FATT · Factors Affecting Training Transfer

Factors Affecting Training Transfer

I - Background Practical application of newly gained knowledge and skills, also referred to as 'transfer of training' is of great concern in training issues generally, and in MBA programmes particularly. In the era of global business environment, MBA has been one of the most popular official business training programs in the world, especially in the knowledge-based economy today. MBA programmes do not only aim at enhancing the quality of current task and work performance but also support the competence development of trainees in order to meet the demands of the future. Thus, the question is if and under what conditions, MBA programmes really reach these high ambitions. As the cost of an MBA programme is high, the choice of a proper MBA programme is important for MBA students and their sponsors / (potential) employers - hereinafter jointly referred to as MBA customers. Choosing an MBA programme also aims to make effective use of what they have invested in. The choice made by MBA participants is often significantly based on a range of factors such as syllabuses, prospectuses, and guidance from business school and MBA programmes, which - most of them - can be seen on the respective websites. Also, other useful information sources of decisions are certification and rankings made by third parties. Amongst them, the MBA ranking is an important indicator because it expresses the reputation, experience and track record of MBA programs that attract participants and convince their sponsors and/or employers. In this study, ranking was considered as the starting point of this study. Several publications such as the Financial Times, Business Week, the Economist and the Wall Street Journal, etc. produce their own rankings, based on different sets of criteria. These criteria cover 'concepts' like the quality and characteristics of incoming students (e.g. GMAT, work experience), program design and process (e.g. faculty characteristics, programme facilities), and programme outcomes (e.g. transfer of training, career results, aims achieved). Those criteria are important for the candidates. However, since this information is used to sell the MBAs, they all sound great of course, resulting in difficulties when MBA customers have to choose the best MBA to meet their objectives (Camuffo, Gerli and Chiara, 2006). Therefore, there is increasing concern about whether these ranking criteria really comply with the demands / high ambitions of MBA customers? Should attention be given to other crucial but unseen factors in making the choice of a specific MBA as to reach a better understanding of the demands of MBA customers? The aim of this study was to determine and validate the following questions: - What are the important characteristics of an MBA programme that students consider when making their choice? - What are the important characteristics of an MBA programme that employers want to target for when recruiting MBA graduates? - What are the important common characteristics of an MBA programme that are looked for by both students and employers? II - Research approach Firstly, based on the ranking bodies such as the Financial Times, Business Week, the Economist and the Wall Street Journal, a comprehensive review of ranking parameters typically used in the top EU MBA programmes was built. This helps to understand how the business schools / MBAs try to sell themselves on the websites / advertising documents/brochures, etc, in the market. Secondly, the author's think-tank was established, based on a various sources such as: (1) the comprehensive review of the arguments used in the 'self selling' process on the websites / advertising documents/brochures, of MBAs; (2) by using a systemic and network analysis, validated by bibliography search and data mining; (3) by using my own knowledge and experience about MBA programmes (based on my PhD thesis 2010), and (4) by having discussions between the authors and the professors of Universiteit Antwerpen, Belgium and Universiteit Maastricht, the Netherlands. This helps to identify a set of practice-based of possible factors that MBA customers want to target to pursue a MBA. Thirdly, a closed-question questionnaire based on the authors think-tank and FT ranking parameters then was developed. This helps to identify the comprehensive and possible needs and motivations that MBA customers want to target to select a specific MBA. Financial Time ranking is considered as one of the most well-known and used reliable sources of information regarding MBA rankings. Only business schools with a strong international orientation and a high reputation are eligible for FT ranking. Moreover, data supplied by schools is audited by a major accounting firm, giving a higher degree of confidence in the accuracy of this information. Other available rankings made by business magazines like Business Week, the Economist, etc. use almost the same criteria. Finally, based on this questionnaire, the exploratory surveys were carried out. The goal of these surveys is to validate a set of the expectations of MBA customers regarding the characteristics of choosing MBA programme, aiming at answering the research questions. Samples (target population) of the survey included: (1) freshly enrolled MBA students; and (2) the potential MBA employers / recruiters. The MBA students came from several MBA programmes such as the Maastricht School of Management (MsM) in the Netherlands, Vlerick Leuven Gent Management School, Hogeschool - Universiteit Brussel (HUB), Solvay of MBAs (Universite Libre de Bruxelles) in Belgium, and Leeds MBA in United Kingdom. The MBA employers / recruiters came from diverse human resources professional bodies in the Netherlands and Belgium. III - Project achievements I have surveyed students and industry recruiters / employers. In fact, they are very busy, especially recruiters / employers. Thus, it was very difficult to ask them filling in the questionnaires. However, with all my efforts and self-motion, I have achieved an impressive response rate. For example, I have had 122 feedbacks (response rate of 70 %) from European MBA students from several European MBA programmes as mentioned above; and 81 feedback (response rate 74 %) from employers / recruiters. The study has provided an empirical evidence of factors that meet more satisfactorily and precisely the European MBA stakeholders' expectations, when it comes to selecting an MBA programme. In turn, this set of factors is selling points for establishing a competitive advantage for European MBA programmes. This study thus contributes to improve the European MBA education industry by increasing their market value and maintaining competitive advantages, which in turn, contribute to the creation of a competitive knowledge economy and society in Europe. Since the study was carried out with samples from multiple EU countries (Belgium, the Netherlands, Germany and United Kingdom, etc.) it sheds light on to what extent MBA degrees, EU practices and results are unique, and what trends may be expected as the globalisation and convergence of business continues. The research results also help theoreticians to design the European MBA programme in a clearer and more structured manner. Finally, the research provides empirical evidence to drive future research and practice, and its results contribute to the progress of educational science and better practice. Reference Camuffo, A., Gerli, F., and Chiara, F. (2006). Tracking careers to improve competency-based management education: A longitudinal study of Italian MBAs. In Charles Wankel & R. DeFillippi (Eds.) New Vision of Graduate Management Education. Greenwich, Connecticut: IAP-Information Age Publishing.

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