Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Sign In to gain access to subscriptions and/or personal tools.
Management Learning
This Article
Right arrow Free Full Text (Free PDF) Free
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Web of Science (1)
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Legge, K.
Right arrow Articles by Wilson, D.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Management Learning and the Corporate MBA: Situated or Individual?

Karen Legge

Strategy, Organizational Learning and Research Unit, Warwick Business School, University of Warwick, UK, Karen.Legge{at}wbs.ac.uk

Bridgette Sullivan-Taylor

Strategy, Organizational Learning and Research Unit, Warwick Business School, University of Warwick, UK, Bridgette.Sullivan-Taylor{at}wbs.ac.uk

David Wilson

Strategy, Organizational Learning and Research Unit, Warwick Business School, University of Warwick, UK, David.Wilson{at}wbs.ac.uk

The perceived failure of full-time MBAs to foster `situated learning' has given rise to a new form of MBA programme, the Corporate MBA, which in theory, aims to correct this deficiency. The very rationale of CMBAs and their differentiating feature from open programme MBAs, is the development of situated learning. This article is based on an in-depth study of four CMBA programmes in three different types of business school: the university based, non-university based and the hybrid. Using qualitative data derived from 40 in-depth interviews and from open ended survey questions, we examine how the outcomes sought by individual participants, business schools and sponsoring organizations and the relationships that developed between these stakeholders either facilitate or hinder situated learning. The data indicate a lack of situated learning in two of the three cases studied. Explanations for the lack of learning focus primarily around the incompatible interests of participants, business schools and sponsoring organizations. Suggestions for future research are presented.

Key Words: Key Words: business schools • corporate MBAs • inter-organizational relationships (IORs) • pedagogy • situated learning

Management Learning, Vol. 38, No. 4, 440-457 (2007)
DOI: 10.1177/1350507607080577
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Prog Hum GeogrHome page
S. Hall
Ecologies of business education and the geographies of knowledge
Progress in Human Geography, October 1, 2009; 33(5): 599 - 618.
[Abstract] [PDF]