Assessing Leader Development: Lessons from a Historical Review of MBA Outcomes

Autor/inn/en	Passarelli, Angela M.; Boyatzis, Richard E.; Wei, Hongguo
Titel	Assessing Leader Development: Lessons from a Historical Review of MBA Outcomes
Quelle	In: Journal of Management Education, 42 (2018) 1, S.55-79 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562917730105
Schlagwörter	Graduate Students; Masters Programs; Business Administration Education; Leadership Training; Outcomes of Education; Program Evaluation; Longitudinal Studies; Leadership Qualities; Competence; Cohort Analysis; Skill Development; Emotional Development; Interpersonal Competence; Organizational Climate; Current Events; Program Design; College Outcomes Assessment; Educational Change; Measures (Individuals) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Führungslehre; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Führungseigenschaft; Kompetenz; Kohortenanalyse; Kompetenzentwicklung; Qualifikationsentwicklung; Gefühlsbildung; Interpersonale Kompetenz; Organisationsklima; Aktualität; Programme design; Programmaufbau; Programmplanung; Bildungsreform; Messdaten
Abstract	Graduate management education seeks to enhance the likelihood that graduates will be effective leaders, managers, or professionals. This requires programs that are designed to enable students to develop the related competencies, and increasing regulatory pressures require programs to document evidence of success. However, both the design of competency development efforts and the assessment of those efforts remain a challenge for contemporary business schools. Here we examine a 25-year assessment program to illustrate the challenges associated with developing emotional, social, and cognitive competencies among full-time MBA students. We discuss key interventions that yielded positive assessment results and the challenges of maintaining a longitudinal assessment data set. We then examine patterns of competency development across nine cohorts to propose five factors that appeared to affect the variations in competency development over time and cohorts: (a) sequencing effects of emotional versus social competency development; (b) the sawtooth or alternating cohort effect; (c) leadership and organizational climate in the school; (d) events in the world at large, like a global recession; and (e) program structure and design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01