Keyword

Curricula, Accreditation, Certification, Rubric, Professional Collaboration, Student Learning Assessment

Abstract

      The decision to pursue an advanced university degree is full of many implications for students. Any decision to pursue a Master’s in Business Administration (MBA) shows that there is perceived value in advanced business education. This paper explores how defining value and a culture of innovation in MBA pedagogy work hand­in­hand to establish a valuable master’s program. Without innovation in MBA pedagogy, there is decreased value in MBA programs. Through innovation in pedagogy, value is derived from job marketability and the development of critical thinking skills that create managers who excel at making successful strategic decisions. What value lies in developing critical thinking skills, when MBA students do not have the necessary qualifications to meet employer’s needs, in the job search process?

      Value in this paper is defined as first the ability to compete in the current job market and second the ability to use critical thinking skills to solve strategic problems. A graduate program needs to focus on both the need to create a valuable degree and a valuable graduate. The job market is constantly changing and evolving, without a culture of innovation within the business curriculum and in courses, the value of a MBA program comes into question. 

      Industry based certifications are becoming a requirement within the hiring process for many industries, especially IT. Without a culture of innovation, it is hard to deliver value to the students that educators serve, especially in terms of job marketability. Technology in the IT industry is constantly evolving and it is becoming increasingly more important for employees to adapt accordingly if they want to remain competitive in the job market. Since certifications are trending in IT employment, should graduate courses adopt this same practice into their pedagogy? How do educators balance objectives in the classroom?


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