Abstract
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.
Highlights
One of the specific issues in management education is the development of students’ capabilities and competences in MBA programs
In the present study we investigate how the development of capabilities and competences in MBA programs occurs from the point of view of the student, who is considered the protagonist in this process
In a myriad of pedagogical technologies, MBA educators’ purposes, educational priorities of their company, educational proposal of MBA programs, among others, MBA students embrace some subjects and experiences that have the potential to help them deal with demands and challenges
Summary
One of the specific issues in management education is the development of students’ capabilities and competences in MBA programs. Some authors criticize the design and methodologies of MBA programs, characterizing what they called their limitations regarding realworld business problems and demands Their focus of analysis is on the contributions of MBA programs as an outcome of applied pedagogical technologies (Latham, Latham, & White, 2004; Mintzberg, 2004). This critique of the lack of realistic approximation as a limitation of MBA programs is questioned by scholars who emphasize the complexity of the learning process (Antonacopoulou, 2006; Hay & Hodgkinson, 2008). The crucial question pointed out by these studies is the proposition that even if the core purpose of MBA programs is to improve the studentscapabilities and competences to deal with their daily work challenges, it will be necessary to not identify the pedagogical objectives of the course with companies’ practical objectives (Antonacopoulou, 2009; Paes de Paula & Rodrigues, 2006)
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