Giving MBA Programs the Third Degree

Kleiman, Lawrence S.; Kass, Darrin

doi:10.1177/1052562906286874

Cited by 26 publications

(17 citation statements)

References 11 publications

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“…Assim como em outros países, Ikeda, Campomar e Veludo-de-Oliveira (2005) identificaram que a pós-graduação, no Brasil, especialmente a educação executiva, enfrenta grandes desafios, cujo futuro depende do desenvolvimento de políticas e práticas governamentais associadas a ações da sociedade para aprimorá-la (DATAR; GARVIN; CULLEN, 2010; DATAR; GARVIN; CULLEN, 2011; KLEIMAN;KASS, 2007).…”

Section: Análise Dos Artigos Sobre a Aprendizagem Dos Alunosunclassified

Mapeamento da Produção Científica Brasileira sobre MBAs: Quinze Anos em Análise

Boff

Closs

Sagaz

et al. 2018

RAEP

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O aumento dos cursos de MBA no Brasil foi acompanhado pela produção de artigos científicos que os estudaram. O presente estudo bibliométrico objetivou identificar, analisar, sistematizar e discutir essa produção, podendo subsidiar discussões que contribuam para o seu avanço, contemplando artigos publicados no país entre 2003 e 2017. Foram identificados e analisados, na íntegra, 21 artigos. Entre os achados, destacam-se: a) estudos majoritariamente de caráter instrumental e investigando alunos; b) duas principais perspectivas de análise nos estudos: 1) aprendizagem dos alunos: evidencia a importância nos MBAs no protagonismo dos alunos, articulação teórico-prática, aprendizagem na ação, experiência prática docente, competências relacionais, compartilhamento de experiências e redes entre colegas; 2) características dos cursos: assinalam predomínio de ensino hierarquizado, metodologias de ensino e avaliação frágeis, currículos generalistas e ortodoxos. Considera-se que o tema requer mais estudos, dada a escassez: de discussões sobre papel ético e a responsabilidade social dos educandos; de pesquisas que contemplem diferenças dos cursos nacionais; e à falta de um continuum nas pesquisas, que desfavorece o desenvolvimento deste campo teórico e empírico.

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Section: Análise Dos Artigos Sobre a Aprendizagem Dos Alunosunclassified

Mapeamento da Produção Científica Brasileira sobre MBAs: Quinze Anos em Análise

Boff

Closs

Sagaz

et al. 2018

RAEP

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“…There is a preponderant number of publications about the MBA programme. The writings focus most on the MBA in the contexts of Europe, Australia, the USA and Asia (Arbaugh, 2000;Blair, 1998;Brown, 2000;Fox, 2008;Kaiza, 2001;Kleiman and Kass, 2007;Mattis , 2008;Harris et al;Cohen and Miaoulis, 1978;Sinclair, 1997;Golen, 1989;Deconink and Steiner, 1999;Castleberry, 2007;Thursfield, 2008;Maxwell, 1986;Miller et al, 2007;Thompson, 2002;Bowman, 2007;Duncan, 1986;Elkin, 1991;Viljoen et al, 1990;Sims, et al, 1994;Dacko, 2001;Tonn and Milledge 2002;Simpson et al, 2005;Gabriel, 2005;Naude et al, 1997;Hay and Hodgkinson, 2008;Polvnick, 1979). Although these studies are very good in articulating the theories that underpin the MBA, they do not address Ugandan setting, hence leaving a gap that the current study seeks to fill.…”

Section: Context Of the Literature On The Mbamentioning

confidence: 99%

“…Arbaugh (2000a) researched on the virtual classroom characteristics and student satisfaction with the internet based MBA courses. Regarding the MBA programme and management education, Kleiman and Kass (2007) found that MBA programmes were criticised over their curricula which failed to enable students to acquire knowledge, skills and abilities in order for them to be competent in the business world. He proposed a stepby-step approach in guiding the implementation of a proactive mission-based approach.…”

Section: Leadership Learnt Through the Mbamentioning

confidence: 99%

Effects of Cost on the Quality of MBA Programmes in Ugandan Universities

Mande

2009

Mak. J. High. Edu.

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The current study set out to assess the effect of cost on the quality of Master of Business Administration [MBA] programmes in Ugandan Universities using a hypothesised model. The research was carried out in six universities of Makerere, the Islamic University in Uganda, Nkumba, Ndejje, Makerere Business School and Uganda Martyrs University. A purposely designed questionnaire was distributed to 100 students in the six universities. The findings showed that: one, there were significant differences [F (5, 44) = 3.606, P<0.01] among the universities as far as the cost of the MBA was concerned; two, 19% of students' academic work was influenced by cost; three, the academic work alone explained 32% of the quality of the MBA; four, in order to prove whether quality of the MBA is a function of cost or q = f (c), a path analysis was done. The hypothesised model revealed that 68% of the quality of the MBA was dependent on cost. So a quality MBA requires substantial financial input. Given the above resultant statistic, this study recommended that all universities in Uganda carry out appropriate costing of all academic programmes in order to have quality. The second recommendation was student loan scheme be introduced by government to enable students with financial hardship to borrow money and complete their courses.

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“…Researchers and practitioners alike have raised the issue of the misalignment between the competencies which the MBA curriculum attempts to impart and the competencies which the managers need while on job (Anwar, Al-Shami, & Ahmed, 2006;Blass & Weight, 2005;Elliott & Goodwin, 1994;Gupta, Saunders, & Smith, 2007;Kleiman & Kass, 2007;. While issues like the need to include new and integrative courses have been raised along with curriculum innovation (Navarro, 2008), program design and pedagogical changes too have attracted the attention of critics (Buchowicz & Buchanan, 2008;Dumas, Blodgett, Carlson, Pant, & Venkatraman, 2000).…”

Section: Introductionmentioning

confidence: 99%

Reassessing the Curriculum-Competency Alignment in MBA Programs

Kumar

Jain

2010

JMS

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The paper seeks to assess the alignment between the focus of the MBA curricula and the managerial competencies required on the job, across two different nations: India and USA. The data for the study was gathered by visiting the website of business schools which were ranked on the basis of the placement figures as reported by the surveys done by Wall Street Journal (b-schools in India) and Financial Times (b-schools in USA). The b-schools were grouped into three categories: Top tier b-schools and second tier b-schools from India, and top tier b-schools from USA. The core courses in the MBA programs were identified and coded to fall under distinct competency categories. Data was coded with high intercoder reliability and put through statistical tests to draw conclusions. The study found that there indeed is a misalignment between required course curriculum and managerial competencies across the three groups of business schools, and that there is no difference in the required curricula across different tiers of b-schools. It was also found that no correlation exists between average salary offerings and the required curricula

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Giving MBA Programs the Third Degree

Cited by 26 publications

References 11 publications

Mapeamento da Produção Científica Brasileira sobre MBAs: Quinze Anos em Análise

Mapeamento da Produção Científica Brasileira sobre MBAs: Quinze Anos em Análise

Effects of Cost on the Quality of MBA Programmes in Ugandan Universities

Reassessing the Curriculum-Competency Alignment in MBA Programs

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