MBA program enrolment as a catalyst for boundaryless career goals (part one)
Bibliographic record
Abstract
Purpose – Further investigation of the thoughts and attitudes contributing to the voluntary pursuit of an MBA degree and career change is necessary to better understand career motivations and to satisfy career goals. This two-part article attempts to achieve this objective. Design/methodology/approach – Factors contributing to the cognitive decision to enrol in an MBA program and the subsequent impact of self-discovery gained on program entry on career strategy were explored using a 32-question survey based on empirical research findings. Findings – Part-time and full-time MBA students exhibited differences in decision criteria applied for MBA program entry. Following program enrolment, opportunities for career growth led to upward goal revision and increasingly focused goals. Research limitations/implications – Participation was potentially limited by survey distribution during a demanding academic period where many project reports and group presentations were due. A single MBA program in the downtown Montreal area may not be representative of all programs in the population. Practical implications – Anchoring individual career identity and social identity has become increasingly complex as employers in many industries undergo continuous transformational change. Social implications – Integration within the work environment of identified career roles requires additional attention to validate an individual's strategic career efforts. Originality/value – Surveying MBA candidates about career decisions and goal-revision allows for a valuable “snapshot” of career evolution over time. By promoting increased self-awareness, applied knowledge gained through MBA program activities acts as a catalyst for self-efficacy beliefs which results in upward distal goal-revision or increased goal focus.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".