Perceptions of Career Success among International Graduates of a Top U.S. MBA Program

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Autor/in	Kingham, James C.
Titel	Perceptions of Career Success among International Graduates of a Top U.S. MBA Program
Quelle	(2019), (131 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, New York University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-1557-9
Schlagwörter	Hochschulschrift; Dissertation; Career Development; Foreign Students; Study Abroad; Masters Programs; Business Schools; International Education; Business Administration Education; Enrollment Trends; Occupational Aspiration; Selective Admission; Graduates; Phenomenology; Competition; Networks; Occupational Mobility; Labor Market; Barriers; Public Policy; Employment Opportunities; Career Counseling; Graduate Students; New York (New York) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Berufsentwicklung; Studies abroad; Auslandsstudium; Magister course; Magisterstudiengang; Internationale Erziehung; Berufsneigung; Berufsziel; Bildungsselektion; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Phenomenological psychology; Phänomenologie; Psychologie; Wettkampf; Berufliche Mobilität; Labour market; Arbeitsmarkt; Öffentliche Ordnung; Berufschance; Beschäftigungschance; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Market forces have spurred an ever-increasing number of students in developing countries to pursue higher education overseas. The United States is by far the top destination for international students, and American universities rely on international students to fill their classrooms, diversify their campuses, and enhance their global institutional brand. Schools of business have been particularly enthusiastic in their pursuit of internationalization and in enrolling foreign students. At the graduate level, business is by far the most popular discipline in American higher education, and among international students it is second only to engineering. International candidates enroll in American MBA programs with high expectations for their personal growth and career development.To gain insight into the experiences of international MBA students, this research focused on international graduates from one of the most selective business schools in the United States: New York University's Leonard N. Stern School of Business (NYU Stern). The aim of the study was to learn more about international graduates' perceptions of career success and reasons for pursuing the MBA degree. Utilizing an interpretive phenomenological approach, the study consisted of semi-structured interviews with 17 former international students who graduated from the NYU Stern MBA program between 2012 and 2016. A qualitative analysis of the interview transcripts yielded six key themes of career success, including the importance of: 1) Having a Powerful Network, 2) Controlling Your Own Destiny, 3) Global Mobility, 4) Having Many Options, 5) Possessing a Competitive Advantage, and 6) Stability and Enjoyment. At the same time, participants noted the challenges they faced in the job market as a result of U.S. work visa restrictions, which curtailed their employment options relative to their American peers. While the study reaffirms the transformative career growth that American MBA programs offer, results suggest that business schools should do more to manage international students' career expectations prior to enrollment. Career services practitioners should also offer more individualized support for international students--particularly given their diverse goals, their complex notions of career success, and the unique challenges they face once enrolled. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01