Proceedings of the 8th International Conference on Intellectual ...

Constantin Bratianu et al.
Figure 2: Diagram for <strong>the</strong> average values <strong>of</strong> male/ female students
Figure 3: Diagram for <strong>the</strong> average values <strong>of</strong> undergraduate/graduate students
Performing a factorial analysis for all <strong>the</strong> items <strong>of</strong> <strong>the</strong> time dimension, we got that <strong>the</strong> most important
factors to describe <strong>the</strong> students thinking pattern are <strong>the</strong> following: a) students are focused mostly on
solving day-to-day problems, and not to think for <strong>the</strong>ir future; b) students fear changes due to <strong>the</strong>ir
strong inertial thinking; c) students think that events may repeat <strong>the</strong>mselves and thus <strong>the</strong>y may use
same successful solutions like in <strong>the</strong> past.
For <strong>the</strong> complexity dimension <strong>the</strong> general average value is 2.68. Relative higher values have male
students with respect to female students, graduate students with respect to undergraduate students,
and students coming from urban areas with respect to rural areas. The general value is almost half <strong>of</strong>
<strong>the</strong> maximum value for this dimension. That means that business education should streng<strong>the</strong>n study
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