Fostering Integrative Thinking: Adapting the Executive Education Model to the MBA Program———

Latham, Gary P.; Latham, Soosan D.; Whyte, Glen

doi:10.1177/1052562903252647

Cited by 31 publications

(10 citation statements)

References 20 publications

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“…From the students' point of view, as we demonstrated, the aspect valued by them is the combination of new ways of interpreting the world with new ways of thinking. In another perspective, Mintzberg and Gosling (2003), Latham et al (2004), and Roglio and Light (2009) state the importance of developing analytical and associative capabilities such as reflective thinking and integrative sense making. This position is contested by Paes de Paula and Rodrigues (2006), Antonacopoulou (2008Antonacopoulou ( , 2009, and Ruas (2010) who claim that just reasoning and comparisons are not sufficient for achieving significant knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…Studies in this area have focused mostly on continuous and experiential learning, emphasizing the students'/managers' analytical capacity as an ability that makes sense of uncertainties or conflict situations. Reflection, integrative thinking, integrative sense making, ways of thinking, are some of the terms used by some authors with the same theoretical goal: to explain the cognitive process of learning (Latham et al, 2004;Roglio & Light, 2009). Even agreeing with the proposition of continuous learning as a process based on the students'/managers' experiences and reflective thoughts, these theories are not sufficient for explaining how some contents are integrated into the learning process to allow for the development of specific capabilities and competences.…”

Section: Current Theories On Management Educationmentioning

confidence: 99%

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Executive MBA programs: what do students perceive as value for their practices?

Vazquez

Ruas

2012

Rev. adm. contemp.

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This paper explores MBA students' perceptions about their learning process and the outcomes of development of capabilities and competences. A qualitative exploratory study was conducted between 2004 and 2008 with 160 students enrolled in 6 different MBA programs in Brazil. The data were collected at group activities using a questionnaire to lead the participants to identify the contents and experiences from their MBA's that were associated with the development of capabilities and competences relevant to practice. Examining the current literature and its indications of a myriad of pedagogical approaches, we discuss the MBA educators' pedagogical planning for developing capacities and competences without considering which knowledge is valued as relevant by students. Our results identified three aspects as the most relevant in MBA students' learning experiences: (a) openness to exploit new ways of interpreting the world; (b) development of specific capabilities; and (c) development of relational competence. The main contribution of our study is to highlight the students' active engagement in the learning opportunities created by MBA educators and their outcomes. Based on the evidence, we argue that the pedagogical planning developed by educators should consider MBA students as the protagonist of their management education process.

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Section: Discussionmentioning

confidence: 99%

Section: Current Theories On Management Educationmentioning

confidence: 99%

Executive MBA programs: what do students perceive as value for their practices?

Vazquez

Ruas

2012

Rev. adm. contemp.

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“…For many, the fundamental issue is the traditional way theory is taught and spread in MBA courses (Linder, Smith, & Jeff, 1992;Pinington, 2005;Starkey, Hatchuel, & Tempest, 2004). Critics have also pointed to a strong emphasis on specialization instead of on development of cross-functional abilities (Gosling & Mintzberg, 2004;Latham, Latham, & Whyte, 2004). MBA programs have been referred to as "silos" without sufficient integrative elements (Navarro, 2008).…”

Section: Critique Of Mba Educationmentioning

confidence: 99%

How Can a Bourdieusian Perspective Aid Analysis of MBA Education?

Vaara

Faÿ

2011

AMLE

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There is a lack of integrative conceptual models that would help to better understand the underlying reasons for the alleged problems of MBA education. To address this challenge, we draw on the work of Pierre Bourdieu to examine MBA education as an activity with its own "economy of exchange" and "rules of the game." We argue that application of Bourdieu's theoretical ideas elucidates three key issues in debate around MBA education: the outcomes of MBA programs, the inculcation of potentially problematic values and practices through the programs, and the potential of self-regulation, such as accreditation and ranking for impeding development of MBA education. First, Bourdieu's notions of capital-intellectual, social, and symbolic-shed light on the "economy of exchange" in MBA education. Critics of MBA programs have pointed out that the value of MBA degrees lies not only in "learning." Bourdieu's framework allows further analysis of this issue by distinguishing between intellectual (learning), social (social networks), and symbolic capital (credentials and prestige). Second, the concept of "habitus" suggests how values and practices are inculcated through MBA education. This process is often one students acquire voluntarily, and students often regard problematic or ethically questionable ideas as natural. Third, Bourdieu's reflections on the "doxa" and its reproduction and legitimation illuminate the role of accreditation and ranking in MBA education. This perspective helps to understand how self-regulation may impede change in MBA education.

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“…A pronounced degree of insularity exists in the academic approach, which is, at least in part, a result of how most academic institutions are organized. In their institutional or departmental boundaries, faculty members operate primarily as a collection of independent contractors (for more on business schools' attempts to change this functionalist approach, see Latham, Latham, & Whyte, 2004).…”

Section: Content: Breadth-versus-depth Dilemmamentioning

confidence: 99%