Standard, a descriptive and analytical study of the College of Business core curriculum was conducted at Michigan State University. The purpose of the study was twofold. The major purpose of the study was to determine the perceptions of the 1988 and 1990 business administration Bachelor of Arts graduates of the College of Business at Michigan State University concerning the business core curriculum in relation to meeting educational course objectives and first job skill and knowledge needs. The secondary purpose of the study was to compare and contrast the perceptions of the 1988 and 1990 Bachelor of Arts business administration graduates regarding the business core curriculum as it relates to first job skill and knowledge needs. The need for this study was precipitated by several factors. Michigan State University, and similarly accredited business degree programs, need to provide undergraduate students with a common body of knowledge in business administration which will prepare students for roles in the contemporary business community following graduation. Michigan State University had not conducted an 163 evaluation of the curriculum with alumni participation in many years. Given that Michigan State University was preparing to change from a ten week quarter to a fifteen week academic semester, and in all likelihood, there would be numerous changes to the curriculum, this was an excellent time to seek to determine the perceptions of recent College of Business business administration Bachelor of Arts graduates. Although curriculum evaluation studies had been conducted at similarly accredited AACSB institutions over the past decade, the results were not generalizable to Michigan State University. In fact, only one study actually solicited the perceptions of alumni regarding the effectiveness and relevancy of the curriculum to meeting first job skill and knowledge needs (Jones, 1984). Two groups of participants comprised the population for this study: June 1988 and June 1990 Bachelor of Arts business administration graduates from the College of Business at Michigan State University. Due to the large population of graduates and the cost of surveying the entire population, only half of each graduating class was selected to participate in this study. Participants were selected randomly from.Alumni Records. The first group contained 230, June 1988, business administration Bachelor of Arts graduates from the College of Business at Michigan State University. Eighty five (37%) of the 1988 respondents returned usable survey instruments. 164 The second group of participants contained 276, June 1990, business administration Bachelor of Arts graduates from the College of Business at Michigan State University. Ninety three (34%) of the respondents returned usable survey instruments. Each of the June 1988 and June 1990 Bachelor of Arts business administration graduates selected to participate in this study was asked to complete a twelve page survey (Appendix A). The instrument utilized in this study was adapted from a questionnaire developed and utilized by Jones (1984) at the University of South Carolina. The investigator received written permission from Jones (Appendix B) to utilize the instrument and adapt the instrument as necessary for use with the curriculum objectives at Michigan State University. The questionnaire was divided into three sections, each with a different focus and format (Appendix A). The first section requested respondents to provide demographic and employment information by circling or checking the appropriate response or by completing short answer questions. The second section requested graduates to respond to a series of questions and to make a decision from a range of responses regarding each core course objective. The third and final section of the instrument contained open ended questions which requested the respondents to present their recommendations for modifications or additions to the core course objectives. 165 The study examined the perceptions of (l) the respondent group as a whole, and (2) the 1988 and 1990 respondents as two discrete respondent groups. Six questions were formulated as integral to the purpose of this study. The data were tabulated and analyzed to respond to the questions posed. Six hypotheses were developed and stated in the null fashion. The t-test of significance and the chi-square test of homogeneity were used to determine the differences between the two groups. Questions, Hypotheses, Findings and Conclusions Six questions were utilized in seeking a solution to the basic problem of determining the effectiveness of the business core curriculum in meeting educational course objectives and first job skill and knowledge needs of business administration Bachelor of Arts graduates. Below are the major findings relative to each of the research questions examined. In addition, two questions were developed to examine the similarities and differences between the two respondent groups. Six hypotheses were developed to determine the differences, if any, in perceptions between the 1988 and 1990 business administration bachelor degree graduates negarding the core curriculum in relation to meeting first job skill and knowledge needs. Following the discussion of 166 each of the research questions, the appropriate hypothesis will be examined. Question 1: To what extent do recent Bachelor of Arts business administration graduates perceive that the stated objectives of the required business core courses were met? The question was developed to determine the perceptions of recent College of Business, Bachelor of Arts business administration graduates concerning how well the core course objectives were met. Respondents had very positive perceptions regarding how well the core course objectives were met. All of the 26 core course objectives received a median score of at least 3.0, (on a scale of 1.0, "not at all" met to 5.0, "very well" met) indicating that more than half of the respondents perceived that the core course objectives had been achieved "adequately". Of the 26 core course objectives, 14 of the objectives had more positive results, with a median score of 4.0, indicating that more than 50% of the respondents perceived that the objectives had been met "well". The mean scores for the core course objectives also reveal very favorable perceptions regarding how well the core course objectives were met. Twenty two of the twenty six core course objectives had a mean score of 3.0 or higher. Overall, respondents indicated very positive perceptions regarding how well the core course objectives were met. 167 Hypothesis 1: No significant difference exists between the June 1988 and the June 1990 College of Business, Bachelor of Arts business administration graduates in their perceptions that the stated objectives of the required business core courses were or were not met. This hypothesis was developed to determine what differences, if any, existed in the perceptions of the two respondent groups regarding how the required business core course objectives were or were not met. Overall, the null hypothesis was accepted for 19 (73%) of the core course objectives and rejected for 7 (27%) of the core course objectives. A. Accept the Null Hypothesis The null hypothesis was accepted for the following core course objectives: Finance 391 (F1 391), Financial Management, objectives Q1, Q2 and Q3; Marketing 300 (MTA 300), Marketing Management, objectives Q4, Q5 and Q6; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objectives Q7, Q8 and Q9; Marketing 317 (MTA 317), Quantitative Business Research Methods, objective Q10; Management 302 (MGT 302), Organization and Management, objectives Q12, Q13 and Q14; Management 409 (MGT 409), Business Policy, objective Q18; General Business Law 430 (GBL 430), Law and Society, objectives Q21 and Q22; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. 168 B. Reject the Null Hypothesis The null hypothesis was rejected for the following core course objectives. The specific findings are discussed following the objectives. Marketing 317 (MTA 317), Quantitative Business Research Methods, objective Q11; Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q15, Q16 and Q17. General Business Law 430 (GBL 430), Law and Society, objective Q23. The null hypothesis was rejected for these specific core course objectives because there was a significant difference in the perceptions between the 1988 and 1990 respondents. The data indicated that for each of these objectives, the 1990 respondents had significantly more positive perceptions regarding how well the core course objectives were met than did the 1988 respondents. The null hypothesis was also rejected for the following core course objectives: Management 409 (MGT 409), Business Policy, objectives Q19 and Q20. The null hypothesis was rejected for these specific core course objectives because there was a significant difference in perceptions between the 1988 and 1990 respondents. The data indicated that the 1988 respondents had significantly more positive perceptions regarding how well the core course objectives were met than did the 1990 respondents. 169 C. Conclusion The following conclusion can be derived from the findings related to Hypothesis 1: The June 1988 and June 1990 College of Business, business administration Bachelor of Arts graduates share more similarities than differences in their perceptions that the stated core course objectives were or were not met. This conclusion was supported by findings that indicated that the null hypothesis was accepted for 73% of the core course objectives and was rejected for 27% of the core course objectives. Question 2: What are the main reasons recent Bachelor of Arts business administration graduates perceive that the required business core course objectives were not adequately met? The question was developed to determine the perceptions of recent College of Business, Bachelor of Arts business administration graduates who indicated that the core course objectives were "not at all" or "somewhat" met. If graduates did not have positive perceptions of how the objective was met, it was hoped that the graduate could indicate the reason why they perceived that the objective was not met. Since most of the respondents had positive perceptions of how the objective was met, as indicated in the discussion of Question 1, there were few responses to this question. Respondents who did not perceive that the objective was met most frequently indicated the reason to be because the 170 "objective was inadequately taught". For 21 of the 26 core course objectives, respondents indicated that the objective was inadequately taught. The second most frequent reason respondents indicated that the objective was not adequately met was "too much material to cover adequately in one course". Hypothesis 2: No significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their reasons for perceiving that the required core course objectives were not adequately met. This hypothesis was developed to determine what differences, if any, existed in the perceptions of the two respondent groups. Overall, the null hypothesis was accepted for 23 (88.5%) of the core course objectives and not accepted for 3 (11.5%) of the objectives. A. Accept the Null Hypothesis The null hypothesis was accepted for the following core course objectives: Finance 391 (FI 391), Financial Management, objectives Q1, Q2 and Q3; Marketing 300 (MTA 300), Marketing Management, objectives Q5 and Q6; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objectives Q7 and Q8; Marketing 317 (MTA 317), Quantitative Business Research Methods, objectives Q10 and Q11; Management 302 (MGT 302), Organization and Management, objectives Q12, Q13 and Q14; Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q15, Q16 and Q17; 171 Management 409 (MGT 409), Business Policy, objectives Q18 and Q20; General Business Law 430 (GBL 430), Law and Society, objectives Q21, Q22 and Q23; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. B. Do Not Accept the Null Hypothesis The null hypothesis was not accepted for the following core course objectives: Marketing 300 (MTA 300), Marketing Management, objective Q4; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objective Q9. The null hypothesis was not accepted for these specific core course objectives because the chi-square test of homogeneity indicated that there was a significant difference in the perceptions of the 1988 and 1990 respondents. The data revealed that the 1988 respondents were more likely to indicate that the core course objective was not met because the "objective was inadequately taught" and the 1990 respondents were more likely to indicate that there was "too much material to cover adequately in one course". The null hypothesis was also not accepted for the following core course objective: Management 409 (MGT 409), Business Policy, objective Q19. The null hypothesis was not accepted for this core course objective because there was a significant difference in perceptions between the 1988-and 1990 respondents. The 172 1990 respondents were more likely to indicate that there was "too much material to cover adequately in one course" and the 1988 respondents were more likely to indicate "other". C. Conclusion The following conclusion can be derived from the findings related to Hypothesis 2: The June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates share more similarities than differences in their reasons for perceiving why the required business core course objectives were not adequately met. This conclusion was supported by findings that indicated that the null hypothesis was accepted for 88.5% of the core course objectives and was not accepted for 11.5% of the core course objectives. Question 3: To what extent are the required business core courses important to the current job performance of recent Bachelor of Arts business administration graduates? This question was developed to determine the perceptions of recent College of Business, Bachelor of Arts business administration graduates concerning how important the required core course objectives are to current job performance. Generally, respondents perceived that the core course objectives were of at least "little to some importance" to their current job performance. For some courses, respondents had more positive perceptions regarding the importance of the core course objectives. For 12 of the 26 173 objectives, respondents indicated that the core course objectives were of "some importance to considerably important" to current job performance. Hypothesis 3: No significant difference exists between June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their perception that the required business core courses are important to their current job performance. This hypothesis was developed to determine what differences, if any, existed in the perceptions of the 1988 and 1990 respondent groups concerning the importance of the required business core course objectives to current job performance. Overall, the null hypothesis was accepted for 23 (88.5%) of the core course objectives and rejected for 3 (11.5%) of the core course objectives. A. .Accept the Null Hypothesis The null hypothesis was accepted for the following core course objectives: Finance 391 (F1 391), Financial Management, objectives Q1, Q2 and Q3; Marketing 300 (MTA 300), Marketing Management, objectives Q4, Q5 and Q6; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objectives Q7, Q8 and Q9; Marketing 317 (MTA 317), Quantitative Business Research Methods, objectives Q10 and Q11; Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q15, Q16 and Q17; Management 409 (MGT 409), Business Policy, objectives Q18, Q19 and Q20; 174 General Business Law 430 (GBL 430), Law and Society, objectives Q21, Q22 and Q23; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. B. Reject the Null Hypothesis The null hypothesis was rejected for the following core course objectives: Management 302 (MGT 302), Organization and Management, objectives Q12, Q13 and Q14. The null hypothesis was rejected for these specific core course objectives because there was a significant difference in perceptions between the 1988 and 1990 respondents. The data indicated that for each of these objectives, the 1988 respondents had significantly more positive perceptions regarding the importance of the core course objectives to their current job performance than did the 1990 respondents. C. Conclusions The following conclusion can be derived from the findings related to Hypothesis 3: The June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates share more similarities than differences in their perceptions concerning how important the required business core course objectives are to their current job performance. This conclusion was supported by findings that indicated that the null hypothesis was accepted for 88.5% of the core course objectives and was rejected for 11.5% of the core course objectives. 175 Question 4: Why is additional training in the business core course objectives not needed by recent Bachelor of Arts business administration graduates? This question was developed to determine why recent College of Business, Bachelor of Arts business administration graduates perceived that there was no need for additional training in the core course objectives. In general, respondents indicated that they did not perceive a need for additional training in the objectives. Respondents indicated that the "objective was met" for 20 of the 26 objectives and that the "objective was not appropriate to job needs" for 6 of the 26 objectives. Hypothesis 4: No significant difference exists between the June 1988 and the June 1990 College of Business, Bachelor of Arts business administration graduates in their perception that additional training in the business core course objectives is not needed. This hypothesis was developed to determine what differences, if any, existed in the perceptions of the two respondent groups regarding why they perceived that additional training in the required business core course objectives is not needed. The null hypothesis was accepted for 24 (92.3%) of the core course objectives and not accepted for 2 (7.7%) of the core course objectives. A. Accept the Null Hypothesis The null hypothesis was accepted for the following core course objectives: Finance 391 (FI 391), Financial Management, objectives Q1, Q2 and Q3; 176 Marketing 300 (MTA 300), Marketing Management, objectives Q4, Q5 and Q6; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objectives Q7, Q8 and Q9; Marketing 317 (MTA 317), Quantitative Business Research Methods, objectives Q10 and Q11; Management 302 (MGT 302), Organization and Management, objectives Q13 and Q14; Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q16 and Q17; Management 409 (MGT 409), Business Policy, objectives Q18, Q19 and Q20; General Business Law 430 (GBL 430), Law and Society, objectives Q21, Q22 and Q23; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. Do Not Accept the Null Hypothesis The null hypothesis was not accepted for the following core course objectives. The specific findings are discussed following the objectives. Management 302 (MGT 302), Organization and Management, objective Q12; - Management 306 (MGT 306), Analysis of Processes and Systems, objective Q15. The null hypothesis was not accepted for Management 302, objective Q12, because there was a significant difference in perceptions between 1988 and 1990 respondents. Although the primary responses for both respondent groups was that the "objective was met", the groups had different perceptions related to the other response categories resulting in a significant difference between the two groups. 177 The null hypothesis was not accepted for Management 306, objective Q15, because there was a significant difference in perceptions between the 1988 and 1990 respondents. The 1988 respondents were more likely to indicate that the "objective was not appropriate to job needs", while the 1990 respondents were more likely to indicate that the "objective was met". C. Conclusion The following conclusion can be derived from the findings related to Hypothesis 4: The June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates share more similarities than differences in their perceptions that additional training in the business core course objectives is 22E needed. This conclusion was supported by findings that indicated that the null hypothesis was accepted for 92.3% of the core course objectives and was not accepted for 7.7% of the core course objectives. Question 5: What are the main reasons recent Bachelor of Arts business administration graduates perceive that they need additional training in the required core course objectives? This question was developed to determine the perceptions of recent College of Business, Bachelor of Arts business administration graduates concerning why they perceive that they do need additional training in the objectives. Few respondents indicated that additional training was needed in the objectives. When respondents did indicate a 178 need for additional training in the objectives they were most likely to indicate that the "objective was met but job requires more comprehensive skills". Respondents indicated that additional training was needed because the "objective was not met" for only 2 of the core course objectives. Hypothesis 5: No significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their reasons for perceiving that additional training Se needed in the required business core course objectives. This hypothesis was developed to determine what differences, if any, existed in the perceptions of the two respondent groups regarding why they perceived that additional training ie_needed in the required business core course objectives. The null hypothesis was accepted for 26 (100%) of the core course objectives. A. .Accept the Null Hypothesis The null hypothesis was accepted for each of the core course objectives: Finance 391 (FI 391), Financial Management, objectives Q1, Q2 and Q3; Marketing 300 (MTA 300), Marketing Management, objectives Q4, Q5 and Q6; Marketing 301 (MTA 301), Domestic and International Marketing Strategy, objectives Q7, Q8 and Q9; Marketing 317 (MTA 317), Quantitative Business Research Methods, objectives Q10 and Q11; Management 302 (MGT 302), Organization and Management, objectives 012, Q13 and Q14; 179 Management 306 (MGT 306), Analysis of Processes and Systems, objectives Q15, Q16 and Q17; Management 409 (MGT 409), Business Policy, objectives Q18, Q19 and Q20; General Business Law 430 (GBL 430), Law and Society, objectives Q21, Q22 and Q23; General Business Law 431 (GBL 431), Law and Business, objectives Q24, Q25 and Q26. B. Do Not Accept the Null Hypothesis Since the null hypothesis was accepted for each of the 26 core course objectives, there are no differences between ‘ the 1988 and 1990 respondents to report. C. Conclusion The following conclusion can be derived from the findings related to Hypothesis 5: The June 1988 and June 1990 College of Business, business administration bachelor degree graduates share similar perceptions regarding why they perceived that additional training in the required business core course objectives was needed. This conclusion was supported by findings that indicated that the null hypothesis was accepted for 100% of the core course objectives. Question 6: How would recent Bachelor of Arts business administration graduates modify the required business core course objectives? This question was developed to determine the perceptions of recent College of Business, Bachelor of Arts business administration graduates regarding how they would 180 modify current core course objectives and what courses they would add to the core curriculum. Respondents had many criticisms and recommendations for changing or improving the College of Business core curriculum. The comments from the respondents were summarized and placed into categories according to similarity of response. The categories included: I. Recommendations to change or improve courses. II. Recommendations for new courses. III. Instructional criticisms and recommendations. Hypothesis 6: No significant difference exists between the June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates in their recommendations as to how the required business core course objectives would be modified. This hypothesis was developed to determine what difference, if any, existed in the perceptions of the two respondent groups regarding their recommendations to modify the required business core course objectives. A. .Accept the Null Hypothesis The null hypothesis was accepted. There was no significant difference in perceptions between the 1988 and 1990 College of Business, Bachelor of Arts business administration graduates in their recommendations as to how the required business core courses be modified. B. Do Not Accept the Null Hypothesis Since the null hypothesis was accepted, there is no difference between the 1988 and 1990 respondents to report. 181 C. Conclusion The following conclusion can be made from the findings related to Hypothesis 6: The June 1988 and June 1990 College of Business, Bachelor of Arts business administration graduates share similar perceptions regarding how they would modify the College of Business required core course objectives. This conclusion was supported by findings that indicated that the null hypothesis was accepted when the two groups’ recommendations were tested for homogeneity. Similarities Summarized What are the similarities, if any, in the perceptions of College of Business, Bachelor of Arts business administration graduates surveyed in the June 1988 and June 1990 graduating classes? The question was developed to determine what similarities, if any, existed in the perceptions of the two respondent groups.. The prior discussions of Hypotheses 1-6 revealed specific similarities in the perceptions of the two respondent groups in relation to the core course objectives. The two groups were more similar than dissimilar in their perceptions of the core curriculum for each of the Hypotheses tested. In summary, the 1988 and 1990 respondents had similar perceptions that the majority of the core course objectives had been met "adequately" or "well". When the respondents 182 perceived that the objectives had 22E been adequately met, they were most likely to indicate that the reason was because the "objective was inadequately taught". Both groups perceived that the core course objectives were of at least "little to some" importance to their current job performance. The two groups were most likely to indicate that additional training in the objective was 22E needed because "the objective was met" or because the "objective (was) not appropriate to job needs". When the respondents perceived that training in the objectives was needed, they were most likely to indicate that the "objective (was) met but the job requires more comprehensive skills". Both the respondent groups were also very similar in their responses to the open ended questions: recommending improvements to current courses, suggesting courses which could be added and recommendations regarding instructional practices. Differences Summarized What are the differences, if any, in the perceptions of College of Business, Bachelor of Arts business administration graduates surveyed in the June 1988 and June 1990 graduating classes. This question was developed to determine what differences, if any, existed in the perceptions of the two respondent groups. The prior discussions of Hypotheses 1-6 revealed that there were some differences in perceptions between the two respondent groups in relation to the core course objectives. 183 However, the data revealed that there were no consistent trends indicating significant differences between the two groups. Discussion of the Present Study and the Related Literature The conclusions from the present study had similarities as well as differences when compared with the Jones (1984) study conducted at the University of South Carolina. .Although the courses and specific core course objectives were different at the University of South Carolina from those at Michigan State University, the results of both studies may be considered in general terms. In a 1982 study, Jones (1984) concluded that "Recent graduates of the University of South Carolina College of Business Administration perceived 26 of the 27 objectives listed on the questionnaire as adequately met" (p. 80). In contrast, the present study of Michigan State University College of Business graduates concluded that 12 of the 26 core course objectives were perceived as "adequately met" and 14 of the 26 core course objectives were met "well". It would appear to indicate that the College of Business at Michigan State University is doing a very good job of meeting the stated core course objectives. The Jones (1984) study and the present study had similar findings in regards to the respondents’ perceptions as to the reasons why the core course objectives were not 184 met. Jones (1984) concluded that "Inadequately taught was the reason selected ... to explain why 25 of the 27 objectives were not met" (p. 80). The present study revealed a similar conclusion. When respondents indicated that the core course objective was "not at all" or "somewhat" met, they also indicated for 21 of the 26 core course objectives, that the reason was because the "objective was inadequately taught". Another finding in the present study which differed from Jones’ (1984) conclusion was in regard to graduates’ perceptions of the importance of the core course objectives to current job performance. Jones reported that "Graduates believed that 18 of the 27 stated objectives were of no or little value to their current job performance" (p. 80). In contrast, respondents in the current study indicated that 12 of the 26 core course objectives were perceived to be of "some importance to considerably important" to respondents in their current job performance. This finding reflects very positively on the College of Business core curriculum at Michigan State University. The Jones (1984) study and the present study shared similar findings in regards to graduates’ perceptions of the need for additional training in the core course objectives. Jones (1984) summarized that in 23 of the 27 objectives, respondents indicated that additional training was not needed because the "objective was met". Likewise, a similar finding in the present study revealed that in 20 of the 26 185 core course objectives, the "objective was met" and therefore, additional training was not needed. The present study also had similar findings to the Jones (1984) study in regards to the main reason graduates perceived that they needed additional training in the core course objectives. Jones reported that for 26 of the 27 core course objectives, respondents indicated "objective met but job requires more comprehensive skills". Jones concluded that "Recent graduates who perceived that they needed additional training believed the need was caused by the fact that their current jobs required more comprehensive skills than provided by the stated course objectives" (p. 81). The present study yielded similar results with respondents indicating that for 24 of the 26 core course objectives the "objective was met but job requires more comprehensive skills". The present study also supported Porter and McKibbin’s (1988) conclusions regarding the business school curriculum. Porter and McKibbin identified areas of the curriculum that they felt were "undernourished" in the contemporary business school curriculum. Respondents’ perceptions in the current study were very consistent with Porter and McKibbin's conclusions regarding these "undernourished" areas: Breadth: A broad well-rounded education should be encouraged. Undergraduate business students should avoid the overspecialization of increased business courses (Porter and McKibbin, 1988, p. 316-317). 186 Although the current study did not examine the entire curriculum, respondents had very positive perceptions of the broad based core curriculum of the College of Business. Many students commented on the open-ended questions that they did not fully appreciate the value of the general education courses until they were in the workplace. The finding in the present study would generally support this conclusion by Porter and McKibbin. External Environment: There needs to be a much greater emphasis on the "external" factors - such as legal trends, societal changes, governmental relations, international developments - that have an important impact on business practice (Porter and McKibbin, 1988, p. 318). International Dimensions: The business schools need to incorporate a rigorous global perspective into the curriculum (Porter and McKibbin, 1988, p. 318-328). Respondents in this study made similar recommendations regarding the curriculum focus on the external issues and the international dimensions. Respondents recommended that the curriculum better integrate such issues as ethical practices and decision making, environmental impact and regulations and an international business perspective. Information / Service Society: As the economy changes from a primarily industrial to a service- oriented economy there is a need to move the educational focus toward the generation, distribution, and management of information (Porter and McKibbin, 1988, p. 320-322). Many respondents indicated that they needed greater knowledge of practical computer usage skills and a better understanding of various software programs for computers. In an ever changing society, access to information for 187 effective planning and decision making is crucial. This finding is very consistent with Porter and McKibbin’s conclusions and recommendations for the contemporary business school curriculum. Cross-Functional Integration: An integrated focus is necessary across the curriculum in order to prepare students for the multifunctional nature of the business enterprise (Porter and McKibbin, 1988, p. 322-323). The findings from the present study would indicate much support for Porter and McKibbin’s conclusions regarding cross-functional integration. Respondents had very positive perceptions regarding the core course curriculum which provided a strong understanding of the business enterprise. Management 409, Business Policy, usually taken during the last term, was one of the most highly rated courses in this study. Respondents indicated a very positive regard for this well-integrated course which took the entire business enterprise into consideration. Graduates also recommended that additional courses be added where students can apply what they have learned because application of knowledge and understandings in practical and pragmatic situations or settings helps to integrate and reinforce the learning. "Soft" People Skills: Schools need to provide ' both classroom and extracurricular activities for students to build leadership and interpersonal skills (Porter and McKibbin, 1988, p. 323-325). Although none of the respondents indicated a need for extracurricular activities that provide an opportunity to build leadership skills, many respondents did indicate a desire to have a greater focus on interpersonal skills in 188 the conduct of classroom instruction. There were many suggestions for a Business Communications course which would include written communication skills such as writing memos, business letters, and preparing business reports; as well as oral communication skills such as public speaking and preparing and presenting effective presentations. Several respondents also suggested that there was a need for a course on the "practical, personal and people management skills" needed to succeed in the workplace, such as: how to be an effective supervisor, appropriate office interaction, and how to give and receive feedback. It appears that Porter and McKibbin very accurately assessed the business school curriculum. The areas that they felt were "undernourished" and not receiving enough attention in the business school curriculum were supported by the perceptions expressed by the Michigan State University College of Business graduates who participated in this study. These findings should serve as a valuable guide to curriculum decision-makers in planning a viable curriculum for the future. Implications Within the parameters and limitations of this study, it was found that the College of Business at Michigan State University had done very well in preparing Bachelor of Arts business administration graduates of the classes of 1988 and 189 1990 for the contemporary business community. The responding and recent College of Business, Bachelor of Arts business administration graduates have very positive perceptions of how the College’s core curriculum prepared them for their first job skill and knowledge needs. In this study, College of Business, Bachelor of Arts business administration graduates reflected very positive perceptions concerning how well the core course objectives were met. The graduates also manifested positive perceptions regarding the degree of importance of the core course objectives to their current job performance needs. Generally, graduates did not perceive a need for additional training, because the "objective was met". However, when some graduates did perceive a need for additional training, it was because the "job requires more comprehensive skills". It appears that the College of Business at Michigan State University has adequately determined what core course objectives would be important to Bachelor of Arts business administration graduates’ first job skill and knowledge needs and developed a curriculum with the appropriate content and mix of courses to provide students with a broad understanding of the contemporary business enterprise. Although these findings reflected very well on the College of Business core course curriculum, the study did reveal some concerns among graduates that may warrant further investigation and action by the College of Business administration and faculty. Perhaps most important were the 190 concerns expressed regarding instructional effectiveness. When respondents indicated that they did 22E perceive the core course objectives as having been "adequately met" they were most likely to indicate that the reason was because the "objective (was) inadequately taught". Specifically, in 21 of the 26 core course objectives respondents selected "objective inadequately taught" as the reason the objective was not adequately met. To respond to this concern, the College of Business may want to take steps to assess instructional effectiveness of all of its teaching staff and then develop a plan for systematically improving the teaching effectiveness of its faculty and instructors. With increased use of technology, including televisions and computers in the classroom, effective instructional practices which include modern technology are critical. An effective faculty instructional development program should benefit the individual instructor, the students, and ultimately how the overall curriculum is perceived. Another concern expressed by respondents was in regards to their reasons for perceiving that additional training gee needed. When respondents indicated that they gig perceive a need for additional training in the objectives, they were most likely to indicate that the "objective was met but job requires more comprehensive skills". As the contemporary business enterprise continues to change and evolve, the curriculum must remain responsive to the needs of the 191 business community, as well as the needs of the students preparing to enter the workplace. Further systematic and periodic investigation, including recent graduates and employers, may provide a clear and contemporary perspective as to what "comprehensive skills" are needed. Concerns were also expressed by graduates regarding the need for additional skills in written and oral communication. Many respondents indicated that their communication skills were inadequate and that they needed more concrete classroom instruction and experience to prepare them to effectively communicate in the workplace. Again, the College of Business may need to further investigate this matter to determine the specific communication needs of students and to prepare a plan of action to respond appropriately. These findings have important implications for the College of Business at Michigan State University and, perhaps, similarly AACSB accredited Schools of Business. Past curriculum studies involving alumni participation have been very few and therefore comparisons of curriculum effectiveness has limited validity. However, a close examination of the Michigan State University College of Business core curriculum may indeed provide business schools with important and valuable information concerning the content of an AACSB accredited school of business curriculum and instructional program which seems to be doing an 192 exceptionally good job of preparing graduates for their first job skill and knowledge needs. Recommendations for Future Research This investigation has helped identify other areas related to the core curriculum and preparation of business administration degree graduates where there is an opportunity for further research. These research areas include: 1. A.longitudinal study of College of Business, Bachelor of Arts business administration graduates. This type of investigation would follow graduates over a longer period of time to determine what skills and knowledge were most important to graduates at different times in their career and professional development. As individuals mature professionally, certain understandings, knowledge and skills may be more critical to their success in the workplace than those called upon during their first few years in the business world. Knowledge from longitudinal studies should help business schools anticipate graduates’ needs and the needs of the business community. In turn, curriculum decision-makers can more effectively design the curriculum. In addition, longitudinal studies should help business schools to maintain consistently high quality educational programs. 193 A longitudinal study of College of Business graduates would also provide curriculum decision-makers with a unique perspective of graduates’ continuing education needs. Although most large companies have very effective training programs for the continuing education of employees, rising costs and more clearly defined goals may result in many companies relying on higher education to provide for the continuing education of employees. 2. A.similar curriculum study, conducted concurrently, at other business schools. A broad spectrum of institutions, including size of institution, age of students enrolled, geographic location and type of job placements, would provide an opportunity to compare and contrast the courses of study and identify the consistencies, as well as, the inconsistencies in the various curricula. Such an investigation could provide a valuable perspective of the strengths, weaknesses, and unique characteristics of the various business schools. As well, broad spectrum studies could identify the most important skill and knowledge needs of recent graduates on a varied and much broader scale and determine which components of the curriculum are most important to effectively prepare graduates for a wide variety of workplaces and geographical areas. APPENDIX.A QUESTIONNAIRE SENT TO COLLEGE OF BUSINESS GRADUATES REGARDING THE CORE CURRICULUM COLLEGE OF BUSINESS SURVEY OF RECENT GRADUATES Name: (optional) Sex: M F (circle) Age: Major. (0nd: one only) Etimicity. i. Accmmrg/Pm‘ fecsicnal Program in Accountmg' 2.: General Business law/GBL - Pie-Law 2._ Fmame S 52“ Materials ' ' ’ 6.: p 1 . . Mavens! Term/Y r. Started: Term/Yr. Claimed: 1 Employment information: 1. 2 Employer‘s Name City State Scope of Employer's Operations: local __ Natimai __ haematimal How long in cunm position? (Yrs. & Mos.) Job Title: Pleaseprovideabriefdeecriptimofymnmainjcbfimctiaxs) (eghflgahgmmug‘mxnhgetc): Tape of Organization: Please check type of organization based on its major function. ( heck only one): 1. Retailer 2.——- Wholesaler 3. —— Manufacturing/Constmction 4. ___. Utilities/Communicaticn/Transponation 5. __ Ftnancial (banking. insurance. real estate. etc.) 6. __ Service (hotels/restaurams, educational and health care services. accountinybook “wills. etc.) 7. _ Government & Non-Profit Agencies 8. Other (please specify) Did you have full time work experience (excluding summers and intemships) prior to your graduation from college? yes no Please describe: Would you be willing to be interviewed if further information is needed? If so. please include your name and dayorcvcningphoncandbesttimctoreachyou. (Youmaycmoscataiaterdatenottopanicipateinan interview.) 194 ll. instructions for Evaluating Course Objectives The items on the following pages represent a list of objecrives for a number of required business courses. You are requested to make the following decisions about each mum W l. 2 3. 4 5 How well was the objective met? If the course objective was um am or mm am, what is the major reason? 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I I 8.5895 frail 32.8.20 sill“ alanine-nah lineal g axial. 35...! ...:zl. gag 204 $ng min. 2— ZOH—im—UF—w—(m 56> nz< mmfiZv—ZE ¢DO> IOE DO> MZ<=P $255 :6» £5 £2260 “angina a 8228 883 .9. = $8.88. 35 Spa anemia 05 go 5:53 a 0388 o. 8.: 3» 233 .m 2588 :5» 88m 88... €88: 8a «8:59 2.52 so: .8. so» = .N .2582 So» 5298 83:. 688: Ba ”280.3,. 858 1838. as a ”swig £22 a 268.3,. 058% a .8“ 8» = ._ «33¢ 36: again... on. _o 985% he 8332.308 mam—=88“. a: 55 9:965 :5» as.” can... 8» 233 205 APPENDIX B LETTER FROM JONES REGARDING CURRICULUM EVALUATION INSTRUMENT UNIVERSITY OF SOUTH CAROLINA COIUHBIA. SC 29200 COLLEGE OF BUSINESS ADMINISIHAIION UNUEHGRAUUAIE DIVISION II": II Wuhan: CIOse Budding (60.!) 717-2I9I November 27, 1990 Ms. Joanne Mahony 2425 North Wadsworth Lansing, Michigan 48911 Dear Ms. Mahony: I am pleased to learn that you would like to use the curriculum evaluation instrument that I developed during my doctoral research. It is my understanding that you will make appropriate adaption for the curriculum at Michigan State. I wish you success as you pursue your research and hOpe that the evaluation instrument will be useful to you. With kindest regards, ."| 1 I ‘- ((ZMZI))U-..\-‘\,/)f77w¢/ Carolyn S. Jones Director Undergraduate Division P88 the mm" d Scum Carol-no USC Men.- USC SOIIOMICNO. Allende“. USC Bunion. USC caum; Coastal Comma CoIIogo, Conway. USC unculot. USC Swlanbuto. USC Sumtec; USC Unoon. and lb. Manny Campus 206 APPENDIX C COVER LETTERS TO GRADUATES JANUARY 30, 1991 MICHIGAN STATE UNIVERSITY GRADUATE SCHOOL OF BUSINESS ADMINISTRATION EAST LANSING MICHIGAN - 488N411] OFFICE OF THE DEAN January 30, 1991 Dear June 1988 Graduate: As you may be aware, Michigan State University will be converting from the current ten week academic term to a fifteen week semester effective in Fall of 1992. This change necessitates a complete restructuring of the curriculum in the College of Business as you knew it as a student here at M.S.U. This is why we are writing to you at this time. Your graduating class has been selected to help the College of Business in a very important project. Specifically, your input is needed in assessing the objectives of the upper division business core courses required of all B.A. candidates. These courses are: F1 391, MT A 300, MTA 301, MT A 317, MGT 302, MGT 306, MGT 409, GBL 430 and GBL 431. As a recent graduate you have had the opportunity to apply your knowledge and skills to the work setting. We feel that you can provide a valuable perspective to the college and that your views deserve consideration before final curriculum decisions are made about the required core courses. The enclosed questionnaire is lengthy but needs to be comprehensive in order to be of value in our research to evaluate the core course objectives. Your cooperation and frankness in responding to this survey is most important. Would you please complete and return the questionnaire by February 22, 1991? Your assistance in responding to the questionnaire will help us significantly. Please be aware that your responses will be held in strict confidence and no identifying information will be connected with individual responses. Thank you for your assistance in this most important project. Your participation will benefit the students who will follow you in future years. Sincerely, Sincerely, J ' , fiMMiZ’u/LM7/ # ' / James F. Rainey, Associate an oanne M. Mahony C/ for Academic Programs Graduate Student MSU is an Affirmative Action/Equal Opportunity Inuit-Rios 207 APPENDIX D FIRST FOLLOW-UP LETTER TO GRADUATES MARCH 1, 1991 MICHIGAN STATE UNIVERSITY GRADUATE SCHOOL OF BUSINESS ADMINISTRATION EAST LANSING ' MICHIGAN ' «aunt OFFICE OF THE DEAN March 1, 1991 Dear Graduate: We recently mailed you a questionnaire concerning the College of Business core curriculum. For our research to be valid we need a substantial number of replies. Won’t you please help us out by completing the questionnaire now? Your classmates who have returned the questionnaire reported that they were able to complete it in fifteen to twenty minutes. If you have already returned the questionnaire, please accept our thanks. If you have not yet done so, please take the time to do so today. Your opinions are very import to this research project. Thank you for your help! Sincerely, Sincerely, James F. Rainey, Associat an oanne M. Mahony for Academic Programs Graduate Student MSU '- - Allin-olive Action/Equal Opportunity Imam 209 APPENDIX E ADDITIONAL FOLLOW-UP LETTERS TO GRADUATES MARCH 25, 1991 MICHIGAN STATE UNIVERSITY GRADUATE SCHOOL OF BUSINESS ADMINISTRATION EAST LANSING ‘ MICHIGAN - 48824-1”! OFFICE OF THE DEAN March 25, 1991 Dear June 1990 Graduate: Several weeks ago you should have received a questionnaire concerning the core curriculum in the College of Business. Because of the small number of surveys returned, we are again contacting you to encourage your participation. We would like to hear from you! As a recent graduate we feel that you can provide a valuable perspective to the College in assessing the objectives of the upper division business core courses required of all Bachelor of Arts candidates. Your opinions are very important to the success of this project. Enclosed you will find a new survey. The survey takes about 15 to 20 minutes to complete. 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