Many business leaders also help the government develop the country's economic and trade policies. MBAs with a focus on management and not enough such students coming from current business schools.
LITERATURE REVIEW 2.1 EMIGRAnON
Brain-drain and South Africa
This fact is borne out by the findings of the Central Statistical Service (CSS) in Pretoria, which recorded 5,514 South Africans immigrating to Australia between 1994 and 1997, while the Australian authorities counted 9,092 (ibid.). Contrary to perceptions, the survey conducted by the Public Opinion Service of the Institute for Democracy in South Africa (Idasa) found that potential immigration from South Africa is not simply 'white flight'.
MANAGEMENT
Honesty and reliability are their strength and they expect the same qualities from their employees. The terms leadership and management are often used interchangeably, but they are not the same thing.
SUMMARY OF THE PROPOSAL
Causes of the Brain-drain
Leadership involves creating a vision of the future and then developing far-sighted strategies to bring about the changes required to achieve the vision. Leadership is about aligning the values of the employees with the values of the company (ibid).
LEADERSHIP AND BUSINESS SCHOOLS
Three explanations offered for the relative lack of interest in leadership training in business schools are-. i) Schools have yet to experience the effect of their failure to provide this training. Students continue to enroll in these business schools and businesses continue to recruit these students. However, many business schools have woken up to the reality that there is an imminent need to do things differently.
Although most business schools would answer in the affirmative, the evidence supporting or rejecting this assumption is inconclusive. South African business schools have a requirement of several years of work experience before they can enroll students in their MBA programs. Whatever skills they teach, or what business schools claim to teach, may simply be a refinement of what was already there.
Furthermore, with tertiary institutes having an independent Leadership Center catering to the needs of developing leadership skills in their students, business schools may have felt less need to teach the subject in such detail. However, if these management schools have a manager at the top, the B-schools with their love for maintaining the status quo and their short-term view will not easily accept that there are shortcomings in the current curriculum and start to change it.
RESEARCH DESIGN AND METHODOLOGY
The second section, consisting of sixteen items, asks respondents to respond to items related to their likely behavior "as a head of a major department." This form of hypothetical questioning has been criticized as being of limited value because it does not always accurately predict actual future behavior (Coldwell, 2000). Ho: The white ethnic group does not have a high leadership orientation towards other racial groups.
H3 : Business schools have inculcated more management skills in the students than they have leadership skills. Ho: Business schools have no more instilled management skills in their students than they have leadership skills. The data analysis using frequency distributions, high-low maps, multiple regression, correlation analysis, Chi Square tests will attempt to establish the following. i).
Reasons seen by MBA students for the cause of the emigration phenomenon. ii) The presence of any significant relationship between the biographical variables and emigration potential, management orientation and management orientation of the respondents. iii). Management and leadership orientations of respondents with high -";. iv) MBA students' attitudes about the nature of the management and leadership skills taught in their departments and the need for schools to offer more leadership courses and activities.
DATA &STATISTICAL ANALYSIS
EMIGRATION .1 Cronbach Alpha
The white ethnic group has the highest average score, followed by Asians, Coloreds and [mainly Africans. As can be seen from the graph, the white ethnic group has a mean score of 22.92, which is higher than the mean score of the sample, indicating that this ethnic group has a high tendency to emigrate. Out of the sample of 95, 48 respondents thought that the brain drain phenomenon was limited to a certain ethnic group.
The remaining 47 respondents felt that the phenomenon was not limited to any specific ethnic group. Table 9 shows the presence of an association between the ethnic group of Africans and one's propensity to emigrate. Table 11 shows the presence of an association between belonging to the white ethnic group and having a high emigration potential.
The correlation in Table 12 reveals the presence of a positive correlation between the ethnic group white and the emigration potential. Table 13 shows the T-test results between the respondents' emigration score and the African ethnic group.
MANAGEMENT AND LEADERSHIP ORIENTATION .1 Cronbach Alpha
The sample as a whole achieved an average score of 29.38, indicated by the horizontal blue line. The ethnic group Afrikaner achieved an average score of 30.25 which is higher than the sample average. The only ethnic group to score below the sample mean was the white ethnic group, which scored 29.06.
The reference lines represented by the solid blue line and the dotted blue line are an indication of the sample mean scores for the management orientation and the leadership orientation respectively. The Afrikaner ethnic group scored higher for management orientation than for leadership orientation. The Asian ethnic group scored higher for leadership orientation than for management orientation.
It can be seen that the female respondents scored higher than the sample average, while the male respondents scored below the sample average. Both results, although slightly higher and lower than the sample mean indicate the presence of a trend.
GENDER
The difference in management and leadership orientation scores is much larger for women (0.67 points) than for men (0.13). Natal Technikon respondents scored higher than the sample mean on both the Leadership and Management Orientation scales, indicating greater leadership orientation. Table 17 shows the results of a paired sample T-test conducted between the leadership orientation score and the leadership orientation score for the female respondents of the sample.
Breakdown by tertiary institution shows that 33 out of the 46 Natal Technikon respondents (72%), 19 out of the 28 University of Natal respondents (68%) and 15 out of the 21 UDW respondents (71%) also agreed with the above statement . Analysis of the response to the statement by ethnic group shows that 92% of the African respondents (11 out of 12), 67% of the Asian respondents (30 out of 45), both colored respondents, and 67% of the white respondents ( 24 out of 36) felt their B-school prepared them to lead. 78% of the male respondents and 77% of the female respondents disagreed that their B-school prepared them to manage their department better.
Ethnically speaking, all the Africans, 73% of the Asians, both coloreds and 75% of the whites, disagreed with the statement for Q41. Figure 27, shows the answer obtained for question 42 which reads: "My Business School should have more courses, activities and exercises that help with the development of leadership skills." Out of the sample of 95, 74 respondents (78%) responded positively.
CHAPTERS
DISCUSSION OF THE FINDINGS
CONCLUSION
Due to certain limitations of the research, a deeper analysis and a greater degree of predictability of the results are excluded. Furthermore, a longitudinal study of the same MBA students after 5 years will reveal how many of these students actually emigrated. Secondly, an area to investigate is the extent to which B-schools are actually improving the business caliber of the students.
This would require a longitudinal study, administering the questionnaire to students as they enroll in the MBA program, upon completion of the MBA program and perhaps 2 years after completion of the MBA. This will enable the researcher to examine the management and leadership qualities that the candidate had just prior to admission to the business school, the skills developed over the two year MBA program, and ultimately their performance at work, two years after completing the MBA. However, this process may present difficulties in contacting the very students two years after completing their MBA and results may be affected due to factors beyond the control of the researcher.
This will then enable the researcher to gain a more accurate understanding of the nature of the leadership courses offered in the MBA programs. The aim of such a study would be to investigate which of the three types of MBA studies is the most beneficial for inculcating the management and leadership knowledge and also to see how the students, after undergoing three different methods of obtaining the same learning curricula differ in their performance in the industry.
BffiLIOGRAPHY
APPENDIX-A
THE QUESTIONNAIRE
MBA students not only contribute to the development of the business environment, but also use their entrepreneurial skills to create much-needed jobs that help boost the economy. MBA students can focus on leadership or management, both of which are needed to boost the economy. The purpose of this questionnaire is to investigate the propensity of MBA students to expatriate and to determine the orientation (management or management) of the potential expatriate.
To preserve your anonymity and allow you to answer the questions honestly and to the best of your ability, your name has not been requested. Through the research I have done, I am aware of the necessary documentation and other requirements that are mandatory for immigration. Answer the following questions keeping in mind that the answers should show what you would do in real life situations.
The following questions relate to your perceptions of the effect the MBA course had on your leadership-I-management development. My Business Schools should have more courses, activities and exercises that help with the development of leadership skills.
APPENDIX-B
OTHER STATISTICAL ANALYSIS
Table 30 shows the cross-tabulation carried out between the African ethnic group and the respondents' response to item 10. The cross-tabulation reveals the presence of a relationship between belonging to the African ethnic group and achieving a low score for item 10, i.e. Table 31 shows the cross-tabulation performed between African ethnic group and respondents' response to item 13.
Table 34 shows the cross-tabulation carried out between the ethnic group white and the respondents' answer to item 13. Table 35 shows the results of the cross-tabulation carried out between belonging to the ethnic group white and the respondents' answer to item 22 Table 36 shows a cross-tabulation carried out between the ethnic group white and the respondents' answer to item 31.
Table 37 shows the cross-tabulation carried out between the ethnic group white and the respondents' answer to item 36. Table 41 shows the results of the cross-tabulation carried out between the ethnic group Asian and the respondents' answer to item 31.
