The real world and the management classroom : a comparison of the engagement styles of management students and managers Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/pg15bj78c

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  • The primary purpose of this study was to determine if significant differences existed between the engagement styles of management students and practicing managers. The term "engagement" is used to refer to the processes by which organizational members establish an effective relationship with important human systems of the organization {i.e., superiors, peers, subordinates, political systems, and network). A secondary purpose of this study was to determine if significant differences existed between independent variables of students and managers and their engagement styles. The five student variables and six manager variables examined in this study were: Students - sex, year in college, years of fulltime employment, employment status, and age; Managers - sex, years of fulltime employment, age, number of employees in unit, type of position, and level within the organization. Development of an instrument to provide a reliable and valid measurement of the engagement styles of management students and managers was viewed as the tertiary purpose of this study. Two methods were used to calculate the instrument's reliability. The first method involved a test-retest, while the second estimate of reliability represented internal consistency based on coefficient alpha. The construct of the instrument was validated by factor analysis. The 12 variables were intercorrelated with the final solution rotated to orthogonal simple structure using the varimax procedure. The results revealed that significant differences did exist between the engagement styles of management students and managers. Undergraduate management students engaged in passive and noncollaborative behaviors, while the practicing managers engaged in proactive and collaborative behaviors. The engagement style of the graduate students (fulltime and parttime) was proactive and noncollaborative and their scores fell between the undergraduate students and managers and closer to the middle of each scale. The independent variables had no significant impact on the engagement style of managers. However, year in college, years of fulltime employment, and age did have a significant impact on the engagement style of students. These results suggested that the years of fulltime employment represent a stable period in the formation of the engagement style of managers, while the college period represents a developmental stage and thus a unique opportunity for potential intervention.
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  • description.provenance : Approved for entry into archive by Deborah Campbell(deborah.campbell@oregonstate.edu) on 2013-07-29T20:45:20Z (GMT) No. of bitstreams: 1 LundyRobertC1983.pdf: 2018834 bytes, checksum: 133356fb2d1d1cb83a3b717bb15f3072 (MD5)
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