The Influence of a Transition Framework on College-Level Preparation Strategies Used in University Business Schools: A Case Study
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Authors
Lawrence, Shalane N.
Issue Date
2019-10-18
Type
Thesis
Language
en_US
Keywords
21st century workforce , Business school , College-level preparation , Higher education , Systems-thinking , Transition
Alternative Title
Abstract
The 21st century ushered in changes regarding how people conduct business across the globe and what businesses need from their employees. The extent to which business schools are responding to these changes remains unknown. This qualitative multiple-case study explored the perceptions of business school deans and instructors regarding college-level strategies in their business schools that prepare undergraduate students for the demands of the workplace. The researcher also explored the extent to which elements of Schlossberg's 4S analytical framework (situation, self, support, strategy) influenced college students' preparation strategies at two Connecticut private business schools. Primary data sources for the study included semi-structured interviews. A convenience sample of 16 participants (4 business school deans and 12 business instructors) participated in the study. Interview transcription and analysis revealed clusters of concomitant themes salient to the research study using Schlossberg's 4S analytical framework to organize the data. Findings from the study revealed that university leaders and educators examined factors that establish best practices aligned to 21st century business practices and needs. The four elements of Schlossberg's analytical framework influenced business schools' preparation strategies.
Description
Citation
S.N. Lawrence, "The Influence of a Transition Framework on College-Level Preparation Strategies Used in University Business Schools: A Case Study", Ph.D. dissertation, School of Education, Univ. of Bridgeport, Bridgeport, CT, 2019.