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Yale’s New MBA Curriculum: “Perspectives,” Not Functions

A sign of education to come – Yale’s New MBA Curriculum: “Perspectives,” Not Functions: “In the last thirty years, while the management profession has changed significantly, management education has not. Most business school curricula remain compartmentalized by discipline — Marketing, Finance, Economics, and so forth. This model made sense when a successful career was characterized by vertical advancement in a single field within a large, functionally divided corporate bureaucracy. But today, managerial careers cross the boundaries of function, organization, and industry, as well as cultural and political borders.”
The false boundaries of “courses” and “programs” are questionable in terms of effectiveness. Last year, when harping on about connectivism, I made the point that courses are not capable of reacting to the rapid development of knowledge. We need to rely on networks and ecologies to stay current.
Toward the end of the post, Peter asks: “To put the problem differently, do multi-disciplinary courses work if not preceded by at least some, strictly disciplinary courses?”. This is a source of concern for many educators. We seem to feel that it is our structuring of knowledge that gives birth to learning, not the innate curiosity and aptitude for learning. In a sense, we believe students will not arrive at “c” if they don’t first go through “a” and “b”. This may be true in certain instances, but there are times where “a” and “b” are acquired in the doing of “c”. It’s contextual (as always). I’ve had times in my life where I would have appreciated theoretical background before moving to action. Other times, the theory was an impediment. It’s difficult to frame learning to precisely without consideration of context.