Abstract:

Despite the increase in research regarding blended learning in business and management education programmes, including the MBA, little attention has been paid to the underlying pedagogies i.e. models for teaching and learning. Therefore, my main research aim is to evaluate the effectiveness of blended learning as means of supporting management development in MBA programmes.

This research aim is explored using the following research objectives:
(1) to identify and evaluate existing theoretical frameworks for learning and teaching in MBA programmes,
(2) to critically examine three case studies using the theoretical framework,
(3) to develop a theoretical framework for MBA learning and teaching in the UK, and
(4) to make recommendations to practitioners and mangers of MBA programmes to enable them to develop their practices.

This doctoral research has focused on theoretical models offered by Khan( 2001), Cookson (2000), and Wilde (2000). The literature review has identified research gaps (missing dimensions) in the three frameworks with respect to blended learning.

My case study research was conducted in three different UK universities and, in alignment with the literature, based on a constructivist and interpretivist approach. The three case studies included MBA programmes which were marketed as online learning, distance teaching, and blended learning MBAs. The project focuses on the experiences of students and staff in MBA programmes which involve blended learning. Multiple approaches to data collection were employed including survey, interview, and documentary analysis.

Data analysis involved coding using a classification scheme based on the theatrical frameworks and the missing dimensions. The research followed ethical practices approved by the University of Hull. My initial findings are organized under three broad themes emerged from the analysis: Impact of the structure, Marketing and MBAs, and perspectives of academics. Themes explored under the impact of structure included: the role of the association of MBAs, University regulation and academic frameworks; and individual course design. However, one unanticipated theme was that individual people have their personal interest rather than thinking of the term of pedagogy, e.g. Kolb model, system thinking...etc.

Keywords:

Blended learning, e-learning, distance learning, distance teaching, MBA programme, learning Models, constructive theory.