Alberto, the next issue (June 2009) of AMLE will feature an article by Robert Rubin and Erich Dierdorff that examines the entire population of U.S.-based AACSB International-accredited MBA programs on the degree of fit between most desired managerial competencies and the extent to which these programs address these competencies in their core curricula. A preliminary version of this article is now available for AOM members on the Academy of Management's "In Press" site.
http://journals.aomonline.org/InPress/Hope this is helpful, Ben
----- Original Message -----
From: Alberto Roldan <
alroldan911@HOTMAIL.COM>
Date: Monday, May 25, 2009 8:45 am
Subject: Re: Doctoral Dissertation: Andragogy vs. Pedagogy and the rigor-relevance debate
To:
MG-ED-DV@AOMLISTS.PACE.EDU> Dr. Evans,
>
> Thank you very much for the reply! The issues you mentioned regarding
> culture, age distribution, etc., are things that will probably be
> recommended for future research within the study. This topic is
> of great
> interest to me and I would like to do a longitudinal study
> taking into
> consideration those variables. The dissertation is the building
> block for my
> work, sort of speak.
>
> Now, focusing on MBA programs have been done to death and it may be
> counter-productive! The literature argues for and against MBA
> programs and
> they seem to attract a very specific population who, may not
> necessarily are
> what society sees running businesses. Of course, some do and
> have received
> notieriety as in the Enron case and so on. Nonetheless, I want
> to focus on
> the majority--individuals persuing an undergraduate degree in
> order to
> either enter the workforce or be promoted.
>
> I believe that focusing on a particular learning style may open
> the doors to
> better prepared business graduates. I guess that is the premise
> of my
> dissertation, I want to find out if it does make a difference.
> One problem I
> see hapenning is that we give too much emphasis to content, but have
> forgotten about the art of teaching and learning altogether.
>
> How many business professors are really trained in teaqching
> methods? I
> believe that having a PhD does not prepares anyone to teach
> unless the PhD
> is in education. Thus, providing a model of how to teach to
> highly competent
> business professionals seems like a good idea in order to serve
> societybetter. Therefore, I believe that, for example, an
> optometrist should not be
> teaching business courses and telling business PhDs about
> business strategy
> due to the lack of formal education in such a matter. On the
> same token, a
> business professional should not tell the optometrist how to
> perform an eye
> exam. Let the experts handle what they know! Therefore, business
> professorswithout formal training in education should be given a
> model to follow. Due
> to the debates ensuing in the literature today, it is obvious
> that what we
> are currently doing may not be optimal.
>
> Dr. Evans, thank you immensly for the discussion! I know the issues
> discussed here run deep with people and some will argue for it,
> others will
> not! That is what makes this forum great!
>
> Kindest Regards,
>
> Alberto Roldan, MBA
>
>
>
>
>
>
> -----Original Message-----
> From: Management Education and Development Discussion
> [mailto:
MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of EVANS Daniel
> Sent: Saturday, May 23, 2009 3:24 AM
> To:
MG-ED-DV@AOMLISTS.PACE.EDU> Subject: Re: Doctoral Dissertation: Andragogy vs. Pedagogy and the
> rigor-relevance debate
>
> Wow. Sounds a "bit" courageous for a dissertation. To have
> anything relevant
> to say you'll probably be making so many assumptions that the
> message will
> be completely bland.
> How will you account for
> - culture
> - age distribution
> - past experience distribution of the class
> - Teacher experience,
> Etc.
>
> If you do go down this path, why not focus on MBA participants.
> There was
> some past work by Kolb that correlated high GMAT to high
> Conceptual based
> learning. If this is the case, how would you define a good MBA course.
>
> The danger of course is that you'll be making a recommendation that
> reinforces a learning style rather than helping them develop new
> skills to
> become more learning agile. How do you measure "success" of the
> recommendedformat? Test results - short term? Career impact -
> long term? Etc.
>
> If I recall, there was some macro level data in the BusinessWeek
> MBA surveys
> conducted over the last several years - % case study, % teamwork
> etc. Does
> the structure link to the rankings of MBA in some way?
>
>
> Daniel S. EVANS Ph.D.
> Chief Innovation Officer
> EMLYON Executive Education
>
>
>
> +33 4 78 33 79 63 (fixed)
> +33 6 78 41 42 59 (mobile)
>
evans@em-lyon.com>
> " I am always ready to learn although I do not always like to be
> taught" -
> Winston Churchill
>
>
> -----Message d'origine-----
> De : Management Education and Development Discussion
> [mailto:
MG-ED-DV@AOMLISTS.PACE.EDU] De la part de Alberto Roldan
> Envoyé :vendredi 22 mai 2009 14:31 À : MG-ED-
>
DV@AOMLISTS.PACE.EDU Objet : Doctoral
> Dissertation: Andragogy vs. Pedagogy and the rigor-relevance debate
>
> Greetings!
>
> I am interested in discussing course content (Rigor vs.
> Relevance), and
> classroom methodology (Andragogy vs. Pedagogy)in business
> schools. After an
> extensive literature review I believe that understanding how each
> content-methodology combination affect learning outcomes in management
> schools may lead to the creation of a model to follow in
> society's efforts
> to adequately prepare individuals to undertake managerial roles.
>
> I am examining whether there is a correlation between relevance
> focusedcourses and rigor focused courses with pedagogical
> instructional methods or
> andragogical instructional methods in management schools, and
> how it affects
> students learning behavior and final course grades.
>
> What is the sentiment you as a business professor or student
> have in
> relation to these topics? Can a content of say, 70% relevance
> and 30% rigor
> be better served using an andragogical methodology
> (collaborative learning)?
> What about a 20% rigor and 80% relevance content using a pedagogical
> methodology (lecturing)?
>
> At this time I am in the process of completing my dissertation
> on this
> topic. I would like to continue work relating to possibly
> finding a
> "formula" or "model" for the most appropriate content-
> methodology approach
> to management education--highly debated in the literature!
>
> Anyone with suggestions, comments, or interest in conducting a
> large scale
> study on the subject, contact me at
alroldan911@htmail.com>
> Best Regards,
>
> Albeto Roldan
>
> ----
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J. B. (Ben) Arbaugh, Ph.D.
Editor, Academy of Management Learning & Education
College of Business
University of Wisconsin Oshkosh
e-mail:
arbaugh@uwosh.edu Phone: (920) 424-7189
http://journals.aomonline.org/amle/"What are you reading?"