STUDENTS’ CHOICE OF A MASTER IN MANAGEMENT IN PORTUGAL: a means-end chain approach Appendices MARGARIDA MORÃO – 1498

(1)

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

(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

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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

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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

(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

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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

(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

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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:

(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?

(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)

(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

(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

(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.

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a

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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

(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

(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.

H

igh qua

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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

(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?

(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

(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%

(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

(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

(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

(22)

22 4.3.3. A

-C

-V

c

ha

ins

w

ith a

c

ut

-of

f of

60% a

t t

he

A

-C a

nd C

-V

l

ev

els

(A1) Position in rankings

(A2) School’s brand image

(A3) School’s location

(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

(V1) High quality of life

(V2) Need of job security

(V3) Self-realization

(V4) High self-esteem

(V5) Sense of belonging

(V6) Financial wealth (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) Immersion in the Portuguese culture and business

(23)

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

(A1) Position in

rankings (C6) Valued by employers

(A5) International environment

(V6) Financial wealth (A7) Generic

program

(C1) Increase in career options

54% 65%

79% 69%

(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

(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%

(V4) High self-esteem (A7) Generic

program

(V6) Financial wealth (C2) Develop management

knowledge

65%

53%

(V1) High quality of life

(C6) Valued by employers (A9) Diversity of

electives and majors

(C3) Get a good job

(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.*

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

A7 Generic program 8.71 7.71 0.99 0.04

A10 Focus on group work 7.54 6.04 1.51 0.06

A12 Students’ clubs 6.88 6.79 0.09 0.85

V1 High quality of life 9.21 9.43 -0.22 0.58

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

(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%

(C6) Valued by employers (A7) Generic

program

(V6) Financial wealth (C2) Develop management

knowledge

54%

(V2) Need of job security (A1) Position in

(C7) Improve yourself personally (A4) School’s atmosphere (C8) Establish professional network (A7) Generic program

(V4) High self-esteem (V5) Sense of

belonging 71% 86% 64% 57% 54% 64%

(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

A5 International environment 7.44 8.38 -0.95 0.16

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

V4 High self-esteem 8.23 7.69 0.54 0.43

(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

(C5) Specialize and develop technical skills (V6) Financial wealth 59% (V3) Self-realization (V1) High quality of life (A7) Generic

program

(A4) School’s atmosphere

(C4) Improve chances of international career (A5) International

environment

(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.*

A9 Diversity of electives and majors 7.55 7.25 0.30 0.66

A12 Students’ clubs 7.00 6.25 0.75 0.30

V1 High quality of life 9.45 8.92 0.53 0.45

(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

(C1) Increase in career options (V4) High self-esteem (A2) School’s brand image (V3) Self-realization

(V5) Sense of belonging (A7) Generic

program

(C4) Improve chances of international career (A4) School’s

atmosphere

(V1) High quality of life 83%

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

A6 Professors’ professional experience 7.04 7.18 -0.14 0.83

A11 School’s career services 4.71 3.25 1.46 0.05

A12 Students’ clubs 7.13 6.57 0.55 0.24

V2 Need of job security 6.46 8.36 -1.90 0.00

(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

(C2) Develop management knowledge 75%

89% _57%

75% 75% (V4) High self-esteem 54% 50% 58% 46% 63% 63% (A5) International environment

program

(V5) Sense of belonging

(V3) Self-realization (C8) Establish

professional network (C4) Improve chances of international career

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.*

A4 School’s atmosphere 7.20 8.00 -0.80 0.04

A5 International environment 6.97 9.12 -2.15 0.00

A8 Practice-oriented teaching 5.11 5.18 -0.06 0.95

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

V5 Sense of belonging 7.43 8.47 -1.04 0.00

(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

(V2) Need of job security (C5) Specialize and

develop technical skills (C2) Develop management knowledge

71% 51%

49% _{(V4) High}

self-esteem

75%

(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

(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.*

A2 School’s brand image 8.00 9.12 -1.12 0.01

A5 International environment 7.60 8.12 -0.52 0.40

A9 Diversity of electives and majors 8.60 7.18 1.42 0.05

A12 Students’ clubs 7.40 6.29 1.11 0.03

V4 High self-esteem 8.87 7.53 1.34 0.01

(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

(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

(A10) Focus on group work

40% 67%

27%

(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.*

A9 Diversity of electives and majors 7.05 8.53 -1.48 0.02

A11 School’s career services 3.51 4.93 -1.42 0.09

A12 Students’ clubs 6.78 6.93 -0.15 0.78

V2 Need of job security 7.95 6.33 1.61 0.01

V3 Self-realization 8.97 9.47 -0.49 0.18

(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

89%

59% 73%

(V5) Sense of belonging 59%

84% 78%

(V6) Financial wealth

(V3) Self-realization (A1) Position in

rankings

(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%

(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)

Mean Group 1

Mean Group 2

Mean

Difference Sig.*

A9 Diversity of electives and majors 7.63 6.00 -1.63 0.02

A11 School’s career services 4.63 1.46 -3.16 0.00

A12 Students’ clubs 6.96 6.46 -0.50 0.38

(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)

(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

(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.*

A12 Students’ clubs 6.78 6.88 -0.10 0.87

V2 Need of job security 6.28 7.94 -1.66 0.01

V3 Self-realization 9.50 8.47 1.03 0.01

(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

72%

61% 78%

(V4) High self-esteem 61%

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.*

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

V3 Self-realization 9.62 8.77 0.84 0.01

(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%

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%

86%

81%