AN EVALUATION OF EFFECTIVENESS OF THE ZIMBABWE OPEN UNIVERSITY (ZOU) MBA PROGRAMME IN MEETING CAREER NEEDS: A GRADUATES PERSPECTIVE

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1 AN EVALUATION OF EFFECTIVENESS OF THE ZIMBABWE OPEN UNIVERSITY (ZOU) MBA PROGRAMME IN MEETING CAREER NEEDS: A GRADUATES PERSPECTIVE Stephen Mwenje 1 & Kenneth Saruchera 2 1 Quality Assurance Unit, Zimbabwe Open University, Zimbabwe 2 Zimbabwe Open University Manicaland Region, Zimbabwe Abstract In Zimbabwe, the MBA degree is a popular qualification and a requisite in the business environment (Zimbabwe Financial Gazette July 2014).While this trend appear to conform to the perception that MBA graduates have analytical attributes, strategic thinking and leadership skills (Andrew &Harris 2012), the proliferation of transnational MBA degrees offered online, have triggered sentiments about the worthiness of MBA degrees (Chinjekure 2013). Zimbabwe Open University (ZOU) offers an MBA programme boosting of many graduates in senior private and public sector positions. However, like other local MBA degrees, the programme seems to be facing competition from transnational programmes in an environment of lack of empirically driven parameters for evaluating MBA programmes. This study sought to evaluate the ZOU MBA programme using perceptions of its graduates. A descriptive survey conducted on sampled graduates recommends that the programme adds an experiential and entrepreneurship component together with an enhanced ICT course for managers. Key words: MBA programme; effectiveness. 1. Introduction In Zimbabwe, the MBA degree has become a very popular management qualification and is widely viewed as a requisite qualification in the business environment( Chinjekure 2013;Zimbabwe Financial Gazette July 2014).These trends appear to conform to worldwide perceptions that value MBA degree holders as having assumed analytical attributes, strategic thinking, leadership and communication skills(gosling et al 2010;Andrew&Harris 2012).However, experiences in Zimbabwe show that the proliferation of many transnational MBA programmes offered online, quicker to complete and with lower entry qualifications have triggered mixed public sentiments about the worthiness of all MBA degree programmes offered locally (Zimbabwe Financial Gazette ibid).these public sentiments can be reasonable in an environment characterized by lack of empirically driven frameworks for evaluating value of MBA programmes. In deed, in the academic domain, there seem to be lack of consensus regarding universal parameters for judging the worthiness of MBA programmes.(connolly 2010;Beech 2013;Business Week 2014) Some schools of thought favor evaluating MBA programmes by the extent to which they attract students to embark on the programmes (Parry&Wharton 2011;GMAC 213;Business Week 2014).MBA programmes that conform to this line of thinking fulfill predictors that affect prospective students decisions to choose the programmes. (Rapert et al 2012).An example of expectations considered by potential students are work load, time to complete, expediency and flexibility (GMAC20 ibid.).it seems supposed flexibility associated with learning satisfaction have become critical factors when selecting MBA programmes for study. Flexibility and reduced completion time are important predictors in MBA programme selection (Parry&Wharton 2011).On the contrary, some arguments against such views seem to claim that the search for value of MBA programmes entails evaluating how challenging the academic environment was for students during the course of the study (Gosling et al 2010). Effectiveness would therefore be judged by the ability of the graduates to posses attributes reflected in the programme objectives (Rapert et al ibid). Evaluating parameters such as impact studies that use graduates perceptions on the extent to which MBA degrees meet their career expectations are still valuable yard sticks in evaluating the degrees effectiveness (Andrew&Harris 2012;Quacquarell 2012).For instance, MBA students pick a degree programme after viewing it as a significant investment in their career developments (Quacquarelli ( ibid; Global MBA survey 2013).However, there are variables such as age and gender that affects the credibility of this perspective. A case in point is under 35 year olds MBA students who place value on hopeful career switching opportunities, while 8 or more years experienced managers place emphasis on improving analytical ability (Simpson; Strurger et al 2010). Managers with less experience were seen to place prominence on learning more about business and making contacts. For example Richard-Wilson &Galloway (2009) argue that MBA graduates with more work experience reap fewer benefits than graduates with less work experience. There are also gender factors at play. For example some studies indicate that while both men and women value the MBA degree, men were more concerned with their career advancement than women. (Simpson; Strurger et al 2010). Studies have also shown than it is important for men than women to become better on one s job and obtain more promising career opportunities (Simpson et al ibid). According to Simpson et al (ibid) women MBA holders have not advanced to the same extent as men in terms of intrinsic benefits. It is against these reflections that this study sought to identify graduates reasons for choosing the ZOU MBA Programme and also to assess their perceptions on the programme s worthiness. 136

2 Critics of MBA programmes appear to raise a range of issues. For example, a survey of an array of international MBA programmes has cited very low levels of critical skills inherent in many part time and online MBA programmes (Kyle&Festervard 2014). Some criticisms from captains of industry and commerce have observed that many MBA tutors either lack the necessary practical skills or have little or no relevant business experience (Zhao et al 2009; Lewick 2010). Some MBA programmes have been found to be too theoretically inclined with over-emphasis on quantitative subjects at the expense of critical people oriented skills (Parry&Wharton 2011). Some studies have established that overemphasis on quantitative curricula by many MBA programmes has produced graduates who are ill equipped to solve the challenges of the dynamic work environment (Richard Wilson& Galloway 2009 Zhao et al 2009; Quacquarell 2012). A study by Kyle &Festervand (2014), indicate that the majority of MBA programmes in Africa fall short in terms of capacity to equip students to solve challenges facing African business, industry and its public sectors. In Zimbabwe, MBA graduates are looked upon to assume leadership roles and to provide expertise in turning around the country s economy through indigenization, empowerment and human capacity building (Mauchi et al 2011; ZIMASSET 2013). This study therefore sought to assess the effectiveness of the ZOU MBA programme in shaping career paths and in critical skills development. There seem to be no universally agreed yardsticks in evaluating effectiveness of MBA programmes. Traditionally, the effectiveness of an MBA programme has been assessed by the extent to which it opens doors for its graduates to venture into new career opportunities (Zhao et al 2009).However this perception seem have some complexities. For instance, some emerging trends seem to stress the ability of MBA programmes in equipping graduates to create employment opportunities (Parry &Wharton 2011;Erdon&Bauer 2012).This perception is however contextual as MBA graduates from developed countries may be expected to pursue entrepreneurial opportunities in emerging global markets while graduates in developing countries may be expected to provide leadership in solving economic challenges facing their developing economies such as unemployment(lewick 2010).In Zimbabwe for example, the new economic blue print ZIMASSET (2013), expects students to add value by creating employment and wealth instead of job seeking (Mauchi 2011;Chinjekure 2013; ZIMASSET 2013).Hence the need for this study to find out the extent to which the ZOU MBA degree programme cultivated entrepreneurial attributes in graduates. There are several other challenges in evaluating MBA programmes. For instance, the varied academic backgrounds of students who get on MBA programmes such as social science, engineering, medicine and law makes it difficult to judge their outputs on the basis of the MBA s value (Richard-Wilson& Galloway 2009;Zhao et al 2009).Recent studies have shown that many MBA students are unable to get jobs while some are doing jobs that pay less than what they paid for to do their degrees due to variables not linked to the profiles of their MBA degrees but to their backgrounds before doing the degrees(gosling et al 2010;Andrew&Haris 2012). There are many MBA graduates in jobs that are not related to business administration they got into either before, during or after their MBA studies ( Parry &Wharton 2011;Rapert et al 2012).These circumstances prompted this study to assess the impact of the ZOU MBA programme by comparing graduates career statuses before and after graduation. Some complexities arise from institutions or programmes brands. For example, the institution s reputation has become an important variable in rating the effectiveness of an MBA programme (Rapert et al 2012).It is now widely believed that the institution s repute is the most important criteria used by prospective students choosing an MBA programme.(rapert ibid; Financial Times 2013). There are various opinions in support of the view that the reputation of the awarding institution adds muscle to the value of the MBA degree(erdon&bauer 2012).When students enroll at institutions that are widely respected by employers, they will be guaranteed that the value of their degrees will be high(andrew&haris 2012).While this yardstick can be an effective device in studying student s perceptions in choosing an institution to study with, there are shortcomings in judging the quality of an MBA programme by the profile of the awarding institution(connolly 2010).Graduates from prestigious universities enjoy competitive advantages when seeking careers ( Connolly ibid).however, the credibility of correlating career impacts to the degree s awarding institution s reputation as judged by students can be questionable (Beech 2013).Nonetheless, this study saw it worthwhile to at least evaluate the ZOU MBA programme by identifying reasons why its graduates initially chose to study with the institution. Effectiveness of MBA programmes has in some cases been evaluated by assessing the contribution awarding institutions make to their communities in terms of outcomes from MBA graduates. For instance, some MBA programmes have gained reputation by recruiting experienced managers and developing them into mature functional managers who after graduation, have made recognizable contributions to their communities (Gosling et al 2010). Some institutions have gained popularity by equipping none experienced first degree holders with functional managerial skills (Erdon&Bauer 2012).As pointed out by Quacquarelli (2012), there are a many successful organisations that have benefited from a hutch of skills the MBA graduates working for them have. Many successful businesses in law, medicine, and architecture bear their success from skills obtained from MBA graduates(quacquarelli ibid; Gosling &Mintzberg (ibid).this study sought to find out how ZOU MBA graduates rate the degree in terms of provision of requisite skills that made an impact into the field of work. It may seem as if there is no consensus regarding parameters to evaluate MBA programme judging by the plethora of perspectives explored so far. However this study sought to peruse the line of thinking that sees effectiveness of MBA programmes in the light of the extent to which they meet students expectations regardless of contextual issues. Examples of studies that have used graduates perceptions have studied graduates motives such as employability, cultivating current careers, increasing chances of promotion, switching to new careers, transition from none graduate qualifications, seeking managerial careers, job satisfaction or starting own businesses. However it can not be concluded the MBA degree on its own is a passport to fulfilling such motives (Lewick 2010; Beech 2013). It is against this theoretical background that this study sought to expand the frontier on out how students and graduates views can be used to evaluate the effectiveness of an MBA programme Statement of the problem The MBA degree is one of the most popular graduate qualifications for managers and administrators in private and 137

3 public sectors in Zimbabwe. While MBA degree holders are expected to command respect from their assumed analytical attributes, strategic thinking and leadership (Mintzberg 2008; Andrew &Harris 2012) the proliferation of MBA degree programmes have raised public concerns in areas of relevance and effectiveness to the country s needs. Zimbabwe Open University (ZOU) is an Open and Distance Learning University with an MBA programme that boost of many gradates now practicing in senior private and public sector positions. However, like other local MBA degrees, the degree seems to be experiencing a suppressed growth in the intake of new students since proliferation of many MBA online degrees. This study therefore sought to evaluate effectiveness of the ZOU MBA programme by assessing its graduates perceptions on the extent to which the degree meets their career needs. 2. Research Question How effective is the ZOU MBA programme in meeting graduates career needs? 2.1. Sub- questions What are graduates reasons for choosing the (ZOU) MBA programme? What are graduates perceptions of strengths of the (ZOU) MBA degree programme in providing critical skills? What are graduates perceptions on the impact of the (ZOU) MBA programme on career development? What are graduates perceptions on strengths of the MBA programme in providing entrepreneurial attributes? iv. What critical elements do graduates view as requisite in the (ZOU) MBA programme? 2.2. Research objectives To analyze graduates reasons for choosing the (ZOU) MBA programme To analyze graduates perceptions of strengths of the ZOU MBA programme in providing critical skills To analyze graduates perceptions on the impact of the (ZOU) MBA programme on career development To analyze graduates perceptions on the effectiveness of the (ZOU) MBA programme in entrepreneurial development To identify critical elements which are requisite in the (ZOU) MBA programme? 3. Main Body 3.1. Research design The research was a descriptive survey. The survey design enabled researchers to define and delimit the target population of the ZOU MBA graduates already in the field. The descriptive survey also made it possible to describe the graduates perceptions from a representative sample Target population and the sample The target population was 325 MBA graduates who graduated from ZOU Manicaland Region and were still active in the region s alumni data base. From these graduates 100 were purposively selected and conducted. Out of these a sample of 61 graduates finally took part in the research Sampling procedures Purposive sampling was used to select MBA graduates from the ZOU from alumni data base. Purposive sampling was ideal because it enabled researchers to identify graduates who could be conducted either in person, by telephone or e mail. Purposive sampling was also ideal in identifying graduates who could be reached for interviews Data collection procedures The majority of questionnaires were delivered through e mail. Some questionnaires were personally delivered to graduates within the local town while some were posted. Researchers also visited some graduates to conduct interviews Instrumentation Questionnaires The questionnaire was the main data collection instrument. The questionnaire consisted of both closed and open ended questions. The questionnaire enabled collection of data from many graduates in their diverse work places in a short time. Questionnaires had an advantage of reaching to all sampled graduates in their respective places cheaply Interviews Structured and semi structured interviews were used to collect in depth data from graduates who were accessible and from some who volunteered to visit the university s regional offices. Interviews had an advantage of enabling researchers to follow up on issues that needed further clarification and also to collect data on complex issues that could not be explored using questionnaires. Open ended questions enabled graduates to express their opinions while closed ended questions acted as checks on validity of data from questionnaires Results and discussions Bio-data for graduates A sample of 61 graduates took part in the study. The majority of the MBA graduates [51 (84%)] were male while [10(16%)] were female indicating a high gender disparity in preference for the degree. About half of the graduates [84(51%)] were in the years age range hence assumed to be mature. A large majority of the graduates had Bachelors Degrees and Professional Diplomas in Commerce in addition to the ZOU MBA degree. A substantial number of respondents held Masters Degrees from other disciplines. The majority of the graduates [62 (86%)] obtained their MBA degrees during the period that stretched to 8 years from the year this study was carried out reflecting a reasonably 138

4 long post MBA graduation period Graduates reasons for choosing to study with the ZOU MBA degree The graduates indicated that studying with ZOU enabled them to work and earn while learning. The ZOU learning mode enabled graduates to pursue their work commitments while learning. Graduates expressed that the ZOU MBA programme had study modules that were instructional, informative and simplified. These attributes were viewed by graduates as giving the ZOU MBA programme an edge over online and programmes offered at traditional compass institutions. In addition traditional face to face tutorials conducted by part time tutors who were captains of industry and commerce gave the programme a strong edge Strengths of the ZOU MBA programme in providing critical skills Graduates ratings of skills provided by the ZOU MBA degree Table (i) n=61 SKILL Very strong Good Not sure Weak Very weak Managerial skills 33 (54%) 20 (33%) 5 (8%) 3 (5%) 0 (0%) Risk management skills 3 (5%) 3 (5%) 25 (41%) 30 (49%) 0 (0%) Analytical skills 43 (70%) 10 (16% 5 (8%) 3 (5%) 0 (0%) Human resources management 51 (84%) 10 (16%) 0 (0%) 0 (0%) 0 (0%) Financial accounting skills 41 (67%) 20 (33%) 0 (0%) 0 (0%) 0 (0%) Entrepreneurial skills 2 (3%) 1 (2%) 56 (92%) 2 (3%) 0 (0%) Public relations skills 50 (82%) 9 (15%) 1 (2%) 1 (2%) 0 (0%) Change management skills 34 (56%) 22 (36%) 1 (2%) 4 (7%) 0 (0%) Marketing skills 24 (39%) 36 (59%) 1 (2%) 0 (0%) 0 (0%) ICT skills 6 (10%) 10 (16%) 21 (34%) 24 (39%) 0 (0%) The table shows that the majority of graduates rated the degree as good and very good in all the given skills except in the areas of ICT, entrepreneurship and risk management were the majority of graduates were either not sure or viewed the degree as falling short Graduates perceptions of critical strengths in the ZOU MBA degree The graduates viewed areas of human resources, financial, marketing, strategic management and organisational leadership as well projected in the ZOU MBA degree. Graduates viewed the degree as having wide curriculum coverage in the form of electives. Other areas that graduates viewed as having in depth content coverage were Accounting, Managerial Economics and Applied Business Statistics The Impact of the ZOU MBA Programme on Graduates career development Graduates career status before and after obtaining the MBA degree Graduates responses to career statuses before and after graduation were categorized into the following areas: High and Low level careers in commerce, public sector, industry, teaching/lecturing; Self employment and any other. Distribution of responses indicated that before graduating, the majority of graduates (18%), had been teaching/lecturing,(15%)had been in high level careers in commerce, (15%) in low level public sector careers, 13% in low level career in commerce, while 10% were in low level careers in industry.distribution of careers acquired after graduation show that the majority of graduates were now in high level careers in commerce(26%),teaching and lecturing(20%),high level public sector careers (16%) and high level careers in industry (12%).It seems there was an increase in the frequency of movement to high level careers Graduates views on other outcomes from the ZOU MBA degree After graduation some graduates who took up teaching and tutoring posts in local colleges and universities. Some were teaching international business professional courses. Some ventured into consultancy work in the corporate sector in areas such as tax planning and money and capital markets. Graduates specializing in later areas were said to be as highly rated in the Southern African Region. While promotion into higher leadership positions was the most common career development cited after graduation, some graduates were of the view that the MBA degree had given them self confidence in their managerial endeavors Effectiveness of the ZOU MBA Programme in fostering entrepreneurial development Graduates perceptions of the effectiveness of MBA degree in cultivating entrepreneurial attributes Graduates rated the degree according to the extent to which it equipped learners with a range of attributes and skills. The rankings strongly favored the degree in providing problem solving [30 (44%)],ethical and moral [26(43%)],self motivation [28 (46%)].Graduates strongly disagreed that the degree was effective in venture creation [14 (23%)] and risk taking [8(13%)].This shows that the degree cultivated entrepreneurial attributes biased towards problem solving, perseverance, risk taking ethical, moral and self motivation and less on attributes of venture creation and innovativeness Graduates views of other entrepreneurial attributes cultivated by the ZOU MBA degree Other entrepreneurial attributes cited by the graduates as cultured by the degree were ability to manage finances and to market products and services. The degree was also viewed as very powerful in fostering abilities to assess business environments and diagnosing for opportunities. The degree was also viewed as adequate in equipping aspiring or 139

5 practicing entrepreneurs with leadership skills in areas of accounting, human resources and industrial and labour relations Critical elements requisites in the ZOU MBA Programme Graduates views of critical essential requisites in the ZOU MBA programme. While some graduates observed the degree as strong in general business administration, it needed to advance the area Information and Communication Technologies. The course in Management of Information Systems offered was viewed as no longer satisfying ICT needs of today s managers. The programme needed to incorporate a larger practical component for experiential learning. The programme was also viewed as requiring entrepreneurial development areas such as venture creation and start ups to meet the objectives of the country s economic blue print (ZIMASSET). Other cited requisite areas cited were Insurance, Risk Management and Management of Tourism and Hospitality. 4. Conclusion Graduates are attracted to the (ZOU) MBA programme by its flexibility and convenient instructional mode. The degree is very strong in providing critical managerial, analytical, financial and accounting skills. The degree has rigor accounting, managerial economics and business statistics. The degree is effective in career development evidenced by the graduates movement to high profile careers and consultancy work with skills highly rated in the Southern African Region. However the degree may incorporate experiential learning.the degree is strong in entrepreneurial areas such as problem solving, ethics and self motivation but may still improve on venture creation and innovativeness. Students recommended that the degree incorporate experiential learning component, risk management, hospitality management and continue to advance in areas of ICT. References Andrews, J. &Harris.M, (2012) Postgraduate Study and Managers subsequent work experience: An Exploratory Evaluation in Assessing &Evaluation in Higher Education pgs 1-11 Beech, N. (2013). Intense, Vogorous, Soft and Faun: Identity work and the International MBA.Critical Perspectives on International Business, 2 (1), pp Business Week. (2014). Business Week B-Schools Full Time in MBA Programme Search and Data Comparison. Retrieved in July 2013 from Business Week Online we site week.com/ft Chinjekure, K. (2013) Entrepreneurs Talk. Young Entrepreneurs Society (YES) Zimbabwe posted in Business and Finance Career of 22 July 2013.Harare. Connolly, M. (2010).The end of the MBA as we know it? Academy of Management Learning and Education, 2(4), pp Erdon, B&Bauer, T.N. (2012).Enhancing Career benefits of Employee Proactive personality: The Role of fit with jobs and Organization. Personnel Psychology 58, pp Financial Times, (2013).Business Life Business School Rankings. Retrieved in July 2013 from the FT.com web site: life/mba Gosling, J et al (2010) The Education of Practicing Managers. Sloan Management Review, 45 (4), pp Graduate Management Admissions Council (GMAC). (2013) MBA Alumni Perspective Survey Executive summary (20013) Retrieved in July 2013 from GMAT Website: Kyle, R, &Festervand, T.A. (2014) An Update on the High-Tech MBA. Journal of Education for Business, 80 (4). pp Lewick, R. (2010), Jerry Jurgerson.Chief Executive Officer of Nationwide on Mintzberg Manager net MBAS Academy of Management Learning &Education, 4(2), pp Mauchi, F et al (2011). Entrepreneurship Education lessons: A case of Zimbabwe Tertiary Education Institutions in Educational Research Journal,2(7), pp Mintzberg, H. (2008) Managers not MBAs: A Handbook at the Soft Practice of Managing and Management Developmen.San Francisco C, A: Barrett Koechler Publications. Parry.L.E, Wharton, R. (2011).Teaching and Learning in Internationalized MBA programmes. Journal of American Academy of Business, 10 (2), pp Quacquarell.N. (2010).The QS Top MBA.com International MBA Recruitment and Salary Report. Retrieved January from Rapert, M.I; Smith.S; Velliquette, A&Garretson, J.A. (2012). The Meaning of Quality Expectations of Students in pursuit of an MBA.Journal for Business, 80(1), pp Richard-Wilson, S&Gallowaqy, F. (2009). What Every Business School needs to know about its Master of Business Administration (MBA) Graduates? Journal of Education for Business 82 (2), pp Simpson, R.Strurger.J. Woods.A&Altman.Y (2010).Gender, Age and the MBAs: A Analysis of Extrinsic and Intric Career Benefits. Journal of Management Education, 29, pp Zhao, Truell, Alexander, & Hill, I.B (2009). Less Success than Meets the Eye: The Impact of Master of Business Administration Education on Graduates Careers. Journal of Education for Business, 81(5), pp Zimbabwe Agenda for Sustainable Socio-Economic Transformation (ZIMASSET) (2013).Harare: Government Printers. Zimbabwe Financial Gazette July 2014.Harare. 140