THE-MOST-FINAL-PROJECT-
- 1. The sentiments of Corporate Character Scale among students from different universities towards to Master program Pratik Iyengar, Khan Salman Raza, Elena Trubucheva Abstract: Higher education has gained immense importance in today’s world by the virtue of the dynamism demanded by the Corporate World from Students who choose a particular specialization whilst advancing from the 1st cycle to the 2nd cycle of studies. In order to ensure a detailed understanding of the relationship between students and their choices of Master programs, it is imperative for Deans or Management Boards of Higher Education Institutions to be well aware of all possible sentiments of the Corporate Character Scale (CCS) and their significance among students across different Universities towards Master programs. To find a solution to the main research goal, we performed descriptive and inferential analysis in order to draw inferences with regards to the correlations between variables (dimensions) and to test the truthfulness and applicability of hypotheses that we formulated. Further, to attain a legitimate solution to the main research question, it was purposive to understand the influence of other variables on the Corporate Character Scale which is basically an amalgamation of all possible sentiments. This survey was conducted to collect the data involved a sample of 100 students from a total of 139 students that enrolled in two academic years of four different universities. Hence, we conclude that the Corporate Character of our respondents is dominated by positive dimensions of agreeableness and chic, however chic has snobbery as the only negative facet associated with it and almost dimensions have a positive and strong relationship with Corporate Character of Master Program. In the end, it is possible to say with a statistical significance that there is a positive correlation between dimensions and Corporate Character of Master Program. Keywords: Master Program, Corporate Character Scale, sentiments, Higher Education, dimensions. I.INTRODUCTION Higher education has emerged as an indispensable experience in the life of an individual seeking knowledge and expertise in today’s world by the virtue of the versatility necessitated by the Corporate World from Students who choose a particular specialization whilst advancing from the Bachelor level to the Masters level of studies. In order to ascertain a detailed understanding of the relationship between students and their choices of Master programs, it is imperative for Higher Education Institutions to be familiarized with all possible sentiments of the Corporate Character Scale (CCS) and their importance among students across different Universities towards Master programs. In this case study, using empirical data were collected from random 100 students from a total of 139 students that enrolled in two academic years of four different universities, such as Polytechnic Institute of Braganca, Polytechnic Institute of Cavado and Ave, Polytechnic Institute of Porto and Polytechnic Institute of Viana do Castelo. To collect the data a survey was conducted applying a questionnaire in the classroom, between September 2016 and January 2017. In order to answer to the main objective of the study, this paper is organized into three sections. First, an overview of the relevant literature on relevance of Master Program and the importance of student’s sentiments towards to Master Program. In the second section, are provided information about the methodology used and the results of analysis. The paper concludes with some considerations and some evidences of research that can be relevant to develop in the future. II. LITERATURE REVIEW Quality management systems in higher education are based on the fulfilment of the stakeholders' needs and expectations. Thus, HEIs should identify their customers and establish processes to determine their specific needs (Duque ,2013; Quinn, Lemay, Larsen, & Johnson, 2009; Sahney, Banwet, & Karunes, 2004). Student's roles in the higher education system are the subject of many discussions in the higher education quality literature. Some authors argue that students are customers, as in other service industries, because they pay a significant amount for their education (Kanji & Tambi, 2009). Other researchers claim that students are products of the higher education system (Harris, 1992). Recent studies accept the definition of students-as-a-customers in higher education, pointing out that students share responsibility for the results they obtain in the education process (Eagle & Brennan, 2007; Elassy, 2013). Allen Brown (1997) thinks that over the past few years the number of universities the world over has increased as a result of polytechnics and some colleges of higher education being reclassified as universities. Consequently, there are now considerably more opportunities in all aspects of higher education, including education to Master’s degree level. There is every indication that this expansion will continue for foreseeable future. Higher education has gained immense importance in today’s world by the virtue of the dynamism demanded
- 2. by the Corporate World from Students who choose a particular specialization whilst advancing from the 1st cycle to the 2nd cycle of studies. Dave Ellis (2014) suggested that as students begin their Education in the Master Program, they embrace a new culture and need new tools to be successful. According Clinton Conrad, Jenifer Grant Haworth and Susan Bolyard Millar (1993) Master’s programs could be categorized as follows: a) Career advancement programs: Master’s programs that focus on providing the student with practical skills for well-understood career opportunities. b) Ancillary programs: Master’s programs that are defined largely in relation to, and are typically subordinated to, doctoral programs. The master’s program is frequently used as a screen for doctoral program. c) Apprenticeship programs: These Master’s programs often coexist with doctoral programs and may even be found in research-intensive institutions. d) Community-centered programs. Some master’s programs are focused on creating for their participants not only an arena of intellectual engagement but also a strong sense of giving the communities in which they work. In order to ensure a detailed understanding of the relationship between students and their choices of Master programs, it is imperative for Deans or Management Boards of Higher Education Institutions to be well aware of all possible sentiments of the Corporate Character Scale (CCS) and their significance among students across different Universities towards Master programs. III. RESEARCH METHODOLOGY A. Study Objective and Research Hypothesis To find a solution to the main research goal, what are the sentiments or emotions that students possess towards the selection of a Master program and what is their significance on the Corporate Character Scale, we performed descriptive and inferential analysis in order to draw inferences with regards to the correlations between variables (dimensions) and to test the truthfulness and applicability of hypotheses that we formulated. Further, to attain a legitimate solution to the main research question, it was purposive to understand the influence of other variables on the Corporate Character Scale which is basically an amalgamation of all possible sentiments. For this purpose, we formulated numerous research hypotheses as depicted in the table 4 below: Table 1. Hypothesis tested № Research Hypothesis H1 Students have a positive Corporate Character H2 There are differences in opinions ofstudents fromdifferent specializations about Corporate Character H3 There are differences between opinions ofmales and females about Corporate Character H4 There are differences between opinions ofpeople ofdifferent age groups about Corporate Character H5 There is inequality in the impact ofCorporate Character among people from different marital status H6 There is inequality in the impact ofCorporate Character among people from different universities H7 There is variability in influence ofCorporate Character between students from first curricular year and second curricular year B. Description of Data Collection and Data Analysis The instruments used in this study were structured in two parts. The first part focused on student’s profile (gender, age, marital status and etc.); and the second part include a group of 49 questions that will measure Corporate Character Scale to Assess Master Program according to significance of students’ sentiments and the five point Likert scale from 1 ‘Strongly disagree’ to 5 ‘Strongly agree’ was used to measure each item. To collect the data a survey was conducted applying a questionnaire in the classroom, between September 2016 and January 2017. In order to select a sample, a random sampling approach was used. To the sample belong 100 students from a total of 139 students that enrolled in two academic years of four different universities. The authors identified potential dimensions of Corporate Character to assess Master Program first by looking for those common among all students and which were reflected in the human personality literature. For example, the most obvious was that labeled ‘agreeableness’ in human personality. The only negatively valanced dimension of Corporate Character is Ruthlessness that was used to describe a negative Corporate Character of Master Program. Words or phrases used to describe these 7 dimensions were taken from the various literatures, concentrating on those common to validated scales, as potential items for the proposed instrument. The authors’ overall approach to the detail of scale development mirrors the various stages recommended by Churchill (1979) and Spector (1992). Table 2. The Corporate CharacterScale: Dimensions, Facets andItems Dimension Facet Item Agreeableness Warmth Friendly, pleasant, open, straightforward Empathy Concerned, reassuring, supportive, agreeable Integrity Honest, sincere, trustworthy, socially responsible Enterprise Modernity Cool, trendy, young Adventure Imaginative, up-to-date, exciting, innovative Boldness Extrovert, daring Competence Conscientiousness Reliable, secure, hardworking Drive Ambitious, achievement oriented, leading Technocracy Technical, corporate Chic Elegance Charming, stylish, elegant Prestige Prestigious, exclusive, refined Snobbery Snobby, elitist Ruthlessness Egotism Arrogant, aggressive, selfish Dominance Inward-looking, authoritarian, controlling Informality None Casual, simple, easy-going Machismo None Masculine, tough, rugged An exploratory descriptive statistics and inferential techniques to define the significance of sentiments as well as the existence of correlation or differences between variables was made. By always having the non- infringement of assumptions intended to apply parametric tests: namely the T-student test in order to analyze whether students have a positive Corporate Character. Second type of used test is about differences in opinions of students from different specializations about Corporate Character (Mann-Whitney U for two independent samples as nonparametric test because samples don’t
- 3. follow normal distribution and n≥30). When not validated the application of the assumptions of parametric tests and for three or more independent samples a nonparametric test it was applied, the Kruskal-Wallis test. For the application of this test there is a need of sample size for independent sample which is greater or equal to 30 elements and verify that follows the normal distribution, resorting to the Kolmogorov-Smirnov test (as samples don’t follow normal distribution, there are two independent samples and n≥30 we used Spearman’s Correlation Coefficient). In all analysis, in order to make decisions concerning the different research hypotheses a significance level of 5 % was assumed. IV. EMPIRICAL RESULTS AND ANALYSIS A. Student Profile Data were collected from random 100 students from the Polytechnic Institute of Braganca, Polytechnic Institute of Cavado and Ave, Polytechnic Institute of Porto and Polytechnic Institute of Viana do Castelo. According with the information presented in Table 3, the random sample included 36 male students (36 %) and 64 female students (64 %), were between the ages of 21 and 54 years old. Furthermore, in the Table 3 is possible to observe that 76 % belonged to Management scientific field and the rest came from Accounting and Finance (24 %). 90 % of 100 students were attending the 1st academic year of Master program and 9 % the 2nd academic year. Table 3. Respondents profile Variable n Percent of Sample Variable n Percent of Sample Gender Master Male 36 36 % Management 76 76 % Female 64 64 % Accounting and Finance 24 24 % Marital Status Curricular Year Single 74 74 % 1st Year 90 90 % Married 23 23 % 2nd Year 9 9 % Divorced 3 3 % Age Higher education institution <=23 26 26 % Polytechnic of Bragança 46 46 % 24-31 41 41 % Polytechnic of Cávado e do Ave 10 10 % 32-39 19 19 % Polytechnic of Porto 13 13 % 40-47 11 11 % Polytechnic of Viana do Castelo 31 31 % +48 2 2 % B. Descriptive Analysis In our descriptive analysis, we took into consideration the various facets (facets are fabricated by combining up to 4 items or sentiments that they imply) that would give us more information about the positive or negative aspects in terms of perception of the Master program by students. We recorded the mean and standard deviation for each of the facets to get an average value among all students.This value would represent the average value of the facet for the entire sample and would give us a general idea about the significance of the facet as a part of the character scale. Through the descriptive analysis showed in Table 4, it was found that popular response was close to 3 and 4 and so in Likert scale corresponded to ‘Agree’ and produce a positive feel and attitude. Also, the overall satisfaction achieved a 3.60 points (standard deviation 0.996), that is very gratified. The «egotism» facet was one that obtained high value with a mean of 6.07 points (standard deviation 8.667), followed by «snobbery» (4.69 points of average; 8.224 of standard deviation). The item that achieved a low average was «boldness» with 3.10 points and 0.670 for the standard deviation. Table 4. Descriptive Analysis that Measure the Corporate Character Scale № Facets Mean Std. Deviation If Master Programcame to life as a person, it would have the following facets of personality: 1 Warmth 3,62 ,561 2 Empathy 3,60 ,662 3 Integraty 3,63 ,722 4 Modernity 3,43 ,675 5 Adventure 3,43 ,711 6 Boldness 3,10 ,670 7 Conscientiousness 3,69 ,774 8 Drive 3,50 ,703 9 Technocracy 3,68 ,802 10 Elegance 3,25 ,698 11 Prestige 3,29 ,584 12 Dominance 3,73 4,489 13 Egotism 6,07 8,667 14 Snobbery 4,69 8,224 Overall Corporate Character Scale 3,60 ,996 C. Inferential Analysis To achieve the purpose of the study and answer the research hypothesis we used the inferential analysis. To start, we divided the variables into two levels; the first level included variables connected to the individual students’ personal characteristics (gender, age, academic year and etc.) while the second level included the sentiments of students regarding Master Program. This level included the sum of answers of the main question of used questionnaire «If Master Program came to life as a person, what would his/her personality be like?». According with the values presented in Table 5, almost all hypotheses were validated apart from 1st and 6th. Results of truthfulness of 1st hypothesis showed that students have a positive Corporate Character, as p ≤ 0,05 and mean = 3,6 points while theoretical value was 3 points. According to other hypotheses from 2nd to 7th (apart from 6th) we concluded that there aren’t differences in opinions of students from different specializations, gender, age groups, marital statuses and curricular years. However, according 6th hypothesis there is inequality in the impact of Corporate Character among people from different universities (as p≤ 0,05).
- 4. Table 5. Validation of hypothesis № Variables Test p-value Results H1 Corporate Character t-Student p≤0,05 Not Validated H2 Corporate Character & Master program Mann-Whitney U for two independent samples p≥0,05 Validated H3 Corporate Character & Gender Mann-Whitney U for two independent samples p≥0,05 Validated H4 Corporate Character & Age Kruskal Wallis Test p≥0,05 Validated H5 Corporate Character & Marital Status Kruskal Wallis Test p≥0,05 Validated H6 Corporate Character & Higher education Kruskal Wallis Test p≤0,05 Not Validated H7 Corporate Character & Curricular year Mann-Whitney U for two independent samples p≥0,05 Validated Note: 5% Level of significance assumed (a=0.05). In order to determine the correlation between different dimensions and Corporate Character to assess Master Program it was produced the Spearman correlation coefficient, as the assumption of normality is violated. It was discovered that the significance of chic and agreeableness is the most in the Corporate Character because r=0,777 and r=0,763. The significance of enterprise and competence has an average level as r=0,685 and r=0,710. Eventually the significance of ruthlessness, informality and machismo is the least (r=0,394, r=0,422 and r=0,173). Hence, we conclude that the Corporate Character of our respondents is dominated by positive dimensions of agreeableness and chic, however chic has snobbery as the only negative facet associated with it and almost all dimensions have a positive and strong relationship with Corporate Character of Master Program. Table 6. Spearman correlation coefficient (n=100) № Dimensions Correlation coefficient If Master Programcame to life as a person, it would have the following dimensions of personality: 1 Agreeableness ,763 2 Enterprise ,685 3 Competence ,710 4 Chic ,777 5 Ruthlessness ,394 6 Informality ,422 7 Machismo 0,116 In this end it is possible to say with a statistical significance that there is a positive relationship between dimensions and Corporate Character of Master Program. (Table 6, Figures 1-2). Figure 1. Spearman correlation coefficient (n=100) Figure 2. Overall Corporate Character Scale V.CONCLUSION, LIMITATION AND FUTURE RESEARCH The purpose of this study was to ensure a detailed understanding of the relationship between students and their choices of Master programs, as it is imperative for Deans or Management Boards of Higher Education Institutions to be well aware of all possible sentiments of the Corporate Character Scale (CCS) and their significance among students across different Universities towards Master programs. To find a solution to the main research goal, we performed descriptive and inferential analysis in order to draw inferences with regards to the correlations between variables (dimensions) and to test the truthfulness and applicability of hypotheses that we formulated. In this case study, using empirical data were collected from random 100 students from a total of 139 students that enrolled in two academic years of four different universities, such as Polytechnic Institute of Braganca, Polytechnic Institute of Cavado and Ave, Polytechnic Institute of Porto and Polytechnic Institute of Viana do Castelo. To collect the data a survey was conducted applying a questionnaire in the classroom, between September 2016 and January 2017. According to descriptive analysis the popular response was close to 3 and 4 and so in Likert scale corresponded to ‘Agree’ and produce a positive feel and attitude. Also, the overall satisfaction achieved a 3.60 points (standard 0 0.2 0.4 0.6 0.8 Agreeableness Enterprise Competence ChicRuthlessness Informality Machismo
- 5. deviation 0.996), that is very gratified. The «egotism» facet was one that obtained high value with a mean of 6.07 points (standard deviation 8.667), followed by «snobbery» (4.69 points of average; 8.224 of standard deviation). The item that achieved a low average was «boldness» with 3.10 points and 0.670 for the standard deviation. In order to determine the correlation between different dimensions and Corporate Character to assess Master Program the Spearman correlation coefficient was produced, as the assumption of normality is violated. It was discovered that the Corporate Character of our respondents is dominated by positive dimensions of agreeableness and chic, however chic has snobbery as the only negative facet associated with it and almost dimensions have a positive and strong relationship with Corporate Character of Master Program. In the end, it is possible to say with a statistical significance that there is a positive relationship between dimensions and Corporate Character of Master Program. REFERENCES Alves, H., & Raposo, M. (2007). Conceptual Model of Student Satisfaction in Higher Education. Total Quality Management & Business Excellence, 18(5): 571-588. Allen Brown (1997). Gaining the Master’s degree: How do invest in your own future. Student handbooks, 15-16. Asif, M., & Searcy; C. (2014). Determining the Key Capabilities Required for Performance Excellence in Higher Education. Total Quality Management & Business Excellence, 25(1-2): 22-35. Clinton Conrad, Jenifer Grant Haworth, Susan Bolyard Millar (1993). A Silent Success: Master’s Education in the United States. The Johns Hopkins University Press, 24-25. Churchill, G.A., Jr. (1979) ‘A paradigm for developing better measures of marketing constructs’, Journal of Marketing Research, 64–73. Dave Ellis (2014). Becoming a Master Student. 15th Edition. Cengage learning, 265-267. Duque, L.C. (2013). A framework for analyzing higher education performance: Students’ satisfaction, perceived learning outcomes, and dropout intention. Total Quality Management and Business Excellence, 25(1–2), 1–21. Eagle, L., & Brennan, R. (2007). Are students customers? TQM and marketing perspectives. Quality Assurance in Education, 15(1), 44–60. Elassy, N. (2013). A model of student involvement in the quality assurance system at institutional level. Quality Assurance in Education, 21(2), 162–198. Kanji, G.K., & Tambi, A.M.A. (1999). Total quality management in UK higher education institutions. Total Quality Management, 10(1), 129–153. Owlia, M.S., & Aspinwall, E.M. (1996). Quality in higher education – a survey. Total Quality Management, 7(2), 161–171. Quinn, A., Lemay, G., Larsen, P., & Johnson, D.M. (2009). Service quality in higher education. Total Quality Management, 20(2), 139–152. Sahney, S., Banwet, D.K.& Karunes, S. (2004). Conceptu alizing total quality management in higher education. The TQM Magazine, 16(2), 145–159. Spector, P.E. (1992) ‘Summation Rating Scale Construction: An Introduction’, Sage Publications, Newbury Park, CA.