{"title":"Re-imagining the MBA: an arts-based approach","authors":"Anita Walsh, P. Powell","doi":"10.1080/23752696.2020.1797523","DOIUrl":null,"url":null,"abstract":"ABSTRACT The Master’s of Business Administration (MBA) degree is a long-standing, globally recognised qualification for aspiring business leaders. Yet, the qualification has changed little over its history, despite substantial changes in the role and practice of business. Notwithstanding much introspection, many MBA programmes have not been transformed. This is unsurprising, given that MBA programmes are a staple of most business schools and are valuable, monetarily and reputationally, in their current form. Nevertheless, a management qualification intended to tackle the wicked problems that beset contemporary organisations requires adoption of a pedagogy based on an epistemology of practice and a curriculum incorporating design thinking. Solutions need to include more responsive values, and a wider range of knowledge. This paper posits a solution which draws on Biggs’ constructive alignment approach to programme design, and has been enacted in a new arts-based MBA programme which is used as an example throughout.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1797523","citationCount":"9","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Pedagogies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/23752696.2020.1797523","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 9
Abstract
ABSTRACT The Master’s of Business Administration (MBA) degree is a long-standing, globally recognised qualification for aspiring business leaders. Yet, the qualification has changed little over its history, despite substantial changes in the role and practice of business. Notwithstanding much introspection, many MBA programmes have not been transformed. This is unsurprising, given that MBA programmes are a staple of most business schools and are valuable, monetarily and reputationally, in their current form. Nevertheless, a management qualification intended to tackle the wicked problems that beset contemporary organisations requires adoption of a pedagogy based on an epistemology of practice and a curriculum incorporating design thinking. Solutions need to include more responsive values, and a wider range of knowledge. This paper posits a solution which draws on Biggs’ constructive alignment approach to programme design, and has been enacted in a new arts-based MBA programme which is used as an example throughout.
期刊介绍：
The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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