Title:
Students experience academic stress due to the MBA curriculum.
Authors:
Palkhi Waman , Shreya Upadhaya , Aleena Shaikh
Introduction:
In the high-stakes world of Master of Business Administration (MBA) programs, academic excellence is pursued amidst an intricate web of challenges, giving rise to a pressing concern – the prevalence of academic stress among MBA students. This survey endeavors to cast a spotlight on the unique experiences of students grappling with the demands of the MBA curriculum, offering a nuanced understanding of the stressors they encounter.
The decision to pursue an MBA is often driven by the promise of professional growth, leadership development, and strategic thinking. However, the journey is laden with academic pressures that extend beyond conventional expectations. This survey is motivated by the need to unravel the complexities of academic stress specific to MBA programs, where students navigate a landscape of intensive coursework, group projects, and a relentless pursuit of excellence.
The survey employs a multifaceted approach, combining quantitative and qualitative research methods to paint a comprehensive picture of students’ encounters with academic stress. By delving into the specifics of workload, time constraints, and performance expectations, we aim to discern the intricate threads that contribute to the fabric of MBA-related stress. Through the voices of the students themselves, this survey seeks to capture the essence of their experiences, providing valuable insights for educators, administrators, and mental health advocates.
As we embark on this exploration of the challenges within the MBA academic sphere, the findings of this survey promise not only to shed light on the prevalence of stress but also to inform potential interventions and support mechanisms. By understanding the unique stressors faced by MBA students, we aspire to contribute to a more empathetic and supportive academic environment, fostering success without compromising the well-being of those pursuing excellence in the business realm.
Objectives:
To understand the stress an MBA student is going through in their MBA life.
Literature Review:
1)The purpose of this study was to investigate how a university could measure its business curriculum outcomes by using an adaptation of Ralph Tyler’s Curriculum Model. It is well known that the Tyler Model can and does affect the creation of a curriculum, utilizing the three components of students, faculty, and the public. This study demonstrated that an adapted Tyler Model could be used to assess the effectiveness of the curriculum in both the affective and cognitive domains by the use of a reliable and valid assessment inventory; the three components—students, faculty, and business—produced an effective confluence of information that attempted to show how well the curriculum had met preconceived goals and objectives. Tyler’s Model, Gerald Gurin’s “A Study of Students in a Multiversity (1971),” Cornell University’s “New Values in Corporate Leadership Study” (1996), and input from subject matter experts were used to develop the Likert scale-based Northwood Outcomes Assessment Instrument (NOAI). The NOAI, and the 18 outcomes that it defines and measures, were used for assessment purposes.
2)The objective of this study is to explore the components of academic stress among the Masters of Business Administration students of GTU-affiliated colleges. Many researchers have identified the components of Academic stress and different stressors that impact the students. This study further tries to enlighten each component of academic stress such as curriculum and instruction, teamwork related issues, assessment, and placement, impact on performance and outcomes of Academic stress. Three major stressors have been identified which affect performance and three major outcomes of stress. Around twelve micro issues have been identified under the curriculum and instruction component while three stressors were prioritized related to teamwork; seven sub-issues regarding assessment and three micro issues under placement components of academic stress.
Citations: Pandya, B. U., Deshpande, R. C., & Karani, A. (2012). A STUDY ON THE IMPACT OF
ACADEMIC STRESS ON MBA STUDENTS OF GUJARAT TECHNOLOGICAL UNIVERSITY.
Researchers World, 3(3), 20-28.
https://www.proquest.com/scholarly-journals/study-on-impact-academic-stress-mba-students/docview/ 1033774681/SE-
Nash, T. G. J. (2002). Business curriculum development:https://www.proquest.com/dissertations-theses/business-curriculum-development-model
-assessing/doc view/276514597/se-2
Data Collection:
Data was collected from review references and a few of the points were framed from the searches relevant to the topics and finalised the questionnaire data being used for the survey being conducted.
Questions :
1. Academic stress affects my college experience
2. Balancing my academic and personal life is a challenge for me
3. Assignments and exams make me anxious
4. Academic stress affects my overall physical well being 5. I’m satisfied with the college’s stress management resources
Data Analysis:
Data analysis shown here is the calculative part of the responses obtained from 100 students over questions asked based on the experiences converted in the mean, standard deviation, standard error, and finally obtaining the Z value of each question responded to.
| mean | 1.15 | 1.02 | 1.05 | 0.93 | -0.22 |
| S.D | 0.687184 | 0.887398 | 0.821123 | 0.95616 | 1.360184 |
| S.E | 0.54585 | 0.704885 | 0.652241 | 0.759505 | 1.080433 |
| Z value | 2.106806 | 1.447044 | 1.609835 | 1.224482 | -0.20362 |
Conclusion:
The survey findings unequivocally highlight the urgent need for targeted interventions to address academic stress in MBA programs. Institutions must proactively implement support mechanisms, including stress management resources and counseling services, to mitigate the impact of the rigorous curriculum on students’ mental well-being.
The conclusion drawn from the survey emphasizes the importance of promoting a healthier work-life balance within MBA programs. Striking a harmonious equilibrium between academic rigor and student well-being is paramount. By encouraging a balance that prioritizes both academic excellence and mental resilience, institutions can enhance the overall educational experience for MBA students.
Reference:
Pandya, B. U., Deshpande, R. C., & Karani, A. (2012). A STUDY ON THE IMPACT OF ACADEMIC STRESS ON MBA STUDENTS OF GUJARAT TECHNOLOGICAL UNIVERSITY. Researchers World,
3(3), 20-28.
https://www.proquest.com/scholarly-journals/study-on-impact-academic-stress-mba-students/docview/ 1033774681/SE-
Nash, T. G. J. (2002). Business curriculum development:https://www.proquest.com/dissertations-theses/business-curriculum-development-model
