Hidden curricula in financial reporting and analysis for MBA students - is the message received?

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education Pub Date : 2025-07-12 DOI:10.1016/j.ijme.2025.101231

Donatella Busso , Rezarta Perri Shkurti

{"title":"Hidden curricula in financial reporting and analysis for MBA students - is the message received?","authors":"Donatella Busso , Rezarta Perri Shkurti","doi":"10.1016/j.ijme.2025.101231","DOIUrl":null,"url":null,"abstract":"<div><div>Understanding the hidden curriculum is essential for integrating soft skills into business education. Educators need. This study aims to explore how interpersonal competencies such as communication, self-confidence, and critical thinking can be embedded within the teaching of Financial Reporting and Analysis (FRA) in an International MBA program. Using a mixed-methods approach, we analyzed survey data and focus group interviews through Structural Equation Modeling to examine the relationship between informal learning and student engagement. Findings suggest that aligning technical content with soft skill development, particularly through group projects and interactive activities, significantly enhances students’ learning experience. The results highlight the importance of designing MBA curricula that go beyond technical proficiency to include interpersonal growth. This research underscores the role of the hidden curriculum in shaping student outcomes and supports a more holistic approach to teaching financial subjects in graduate management education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101231"},"PeriodicalIF":7.4000,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Management Education","FirstCategoryId":"91","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1472811725001016","RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"BUSINESS","Score":null,"Total":0}

引用次数: 0

Abstract

Understanding the hidden curriculum is essential for integrating soft skills into business education. Educators need. This study aims to explore how interpersonal competencies such as communication, self-confidence, and critical thinking can be embedded within the teaching of Financial Reporting and Analysis (FRA) in an International MBA program. Using a mixed-methods approach, we analyzed survey data and focus group interviews through Structural Equation Modeling to examine the relationship between informal learning and student engagement. Findings suggest that aligning technical content with soft skill development, particularly through group projects and interactive activities, significantly enhances students’ learning experience. The results highlight the importance of designing MBA curricula that go beyond technical proficiency to include interpersonal growth. This research underscores the role of the hidden curriculum in shaping student outcomes and supports a more holistic approach to teaching financial subjects in graduate management education.

查看原文本刊更多论文

MBA学员财务报告与分析课程中隐藏的内容——收到了吗？

理解隐性课程对于将软技能融入商业教育至关重要。教育工作者的需要。本研究旨在探讨如何在国际MBA课程的财务报告与分析（FRA）教学中嵌入人际交往能力，如沟通、自信和批判性思维。采用混合方法，我们通过结构方程模型分析了调查数据和焦点小组访谈，以检验非正式学习与学生参与之间的关系。研究结果表明，将技术内容与软技能发展结合起来，特别是通过小组项目和互动活动，可以显著提高学生的学习体验。研究结果凸显了设计MBA课程的重要性，即超越技术能力，将人际成长纳入其中。这项研究强调了隐性课程在塑造学生成果方面的作用，并支持在研究生管理教育中采用更全面的方法来教授金融学科。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of Management Education Multiple-

CiteScore

10.30

自引率

25.00%

发文量

136

审稿时长

64 days

期刊介绍： The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.