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The kind of training that is made available to future managers in various programs in the academe; including MBA degrees provide a very unique and interesting to the administrators and faculty of various colleges. The students have ultimately become more demanding and critical. They are the type of students who value education and want to experience a level of education that is far more reaching compared to the one enjoyed by the students studying undergraduate programs. Through an MBA program, the students can have the opportunity the specific management field in a rather holistic approach. Students are interested in seeing the link between the actual subject matter which is being taught through different disciplines. They also have the opportunity to understand how real-life skilled managers are capable of sorting details, seeing the complete picture, and eventually making effective decisions. Throughout the years, various MBA programs have been implementing different innovative techniques in introducing students to what the real world can offer them in terms of dealing with real business problems. The methods that are being implemented include, but are not limited to, simulates, guest lectures, case studies, seminars and field visits. They also enjoy discussions spearheaded by business executives. ABC University’s MBA program requires all of the students to finish a capstone project focusing on the participation of external clients. The purpose is to understand problems directly defined by the client. In the end, they recommend the necessary action for implementing the right solutions.


Management education which is presented in a program is often described as “almost organized completely around surrounding texts that provide a scientific course which is authoritative in nature” Warren and Byke (2010). The foundation of management education was based on the purpose of potentially enhancing the intellect and reputation of business, as presented in higher education. This technique being used in an MBA curriculum is in contrast with the process involving experiential education and problem solving procedures which has been used in various engineering, architecture, art, and design classes. With an effort to offer experiential learning, multi-faceted links, as well as processes involving big picture decision demanded by the students out of an MBA program have found their way to the establishment of client sponsored projects

as being included in the curriculum, Arana (2011). These client sponsored projects need students to consult with a client all throughout an entire period of several months with the purpose of addressing, and potentially solving real life business problems which are directly defined by the client. Afterwards, the clients are expected to work with, and apply the principles that they have learned out of their course material. They also need to perform research out of the industry in which their client belongs, the entire business, including the specific problem. Most importantly, the students learn vital skills in being able to solve complex client management problems, as well as learning how to deal with interpersonal issues which are very common in a business environment.

The Training Program Features

Several MBA programs either offer or require a certain project as a part of the curriculum. A focus on the curriculum was finished, evaluating the programs, including the aspirational and peer institutions. These days, a lot of schools offer such type of experience for all their MBA students. After completing the review, it has been discovered that the training program provided by ABC University stands out from the other schools in several different ways.

It is a given that the program is a requirement among all MBA students. Also, the projects encourage the use of teams which are typically made up of about three to five students. All of the clients involved in the projects are considered external. They can also be non-profit and local organizations. There are no specific requirements on who the external clients should be, and there are no limitations as to whether or not these clients should be alumni of the University.

In 2011, a research was conducted in the institution of several internal purposes. Two of the programs were discovered to need a capstone project which is similar to the projects being offered by bigger Universities. However, those two mentioned programs do not need a team based interaction with their clients as a requirement.

Results of the Survey

The MBA students who were able to complete their degrees were surveyed about their personal experiences. Students who have done the survey after completing their projects showed results which were anonymous. The results presented in each of the classes were not submitted to the mentor of the faculty until all of the grades were completed. The students were not made aware of the overall results before completing the survey. According to such procedures, it was quite amazing to see that the completion rate reached to almost 100%. All throughout the time frame, which is four years, only two of the students did not complete the survey.

The overall experience has become a major differentiator of the MBA program from the rest, and the foundation of the basis for the recruitment efforts. The internal process which is involved in student mentoring has also improved to a point in which the changes are already very unlikely to happen in the future. The survey were also shown to have enhanced the entire understanding of the participants who were inquired about their experience because it allowed them to appreciate what they have in front of them, the kind of education that they have experienced, and their anticipations of what they can actually expect in the future. These future leaders can certainly expect a better management society as they start to implement what they learn during their years in MBA.


Warren, M., Byke, T. (2010). Understanding of the MBA Thinking Level: Importance to Analysis, Journal of Management Education, Harpers, 45-56. Arana, A. (2011). The Needed Education for Future Leaders: The Methods of Today for the Future, Journal of Management Systems, 19(2), 34-45.