Selecting a Business Major Within the College of Business

Abstract

This study employed a survey in examining the important influences that shape a student's selection of a major in the College of Business (COB). In particular, it compared these influences, by major, to assess which items were most (and least)

Parental and Peer Influences upon Accounting as a Subject and Accountancy as a Career

“…However, parents are of greater influence if compared to peers in terms of making career decisions. This is supported by the findings of [32]. V. CONCLUSION It is apparent from this review of the literature that the influences of parents, and peers, help the students to make decision in choosing accounting as a major subject.…”

Motives underlying the choice of business majors: A multi-country comparison

“…Gleaves, Burton, Kitshoff, Bates, and Whittington, 2008). (Kim et al, 2002;Malgwi et al, 2005;Pappu, 2004;Strasser et al, 2002) (1) Matches ability in subject matter (Malgwi et al, 2005;Roach et al, 2011 (2-3) Affirms my identity and values (Kleine, 2002) (B) Lifestyle perceptions about discipline (4) Offers stable employment ( Kumar and Kumar, 2013). (5) Offers rigor / challenge (Noel et al, 2003 (6) Offers enjoyment/fun (Kumar and Kumar, 2013;Strasser et al, 2002;Zhang, 2007 Cohen and Hanno, 1993) (11) Few academic hurdles to climb b Schlee et al, 2007; (12) Need to earn and learn simultaneously a (13) Likelihood of receiving good grade / (First Class Honors or equivalent), reflecting probability of success (14) Need to feel comfortable in achievements amongst peers (Noel et al, 2003) (15) Compatible fit with other majors (Pappu, 2004) (D) Reputational effects Academic reputation (Kim et al, 2002;Malgwi et al, 2005;Mazzarol et al, 2000;Pappu, 2004) (16) Course prestige / quality of major (17) Reputation of faculty for research in major (18) Reputation of faculty for teaching major (19) University rankings associated with major (20) University is well-known for major (21) Belief in need for high academic reputation (E) Career outputs Utility of knowledge from major (Pappu, 2004), reflecting return on investment.…”

“…(5) Offers rigor / challenge (Noel et al, 2003 (6) Offers enjoyment/fun (Kumar and Kumar, 2013;Strasser et al, 2002;Zhang, 2007 Cohen and Hanno, 1993) (11) Few academic hurdles to climb b Schlee et al, 2007; (12) Need to earn and learn simultaneously a (13) Likelihood of receiving good grade / (First Class Honors or equivalent), reflecting probability of success (14) Need to feel comfortable in achievements amongst peers (Noel et al, 2003) (15) Compatible fit with other majors (Pappu, 2004) (D) Reputational effects Academic reputation (Kim et al, 2002;Malgwi et al, 2005;Mazzarol et al, 2000;Pappu, 2004) (16) Course prestige / quality of major (17) Reputation of faculty for research in major (18) Reputation of faculty for teaching major (19) University rankings associated with major (20) University is well-known for major (21) Belief in need for high academic reputation (E) Career outputs Utility of knowledge from major (Pappu, 2004), reflecting return on investment. (22) Job opportunities (Cohen and Hanno, 1993;Skoorka and Condon, 2002;Lee and Lee, 2006;Strasser et al, 2002) (23) Earnings growth or potential and career advancement (Dudley et al, 1995;Kim et al, 2002;Malgwi et al, 2005;O'Brien and Deans, 1995;LaBarbara and Simonoff, 1999;Roach et al, 2011;Schlee et al, 2007;Strasser et al, 2002) Cumulative variance explained 75.06%.…”

“…In this regard, two key strands were identified: career outputs, reflected as job opportunities or high career earnings (Cohen and Hanno, 1993;Dudley, Dudley, Clark and Payne, 1995;Kim et al, 2002;Lee and Lee, 2006;Malgwi et al, 2005;O'Brien and Deans, 1995;LaBarbara and Simonoff, 1999;Roach et al, 2011;Schlee, Harich, Kiesler and Curren, 2007;Skoorka and Condon, 2002;Strasser et al, 2002;Yee 2012) and developmental skills (Moberg and Walton, 2003) as a means of meeting the needs of employers.…”

“…This study examines if the motives of students for choosing among business majors are similar or dissimilar across countries and whether the relative importance of these motives varies across countries. Considerable research has been reported in the business education literature regarding the motives that drive the choice of business majors but generally extant research has a pedagogical focus and is not cross-cultural (e.g., Kim, Markham and Cangelosi, 2002;Malgwi, Howe and Burnaby, 2005;Moberg and Walton, 2003;Pritchard, Potter, and Saccucci, 2004;Roach, McGaughey and Downey, 2011). This study examines the motives that drive the choice of business majors in a cross-national context.…”