TEACHING METHODS IN MBA AND LIFELONG LEARNING PROGRAMMES FOR MANAGERS
Teaching methods in MBA and Lifelong Learning Programmes (LLP) for managers should be topically relevant in terms of content as well as the teaching methods used. In terms of the content, the integral part of MBA and Lifelong Learning Programmes for managers should be the development of participants’ leadership competencies and their understanding of current leadership concepts. The teaching methods in educational programmes for managers as adult learners should correspond to the strategy of learner-centred teaching that focuses on the participants’ learning process and their active involvement in class. The focus on the participants’ learning process also raises questions about whether the programme’s participants perceive the teaching methods used as useful and relevant for their development as leaders.
The paper presents the results of the analysis of the responses to these questions in a sample of 54 Czech participants in the MBA programme and of lifelong learning programmes at the University of Economics, Prague. The data was acquired based on written or electronically submitted questionnaires. The data was analysed in relation to the usefulness of the teaching methods for understanding the concepts of leadership, leadership skills development as well as respondents’ personal growth. The results show that the respondents most valued the methods that enabled them to get feedback, activated them throughout the programme and got them involved in discussions with others in class. Implications for managerial education practices are discussed.
- Allen, S. J., and Hartman, N. S. (2009) ‘Sources of learning in student leadership development programming’, Journal of Leadership Studies, Vol. 3, No. 3, pp. 6–16. http://dx.doi.org/10.1002/jls.20119
- Bedrnová, E., Jarošová, E. and Nový, I. (2012) Manažerská psychologie a sociologie, Praha: Management Press.
- Beevers, K. and Rea A. (2010) Learning and Development Practice, London: Chartered Institute of Personnel and Development.
- Bukve, O., Jarošová, E., Lorencová, H., Halvorsen, K., Půbalová, K. and Netteland, G. (2015) ‘Teaching methods and learning strategies in lifelong learning programs,’ 2015 EGPA Annual Conference – Conference Proceedings, EGPA, Toulouse.
- Conger, J. (1992) Learning to Lead: The Art of Transforming Managers into Leaders. San Francisco, CA: Jossey-Bass.
- Day, D. V. and Dragoni, L (2015) ‘Leadership Development: An Outcome-Oriented Review Based on Time and Levels of Analyses’, Annual Review of Organizational Psychology and Organizational Behavior, Vol. 2, pp. 133 -156. http://dx.doi.org/10.1146/annurev-orgpsych-032414-111328
- De Déa Roglio, K., and Light, G. (2009). ‘Executive MBA Programs: The Development of the Reflective Executive’, Academy of Management Learning & Education, Vol. 8, No. 2, pp. 156-173. http://dx.doi.org/10.5465/AMLE.2009.41788840
- Dobson, G., Frye, R., and Mantena, R. (2013). ‘Leadership Training in an MBA Program Using Peer-Led Team Learning’. American Journal of Business Education, Vol. 6, No. 2, pp. 177-190.
- Hogan, R. and Kaiser, B. (2005). ‘What we know about leadership’, Review of General Psychology, Vol. 9, No. 2, pp. 169-180. http://dx.doi.org/10.1037/1089-26188.8.131.52
- Hoover, J. D., Giambatista, R.C., Sorenson, R.L. and Bommer, W.H. (2010) ‘Assessing the effectiveness of whole person learning pedagogy in skill acquisition’, Academy of Management Learning and Education, Vol. 3, No. 2, pp. 192–203. http://dx.doi.org/10.5465/AMLE.2010.51428543
- Hall, D. T. (2004). ‘Self awareness identity and leader development’. In Day, D. V., Zaccaro, J. S. and Halpin, M. (Eds.). Leader Development for Transforming Organizations: Growing Leaders for Tomorrow, pp. 153-170. Mahwah, NJ: Lawrence Erlbaum Associates.
- Huba, M. E. and Freed, J. E. (2000) Learner-Centred Assessment on College Campuses: Shifting the Focus from Teaching to Learning, Needham Heights, MA: Allyn & Bacon.
- Jarošová, E., Lorencová, H., Půbalová, K. (2016) ‘Efficiency and relevance of teaching methods in managerial education’, Proceedings of the 13th International Conference Efficiency and Responsibility in Education, CZU, Prague.
- Jenkins, D. M. (2013) ‘Exploring Instructional Strategies in Student Leadership Development Programming,’ Journal of Leadership Studies, Vol. 6, No. 4, pp. 48-62. http://dx.doi.org/10.1002/jls.21266
- Knowles, M., S. (1980) The Modern Practice of Adult Education: From Pedagogy to Andragogy, Chicago: Follett.
- Kotter, J. P. (1996) Leading Change, Boston: Harvard Business School Press.
- Mehdinezhad V. and Sardarzahi Z. (2015) ‘A Study of the Leadership Behaviors Reported by Principals and Observed by Teachers and its Relation with Principals Management Experience‘ Journal on Efficiency and Responsibility in Education and Science, Vol. 8, No. 2, pp. 48-53. http://dx.doi.org/10.7160/eriesj.2015.080203
- Pavlica, K., Jarošová, E. and Kaiser, R, B. (2015) Vyvážený leadership. Dynamika manažerských dovedností, Praha: Management Press.
- Rashford, N. S., and De Figueiredo, J. N. (2010). ‘The "Live-Case" Intervention Method: Leadership Skills Through Experiential Learning’. Academy Of Management Annual Meeting Proceedings, Vol. 1, pp. 1-6. http://dx.doi.org/10.5465/AMBPP.2010.54484414
- Sadler-Smith, E. (2006) Learning and Development for Managers: Perspectives from Research and Practice, Malden, MA: Blackwell Publishing.
- Waddock, S. and Lozano, J. M. (2013) ‘Developing more holistic management education: Lessons learned from two programs’, Academy of Management Learning and Education, Vol. 12, No. 2, pp. 265-284. http://dx.doi.org/10.5465/amle.2012.0002
Copyright (c) 2017 Journal on Efficiency and Responsibility in Education and Science
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors declare with this manuscript intended for publication to ERIES Journal that:
- all co-authors agree with the publication of the manuscript even after amendments arising from peer review;
- all co-authors agree with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;
- no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;
- the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);
- submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;
- experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);
- grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.
Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.