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ing them to choice the most excellent. Resolve of the trouble that requires to be explained is a mainly significant need of executive, and it may not be performed all the way through methodical analysis.

 

It is a provided that managers require having a clutch of business meanings. Conversely the information of business role is not equivalent to management. Everything taught in a conventional B-school is in terms of specialized functions and no courses exist on the integration of these functions into a more holistic and intellectual understanding of business in general and management in particular (Alan, 2009). Even if such knowledge is imparted, it is done within the context of particular functions. The curriculum of a typical MBA program remains mostly about specialization in business functions rather than the practice of management.

 

The pedagogical methods, being constrained to classroom discussion and lacking students with relevant experience have limited effectiveness. Although the professors do their best to bring the 'real world' of managing into the classrooms, the real world exists only as a lived experience in the head of the learner. No amount of pedagogical simulation is going to get the real world into the classroom as long as students are not the 'right people' (with managerial experience) (Henry, 2007). The case method of teaching involves presenting students with a snapshot of a company facing an issue. However reading a case is not experiencing the actual situation. The importance of case method cannot be ruled out entirely as long as the richness and history of the situation is fully appreciated. However, they can only be recognized as 'supplements to experience, not replacements for it'. Cases can be deemed more relevant to the study of law rather than management, as lawyers don't deal with actual events but accounts of events.

 

Today the MBA is legitimized and recognized as a degree that produces qualified managers rather than specialists in business functions. These calculating managers then make their way into organizations with the confidence that they have been trained to deal with any problem that comes their way. This kind of bloated self confidence often turns out to be hollow. 'CONFIDENCE - COMPETENCE = ARROGANCE'; this applies to the set of people whose confidence exceeds their (managerial) competence. According to Mintzberg, MBA programs 'magnetize important amounts of such individualsa本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。