A More Relevant MBA: The Role of Across-the-Curriculum Delivery of Intercompetency Coursework in Aligning the Required Curriculum With Required Managerial Competencies

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Management Education Pub Date : 2022-09-02 DOI:10.1177/10525629221121700
Naveen Amblee, H. Ertl, Deepak Dhayanithy
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引用次数: 2

Abstract

Despite their widespread popularity in the United States, MBA programs have received considerable and sustained criticism. The chief complaint is that MBA graduates lack key skills required to be competent managers, and the main suspect has been identified as a less than relevant curriculum. Previous studies determined that the required MBA curriculum did a poor job of delivering the managerial competencies prized by incumbent managers. However, these researchers suspected that across-the-curriculum delivery of managerial competencies could mitigate this misalignment. This study advances the field by implementing an intercompetency approach, by including previously excluded coursework, and by using an updated dataset. The results show that the required curriculum of MBA programs in the United States is on average more closely aligned with the prescribed coverage benchmarks than previously believed, and that across-the-curriculum delivery of content via intercompetency coursework substantially aids in this alignment. The findings have actionable implications for program managers, faculty members, and researchers in the field of graduate management education.
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一个更相关的MBA:跨课程交付的跨能力课程在使必修课程与所需管理能力相一致中的作用
尽管MBA项目在美国广受欢迎,但仍受到了相当大的持续批评。主要的抱怨是MBA毕业生缺乏成为称职的管理者所需的关键技能,而主要的嫌疑人被认为是一门不太相关的课程。先前的研究表明,MBA必修课程在提供现任管理者所珍视的管理能力方面做得很差。然而,这些研究人员怀疑,在整个课程中提供管理能力可以缓解这种错位。这项研究通过实施相互竞争的方法,包括以前被排除在外的课程,并使用更新的数据集,推进了这一领域。结果表明,美国MBA课程的必修课程平均比以前认为的更符合规定的覆盖范围基准,而通过跨竞争课程提供内容在整个课程中大大有助于这种一致性。这些发现对研究生管理教育领域的项目经理、教员和研究人员具有可操作的意义。
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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