appendices margarida morÃo – 1498£o_anexos_2015.pdf! 3! 4.4.2 household characteristics 30...

A Work Project, presented as part of the requirements for the award of a Masters Degree in Management from Nova School of Business and Economics

STUDENTS’ CHOICE OF A MASTER IN MANAGEMENT IN PORTUGAL: a means-end chain approach

Appendices

MARGARIDA MORÃO – 1498

A project carried out under the supervision of: Professor Elizabete Cardoso

January 7, 2015

2

TABLE OF CONTENTS

1 Master in management in Portugal 4

1.1 Program offer in 2014/2015 4

1.2 Program offer in 2004/2005 5

2 Laddering interview and its analysis: an example 6

2.1 Excerpt of a hypothetical interview in a wine cooler study 6

2.2 Converting the raw interview data into ladders 6

3 Methodology 7

3.1 Laddering interviews: guide, probes and blockages 7

3.1.1 Interview guide 7

3.1.2 Positive and negative probes 8

3.1.3 Overcoming blockages 9

3.2 Summary tables of attributes (A), consequences (C), and values (V) 11

3.3 Internet-based questionnaire 12

4 Discussion of results 18

4.1 Sample composition and its descriptive statistics 18

4.1.1 Demographic variables: age, gender, and nationality 18

4.1.2 Bachelor and master in management programs 18

4.2 Relative importance of attributes and values 19

4.3 Dominant attribute-consequence-value (A-C-V) chains 20

4.3.1 Links identified at the attribute-consequence (A-C) level 20

4.3.2 Links identified at the consequence-value (C-V) level 21

4.3.3 A-C-V chains with a cut-off of 60% at the A-C and C-V levels 22

4.3.4 Dominant A-C-V chains starting from top-three As 23

4.4 Group definition, its dominant A-C-V chains and comparative statistics 24

4.4.1 Demographic variables 24

4.4.1.1 Age 24

4.4.1.2 Gender 26

4.4.1.3 Nationality 28

3

4.4.2 Household characteristics 30

4.4.2.1 Academic qualifications 30

4.4.2.2 Professional occupation 32

4.4.3 Secondary education 34

4.4.3.1 Type of school 34

4.4.3.2 Extracurricular activities 36

4.4.4 Bachelor program 38

4.4.4.1 Field of studies 38

4.4.4.2 Higher Education Institution (HEI) 40

4.4.4.3 Academic performance 42

4.4.5 Master in management program 44

4

Appendix 1. Masters in management in Portugal

1.1 Program offer in 2014/2015

System Institution Name of Institution Program

Public Polytechnic Politécnico da Guarda (ESTG) Gestão

Public Polytechnic Politécnico de Leiria (ESTG) Gestão

Public Polytechnic Politécnico de C. Branco (ESG) Gestão de Empresas

Public Polytechnic Politécnico de Lisboa (ISCAL) Gestão Empresarial

Public University Univ. de Lisboa (ISCTE) Gestão

Public University Univ. da Beira Interior Gestão

Public University Univ. de Aveiro Gestão

Public University Univ. de Coimbra (FE) Gestão

Public University Univ. de Évora (ECS) Gestão

Public University Univ. de Trás-os-Montes (ECHS) Gestão

Public University Univ. do Porto (FE) Gestão

Public University Univ. Nova de Lisboa (FE) Gestão

Public University Univ. de Lisboa (ISCTE) Gestão de Empresas

Public University Univ. dos Açores Gestão de Empresas

Public University Univ. do Algarve (FE) Gestão Empresarial

Private Polytechnic Inst. Superior Administração e Gestão Gestão de Empresas

Private University Inst. Superior de Gestão Gestão

Private University Univ. Atlântica Gestão

Private University Univ. Católica (C. R. das Beiras) Gestão

Private University Univ. Católica (FCEE) Gestão

Private University Univ. Católica do Porto (FEG) Gestão

Private University Univ. Lusíada Gestão

Private University Univ. Lusófona do Porto Gestão

Private University Univ. Portucalense Gestão

Private University Univ. Lusíada de V. N. Famalicão Gestão

Private University Univ. Lusíada do Porto Gestão

Private University Inst. Universitário da Maia Gestão de Empresas

Private University Univ. Autónoma de Lisboa Gestão de Empresas

Private University Univ. Lusófona Gestão de Empresas

Source: Forum Estudante. 2014. “Guia dos Mestrados 2014/2015”.

5

1.2 Program offer in 2004/2005

System Institution Name of Institution Program

Public University Univ. de Trás-os-Montes (ECHS) Gestão Public University Univ. de Coimbra (FE) Gestão Public University Univ. de Évora (ECS) Gestão Public University Univ. de Lisboa (ISCTE) Gestão Public University Univ. do Minho Gestão de Empresas Public University Univ. do Algarve (FE) Gestão Empresarial Private University Univ. Católica (C. R. das Beiras) Gestão Private University Univ. Lusíada Gestão

Source: Forum Estudante. 2004. “Guia das Pós-Graduações 2004/2005”.

6

Appendix 2. Laddering interview and its analysis: an example

2.1. Excerpt of a hypothetical interview in a wine cooler study

Interviewer: You said you prefer a cooler when you get home after work because of the full-bodied taste. What’s so good about a full-bodied taste after work?

Respondent: I just like it. I worked hard and it feels good to drink something satisfying.

Interviewer: Why is a satisfying drink important to you after work?

Respondent: Because it is. I just enjoy it.

Interviewer: What would you drink if you didn’t have a cooler available to you?

Respondent: Probably a light beer.

Interviewer: What’s better about a wine cooler as opposed to a light beer when you get home after work?

Respondent: Well, if I start drinking beer, I have a hard time stopping. I just continue on into the night. But with coolers I get filled up and it’s easy to stop. Plus, I tend to not eat as much dinner.

Interviewer: So why is continuing to drink into the evening something you don’t want to do?

Respondent: Well if I keep drinking I generally fall asleep pretty early and I don’t get a chance to talk to my wife after the kids go to bed. She works hard with the house and kids all day—and it’s really important that I talk to her so we can keep our good relationship, our family life, going.

2.2. Converting the raw interview into data ladders

(A) Full-bodied taste à (C) Filled up, easy to stop drinking à (C) Consume less alcohol à (C) Don’t fall asleep à (C) Able to talk to my wife à (V) Good family life

Source: Laddering: A “How to Do It” Manual – with a Note of Caution, by Abrafi Saaka, Chris Sidon and Brian F. Black, Methodology Series, Cleveland State University, February 2004.

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Appendix 3.1. Laddering interviews: guide, probes and blockages

3.1.1. Interview guide

Good morning/afternoon.

My name is Margarida Morão and I am currently a master in management student at

Nova School of Business and Economics. I am in my thesis semester, and I am

conducting a research project on master in management programs.

For this purpose, I would like to interview you for approximately one hour. I will

conduct a laddering interview, which means that I will ask you an initial question and

then ask you a lot of why’s. Please keep in mind that there are no right or wrong

answers and that you are free to say whatever comes to your mind on this subject.

I would like to ask your permission to record our conversation. It will remain

anonymous and you will not be contacted further past this interview.

Initial question: “What are the most important attributes or characteristics of the master

program you chose to pursue?”

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3.1.2. Positive and negative probes

Positive probing:

“Why is that important to you?”

“How does that help you out?”

“What do you get from that?”

“Why do you want that?”

“What happens to you as a result of that?”

“How does that make you feel?”

Negative probing:

“Why is that a negative to you?”

“How does that interfere with what you are doing?”

“What’s wrong with that?”

Turning the discussion from negative to positive:

“Why do you want to avoid that?”

9

3.1.3. Overcoming blockages

During interviews, respondents were often unable to proceed to higher levels of

abstraction. Interviewer’s reactions, verbal and non-verbal, were maintained as neutral,

and several techniques suggested by Reynolds and Gutman (2001) were used to

overcoming blocking.

1. Negative laddering

Negative probing consists of asking the respondent what would happen if they were not

able to achieve a certain positive consequence.

Interviewer: You said that during your bachelor there were 300 people in one classroom, and that here (at Nova SBE) is different. Why is that different?

Respondent: At Nova SBE we are about 40 or 50 students, top, in most classes.

Interviewer: And why is that important to you?

Respondent: I don’t know… During my bachelor nobody knew each other, and nobody really knew the teacher.

Interviewer: What’s the benefit of students and teachers knowing each other?

Respondent: It’s just better…

Interviewer: Why wouldn’t you prefer to have classes of 300 students in the master?

Respondent: It’s too many students. I am a shy person, and I wouldn’t feel confortable in expressing my thoughts and my doubts. And I would probably not even have a chance to speak.

Interviewer: And how would you feel if you didn’t have the chance to speak?

Respondent: I would feel annoyed because sometimes I don’t agree with the things that are being said. I believe that everyone has interesting things to say in a discussion and everyone’s points of view add to the learning.

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2. Third-person probe

If respondents find it difficult to identify their own motives, the interviewer may ask

how others might feel in similar circumstances.

Interviewer: Why do you say you wouldn’t do the regular master at Nova SBE if you were not have been accepted into CEMS?

Respondent: Because… It wouldn’t be the same thing.

Interviewer: What would you feel as a regular master student different than a CEMS student?

Respondent: It is basically the same… We have the same classes, the same teachers. But it would be different.

Interviewer: Why do you think students that are not accepted into CEMS usually choose to pursue their master at other schools, instead of Nova SBE?

Respondent: I guess they would always feel as second-class students… They would always think that they were not good enough to be in CEMS.

Interviewer: So what would be the value to them of being in CEMS?

Respondent: I think they would always know that they are better than other students, even if they have treated the same. It will increase their self-esteem.

3. Silence

Signaling the respondent that the interviewer was awaiting a more thorough response.

Interviewer: You mentioned that you chose to study in Portugal because of costs. What do you mean?

Respondent: It is not as expensive as other countries.

Interviewer: (silence)

Respondent: Not only the school and the tuition fees, but also living costs. Like having a flat, food, or going out…. The living costs in Portugal are much lower than in other countries.

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Appendix 3.2. Summary tables of attributes (A), consequences (C), and values (V)

A1 Position in rankings A2 School’s brand image A3 School’s location: Portugal A4 School’s atmosphere A5 International environment: students, professors A6 Professors’ professional experience A7 Generic program A8 Practice-oriented teaching A9 Diversity of electives and majors A10 Focus on group work A11 School’s career services A12 Students’ clubs

C1 Increase in career options C2 Develop management knowledge C3 Get a good job C4 Improve chances of international career C5 Specialize and develop technical skills C6 Valued by employers C7 Improve yourself personally C8 Establish professional network C9 Trade-off between value and fees/living costs C10 Perceived as doing “the right thing” C11 Increase self-efficiency C12 Immension in the Portuguese culture and business V1 High quality of life V2 Need of job security V3 Self-realization V4 High self-esteem V5 Sense of belonging V6 Financial wealth

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Appendix 3.3. Internet-based questionnaire

Beginning of Survey

Masters in Management 2014

Welcome! This survey is part of a market research project that focuses on the Higher Education industry. The following questions concern the decision-making process that students go through when choosing a Master in Management, and are design to assess how the attributes of a given program are linked to students’ perceived consequences of those attributes and students’ personal and professional goals. The survey will take about 10 minutes and all answers are anonymous. I appreciate your honest answers and thank you for your time! Are you currently enrolled in a Master in Management program? Yes (Proceed to Section 1) / No (Skip to End of Survey)

Section 1(forced response)

Step 1: Attributes of your Master in Management program At the time you chose your Master in Management program and your School, you must have considered some of its attributes. Please rate each of the following according to their importance in your choice, from 1 – not important at all to 10 – of critical importance. Position in rankings

School’s brand image

School’s location: Portugal

School’s atmosphere

International environment: students, professors

Professors’ professional experience

Generic program

Practice-oriented teaching

Diversity of electives and majors

Focus on group work

School’s career services

Students’ clubs

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Section 2 (non-forced response)

Step 2: Linking Attributes to Consequences

When you considered the attributes of your program and school, you must have

anticipated some of its consequences. Please select which consequences (in columns)

you link to each attribute (in rows). You may recognize as many consequences linked to

each attribute as you want.

Here is an example: A generic program will increase my career options.

Incr

ease

in c

aree

r opt

ions

Dev

elop

man

agem

ent k

now

ledg

e

Get

a g

ood

job

Impr

ove

chan

ces o

f int

erna

tiona

l car

eer

Spec

ializ

e an

d de

velo

p te

chni

cal s

kills

Val

ued

by e

mpl

oyer

s

Impr

ove

your

self

pers

onal

ly

Esta

blis

h pr

ofes

sion

al n

etw

ork

Trad

e-of

f bet

wee

n va

lue

and

fees

/livi

ng c

osts

Perc

eive

d as

doi

ng “

the

right

thin

g”

Incr

ease

self-

effic

ienc

y

Imm

ersi

on in

the

Portu

gues

e cu

lture

and

bus

ines

s Position in rankings School’s brand image School’s location: Portugal School’s atmosphere International environment: students, professors

Professors’ professional experience

Generic program Practice-oriented teaching Diversity of electives and majors

Focus on group work School’s career services Students’ clubs

14

Section 3 (forced response) Step 3: Values What are your personal and professional goals for the future? Please rate each of the following values according to their importance to you, from 1 – not important at all to 10 – of critical importance.

High quality of life

Need of job security

Self-realization

High self-esteem

Sense of belonging

Financial wealth

15

Section 4 (non-forced response) Step 4: Linking Consequences to Values Your personal and professional goals will give meaning to all the attributes and consequences you have anticipated. Please select the consequences (in rows) that will help you achieve each value (in columns). You may match as many consequences with each value as you want. Here is an example: a generic program will increase my career options, satisfying my need of job security.

Hig

h qu

ality

of l

ife

Nee

d of

job

secu

rity

Self-

real

izat

ion

Hig

h se

lf-es

teem

Sens

e of

bel

ongi

ng

Fina

ncia

l wea

lth

Increase in career options Develop management knowledge Get a good job Improve chances of international career Specialize and develop technical skills Valued by employers Improve yourself personally Establish professional network Trade-off between value and fees/living costs Perceived as doing “the right thing” Increase self-efficiency Immension in the Portuguese culture and business

16

Section 5 (forced response) 5.1 Last mile! These last questions will help us to get to know you better. Age: 18 to 22 / 23 to 27 / More than 27 Gender: Female / Male Nationality: List of 272 countries

High School Have you completed your secondary education a public school? Yes / No Have you attended summer camps (e.g. adventure camps, language courses) before 18 years old? No / Yes, 1 or 2 / Yes, more than 2 Have you practiced any organized sports (e.g. football, swimming) before 18 years old? Yes / No And have you been enrolled in any music, dance, or acting activities before 18 years old? Yes / No

Undergraduate School In which country and school have you completed your bachelor degree? Country / School In which field? Management / Economics / Other And what was your final GPA? Grading System: A to F / 1 to 5 / 1 to 10 / 1 to 20 / 1 to 30 / 1 to 100 / Other Final GPA:

17

Graduate School

In which school are you completing your Master in Management? Nova SBE / Católica Lisbon SBE / ISCTE Business School / FEP Economics & Management / Other In which field do you intend to do your major/specialization? Marketing Strategy/ Consulting Corporate Finance HR Management Other No Major And are you pursuing any International Track? Examples: CEMS MIM; International Triangle, Double Degree, Exchange Yes / No

Household Information

Do any member of your household (e.g. parents) hold a Bachelor degree or superior? Yes / No How would you classify the professional occupation of the member of your household with the highest academic qualification? Middle and Top Management Specialized Technicians and Small Business Owners Employees of Tertiary Sector Qualified/Skilled Workers Unqualified/Unskilled Workers Retired/Unemployed Students Housewives

18

Appendix 4.1. Sample composition and its descriptive statistics

4.1.1. Demographic variables: age, gender, and nationality

4.1.2. Bachelor and master in management programs

Absolute frequency

Relative Frequency

Age 18 to 22 40 77% 23 to 27 12 23% 27 or more 0 0%

Gender Male 24 46% Female 28 54%

Nationality Portuguese 39 75% Other 13 25%

Absolute frequency

Relative Frequency

Bachelor field of studies

Economics or Management 37 71% Other 15 29%

Bachelor HEI Nova SBE 24 46% Other HEI in Portugal 15 29% Other HEI not in Portugal 13 25%

Master HEI Nova SBE 45 84% Other HEI in Portugal 7 16%

Master major or specialization

Marketing 10 19% Strategy/Consulting 15 30% Corporate Finance 4 8% HR Management 0 0% Other 7 13% No major 16 30%

Master program

Regular track 31 60% International track 21 40%

19

Appendix 4.2. Relative importance of attributes and values

Min. Mean Max. Std. Dev

A1 Position in rankings 5 8.12 10 1.53 A2 School’s brand image 3 7.63 10 2.07 A3 School’s location: Portugal 2 6.73 10 1.99 A4 School’s atmosphere 5 7.46 10 1.34 A5 International environment 3 7.67 10 2.07 A6 Professors’ professional experience 2 7.12 10 2.24 A7 Generic program 4 8.17 10 1.73 A8 Practice-oriented teaching 1 5.13 10 3.07 A9 Diversity of electives and majors 3 7.48 10 2.04

A10 Focus on group work 1 6.73 10 2.90 A11 School’s career services 1 3.92 10 2.71 A12 Students’ clubs 3 6.83 10 1.69

V1 High quality of life 4 9.33 10 1.42 V2 Need of job security 4 7.48 10 1.91 V3 Self-realization 6 9.12 10 1.18 V4 High self-esteem 3 8.10 10 1.83 V5 Sense of belonging 4 7.77 10 1.23 V6 Financial wealth 3 7.37 10 1.89

20

Appendix 4.3. Dominant attribute-consequence-value (A-C-V) chains

4.3.1. Links identified at the attribute-consequence (A-C) level

C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 T

A1 0.73 0.08 0.52 0.52 0.00 0.83 0.02 0.38 0.12 0.38 0.13 0.00 1

A2 0.44 0.00 0.58 0.50 0.00 0.69 0.08 0.13 0.21 0.38 0.13 0.13 1

A3 0.13 0.08 0.04 0.19 0.06 0.08 0.06 0.13 0.44 0.04 0.13 0.52 1

A4 0.04 0.48 0.00 0.12 0.44 0.13 0.48 0.58 0.10 0.02 0.38 0.15 1

A5 0.37 0.33 0.06 0.79 0.19 0.52 0.54 0.63 0.04 0.06 0.33 0.00 1

A6 0.12 0.69 0.08 0.08 0.71 0.17 0.37 0.40 0.08 0.13 0.25 0.19 1

A7 0.54 0.52 0.19 0.10 0.37 0.21 0.48 0.08 0.12 0.19 0.38 0.00 1

A8 0.23 0.46 0.29 0.15 0.83 0.50 0.71 0.12 0.00 0.35 0.38 0.00 1

A9 0.37 0.56 0.02 0.15 0.71 0.15 0.48 0.04 0.06 0.19 0.52 0.00 1

A10 0.10 0.44 0.10 0.12 0.62 0.50 0.67 0.42 0.00 0.04 0.38 0.04 1

A11 0.62 0.02 0.73 0.40 0.06 0.06 0.29 0.48 0.08 0.10 0.33 0.15 1

A12 0.08 0.27 0.06 0.00 0.29 0.40 0.40 0.50 0.00 0.12 0.23 0.08 1

T 1 1 1 1 1 1 1 1 1 1 1 1

C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 T

A1 38 4 27 27 0 43 1 20 6 20 7 0 193

A2 23 0 30 26 0 36 4 7 11 20 7 7 171

A3 7 4 2 10 3 4 3 7 23 2 7 27 99

A4 2 25 0 6 23 7 25 30 5 1 20 8 152

A5 19 17 3 41 10 27 28 33 2 3 17 0 200

A6 6 36 4 4 37 9 19 21 4 7 13 10 170

A7 28 27 10 5 19 11 25 4 6 10 20 0 165

A8 12 24 15 8 43 26 37 6 0 18 20 0 209

A9 19 29 1 8 37 8 25 2 3 10 27 0 169

A10 5 23 5 6 32 26 35 22 0 2 20 2 178

A11 32 1 38 21 3 3 15 25 4 5 17 8 172

A12 4 14 3 0 15 21 21 26 0 6 12 4 126

T 195 204 138 162 222 221 238 203 64 104 187 66

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4.3.2. Links identified at the consequence-value (C-V) level

V1 V2 V3 V4 V5 V6 T

C1 21 17 34 22 5 26 125 C2 11 12 25 21 1 26 96 C3 12 2 41 37 13 8 113 C4 35 25 33 19 7 36 155 C5 19 5 29 29 7 19 108 C6 8 14 22 25 4 18 91 C7 10 28 12 20 13 23 106 C8 9 17 9 11 28 8 82 C9 16 7 2 1 0 24 50

C10 5 11 23 17 9 11 76 C11 16 2 36 27 9 15 105 C12 13 1 17 4 17 8 60

T 175 141 283 233 113 222

V1 V2 V3 V4 V5 V6 T

C1 0.40 0.33 0.65 0.42 0.10 0.50 1 C2 0.21 0.23 0.48 0.40 0.02 0.50 1 C3 0.23 0.04 0.79 0.71 0.25 0.15 1 C4 0.67 0.48 0.63 0.37 0.13 0.69 1 C5 0.37 0.10 0.56 0.56 0.13 0.37 1 C6 0.15 0.27 0.42 0.48 0.08 0.35 1 C7 0.19 0.54 0.23 0.38 0.25 0.44 1 C8 0.17 0.33 0.17 0.21 0.54 0.15 1 C9 0.31 0.13 0.04 0.02 0.00 0.46 1

C10 0.10 0.21 0.44 0.33 0.17 0.21 1 C11 0.31 0.04 0.69 0.52 0.17 0.29 1 C12 0.25 0.02 0.33 0.08 0.33 0.15 1

T 1 1 1 1 1 1

22

4.3.3. A-C-V chains with a cut-off of 60% at the A-C and C-V levels

(A1)

Pos

ition

in ra

nkin

gs

(A2)

Sch

ool’s

bra

nd im

age

(A3)

Sch

ool’s

loca

tion

(A4)

Sch

ool’s

atm

osph

ere

(A5)

Inte

rnat

iona

l env

ironm

ent:

stud

ents

, pro

fess

ors

(A6)

Pro

fess

ors’

pro

fess

iona

l ex

perie

nce

(A7)

Gen

eric

pro

gram

(A8)

Pra

ctic

e-or

ient

ed te

achi

ng

(A9)

Div

ersi

ty o

f ele

ctiv

es a

nd

maj

ors

(A10

) Foc

us o

n gr

oup

wor

k

(A11

) Sch

ool’s

car

eer s

ervi

ces

(A12

) Stu

dent

s’ c

lubs

(V1)

Hig

h qu

ality

of

life

(V2)

Nee

d of

jo

b se

curit

y

(V3)

Sel

f-re

aliz

atio

n

(V4)

Hig

h

self-

este

em

(V5)

Sen

se o

f be

long

ing

(V6)

Fin

anci

al

wea

lth

(C1)

Incr

ease

in c

aree

r opt

ions

(C2)

Dev

elop

man

agem

ent k

now

ledg

e

(C3)

Get

a g

ood

job

(C4)

Impr

ove

chan

ces

of in

tern

atio

nal

care

er

(C5)

Spe

cial

ize

and

deve

lop

te

chni

cal s

kills

(C6)

Val

ued

by e

mpl

oyer

s

(C7)

Impr

ove

your

self

pers

onal

ly

(C8)

Est

ablis

h pr

ofes

sion

al n

etw

ork

(C9)

Tra

de-o

ff b

etw

een

valu

e an

d fe

es/li

ving

cos

ts

(C10

) Per

ceiv

ed a

s doi

ng

“the

righ

t thi

ng”

(C11

) Inc

reas

e se

lf-ef

ficie

ncy

(C12

) Im

mer

sion

in th

e Po

rtugu

ese

cultu

re a

nd b

usin

ess

73%

83%

69%

79%

71%

67%

73%

63%

83%

69%

71%

73%

67%

71%

65%

69%

69%

79%

63%

62%

71%

62%

23

4.3.4. Dominant A-C-V chains starting from top-three As

(A1) Position in rankings (C6) Valued by employers

(V4) High self-esteem

(A5) International environment

(C4) Improve chances of international career

(V6) Financial wealth

(A7) Generic program

(C1) Increase in career options

(V3) Self-realization

54% 65%

79% 69%

83% 48%

24

Appendix 4.4. Group definition, its dominant A-C-V chains and comparative statistics

4.4.1. Demographic variables

4.4.1.1. Age

Group 1: respondents with age of 22 or under (N=40)

Group 2: respondents with age of 23 or above (N=12)

* Sigma of t-‐test for Equality of Means (2-‐tailed)

Mean

Group 1 Mean

Group 2 Mean

Difference Sig.*

A1 Position in rankings 8.13 8.08 0.04 0.94 A2 School’s brand image 7.50 8.08 -0.58 0.40 A3 School’s location: Portugal 6.78 6.58 0.19 0.77 A4 School’s atmosphere 7.48 7.42 0.06 0.92 A5 International environment 7.98 6.67 1.31 0.05 A6 Professors’ professional experience 7.30 6.50 0.80 0.39 A7 Generic program 8.20 8.08 0.12 0.84 A8 Practice-oriented teaching 5.28 4.67 0.61 0.46 A9 Diversity of electives and majors 7.25 8.25 -1.00 0.14

A10 Focus on group work 6.68 6.92 -0.24 0.80 A11 School’s career services 4.05 3.50 0.55 0.54 A12 Students’ clubs 6.98 6.33 0.64 0.25

V1 High quality of life 9.18 9.83 -0.66 0.02 V2 Need of job security 7.58 7.17 0.41 0.52 V3 Self-realization 9.25 8.67 0.58 0.23 V4 High self-esteem 7.93 8.67 -0.74 0.22 V5 Sense of belonging 7.85 7.50 0.35 0.39 V6 Financial wealth 7.18 8.00 -0.83 0.19

25

Dominant A-C-V chains starting from top-three As

Group 1: respondents with age of 22 or under (N=40)

Group 2: respondents with age of 23 or above (N=12)

75%

85%

65%

58%

80%

55%

55%

(A1) Position in rankings

(C6) Valued by employers








(C2) Develop management knowledge

65%

53%

(V2) Need of job security


(V1) High quality of life


(A9) Diversity of electives and majors

(C7) Improve yourself personally

(A2) School’s brand image

(C3) Get a good job





67%

67%

58%

75%

50%

75%

75%

50%

50%

67%

33%

33%

26

4.4.1.2. Gender

Group 1: Male respondents (N=24)

Group 2: Female respondents (N=28)


Mean

Group 1 Mean

Group 2 Mean

Difference Sig.*

A1 Position in rankings 8.33 7.93 0.40 0.33 A2 School’s brand image 7.88 7.43 0.45 0.43 A3 School’s location: Portugal 6.58 6.86 -0.27 0.63 A4 School’s atmosphere 7.29 7.61 -0.32 0.40 A5 International environment 7.92 7.46 0.45 0.44 A6 Professors’ professional experience 7.50 6.79 0.71 0.26 A7 Generic program 8.71 7.71 0.99 0.04 A8 Practice-oriented teaching 5.58 4.75 0.83 0.33 A9 Diversity of electives and majors 7.33 7.61 -0.27 0.62

A10 Focus on group work 7.54 6.04 1.51 0.06 A11 School’s career services 4.42 3.50 0.92 0.23 A12 Students’ clubs 6.88 6.79 0.09 0.85

V1 High quality of life 9.21 9.43 -0.22 0.58 V2 Need of job security 7.54 7.43 0.11 0.83 V3 Self-realization 8.92 9.29 -0.37 0.27 V4 High self-esteem 8.71 7.57 1.14 0.02 V5 Sense of belonging 7.58 7.93 -0.35 0.32 V6 Financial wealth 7.88 6.93 0.95 0.07

27


Group 1: Male respondents (N=24)

Group 2: Female respondents (N=28)

71%

79%

58%

50%

67%

58%

58%










54%





(A4) School’s atmosphere

(C8) Establish professional network


(C5) Specialize and develop technical skills


(V5) Sense of belonging

71%

86%

64%

57%

54%

64%

71% 68%

28

4.4.1.3. Nationality

Group 1: Portuguese respondents (N=39)

Group 2: Non-Portuguese respondents (N=12)


Mean

Group 1 Mean

Group 2 Mean

Difference Sig.*

A1 Position in rankings 8.41 7.23 1.18 0.04 A2 School’s brand image 7.64 7.62 0.03 0.97 A3 School’s location: Portugal 7.08 5.69 1.38 0.10 A4 School’s atmosphere 7.38 7.69 -0.31 0.48 A5 International environment 7.44 8.38 -0.95 0.16 A6 Professors’ professional experience 7.13 7.08 0.05 0.94 A7 Generic program 8.08 8.46 -0.38 0.49 A8 Practice-oriented teaching 5.92 2.77 3.15 0.00 A9 Diversity of electives and majors 8.05 5.77 2.28 0.00


V1 High quality of life 9.28 9.46 -0.18 0.70 V2 Need of job security 7.77 6.62 1.15 0.06 V3 Self-realization 9.18 8.92 0.26 0.50 V4 High self-esteem 8.23 7.69 0.54 0.43 V5 Sense of belonging 7.77 7.77 0.00 1.00 V6 Financial wealth 7.67 6.46 1.21 0.05

29


Group 1: Portuguese respondents (N=39)

Group 2: Non-Portuguese respondents (N=12)

49%

38%

59%

67%

85%

51%








59%












85%

62%

62%

85%

69%

69% 69%

85% 69%


62%

30

4.4.2. Household characteristics

4.4.2.1. Academic qualifications

Group 1: Respondents whose household members, at least one, hold a bachelor degree

or superior (N=40)

Group 2: Respondents whose household members do not hold a bachelor degree or

superior (N=12)


Mean

Group 1 Mean

Group 2 Mean

Difference Sig.*

A1 Position in rankings 8.30 7.50 0.80 0.11 A2 School’s brand image 7.85 6.92 0.93 0.17 A3 School’s location: Portugal 6.85 6.33 0.52 0.44 A4 School’s atmosphere 7.43 7.58 -0.16 0.72 A5 International environment 7.73 7.50 0.23 0.75 A6 Professors’ professional experience 7.20 6.83 0.37 0.62 A7 Generic program 8.05 8.58 -0.53 0.36 A8 Practice-oriented teaching 5.38 4.33 1.04 0.31 A9 Diversity of electives and majors 7.55 7.25 0.30 0.66


V1 High quality of life 9.45 8.92 0.53 0.45 V2 Need of job security 7.50 7.42 0.08 0.90 V3 Self-realization 9.23 8.75 0.48 0.23 V4 High self-esteem 7.88 8.83 -0.96 0.11 V5 Sense of belonging 7.83 7.58 0.24 0.56 V6 Financial wealth 7.50 6.92 0.58 0.35

31


Group 1: Respondents whose household members, at least one, hold a bachelor degree

or superior (N=40)

Group 2: Respondents whose household members do not hold a bachelor degree or

superior (N=12)

43%

68% 50%

88%

70%


(C6) Valued by employers (A7) Generic

program (C1) Increase in career options














83%

83% 67%

67%

92%

83% 100%

(V4) High self-esteem 75%


83%

67%

32

4.4.2.2. Professional occupation

Group 1: Respondents whose highest academic qualification household member holds a

middle or top management position (N=24)

Group 2: Respondents whose highest academic qualification household member does

not hold a middle or top management position (N=28)


Mean

Group 1 Mean

Group 2 Mean

Difference Sig.*

A1 Position in rankings 7.92 8.29 -0.37 0.39 A2 School’s brand image 7.50 7.75 -0.25 0.66 A3 School’s location: Portugal 6.92 6.57 0.35 0.54 A4 School’s atmosphere 7.17 7.71 -0.55 0.14 A5 International environment 8.29 7.14 1.15 0.05 A6 Professors’ professional experience 7.04 7.18 -0.14 0.83 A7 Generic program 8.13 8.21 -0.09 0.86 A8 Practice-oriented teaching 5.42 4.89 0.52 0.55 A9 Diversity of electives and majors 7.00 7.89 -0.89 0.13


V1 High quality of life 9.42 9.25 0.17 0.68 V2 Need of job security 6.46 8.36 -1.90 0.00 V3 Self-realization 9.38 8.89 0.48 0.14 V4 High self-esteem 7.67 8.46 -0.80 0.13 V5 Sense of belonging 7.83 7.71 0.12 0.73 V6 Financial wealth 6.88 7.79 -0.91 0.08

33


Group 1: Respondents whose highest academic qualification household member holds a

middle or top management position (N=24)

Group 2: Respondents whose highest academic qualification household member does

not hold a middle or top management position (N=28)








75%

89% 57%

75% 75%


54%

50%

58%

46%

63%

63%










75%

46%

54%


34

4.4.3. Secondary education

4.4.3.1. Type of school

Group 1: Respondents who completed secondary education in a public school (N=35)

Group 2: Respondents who completed secondary education in a private school (N=17)


Mean

Group 1 Mean

Group 2 Mean

Difference Sig.*

A1 Position in rankings 7.86 8.65 -0.79 0.15 A2 School’s brand image 7.34 8.24 -0.89 0.15 A3 School’s location: Portugal 6.54 7.12 -0.57 0.23 A4 School’s atmosphere 7.20 8.00 -0.80 0.04 A5 International environment 6.97 9.12 -2.15 0.00 A6 Professors’ professional experience 6.77 7.82 -1.05 0.11 A7 Generic program 8.14 8.24 -0.09 0.86 A8 Practice-oriented teaching 5.11 5.18 -0.06 0.95 A9 Diversity of electives and majors 7.43 7.59 -0.16 0.83

A10 Focus on group work 6.86 6.47 0.39 0.69 A11 School’s career services 4.31 3.12 1.20 0.14 A12 Students’ clubs 6.26 8.00 -1.74 0.00

V1 High quality of life 9.03 9.94 -0.91 0.00 V2 Need of job security 7.34 7.76 -0.42 0.52 V3 Self-realization 8.77 9.82 -1.05 0.00 V4 High self-esteem 8.40 7.47 0.93 0.16 V5 Sense of belonging 7.43 8.47 -1.04 0.00 V6 Financial wealth 7.54 7.00 0.54 0.34

35


Group 1: Respondents who completed secondary education in a public school (N=35)

Group 2: Respondents who completed secondary education in a private school (N=17)

51% 54%

77%


(C6) Valued by employers (A1) Position in rankings






71% 51%

49% (V4) High self-esteem

75%









94%

88% 76%

53% 82%


53%


59% 88%

36

4.4.3.2. Extracurricular activities

Group 1: Respondents who attended at least 2 summer camps, and who were enrolled in

sports’ activities and performing classes before the age of 18 (N=15)

Group 2: Respondents who did not attended neither summer camps nor performing

classes before the age of 18 (N=17)


Mean

Group 1 Mean

Group 2 Mean

Difference Sig.*

A1 Position in rankings 8.13 7.88 0.25 0.61 A2 School’s brand image 8.00 9.12 -1.12 0.01 A3 School’s location: Portugal 8.20 7.29 0.91 0.08 A4 School’s atmosphere 8.00 7.76 0.24 0.63 A5 International environment 7.60 8.12 -0.52 0.40 A6 Professors’ professional experience 7.40 8.00 -0.60 0.41 A7 Generic program 8.40 8.35 0.05 0.93 A8 Practice-oriented teaching 5.80 4.88 0.92 0.36 A9 Diversity of electives and majors 8.60 7.18 1.42 0.05


V1 High quality of life 9.60 9.47 0.13 0.73 V2 Need of job security 7.20 7.35 -0.15 0.83 V3 Self-realization 9.20 9.00 0.20 0.63 V4 High self-esteem 8.87 7.53 1.34 0.01 V5 Sense of belonging 8.13 7.71 0.43 0.31 V6 Financial wealth 8.07 7.41 0.65 0.27

37


Group 1: Respondents who attended at least 2 summer camps, and who were enrolled in

sports’ activities and performing classes before the age of 18 (N=15)

Group 2: Respondents who did not attended neither summer camps nor performing

classes before the age of 18 (N=17)







(C11) Increase self-efficiency

82%

100% 71% (V4) High self-esteem

82% (A7) Generic program

82% 94%

73% 73%

60%

(C12) Immersion in the Portuguese culture and business



(C9) Trade-off between value and fees/living costs


20%

20%

73%



(A3) School’s location: Portugal


(A10) Focus on group work


40%

67% 27%

40%

38

4.4.4. Bachelor program

4.4.4.1. Field of studies

Group 1: Respondents who hold a bachelor degree in Economics/Management (N=37)

Group 2: Respondents who hold other bachelor degrees (N=15)


Mean

Group 1 Mean

Group 2 Mean

Difference Sig.*

A1 Position in rankings 8.00 8.40 -0.40 0.40 A2 School’s brand image 7.81 7.20 0.61 0.34 A3 School’s location: Portugal 6.84 6.47 0.37 0.55 A4 School’s atmosphere 7.49 7.40 0.09 0.84 A5 International environment 7.84 7.27 0.57 0.37 A6 Professors’ professional experience 6.89 7.67 -0.77 0.26 A7 Generic program 8.11 8.33 -0.23 0.68 A8 Practice-oriented teaching 5.08 5.27 -0.19 0.85 A9 Diversity of electives and majors 7.05 8.53 -1.48 0.02

A10 Focus on group work 6.97 6.13 0.84 0.35 A11 School’s career services 3.51 4.93 -1.42 0.09 A12 Students’ clubs 6.78 6.93 -0.15 0.78

V1 High quality of life 9.24 9.53 -0.29 0.51 V2 Need of job security 7.95 6.33 1.61 0.01 V3 Self-realization 8.97 9.47 -0.49 0.18 V4 High self-esteem 7.86 8.67 -0.80 0.07 V5 Sense of belonging 7.70 7.93 -0.23 0.55 V6 Financial wealth 7.35 7.40 -0.05 0.93

39


Group 1: Respondents who hold a bachelor degree in Economics/Management (N=37)

Group 2: Respondents who hold other bachelor degrees (N=15)








89%

59% 73%


59%


84% 78%






(A9) Diversity of electives and majors (C1) Increase in

career options 67%

47%

33%


33%


67%

60% (V1) High

quality of life

53% 47%

40

4.4.4.2. Higher Education Institution (HEI)

Group 1: Respondents who completed their bachelor in Economics or Management at

Nova SBE (N=24)


another HEI (N=13)


Mean

Group 1 Mean

Group 2 Mean

Difference Sig.*

A1 Position in rankings 8.17 7.69 -0.47 0.49 A2 School’s brand image 7.58 8.23 0.65 0.41 A3 School’s location: Portugal 7.17 6.23 -0.94 0.17 A4 School’s atmosphere 7.33 7.77 0.44 0.35 A5 International environment 7.13 9.15 2.03 0.00 A6 Professors’ professional experience 6.58 7.46 0.88 0.24 A7 Generic program 7.88 8.54 0.66 0.28 A8 Practice-oriented teaching 5.42 4.46 -0.96 0.41 A9 Diversity of electives and majors 7.63 6.00 -1.63 0.02

A10 Focus on group work 7.21 6.54 -0.67 0.51 A11 School’s career services 4.63 1.46 -3.16 0.00 A12 Students’ clubs 6.96 6.46 -0.50 0.38

V1 High quality of life 9.13 9.46 0.34 0.55 V2 Need of job security 7.96 7.92 -0.04 0.96 V3 Self-realization 8.75 9.38 0.63 0.12 V4 High self-esteem 7.71 8.15 0.45 0.53 V5 Sense of belonging 7.75 7.62 -0.13 0.74 V6 Financial wealth 7.33 7.38 0.05 0.95

41



Nova SBE (N=24)


another HEI (N=13)






63%

88% 46%



79% 58%

69%








77%

92%



85%

62%

42

4.4.4.3. Academic performance

Group 1: Respondents who completed their bachelor with a GPA of 16 or above (out of

20), B or above (in a scale of A to F), 4 or above (out of 5), 8 or above (out of 10), and

24 (out of 30) (N=18)

Group 2: Respondents who completed their bachelor with a GPA of 13 or below (out of

20), C or below (in a scale of A to F), 3 or below (out of 5), 6 or below (out of 10), and

18 (out of 30) (N=17)


Mean

Group 1 Mean

Group 2 Mean

Difference Sig.*

A1 Position in rankings 7.72 8.06 -0.34 0.56 A2 School’s brand image 8.28 7.94 0.34 0.62 A3 School’s location: Portugal 7.06 7.41 -0.36 0.58 A4 School’s atmosphere 7.61 7.65 -0.04 0.95 A5 International environment 8.11 7.29 0.82 0.22 A6 Professors’ professional experience 7.89 6.76 1.12 0.17 A7 Generic program 8.67 7.59 1.08 0.09 A8 Practice-oriented teaching 4.11 5.35 -1.24 0.22 A9 Diversity of electives and majors 7.22 7.53 -0.31 0.70

A10 Focus on group work 6.11 7.59 -1.48 0.14 A11 School’s career services 4.50 4.29 0.21 0.84 A12 Students’ clubs 6.78 6.88 -0.10 0.87

V1 High quality of life 9.83 8.76 1.07 0.06 V2 Need of job security 6.28 7.94 -1.66 0.01 V3 Self-realization 9.50 8.47 1.03 0.01 V4 High self-esteem 8.28 7.24 1.04 0.11 V5 Sense of belonging 7.83 7.76 0.07 0.88 V6 Financial wealth 7.33 7.38 0.05 0.95

43


Group 1: Respondents who completed their bachelor with a GPA of 16 or above (out of

20), B or above (in a scale of A to F), 4 or above (out of 5), 8 or above (out of 10), and

24 (out of 30) (N=18)

Group 2: Respondents who completed their bachelor with a GPA of 13 or below (out of

20), C or below (in a scale of A to F), 3 or below (out of 5), 6 or below (out of 10), and

18 (out of 30) (N=17)

76% (V3) Self-realization




(C11) Increase self-efficiency

88%

100%


71%


41%

71%






72%

61% 78%


61% (A2) School’s brand image

89% 50%



44

4.4.5. Master in management program

Group 1: Respondents who are pursuing an international track in the master (N=21)

Group 2: Respondents who are pursuing the regular track in the master (N=31)


Mean

Group 1 Mean

Group 2 Mean

Difference Sig.*

A1 Position in rankings 8.24 8.03 0.21 0.64 A2 School’s brand image 7.86 7.48 0.37 0.53 A3 School’s location: Portugal 6.10 7.16 -1.07 0.06 A4 School’s atmosphere 7.62 7.35 0.26 0.49 A5 International environment 8.00 7.45 0.55 0.36 A6 Professors’ professional experience 7.29 7.00 0.29 0.68 A7 Generic program 8.19 8.16 0.03 0.95 A8 Practice-oriented teaching 4.57 5.52 -0.94 0.28 A9 Diversity of electives and majors 7.52 7.45 0.07 0.91

A10 Focus on group work 5.67 7.45 -1.78 0.05 A11 School’s career services 2.86 4.65 -1.79 0.02 A12 Students’ clubs 6.86 6.81 0.05 0.91

V1 High quality of life 9.62 9.13 0.49 0.17 V2 Need of job security 7.10 7.74 -0.65 0.24 V3 Self-realization 9.62 8.77 0.84 0.01 V4 High self-esteem 7.95 8.19 -0.24 0.65 V5 Sense of belonging 8.10 7.55 0.55 0.12 V6 Financial wealth 7.00 7.61 -0.61 0.26

45


Group 1: Respondents who are pursuing an international track in the master (N=21)

Group 2: Respondents who are pursuing the regular track in the master (N=31)

65%





(C1) Increase im career options 71%

61%

42% (A1) Position in

rankings

58%

71%






67%

100% 62%



86% 81%


appendices margarida morÃo – 1498£o_anexos_2015.pdf! 3! 4.4.2 household characteristics 30...

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