Drawing on eleven years' experience with a problem-based learning MBA program, we havefound that the way in which the PBL process is used, jaculty capabilities, and student transition are critical implementation issues.This chapter is based on our experience implementing problem-based learning in the Ohio University Masters in Business Administration (MBA) program. We have moved from a traditional course-based, discipline-divided MBA to a completely problem-based program during the last eleven years. We started without a road map and made many mistakes along the way But we also gained some insights that may be of use to others attempting to implement problem-based learning. It is in this spirit that we share our story. Defining the Goals of the Ohio University MBAThe Ohio University MBA presently is an intense thirteen-month learning experience, starting in August of year one and concluding in September of year two. There are also part-time programs housed at our regional campuses. These distance learning programs are lockstep cohort programs requiring approximately two and a half years to complete.All programs use a problem-based learning format with a theoretical base in cognitive constructivism, a format that places the learner in exactly the type of projects and work situations that he or she will face as a leader of the information age organizations of the twenty-first century. Students learn basic business concepts, but in the context of use, maximizing their ability to both recall and apply those concepts as they move back into the work world. Students develop the skills (communication, collaboration, teamwork) and the personal characteristics (initiative, creativity, personal responsibility) that are becoming NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 68. Winter 1996 0 Jossey-Bass Publishers

The moderating effects of need for achievement and need for independence on relationships between role ambiguity, role conflict, and job satisfaction were investigated. Subjects were 90 military and civil service personnel. Results indicated that need for achievement moderates relationships between intersender role conflict and satisfaction and between task ambiguity and satisfaction, while need for independence moderates the relationship between intersender conflict and satisfaction.

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