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Relevance and development of the “Business Sustainable Management” competence in the Business Management and Administration Degree †. J. Tejedor-Núñez*, P. Fernández-Ferrín, M. A. Peña-Cerezo, O. García-Alonso, I. Etxano, J.C. Pérez de Mendiguren-Castresana INTED 2013

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Relevance and development of the “Business Sustainable Management” competence in the Business Management and Administration Degree †

J. Tejedor-Núñez*, P. Fernández-Ferrín, M. A. Peña-Cerezo, O. García-Alonso, I. Etxano, J.C. Pérez de Mendiguren-Castresana

INTED 2013

7th International Technology, Education and Development Conference

Valencia (Spain) – 4th–6th March, 2013

†Research financed within Educational Innovation Project 6400 (UPV / EHU)

Corresponding author:

jorge.tejedor@ehu.es

summary
Summary
  • Introduction
  • Comparative analysis: Relevance of the “Business Sustainable Management” (BSM) competence in the Spanish BMA Degrees
  • Hypothesis approach, Population analyzed and Methodology used
  • Results obtained
    • Descriptive analysis
    • Hypothesis contrast
  • Conclusions
introduction
Introduction
  • At the Business School of Vitoria-Gasteiz (University of the Basque Country – UPV/EHU) we have faced the challenge of designing and developing a new degree: Degree in Business Management and Administration (BMA).
  • Management of the business social and environmental dimensions, herein identified as Business Sustainable Management (BSM), is one of the competences of the degree.
  • The objective of this paper: analyze student’s perceptions on the level of relevance and the level of development of the BSM competence in the BMA Degree by comparing:
    • First, the influence that the design of the new degree has had on these perceptions;
    • Second, the evolution of those perceptions from a longitudinal point of view, i.e. as the students progress on the course.
  • This piece of work is an in progress research; it is part of a larger research project looking at educational innovation.
comparative analysis bsm competence in spanish bma degrees
Comparative Analysis – BSM competence in Spanish BMA Degrees
  • Competences which contents can be related to the BSM competence are the following 3, particularly the first two:
    • “Capacity to develop work ethic dimension (equal opportunities, fundamental rights, and so on)”
    • “Capacity to know and to understand the social responsibility derived from the managerial actions”
    • “Capacity to assume responsibility and commitment”
  • The integration of the BSM competence in the Spanish BMA Degrees is rather scant.
  • But the BSM competence has been set up as a central aspect when designing and developing the BMA Degree at the Vitoria-Gasteiz Business School (UPV/EHU).
hypothesis approach population analyzed and methodology used
Hypothesis approach, Population analyzed and Methodology used
  • Hypothesis approach:
    • Main purpose: Check the impact of the introduction of the BMA Degree on the perception of the students about the relevance and development of the BSM competence.
    • We believe that the existing gap between both variables (relevance and development of the competence) is a fundamental element to measure the divide between them.
    • Two work hypothesis group:
      • 1st work hypothesis group: deriving from the introduction of the BMA Degree.
      • 2nd work hypothesis group: deriving from the progress of the students throughout their study plan.
  • Methodology:
    • Distribution of variables has been studied: absence of normality.
    • Therefore, non-parametric statistical hypothesis test has been used:
      • Such as: Wilcoxon rank test for two related samples, Mann-Whitney U test for two non-related samples, etc.
hypothesis approach population analyzed and methodology used1
Hypothesis approach, Population analyzed and Methodology used
  • Population studied:
    • Questionnaire: 418 students. BMA Degree at the Business School of Vitoria-Gasteiz (UPV/EHU).

Table. Technical records.

results descriptive analysis
Results – Descriptive Analysis

Table. Descriptive statistics.

  • A clear gap in favour of the perceived relevance with respect to the level of development obtained.
    • Clearly lower among students in 2012 compared to the 2011 students.
    • Clearly lower for the Degree students (0.5) compared to the short-cycle students (1.1).
results hypothesis contrast
Results – Hypothesis contrast

Table. Normal distribution test (K-S test).

Note: Kolgomorov-Smirnov Z test and (in brackets) associated significance level.

  • Absence of normality in the distributions.
  • Non-parametric test to contrast the hypothesis.
results comparative relevance vs development
Results – Comparative: Relevance vs. Development
  • The mean contrast tests:
    • Confirm the differences between the mean levels of perceived relevance and development showed by the descriptive analysis.
  • Hypothesis contrast concludes that:
    • Is rejected that the introduction of the BMA Degree increases the degree of perceived relevance associated to the BSM competence.
    • However,
      • The training, orientation and coordination actions associated to the new BMA Degree have helped to increase the development of the BSM competence; and
      • The introduction of the new BMA Degree has helped to reduce the gap existing between the degree of perceived relevance and development.
conclusions
Conclusions
  • BSM competence in the syllabus of the Spanish BMA Degrees is rather scant.
    • The BMA Degree offered by the Vitoria-Gasteiz Business School (UPV/EHU) offsets this deficit.
  • Empirical results:
    • Level of development: significant increase as perceived by students on new degrees when compared to students on the short-cycles degrees.
    • Level of relevance: no significant differences between the students on the short-cycle and new degrees. Nevertheless, it increases importantly as the students advance in their specific degree.
  • The introduction of the new degree has contributed to reducing (approximately by a third) the gap between the perceived relevance and the level of development of the BMS competence.
conclusions1
Conclusions
  • However, those results can be improved taking advantage of the following factors:
    • The greater commitment of society towards sustainability;
    • The emphasis on sustainable management of the urban model of Vitoria-Gasteiz (European Green Capital 2012);
    • The strong commitment of a significant group of lecturers, which has conditioned:
      • The incorporation of the BSM in the framework of the Degree competences.
      • The design and implementation of a new minor: “Minor in Business Social Management”
      • The development of educational innovation and research projects in this area.