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Pedagogy of Knowing, Doing and Being: Some Empirical Evidence in Management Accounting at MBA
Published in Elsevier
Pages: 1 - 43
Educational literature is replete with concern over value added by MBA degree with questions raised about the course curriculums failing to meet some of the important needs. Those needs include appreciating organizational reality, offering hands-on experience on effective implementation, making students understand limits of markets and models, integrating diverse issues, implementation, creativity and innovation, and so on. The contribution argues for and, provides empirical support and insights based on the results of a pedagogy mix to complement prevalent case-based methods in required course Management Accounting at MBA to address hitherto unmet needs. The article particularly discusses field visits and field based assignments, use of cases and role-play in effectively addressing the Knowing, Doing and Being learning needs at MBA program over past few years. Results of students’ survey provide empirical support to the literature on concerns with case based pedagogy, buttress the argument for the need and feasibility of a pedagogy mix to address the concern in educational literature and provide emiprical support to effectiveness of the said pedagogy.
About the journal
JournalData powered by TypesetSSRN Electronic Journal
PublisherData powered by TypesetElsevier
Open AccessNo