Addressing MBA shortcomings: Developing management competencies through reflective practice

Gosling and Mintzberg (2004) challenged the traditional educational design methodologies used in management programs, in particular MBAs arguing that education needed to be reflective and interactive. They put forward that effective postgraduate management education should include integrated and concurrent learning, thoughtful reflection, utilization of life experience, organizational development and that education should be interactive and life long. The main objective for integrating reflection in leadership development programs is to maximize individual potential by allowing students to evaluate the significance of their experiences. The use of experiential learning and reflection as a learning strategy can address shortcoming of most MBA programs. Reynolds (1999, p. 538) states that critical reflection involves a commitment to questioning assumptions and taken-for-granted perspectives embodied in both theory and professional practice. The ability to engage in reflection determines the extent to which individuals can learn from their own experiences (Boud et al. 1985). Revans (1998) argues that managers learn from action by engaging in concrete activities based on solving problems and then reflecting upon these through challenging their own beliefs and feelings about the experience. Lincon (2003) suggests that lasting behavioural change in managers is more likely to result from re-interpretation of experiences, the process of reflection. Brockbank et al. (2002) point out that as managers work in a social context, so to must their learning be achieved through “reflective-learning-with-others”. The process of reflection is also critical to enhance double and treble-loop learning that Lincon (2003) purports is the key to management development. This paper provides a literature review that highlights the major criticisms of MBA programs based around Gosling and Mintzberg (2004) and Mintzberg (2004, 2005) perspectives. It defines and describes the concept of reflective practice as an education methodology and how it encourages effective development. It outlines several key courses of an MBA Executive program from the RMIT University and the strategies used to promote reflective practice and adult learning methodologies to address some of these problems.

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