Download PDF by GMAC (Graduate Management Admission Council): Disrupt or Be Disrupted: A Blueprint for Change in

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By GMAC (Graduate Management Admission Council)

An evidence-based method of bettering the perform of graduate administration education

Compiled by means of the Graduate administration Admission Council (GMAC) and with contributions through directors and professors from the pinnacle international MBA courses, this publication presents company tuition decision-makers with an evidence-based method of bettering the perform of graduate administration schooling. The e-book is designed to aid navigate the pressures and create innovative systems that leverage a school's particular aggressive virtue in a layout exceptionally adapted for modern-day enterprise realities.

  • Offers a distinct instruction manual for making improvements to graduate administration education
  • Contains contributions from a global staff of deans and professors that lead MBA programs
  • Sponsored by means of GMAC, proprietor of the Graduate administration Admission try out (GMAT) examination utilized by over 5,000 courses worldwide

This very important source supplies teachers a confirmed strategy for making improvements to graduate-level administration programs.

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Additional info for Disrupt or Be Disrupted: A Blueprint for Change in Management Education

Sample text

We believe the answer is resoundingly affirmative. Further, we maintain that too often, the critiques of the past decades have failed to generate ways to enhance graduate management education. In other words, we contend that it is critical to simultaneously recognize that what we do has value, but that it also needs meaningful improvement. Only a balanced perspective can bring a reinvigoration in the way graduate management education is delivered in contemporary business schools. To fulfill our primary aim, this chapter seeks to accomplish three general goals: ENSURING AND ENHANCING FUTURE VALUE 23 1.

Taken as a whole, 32 DISRUPT OR BE DISRUPTED these assessments call into question both the philosophy and methods underpinning current models of graduate management education and raise concerns that graduates are increasingly incapable of managing complex, multicultural organizations in ways that meet stakeholders’ expectations (Khurana, 2007). Stakeholders beyond business school insiders appear concerned about the current approach to graduate management education. In the United States, public perceptions of businesses and those who run them have consistently fallen over several decades—perceptions exacerbated by numerous headline-making corporate scandals, such as Enron, Worldcom, Hewlett-Packard, Lehman Brothers, and so on.

Just as critical to addressing this imperative is understanding the types of individuals that could be best suited for different educational programs. For instance, some contend that the MBA be reserved for individuals with high levels of work experience, perhaps those already with managerial experience (for example, ENSURING AND ENHANCING FUTURE VALUE 41 Mintzberg, 2004). High levels of work experience are also relevant to program success in other business school offerings, such as executive MBA or executive education programs (Garvin, 2007).

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