Note: The MBA Curriculum: A Different View

he article by Windsor and Tuggle [1982] in the August issue is an interesting statement of what is "wrong" with MBA programs and describes Rice University's solution. The article is flawed because the authors ignore some of the major criticisms leveled at MBA programs. Their major omission is a failure to respond to the widespread comments about the "glut" of MBAs. Such comments imply criticism since, if MBAs were properly trained and motivated, comments would note an increased white collar productivity and a marked improvement in the competence and capability of our managerial cadre. Of the criticisms the authors do cite, about half concern matters of curriculum and the other half the experience and maturity of MBA students. The solutions presented are, at best, a partial answer because they address only curriculum and unrealistically represent curriculum revision as a sufficient response to the criticisms. An even greater defect is their implication that the quality of a program is dependent on whether it adopts case or lecture pedagogy. It is unfortunate that Rice with the prestige and resources it commands has not made a more creative and innovative response to a very real need for change. The quality, relevance, and appropriateness of any educational program result from curriculum, students, faculty, and "other" inputs to the process. RevisCopyright 1983, The Institute of Management Sciences 0092-2102;83/1303/0101$01.25

ing only one of these factors cannot effectively answer criticisms as broad as those aimed at MBA programs. Certainly changes are necessary and desirable. Criticism is too widespread and arises from too many sources to be discounted. By adopting the assumptions implicit in the American Assembly of Collegiate Schools of Business (AACSB) model for the MBA curriculum. Rice has severely limited its ability to make changes. The model assumes the MBA student is a 21year-old recent graduate of a baccalaureate program. This student generally lacks maturity and experience and is in particular need of entry level skills. No curriculum, however good, can develop the attributes of experience and maturity in such a student. They should be present prior to their starting an MBA program. This is all simply to say that, by and large, the wrong people are in MBA programs and that the programs are designed to serve the needs of the wrong market. It is the more mature and experienced student who ought to be in an MBA program, and not the 21-year-old seeking entry level competence. An examination of the admissions criteria of the "better" programs will confirm that this is not a new insight. The AACSB model and the program standards which devolve from it are inappropriate to the needs of more mature students who have entirely different educational needs. To illustrate, the MBA program we

INTERFACES 13: 3 June 1983 (pp. 101-102)

FRANKLIN
started some five years ago is a program which responds positively to the criticisms noted and is designed for the more mature, experienced student. Our students are all working full time in responsible positions well beyond the entry level. Their average age is 31. The Houston Baptist University program is presented as a two-year package and has no "major." All the courses are taught by doctorally-qualified faculty with industrial experience in the area in which they teach. The program has experienced a compound annual growth in excess of 30% and enrolls approximately 170 students. It is known throughout Houston for its quality and for its relevance to the needs of experienced students. We have no plans to seek AACSB accreditation. All of us who teach in undergraduate programs have traditionally suggested that students "go on" to graduate school immediately, knowing that if they don't, they may never return for graduate work. Some students take our advice, and many others, motivated by defensive considerations, also enter MBA programs immediately. Anyone who would benefit from an MBA program as a 21-year-old new graduate would benefit even more as an experienced 31-year-old. I contend that the "norm" which populates MBA programs with 21-year-olds is inappropriate and must be modified. Until it is, MBA programs will never satisfy their critics. Ed. note: This comment is a condensation of a longer statement setting forth these, and related, points in greater detail. Copies of the longer statement are available from the author. Reference
Windsor, Duane and Tuggle, Francis D. 1982, "Redesigning the MBA curriculum. Interfaces, Vol. 12, No. 4 (August 1982), pp. 7277. Carter L. Franklin, U Houston Baptist University, Road, Houston, Texas 77074 7502 Fondren

INTERFACES 13:3

102