The document discusses the potential addition of executive coaching to the MBA experience to increase its transformational impact on graduates. It notes criticisms of traditional MBAs and signs they are addressing this. Executive coaching is introduced as a means to facilitate deeper learning around values and ethics. The Abu Dhabi context is discussed in terms of developing national leaders. Finally, the document proposes a mixed methods research study on providing executive coaching to MBA students to develop a new coaching model and address criticisms of traditional MBAs.

1. Can the addition of
Executive Coaching to the MBA
increase the transformational
experience of the graduate?
Michael Cowen
June 2010
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2. Introduction
• Project and Programme Manager (PMP/Prince2)
• 22+ years experience in many different industries and government
• Worked globally, NZ, UK, Australia, Hong Kong, Latin America, Middle East.
• IT focus, however, re-positioning to Strategy/Change during the past two years
• Passion for building high performing teams!
• MBA 2010, SBS
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3. Converging Influences
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4. 1. The MBA
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5. Shortfalls of the MBA
• Evidence that supply is now outstripping demand and
not as elite programme or as valuable as it used to be
(Connolly, 1997)
• Some scholars have been severely critical of the MBA
model, faculty, administrators, students, recruiters,
media and business. Mintzburg (2005), Pfeffer (2005),
Bennis & O’Toole (2005), and Ghoshal, (2005).
• My observations are that the MBA is modeled around
intensive and rapid surface learning, but can a student
be involved in deeper or achievement level learning
outcomes? Real transformation?
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6. Signs of improvement…
• Arguably the MBA has addressed many of the criticisms of the 90's such
including leadership and entrepreneurship skills, increasing teamwork through
group assignments and bringing in the global perspective.
• In a study where employers and graduates were asked about MBA direction the
core courses were endorsed by both, however, leadership and managing skills
such as ethics, facilitation, emotional stability and coaching were sort after by
employers and not ranked by graduates as important. This tends to support the
technical focus of many graduates looking for their next move in business or
career (Louw, Bosch, and Venter, 2001), rather than a transformational focus.
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7. Neelankavil (1994) posits that
'The ideal MBA [graduate] would
be, in short a, a well-educated
and well-rounded individual who
could tackle the myriad of
problems faced by managers in
all business' (p. 38).
Source: HB Leadership Program 7

8. Within the MBA Context
where is the Research
Focus?
• Standard MBA (SBS: Managing &
Learning Manager courses.) arguably
lacking progress here, and will be
the focus of this research
• SBS strong on these first
three learning outcomes….
Core subjects
EBE
SAE
MS
SIE
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Source: HB Leadership Program

9. 2. Executive Coaching
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10. Executive Coaching
• Helping relationship formed between a client who has managerial authority and
responsibility in an organisation and a consultant who uses a wide variety of
behavioural techniques and methods to help the client achieve a mutually
identified set of goals to improve his or her professional performance and
personal satisfaction and, consequently, to improve the effectiveness of the
client’s organisation within a formally defined coaching agreement
(Kilburg and Hopkins, 2000, p.17)
• Facilitating Positive Change through Improving Thinking (Rock. D, 2009)
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11. Overlapping concepts
Values/Ethics
Through Coaching
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12. My Executive Coaching Experience
• I received coaching during the MBA (apart of) from Jan 09-July 09. 1 Hour every
two weeks, over the phone. The Coach used Results Coaching System with
some NLP.
• I wrote my MBA Project on the Experience.
• Ultimately, helped me as a leader. Here are some adjectives that help describe
my experience:
Powerful, Transformational, Focused, Deep, Unsettling, Emotional Learning,
a personal buzz!
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13. Why Results Coaching System?
• Was successful for me.
• I have invested in understanding it (MBA Dissertation)
• I have invested in training in it.
• I am using it in workplace Executive Coaching
• It has some science to back up its claims (www.neuroleadership.org)
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14. 3. Abu Dhabi Context
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15. Policy Agenda 2030
The vision for Abu Dhabi consists of a secure society and a dynamic
open economy based on the following pillars:
• Premium education, healthcare and infrastructure assets.
• A large empowered private sector.
• The creation of a sustainable knowledge based economy.
• An optimal transparent regulatory environment.
• Complete international and domestic security.
• A continuation of strong and diverse international relationships.
• Emirate resource optimization.
• The maintenance of Abu Dhabi's values, culture and heritage.
• A significant and ongoing contribution to the federation of the United Arab Emirates.
Source: http://gsec.abudhabi.ae/Sites/GSEC/Content/EN/PDF/economic-development,property=pdf.pdf
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16. 3. UAE attempts to build capacity
through LEAD to Nationals…
Abu Dhabi, United Arab Emirates, 15 April 2008
– “ALDAR Properties, Abu Dhabi‘s premier property developer, has invited world renowned scholars of
management to share their expertise with participants of ALDAR’s Leadership Excellence Applied
Diploma (LEAD) Program. Launched in partnership with Cambridge University. The initiative has won
Source: Online News
the sponsorship support from who shared the vision for UAE nationals to become leaders in their fields
in the UAE”
Was meant to move onto a Cambridge accredited MBA.
Abu Dhabi, United Arab Emirates, Wednesday 26th May, 2010
“The new LEAD is of 12 months duration with core modules and electives, some experiential and all
Source: http://www.aldar.com/press_release_article-343.en
delivery, assessment and accreditation to be conducted in Abu Dhabi by Cambridge Faculty. The
course is open to all Emiratis throughout Abu Dhabi.”
The core areas:
Global Context, Strategic Leadership, Innovation & Entrepreneurship, Understanding Leadership
(Strategic & Personal), Teams Leadership.
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17. 4. This Research: Aims/Methods?
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18. Mixed Methods Research: wide
range of choices noted.
A. quantitative longitudinal research of SBS, MBA Alumni recording a base line for values,
ethics, self awareness, soft-skills development from their respective MBA programs,
B. action research via a sample of MBA Students who will form part of a action research group
looking at 1:1 coaching, peer coaching and implementing their own personal
transformational change.,
C. ethnographical and qualitative research to evaluate Executive Coaching Performance &
Benefits for MBA Students from the SBS, their bosses, partners
D. grounded theory research to develop the Executive Coaching Model appropriate for the
MBA
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19. Research Importance
• Addresses MBA criticisms
• Can bring about change in
the students/leaders
• Can bring improvements to
me as a coach
• Can create a new coaching
model specifically for the for
B School & HE.
Research Interest
• Academia Administration
• Academia Faculty
• Coaching Profession
• Abu Dhabi Leaders
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20. Next Steps
• Get feedback
• Begin Programme
• Find Advisor
• Revise/refine thinking i.e. focus
• Start Planning
• If taking a UAE National focus, perhaps look at
sponsorship.
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21. References
1. Kilburg, R. R., and Hopkins, J., (2000), Executive coaching: Developing managerial wisdom in a world
of chaos, Washington, DC, US: American Psychological Association.
2. Rock, D., (2009), Coaching with the Brain in Mind, John Wiley & Sons, Inc., New Jersey
3. Ghoshal, S., 2005. Bad Management Theories Are Destroying Good Management Practices.
Management Learning, 4(1), 75-91.
4. Mintzberg, H., 2005. Seven — Plus or Minus a Couple. Management Learning, 4(2), 244 -247.
5. Neelankavil, J.P., 1994. Corporate America's Quest for an Ideal MBA. Journal of Management
Development, 13(5), 38-52. Available at: http://www.emeraldinsight.com/
10.1108/02621719410058374.
6. Pfeffer, J., 2005. Why Do Bad Management Theories Persist ? A Comment on Ghoshal. Management
Learning, 4(1), 96 -100.
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