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RETHINKING THE              MBA
Srikant m. Dayar, David A. Gravin, Patrick G. Cullen
Need for   MBA programs to innovate and change
   Gaining a global perspective
   Developing leadership skills
   Honing integration skills
   Recognizing organizational realities and
    implementing effectively
   Acting creatively and innovatively
   Thinking critically and communicating clearly
   Understanding the role, responsibilities and purpose
    of business
   Understanding the limits of methods and markets
   Content

   Pedagogy

   Architecture

   Purpose

   trend
Required responses
   Increasing the percentage of international students
    and faculty at the school
   Increasing the global content of functional courses
   Creating integrative global management courses
   Developing international exchange programs
   Organizing treks and immersions that take students
    abroad for several weeks or months
   Offering global field studies and projects
   Establishing global research centers
   Building an overseas campus
Teaching integration
   Giving students responsibility for integrating across a
    portfolio of functional courses
   Embedding integrative thinking in required functional
    courses
   Creating capstone courses with a general
    management point of view
   Developing an integrated curriculum
   Organizing the curriculum around integrative thinking
    skills
Kolb’s experiential learning model
   Concrete experience

   Reflective observation

   Abstract conceptualization

   Active experimentation
Institutional responses
   From organize, incremental curriculum changes to
    planned, large-scale redesign
   From a focus on several unrelated themes to a broad
    unifying purpose
   From a traditional sequence of courses to a more radical
    repositioning of topics
   From minor variations on existing courses to novel and
    innovative course content
   From rigid requirements to greater flexibility and
    customization
   From loose integration to a tight coupling of courses
   From pedagogies based on large classroom lectures and
    case discussions to field work, experiential learning,
    small-group activities, and even one-on-one instruction
ACS Model
   Assessment

   Challenge

   Support

                 knowing-doing-being
   Chicago manual of style
   Roger’s thesauri online
   A plain English handbook: how to create clear SEC
    Disclosure documents
   Reflections on reasoning by Raymond Nickerson
   The art of deception by Nicholas Capaldi
   Reinventing the Bazaar: a natural history of markets
    by John Mcmillan
   Blink: the power of thinking without thinking by
    Malcolm Gladwell
   The end of poverty: economic possibilities for our
    times by Jeffrey Sachs

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Rethinkingthe mba

  • 1. RETHINKING THE MBA Srikant m. Dayar, David A. Gravin, Patrick G. Cullen
  • 2. Need for MBA programs to innovate and change  Gaining a global perspective  Developing leadership skills  Honing integration skills  Recognizing organizational realities and implementing effectively  Acting creatively and innovatively  Thinking critically and communicating clearly  Understanding the role, responsibilities and purpose of business  Understanding the limits of methods and markets
  • 3. Content  Pedagogy  Architecture  Purpose  trend
  • 4. Required responses  Increasing the percentage of international students and faculty at the school  Increasing the global content of functional courses  Creating integrative global management courses  Developing international exchange programs  Organizing treks and immersions that take students abroad for several weeks or months  Offering global field studies and projects  Establishing global research centers  Building an overseas campus
  • 5. Teaching integration  Giving students responsibility for integrating across a portfolio of functional courses  Embedding integrative thinking in required functional courses  Creating capstone courses with a general management point of view  Developing an integrated curriculum  Organizing the curriculum around integrative thinking skills
  • 6. Kolb’s experiential learning model  Concrete experience  Reflective observation  Abstract conceptualization  Active experimentation
  • 7. Institutional responses  From organize, incremental curriculum changes to planned, large-scale redesign  From a focus on several unrelated themes to a broad unifying purpose  From a traditional sequence of courses to a more radical repositioning of topics  From minor variations on existing courses to novel and innovative course content  From rigid requirements to greater flexibility and customization  From loose integration to a tight coupling of courses  From pedagogies based on large classroom lectures and case discussions to field work, experiential learning, small-group activities, and even one-on-one instruction
  • 8. ACS Model  Assessment  Challenge  Support knowing-doing-being
  • 9. Chicago manual of style  Roger’s thesauri online  A plain English handbook: how to create clear SEC Disclosure documents  Reflections on reasoning by Raymond Nickerson  The art of deception by Nicholas Capaldi  Reinventing the Bazaar: a natural history of markets by John Mcmillan  Blink: the power of thinking without thinking by Malcolm Gladwell  The end of poverty: economic possibilities for our times by Jeffrey Sachs