A critical analysis of Master in Business Administration education in relation to the philosophy of pragmatism
Abstract
Educational philosophers have long pointed to the need to identify the philosophic backing for all levels of education. However, the supporting educational philosophy for Master in Business Administration (MBA) education has received no research attention yet merits attention. Therefore, the problem raised in this investigation was the question: What is the philosophical basis of contemporary MBA education as practiced in the United States? Using the qualitative descriptive method and dialectic process this study analyzed descriptions of MBA educational practices appearing between 1986-1991 and found that pragmatic educational philosophy is substantially foundational to contemporary MBA education in the United States. The results indicate a very close fit between MBA educational practices and pragmatic philosophy for the areas of curriculum, teaching methods and the role of the teacher, and a lesser fit for pragmatic beliefs about the nature of the student and the social function of the school. The study also found that other philosophical views have some minimal influence on MBA education, and the impact of those other views might be a subject for other studies. The findings are directly useful to MBA educators, and others interested in other types of masters degree education might find them useful as well.
Recommended Citation
Jones, Wayne P, "A critical analysis of Master in Business Administration education in relation to the philosophy of pragmatism" (1993). Dissertations (1962 - 2010) Access via Proquest Digital Dissertations. AAI9411520.
https://epublications.marquette.edu/dissertations/AAI9411520