‘Solving’ as a key course learning outcome (CLO) in postgraduate (PG) management education

Abstract

Problem-solving abilities are key to developing adaptive, ethical, and future-ready leaders. Embedding problem-recognition and context-specific problem-solving frameworks into management education equips students to navigate complex, real-world challenges with greater effectiveness. This paper presents a specific pedagogical innovation that integrates three creative and experiential frameworks into the management curriculum - a) Design Thinking (DT); b) MIT's Theory of Change (ToC); and c) Adventure Based Learning (ABL); each providing a different style to advancing problem-solving capabilities among postgraduate (PG) management students over a period of one year. Building on the Experiential Learning Theory and drawing on the Cynefin framework, which categorizes different problem types, this study qualitatively investigates how each pedagogical approach engages students with varying degrees of structure and complexity in real-world challenges. Using data collected from MBA – International Business (IB) students through reflection diaries and semi-structured interviews across three courses, the research provides insights into how these frameworks facilitate the development of critical skills such as adaptive thinking, creativity, collaboration, and ethical decision-making. This research employed the GIOIA Methodology for analyzing qualitative data systematically in a rigourous and grounded method of conceptual development based on first-order concepts, second-order themes, and aggregate dimensions. The findings offer practical insights for educators, including a mapping guide to align specific problem types with suitable problem-solving pedagogies, thereby enabling more context-sensitive and impactful learning interventions. The insights derived from this study contribute to responsible management education by demonstrating how experiential and creative problem-solving approaches build sustainability-oriented and socially responsible leadership capabilities. Furthermore, the research underscores the importance of embedding problem-solving as a key course learning outcome (CLO) in postgraduate (PG) management programs, contributing to SDG 4 (Quality Education) through inclusive, learner-centric methodologies; SDG 8 (Decent Work and Economic Growth) by increasing employability through skills in action; and SDG 12 (Responsible Consumption and Production) by promoting responsible decision-making.