How Relevant Is the MBA? Assessing the Alignment of Required Curricula and Required Managerial Competencies

Rubin, Robert S.; Dierdorff, Erich C.

doi:10.5465/amle.2009.41788843

Cited by 272 publications

(283 citation statements)

References 29 publications

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“…The approach taken was influenced by an analysis of American MBAs undertaken by Neelankavil (1994) and Navarro (2008), and subsequent contributions from Rubin and Dierdorff (2009) and Costigan and Brink (2015) in which they worked from the premise that the MBA curriculum is to some extent a 'reflection of a [business] school's strategy'. (Segev, Raveh and Frajoun (1999, p.551).…”

Section: Research Methodsologymentioning

confidence: 99%

“…Although Rubin and Dierdorff (2009) thought that environmental analysis, organisational administration and logistics were adequately covered, competencies relating to decision-making, managing strategy and human resources were not addressed sufficiently. The importance of Rubin and Dierdorff's (2009) critique is inescapable as it intimated that the MBA was misaligned to the needs of organisational leadership and management and unfit for purpose. The first and most important concern in re-inventing the MBA is therefore to ensure it serves the needs of aspiring senior executives and managers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Pettigrew and Whip (1991) identified a range of core managerial skills that business schools should focus on that principally centred on the capacity to undertake an evaluation of an organisation and its assets, its environmental context and the capacity to lead change through the management of resources and people, and Palomba and Banta (1999) drafted a list of seven learning outcomes that should underpin an MBA programme. This competency-driven approach was developed further by Pfeffer and Fong (2002) who expressed concerns as to the relevance of the curriculum, and Rubin and Dierdorff (2009) who called for the development of six key managerial competencies to be addressed more effectively in MBA education. Although Rubin and Dierdorff (2009) thought that environmental analysis, organisational administration and logistics were adequately covered, competencies relating to decision-making, managing strategy and human resources were not addressed sufficiently.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This competency-driven approach was developed further by Pfeffer and Fong (2002) who expressed concerns as to the relevance of the curriculum, and Rubin and Dierdorff (2009) who called for the development of six key managerial competencies to be addressed more effectively in MBA education. Although Rubin and Dierdorff (2009) thought that environmental analysis, organisational administration and logistics were adequately covered, competencies relating to decision-making, managing strategy and human resources were not addressed sufficiently. The importance of Rubin and Dierdorff's (2009) critique is inescapable as it intimated that the MBA was misaligned to the needs of organisational leadership and management and unfit for purpose.…”

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Reforming the MBA: a survey of elite British universities

Stoten

2018

JMD

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Abstract:Purpose:The purpose of this paper is to explore the response of elite British business schools to criticism levied against the MBA. Design methodology approach:The content of elite British MBA was surveyed using web-based research. This followed the approach of Navarro (2008) in his analysis of MBA curricula in the United States. Findings:The findings suggest that there is significant innovation and diversity within British business schools as they search for more effective ways of preparing MBA students for senior management positions. Research limitations /Implications:This research as limited by the sample size of the top-10 MBA in the United Kingdom. The results provide an insight into the curriculum development that is occurring with elite institutions. Practical implications:The paper not only refutes much of the criticism of the MBA but also provides evidence of the evolution of the degree. Originality:This paper contributes to the body of research relating to the MBA as the premier qualification for senior managers. It details progress made in the United Kingdom in making the degree fit for purpose.

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Section: Research Methodsologymentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Reforming the MBA: a survey of elite British universities

Stoten

2018

JMD

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“…The project also focused upon the degree to which undergraduate business education is perceived to meet the needs of both employers and graduates by preparing students for the workplace, considering the recent academic discussions regarding business schools' lack of relevance (Pfeffer and Fong, 2002;Rubin and Dierdorff, 2009). Indeed, pressure from employers with regards to the expectation that undergraduate-level education should reflect labor market requirements has pushed the issue of labor market linkage to the forefront of recent debates about quality in higher education (Clinebell and Clinebell, 2008).…”

Section: Mislem: Objectives and Rationalementioning

confidence: 99%

Satisfaction with Knowledge and Competencies: A Multi-Country Study of Employers and Business Graduates

Azevedo

Ormerzel

Andrews

et al. 2012

American Journal of Economics and Business Administration

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Problem statement:This study critically discusses findings from a research project involving four European countries. The project had two main aims. The first was to develop a systematic procedure for assessing the balance between knowledge and competencies acquired in higher, further and vocational education and the specific needs of the labor market. The second aim was to develop and test a set of meta-level quality indicators aimed at evaluating the linkages between education and employment. The project was designed to address the lack of employer input concerning the requirements of business graduates for successful workplace performance and the need for more specific industry-driven feedback to guide administrative heads at universities and personnel at quality assurance agencies in curriculum development and revision. Approach: The project was distinctive in that it combined different partners from higher education, vocational training, industry and quality assurance. Project partners designed and implemented an innovative approach, based on literature review, qualitative interviews and surveys in the four countries, in order to identify and confirm key knowledge and competency requirements. This study presents this step-by-step approach, as well as survey findings from a sample of 900 business graduates and employers. In addition, it introduces two Partial Least Squares (PLS) path models for predicting satisfaction with work performance and satisfaction with business education. Results: Survey findings revealed that employers were not very confident regarding business graduates' abilities in key knowledge areas and in key generic competencies. In subsequent analysis, these graduate abilities were tested and identified as important predictors of employers' satisfaction with graduates' work performance. Conclusion: The industrydriven approach introduced in this study can serve as a guide to assist different types of educational institutions to better align study programs with changing labor market requirements. Recommendations for curriculum improvement are discussed.

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Collaborative Competence: Redefining Management Education Through Social Construction

Gilbert

2013

J Psych Issues Organ Cult

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The purpose of this article is to stimulate discussion and further research on the topic of a fundamental and wholesale change in management education across a variety of organizations. The proposed model for management education is focused on interpersonal relationships as core to all aspects of educating managers. The article's premise is that management education should evolve to a design based on management itself as a relational social practice. The emergent model developed in the article rests on a historical analysis of approaches that demonstrate a flawed focus on rationalistic concepts. A new model is grounded in collaborative competence, an approach to achieve results over and above the sum of individual contributions. Collaborative competence is designed based on social construction principles. The episodic criticisms of the value of management education demonstrate that the approaches to educating organizational managers remain lacking. Shifting the pivotal focus of management education from rational and technical notions to a focus on relationships first rooted in social construction provides an enabling framework for organizational performance. The change in focus also addresses the need to educate managers to act in more ethical and socially responsible ways.

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How Relevant Is the MBA? Assessing the Alignment of Required Curricula and Required Managerial Competencies

Cited by 272 publications

References 29 publications

Reforming the MBA: a survey of elite British universities

Reforming the MBA: a survey of elite British universities

Satisfaction with Knowledge and Competencies: A Multi-Country Study of Employers and Business Graduates

Collaborative Competence: Redefining Management Education Through Social Construction

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