Management Learning and the Corporate MBA: Situated or Individual?
Management Learning and the Corporate MBA: Situated or Individual?
复制标题
管理学习和企业 MBA：情境式还是个人式？
DOI：
10.1177/1350507607080577
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发表时间：
2007
影响因子：
2.4
通讯作者：
D. Wilson
中科院分区：
文献类型：
--
作者：
K. Legge;Bridgette Sullivan;D. Wilson
人们认为全日制 MBA 未能促进“情境学习”，因此出现了一种新形式的 MBA 课程，即企业 MBA，从理论上讲，该课程旨在纠正这一缺陷。 CMBA 的基本原理及其与开放式 MBA 的区别特征是情境学习的发展。本文基于对大学商学院、非大学商学院和混合商学院三种不同类型商学院的四个 CMBA 课程的深入研究。使用从 40 次深度访谈和开放式调查问题中获得的定性数据，我们研究了个人参与者、商学院和赞助组织所寻求的结果以及这些利益相关者之间建立的关系如何促进或阻碍情境学习。数据表明，所研究的三个案例中有两个缺乏情境学习。对缺乏学习的解释主要集中在参与者、商学院和赞助组织的利益不相容上。提出了未来研究的建议。
The perceived failure of full-time MBAs to foster `situated learning' has given rise to a new form of MBA programme, the Corporate MBA, which in theory, aims to correct this deficiency. The very rationale of CMBAs and their differentiating feature from open programme MBAs, is the development of situated learning. This article is based on an in-depth study of four CMBA programmes in three different types of business school: the university based, non-university based and the hybrid. Using qualitative data derived from 40 in-depth interviews and from open ended survey questions, we examine how the outcomes sought by individual participants, business schools and sponsoring organizations and the relationships that developed between these stakeholders either facilitate or hinder situated learning. The data indicate a lack of situated learning in two of the three cases studied. Explanations for the lack of learning focus primarily around the incompatible interests of participants, business schools and sponsoring organizations. Suggestions for future research are presented.