Assessing the MBA

Abstract

This article summarizes the results of an outcome assessment pilot study which measured the learning outcomes of an MBA program utilizing the learning skills profile (LSP). The LSP measures 12 learning skills important in business and management education. The results indicate that the MBA program studied does increase the learning skills of its participants compared to entering student scores and a control group. Seven of the 12 skills showed statistically significant increases. The implication being that an MBA program does add value to students that is not necessarily obtained through work experience alone.

The development of emotional intelligence, self‐efficacy, and locus of control in Master of Business Administration students

“…One study of self-reported perceived behavioral changes found improvements in criticalthinking processes, broadened worldviews, enhanced perceptions of self and more creative and collaborative approaches to problem solving (Hilgert, 1995). Another study using a self-report measure of "interpersonal skills" found improvements in "helping skills" and "leadership skills," but no significant differences in "relationship skills" (Kretovics, 1999). However, this latter study involved different groups of entering and exiting MBA students who were combined and assessed at the same time, rather than longitudinal gain scores.…”

Organization Studies as Applied Science: The Generation and Use of Academic Knowledge about Organizations Introduction to the Special Issue

“…The idea that practitioners attend business school for the purposes of getting a value-adding qualification in the job market that they then abandon on the basis that it is too irrelevant to actually use in practice is surely ludicrous. Furthermore, it is not supported by the limited empirical research into uses of theory in practice, which indicates that practitioners do use our theories, albeit not necessarily in the way they were taught in business school (Baruch and Peiper, 2000;Cheng 2000;Hay and Hodgkinson 2008;Ishida 1997;2009;Kretovics 1999;Priem and Rosenstein 2000;Simpson et al 2005;Sturges et al 2003;Wren et al 2007). Rather, it is likely that theories are used because they have technical, cultural and linguistic legitimacy that makes them easily appropriable (Campbell 1997).…”

“We Don’t Need No Education”—Or Do We? Management Education and Alumni Adoption of Strategy Tools

“…For example, management education is reported to have positive effects on developing management skills (Hay & Hodgkinson, 2008;Ishida, 1997;Kretovics, 1999), broadens and challenges management perspectives (Baruch & Peiperl, 2000;Hay & Hodgkinson, 2008;Ishida, 1997) and makes managers more prone to try new things (Baruch & Peiperl, 2000;Hay & Hodgkinson, 2008;Ishida, 1997;Simpson et al, 2005). Furthermore, there are suggestions that managers who engage in management education develop a thinking pattern that is closer to theory (Priem & Rosenstein, 2000).…”

“…Nonetheless, the scant and somewhat inconsistent research in this area gives credence to some of the posited criticisms. For example, across different studies, management education has consistently been found to develop 'hard' analytical skills but to have a less pronounced or even non-existent effect on 'soft' skills (Baruch & Peiperl, 2000;Kretovics, 1999;Simpson, Sturges, Woods, & Altman, 2005). Thus, while management education is found to have a general impact on the development of managers' skills and competencies, indicating that there is some level of knowledge transfer from classroom teaching to the individual's skill profile (Baruch & Peiperl, 2000;Cheng, 2000;Ishida, 1997;Sturges, Simpson, & Altman, 2003;Wren, Halbesleben, & Buckley, 2007), criticisms of weak effects on soft skills are empirically supported.…”