Motivational Factors of Graduate Thai Students Pursuing Master and Doctoral Degrees in Business

Transcription

1 Motivational Factors of Graduate Thai Students Pursuing Master and Doctoral Degrees in Business Kiatisak Teowkul 1 ( kiatisak.t@egat.co.th) Nanthaporn Janchalia Seributra 1 ( pear52@hotmail.com) Chonlada Sangkaworn 1 ( lamour_1981@hotmail.com) Chanisa Jivasantikarn 1 ( fayeja@hotmail.com) Sawanya Denvilai 1 ( saungnaree@hotmail.com) Bahaudin G. Mujtaba 1, 2 ( mujtaba@nova.edu) 1 Institute of International Studides, Ramkhamhaeng University, Thailand 2 Nova Southeastern University, USA Abstract This exploratory research explains why individuals decide to pursue higher education, especially master and doctoral degrees which are often considered to be the top two levels one can achieve academically. In this paper, motivational factors of master and doctoral degree students are investigated in order to have a broader understanding of their purpose in obtaining such milestones. The sample consists of 89 graduate students at a state-run, open University in Thailand, who are enrolled in the Master and Doctoral degree programs 1. This study found that there are no differences in motivation factors for master and doctoral degrees between male and female students. However, the findings show that doctoral students expect to gain more respect than master degree students. Master degree students expect to gain more compensation, to easily change jobs, and to smoothly transition into new careers. This study also demonstrates that doctoral students are satisfied with their existing jobs and careers. Finally, implications for academic administrators and graduate students are presented. Keywords: Motivation, graduate students, self development, career enhancement, career switching, job satisfaction, master s students, doctoral students, environmental factors, higher education, degrees, career choices. 1 Special thanks go to Dr. Piboon Puriveth and Ms. Weerawan Saowakul at the Institute of International Studies of Ramkhamhaeng University for their assistance in this research. The authors would also like to acknowledge the work of Mary Feeney of Nova Southeastern University for her editorial expertise. Thank you! 25

2 Introduction Education means personal development and intrinsic growth. In a capitalistic world, education is also considered to be the common denominator of economic success for individuals and their family members. Consequently, the importance of education has been emphasized to students of all cultures and at all levels. It is said that education is a vital tool in achieving the good life, and children are taught from the earliest levels of their educational hierarchy to be determined in their studies. Education is referred to be the only consistent and time-tested path to success as it helps students develop their highest potential for the long-term (Mujtaba and Scharff, 2007; Mujtaba and Preziosi, 2006; Bruner, 1983). In a world of competitive job market, meeting and exceeding job requirements in an ever-changing marketplace is essential (Williams and Mujtaba, 2008). There are various motives behind one s decision in pursuing master and doctoral degrees which are sub-categorized into four main areas in this research. The motivational categories are self development, career enhancement, career switching, and environmental factors. According to Vincent Tinto (2007), student success is the result of effective education, where administrators and faculty members conscientiously focus on conditions that promote student learning. We know that student success does not arise by chance as it requires partnership between all parties involved in the process. Tinto (2007) suggests that academic institutions must be intentional, structured, and proactive in helping students succeed in their educational dreams. In this paper, motivational factors of graduate students enrolled in the master and doctoral business and education programs are investigated. The results allow us to have a broader understanding of the purpose in obtaining such degrees. With a better understanding of the basic interests and motivations of graduate students the process of linking those motivations, attitudes and behaviors to their academic journey and process can begin (Teowkul et al., 2008; Williams and Mujtaba, 2008). This process can be particularly useful to students as a reminder for completing their courses, as well as for keeping themselves motivated in taking the difficult studies and research. The results of the research enable University administrators to gain a better understanding of graduate students so that they can improve their marketing techniques to more effectively recruit and retain goal-oriented students who can successfully achieve their degrees. Motivational Factors for Higher Education The Value Theory states that what people value drives their actions. Of course, everyone tends to value personal development, career enhancement opportunities, and a pleasant work environment. Perhaps this is linked to the motivational factor of gaining a higher status in society or among one s peers. 26

3 According to Lin and Tsai (2008), research has emphasized that students conceptions of learning tend to play an important role in learning motivation or approaches and learning outcomes. The main purpose of their 2008 study was to explore the conceptions of learning management among university students in Taiwan. Their interview data was analyzed and they identified six categories of conceptions of learning management. The six categories included learning management as: `memorizing, `testing, `applying, `gaining higher status, `understanding, and `seeing in a new way. In contrast with other learning domains, their results illustrated a new category that is labeled as `gaining higher status (Lin and Tsai, 2008). According to the authors, the `gaining higher status category implies a pragmatic perception or motivation of learning management as expressed by some students. While gaining a higher status might be one motivational element for graduate education, the next few pages discuss several other factors, including personal development. Personal Development In terms of personal development factors, we can describe many reasons for why students should develop themselves as it relates to motivation and satisfaction (Mujtaba, Scharff, Cavico, and Mujtaba, 2008; Link999, 2008; Gawel, 2008; Mujtaba and Scharff, 2007). Motivation is defined as people s needs and desires that influence their behaviors. Maslow s Hierarchy of Needs theory was proposed in his paper entitled A Theory of Human Motivation (1943), where the social and esteem needs explain why individuals decide to pursue higher education. Furthermore, Herzberg s Two Factor theory concludes that there are two main factors of motivation, and they are: a) motivator factors such as achievement, recognition and growth, and b) hygiene factors such as financial compensation and benefits (Gawel, 2008). The Hierarchy of Needs theory proposes that there are basic human needs which arrange themselves in hierarchies of pre-potency. As such, the desire for one need usually rests on the prior satisfaction of another, more pre-potent need. As a perpetually wanting animal, human beings are never really happy with the status quo as one need becomes fulfilled, others become more important. Also, as explained by Gawel (2008) and other experts, no need or drive can be treated as if it were isolated or discrete; every drive is related to the state of satisfaction or dissatisfaction of other drives. There are at least five sets of goals, which Abraham Maslow calls basic needs. As presented in Figure 1, these basic needs are physiological, safety, love, self esteem, and self-actualization. In addition, people are motivated by the desire to improve, to achieve or maintain the various conditions upon which these basic satisfactions rest, and by certain more intellectual desires. 27

4 Self-actualization (Achieving individual potential) Esteem (Self-esteem and esteem form others) Needs influenced by environmental factors Belonging (Love, affection, being a part of groups) Safety (Shelter, removal from danger) Physiological (Health, food, sleep) Figure 1. Maslow s Hierarchy of Needs model (Maslow, 1943; Gawel, 2008) To satisfy the desire in self-improvement. This construct, according to experts (i. e. Gawel, 2008; Mujtaba and Scharff, 2007; Link999, 2008)), refers to the basic needs of Maslow - the desires to know and to understand. Acquiring knowledge and systematizing the universe have been considered in part, as techniques for the achievement of basic safety in the world, or expressions of self-actualization. Also, freedoms of inquiry and expression have been discussed as preconditions for satisfactions of the basic needs. Once these desires are accepted, they form themselves into a small hierarchy in which the desire to know is proponent over the desire to understand (Gawel, 2008). The desires to know and to understand are cognitive, have a striving character, and are as much personality needs as basic needs. Looking at behavior, the person will want the more basic of two needs when deprived in both. It should also be noted that there are many determinants of behavior other than needs and desires. To gain more respect from others. All humans have a need to be respected, to have self-esteem, and to respect others. People need to engage themselves to gain recognition and have activities that give the person a sense of contribution, to feel accepted and self-valued, be it in a profession or hobby. People with low self-esteem need more respect from others. People with low self-esteem will not necessarily be able to improve their view of themselves simply by receiving fame, respect, and glory externally, but need to first accept themselves internally (Gawel, 2008; Yorke, 2004). To gain more self-confidence. Satisfaction of the self-esteem need leads to feelings of self-confidence, worth, strength, capability, and adequacy of being useful 28

5 and necessary in the world. An appreciation of the necessity of basic self-confidence and an understanding of how helpless people are without it, can be gained from a study of severe traumatic neurosis. To achieve an educational goal. A set of skills, knowledge and personal attributes that make an individual more likely to secure advancement or satisfaction and become successful in their chosen education or occupation to the benefit of themselves, the workforce, the community and the economy (Yorke, 2004, reissued 2006, p. 10). Yorke (2004), Mujtaba and Preziosi (2006) and others emphasize the importance of individuals understanding what and how they are learning plus understanding the need to review, plan and take responsibility for their own learning in order to: become more effective, independent and confident self-directed learners; understand how they are learning and relate their learning to a wider context; improve their general skills for study and career management; articulate personal goals and evaluate progress towards their achievement; and, encourage a positive attitude to learning throughout life. To improve one s language skills (such as Enhancing One s English-speaking Abilities). A general way of thinking for some non-english speaking students is that by being enrolled in a graduate degree program that is facilitated in English, one can improve their speaking and writing skills. Consequently, they can apply their English fluency in many ways in real life. It is the nature of human beings to think of one s self first. Furthermore, individuals who enroll in the graduate program will have an opportunity to reflect on their learning experiences, have personal and educational development, audit their personal strengths and weaknesses, and prepare for better employment and future promotions throughout the world. Career Enhancement Career enhancement, characterized by the desire to obtain professional credentials needed for advancement, would allow the respondent to remain marketable and competitive in the business world. It is also an aspiration to improve one s longterm income and financial stability. Additionally, these individuals hope that a graduate education will provide the opportunity for more challenging and interesting work in the future (Marks & Edington, 2006). Improvement of income potential and financial stability is another important factor in graduate education. According to experts (such as Garry J. Schinasi, 2004; Marks & Edington, 2006, and others), financial stability is beneficial in terms of its ability to facilitate and enhance economic processes, manage risks, and absorb the unexpected shocks. Moreover, financial stability is considered a continuum (changeable 29

6 over time and consistent with multiple combinations of the constituent elements of finance). Advantages of long term financial stability include decreasing risks, obtaining power to plan future life, obtaining power to purchase high cost goods, the feeling of security, and being more confident. An increase in the opportunity for more challenging work is another motivational factor for most graduate students. One of the main preparations one can do in order to pursue a challenging work opportunity is to have an excellent educational background. Job promotion is usually associated with more responsibility, authority, and earning. Furthermore, it is associated with better living standards, more benefits, and better physical environment both at work and at home. Overall, challenging work and promotions can lead to many benefits, including the following: Higher salary: One of the more pleasing effects of a job promotion is an increase in take-home pay. The amount that is offered can differ greatly and is dependent upon various factors in the market or economy. Better benefits: The term benefit can mean any of the following: better health insurance, housing, and /or transportation provided by the company. In some cases, children s school fee(s) are reimbursed by the company as well. More responsibility: Job promotion leads to managing or leading more people, and by working in a higher position, a person usually has more subordinates to work with and supervise. The individual in a higher position usually assumes greater responsibilities in work assignments. Possibilities for training or studies: The opportunities in further schooling and training can lead to improved performance for the firm. Improved workplace: The environment is better and more pleasant. The graduate program is also a good way to network and meet many new potential connections. In class, the opportunity to meet people from many backgrounds is widely available. Friendships are established which can be helpful and resourceful. The graduate program can be an expansion of one s network. Since competition in business is aggressive and essential, it is necessary to always keep connected to other professionals, keep up-to-date on new knowledge, and to develop new abilities and skills. Career Switching Career switching is based on the desire to transition from one career path to another in order to allow one to change occupational areas (Marks & Edington, 2006). Marks and Edington stated that in order to determine the relationship between motivations and barriers, Schoenfeld in 2005 correlated motivating factors with reservations that prospective MBA applicants have about pursuing a graduate business 30

7 degree. Schoenfeld found that (Marks & Edington, 2006): Those motivated by career enhancement are significantly more discouraged by financial barriers than they are by application barriers. Those motivated by career switching are significantly discouraged by all barriers -- application, financial, and time. Those motivated by personal development are significantly more discouraged by application barriers and are less likely to be currently enrolled in an MBA program. Mark and Edington (2006) revealed that women and men are driven by the same motivators -- career enhancement, career switching, and personal development for job success. Their studies did not suggest that there were any women who seek to enhance their personal development or switch careers, or that there were any men who seek to enhance their careers or enhance their personal development. Rather, what the data showed was that one quarter of both men and women were motivated by all three factors. Consequently, it can be surmised that a degree in a new field is advantageous for those students who want to change career to another area of occupation. Environmental Motivators In terms of environmental factors, this research defines reasons of one s motivation in the pursuit of higher education based on many theories and literature references, such as Maslow s Hierarchy of Needs, The Social Learning Theory, Value of Higher Educations, and Hofstede s Uncertainty Avoidance. Environmental factors fall under the Esteem and Belonging category in Maslow s Hierarchy of Needs. The environmental factors include: esteem from others, love, affection, and being a part of group. When physiological and safety needs are fulfilled, one begins thinking about social needs and wanting to relate to others by establishing self-identity or selfposition within the society. Importance in becoming part of the group and gaining recognition by associating with others becomes prioritized. The Thai culture has been greatly influenced by Buddhism, and Thai people tend to have strong family values. Regarding Thailanders, some researchers have said that: The Thai people are a self-contained people who have a need for harmony, cooperation and balance. The love and support within the family is extremely important to people in Thailand, as is the case in most Asian cultures. The structure of the family tends to be based on hierarchy. The elderly are well-respected and there is a clear distinction between family members (Mujtaba, Luk, Murphy & Saowakul, 2008). A student might pursue an MBA degree in order to fulfill the esteem need from his/her family, thus the student receives satisfaction, love, and affection from family members in return. Another reason could be to comply with peer pressure in one s 31

8 extended or professional family, or to follow peers in order to be part of the group. In Thai culture the group is the primary unit of social organization as a consequence of their living in extended families; thus, this explains why it is easier for them to work cohesively as teams and groups. Jatuporn Sungkhawan (2000) provides the following list of some important Thai values and their definitions which are part of the normal socialization process in the culture of Thailand: 1. Hai Kiat. Respect or honor seniority, education, position. 2. Roojak tee sung tee tham. Seniority system -- respect for the senior. 3. Hen Jai. Willingness to listen and be flexible. 4. Kreng Jai. Restrain interest or desire to maintain relations. 5. Nam Jai. Voluntary kindness. 6. Sam Ruen. Travel the middle path -- don t express extreme emotions. 7. Boon tam kam tang. Success and failure are due to acts from past life. 8. Boonkhun. Indebtedness when someone helps you. The value of Hai Kiat, which means respecting seniority and education, has certainly impacted master and doctoral students to initiate such a challenging and costly journey. It is also these values that help them successfully complete their high academic dreams, despite the roadblocks and setbacks. Social Learning Theory Murgai (1999) stated that the Social Learning Theory usually emphasizes environmental factors as opposed to individual factors in the development of personality. Also, elements beyond the control of the individual tend to exert a major influence on career choice. The principal task confronting a person tends to be the development of specific techniques to effectively cope with the environment (Osipow, 1983, p. 10; Singhal & Misra, 1994). The Social Learning Theory is one of the following four basic theories: Need Fulfillment, Social-learning, Personality, and Development Theory (Murgai, 1999). In the case of pursuing a higher education, an individual might pursue a higher degree in order to act in accordance with social expectations or social norms, but not necessarily to fulfill his or her own needs. Value of Higher Education Mujtaba, Luk, Murphy, and Saowakul (2008) defined value as assumptions about how something ought to be in the culture or society as values tend to create a specific culture or norm. Society values higher education as it is important for an individual to pursue; today s increasingly competitive economy is one reason to motivate an undergraduate to pursue master and doctorate degrees. In the United States, research shows that the earning of master s and doctorate degrees tend to be 32

9 worth about $250,000 & $725,000 more than a bachelor s degree (Arab-American business, Dec 2006-Jan 2007). The U.S. difference in salaries of people with graduate degrees from bachelor degrees is around percent, while in Thailand there is about percent difference; however, the social value of graduate education is much higher than the pay and this value has a powerful effect on Thai people. In Thai culture, parents expect their children to be good at school as they put high value on higher education. It is agreed and understood that obtaining the highest academic credential is prestigious and it always rewards in the long-term. The importance of education is passed on from one generation to the next, thus creating a social norm of Thai people s academic achievement. Many students after completing a bachelor s degree would seek to pursue a higher one to comply with social norms and/or to gain a higher social status, which is often a ticket in moving to a better lifestyle. Uncertainty Avoidance and Goals Murgai (1999) referred to Hofstede s definition of Uncertainty Avoidance since the concept of uncertainty is often linked to everything that is not under direct control through technology, rules, and rituals to reduce the stress caused by it. In any culture, factors like the economy, demographics, political system, legislation, religion, etc., can be the cause of uncertainty. To secure a better position in today s uncertain and competitive economy, earning an MBA may be the best job protection around right now Companies like IBM, Hewlett Packard, Bank of America and Charles Schwab are still competing for business school graduates, and graduates of top business schools can expect to earn starting salaries of about $75,000 (Arab-American business, Dec 2006-Jan 2007). Another reason for obtaining a graduate degree might be associated with local and state laws and legislations. For example, most teachers in Thailand must obtain a teaching license and/or earn continuing education credits in order to comply with the laws. To comply with the rules and regulations, every academic administrator must also obtain a license or a degree in his/her position s educational area. Overall and as a summary, from the review of concepts and motivational elements of graduates students studied in the literature, we can list a set of motivational factors including the following: To fulfill one s personal goals. To fulfill family s expectation. To comply with peer pressure. To act in accordance with social values. To obtain credentials as regulated by the local and state laws. 33

10 To secure promotional opportunities. To network with professionals in one s area of interest. To earn the respect of one s peers and colleagues. To feel more secure about one s current job. 10. To enhance one s language and communication skills. 11. To secure a position in competitive economies around the world. Research Methodology and Hypothesis This research set out to identify motivational factors for graduate students. In this research, the population consists of 321 students who were master and doctoral degree students studying at a large state university in Thailand. Besides a short discussion and interview with some graduate students, the main instrument used in this research is a close-ended survey to collect descriptive statistics and attitudinal data in a Likert type scale. To find out the relationship between gender and motivational factors in different levels of education, the research hypotheses are as follows: Hypothesis One: There are no differences between male and female students motivational factors (personal development, career enhancement, career switching, and environmental) for pursuing master and doctoral degrees. Hypothesis Two: There are no differences between master and doctoral students motivational factors (personal development, career enhancement, career switching, and environmental) for pursuing graduate degrees. Experts generally recommend that studies be designed to achieve a co-efficient alpha level of at least For a population size of 321, it was decided to have a sample size of at least 83 to achieve a significance level of 95%. This research used a survey instrument that is close-ended to collect demographic data and motivational factors of respondents. All statements were straightforward, easy to understand, and designed to explore a respondent s level of agreement with motivation factors. Close-ended items within this survey were forced choice and used a five-point Likert type scale with anchors at strongly agree and strongly disagree. A pilot version of the survey instrument was implemented with one doctoral student and one master degree student to assure that the statements used in the questionnaire were relevant and clear. The pilot study also included a thorough review and discussion of the instrument with a group of eleven master and doctoral students. It was concluded that the statements were focused on the needed data, and they were 34

11 clear and understandable by an average graduate respondent in Thailand. The questionnaire used in this study includes three parts in two pages. The first page contained a cover letter describing the aim of the survey to assure the respondent that no negative action would be taken against them about their responses. The second page consisted of demographic items with close-ended questions and sixteen statements regarding the independent variables of these motivation factors. The respondent was asked to state his or her agreement or disagreement with each statement using the five point Likert type scale. A Likert scale is often used in this format to measure attitudes, preference, and subjective reactions. The typical five-point scale asks the respondents to express agreement or disagreement using the specified values. Validity and reliability. Validity refers to the degree to which the evidence supports that these interpretations were correct and the manner in which interpretations used is appropriate as agreed upon by such organizations as the American Educational Research Association, American Psychological Association, and the National Council on Measurement in Education. The question of validity has evolved from the question of whether the instrument measured what the research intended to measure. In this research, the validity was tested with a group of students for making sure that the content of research questionnaire was correct and valid. The most common internal consistency and reliability is Cronbach s alpha. Cronbach s alpha is a basic method of estimating internal reliability. Cronbach s alpha could be interpreted as the percent of variance the observed scale would explain in the hypothetical true scale composed of all possible items in the universe. Alternatively, it could be interpreted as the correlation of the observed scale with all possible other scales measuring the same thing and using the same number item. By convention, a lenient cut-off 0.60 is common in exploratory research; however, it is agreed that for this study, alpha should be at least 0.70 or higher to retain an item in an adequate scale. In this study, as stated in Table 1, we obtained a Cronbach s alpha coefficient of over for these items. Since the Cronbach s alpha coefficient is greater than 0.6, thus it has reliability. 35

12 Table 1. Reliability statistics of the research questionnaire Reliability Statistics Cronbach s Alpha N of Items Method of collecting data. For this study, 120 questionnaires were sent electronically or personally given to students of one public university in Chiang Mai and Bangkok provinces of Thailand. The questions were accompanied by a cover letter. The cover letter explained the purpose of the study, assured confidentiality, and thanked the participants for their willingness to be a part of the research. Completing the survey took an average of about 5 to 8 minutes. Respondents were provided one week to complete the survey. Completed surveys were returned to the university coordinator who served in Chiang Mai campus program. In total, 89 surveys were returned for a 74% response rate. Data Analysis and Discussions Descriptive statistics can be used to summarize the data, either numerically or graphically, to describe the sample. Basic examples of numerical descriptors are the mean and standard deviation. These inferences might take the form of answer to question or hypotheses testing, estimates of numerical characteristics, description of association (correlation), and other modeling techniques including Analysis of Variance (ANOVA). The responses elicited in this study were coded In Likert type scale the collected data collected were original in that they have an inherent order or sequence. Descriptive statistic, mean value, and T-test were used for gender, and oneway ANOVA were employed for size of students and level of graduate student (master and doctoral degree students). A T-test was done to see if there were any significant differences of two groups in the variable of gender. Standard deviations of the data were calculated in the Statistical Package for Social Science (SPSS) for windows, version 15. To compare the level of agreement of motivational factors, the data was analyzed using the independent samples T-test of SPSS for windows to evaluate if the difference between the mean values of the test variable for one group differs significantly from the mean value of the test variable for the second group. Table 2 shows the motivation variables tested in the pursuit of the master and doctoral degrees. 36

13 Table 2. Motivational Variables 2.1- Personal Development Variables 1. To satisfy my desire in self-improvement. 2. To gain more respect from others. 3. To gain more self-confidence. 4. To achieve my educational goal. 5. To improve my English skill Career Enhancement Variables 1. To earn higher compensation. 2. To provide opportunity for more challenging work. 3. To get promoted to a higher position. 4. To establish a wider connection. 5. To remain competitive in the business field Career Switching Variables 1. To change occupation area. 2. To transition from current career path to a new one Environmental Variables 1. To fulfill family s expectation. 2. To comply with peer pressure. 3. To obtain credential as regulated by law. 4. To act in accordance to social values Environmental Variables 1. To fulfill family s expectation. 2. To comply with peer pressure. 3. To obtain credential as regulated by law. 4. To act in accordance to social values. 37

14 Out of 89 respondents there were 34 males and 55 females, as shown in Table 3. More than half of the respondents (58.4 percent) were between years old, 29.2 percent were between years old and 12.4 percent were above 41 years old (Table 4). Table 3. Distribution Categories by Gender Distribution Frequency Percent Male Female Total Table 4. Distribution Categories by Age Distribution Frequency Percent above Total It can be seen from Table 5 that 27 percent of the respondents earn about 10,001 20,000 baht per month and 23.1 percent earn more than 40,000 baht per month. The rest was 30,001-40,000, 20,001-30,000, and under 10,000 respectively. The majority of the respondents (42.7 percent) were corporate employees and the rest were teachers, lecturers, students, business owners, government officers and state enterprise employees with 4.5 percent categorized as other (presented in Table 6) Table 5. Distribution Categories by Income Distribution Frequency Percent under 10, ,001-20, ,001-30, ,001-40, above 40, Total Missing Total

15 Table 6. Distribution Categories by Occupation Distribution Frequency Percent Government officer State enterprise Employee Business owner Teacher/Lecturer Student Other Total As is shown in Table 7, about 37.1 percent of the respondents had 1-3 years work experience and 36 percent had more than 6 years work experience. The rest of the respondents had 4-6 years of experience (15.7 percent), and 10.1 percent had no work experience at all with the addition of 1.1 percent missing information in this category. Table 7. Distribution Categories by Experience Distribution Frequency Percent None years years above 6 years Total Missing Total Out of 89 respondents, 76.4 percent were in the master degree program and 23.6 percent were in doctoral programs, as shown in Table 8. As can be seen from the data included in Table 9 (where there is equivalency of the means for all the categories) as well as in Part B (Table 11) of the Appendix (where the significance value for the categories are larger than alpha of 0.05), the null hypothesis ( There are no differences between male and female students motivational factors (personal development, career enhancement, career switching, and environmental) for pursuing master and doctoral degrees ) is accepted. For example, in the first factor of 39

16 the personal development category which is to Satisfy my desire in self improvement, the group statistics in Table 9 shows a mean of 4.38 for males and 4.31 for females. Similarly, for the second personal development factor of To gain more respect from others, the group statistics shows a mean of 3.74 for males and 3.78 for females. The same pattern continues for the mean equivalency of all the factors between male and female graduate respondents. As such, the first hypothesis is supported. Table 8. Distribution Categories by Degree Distribution Frequency Percent Master degree Doctoral degree Total As can be seen from the data included in Table 10 (where there is equivalency of the means for many of the categories between master and doctoral students but not for all), as well as in Part C (Table 12) of the Appendix (where the significance value for most of the categories are larger than alpha of 0.05 but not for all), the second null hypothesis ( There are no differences between master and doctoral students motivational factors (personal development, career enhancement, career switching, and environmental) for pursuing graduate degrees ) is rejected because it is shown that there are differences in some motivational factors of master and doctoral degree students in regard to gaining respect (0.21 and 0.008), earning higher compensation (0.024 and 0.035), changing occupation (0.002 and 0.004), and transitioning to new career (0.002 and 0.002). Furthermore, the fact that the F-value is for gaining more respect from others, further supports the hypothesis that there are significant differences between some of the motivational factors of master and doctoral students. While the data in Part C of the appendix (Table 12) demonstrates whether the differences are significant or not between the master and doctoral respondents, the group statistics in Table 10 shows that the mean for doctoral respondents in gaining more respect from others is much higher (4.14 for doctoral students and 3.65 for master students), thereby supporting the fact that doctoral students want to gain more respect as a result of their degree achievement than the master student respondents. Similarly, the data in group statistics support the fact that master degree students prefer earning higher compensation (mean of 3.62 for doctoral students and 4.12 for master students), changing occupation (mean of 2.81 for doctoral students and 3.66 for master students), and transitioning to new career (mean of 2.90 for doctoral students and 3.69 for master students) as a result of achieving their degree. 40

17 Table 9. Group Statistics for Males and Females Std. Error Gender N Mean Std. Deviation Mean Satisfy desire Male Female Gain respect Male Female Gain self conf Male Female Achieve Edu Goal Male Female Improve E skill Male Female Earn H Comp Male Female Opp Challeng work Male Female Get promote Male Female Establish connection Male Female Busi Compete Male Female Chang Occupation Male Female Transit New Career Male Female Fullfil Family Male Female Peer Press Male Female Credential by Law Male Female Act to social V Male Female

18 The doctoral students had higher scores on gaining respect than master degree students whereas master degree students had higher scores on earning higher compensation, changing occupation, and transitioning to new careers. It is apparent that these doctoral students did not just pursue the degree in order to change occupation or earn higher compensation. The findings of the research show that motivational factors in the pursuit of graduate degrees were not related to gender, as both male and female students had very similar scores on the four motivational factors namely, personal development, career enhancement, career switching, and environmental factors. However, the research suggests that there were significant differences in some motivational factors between master and doctoral degree students. Master degree students want career promotion and more compensation opportunities, while doctoral students tend to want more recognition and self-respect which can be related to Maslow s hierarchy for esteem and self-actualization needs. A doctoral degree is considered to be the highest academic achievement, while the selfactualization need is also on the top of Maslow s Hierarchy of Needs. While doctoral students want more respect and recognition for their academic achievement, master students tend to be more pragmatic in their expectations from the master s of business administration degree. 42

19 Table 10. Group Statistics for Master and Doctoral Respondents Std. Error Degree N Mean Std. Deviation Mean Satisfy desire Master Doctoral Gain respect Master Doctoral Gain self conf Master Doctoral Achieve Edu Goal Master Doctoral Improve E skill Master Doctoral Earn H Comp Master Doctoral Opp Challeng work Master Doctoral Get promote Master Doctoral Establish connection Master Doctoral Busi Compete Master Doctoral Chang Occupation Master Doctoral Transit New Career Master Doctoral Fullfil Family Master Doctoral Peer Press Master Doctoral Credential by Law Master Doctoral Act to social V Master Doctoral During a discussion with master s students at this university, they were asked, Why are you pursuing this graduate degree? and the response from one student, which emphasized the influence of family and career, is as follows (Personal Communication with Mr. Kukrit Toongoenthong on November 15, 2008): 43

20 44 There are two main reasons that I decided to pursue an MBA degree. First, is that business and management have long been my personal favorite since childhood. Family, consisting of four members, can be thought a source of my motivation. Although just a small grocery shop in little town in southern Bangkok, I had been obliged to assist my family daily selling-buying activity. Observing market trend, planning modest home stock of merchandise, negotiating with suppliers for profitable price, and marketing for new potential customers could be seen and heard all around inside my home. Business school in Thai universities had been understood as a place mainly for students having a family business. It is civil engineering that I decided for my core future career believing that big project would bring large profit margin someday. While pursing my degree in engineering, it had been my dream that I would have a chance to pursue knowledge in business and administration in the near future. Second reason is directly about my present career. In general, for contractor business, to achieve profitable projects, it requires not only technical knowledge but also planning, managing, and controlling skills. In modern organizations, business administration and management skills are believed to develop or accumulate in individuals throughout their working experience. There is relatively less MBAs in construction businesses. Due to stagnation of most local construction markets in the last decade, construction companies have been forced to go out for international competition to stabilize corporate business growth. I believe that pursing MBA degree will give me a chance to see a problem from different perspectives. Understanding situations systematically using well developed applied science of business administration and management may help me make a significant contribution in answering and giving some meaningful hints to my organization s top executives. Finally, I strongly hope to do a real time comparative study between what I am going to learn from this MBA program and my real experience as a manager of international construction projects. While getting a master degree is neither easy nor quick, it can certainly bring much joy, pride, and opportunities for one s personal life as well as one s professional career. Students understand that today s business world is very volatile and things can change very quickly for the worse. As such, being prepared and armed with a higher education degree is a great way to have a more secure future. A response from another Thai graduate student further reinforces these thoughts regarding flexibility and being prepared are as follows (Personal Communication with Mr. Sompong Eakkachaichanvet on November 16, 2008): I am pursuing this graduate degree because the program provides me flexibility. Since I m a restaurant owner, I work six days a week, days and nights. So,

21 I need some flexibility to work on my own time. Today, business is somewhat similar to our lives sometimes up and sometimes down, and then it all comes to an end. This process of circulation is called the business cycle. As a business owner, I need to have awareness and abilities to rejuvenate or renew my business on a regular basis. To do that successfully, I need to have the best education available. Also, the master s degree opens opportunities for me to have a career change when needed. One day, I would like to do some consulting and teaching on a part-time or voluntary basis. I prefer to get these jobs because they might be less stressful and perhaps more rewarding as one is helping others develop to their full potential. Finally, the credentials of a master degree from an accredited institution will bring personal pride and joy. When asked What do you see as a most important or most interesting aspect of the graduate program and group learning in the twenty first-century environment? a response from a Thai master student nicely expresses the diversity of today s workforce as follows (Personal Communication with Mrs. Yukiko Vorasinghaon on November 17, 2008): First, we can see the impact of the global environment and a company s response to it by hiring knowledgeable and diverse workers. For example, in this class, the background environment of learners has spread in several countries, the United States, Japan, Thailand, Afghanistan, and Tunisia. And also, the perspectives of thinking are diverse: Afghan, American, Japanese, Thai, and Tunisian at a minimum. Having such a diverse workplace is a great way to think globally. Also, education creates a more equal position. In today s workplace, there are still prejudices in some minds that tends to interfere with relationships and productivity. As such, cultural differences may make the exchange of an equal opinion unconsciously more difficult. Therefore, getting a master degree and speaking a similar business language as one s colleagues can make life much easier in the workplace. The benefit of a good education and diversity in the workplace is that members can approach the same problem from multiple perspectives. Management of the 21 st century must find relevant and effective methods for making the most out of today s global diversity in their departments and organizations. Besides getting a global education, this graduate program can certainly expose a student to a diversity of opinions, ideas, and thinking. This multiplicity of perspectives and diversity is what I like about the master program. Another master student commented as follows about networking and learning with others in a cohort or group format (Personal Communication with Mr. Paul Obonyo on November 19, 2008): As the saying goes, no person or no nation can be an island on its own; the same is true for learning. In this era of globalization where the world has literally 45

22 become a global village, it is imperative that people interact and network to achieve certain goals in life. A fellow student or learning mate can explain a concept in a much understandable or simpler way than the instructor and of course this would be practical in our discussions. People from diverse backgrounds in terms of interest, race, religions etc bring diverse thinking, attitude, perceptions, ways of understanding, communication abilities and of course practical life experiences in dealing with various issues. Let me examine the benefits that group learning can have on students by looking at each of these aspects: Interests and hobbies: People have diverse interests from travelling to watching movies and sometimes from reading to psyche for achievements. These diverse interests make people pursue certain traits in dealing with issues and problems. As we interact with people with different interests, we are likely to appreciate the value of diversity and start to see things differently and in a way make our thinking more critical and constructive considering all elements of life. Age and experience: It has been widely believed that older people are wiser and skilled probably because of experience gathered over time, challenges that they have met and solutions that they managed to cobble to achieve. In group learning, we have people of different ages, young and old, who have totally different understanding and way of looking at issues. These different ideas are all very useful for managing results and must be taken into account by managers. Race and Nationality: Race and nationality brings into the picture different cultures and social ways that do shape attitudes, perceptions and behaviors. All these aspects can also highly impact on the communication skills of an individual which is a very important aspect in our day-to-day life, current and future careers. In having group discussions and exchanges, we will tend to see much on how our cultures influence our way of thinking, attitudes and also perceptions, and this would be a great platform to be able to respect different cultures and appreciate the role our cultures play in our thinking and behaviors. As mentioned before, it is a global village, which is getting small by the day thanks to the great technological advancements and if we start discussions with people from diverse nationalities, races and so forth, we will not have difficulties in working with these people and/or understanding them. In a nut-shell, it further helps us to learn from others and establish networks that will not only be useful now but also in our future endeavors. It is clear that master students see the practical side of obtaining this degree during the process as well as after its completion. During the process of completing 46

23 the master s of business administration courses, they can learn and network with other professionals in the program. After the completion of the degree, they can use their master s degree skills and credentials to get new jobs, start new business, and earn more income on each job. Implications for Administrators and Students Understanding the motivational needs of master and doctoral students can be very important in their success. Tinto (2007) states that student success at any institution tends to come from the results of effective education. Of course, effective education happens when administrators and faculty members conscientiously focus on conditions that promote student learning on a continuous basis. It is clear that student success does not arise by chance, as it requires effort and structure. Academic institutions must be intentional, structured, and proactive in helping them succeed. Tinto (2007) also explains that students will get more involved in learning, spend more time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to actively share what they learn with others. Of course, there are no magical panaceas or secrets for institutional success with graduate students. But it does take everyone s goal-oriented and mission-driven efforts to achieve student success. While there are helpful programs and technological advancements that can make life easier for everyone, it is the efforts and commitment of people that matter. This is a case where faculty members, university staff, administrators, and students can work as partners to achieve success in each program. From this study, administrators of the graduate programs are able to gain a better understanding of their students expectations as they go about achieving their degrees. Reinforcement of these motivational factors as regular reminders (such as in the middle of the program when students might be a bit tired of doing so much reading and homework) can help students keep in mind their purpose of initiating the program. These reminders can help in increasing student retention rates, as well as student graduation rates in the master and doctoral programs. The findings can also be used as guidelines for the creation of a marketing plan as recruiters now know what drives prospective candidates to initiate taking graduate courses. The graduate students can use the outcome as a reminder for completing each course, as well as for keeping themselves motivated in overcoming obstacles in the difficult courses and other challenges they might face in their journey of higher level research. For example, when a student is having a difficult time in a specific course or project and is leaning toward dropping out of the program, he or she is advised to review his or her initial reasons for coming into the graduate program. The review of the reasons and one s purpose of getting the degree, as reminders, might provide the motivation and impetus to help the student overcome the inescapable bumps on the journey toward the completion of the program. If the will to continue the program 47