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Can MBA Curricula Be Improved?

 

In recent years, against a backdrop of corporate scandals and a difficult economy, schools of business have been the subject of increased scrutiny and often scorn. As a result, a decade of intense scholarly debate has ensued about the value of MBA programs from multiple stakeholder perspectives. One critical component of this line of research has focused on issues related to both the content and delivery of MBA curricula with an eye toward improving the overall quality of graduate management education. Here scholars have largely argued that MBA curricula are deficient or contaminated in some significant way. At the broadest level, these critiques have attacked the overall philosophy upon which MBA curricula are erected, suggesting a skewed emphasis on economic theory, shareholder value, and financial competence. Other research has addressed more domain-specific curricular areas including the need for bolstering evidence-based management, technology management, innovation/entrepreneurship, applied research skills, systems thinking, business history, diversity and cultural competence, behavioral coursework and ethics. In this virtual issue, we highlight a number of articles which collectively illustrate the breadth of domains related to curriculum content and delivery that have been published in AMLE since its inception.

Virtual Collection Co-Editors: Robert Rubin, DePaul University and Erich Dierdoff, DePaul University

Articles

Ghoshal, S. 2005. Bad management theories are destroying good management practices. Academy of Management Learning & Education, 4: 75-91

Charlier, S. D., Brown, K. G., & Rynes, S. L. 2011. Teaching evidence-based management in MBA programs: What evidence is there? Academy of Management Learning & Education, 10: 222-236.

Evans, J. M., Tervino, L. K., & Weaver, G. R. 2006. Who’s in the ethics driver’s seat? Factors influencing ethics in the MBA curriculum. Academy of Management Learning & Education, 5: 278-293.

Wang, L., Malhotra, D., & Murninghan, J. K. 2011. Economics education and greed. Academy of Management Learning & Education, 10: 643-660.

Rubin, R. S., Dierdorff, E. C. 2009. How relevant is the MBA? Assessing the alignment of required curricula and required managerial competencies. Academy of Management Learning & Education, 8: 208-224.

Bell, M. P., Connerley, M. L., & Cocchiara, F. K. 2009. The case for mandatory diversity education. Academy of Management Learning & Education, 8: 597-607.

Cummings, S., & Bridgman, T. 2011. The relevant past: Why the history of management should be critical for our future. Academy of Management Learning & Education, 10: 77-93.

Giacalone, R. A. 2004. A transcendent business education for the 21st century. Academy of Management Learning & Education, 3: 415-420.

Greiner, L. E., Bhambri, A., & Cummings, T. G. 2003. Searching for a strategy to teach strategy. Academy of Management Learning & Education, 2: 402-420.

Thursby, M. C., Fuller, A. W., & Thursby, J. 2009. An integrated approach to educating professionals for careers in innovation. Academy of Management Learning & Education, 8: 388-405.

Arbaugh, J. B. 2005. Is there an optimal design for on-line MBA courses? Academy of Management Learning & Education, 4: 135-149.

Godfrey, P. C., Illes, L. M., & Berry, G. R. 2005. Creating breadth in business education through service- learning. Academy of Management Learning & Education, 4: 309-323.

Atwater, J. B., Kannan, V. R., & Stephens, A. A. 2008. Cultivating systemic thinking in the next generation of business leaders. Academy of Management Learning & Education, 7: 9-25.

Boni, A. A., Wengart, L. R., & Evenson, S. 2009. Innovation in an academic setting: designing and leading a business through market-focused, interdisciplinary teams. Academy of Management Learning & Education, 8: 407-417.

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