@ARTICLE{33704756_462895679_2021, 
	author = {Elena Zavyalova and Svetlana Posokhova and Antonina Lisovskaya and Dmitry Sokolov}, 
	keywords = {, Life-long learning, additional education, postgraduate education, Executive Master of Business Administration, MBA, EMBA, personality traitspsychological factors},
	title = {Who studies management in Russia: personality traits of students of «Master of Business Administration» programs (in Russian)},
	journal = {Organizational Psychology},
	year = {2021},
	volume = {11},
	number = {1},
	pages = {162-187},
	url = {https://orgpsyjournal.hse.ru/en/2021-11-1/462895679.html},
	publisher = {},
	abstract = {Purpose. The purpose of this study is to identify and analyze the personality features of students enrolled in additional Executive Master of Business Administration (EMBA) programs. The work is a part of a multifaceted study dedicated to identifying and analyzing the psychological factors of realization and social success of people who decide to receive additional education in adulthood. The modern concept of lifelong education is being implemented in practice however the psychological and economic aspects of teaching adults have not been sufficiently studied before. Study design. The study involved 418 people who completed a two-year EMBA program at the Graduate School of Management of St. Petersburg State University (138 women and 280 men aged 28 to 40, representatives of differentregions of Russia). The learning process on the EMBA / MBA programs is resource-intensive, requiring mental, time and financial costs. Method. The methodological basis of the research is the personality activity approach. The personality questionnaire of R. Cattell (16PF), the questionnaire of I. Myers — K. Briggs (MBTI), the questionnaire of M. Belbin was used as empirical methods. Descriptive statisticsand exploratory factor analysis were used as tools for mathematical and statistical analysis. Findings. It was found that EMBA listeners are characterized by high intellectual and communicative capabilities, moderate emotional stability and moderate self-control (16РF). The logical-sensory rational type of extravert (ESTJ), the logical-sensory rational type of introvert (ISTJ), the logical-intuitive rational type of extrovert (ENTJ) and the logical-intuitive rational type of introvert (INTJ) predominate. In choosingthe team roles of students, the most effective methods of work for the effective organization of people and work processes (the roles of the "Shaper" and "Practice-organizer"). The integral components of personal potential include extroversion, executive responsibility, social sensitivity, analytical and systematic thinking, insufficient self-organization, egocentric leadership, manifested in the factor structure of the corresponding psychological indicators. Value of the results. The results of the studyare of interest for disclosing personal professional functions and opportunities for professional development of adults in the context of lifelong education, as well as for developing criteria for selecting students and developing additional training programs.},
	annote = {Purpose. The purpose of this study is to identify and analyze the personality features of students enrolled in additional Executive Master of Business Administration (EMBA) programs. The work is a part of a multifaceted study dedicated to identifying and analyzing the psychological factors of realization and social success of people who decide to receive additional education in adulthood. The modern concept of lifelong education is being implemented in practice however the psychological and economic aspects of teaching adults have not been sufficiently studied before. Study design. The study involved 418 people who completed a two-year EMBA program at the Graduate School of Management of St. Petersburg State University (138 women and 280 men aged 28 to 40, representatives of differentregions of Russia). The learning process on the EMBA / MBA programs is resource-intensive, requiring mental, time and financial costs. Method. The methodological basis of the research is the personality activity approach. The personality questionnaire of R. Cattell (16PF), the questionnaire of I. Myers — K. Briggs (MBTI), the questionnaire of M. Belbin was used as empirical methods. Descriptive statisticsand exploratory factor analysis were used as tools for mathematical and statistical analysis. Findings. It was found that EMBA listeners are characterized by high intellectual and communicative capabilities, moderate emotional stability and moderate self-control (16РF). The logical-sensory rational type of extravert (ESTJ), the logical-sensory rational type of introvert (ISTJ), the logical-intuitive rational type of extrovert (ENTJ) and the logical-intuitive rational type of introvert (INTJ) predominate. In choosingthe team roles of students, the most effective methods of work for the effective organization of people and work processes (the roles of the "Shaper" and "Practice-organizer"). The integral components of personal potential include extroversion, executive responsibility, social sensitivity, analytical and systematic thinking, insufficient self-organization, egocentric leadership, manifested in the factor structure of the corresponding psychological indicators. Value of the results. The results of the studyare of interest for disclosing personal professional functions and opportunities for professional development of adults in the context of lifelong education, as well as for developing criteria for selecting students and developing additional training programs.}
}