Re-imagining the MBA: an arts-based approach

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2020-01-01 DOI:10.1080/23752696.2020.1797523

Anita Walsh, P. Powell

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.

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重新构想MBA:以艺术为基础的方法

摘要工商管理硕士（MBA）学位是一项长期存在的、全球公认的有抱负的商业领袖资格证书。然而，尽管商业角色和实践发生了重大变化，但该资格在其历史上几乎没有变化。尽管进行了很多反思，但许多MBA课程并没有改变。这并不奇怪，因为MBA课程是大多数商学院的主要课程，以目前的形式在金钱和声誉上都很有价值。然而，要想获得管理资格，以解决困扰当代组织的邪恶问题，就需要采用基于实践认识论的教学法和包含设计思维的课程。解决方案需要包括更具响应性的价值观和更广泛的知识。本文提出了一个解决方案，该方案借鉴了比格斯在课程设计中的建设性协调方法，并已在一个新的艺术MBA课程中实施，该课程贯穿始终。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

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.