The MBA is no doubt the most popular among management degrees that prepares students to enter the world of business. While employers in the corporate world readily accept MBA degrees there has been a fair amount of criticism regarding graduates meeting the needs and expectations of the business world.
Some critics question the very existence of business schools by arguing that true management education can only take place in the real world business situation. Employers of MBA graduates have identified four main areas of weakness of MBA programmes offered by business schools in South Africa.
First, it is argued that MBA education is highly theoretical and not relevant to the needs of business. Second, it is contended that MBA graduates do not have a broad range of skills necessary to meet the demands of an increasingly complex and global business environment.
Third, it is suggested that most MBA programmes do not provide adequate integration across the functional areas of business. Fourth, it is said that leadership, interpersonal skills, and communications skills do not have sufficient emphasis on the MBA curriculum. These perceived shortcomings were also highlighted in the 2004 report published by the Council on Higher Education (CHE) arising from the re-accreditation of all MBA providers in South Africa.
The re-accredited MBA providers are making significant interventions to overcome the shortcomings of their MBA programme offerings. The learning programmes and assessments are increasingly providing practical relevance to current management theory. Student assignments are work-based, which enables students to demonstrate their skills in handling the real life problems and challenges of the work place. Students are encouraged to submit inputs by senior management colleagues at work who act as their mentors to assist them in linking theory with practice.
In the past, MBA providers made extensive use of overseas (mainly American) textbooks and case studies as teaching material. Business schools are increasingly turning to South African lecture material. This is especially the case for case studies. A vast quantity of local studies has been prepared to reflect best management practice in the South African business environment.
In fact, the South African Breweries case study has become a standard reference in corporate strategy, illustrating how a small regional company can become an international industry leader. Case studies provide rigorous and challenging business simulation and provide benefits especially for the younger inexperienced MBA students.
Management knowledge is increasing at a hectic pace and MBA graduates constantly need to upgrade their skills. Business schools are linking up with MBA alumni associations to provide continuous learning for graduates. Furthermore, the exchange of business knowledge between MBA lecturers and graduates in senior management positions ensures that teaching curriculum remains relevant and up to date.
Business schools have responded to the criticism that teaching and learning on MBA programmes does not simulate the actual decision-making pro-cess in the business world. Management theory and practice are discussed by involving students in competencies such as decision-making, teamwork, leadership skills, entrepreneurial potential, negotiation skills, communications and presentation skills.
Lectures are dialogue-oriented and student presentations are mainly in the format of group work or interactive learning in the context of management simulations and project work. For example, Regent Business School recently discussed the aborted take-over of Standard Bank by Nedbank. MBA students had to make group presentations to a panel comprising representatives of the banks concerned and also experts from the banking industry.
Business schools are forming partnerships with regional employers to exchange views on innovations and developments in the business world and are using this knowledge for teaching and research on MBA programmes. Regent Business School has a research journal, which publishes highlights of research carried out by MBA students.
The research outcomes are shared with the business community, who in turn will provide feedback on areas for future research. This approach ensures that MBA research remains responsive to the needs of the business community.
Most business schools have established management forums that invite senior executives from government and industry to make presentations to MBA students related to topical issues driving the local and international business scene. For example the governor of the South African Reserve Bank makes regular presentations at business schools to explain the stance on monetary policy and the outlook for the local economy.
Academics at business schools are increasingly taking sabbaticals to seek temporary employment in commerce and industry to update and upgrade workplace skills and study advances in management practice. This ensures that the MBA curriculum remains relevant and also provides an opportunity to write case studies that can be used to impart best business practice to MBA students.
Besides teaching and research, business schools are also required to be involved in community outreach projects. Corporate social responsibility is met in various ways such as providing training for informal and small businesses, mentoring of promising entrepreneurs in the region and providing business orientation classes for high school children.
Regent Business School has participated in youth leadership programmes with a number of non-profit youth development organisations. Teaching staff from the business school regularly participate in provides free leadership training and career counselling to these organisations and also selected schools in the region.
Business schools are also forming partnership agreements with external bodies to enhance quality of teaching and learning and also the improvement of management practice in society. Linkages are established with business, industry and employer organisations.
Representatives of these bodies are included as members of the board of governors and MBA programme advisory committees. These forums enable vital feedback into the MBA curriculum. Business schools are engaged in academic linkages, which provide opportunity for international benchmarking, research and teaching collaboration with leading overseas business schools.
Business schools in South Africa have met the stringent academic criteria set by the CHE for the re-accreditation of MBA degrees. They are also succeeding in satisfying the desired outcomes of both MBA students and their employers.
Professor Narendra Bhana is principal of Regent Business School