Worldwide there is an ongoing debate about the performance and relevance of business schools for a society characterised by change and complexity. A key concern is the capacity of MBA graduates to make the transition between institutionally constructed disciplinary knowledge and the transdisciplinary application-centred knowledge that is required to address specific problems in particular business and social settings.
In this paper we examine the demands for on postgraduate business education in response to globalisation, the “knowledge economy” and changing views of knowledge. We do this through the narrative of Adrian, a “fifty something” MBA graduate, whose personal story both portrays the making and remaking of a “knowledge worker” and critiques his experience of postgraduate business education.
Key themes are the challenges of (1) responding to ‘customer’ demands for relevance; (2) moving beyond disciplinary boundaries; and (3) acknowledging the identity work performed in postgraduate study. Assessment plays a critical role in responding to these challenges as will be highlighted in the discussion of the opportunities afforded by assessment designed around the workplace. Linking the academy and workplaces and society is not longer an ideal; it is an imperative.
|Keywords:||Assessment, Management Education, Business Schools, Narrative, Workplace|
Lecturer, School of Marketing and Management, Charles Sturt University, Bathurst, NSW, Australia
Lecturer, Marketing and Management, Charles Sturt University, Bathurst, NSW, Australia
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