Document Type
Article
Publication Date
12-1-2011
Abstract
This study examines the factors influencing business schools' decision to materially change their full-time MBA curriculum. Our qualitative study is based on 29 interviews with faculty and administrators at 14 business schools and one industry expert. We identify four domains--Constituents, Context, Constraints and Genuine Identity--which business schools consider when exploring a potential curricular change. We present a Model of Successful Curricular Change that recognizes attention to these inputs, in terms of both focus and capacity, affects the type of change the organization pursues. This model also takes into account the mediating effect of faculty tolerance for the discomfort on curricular change. Finally, we surface an Attentional Theory of Change that posits change is a function of the choices an organization makes regarding which inputs they attend to. This theory states that in order to achieve significant and meaningful change, organizations must attend to aligning the most important and relevant inputs. The findings contribute to our understanding of change processes in business schools and higher education, and, potentially, to change processes in organizations.
Keywords
change, attention, curriculum, MBA, attentional change, tolerance for discomfort
Rights
© The Author(s). Kelvin Smith Library provides access for non-commercial, personal, or research use only. All other use, including but not limited to commercial or scholarly reproductions, redistribution, publication or transmission, whether by electronic means or otherwise, without prior written permission is strictly prohibited.
Department/Center
Design & Innovation
Recommended Citation
Branch, Laurie A., "Successful Alignment Of MBA Curriculum: A Product Of Attentional Change" (2011). Student Scholarship. 414.
https://commons.case.edu/studentworks/414