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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.
7
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?”
8
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.
10
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.
11
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
12
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
13
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
21
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
(V4) High self-esteem
(A7) Generic program
(C1) Increase in career options
(V3) Self-realization
(A5) International environment
(C4) Improve chances of international career
(V6) Financial wealth
(C2) Develop management knowledge
65%
53%
(V2) Need of job security
(A1) Position in rankings
(V1) High quality of life
(C6) Valued by employers
(A9) Diversity of electives and majors
(C7) Improve yourself personally
(A2) School’s brand image
(C3) Get a good job
(A7) Generic program
(C1) Increase in career options
(V4) High self-esteem
(V3) Self-realization
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)
* Sigma of t-‐test for Equality of Means (2-‐tailed)
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
Dominant A-C-V chains starting from top-three As
Group 1: Male respondents (N=24)
Group 2: Female respondents (N=28)
71%
79%
58%
50%
67%
58%
58%
(A1) Position in rankings
(C6) Valued by employers
(A7) Generic program
(C1) Increase in career options
(V3) Self-realization
(A5) International environment
(C4) Improve chances of international career
(V6) Financial wealth
(C2) Develop management knowledge
54%
(V2) Need of job security
(A1) Position in rankings (C6) Valued by employers
(A9) Diversity of electives and majors
(C7) Improve yourself personally
(A4) School’s atmosphere
(C8) Establish professional network
(A7) Generic program
(C5) Specialize and develop technical skills
(V4) High self-esteem
(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)
* Sigma of t-‐test for Equality of Means (2-‐tailed)
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
A10 Focus on group work 7.38 4.77 2.62 0.02 A11 School’s career services 4.41 2.46 1.95 0.02 A12 Students’ clubs 7.15 5.85 1.31 0.01
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
Dominant A-C-V chains starting from top-three As
Group 1: Portuguese respondents (N=39)
Group 2: Non-Portuguese respondents (N=12)
49%
38%
59%
67%
85%
51%
(A1) Position in rankings (C6) Valued by employers
(A7) Generic program
(C1) Increase in career options
(V4) High self-esteem
(A9) Diversity of electives and majors
(C5) Specialize and develop technical skills
(V6) Financial wealth
59%
(V3) Self-realization
(V1) High quality of life
(A7) Generic program
(C2) Develop management knowledge
(C1) Increase in career options
(A4) School’s atmosphere
(C4) Improve chances of international career
(A5) International environment
(C5) Specialize and develop technical skills
(V4) High self-esteem
(V6) Financial wealth
85%
62%
62%
85%
69%
69% 69%
85% 69%
(V3) Self-realization
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)
* Sigma of t-‐test for Equality of Means (2-‐tailed)
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
A10 Focus on group work 7.18 5.25 1.93 0.04 A11 School’s career services 3.93 3.92 0.01 0.99 A12 Students’ clubs 7.00 6.25 0.75 0.30
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
Dominant A-C-V chains starting from top-three As
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%
(A1) Position in rankings
(C6) Valued by employers (A7) Generic
program (C1) Increase in career options
(V4) High self-esteem
(A2) School’s brand image
(V3) Self-realization
(V5) Sense of belonging
(A7) Generic program
(C5) Specialize and develop technical skills
(C7) Improve yourself personally
(A1) Position in rankings
(C4) Improve chances of international career
(A4) School’s atmosphere
(C1) Increase in career options
(V3) Self-realization
(V1) High quality of life
83%
83% 67%
67%
92%
83% 100%
(V4) High self-esteem 75%
(A5) International environment
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)
* Sigma of t-‐test for Equality of Means (2-‐tailed)
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
A10 Focus on group work 7.00 6.50 0.50 0.54 A11 School’s career services 4.71 3.25 1.46 0.05 A12 Students’ clubs 7.13 6.57 0.55 0.24
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
Dominant A-C-V chains starting from top-three As
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)
(V3) Self-realization
(A1) Position in rankings
(C5) Specialize and develop technical skills
(C6) Valued by employers
(A9) Diversity of electives and majors
(A7) Generic program
(C2) Develop management knowledge
75%
89% 57%
75% 75%
(V4) High self-esteem
54%
50%
58%
46%
63%
63%
(A5) International environment
(C6) Valued by employers
(A7) Generic program
(C1) Increase in career options
(V5) Sense of belonging
(A1) Position in rankings
(V3) Self-realization
(C8) Establish professional network
(C4) Improve chances of international career
75%
46%
54%
(V6) Financial wealth
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)
* Sigma of t-‐test for Equality of Means (2-‐tailed)
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
Dominant A-C-V chains starting from top-three As
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%
(A7) Generic program
(C6) Valued by employers (A1) Position in rankings
(V3) Self-realization
(A9) Diversity of electives and majors
(V2) Need of job security
(C5) Specialize and develop technical skills
(C2) Develop management knowledge
71% 51%
49% (V4) High self-esteem
75%
(V2) Need of job security
(V3) Self-realization
(A5) International environment
(C1) Increase in career options
(C6) Valued by employers
(A2) School’s brand image
(A1) Position in rankings
(C7) Improve yourself personally
94%
88% 76%
53% 82%
(V6) Financial wealth
53%
(A7) Generic program
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)
* 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 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
A10 Focus on group work 8.20 5.88 2.32 0.02 A11 School’s career services 4.80 4.35 0.45 0.65 A12 Students’ clubs 7.40 6.29 1.11 0.03
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
Dominant A-C-V chains starting from top-three As
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)
(V6) Financial wealth
(V3) Self-realization
(A5) International environment
(C4) Improve chances of international career
(C6) Valued by employers
(A2) School’s brand image
(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
(V3) Self-realization
(V1) High quality of life
(C9) Trade-off between value and fees/living costs
(C2) Develop management knowledge
20%
20%
73%
(V6) Financial wealth
(A7) Generic program
(A3) School’s location: Portugal
(A9) Diversity of electives and majors
(A10) Focus on group work
(C1) Increase in career options
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)
* Sigma of t-‐test for Equality of Means (2-‐tailed)
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
Dominant A-C-V chains starting from top-three As
Group 1: Respondents who hold a bachelor degree in Economics/Management (N=37)
Group 2: Respondents who hold other bachelor degrees (N=15)
(V6) Financial wealth
(V3) Self-realization
(A5) International environment
(C4) Improve chances of international career
(C6) Valued by employers
(A1) Position in rankings
(C1) Increase in career options
89%
59% 73%
(V5) Sense of belonging
59%
(A7) Generic program
84% 78%
(V6) Financial wealth
(V3) Self-realization
(A1) Position in rankings
(C2) Develop management knowledge
(C6) Valued by employers
(A9) Diversity of electives and majors (C1) Increase in
career options 67%
47%
33%
(V4) High self-esteem
33%
(A7) Generic program
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)
Group 2: Respondents who completed their bachelor in Economics or Management at
another HEI (N=13)
* Sigma of t-‐test for Equality of Means (2-‐tailed)
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
Dominant A-C-V chains starting from top-three As
Group 1: Respondents who completed their bachelor in Economics or Management at
Nova SBE (N=24)
Group 2: Respondents who completed their bachelor in Economics or Management at
another HEI (N=13)
(A9) Diversity of electives and majors
(C5) Specialize and develop technical skills
(C6) Valued by employers
(A1) Position in rankings
(C7) Improve yourself personally
63%
88% 46%
(V4) High self-esteem
58% (A7) Generic program
79% 58%
69%
(V6) Financial wealth
(V3) Self-realization
(A2) School’s brand image
(C2) Develop management knowledge
(C6) Valued by employers
(A5) International environment
(C4) Improve chances of international career
77%
92%
(V4) High self-esteem
77% (A7) Generic program
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)
* Sigma of t-‐test for Equality of Means (2-‐tailed)
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
Dominant A-C-V chains starting from top-three As
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
(A4) School’s atmosphere
(C6) Valued by employers
(A1) Position in rankings
(C11) Increase self-efficiency
88%
100%
(V4) High self-esteem
71%
(A2) School’s brand image
41%
71%
(A5) International environment
(C8) Establish professional network
(C6) Valued by employers
(A7) Generic program
(C1) Increase in career options
72%
61% 78%
(V4) High self-esteem
61% (A2) School’s brand image
89% 50%
(V3) Self-realization
(V5) Sense of belonging
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)
* Sigma of t-‐test for Equality of Means (2-‐tailed)
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
Dominant A-C-V chains starting from top-three As
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%
(V3) Self-realization
(A2) School’s brand image
(C6) Valued by employers
(A7) Generic program
(C1) Increase im career options 71%
61%
42% (A1) Position in
rankings
58%
71%
(A5) International environment
(C4) Improve chances of international career
(C6) Valued by employers
(A1) Position in rankings
(C2) Develop management knowledge
67%
100% 62%
(V4) High self-esteem
52% (A7) Generic program
86% 81%
(V6) Financial wealth