This dissertation looks at how well do the institutions support their top ranked IMBA programs, the commitment of the institution to those programs, and their individual level of internationalization of the program. A qualitative interview survey of the deans or directors of individual IMBA programs and a quantitative review of the IMBA program requirements and components are made. The purpose of these tasks is to identify support for the IMBA programs, the content of those programs, the commitment of the institutions, and their individual level of internationalization. The qualitative portion of this study was to develop a method of identifying an institutions position as to internationalization of their program. Mintzberg in his book Managers not MBAs a hard look at a soft practice of managing and management development , offers characteristics and descriptions of what he considers necessary for a program to be considered international. The necessary items are diversified students; a truly international faculty; the program should be offered at different geographic locations; and finally, the institution has to be supportive of context, culture and philosophy, as they indicate commitment to internationalization by the institution. It is this item, how the institutions support their program, which is used to explore how international an institution’s program is. Interviews with IMBA deans or directors were held to bring out both current and source-level data regarding the institutions focus via the mission and vision type statements and administration of direction of the IMBA program. The data was reviewed and coded to reflect the institutions mission or vision statements, identify actions taken, and discover how they were supported. The second task was to quantitatively identify the academic components of an IMBA education and develop a standardized program guideline requirements of those requirements unique to an international MBA. The data was dissected into prerequisites for admission and program offerings or curriculum directly related to the international education. By looking at the individual academic requirements one program can be compared to another, conclusions made, and a way to measure each program produced. A matrix of the top IMBA programs and their individual components is created for examination.
|Subjects||Management; Business education; Higher education|
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