unicaf dissertation pdf

Unicaf: Master of Business Administration (MBA): Dissertation

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Welcome to your Dissertation  Reading and Resource List. Here you will find your essential and recommended reading, as well as suggested Journals and Online Resources. 

Please be advised that not all of your essential and recommended reading is available through the University of Suffolk. 

Essential Reading

Recommended Reading

• Review Essay: Studying Organizations Ethnographically: Is ‘organizational’ ethnography distinctive? by Yanow, Dvora Publication Date: 2010 Organization Studies, 31(9) 1397-1410
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• Last Updated: Jun 29, 2023 10:38 AM
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Ph.D in Business Administration

Programme information.

Required Credits/Units:  360

The Unicaf University PhD in Business Administration is an integrated programme awarded on the basis of a research dissertation (240 credits) and also incorporates a preparatory taught element (120 credits) that provides students with the necessary tools to undertake their research, appreciate current research issues in the field of Business Administration, and assume future leadership roles in their respective institutions. It is the field of focus of the dissertation (67% of total credits), rather than that of the taught modules (33% of total credits) which imparts the name “Business Administration” to the qualification.

Programme Outline

Foundation courses.

Course Information

Related courses.

PhD – Doctor of Philosophy

Ph.D in Marketing Management

Master of Business Administration (MBA) – Marketing

Master of Business Administration (MBA) – Finance

Background and Rationale

This course is designed to help the students undertake a research project related to Management. It provides a clear guide on how to undertake research as well as highlighting the realities of undertaking research, including the more common pitfalls. The course is developed to provide the students with a guide to the research process and with the necessary knowledge and skills to undertake a piece of research from first thoughts about a research topic to writing a project report. The main objective of this course is to introduce students to the intellectual and scholarly requirements of producing an extended piece of written postgraduate research. The course involves a significant piece of student-directed learning based on a detailed investigation into a key area related to the award. It should take the form of a desk-based study.

The Dissertation requires students to demonstrate:

• Originality.
• A definition of the issue under investigation and a succinct statement of the aims of the study.
• A critical reflection on the theoretical frame established for the study.
• Use of appropriate research methodology: Students are required to conduct desktopresearch only (secondary research).
• The extent to which all of the above result in a set of conclusions which are consistent with the research.

Learning outcomes

At the end of the course students will be expected to:

1) Explain the principals involved in planning and executing a research project;

2) Conceptualize a research problem and assess it in the context of current knowledge on the subject;

3) Operationalize concepts to formulate and to test hypotheses;

4) Develop or select appropriate measurement instruments for data collection and hypotheses testing;

5) Describe the principles for collection and analysis of data and other information; and;

6) Write reports and review the results of research carried out as part of class project(s)

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Relationship between centralized organizational structure and employee job satisfaction: the moderating effect of servant leadership.

Recently, supermarkets in Kenya have been facing a significant decline in presence (Mbatia & Wanjiku, 2020, and Sande, 2022, Cytonn, 2022, Cheboi & Mulili, 2022). The major reasons for this are staff retention and weak structures (RETRAK, 2020). Since organization structure is one of key determinants of performance of retail supermarkets in Kenya (Wanjohi et. al, 2019), and they significantly contribute to the retail sector, it is imperative to determine how their structure influences employee job satisfaction (Ogbo, 2015, and Madanchian et. al, 2016). It is also important to discern the leadership traits required to enhance employee retention.

Considering its suitability to address the research questions, the researcher used a Descriptive Design (Zaidah, 2007) using a Quantitative Approach to yield readily analyzable data and replicable results (Kothari, 2010 and Shields & Twycross, 2008). The study implements a stratified random sampling to target 400 employees from selected Supermarkets in Nairobi, Kenya. Closed Ended Questionnaires have been used in the form of Likert-Scale questions all as a form of the Primary Data having tested for the Reliability and Validity of the Questionnaire whose results were analyzed through the SPSS statistical software.

Descriptive Analysis was used for demographic data while inferential analysis done through Correlation, Multiple Linear Regression, and Moderated Regression Analysis. The Study found that Employee Job Satisfaction is positively affected by both Centralized Organizational Structures and Servant Leadership behaviors with the exceptions of Close Control and Central Decision-making, which negatively impacted upon Employee Job Satisfaction and Servant Leadership respectively. Servant Leadership significantly and positively impacted Employee Job Satisfaction, and moderates significantly the impact of Centralization of Organizational Structure upon Employee Job Satisfaction.

The study aims to help supervisors identify optimum leadership traits to enhance employee performance. The study also addresses the major problems identified by RETRAK. More studies should be done towards understanding the impact of other facets of Organizational Structure, including the element of Formalization, and the way these factors impact Employee Job Satisfaction in Kenyan Supermarkets. It is also important to discern the moderating effect of servant leadership between Centralized organization structures and the job satisfaction levels in other industries.

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UNICAF UNIVERSITY – ZAMBIA MASTER OF BUSINESS ADMINISTRATION INDUCTION MODULE CODE: UU-MSc-IND100-ZM COURSE HANDLER: NAFSIKA CHRISTODOULIDOU

ARTICLE REVIEW-UU-MSC-IND100-ZM Unpacking Online Learning Experiences; Online Learning Self-Efficacy and Learning Satisfaction. The article under review with heading; Unpacking Online Learning Experience; Online Learning Self-Efficacy and Learning Satisfaction, is a sole handy work of collaboration between; Demei Shen, Moon-Heum Chon, Chia-Lin Tsai and Rose Marra, whose publication was veiled on the April 8 2013 by Elsevier Inc.

Related Papers

Aderemi Tijani

Pascal Motsoasele

A review of the following article: Demei, S., Moon-Heum, C., Chia-Lin, T., and Rose, M. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10-17.

ELSYA : Journal of English Language Studies

Ervan Ibsahrodan

Vision: Journal for Language and Foreign Language Learning

Made Hery Santosa

This study aimed to investigate the relationship among online learning self-efficacy, engagement, and students&#39; satisfaction in online learning. The design of this study was mixed-method research through surveys and open-ended interview with the purposive sampling technique. The quantitative data were analyzed using multiple regression. The respondents were 24 postgraduate students from North Bali, Indonesia. The quantitative data were analyzed using correlation and regression techniques, and an open-ended interview was conducted. The research results showed a positive correlation between online learning self-efficacy, engagement, and students&#39; satisfaction. The study concludes that students&#39; satisfaction can be enhanced by increasing students&#39; online learning self-efficacy and engagement either individually or simultaneously. The implication of this study revealed that strategies in selfefficacy and engagement during learning-related emotions could play a mediating ...

Charles Hodges

The purpose of this paper is to examine the construct of self-efficacy in the context of online learning environments. Self-efficacy is defined as ‘‘beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments’’ (Bandura, 1997, p. 3). Traditionally, the four main sources of self-efficacy development are enactive master experiences, vicarious experi- ences, verbal persuasion, and physio- logical and affective state (Bandura, 1997). In this paper, self-efficacy is introduced in general. Research re- lated to academic self-efficacy and self-efficacy in online learning envir- onments is reviewed. The study of self-efficacy in online learning envir- onments is new relative to the con- struct of self-efficacy. Research on self- efficacy and the use of computers in instructional situations has been included to broaden the literature base. The development of self-efficacy beliefs in online environments is high- lighted as well as self-efficacy assess- ment issues. Possible areas of self- efficacy research in online environ- ments are suggested, including ped- agogical agents, persuasive feedback, and self-efficacy assessment.

SHAZIA K JAN , Ole Boe

This study investigated the relationships between academic self-efficacy (ASE), computer self-efficacy (CSE), prior experience, and satisfaction with online learning and explored how ASE, CSE, and satisfaction vary with age and gender. One hundred and three graduate students enrolled in purely online courses in January 2014 at a university in the midwestern United States participated in the survey. Scales with known reliability were used to measure ASE, CSE, and satisfaction. The study showed a significant positive correlation among all the variables except CSE and satisfaction. Regression analysis showed ASE to be most predictive of satisfaction with online learning. Females had a higher mean ASE than males, and participants aged thirty-five years and above had a higher mean CSE than younger participants.

International Journal of Research and Innovation in Social Science

Danisha De Mel

Online learning started to gain popularity across the world along with the outbreak of COVID-19 pandemic. The purpose of this study is to investigate the impact of online learning self-efficacy of undergraduates on self-efficacy to complete a module online. The study predominantly focusses on the Online Learning Self Efficacy Scale (OLSS). The study was carried out based on a Sri Lankan University and data were collected from undergraduates via structured questionnaire. The study employs quantitative research methodology. The sample for the study was selected based on non-probability sampling technique using convenient sampling method. Accordingly, the final sample size consisted of 203 respondents after removing the missing data and outliers. Data were analyzed using SPSS and AMOS software. Exploratory Factor Analysis and Confirmatory Factor Analysis were carried out validate the OLSS scale in the Sri Lankan context. Moreover, path analysis was undertaken in order to test the hypotheses of the study. Accordingly, results revealed that technology use self-efficacy has an insignificant relationship with self-efficacy to complete a module online. The other three independent variables in terms of, online learning task self-efficacy, instructor and peer interaction and communication self-efficacy and thirdly self-regulation and motivation efficacy proven to have a significant impact on the dependent variable of the study.

Dr. Arnab Kundu

Purpose-The purpose of this study was to review the role of self-efficacy in online education with an objective to propose a holistic framework for strengthening participants' self-efficacy, especially in the Asian context. Design/methodology/approach-To investigate the potential role of self-efficacy of the participants of online academic activities, this study followed the conceptual analysis method, which is breaking down concepts into constituent elements to get a superior understanding of a particular philosophy. Findings-The findings revealed that self-efficacy, the level of confidence someone has to perform a particular task, is an important factor among teachers and students operating online platforms, and enhanced efficacy is capable of encouraging online practices. Finally, the study proposed a framework to strengthen self-efficacy among participants with intervention measures to make online education effective and impressive. Research limitations/implications-The proposed framework will help stakeholders of online education to improve their efficacy and leverage the potential of online education to the fullest. Millions of first-generation online users in many Asian countries who possess low self-confidence in their ability might find the framework easier for better integration, interaction and collaboration in the online learning environment. Originality/value-A vast literature survey was made before proposing this framework that could open up a new dimension in online education by scaffolding participants' inner thrust.

Advances in Social Science, Education and Humanities Research

Samsul Hadi

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