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Examining managerial and interpersonal skills delivery in MBA education: an evaluation study

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Examining managerial and interpersonal skills delivery in MBA education: an evaluation study

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Content Running head: EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 1

EXAMINING MANAGERIAL AND INTERPERSONAL SKILLS DELIVERY IN MBA
EDUCATION: An Evaluation Study
by
Karen Jasinski Phillips

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2020

Copyright 2020 Karen Jasinski Phillips

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 2

DEDICATION

To women leaders in education and to women students who will become leaders in business
industry: the world needs more of you. Keep your chin up and lean in; glass ceilings are meant
to be broken!

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 3

ACKNOWLEDGEMENTS
I never thought I would hold a terminal degree. One of my favorite quotes by Neale
Donald Walsh is ‘Life begins at the end of your comfort zone.’ This quote makes me think about
leaving my comfort zone for the first time on Semester At Sea, one of my most profound
professional experiences. I’ve had the opportunity to live with some of the smartest women in
the world, while thrust into the intense world of MIT undergraduate sorority life, certainly not
my comfort zone when I first started as their Resident Advisor at the age of 24. I’ve taken
chances and risks by leaving traditional higher education while at Hult and risen to big
challenges by creating Ram Academy, an effective retention persistence program while at
Suffolk University. So many of my challenges have been met and conquered because of my
inner passion and excitement about the possibilities. I have been a product of so many people
and experiences, and have been lucky enough to have mentors and role models that not only
pushed me, but encouraged me to leave my comfort zone along the way. When I started this
dissertation process, it was so exciting, it didn’t feel like work. As time went on, it was harder
and definitely became very difficult. Earning my doctorate has been extremely challenging and
certainly took me out of my comfort zone, and I am so grateful for the journey.
This dissertation was written in available minutes after my two children were in bed,
during weekends while my husband took the kids to Maine or to the playground, so I had time.
It was written upstairs at my parents’ house, while they watched my kids downstairs and outside.
It was written when a meeting at Boston University was canceled and I had 40 uninterrupted
minutes. It was written on flights to conferences and work trips. It was written on the MBTA
commuter rail many mornings, and became a part of my day to day life for such a long time.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 4

The ‘uncomfortable zone’ has become a true part of my life over the last three years, and quite
honestly now become comfortable.
In the last year of this program, I have struggled with professional challenges that
impacted my mental health and confidence. My faith has helped me to continue on, to believe
there is light and that I am destined to do anything I put my mind to. I am grateful to the Faith
Community Church, Hopkinton village more than I will ever be able to articulate.
To the people that have supported me and kept me sane as I’ve gone through this process:
To Timmy and Keira, my two curious, rambunctious, caring children. Thank you for
understanding that this was a goal, and needed my attention through the last few years. Thank
you for encouraging me and accepting this as part of our life and your childhood. I am in awe of
each of you, as you learn and grow. I have unconditional love for you both.
To Nate, my rock and the best partner I could have in this life, thank you for all of the
late nights with the light on, even when you wanted to go to sleep. Thank you for giving me
space to take time for myself, on top of all of the time I took away from you and the kids toward
this process. Thank you for supporting the debt that we will both take on because of this!! I
have a feeling we will reap rewards in the end. I love you for letting me be myself and for
making me a better person.
To my parents and my in-laws, thank you for understanding and helping us watch the
kids when you could. Thanks for asking about my program and encouraging me along the way.
Your support has been tremendous and I will always be grateful. Thank you to my parents also
for affording me a fantastic education that has allowed me to be exposed to opportunities that
helped me leave my comfort zone and helped me to continue growing personally, professionally
and spiritually. I know you made sacrifices and I am so thankful.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 5

To my professional roundtable of folks, you are my inspiration! I am lucky to know and
love you; but more importantly lucky to learn from and be challenged by you: Kara Kolomitz,
Henrik Totterman, Lisa Landreman, Beth Rosenbleet, Jacinda Felix-Haro, Alec Fisher, Marta
McManus, Rose Keating, Lauren Piontkoski, Shawn O’Donnell, Tom Hall, Greg Stoller, Mark
Williams and Beth Bristol. From all different walks of higher education, you have impacted me
as a professional and person. Thank you from the bottom of my heart. I have learned so much
from each of you.
To my committee: Dr. Tracy Tambascia, Dr. Monique Datta and Dr. Hutch. I could not
have asked for a more humorous, genuine group of people to support me and keep me moving
forward. Thank you for your questions, your expertise and for the tough love along the way.
Huge thanks to the USC Organizational Change and Leadership Program Cohort 9, you
are all the real MVP’s. Thanks for calling things out, keeping it real and encouraging all of us
despite the distance or differences in our work. I am beyond honored to be in a group of such
outstanding, authentic people. Can’t wait to see where the world takes each one of us! The new
uncomfortable place will be ‘done’ with this degree. I guess this is where ‘life begins’ for us
now. Fight On!

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 6

TABLE OF CONTENTS

DEDICATION…………………………………………………………………………………… 2
ACKNOWLEDGEMENTS .............................................................................................................3
TABLE OF CONTENTS .................................................................................................................6
LIST OF TABLES ...........................................................................................................................9
LIST OF FIGURES .......................................................................................................................10
ABSTRACT ...................................................................................................................................11
CHAPTER ONE: INTRODUCTION ............................................................................................12
Introduction to the Problem of Practice .........................................................................................12
Organizational Context and Mission .............................................................................................13
Organizational Goal .......................................................................................................................14
Related Literature...........................................................................................................................14
Importance of Evaluation ...............................................................................................................15
Description of Stakeholder Groups ................................................................................................15
Stakeholder Groups’ Performance Goals.......................................................................................16
Stakeholder Group for the Study ...................................................................................................17
Purpose of the Project and Questions ............................................................................................17
Methodological Framework ...........................................................................................................18
Definition of Terms........................................................................................................................18
Organization of the Project ............................................................................................................19

CHAPTER TWO: REVIEW OF THE LITERATURE .................................................................20
Masters in Business Administration Degree (MBA) .....................................................................20
Accreditation ..................................................................................................................................23
Relevance of the MBA Degree ......................................................................................................23
Degree Impact on Career Development .........................................................................................23
Employer Needs .............................................................................................................................25
Foundational Skills for a Changing Business Landscape ..............................................................26
Managerial Skills ...........................................................................................................................26
MBA Curriculum ...........................................................................................................................27
Leadership Transformation ............................................................................................................29
Faculty Buy-In ...............................................................................................................................30
Foundational Skills and Professional Development for Graduates ...............................................31
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 7

Knowledge, Motivation and Organizational Influences Framework .............................................31
Stakeholder Knowledge, Motivation and Organizational Influences ............................................32
Knowledge and Skills ....................................................................................................................32
Motivation ......................................................................................................................................36
Attainment Value ...........................................................................................................................38
Goal Orientation Theory ................................................................................................................39
Organizational Influences ..............................................................................................................41
Organizational Cultural Model ......................................................................................................41
Organizational Setting ...................................................................................................................42
Conceptual Framework: The Interaction of Stakeholders’ KMO ..................................................44
Conclusion .....................................................................................................................................47

CHAPTER THREE: METHODS ..................................................................................................49
Participating Stakeholders .............................................................................................................49
Survey Sampling Criteria and Rationale........................................................................................50
Survey Sampling Strategy and Rationale ......................................................................................50
Interview Sampling Criteria and Rationale....................................................................................51
Interview Strategy and Rationale ...................................................................................................51

Sampling Strategy and Timeline ....................................................................................................52
Quantitative Data Collection and Instrumentation ........................................................................52
Surveys ...........................................................................................................................................53
Qualitative Data Collection and Instrumentation ..........................................................................54
Interviews .......................................................................................................................................54
Data Analysis .................................................................................................................................55
Credibility and Trustworthiness .....................................................................................................55
Validity and Reliability ..................................................................................................................56
Ethics..............................................................................................................................................57
Limitations and Delimitations ........................................................................................................58

CHAPTER FOUR: RESULTS AND FNDINGS ..........................................................................60
Introduction to Findings and Research Questions .........................................................................60
Participating Stakeholders .............................................................................................................60
Survey Participants ........................................................................................................................61
Interview Participants ....................................................................................................................62
Findings..........................................................................................................................................63
Knowledge Findings ......................................................................................................................63
Factual Knowledge of Interpersonal and Managerial Skills ..........................................................64
Procedural Knowledge of Effective Techniques ...........................................................................65
Metacognitive Knowledge of Students’ Skill Strengths and Areas to Improve ............................66
Motivation Findings .......................................................................................................................67
Attainment Value of Interpersonal and Managerial Skills ............................................................67
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 8

Goal Orientation and Enhanced Interpersonal and Managerial Skills ...........................................69
Organizational Findings .................................................................................................................71
Themes ...........................................................................................................................................74
Summary ........................................................................................................................................77

CHAPTER FIVE: DISCUSSION ..................................................................................................80
Organizational Context and Mission .............................................................................................80
Organizational Performance Goal ..................................................................................................80
Description of Stakeholder Goal ....................................................................................................81
Stakeholder Groups’ Performance Goals.......................................................................................81
Goal of the Stakeholder Group for the Study ................................................................................82
Purpose of the Project and Questions ............................................................................................83
Recommendations for Practice ......................................................................................................87
Implementation and Evaluation Framework ..................................................................................95
Implementation and Evaluation Plan .............................................................................................96
Level 4: Results and Leading Indicators ........................................................................................96
Level 3: Behavior ...........................................................................................................................97
Critical Behaviors ..........................................................................................................................97
Required Drivers ............................................................................................................................99
Organizational Support ................................................................................................................100
Level 2: Learning .........................................................................................................................101
Learning Goals .............................................................................................................................101
Program ........................................................................................................................................102
Evaluation Components of Learning ...........................................................................................102
Level 1: Reaction .........................................................................................................................103
Evaluation Tools ..........................................................................................................................104
Assessment Analysis and Reporting ............................................................................................105
Strengths and Weaknesses of the Approach ................................................................................106
Limitations and Delimitations ......................................................................................................107
Future Research ...........................................................................................................................108
Conclusion ...................................................................................................................................109

References ....................................................................................................................................110
Appendix A – Survey Items and Analysis Plan ...........................................................................120
Appendix B – Interview Protocol ................................................................................................125
Appendix C – Informed Consent for Non-Medical Research .....................................................127

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 9

LIST OF TABLES
Table 1 Stakeholder Goals .............................................................................................................16
Table 2 MBA Salaries ....................................................................................................................22
Table 3 Knowledge Influences ......................................................................................................35
Table 4 Motivation Influences .......................................................................................................40
Table 5 Organizational Influences .................................................................................................43
Table 6 Survey question and response: I understand .....................................................................65
Table 7 Survey question and response: .........................................................................................66
Table 8 Survey question and response .......................................................................................... 68
Table 9 Survey: After completing my 1
st
year of the MBA Program. ...........................................69
Table 10 Survey .............................................................................................................................70
Table 11 Survey: I am confident in my ability to be an effective manager ...................................71
Table 12 Survey: ............................................................................................................................72
Table 13 Survey .............................................................................................................................73
Table 14 Survey .............................................................................................................................73
Table 15 Organizational Mission, Global Goal and Stakeholder Performance Goals ..................81
Table 16 Assumed Influences ........................................................................................................84
Table 17 Outcomes, Metrics, and Methods for External and Internal Outcomes ..........................97
Table 18 Critical Behaviors, Metrics, Methods, and Timing for Evaluation ................................98
Table 19 Required Drivers to Support Critical Behaviors .............................................................99
Table 20 Evaluation of the Components of Learning for the Program ........................................103
Table 21 Components to Measure Reactions to the Program ......................................................104

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 10

LIST OF FIGURES
Figure 1 Conceptual Framework: Interaction of Stakeholder KMO .............................................46
Figure 2 Survey Population Demographics ...................................................................................61
Figure 3 Interview Population Demographics ...............................................................................62
Figure 4 Elements of Learning within MBA Program ................................................................106

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 11

ABSTRACT
This study applies a combination of learning, motivational, organizational and change theories,
using the Clark and Estes (2008) framework focused on gap analysis within MBA full time
program curriculum. The purpose of the project was to evaluate whether MBA curriculum
contributes to the enhanced development of interpersonal skills and managerial skills. This study
was a mixed methods design focused on second year full time MBA students. Data includes
surveys from 87 participants and one on one interviews with 11 participants. This project finds
areas that can be improved and addressed that are relevant for all MBA programs in order to
enhance skills that employers are looking for in MBA graduates. Based on the findings, this
study recommends experiential learning components, reflection and feedback assessments
interwoven through all core curriculum.

Keywords: MBA, experiential learning, managerial skills, interpersonal skills, business
curriculum

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 12

Chapter One: Introduction
Introduction of the Problem of Practice
Each year, over 130,000 students graduate from Masters of Business Administration
(MBA) programs in the United States, and the competition for managerial positions across all
business functions is high (Varela, Burke & Michel, 2013). Employers recruit from hundreds of
MBA programs and need effective managers with strong interpersonal skills. MBA Graduates
need to be able to effectively articulate and demonstrate how their skills translate to the
workforce. These soft skills can be described as ability to work on teams, effective
communication and interpersonal skills, cultural competency and managerial effectiveness
(Mitchell, Skinner & White, 2010).
The lack of focus on soft skills within business curriculum has been identified as a
problem by the 2012 Graduate Management Admissions Council (GMAC) annual survey of
more than 1,000 MBA recruiters from more than 800 companies worldwide. The GMAC
reported that soft skills, including ethics, adaptability, working well in teams and working well
under pressure, are important to corporations recruiting business graduates (GMAC, 2012).
The National Business Education Association (NBEA) stated that the lack of skills in the
current workforce goes beyond technical and quantitative skills (Policies Commission for
Business and Economic Education [PCBEE], 2000). To better prepare students in the workplace,
they need to develop not only hands-on, but interpersonal abilities for success (Policies
Commission for Business and Economic Education [PCBEE], 2000). Incorporating experiential
learning that tests managerial skills and interpersonal skills, such as client-based projects, can
provide significant improvement in critical thinking, project management and leadership ability
(McCale, 2008).
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 13

Organizational Context and Mission
Suburban University (a pseudonym), founded in 1919, enrolls approximately 2100
undergraduate and 900 graduate students each year. Located in Wellesley, Massachusetts,
Suburban University offers twenty-six concentrations to its undergraduate business majors and
four different graduate degrees. Suburban University graduates approximately 155 students each
year from its full time, two-year MBA program, with no assessment or way to measure
interpersonal skills and managerial effectiveness. An independent, not-for-profit institution,
Suburban University is accredited by the Association to Advance Collegiate Schools of Business
(AACSB), the New England Association of Schools and Colleges, and the EFMD Quality
Improvement System (EQUIS). In the 2015–2016 academic year, more than 2,100 undergraduate
and 900 graduate students attended Suburban University, representing more than 80 countries.
Suburban University (2019) stated that their MBA program is meant to help develop an
entrepreneurial mindset graduates will use throughout their life and career (Suburban University,
2019). In 2018, 83% of MBA students were offered a job within three months of graduation
(Suburban University, 2019). Additionally, the base salary students made was approximately
$96,000 with 20% of the students going into the tech industry and 20% going into Financial
Services.
Two of the core values of the institution and program are collaboration and excellence (Suburban
University, 2019). There is commitment to cross-disciplinary collaboration and to working
closely with students which defines the practices of the faculty, administration, staff and who
work on the campus of Suburban University. This allows students to learn about different
industries and functions in their classes, without siloing world problems into one functional area.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 14

It gives a broader picture of the business world. The school works with alumni and with external
partners to create a learning and working experience that is greater than the sum of its parts. The
University is committed to excellence and a community in which all members can achieve their
personal best. Stakeholders support each other thoughtfully for continuous growth and
development (Suburban University, 2019).
Organizational Goal
Suburban University wants MBA students to develop skills and experience needed to
thrive as a manager or leader of an organization. By May of 2020, MBA students at Suburban
University will demonstrate improved interpersonal skills and managerial skills. The increase in
interpersonal skills and managerial effectiveness will result in stronger relationships between
Suburban University graduates and employers and help students to be successful in the
workplace after graduation, making graduates more relevant and meeting the needs of business
necessities.
Related Literature
There is a great deal of research on what companies are looking for in employees when
hiring. Jones, Baldi, Phillips and Waikar (2016) identified desired characteristics when hiring
new employees, including a positive attitude, respect for others, trustworthiness (ethics) and
taking initiative. The results and traits identified were the same among Fortune 500 companies,
small companies, start-ups or any other type of business; they all echoed the same traits desired.
Additionally, several studies found that employee success hinges largely on problem-solving
skills, thinking critically and being able to handle ambiguity (MacDermott & Ortiz, 2017;
McCale, 2008; Winstead, Adams & Sillah, 2009). Students who have experience working on
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 15

teams in complex projects often highlight their skills on strengths most related to people, such as
communication, teamwork, negotiation and ethics (Azim et al., 2010). Putting students in
scenarios where they can exercise procedural knowledge is essential in ensuring they understand
steps and techniques to effectively manage others.
Importance of the Evaluation
For a variety of reasons, it is important to evaluate the organization’s performance in
relationship to the performance goal of enhancing students’ managerial and interpersonal skills.
If the students do not perform well in areas of communication, conflict resolution, time
management and presentation skills, they may not be successful managers (Varela et al., 2013).
Clark and Estes (2008) stated that people need practice and corrective feedback to help them
achieve specific work goals. Further research shows that MacDermott and Ortiz (2017),
Mitchell et al. (2010), and Winstead et al. (2009) all discuss the importance of using different
learning strategies in the classroom to increase interest and learning, such as engaging in real life
problems, encouraging interactive learning, and providing relevant information related to
learning. Although business school enrollments have increased over the years, very little
evaluation of the impact of business school on their graduates and the effect on their
management careers exists (Pfeffer & Fong, 2002). MBA education has commercial success, but
the value of the educational product brings doubts about its effect on graduates and their
managerial competence (Pfeffer & Fong, 2002).
Description of Stakeholder Groups
Three stakeholders played a part in the goal of this study. Students partake in curriculum
designed to help manage and transform organizations, give and receive feedback from peers and
will work to increase effective interpersonal and managerial skills. Students are the most
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 16

impacted, as the development of skills is directly important to their success in the business
world. Faculty help facilitate the learning of such curriculum, revise and facilitate curriculum,
and design assessment practices to ensure that progress can be measured. Faculty want to ensure
that students are learning the information necessary to be successful and that their pedagogy
encourages the development of skills. Employers that recruit MBA graduates validate these
efforts by assessing company compatibility and employing these students in management
positions to help move their companies and organizations forward. Having strong interpersonal
and managerial skills in candidates is essential for the success of the company and retention and
longevity of other employees.
Stakeholders Groups’ Performance Goals
Table 1.
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
Suburban University’s MBA students develop the skills and experience needed to thrive as a
manager or leader of an organization. The curriculum effectively contributes to strengthening
students’ skills to create value for the world.
Organizational Performance Goal
By May of 2020, graduating MBA students at Suburban University will demonstrate improved
managerial and interpersonal skills as a result of their MBA program.
Students Faculty Employers
By May of 2020, 2nd year
MBA students will be
surveyed and interviewed to
see their perception of changed
interpersonal and managerial
skill level.
By April of 2020, the MBA
Faculty will have taught all of
the core curriculum designed
to enhance students’ skills as
business leaders.

By May of 2020, employers
will determine if their needs
are increased in hired
employees with effective soft
skills.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 17

Stakeholder Group for the Study
Although a complete analysis would involve all stakeholder groups, for practical
purposes, current second year MBA students will be the focus of this study. Students were
chosen for this study, as this work is part of the efforts to improve interpersonal skills and
management effectiveness with enhancing their experience and success within Suburban
University and beyond. Employers state that students do not know how to effectively manage
employees from different backgrounds though they characterize students as individuals who are
self-motivated, very knowledgeable, and have high GPA’s (Rubin & Dierdorff, 2009).
Through this study, areas are identified that an effective MBA curriculum should address
to help graduates gain strong managerial and interpersonal skills. An increasing number of
companies have a preference for candidates who have strong interpersonal skills and want to hire
students that have effective managerial skills (Jones et al., 2016). The failure to develop these
skills could be damaging to students whose hopes are to land dream jobs helping to transform
businesses and organizations, and can risk the school’s reputation with employers and in
industry.
Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which Suburban University is
meeting its goal of ensuring MBA students at Suburban University will demonstrate strong
interpersonal and managerial skills. The analysis focuses on knowledge, motivation and
organizational influences related to achieving the organizational goals. While a complete
performance evaluation would focus on all stakeholders, for practical purposes the stakeholder in
this analysis is second 2
nd
year, full time MBA students.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 18

1. To what extent is Suburban University contributing to the development of strong soft
skills, such as interpersonal skills and management effectiveness in MBA students?
2. What are the MBA students at Suburban University’s knowledge and motivation related
to improving their interpersonal skills and managerial skills?
3. What is the interaction between Suburban University organizational culture and context
and MBA student’s knowledge and motivation to improving interpersonal and
managerial skills?
4. What are the recommendations for Suburban University’s practice in the areas of
knowledge, motivation, and organizational resources?
Methodological Framework
Clark and Estes’ (2008) gap analysis, a systematic, analytical method that helps to clarify
organizational goals and identify the knowledge, motivation and organizational influences, was
adapted to the evaluation model and implemented as the conceptual framework. The
methodological framework was a mixed methods case study using surveys and interviews of 2
nd

year full time MBA students at Suburban University. Assumed knowledge, motivation and
organizational influences on Suburban University’s 2
nd
year students helped shape and impact
organizational goal effectiveness. Themes and progress toward the goal were generated based on
personal knowledge and related literature. Research-based solutions are recommended and
evaluated in a comprehensive manner.
Definition of Terms
AACSB: Association to Advance Collegiate Schools of Business is an accrediting body that sets
standards for business school curriculum. There are 800 accredited schools.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 19

GMAC: Graduate Management Admissions Council. A group that oversees and tracks Graduate
Management applications, admissions, trends, employment, etc. for business school graduates.
MBA: Masters of Business Administration programs.
Organization of the Project
Five chapters are used to organize this study. This chapter provides key concepts and
terminology commonly found in a discussion about graduate business school programs. The
organization’s mission, goals and stakeholders and the framework for the project were
introduced. Chapter Two provides a review of current literature surrounding the scope of the
study. The history of the MBA, accreditation and relevance will be discussed, as well as the
impact on career development for students, employer needs and the changing business landscape.
Chapter Three details the knowledge, motivation and organizational influences to be examined
as well as methodology, participant sampling, data collection and analysis. In Chapter Four, the
data and results are assessed and analyzed. Chapter Five provides solutions, based on data and
literature, for closing the perceived gaps as well as recommendations for an implementation and
evaluation plan.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 20

CHAPTER TWO: REVIEW OF THE LITERATURE
This chapter provides context on the MBA degree and the goals of students who enroll in
these programs. Moreover, this chapter reviews literature on the impact of interpersonal skills
and managerial effectiveness for business school graduates receiving jobs upon graduation and
advancing as managers in their career, as well as the impact enhanced interpersonal and
managerial skills have on employers and overall company performance. Additionally, the
different ways that interpersonal skills and managerial skills can be effectively demonstrated and
integrated into business school curriculum will be explored. The chapter will then provide an
explanation of the Clark and Estes (2008) knowledge, motivation and organizational influences’
lens used in this study. Furthermore, types of knowledge, motivation and organizational
influences examined will be defined and the assumed students’ knowledge, motivation and
organizational influences on performance. Lastly, a presentation of the conceptual framework
guiding this study will be clarified.
Masters in Business Administration Degree (MBA)
Globally, more than 1.3 million Graduate Management Admission Test™
(GMAT™) exams have been taken over the past five years by individuals interested in pursuing
graduate management education (GMAC, 2019). Full-time, two-year MBA programs in the US
have seen declines in application volumes since 2014. In 2017, only one-third (32%) of programs
reported increased application volumes; 64 percent saw declines. Despite less than favorable
trends in the United States, full-time, two-year MBA programs continued to receive ample
applications, with 4.7 applications per seat (GMAC Application Trends Survey Report, 2017).
The largest programs reported 10 applicants per available seat, compared with four applicants for
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 21

programs with 50 or fewer students; 92 percent of programs reported their applicant pool being
as or more academically qualified as last year (GMAC Application Trends Survey Report, 2017).
The Masters of Business Administration degree is an advanced professional degree
that provides in-depth education on the foundational subject areas of business (College
Choice.net, 2019). Students can elect to enroll in a generalized program or a program
specialized in a specific content area such as finance, health sector or digital technology.
The first MBA program was offered at Harvard Business School in 1908. Demand for the
program first started when the United States industrialized, and companies sought scientific
approaches to management. The first class was comprised of 15 faculty members, 33 regular
students and 47 special students, and demand continued to grow as enrolments increased to 1070
by 1930. While Harvard offered the first MBA degree, Tuck School of Business at Dartmouth
College was the first graduate school of business to be established (Australian Institute of
Business, 2019). MBA programs range from 40 – 64 credits, teaching foundational knowledge
in Finance, Accounting, Organizational Behavior and Strategy. Many programs have
international components with global exposure. Most MBA candidates are looking to advance in
their current career or want to make a career switch and find the MBA degree is the best way to
do so. They view an MBA degree as the quickest path to the senior levels of management; many
of them view its placement function as more important than its knowledge function (Hunt &
Speck, 1986).
Recent estimates show well over 130,000 graduate degrees in business are awarded
each year (Rubin & Dierdorff, 2009). Two-thirds of companies, from all different types of
businesses and functions, are recruiting new MBA graduates and pay them double the
average salary offered to undergraduate students, and 45% more than other specialized
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 22

master's in business (Schlegelmilch & Thomas, 2011). Financial Times (2018) data shows
every year up to 2014 and beyond, MBA graduates always at least double their salaries
within three years of completing their degree (Table 2).
MBA Salaries within 3 Years: Table 2

The GMAC 2018 Alumni Employment Report showed that the majority of business school
alumni feel their graduate management education advanced their careers at a faster rate,
compared with peers who do not have a graduate management education. The median base
salary among alumni is US$115,000, with variation by job level and location. According to the
GMAC 2018 Alumni Perspectives Survey, seventy-nine percent of responding business school
alumni rate of the value of their graduate management education as outstanding or excellent. A
professionally rewarding experience is the primary driver of overall value of a graduate
management education. The GMAC Alumni Perspectives Survey (2018) also showed the
greatest agreement among alumni of fulltime MBA programs was on the measure that asked if
their education increased their earnings power. However, Pffefer and Fong (2002) point out
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 23

that possessing an MBA neither guarantees business success and nor protects against failure
in business.
Accreditation
The Association to Advance Collegiate Schools of Business (AACSB) accreditation
guides and sets standards for curriculum to ensure that proper business teachings are integrated
into the MBA curriculum. There are 800 AACSB accredited schools worldwide that utilize peer
school reviewers to assess and determine if guidelines and standards are being met. The peer
review model helps to foster engagement, accelerate innovation, and amplify the impact in
business education (About AACSB, 2019). Given the multitude of business schools competing
with each other around the world, AACSB accreditation is vital for schools to demonstrate
quality and can be a source of competitive advantage (Romero, 2008). AACSB-accredited
business schools are committed to being responsive specifically to allow comparisons among
institutions regarding learning outcomes and other performance measures, to encourage
innovation and continuous improvement, and to require institutions and programs to move
towards world-class quality relative to specific missions and report measurable progress in
relationship to their national and international peers (Romero, 2008). AACSB encourages
business school administrators to become strategic leaders by motivating them to think long term
and develop competitive advantages, which could translate to enhanced skills among graduates
(Romero, 2008). Suburban University, the institution for this study, is AACSB accredited.
Relevance of the MBA Degree

MBA graduates expect to advance in their careers or switch into new industries as a
result of their completion of the program. Students who enroll in the top MBA programs expect
to learn skills that will enable them to operate the world's most successful companies or to create
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 24

such companies of their own (Colbert, Levary & Shaner, 2000). As business schools strive to
meet the needs of the corporate world, they are primarily attracting young, ambitious
professionals eager to improve their social and economic situation within a short period of time
(Garcia, 2009). Similarly, after completing the program, students expect to be placed in
challenging positions with lucrative starting salaries (Colbert et al., 2000).
Degree Impact on Career Development
Ainsworth and Morley (1995) found that most MBA students who changed industry
sector or increased their salary viewed their MBA degree as very important in contributing to
those changes. Over 50% of MBA graduates saw their degree as a significant factor in salary
progressions, with even higher percentages seeing it as important to getting promoted or higher
levels of responsibility in their careers (Ainsworth & Morley, 1995). In contrast, Baruch and
Leeming (2001) and Way, Gai and Polutnik (2016) found the value of an MBA was perceived to
contribute to achieving goals and competencies, but with no evidence of large salary increases
for most MBA’s studied. However, (Baruch & Leeming, 2001; Wai et al., 2016) found that
recent MBA graduates believe to have reaped rewards from their studies and generally happy
with their education and careers. MBAs are deeply influenced by 'economic' standards, such as
participants' career advancement and salaries for assessing their success (Garcia, 2009). As
discussed, thousands of students enter MBA programs each year in hopes of advancing their
careers and becoming successful managers and business leaders. Students hope to receive offers
from companies that will value their skills.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 25

Employer Needs
Employers look to hire business leaders who can manage teams effectively, adapt to
different environments and communicate well with diverse constituencies (Azim et al., 2010;
McCale, 2008). Azim et al. (2010) further explained that strong managerial skills and effective
communication enhances team work and team motivation which is vital when dealing with
complex projects. McCale (2008) found that abilities most commonly valued by business
manager employers include communication and interpersonal skills. Moreover, effective
managerial soft skills can be enhanced through experiential learning activities, such as client-
based projects (Navarro, 2018; Varela, Burke & Michel, 2013). Business school is a great place
to be exposed to such projects. Exhibiting these intangible competencies would make a
candidate a valuable asset to the organization (Bahgra & Sharma, 2018).
The GMAC Corporate Recruiters Survey (2018) disclosed that larger companies are
more likely than smaller companies to have 2018 MBA hiring plans. More than nine in 10
Fortune 100, 500, and publicly traded companies plan to hire recent MBA graduates in 2018.
The survey also showed start-up companies have the largest increase between their 2017 MBA
actual hiring rate (55%) and 2018 projected hiring rate (77%). Employers want to hire people
who can ‘hit the ground running’ and effectively navigate a fast-paced diverse business
environment. Jones, Baldi, Phillips and Waikar (2016) noted that recruiters once looked for
academic achievement, but now are concerned about hiring people who can communicate and
work well with others. Their research showed recruiters from both Fortune 500 companies and
non-fortune 500 companies show preference for applicants with strong interpersonal skills and
ability to build and maintain relationships.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 26

Foundational Skills for a Changing Business Landscape
Business is more global, uses more technology, and changes faster than ever before.
MBA graduates are expected to meet uncertain challenges brought about by disruptive
innovations in today’s business environment (Bhagra & Sharma, 2018). Employability has
become a vital necessity for the performance and perceptions of universities, driven by changing
demands in business industry (Bhagra & Sharma, 2018). With changing demands and rapid
changes, MBA graduates need to be able to manage ambiguity with strong interpersonal and
managerial skills.
Managerial Skills
Mitchell, Skinner and White (2010) explain that strong managerial skills play a vital role
in the success of individuals in the 21st century workforce. With significant societal changes,
including a shift in racial and ethnic diversity in the workforce, it is imperative to equip business
students with a mindset and approach to problem-solving that emphasizes interrogating reality
instead of making assumptions (Ridely, 2018). Additionally, technology advancements and
artificial intelligence (AI) will continue to be infused within all aspects of business. AI will
bring continuous change, therefore learning cannot be a one-time initiative (Antonescu, 2018).
The most successful organizations will be those that adopt a culture of lifelong learning and
create opportunities for staff to continuously develop new skills and abilities (Antonescu, 2018;
Plumanns, Printz, Vossen & Jeschke, 2017).
With changing business landscape, some employers rate interpersonal skills and
leadership the highest in importance for success in the workplace, across different business
industry fields (Bhagra & Sharma, 2018; Mitchell, Skinner & White, 2010). Additionally,
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 27

business requires employees to provide more personal interaction than ever before with growing
diverse stakeholders (Mitchell et al., 2010). MacDermott and Ortiz (2017) reported on a survey
conducted by the American Management Association (AMA) which found that 91% of
respondents noted that the pace of business was the root cause of deficient soft skills in new hires
and that communication deficits are clear in many new business graduates. A 2015 Hart research
survey of 400 employers showed that fewer than three in 10 thought graduates were prepared in
critical thinking and communication skills. Fifty nine percent of managers and executives
reported that it would be easier to develop managerial and communication skills in students than
it would be to develop them in currently employed workers (MacDermott & Ortiz, 2017).
Employees are mostly responsible for developing soft skills such as interpersonal
communication and managerial skills because companies provide less training, and are now
hiring the talent needed for a particular job or task (Gore, 2013). With businesses’ rapid change
and growth, the importance of strong leadership and managerial skills is imperative to business
effectiveness.
MBA Curriculum
It is important to look at how managerial and interpersonal skills are built into the
curricular programs and weaved across functional knowledge areas to enhance students’ abilities
while in business school, in order to effectively meet employer needs. Business schools have
different variations of emphasis on managerial skills, intrapersonal skills and leadership within
curriculum. Business schools have not made much progress in developing their student’s
leadership and interpersonal skills in the last twenty-five years, even with the rapid change in
business (Rubin & Dierdorff, 2011; Slater & Dixon-Fowler, 2010). If the intent of MBA
programs is to develop future managers, required curriculum should be a school’s best attempt to
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 28

teach content essential to managerial work (Rubin & Dierdorff, 2011). However, there is
evidence of misalignment between required important managerial competencies and the extent to
which they are covered in MBA programs (Abraham & Karns, 2009; Rubin & Dierdorff, 2011).
Costigan and Brink (2015) showed in their research that business programs are required to
develop learning goals, assess student learning in these goal areas, and follow up with
appropriate curricular adjustments to address shortcomings in learning. Because of these
standards, there should be a linkage between the learning goals and the associated MBA core
curricula. However, it is possible that a number of business programs are going through the
motions of assurance of learning and assessment without making any significant change to
required curricula. Additionally, managerial and interpersonal skills are often taught in
standalone courses, whereas developing leadership and interpersonal skills in stages over time
allows for a well-developed mental muscle to form, resulting in learned skills that can be
performed easily (Costigan & Brink, 2015). Business schools and companies value
communication skills, interpersonal skills, problem solving and risk taking, but data shows that
business schools are not always teaching what they consider to be the skills of a successful
graduate (Abraham & Karns, 2009).
Navarro (2018) found that interpersonal skills and managerial skills are not addressed in
MBA core curriculum, despite the AASCB standards. Some of the least effective skill sets
taught in the typical MBA curriculum are interpersonal skills, leadership, and communication
even though they are very important in shaping management effectiveness (Navarro, 2018).
MBA programs focus too heavily on quantitative skills, lacking proper content dealing with
interpersonal and communication skills which are essential for managers (Slater & Dixon-
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 29

Fowler, 2010). Research shows there is a lack of attention to the significant challenges and
hurdles that new managers need to overcome in MBA programs (Benjamin & O’Reilly, 2011;
Bhagra & Sharma, 2018; Costigan & Brink, 2015). Navarro (2018) also noted that programs
with experiential learning methods better reflect the real-world business environment and better
prepare MBA students for the future.
Leadership Transformation
With ever growing competition for jobs, business schools must provide innovative and
creative ways to give their graduates a competitive edge. Benjamin and O’Reilly (2011)
estimated the cost of a failed manager to a business is $500,000. Their research demonstrates
that leadership transformation requires learning new skills, and changes in attitude and self-
awareness. New leaders recognize that effective performance is not only about their skills, but
their ability to unleash the talent of those who worked for them (Benjamin & O’Reilly, 2011).
Employer needs for graduates to be successful managers creates a case for experiential
learning pedagogy such as live cases, simulations and company consulting projects within
business curriculum (McCale, 2008). Hands-on learning helps reinforce content knowledge to
allow for more preparation to be an effective leader and manager, and to better prepare students
for the future (McCale, 2008; Navarro, 2018). Navarro (2018) found that real world business and
consulting projects, management game simulations and business plan competitions better reflect
the real-world business environment where teams and integrated processes are used to solve
problems. Students who are exposed to experiential curriculum that integrates different functions
of business and has them working in teams can provide a true capstone experience that enhances
their interpersonal and managerial skills (Navarro, 2018).
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 30

Faculty Buy-In
Faculty lead the development of curriculum that meets business needs for leadership and
strong interpersonal skills, and show that they understand criticism of business (Dyllick, 2015).
However, they seem reluctant to change their roles in the educational process (Pearce, 1999;
Rubin & Dierdorff, 2009; Varela et al., 2013). Dyllick (2015) proposed that faculty have deep
subject knowledge, but not the training necessary to teach it well in a classroom setting.
Marques (2013) found that only10% of MBA programs are teaching students about giving and
receiving feedback and other topics critical to managerial skills because soft skills classes such
as teaming or leadership are not respected as much as courses like finance and more quantitative
classes. Sharing techniques and strategies for teaching can be standardized, which is not the case
with leadership skills, making it more difficult to teach (Marques, 2013). Anthony and Garner
(2016) researched five distinct pedagogical strategies used in an effort to teach soft skills, such as
interpersonal skills, including a self-analysis, an interview, a guest lecturer, a journal article, and
a managerial skills video. Their findings suggest that business educators should bring guest
speakers into their classrooms to improve learning gains. Also, assignments that involve real-
world application and examples, as well as assignments that encourage engagement, are
perceived as most helpful.
The more that faculty and administrators include ideas from businesses, the more
executives can create innovation in business education (Pearce, 1999; Rubin & Dierdorff, 2009).
Managerial skill development can benefit from curricular integration where skills foundations
are set up early in MBA classes and continue in a variety of courses; there needs to be a
collective climate of accountability in delivering managerial skills, and not just seen as an
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 31

exclusive concern of one group of faculty or courses (Varela et al., 2013). Assessment tools that
measure teamwork abilities and interpersonal skills can be used in a variety of ways in different
courses (Varela et al., 2013).
Foundational Skills and Professional Development for Graduates
More business schools are providing leadership programs where students are exposed to
professional development courses, executive speaker series and experiential learning
requirements (Winstead, Adams & Sillah, 2009). These leadership programs result in positive
recruiter experiences with participating students, and such programs increased completed
internships and student placement at graduation (Winstead, et al., 2009). Effective integration of
soft skills like interpersonal and managerial skills into the business curriculum can help students
obtain and retain employment in the 21st century workforce, a much wanted and needed
outcome upon graduation (Mitchell, et al., 2010).
Knowledge, Motivation and Organizational Influences Framework
Clark and Estes (2008) help clarify organizational and stakeholder performance goals by
providing an analytic framework that shows the gap between performance level and the
performance goal. To adequately assess students’ skills and demonstrated success in soft skills
areas such as managerial skills, leadership, and interpersonal skills, it is important to understand
how to achieve their goals and to be aware of what they might be lacking or knowledge they
might need (Clark & Estes, 2008). Clark and Estes noted that when assessing students’ skills, it
is important to identify gaps to confirm if there is adequate knowledge, motivation and
organizational support to achieve the goals at hand. Each of the elements Clark and Estes (2008)
provide will be used to create a gap analysis in students’ knowledge, motivation and
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 32

organizational needs in order to meet their performance goal of significantly enhancing their
managerial, leadership and interpersonal skills by May of 2020.
Both Clark and Estes (2008) and Rueda (2011) describe four knowledge types: Factual
knowledge is facts or details that one must know to understand a topic effectively; Conceptual
knowledge is knowledge about categories or structures relevant to a specific area; Procedural
knowledge refers to knowing the steps needed to complete a task; and Metacognitive knowledge
is an awareness of one’s own learning processes and help to know when and why to do
something. After reviewing the gaps in knowledge, influences on the attainment of the
stakeholder goal from the perspective of motivation will be reviewed, and finally the
organizational influences on student achievement will be looked at. Knowledge, motivation and
organizational influences on performance will be examined through the methodology in Chapter
Three.

Stakeholder Knowledge, Motivation and Organizational Influences
Knowledge and Skills
Suburban University strives to increase soft skills competencies of their graduates, so that
they can be successful in the workforce. Soft skills can be described as team interpersonal skills,
effective communication skills, cultural competency and time management (Mitchell, et al.,
2010). One of the goals of the MBA program is to develop the skills and experience needed for
students to thrive as a manager or leader of an organization. To adequately assess students’
skills and demonstrated success in managerial skills areas, it is important to understand how to
achieve their goals and to be aware of what they might be lacking or knowledge they might need
(Clark & Estes, 2008).
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 33

In order to adequately assess students’ skills, Clark and Estes (2008) stated that it is
important to identify gaps to identify if there is adequate knowledge, motivation and
organizational support to achieve the goals at hand. Examining students’ knowledge and skills is
important to see if there is a problem or gap in the learning they are exposed to. Moreover, to
better understand if students are receiving the education and opportunity to exercise their
managerial and interpersonal skills, there is a need to review knowledge-related influences that
are imperative to ensuring that students are ready to be leaders and managers upon graduation.
For this problem of practice, it is necessary for students to receive factual knowledge or
facts and details (Rueda, 2011) about what exact skills employers and companies are saying they
want and need in those that they are hiring from MBA programs. Additionally, this dissertation
examines procedural knowledge and metacognitive knowledge that can influence a students’ end
goal of attaining strong soft skills and impacting their abilities to be effective managers and
leaders within organizations.
Knowledge influence 1. Students need factual knowledge of what managerial and
interpersonal skills employers are looking for when hiring MBA graduates. There is detailed
information reported from recruiters and companies that provide factual knowledge about what
companies are looking for in employees when hiring. Jones, et al., (2016) give specific
examples that the top desired characteristics when hiring new employees are all soft skills such
as positive attitude, respect for others, trustworthiness (ethics) and taking initiative. The results
and traits identified were the same regardless of working with Fortune 500 companies, small
companies, start-ups or any other type of business; they all echoed the same traits desired (Jones
et al., 2016). Additionally, several studies have found that employee success hinges largely on
problem-solving skills, thinking critically and being able to handle ambiguity (MacDermott &
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 34

Ortiz, 2017; McCale, 2008; Winstead, et al., 2009). Making students aware of this factual
knowledge is key in helping them understand what skills they need to be successful. Providing
students with evidence and reports of these facts would be an influence to enhance their
knowledge about what skills they need to attain and master.
Knowledge influence 2. Students need the procedural knowledge to understand
techniques on how to manage conflict, work with diverse teams and how to approach difficult
situations on the job. Students that have experience in working on teams in complex projects
often highlight their success on factors most related to people, such as communication,
teamwork, negotiation and ethics (Azim et al., 2010). Being put in scenarios where students can
exercise procedural knowledge is essential in ensuring they understand steps and techniques to
effectively manage others. Clark and Estes (2008) state that people need practice and corrective
feedback to help them achieve specific work goals. Further research shows that MacDermott
and Ortiz (2017), Mitchell et al. (2010), and Winstead et al. (2009) all discuss the importance of
using different learning strategies in the classroom to increase interest and learning, such as
engaging in real life problems, encouraging interactive learning, and providing relevant
information related to learning. The positive transfer of training leads to relevant change in the
workforce (Grossman & Salas, 2011). Through peer and Faculty assessments, self-analyzing
surveys and tools, and possible interviews about skills they demonstrate or lack, students will
have a better awareness and understanding of the skills they need to practice and develop. An
MBA curriculum is one place where students can learn strategies and techniques in order to
practice these competencies.
Knowledge influence 3. Students need metacognitive knowledge to be able to reflect on
their own strengths and weaknesses and understand which skills they need to develop and
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 35

improve. Assessments and feedback from working with others and being observed in scenarios,
can help students gauge where some gaps may lie in their managerial and interpersonal skills. If
students are aware of their shortcomings, and believe the environment can help them transform,
they will better be able to shape their actions and lives (Bandura, 2000). This metacognitive
knowledge helps students adapt the ways they think and operate to be more effective
(Krathwohl, 2002). Integrating assessment tools and specific soft skills awareness and learning
in business curriculum is critical to enhancing the skills employers are looking for in business
graduates (Abraham & Karns, 2009; MacDermott & Ortiz, 2017; Mitchell et al., 2010). Through
observations, surveys and interviews, students that take time to reflect can become more aware
of how effective their soft skills are. Helping students to reflect on their strengths and
weaknesses will create metacognition, which is a major factor of strategic behavior in
approaching problems (Rueda, 2011) which is directly correlated with soft skills effectiveness.
Table 3 shows the organizational mission, global goal, stakeholder goal, and three knowledge
influences identified in this literature review.
Table 3
Knowledge Influence, Knowledge Types, and Knowledge Assessment
Organizational Mission
Suburban University has a program for MBA students to develop skills and experience needed
to thrive as a manager or leader of an organization. The goal of this program is that 100% of
students enrolled will enhance or increase managerial and interpersonal skills.
Organizational Global Goal
By May of 2020, all second year MBA students at Suburban University will demonstrate
improved managerial skills and interpersonal skills as a result of the curriculum.
Stakeholder Goal
By May of 2020, 100% of second year MBA students will be interviewed and surveyed to see
how effective their managerial skills and interpersonal skills are as a result of their curriculum.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 36

Motivation
Whether or not students succeed at increasing their managerial and interpersonal skills
ultimately depends on how motivated they are to digest the assessments and feedback they are
given, and if they practice and reflect on how they can improve. Students’ beliefs in their own
capabilities play a big role in whether they are motivated to engage and persist in learning
(Bandura, 2000; Rueda, 2011). Pintrich (2003) discussed how many students learn in habitual
and unreflective ways, but that motivation and learning should integrate with more conscious,
intentional, self-regulatory methods. If students are given opportunities to intentionally
demonstrate interpersonal and managerial skills through scenarios in their education, and given
constructive feedback, it can motivate students and help skills improve consciously.
Knowledge Influence Knowledge Type
(i.e., declarative
(factual or
conceptual),
procedural, or
metacognitive)
Knowledge Influence
Assessment
Students need knowledge of what
soft skills employers are looking
for when hiring MBA Graduates.
(GMAC reports, Employers
reports, etc.)
Factual Students will identify the critical
managerial skills employers are
looking for when hiring MBA
Graduates.

Students need to understand
techniques on how to manage
difficult situations on the job.
Procedural Surveys analyzing self and
demonstration of skills within
the classroom will assess their
application different techniques
on how to manage difficult
situations.
Students need to be able to reflect
on their own skills and understand
which areas they need to develop
related to interpersonal and
managerial skills.
Metacognitive Through interviews students’
progress and confidence in
strengthening interpersonal skills
and ability to manage others will
be explored.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 37

Motivation can be impacted by many different influences. Students believe opportunities
that arise from the MBA are important in allowing greater career flexibility. Both the skills
developed by the MBA and the MBA qualification itself are seen to improve the individual's
marketability thus allowing an increased control over the career (Hay & Hodgkinson, 2006). For
MBA students, two factors are critical to the success of their goal to improve interpersonal and
managerial skills, and ultimately career success. First, students need to understand the
importance of these skills in order to be recruited and employed by companies. Additionally,
they need techniques and tools within curriculum to be able to effectively practice and
demonstrate their soft skills. Moreover, they need self-awareness of which skills they are
lacking and need to improve. This factual, procedural and metacognitive knowledge can help
shape the significance of developing the necessary skills they need.
Second, students need to set goals in order to be successful as managers and strive to
increase their soft skills readiness upon being hired. When an individual sees the importance and
significance in a goal, they are more likely to engage and successfully improve (Clark & Estes,
2008). The findings from the Association of MBA’s (AMBA) 2018 online survey of 1,591
MBAs who graduated within the last two years found that nearly half (48%) of all graduates
believe they are likely to change career sector in the next year, while almost a quarter (23%) do
not know what they will do, and therefore only a small percentage wish to remain in the same
sector after they graduate. The most popular fields graduates enter are consultancy (19%),
followed by banking and financial services (8%), IT (6%), energy (5%), healthcare (5%),
consumer goods (5%), non-profit (4%), marketing (4%), food and drink (3%), education (3%),
and government-related work (3%). The number of choices seems to indicate that grads see
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 38

themselves working across a broad spectrum of markets. This survey also showed that 63% of
graduates believe the MBA degree helped them deal with people more professionally.
This literature review focuses on attainment value and goal orientation theory that impact
students’ motivation to increase and improve their effective soft skills.
Attainment Value. Students need to understand the importance of interpersonal and
managerial skills in order to be recruited and employed by top ranked companies. Wigfield,
Eccles, Schiefele, Roeser, and Davis-Kean (2006) explained that the personal value attached to a
task can be looked at in two ways: Is the task doable? And do people want to do the task? This
model is attributed to personal beliefs and related to achievement-oriented tasks. Clark and Estes
(2008) discuss three types of value related to this motivational influence. First, interest value
relates to how people will generally be quick to choose to do what interests them. Second, skill
value is when people choose and are more willing to challenge one or more of their skills. Third,
attainment value is when someone chooses to do something because there are benefits of
finishing a particular task. In this case, it is important for students to be placed in situations and
practice effective managerial skills in order to land in a job they are interested in and to be
successful, representing attainment value (Pintrich, 2003). The incentive of becoming proficient
in soft skills could result in better positions and possibly better positioning within a company
(Jones et al., 2016). The risks of avoiding becoming proficient in managerial and interpersonal
situations could result in students not receiving the benefits that other graduates who work hard
in this area may achieve. Attainment value directly pertains to an individual’s view of the worth
of the content and task for them (Pintrich, 2003). Understanding that interpersonal and
managerial skills are a major factor in businesses that are hiring, creates a benefit and value to
improve skills. Gore (2013) stated that learners are expected to acquire problem solving skills,
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 39

team project work and critical thinking skills to remain in the circle of cut-throat competition in
business. Given the value that these skills play in being successful after completing an MBA, it
is a part of the motivation that students need to perform and increase their interpersonal and
managerial effectiveness.
Goal orientation theory. Students want to be successful as managers and strive to
increase their soft skills mastery. Rueda (2011) explained goal orientation theory as a pattern of
beliefs that create multiple ways of approaching and engaging in achievement situations. Setting
goals and having reasons to achieve goals is one of the motives for trying to accomplish and
achieve tasks (Pintrich, 2003). By assessing if students are motivated to gain effective
interpersonal skills, it can then be determined which areas they are lacking and can master
managerial effectiveness with the help of peers and faculty. Prince, Burns, Lu and Winsor
(2014) said that “goal-orientation theory offers a compelling explanation of the effects of
motivation to learn and perceived utility of the MBA program on reciprocal transfer of
knowledge and skills” (p. 209). Additionally, the main purpose of business education is to
promote the mastery of skills needed to perform jobs effectively (Prince et al., 2014).
In order to master concepts, individuals must choose to actively work toward a goal,
persist even in the face of distractions or setbacks, and put in mental effort in order to reach their
goal (Clark & Estes, 2008). Winstead et al. (2009) found a significant increase in completed
internships as well as placement in jobs upon graduation, for students who took part in a
leadership development program specifically aimed at equipping students with the managerial
and interpersonal skills necessary to successfully advance in their careers as responsible
corporate and community citizens. The leadership development program represents goal
orientation theory through creating different ways for students to engage in learning in order to
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 40

enhance their soft skills in the classroom. Each student can take a variety of paths to master their
skills through this program. The goals set for students at Suburban University, and the
experiential offerings that students take part in play a big role in the increased skills of students.
The effects of both attainment value and goal orientation theory can be seen as important
motivating factors for MBA students. These influences can motivate students to take advantage
of opportunities to assess their soft skills and to put managerial and interpersonal skills into
practice through different approaches and learning methods in the classroom (Winstead et al.,
2009). Each individual needs to learn how to collaborate, manage others and difficult situations
in order to be successful in the 21
st
century workforce (Gore, 2013) and these motivational
influences certainly play a role in students’ success (Prince et al., 2014). Table 4 shows the
organizational mission, global goal, stakeholder goal, motivational influences and motivational
assessments identified in this literature review.
Table 4
Motivational Influences and Motivational Influence Assessments
Organizational Mission
Suburban University has a program for MBA students to develop skills and experience needed to
thrive as a manager or leader of an organization. The goal of this program is that 100% of
students enrolled will enhance or increase managerial and interpersonal skills.
Organizational Global Goal
By May of 2020, all second year MBA students at Suburban University will demonstrate
improved managerial skills and interpersonal skills as a result of the curriculum.
Stakeholder Goal
By May of 2020, 100% of second year MBA students will be interviewed and surveyed to see
how effective their managerial skills and interpersonal skills are as a result of their curriculum.
Assumed Motivation Influences

Motivational Influence Assessment

Attainment Value: Students need to understand
the importance of soft skills such as interpersonal
skills and the ability effectively manage others in
Written survey question ‘I understand the
importance of skills needed to be recruited
and hired by top companies.’
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 41

Organizational Influences
Culture involves beliefs about the importance of individual initiative and competition,
and the value of group process and collaboration (Clark & Estes, 2008). Schein (2017) stated
that one important factor of culture is a shared product of shared learning. Within all cultures,
groups form identity around learning and a common purpose (Schein, 2017).
Organizational Cultural Model. Within business school education, there needs to be
general acceptance and willingness of students to talk about and assess skills related to
interpersonal skills and managerial skills. This can help form identity and learning around the
purpose of enhancing skills to be better leaders in the workforce. Additionally, Business Schools
need to create and develop a culture that highlights development of interpersonal and managerial
skills in order to be hired as leaders. Table 3 shows the culture must be influenced by knowledge
and understanding of the importance of managerial and interpersonal skills within the workforce,
in order to integrate and implement proper dialogue and training within curriculum. Abraham
and Karns (2009) found great discrepancies between the competencies that businesses valued
and what business school curriculum emphasized. If MBA programs are not teaching real life
managerial skills to students, there is no relevancy or usefulness (Rubin & Dierdoff, 2009). This
thought process requires faculty, staff, and students to buy in to the importance of enhancing
these skills and to create a culture that values these skills. Once the culture reflects the
order to be recruited and employed by top ranked
companies.
Goal Orientation: Students need to adopt a
mastery orientation managerial mindset.
Written survey question ‘I want to continue
to manage all types of situations, even if
mistakes are made. Interview: Tell me about
your goals in becoming an effective
manager.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 42

understanding and pedagogy to enhance students’ skills in these areas, the students will grow in
skill set and be successfully hired as leaders and managers within different industries in business.
Organizational Setting. Providing a quality management education program to produce
competitive graduates and business leaders involves a continuous process of curriculum review
and enhancements (Winstead, et al., 2009). Although all business graduates may not become
leaders, they should all have basic managerial and interpersonal competencies and be able to
thrive in a global and diverse business environment (Winstead et al., 2009). Within the cultural
setting shown in Table 5, faculty need enough time to use data driven decision making to
integrate and implement managerial skills and interpersonal skills development into their
curriculum. Faculty will need to observe students’ abilities and provide feedback effectively.
However, most business school faculty are so busy teaching and working on research projects
that they do not take time to consider the broader environment and even if they do, their ability
to change is somewhat constrained (Pfeffer & Fong, 2002).
In addition, students need to see role models that have developed and exceled with
effective leadership and interpersonal skills and how it helped them within the job market. It is
evident that having an MBA is a basic requirement to achieve a senior management position,
however, an MBA alone is no longer the only requirement necessary for promotion; managers
need strong managerial and interpersonal skills (Baruch & Leeming, 2001). Creating a culture
that reflects this belief is essential within graduate management education in order to meet
student and industry expectations.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 43

Table 5.
Cultural Model Influences and Cultural Setting Influences.

Organizational Mission
Suburban University has a program for MBA students to develop skills and experience needed
to thrive as a manager or leader of an organization. The goal of this program is that 100% of
students enrolled will enhance or increase managerial and interpersonal skills.
Organizational Global Goal
By May of 2020, all second year MBA students at Suburban University will demonstrate
improved managerial skills and interpersonal skills as a result of the curriculum.
Stakeholder Goal
By April of 2020, 100% of second year MBA students will be interviewed and/or surveyed to
see how effective their managerial skills and interpersonal skills are as a result of their
curriculum.
Assumed Organizational Influences

Organization Influence Assessment
Cultural Model Influence 1:
There needs to be willingness of
students to talk about and be
observed for soft skills
competencies.

Survey or interview questions that assess students’
willingness to share growth or lack of growth with
managerial skills.

Sample: Thinking about my time at Suburban
University, I have seen progress in my ability to
manage others.

Cultural Model Influence 2:
There needs to be a culture of
managerial and interpersonal skills
development within business schools
in order for students to be hired as
leaders.

Faculty will be role models of managerial and
leadership skills that align with employer’s needs.
Surveys and interviews about the importance of soft
skills and how it is relevant to curriculum within
business schools can be administered to students.

Sample Survey: At Suburban University, I have
learned how to demonstrate effective interpersonal
skills.

Sample Interview: Describe how Suburban University
has contributed to your career aspirations?

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 44

Cultural Setting Influence 1:
Faculty need enough time to use
DDDM to integrate managerial skills
and interpersonal skills development
into their curriculum to enhance
students’ abilities.

Surveys and interview questions about how much
research and planning time Faculty have and how long
it would take to implement incorporating managerial
and interpersonal skills into curriculum.
Understanding students’ perceptions of this through
surveys and interviews.

Sample: In what ways has the MBA program
supported your development of managerial skills?
Cultural Setting Influence 2:
Students’ need to see role models in
the classroom demonstrating
effective interpersonal skills.
Students can share learning moments of recognizing
when Faculty and or others demonstrated effective
interpersonal or managerial skills through classroom
scenarios.

Sample: At Suburban University, I have role models
that show effective managerial practice.

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
A conceptual framework is the support used to frame a study (Miriam & Tisdell, 2016).
The framework is the lens used to approach research questions and to derive the problem or
purpose of the study and helps to interpret the conclusions (Miriam & Tisdell, 2016). The
framework helps justify the study and help the readers understand why the problem is important
(Maxwell, 2013). Each of the influencers in the questions above appear separate from each
other, but are in fact interrelated. The purpose of this study is to explore and understand the gap
in MBA curriculum related to enhancing interpersonal and managerial skills. Abrahams and
Karns (2009) confirm in their research that although businesses value interpersonal and
managerial skills, business schools do not emphasize these competencies in their curriculum.
Students need to have factual knowledge of the interpersonal and managerial skills that
employers are looking for in MBA graduates in order to be motivated to enhance these skills.
Research shows that recruiters at both Fortune 500 and non-Fortune 500 companies, ranked
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 45

interpersonal and managerial skills as the highest preference in applicants (Jones, et al., 2016).
Within business school, it is often the case that students are there to help advance their careers.
With this knowledge, they will be motivated to improve their skills. Students also need
procedural knowledge and techniques on how to communicate effectively, work with diverse
teams, and manage difficult situations. Without both factual and procedural knowledge, students
might not be motivated to develop in these areas which is why these two knowledge influences
are so important. Once students have metacognitive knowledge and are able to reflect on their
own strengths and weaknesses, they will need Suburban University to actively foster an
environment where this learning can take place. The organization itself needs to provide the
training and practice situations for students to receive feedback on their managerial and
interpersonal skills so they can better understand their strengths and weaknesses. Students need
goal orientation to be successful managers and leaders in order to be ready for employment upon
graduation.
People are motivated when there is a high level of confidence instilled by them (Clark &
Estes, 2008), which is why organizational environmental factors are so important. Moreover,
business school curriculum and pedagogy at Suburban University needs to allow students to
practice activities and classroom projects that highlight interpersonal skills and examples of
managing others once the knowledge and motivation factors have been established. Too often
business schools do not address managerial and interpersonal skills consistently or in a formal
way (Winstead, et al., 2009), which shows the importance of the organizations role in ensuring
the development and enhancement of these skills.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 46

Figure 1. Managerial and Interpersonal Skills Conceptual Framework.
MBA Students
Factual knowledge on what skills
employers are looking for, procedural
knowledge to enhance managerial
skills, and metacognitive knowledge
on areas of needed development
along with attainment value
motivation and goal orientation
related to improving managerial and
interpersonal skills in order to be
successful leaders in business
By May of 2020, all second year MBA students will gain
improved managerial skills and interpersonal skills as a
result of the curriculum at Suburban University.
Suburban University
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 47

The figure shows that the MBA students need to be exposed to factual, procedural and
metacognitive knowledge about what skills employers are looking for, when hiring. Once
students realize the utility value and goal orientation, they will be motivated to improve their
own interpersonal and managerial skills in order to be successful in landing a job after
graduation. Outlined in the figure, it shows the students as stakeholders within the blue oval,
inside the blue circle representing the Suburban University, being the organization that needs to
engage and present curriculum that fosters a positive and empowering environment for students
to hone these skills. With the knowledge, motivational and organizational factors engaged, the
goal is to significantly enhance demonstrated interpersonal skills and managerial skills of these
students while in their MBA program in order to better prepare them for their career.
Conclusion
This study explored the gap of interpersonal skills and managerial skills that students
need upon graduation from MBA programs, in order to be successful in the workplace. The
study validates if Suburban University is contributing to enhanced managerial and interpersonal
skills necessary. The literature supports that students need knowledge and understanding of what
recruiters and companies are looking for when hiring. If students are aware of their
shortcomings, and believe the environment can help them transform, they will better be able to
shape their actions and lives (Bandura, 2000).
Abrahams and Karns (2009) show in their research that although businesses value
interpersonal and managerial skills, business schools do not emphasize these competencies in
their curriculum. However, the main purpose of business education is to promote the mastery of
skills needed to perform jobs effectively (Prince et al., 2014). Students need knowledge and
motivation in order to align their values and goals with improving their skill set as outlined in the
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 48

conceptual framework of this study. Chapter Three will present the study’s methodological
approach.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 49

CHAPTER THREE: METHODS
In this study, Suburban University MBA students were surveyed (Appendix 1)
anonymously via online links sent out from the University’s graduate programs office to gather
data on their knowledge and motivation to develop both interpersonal skills and managerial skills
as part of the immersion in their MBA program. Second year MBA students received a survey
with some quantitative questions, as well as screener questions to ensure that interviews
(Appendix 2) will take place with an accurate sample of students representing the larger MBA
cohort. Screened students were asked to participate in one on one, semi-structured interviews to
share their experiences within the classroom and the MBA program, in regards to managerial
skills and interpersonal skills development. This chapter will outline the stakeholders, data
collection rationale and the validity, reliability and ethics related to the data.
Participating Stakeholders
Students who completed one full year of their MBA program were asked to participate in
surveys related to their experience with developing managerial and interpersonal skills. Students
had finished a full year of coursework and a completed internship, which was important to assess
how their skills had improved relative to how they viewed their skills prior to the program.
Surveys were sent through an online tool, Qualtrics, and remained confidential. Within the
survey, there were screening questions to allow for voluntary participation in interviews, where
students provided email addresses to be contacted and pseudonyms were used to record their
information. The interviews were offered to a population that represented the diversity and
makeup of the overall MBA population. Students interviewed were planning on entering the
business work force upon graduation, since this study looks at what employers of all types are
looking for in MBA graduates as candidates for their roles.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 50

Survey Sampling Criteria and Rationale
Criterion 1. Census surveying was facilitated with all second-year full time MBA
graduates to ensure they had completed one year in the program. With one year of curriculum
and an internship completed, students had recognized a strengthening or gap in skills. Full time
students had a wide breadth of exposure to different classes, completing all core requirements
and several team projects required in their first year. Because part time students had a less
consistent or in-depth experience, it made sense to work with full time students.
Criterion 2. Students were planning on entering the business industry work force upon
graduation, since the skill development piece is a main factor of what employers are looking for.
Interpersonal and managerial skills are competencies that employers are specifically looking for,
so it made sense to survey students who plan to utilize these skills in the workforce upon
graduation.
Survey Sampling Strategy and Rationale
Explanatory sequential mixed methods are when the researcher first conducts quantitative
research, analyzes the data and then explains in more detail by building upon the results with
qualitative results (Creswell, 2018). The entire second year class of the full time MBA program
at Suburban University were census surveyed to get as much data as possible among the breadth
of the population. The second-year students totaled 154 people and the goal was 60%
participation in order to develop themes. Surveys help obtain feelings, thoughts, perceptions and
behavioral intentions of research participants (Johnson & Christensen, 2014). The survey was
administered during the first semester of their second year to assess if the program had impacted
students’ managerial and interpersonal skills. The survey was administered through email on
general student class list serves to reach the whole audience and was voluntary.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 51

Interview Sampling Criteria and Rationale
Criterion 1. Census surveying was done with all second-year full time MBA graduates to
ensure they have completed one year in the program. This allowed students one year of
experience in their program to reflect on, as they were asked about skills prior to enrollment and
at their current point in the program. All students were able to reflect upon their skill
development throughout their first year.
Criterion 2. Students were planning on entering the business industry upon graduation,
in order to demonstrate the skills employers are looking for. This demonstrated if students are
aware of the skills they need in order to be successful in the workforce. Although interpersonal
and managerial skills are important for all graduates, this study was looking at those hoping to be
employed in business upon graduation.
Criterion 3. Students must have completed the survey and fit into a representative
sample of the class so that information is unbiased. It is important to get a sample that is relative
to the target population. Students had to volunteer to be interviewed by indicating this on the
survey.
Interview Strategy and Rationale
In addition to surveys, students were interviewed to gain more depth and understanding
of the results. Interviewing allows one to enter into the inner world of another person to
understand their perspective once trust and rapport is established (Johnson & Christensen, 2014).
Interviews were conducted with 11 participants who previously filled out the administered
questionnaire based on convenience and availability. The participants were also selected based
on screening questions to ensure that the makeup of people being interviewed represented the
population of the overall MBA program. This sampling size allowed for enough diverse
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 52

opinions, beliefs and examples learned by asking open ended questions to help validate
questionnaire data. The interviews were conducted in the month following the survey data, once
the survey was closed in order to focus on questions that could help strengthen themes or
commonalities among the surveys.
Sampling Strategy and Timeline
Sampling
Strategy (e.g.,
census,
purposeful with
max. variation)
Number in
Stakeholder
population
(e.g., There
are a total of
50 teachers)
Number of
Proposed
participants
from
stakeholder
population
(e.g., of the
50, I will
sample 10
teachers, 2
from each of
5
departments)
Start and
End Date
for Data
Collection
Surveys: Screening for
interviews,
purposeful Likert
scale questions
to triangulate
with interviews
Total of 154
full time
second year
MBA students
I will send the
survey to all
and hope for
a 65%
participation
rate.
August –
September
2019
Interviews: Screened
participants to be
representative of
the population
demographics
Total of 154
full time
second year
MBA students.
10 – 12
survey
participants
representative
of the
stakeholder
demographics
September
2019

Quantitative Data Collection and Instrumentation
Surveys were distributed via email to all second-year full time MBA students via
Qualtrics, an online system that kept confidentiality of the respondents through the University’s
Graduate Programs Office. Salkind (2016) states that few applications of descriptive statistics
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 53

would make more sense that their use in a survey. Surveys were a good fit for this study so they
could capture the perceptions and thoughts of the larger second year MBA population. The
survey was used to get a sense of student’s perceptions of how they have demonstrated and
developed their interpersonal and managerial skills within their MBA program, which allowed
for themes and collective insights.
Surveys
The survey included screening questions, in order to have demographic data that could be
referred back to when selecting students who agreed to interview, as well. This information
allowed for an accurate representative sample when selecting students for interviews. The
survey also included Likert scale questions related to their knowledge and motivation of what
employers are looking for in MBA graduates, as well as their reasoning for choosing to obtain an
MBA degree. In addition, questions about organizational influences and motivation for
developing interpersonal and managerial skills helped students reflect on cultural factors at
Suburban University.
Surveys were administered online with reminders to all second year MBA students in late
August or early September after they have completed the first full year of their curriculum and
their summer internships. The survey timeline allowed for a full year of curriculum and some
time to reflect on their skills, as they had just completed their MBA internships, which are often
competitive to attain and helpful to decide which areas to focus on, in starting the second year of
their program. Reminders were sent out each week for those who had not completed it, for two
weeks to allow for ample time of data collection. From there, some survey respondents who
opted in to be interviewed were contacted.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 54

Qualitative Data Collection and Instrumentation
Maxwell (2013) stated that research questions are what you want to understand; interview
questions are asked to gain that understanding. Interviews were conducted with second year
MBA students to gain a better understanding of their motivation to gain an MBA, their
knowledge on what employers are looking for from MBA graduates and organizational
influences that had shaped their perception of managerial and interpersonal skills. Interviews
allowed for more in-depth information and allow for triangulation of survey data, as well.
Interviews helped gain a better understanding into an individual’s motivation, knowledge and
influences as they experienced their program.
Interviews
A semi-structured approach was used for interviews, with open-ended questions and
probes to dive deep into the motivation, knowledge and organizational influences of students
pertaining to the study. Students only answered questions if they felt comfortable and they could
stop the interview at any time. There were standard questions used, with probes to gain a more
in-depth look at the students’ thoughts and perceptions on how the MBA program had or had not
impacted their interpersonal and managerial skills. The interviewer kept a neutral stance in order
to produce minimal bias that creates quality data and valid findings (Merriam & Tisdell, 2016).
Participants’ responses remained confidential and were voluntary.
Eleven interviews were conducted with a sample population after participants had been
screened during the survey process and a sample had been identified that represented the
demographic of the MBA class population. Interviews were audio recorded and set for one hour
each. The interviews were secured and transcribed professionally to ensure confidentiality and
accuracy. Participants were asked if they could be contacted in the future for further explanation
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 55

or clarification, if necessary. The interviews were informal, as to make the participants feel
comfortable, but semi-structured in order to achieve purpose and to ensure each respondent was
asked for the same information. Interviews took place on campus in designated team rooms that
students were very familiar with. All interviews were recorded and conducted in English.
Interviews provided insight and value to expand on and delved deeper into the survey responses.
Interviews allowed for more in-depth, personal information that expanded and built upon the
larger sample size in the surveys. Allowing for both surveys for more of the population and in-
depth exploration of the framework with a smaller sampling size provided triangulation that
allowed for more reliable data.
Data Analysis
Descriptive statistical analysis was conducted once all survey results are submitted. For
interviews, data analysis began during data collection. Environmental factors were recorded to
better understand the interview environment. Thoughts, concerns, and initial conclusions were
documented about the data in relation to the conceptual framework and research questions. Once
the field sessions ended, interviews were professionally transcribed and coded. In the first phase
of analysis, open coding was used, looking for empirical codes and applying a priori codes from
the conceptual framework. A second phase of analysis was conducted where empirical and prior
codes were aggregated into analytic/axial codes. In the third phase of data analysis, pattern codes
were identified and themes emerged in relation to the conceptual framework and study questions.
Credibility and Trustworthiness

Because humans are both the sources of data and the collectors of data in qualitative
research, reviewing credibility and trustworthiness and establishing mechanisms to ensure these
aspects is vital (Merriam & Tisdell, 2016). There are two main threats to credibility: researcher
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 56

bias and reactivity (Maxwell, 2013). Strategies such as triangulation, member checking and
using a third-party researcher who remained neutral were imperative to making this a credible
study. Findings showed themes and categories of answers from the interviews, when
respondents had similar experiences or thoughts about the program, that allowed for
triangulation or cross-checking with the previously administered surveys. Member checking, or
soliciting feedback from interviewees to validate their responses to ensure things were
interpreted correctly and eliminated bias or the researcher’s perspective was an important aspect
making the study credible (Merriam & Tisdell, 2016). Having a researcher with no status in the
organization being studied provided less bias or perspective and more direct interpretation from
the student participants. Reflexivity, using a journal to see how the researcher was influenced
during the study, was an important part of eliminating or minimizing validity threats and allowed
the researcher to account for his or her “biases, dispositions, and assumptions regarding the
research” (Merriam & Tisdell, 2016, p. 249). This information is shared in the final analysis to
show readers that the researcher’s values and expectations did not influence the data collection or
findings (Merriam & Tisdell, 2016). It also allowed the researcher to address any biases that may
develop during the study.
Validity and Reliability
Validity and reliability were represented in this study by looking for averages and themes
that validated and resonated throughout the responses (Salkind, 2016). Themes allowed for
collective information that continued to be explored and triangulated in interviews. The
instrument was aligned with knowledge, motivation and organizational questions that were
explored in more depth within interviews related to the development of interpersonal skills and
managerial skills in the MBA program. Surveys were piloted with a sample of alumni MBA
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 57

students, as well as peer doctoral students to minimize bias or room for misinterpretation when
speaking with participants. Surveys were sent to second year students via email from a
generalized email address to prevent bias as to who they were answering the questions for, using
Qualtrics. There were two reminders to complete the surveys and they remained anonymous if
they chose not to participate in future interviews. Ensuring the Qualtrics system worked for
students to submit answers provided reliability and using a scale that measured items
consistently provided validity (Salkind, 2016). Qualtrics also allowed for reminders to students
who had not taken the survey yet and allowed for a greater response rate.
Ethics
All student surveys and interviews were voluntary, required signed informed consent
forms explaining the study and that the student’s information would be used in the study
confidentially. Merriam and Tisdell (2016) state that ensuring confidentiality and security of
information is an important ethical issue in research. Information in this study was kept
encrypted on a computer and not shared with anyone. As Rubin and Rubin (2012) point out,
there can be no deceit or pressure on participants, participants must be treated with respect, and
all promises that are made must be kept.
Informed consent can empower the research participants (Glesne, 2011), helping them
feel more comfortable with exactly how their information will be used. They signed forms after
given explanation that the study was voluntary and that there was no exploitation of their
responses. Participants did not have identifying information that could pinpoint who they were
and they had the option to drop out of the study at any point. Students participated in comfortable
discussions with an unfamiliar interviewer, allowing for honesty and openness. Confidentiality
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 58

was honored by keeping participants’ names from the reports and further permission was
obtained to record the interviews, which was kept securely and encrypted in one place.
Entering the field, it was imperative that my questions were designed as broadly, without
bias, as possible. Merriam and Tisdell (2016) point out that interviewers need to have enough
distance to allow them to ask real questions and explore, to avoid assumptions. It was my
assumption that Suburban University MBA curriculum was not delivering much intentional
development in the areas of interpersonal communication and managerial skills. I needed to be
objective with questions and remain neutral in responses when speaking with participants and
ensure active listening. Rubin and Rubin (2012) state the researcher must listen to the
participants and adjust questions to respond to what the interviewer has said, instead of imposing
ideas or their own thoughts in regards to answers to prior questions. This practice allowed for a
more thorough exploration and mitigated bias.
Limitations and Delimitations
There are limitations and delimitations the researcher was aware of as this study
commenced. Limitations are the factors that are not in the researcher’s locus of control. Some
limitations that existed for this study are the study was dependent on the truthfulness of the
respondents; the school was undergoing a core curricular review which could impact prior
consistent learning experiences; the study was conducted during a relatively short period of time
at the beginning of a new academic year, making it dependent on the respondents’ mindset
during this limited and unique time of year in the life of a school.
Delimitations are the decisions the researcher makes that may have implications for the
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 59

study. The delimitations that affect this study included data collected was only from students.
The data does not include administrator or faculty perspectives. Data from each of the
qualitative and quantitative phases was collected at slightly different times.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 60

CHAPTER 4: FINDINGS
The purpose of this study was to evaluate the degree to which Suburban University is
meeting its goal of ensuring MBA students will demonstrate strong interpersonal and managerial
skills. The analysis uses the Clark and Estes (2008) gap analysis model, focusing on knowledge,
motivation and organizational influences related to achieving the organizational goal. This
chapter first reviews the stakeholder participants in the study and outlines the findings and results
from the survey and interviews in relation to the first three research questions:
1. To what extent is Suburban University contributing to the development of strong soft
skills, such as interpersonal skills and management effectiveness in MBA students?
2. What are the MBA students at Suburban University’s knowledge and motivation related
to improving their interpersonal skills and managerial skills?
3. What is the interaction between Suburban University organizational culture and context
and MBA student’s knowledge and motivation to improving interpersonal and
managerial skills?
To address these research questions, the researcher developed a 16-item online survey and
conducted eleven interviews. The data collection for this study took place over a five-week
period. Surveys were collected via Qualtrics, and sent out by an administrator in the Graduate
Programs Office at Suburban University. Interviews took place in person on campus or through
video conferencing on Zoom.
Participating Stakeholders
The stakeholder group in this study was second year, full time MBA students. At this
point in the program, student had completed one year of study, including all required core classes
and a summer internship with a company. At the time of data collection, 154 students were
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 61

enrolled in the second year, full time MBA program at Suburban University. Students were
surveyed confidentially and asked to provide email addresses if they agreed to participate in
individual, semi-structured interviews.
Survey Participants
The quantitative survey was administered by email to all 154 second year, full time MBA
students at Suburban University in early September 2019, followed up by two reminders. The
final data set consisted of 87 students participating in the survey, 56% of the population. The
survey took about ten minutes to complete with 16 questions.

Figure 2
Survey population demographics
The second-year class was made up of 104 males, 50 females, 18 total domestic students
and the majority (85%) considered international, from 20 different countries around the Globe
(MBA dataset, Suburban University, 2019).

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 62

Interview Participants
Participants who took the survey had an option to give their email address if willing to be
interviewed. Twenty-four students gave their email address and were emailed with days and
times to sign up for interviews. Fourteen students signed up for interviews and eleven interviews
were held, as those students were able to keep their commitment. Ten of the 11 students
interviewed were international and four of the 11 were female. All of the students interviewed
were planning to enter the business workforce upon graduation.

Figure 3
Interview population demographics
Interview Participant
Pseudonym
Gender Origin
Keith Male International
Carla Female International

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 63

Pablo Male International
Kobe Male International
Wendy Female International
Melissa Female International
Javier Male International
Joe Male International
Trent Male Domestic
Ken Male International
Brooke Female International

Findings
This section reports on findings from the survey and interviews as they related to the
research questions. The findings are reported through the distinct lens of knowledge, motivation
and organization influences identified in the conceptual framework and the literature. The
chapter concludes with a discussion of these findings.
Knowledge Findings
To adequately assess students’ skills and demonstrated success in managerial skills areas,
it is important to understand how individuals achieve their goals and to be aware of what they
might be lacking or knowledge they might need (Clark & Estes, 2008). Students in MBA
programs need factual knowledge of what managerial and interpersonal skills employers are
looking for when hiring graduates. There may be detailed information reported from recruiters
and companies that provide factual knowledge about what companies are looking for in
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 64

employees when hiring. Students also need procedural knowledge, such as demonstrated
techniques or modeling showing different ways of handling interpersonal or difficult managerial
situations. Lastly, students need metacognitive knowledge, reflecting on the skills and areas they
need to develop.
Factual knowledge of interpersonal and managerial skills. Students need to
understand facts and details (Rueda, 2011) about what exact skills employers and companies
from those they are hiring from MBA programs. As shown in Table 6, the survey found that the
majority of students (88%) agreed or strongly agreed that they understand what skills most
business employers are looking for in MBA graduates. Only 12% disagreed or strongly
disagreed that they understand what skills employers are looking for. The mean on a 1 through 4
Likert scale was 3.09 with a standard deviation of .64. Additionally, 92% of participants believe
that Suburban University provided the skills needed to be successful in business, with a mean of
3.17 and a standard deviation of .63. However, among interview participants, five students did
not believe that employers are looking for interpersonal or managerial skills. In fact, more than
half of participants said that employers are focused on technical skills, which is contrary to the
literature review. Jones, Baldi, Phillips and Waikar (2016) noted that recruiters once looked for
academic achievement, but now are concerned about hiring people who can communicate and
work well with others. Their research showed recruiters from both Fortune 500 companies and
non-fortune 500 companies show preference for applicants with strong interpersonal skills and
ability to build and maintain relationships. The next section further discusses the nuances of
procedural knowledge students have been exposed to.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 65

Table 6
Survey question and response: I understand what skills most business employers are looking for
in MBA graduates.

Procedural knowledge of effective techniques managers utilize to be successful.
Being put in scenarios where students can exercise procedural knowledge is essential in
ensuring they understand steps and techniques to effectively manage others. Clark and Estes
(2008) state that people need practice and corrective feedback to help them achieve specific work
goals. As shown in Table 7, 79% of students surveyed have been immersed in situations that
gave them the skills necessary to be an effective manager. In every interview, students talked
about group projects and how those really impacted their interpersonal and managerial skills.
Carla said “…through teamwork, I realized that every person has a different time and way of
being receptive to suggestions and changes. That timing and manner, these are two really crucial
factors in persuading someone.” The data show the importance of procedural knowledge and
that having more experiential learning opportunities supports interpersonal and managerial skills.
When asked if the program could do more to help develop managerial skills, Javier stated
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 66

Of course, yes. There should be courses that we work on projects in the local community
as opposed to just teaching us business cases. If we could help put a start-up together or
work with a company undergoing management redesign… I think that would add more
value than the cases.
The next section further discusses the metacognitive knowledge influences explored in the
student interviews.
Table 7
Survey question and response: During my time at Suburban University, I have been immersed in
situations that give me the skills necessary to be an effective manager.

Metacognitive Knowledge of students’ skill strengths and areas to improve. If
students are aware of their shortcomings, and believe the environment can help them transform,
they will better be able to shape their actions and lives (Bandura, 2000). Several students
described themselves as more self-aware since enrolling in the MBA program. Every student
interviewed talked about “being out of their comfort zone” at some point during the program.
One interview participant, Keith, described team projects as “drastic at first because not
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 67

everybody is used to working with diverse people. There is shock in the beginning that helps
you learn how to deal with different types of people.” Additionally, he said “there is one class
that focuses us on knowing our talents and allows us to reflect on how you’re behaving, how you
can change or shift your approach.” This metacognitive knowledge helps students adapt the ways
they think and operate to be more effective (Krathwohl, 2002). Helping students to reflect on
their strengths and weaknesses will create metacognition, which is an important factor of
strategic behavior in approaching problems (Rueda, 2011) which is directly related to soft skills
development.
Motivation Findings
In order to master concepts, individuals must choose to actively work toward a goal,
persist even in the face of distractions or setbacks, and put in mental effort in order to reach their
goal (Clark & Estes, 2008). Whether or not students succeed at increasing their managerial and
interpersonal skills ultimately depends on how motivated they are to digest the assessments and
feedback they are given, and whether they practice and reflect on how they can improve.
Students’ beliefs in their own capabilities play a big role in whether they are motivated to engage
and persist in learning (Bandura, 2000; Rueda, 2011).
Attainment value of interpersonal and managerial skills. The incentive for becoming
proficient in soft skills could result in better jobs and possibly a better role within a company
(Jones et al., 2016). The risks of not being proficient in managerial and interpersonal situations
could result in students not receiving the benefits that other graduates achieve. Attainment value
directly pertains to an individual’s view of the worth of the content and task for them (Pintrich,
2003). Student’s understanding that interpersonal and managerial skills are a major factor for
businesses that are hiring, creates a benefit and value in order to improve skills. Table 8
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 68

represents the survey question asking students if they believe interpersonal skills are a main
component of the curriculum taught at Suburban University. Seventy nine percent of students
surveyed responded that they agreed or strongly agreed with this statement. Moreover, 71% of
students agreed or strongly agreed that after completing the first year of the MBA program, they
had gained the skills they need to be successful in business (Table 9). Although these survey
questions had strong results, the interviews revealed some conflicting thoughts. Joe said “I don’t
think there is anything included in the curriculum that made me work on interpersonal skills.”
Wendy said “I’m not sure whether I have changed since coming here.” Given the value that
these skills play in being successful after completing an MBA, the factual knowledge is helpful
information that students need to increase their interpersonal and managerial effectiveness.
Table 8
Survey question and response: Interpersonal skills are a main component of the curriculum
taught at Suburban University.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 69

Table 9
Survey question and response: After completing my 1
st
year of the MBA Program, I have gained
the skills I need to be successful in business.

Goal orientation and enhanced interpersonal and managerial skills. Setting goals and
having reasons to achieve goals is one of the motives for trying to accomplish and achieve tasks
(Pintrich, 2003). If students are motivated and willing to develop effective interpersonal skills,
then identifying areas they are lacking and working towards improvement will be easier with the
help of peers and faculty. Prince, Burns, Lu and Winsor (2014) said that “goal-orientation theory
offers a compelling explanation of the effects of motivation to learn and perceived utility of the
MBA program on reciprocal transfer of knowledge and skills” (p. 209). Table 10 shows that 89%
of survey participants want to continue to manage all types of challenging situations in different
environments, even if mistakes are made. This data represents student’s motivation to enhance
their skill sets and mastery of management. Additionally, 93% of participants reported
confidence in their ability to be an effective manager upon graduation, represented in Table 11.
Each individual needs to learn how to collaborate, manage others and difficult situations in order
to be successful in the 21
st
century workforce (Gore, 2013) and these motivational influences
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 70

play a role in students’ success (Prince et al., 2014). Ken said “The MBA journey has been a
discovery to overcome some of what I thought were barriers; I want to see to what extent I can
push myself in order to change and approach life in a strengthened way.” Another interview
participant, Melissa said “When I came up with an idea, I learned to accept criticism, and really
learned by doing.” This willingness to be challenged links student motivation to procedural
knowledge factors. The concept of pushing oneself, to keep going even if mistakes are made,
serves as a motivating factor for students to become stronger interpersonally and as managers.
Table 10
Survey question and response: I want to continue to manage all types of situations, even if
mistakes are made.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 71

Table 11
Survey question and response: I am confident in my ability to be an effective manager.

Organizational Findings
Abraham and Karns (2009) found great discrepancies between the competencies that
businesses valued and what business school curriculum emphasized. If MBA programs are not
teaching real life managerial skills to students, there is no relevance or usefulness (Rubin &
Dierdoff, 2009). This thought process requires faculty, staff, and students to align with the
importance of enhancing these skills and to create a culture that values these skills. There needs
to be a culture of managerial and interpersonal skills development within business schools in
order for students to be hired as leaders. Culture change can happen by allowing students to
have experiences that allow them to articulate their managerial skills and having role models that
show effective managerial practices. In the survey data, 89% of participants agreed or strongly
agreed that they have been able to articulate their managerial skills shown in Table 12. Table 13
shows that 73% of surveyed students agreed they have role models at Suburban University who
demonstrate effective managerial practices. Pablo said “Suburban University always makes us
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 72

do something, or make something, similar to role playing. Everyone has to participate in case
discussions and in pitch events, the culture gives many ways for students to go out and try.”
Brooke expressed “the culture creates a transformational mindset. It encourages me to change
and not be afraid of changing; there’s always more to learn.” Eighty three percent of survey
participants agreed that the Suburban University MBA program culture emphasizes the
leadership skills necessary to be an effective manager, shown in Table 14. As Kobe said, “the
school culture helps me lead by giving me opportunities to identify the strengths and
contributions that others can bring to my idea. It helps you create and plan and implement by
doing it.”
Table 12
Survey question and response: During my MBA, I have had experiences that allow me to
articulate my managerial skills.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 73

Table 13
Survey question and response: At Suburban University, I have role models that show effective
managerial practices.

Table 14
Survey question and response: Suburban University culture emphasizes the leadership skills
necessary to be an effective manager.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 74

Themes
The Suburban University MBA program aims to increase soft skills competencies of their
graduates, so that they can be successful in the workforce. The prior section examined the
knowledge, motivation and organizational influences that effect how study participants perceive
their managerial and interpersonal skills development. This section will explore themes derived
from the data that offer additional insight. It seems participants think that knowledge influences
related to interpersonal and managerial skills could be strengthened and incorporated much more
within MBA curriculum at Suburban University. The participants do not believe the core
courses have an intentional approach to better develop interpersonal skills and managerial skills
consistently, and believe this could be enhanced with more experiential learning components.
Theme 1: Lack of MBA Students’ knowledge of what business employers are
looking for in graduates. When surveyed, 77 of 87 students agreed or strongly agreed that they
understand what business employers are looking for in MBA graduates. However, eight of
eleven interview participants reported that they did not believe that employers are looking for
interpersonal or managerial skills. In fact, more than half of participants said that employers are
focused on technical skills, which is contrary to the literature review. Trent, who believes
employers are looking for strong interpersonal and managerial skills said “I feel the curriculum
didn’t push me to learn a lot. It wasn’t too pragmatic or relevant to what employers are
expecting.” The data shows that students believe they know what employers are looking for, but
most often the skills are not related to interpersonal or managerial skills. The interviews showed
that students did not believe the curriculum was built to improve those skills. Keith stated “I
don’t think there was anything that was included in the curriculum (to help with interpersonal
skills.)” Moreover, Pablo stated “Every MBA (graduate) needs good interpersonal skills, but it’s
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 75

not a part of our core courses.” As presented in the literature, if the intent of MBA programs is to
develop future managers, required curriculum should be a school’s best attempt to teach content
essential to managerial work (Rubin & Dierdoff, 2011). However, there is evidence of
misalignment between required important managerial competencies and the extent to which they
are covered in MBA programs (Abraham & Karns, 2009; Rubin & Dierdoff, 2011).
Theme 2: Suburban University contributes to the improvement of interpersonal and
managerial skills through team projects and out of class options. Study participants
overwhelmingly did not see the incorporation of interpersonal or managerial skills competencies
as intentional parts of the curriculum, however 79% of those surveyed agreed during their time in
the MBA program, they have been immersed in situations that give them the necessary skills to
be a manager. Wendy said “I’ve engaged on projects with students from different backgrounds,
culturally, having different academic and professional backgrounds and I’ve learned to be more
open to criticism…. this has really reinforced and reinvigorated my personal growth and
interpersonal growth.” Joe stated
Suburban University gives you the full spectrum of skills that you need in order to be a
manager, but that doesn’t necessarily lead to being a good or bad manager….the program
helps a lot of people with management skills, but they don’t push you toward that, it just
is up to each person.
One theme that came up from 100% of interviewed students was that the program and overall
experience definitely increased their confidence. As Wendy expressed “Through projects and
out of class experiences, I was completely stretched out of my comfort zone and gained more
confidence.” Being put in scenarios where students can exercise procedural knowledge is
essential to ensure they understand steps and techniques to effectively manage others. Clark and
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 76

Estes (2008) state that people need practice and corrective feedback to help them achieve
specific work goals. It seems as though the students are gaining some of these skills on their
own, but are not given procedural knowledge on best practices related to interpersonal and
managerial skills within the classroom setting.
Theme 3: Students recognize that an entrepreneurial mindset allows for iterations
and improvement. Survey data showed that 62% of participants strongly agreed that they
“want to continue to manage all types of challenging situations, even if mistakes are made.”
Additionally, another 26% agreed with this statement. Eighty-eight percent recognize that they
can grow and learn from mistakes. According to Javier “The entrepreneurial education is really
amazing; it encourages me to think differently and to keep transforming…. to be better.” This
theme was represented throughout many different interviews, really stressing the importance of
“starting something” and “taking risks” much in alignment with goal orientation theory. Prince,
Burns, Lu and Winsor (2014) said that “goal-orientation theory offers a compelling explanation
of the effects of motivation to learn and perceived utility of the MBA program on reciprocal
transfer of knowledge and skills” (p. 209). Through peer and Professor encouragement, students
are motivated to have better self-awareness and to try new things. Risk taking and behavioral
changes show that students are motivated by the organizational culture.
Theme 4: Students understand the importance of soft skills such as interpersonal
skills and the ability to effectively manage others in order to be successful, but feel
Suburban University could do a lot more to enhance these skills. Twenty-eight percent of
survey participants disagreed with the statement “I have gained the skills I need to be successful
in business.” Moreover, every interview participant spoke about ways that the MBA program
could be more effective in helping students learn these skills. The program could help develop
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 77

managerial skills “if there were more possibilities for us to be able to practice a little bit more in
context.” As Ken said “the program could have more experiential learning, like real life projects
with companies outside of Suburban University, as opposed to just using cases of success or
failure on different approaches to management and leadership skills.” It is important for students
to be placed in situations and practice effective managerial skills in order to land in a job they are
interested in and to be successful, representing attainment value (Pintrich, 2003). The incentive
of becoming proficient in soft skills could result in better jobs and possibly better positioning
within a company (Jones et al., 2016). The risks of avoiding becoming proficient in managerial
and interpersonal situations could result in students not receiving the benefits that other
graduates who work hard in this area may achieve. Understanding that interpersonal and
managerial skills are a major factor in businesses that are hiring, creates a benefit and value to
improve skills. Gore (2013) stated that learners are expected to acquire problem solving skills,
team project work and critical thinking skills to remain in the circle of cut-throat competition in
business. Given the value that these skills play in being successful after completing an MBA, it
is a part of the motivation that students need to perform and increase their interpersonal and
managerial effectiveness.
Summary
This chapter has presented the results of the quantitative survey and the findings of the
qualitative interviews as they have related to the first three research questions. The discussion
included both the assumed influences presented in Chapter 3, the conceptual framework and also
corresponding literature. The findings offer perspective on MBA curriculum and perspectives on
ways to incorporate learning of skills pertinent to career success in business.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 78

It is not surprising that the data would reveal that students believe they know what skills
they need to succeed, and that they believe they have the skills to be effective managers upon
graduation. The data does show that not all students have the factual knowledge related to skills
business employers are looking for. Although the MBA program has helped students learn by
doing, there is an overwhelming awareness that more experiential learning opportunities would
enhance and develop interpersonal and managerial skills. The more students can simulate real
world business environments and be subjected to tough topics while in school, the better off they
will be after graduation, when in their new roles.
While the data shows that students gain confidence and transform through business
education, there is not a specific focus on developing the skills that businesses are looking for in
MBA graduates. Much of the survey data is somewhat contradictory to the interview
conversations. The students agree in the survey that they have the knowledge, motivation and
cultural influences to positively impact their interpersonal and managerial skills. However, in
interviews it is evident that motivation varies greatly and they do not necessarily attribute any
enhancement of their managerial and interpersonal skills to the Suburban University curriculum.
To improve students’ awareness and practice of these skills, MBA curriculum will need to be
revised and implemented with maximum experiential learning components.
Next, Chapter 5 offers an outline of such a framework. The chapter makes
recommendations for the results and findings and provides an answer to the final research
question, ‘What are the recommendations for Suburban University’s practice in the areas of
knowledge, motivation, and organizational resources?’ Suggestions are offered based on the
identified influences found through both modes of inquiry. The recommendations offer ways
that Business school organizations can intentionally enhance students interpersonal and
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 79

managerial skills with curriculum that is relevant to the business workforce of today and in the
future.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 80

CHAPTER 5: DISCUSSION

This chapter discusses the assumed influences and how they were validated through this
study. Findings from the study showed there was a gap in knowledge about what employers are
looking for in MBA graduates. Participants had different motivational and organizational
influences that impacted their experience and their goals for completing the MBA program. This
chapter will discuss their experiences and some challenges, and the recommendations organized
by the categories of Knowledge, Motivation and Organization. The new Kirkpatrick (2016)
approach will be used to identify results, behavior, learning and reaction in order to implement
effective recommendations that are evaluated regularly. The next section offers a brief review of
the organizational goal, stakeholder groups and the purpose of the project.
Organizational Context and Mission
Suburban University graduates approximately 155 students each year from its full time,
two-year MBA program, with no assessment or way to measure interpersonal skills and
managerial effectiveness. Suburban University (2019) stated that their MBA program is meant
to help develop an entrepreneurial mindset graduates will use throughout their life and career
(Suburban University, 2019). Two of the core values of the institution and program are
collaboration and excellence (Suburban University, 2019). The school works with alumni and
with external partners to create a learning and working experience that is greater than the sum of
its parts (Suburban University, 2019).
Organizational Performance Goal
Suburban University wants MBA students to develop skills and experience needed to
thrive as a manager or leader of an organization. By May of 2020, MBA students at Suburban
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 81

University will demonstrate improved interpersonal skills and managerial skills. The increase in
interpersonal skills and managerial effectiveness will result in stronger relationships between
Suburban University graduates and employers, and help students to be successful in the
workplace after graduation, making graduates more relevant and meeting the needs of business
necessities.
Description of Stakeholder Groups
Three stakeholders play a part in the goal of this study. Students partake in curriculum
designed to help manage and transform organizations, give and receive feedback from peers and
will work to increase effective interpersonal and managerial skills. Students are the most
impacted, as the development of skills is directly important to their success in the business
world. Faculty help facilitate the learning of such curriculum, revise and facilitate curriculum,
and design assessment practices to ensure that progress can be measured. Employers that recruit
MBA graduates validate these efforts by assessing company compatibility and employing these
students in management positions to help move their companies and organizations
forward. Having strong interpersonal and managerial skills in candidates is essential for the
success of the company and retention and longevity of other employees.
Stakeholders Groups’ Performance Goals
Table 15.
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 82

Suburban University’s MBA students develop the skills and experience needed to thrive as a
manager or leader of an organization. The curriculum effectively contributes to strengthening
students’ skills to create value for the world.
Organizational Performance Goal
By May of 2020, graduating MBA students at Suburban University will demonstrate improved
managerial and interpersonal skills as a result of their MBA program.
Students Faculty Employers
By May of 2020, 2nd year MBA
students will be surveyed and
interviewed to see their
perception of changed
interpersonal and managerial skill
level.
By April of 2020, the MBA
Faculty will have taught all of
the core curriculum designed
to enhance students’ skills as
business leaders.

By May of 2020,
employers will determine
if their needs are increased
in hired employees with
effective soft skills.

Goal of the Stakeholder Group for the Study
Although a complete analysis would involve all stakeholder groups, for practical
purposes, current second year MBA students will be the focus of this study. Students were
chosen for this study, as this work is part of the efforts to improve interpersonal skills and
management effectiveness with enhancing their experience and success within Suburban
University and beyond. Employers state that students do not know how to effectively manage
employees from different backgrounds though they characterize students as individuals who are
self-motivated, very knowledgeable, and have high GPA’s (Rubin & Dierdorff, 2009).
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 83

Through this study, areas are identified that an effective MBA curriculum should address to help
graduates gain strong managerial and interpersonal skills.
Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which Suburban University is
meeting its goal of ensuring MBA students at Suburban University demonstrate strong
interpersonal and managerial skills. The analysis focuses on knowledge, motivation and
organizational influences related to achieving the organizational goals. While a complete
performance evaluation would focus on all stakeholders, for practical purposes the stakeholder in
this analysis is second year, full time MBA students.

1. To what extent is Suburban University contributing to the development of strong soft
skills, such as interpersonal skills and management effectiveness in MBA students?
2. What are the MBA students at Suburban University’s knowledge and motivation related
to improving their interpersonal skills and managerial skills?
3. What is the interaction between Suburban University organizational culture and context
and MBA student’s knowledge and motivation to improving interpersonal and
managerial skills?
4. What are the recommendations for Suburban University’s practice in the areas of
knowledge, motivation, and organizational resources?

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 84

Table 16
Assumed Influences
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Validated
as a Gap?
Yes, High
Probability
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Students need
knowledge of what
soft skills
employers are
looking for when
hiring MBA
Graduates. (GMAC
reports, Employers
reports, etc.) (D)
HP Y
Rationales that
include a discussion
of the importance and
utility value of the
work or learning can
help learners develop
positive values.
(Eccles, 2006;
Pintrich, 2003) -
Expectancy Value
Theory
Provide Industry
specific information
from employers and
companies about the
skills and traits most
valued within
companies hiring
MBA’s.- Information
Students need to
understand
techniques on how
to manage difficult
situations on the
job. (P)
HP Y
Designing learning
tasks that are novel,
varied, diverse,
interesting, and
reasonably
challenging promotes
mastery orientation.
(Yough & Anderman,
2006) - Goal
Orientation Theory
Curriculum must
include hands on
projects, experiential
learning and
opportunities for
students to exercise
managerial skills in
‘pseudo life like’
scenarios. - Training
Students need to be
able to reflect on
their own skills and
understand which
areas they need to
develop related to
interpersonal and
managerial skills.
(M)
HP Y
Self-regulatory
strategies, including
goal setting, enhances
learning and
performance (Denler
et al., 2009). - Social
Cognitive Theory
Curriculum must be put
into place where
students are reflecting
on case studies,
scenarios and their own
behavior in difficult
managerial situations. –
Education

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 85

Summary of Motivation Influences and Recommendations
Assumed
Motivation
Influence

Validated
as a Gap
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Students need to
understand the
importance of soft
skills such as
interpersonal skills
and the ability
effectively manage
others in order to
be recruited and
employed by top
ranked companies.
HP Y Learning and
motivation are
enhanced if the
learner values the
task. (Eccles,
2006)
Provide training and
credible business case
studies and examples of
the importance of skills
needed to be recruited and
hired by top companies to
be motivated to attain and
demonstrate those skills.
Students need to
adopt a mastery
orientation
managerial
mindset.
HP Y Focusing on
mastery,
individual
improvement,
learning, and
progress
promotes positive
motivation.
(Yough &
Anderman,
2006)
Provide opportunities for
students to explore if they
want to continue to
manage all types of
situations, even if
mistakes are made and
consider goals helping
them to be the best in skill
areas that companies most
want and need.

Summary of Organization Influences and Recommendations
Assumed Organization
Influence

Validated
as a Gap
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation

Context-Specific
Recommendation
Cultural Model
Influence 1:
Graduate Business
Schools need a
willingness of
students to talk
about and be
HP Y
Improvement comes
from the application of
knowledge. When
developing changes,
consider changes that
alter how work and an
activity gets done.
Provide expectations
and environment
where student use
knowledge and
motivation to freely
utilize and
demonstrate
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 86

observed for soft
skills competencies.
(Langley, G., Moen, R.,
Nolan, K., Nolan, T.,
Norman, C., & Provost,
L., 2009)
interpersonal and
managerial skills in
the classroom
regularly.
Cultural Model
Influence 2: The
organization should
provide students a
culture of
managerial and
interpersonal skills
development within
business school in
order to enhance
skills and to be
hired as leaders.
HP Y
People pay attention to
what is measured so use
a tool designed to create
learning and, therefore,
change (Harris,F., &
Bensimon, E., 2007).

Provide consistent
experiences within
the classroom to
provide growth and
learning allowing
students to see
differences in their
own skills.
Cultural Setting
Influence 1:
Business School
Faculty need
enough time to use
DDDM to integrate
managerial skills
and interpersonal
skills development
into their
curriculum to
enhance students’
abilities.
HP Y
Combine the practices of
design thinking and
adaptive leadership to
employ adaptive design
in problem solving and
change.
(Bernstein,M.& Linsky,
M., Winter, 2016)
Provide Faculty with
time and incentives
to research and
integrate true best
practices across
disciplines to ensure
students are
enhancing their skill
set.
Cultural Setting
Influence 2:
Business schools
need to provide
students with role
models in the
classroom
demonstrating
effective
interpersonal skills.
HP Y
Disruption and growth
both contribute to
change. Having a
political and cultural
model are important.
(Kezar, A., 2001)

Provide regular
interaction and
observation
opportunities of real
life or simulated
business scenarios
where interpersonal
and managerial skills
are essential.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 87

Recommendations for Practice
The recommendations represent ways that the organization can increase the knowledge
and motivation of students to develop stronger interpersonal and managerial skills. With these
recommendations, students will have more opportunities to intentionally develop these skills,
reflect on their learning and succeed in future managerial careers. By providing training and
education that gives students industry knowledge of skills needed and wanted by organizations,
the organizational culture will better align with curriculum and experiences focused on these
skills for all students throughout their program experience.
Recommendation #1: Incorporate content into core courses related to competencies
companies are seeking in the hiring process. When surveyed, students indicated that they
knew the traits and skills that employers are looking for, however interviews with the sample
group show that there is limited knowledge of the actual skills employers want in MBA
graduates they are recruiting. Self-regulatory strategies, including goal setting, enhances learning
and performance (Denler et al., 2009). Social Cognitive Theory suggests that if students had
information from MBA recruiters and top companies that hire MBAs in relation to the skills
necessary, they would see the value in setting goals to enhance their own interpersonal and
managerial skills in order to lead diverse teams effectively. It is imperative for faculty to
incorporate industry specific information from employers and companies about the skills and
traits most valued within companies hiring MBAs, into the curriculum they are teaching. If
students know exactly which skills employers are looking for, they will be motivated to enhance
and develop those skills. Students’ beliefs in their own capabilities play a big role in whether
they are motivated to engage and persist in learning (Bandura, 2000; Rueda, 2011). Both the
skills developed by the MBA and the MBA qualification itself are seen to improve the
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 88

individual's marketability thus allowing an increased control over their career (Hay &
Hodgkinson, 2006). When an individual sees the importance and significance in a goal, they are
more likely to engage and successfully improve (Clark & Estes, 2008). The incentive of
becoming proficient in soft skills could result in better positions and possibly better positioning
within a company (Jones et al., 2016). The risks of avoiding becoming proficient in managerial
and interpersonal situations could result in students not receiving the benefits that other
graduates who work hard in this area may achieve. Understanding that interpersonal and
managerial skills are a major factor in businesses that are hiring, creates a benefit and value to
improve skills. Jones et al., (2016) noted that recruiters once looked for academic achievement,
but now are concerned about hiring people who can communicate and work well with others.
Their research showed recruiters from both Fortune 500 companies and non-fortune 500
companies show preference for applicants with strong interpersonal skills and ability to build and
maintain relationships. The recommendation is to ensure that students are given factual
information about what companies are looking for in graduates. Making students aware of this
factual knowledge is key in helping them understand what skills they need to be
successful. Providing students with evidence and reports of these facts would be an influence to
enhance their knowledge about what skills they need to attain and master. The recommendation
is also to provide training, credible business case studies and examples of the importance of
skills needed to be recruited and hired by top companies to be motivated to attain and
demonstrate those skills.
Recommendation #2: Expose students to techniques and practices to enhance
managerial skills and decision-making. Goal Orientation Theory suggests that creating a
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 89

community of learners where everyone supports everyone else’s attempts to learn (Yough &
Anderman, 2006) can help motivate others. If students have a chance to practice simulations or
different managerial roles while students, they will have opportunities to take risks, make
mistakes and enhance their learning. Designing learning tasks that are novel, varied, diverse,
interesting, and reasonably challenging promotes mastery orientation (Yough & Anderman,
2006). The recommendation is integrating experiential learning into course curriculum across all
disciplines to ensure proper learning happens and students gain first hand exposure to
interpersonal skills and management practices. Curriculum must include hands on projects,
experiential learning and opportunities for students to exercise managerial skills in ‘pseudo life
like’ scenarios. Through hands on training simulations or studies, students are given more
exposure to difficult situations that help them master learning how to adapt and experience
complex interpersonal situations.
Students that have experience in working on teams in complex projects often highlight
and attribute their success on factors most related to people, such as communication, teamwork,
negotiation and ethics (Azim et al., 2010). Being put in scenarios where students can exercise
procedural knowledge is essential in ensuring they understand steps and techniques to effectively
manage others. Clark and Estes (2008) state that people need practice and corrective feedback to
help them achieve specific work goals. Further research shows that McDermott and Ortiz
(2017), Mitchell, et al. (2010), Winstead, et al. (2009) all discuss the importance of using
different learning strategies in the classroom to increase interest and learning, such as engaging
in real life problems, encouraging interactive learning, and providing relevant information
related to learning. The positive transfer of training leads to relevant change in the workforce
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 90

(Grossman & Salas, 2011). Through peer and Faculty assessments, self-analyzing surveys and
tools, and possible interviews about skills they demonstrate or lack, students will have a better
awareness and understanding of the skills they need to practice and develop. MBA curriculum is
one place where students can learn strategies and techniques in order to practice these
competencies.
Recommendation #3: Increase reflective practices to increase understanding and
self-awareness of skill levels and skill development. Students expressed how much their
confidence has grown as a result of going through the MBS program. Being exposed to other
students and Faculty with diverse perspectives has helped them grow. Social Cognitive theory
explains the importance of learner self-assessment to evaluate their own behavior and
learning. Creating goals and settings where students can reflect on situations and increase self-
awareness can have a huge impact on learning and enhancement of skills. Curriculum should
include opportunities for students to reflect on case studies, scenarios and their own behavior in
difficult managerial situations. One example could be that students keep a journal of their
thoughts, feelings and ways they could have done things differently when presented with
challenges that test their managerial and interpersonal skills.
If students are aware of their shortcomings, and believe the environment can help them
transform, they will better be able to shape their actions and lives (Bandura, 2000). This
metacognitive knowledge helps students adapt the ways they think and operate to be more
effective (Krathwohl, 2002). Integrating assessment tools and specific soft skills awareness and
learning in business curriculum is critical to enhancing the skills employers are looking for in
business graduates (Abraham & Karns, 2009; MacDermott & Ortiz, 2017; Mitchell et al.,
2010). Through observations, surveys and interviews, students that take time to reflect can
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become more aware of how effective their soft skills are. Helping students to reflect on their
strengths and weaknesses will create metacognition, which is a major factor of strategic behavior
in approaching problems (Rueda, 2011) which is directly correlated with soft skills effectiveness.
Recommendation #4: Increase mastery of managerial and interpersonal skills. The
surveys in this study showed the majority of students want to be continuously challenged in
order to master skills. Goal Orientation Theory focuses on self-improvement and meaningful
aspects of improvement to develop a mastery mindset. Focusing on mastery, individual
improvement, learning, and progress promotes positive motivation (Yough & Anderman, 2006).
If students understand the importance of taking risks and trying different approaches while still
students, they will exercise their skills in a safe environment, namely before they are in the
workforce. It is recommended that MBA curriculum provide opportunities for students to
explore if they want to continue to manage all types of situations, even if mistakes are made, and
consider goals helping them to be the best in skill areas that companies most want and need.
Mastery can be incorporated in curriculum through simulations, role modeling, case
competitions, experiential projects and real-world problem solving with internal or external
partners.
Rueda (2011) explained Goal Orientation Theory as a pattern of beliefs that create
multiple ways of approaching and engaging in achievement situations. Prince, Burns, Lu and
Winsor (2014) said that “goal-orientation theory offers a compelling explanation of the effects of
motivation to learn and perceived utility of the MBA program on reciprocal transfer of
knowledge and skills” (p. 209). Additionally, the main purpose of business education is to
promote the mastery of skills needed to perform jobs effectively (Prince et al., 2014). In order to
master concepts, individuals must choose to actively work toward a goal, persist even in the face
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of distractions or setbacks, and put in mental effort in order to reach their goal (Clark & Estes,
2008). With more applied practice in using and enhancing these skills, students will be more
motivated to improve their interpersonal and managerial skills and be better prepared for the
workforce.
Recommendation #5: Graduate Business Schools need to foster the importance of
student willingness to talk about and be observed for soft skills competencies. Interviewed
students recognized that soft skills are important, but expressed that this isn’t an intentional piece
of their curriculum or focus discussed by Faculty or others. Business programs focus so much
attention on core course technical content, that often interpersonal skills and managerial skills are
not incorporated in learning exercises. If students’ interpersonal competencies were measured
and critiqued through hands-on learning, it would make them more competitive. Improvement
comes from the application of knowledge. When developing changes, consider changes that alter
how work and an activity gets done (Langley, Moen, Nolan, Nolan, Norman, & Provost, 2009).
With more attention and focus on applying interpersonal and managerial skills in scenarios built
in to curriculum, students would have more opportunity to grow in these areas. Graduate
business schools should provide expectations and environments where students use their
knowledge and motivation to demonstrate interpersonal and managerial skills in the classroom
regularly.
Although all business graduates may not become supervisors or corporate leaders, they
should all have basic managerial and interpersonal competencies and be able to thrive in a global
and diverse business environment (Winstead et al., 2009). Abraham and Karns (2009) found
great discrepancies between the competencies that businesses valued and what business school
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curriculum emphasized. If MBA programs are not teaching real life managerial skills to
students, there is no relevancy or usefulness (Rubin & Dierdoff, 2009).
Recommendation #6: Business schools should encourage and foster a culture of
managerial and interpersonal skills development in order to enhance skills and to be hired
as leaders. This study’s surveys showed that students are receiving the interpersonal and
managerial skills they need in their MBA program. However, interviews should that there was
very little focus on developing these skills within curriculum. If students are continuously
exposed to situations where they exercise interpersonal and managerial skills, they will become
much more self-aware. Once the culture reflects the understanding and pedagogy to enhance
students’ skills in these areas, the students will grow in skill set and be successfully hired as
leaders and managers within different industries in business. People pay attention to what is
measured, so use a tool designed to create learning and, therefore, change (Harris& Bensimon,
2007). Students need to be assessed on their soft skills regularly in order to develop and enhance
their learning. The recommendation is that for the Business Schools to be effective, they need to
provide consistent experiences within the classroom to provide growth and learning allowing
students to see differences in their own interpersonal and managerial skills.
If faculty are given time to research best practices, they will be more likely to develop
thoughtful curriculum to enhance the skills taught that employers are looking for. Combining
the practices of design thinking and adaptive leadership will employ adaptive design in problem
solving and change (Bernstein & Linsky, 2016). Students will benefit if given chances to
demonstrate hands on projects and get feedback on their interpersonal approach and managerial
skills within the business classroom setting. It is recommended that providing Faculty with time
and incentives to research and integrate true best practices across disciplines will ensure students
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are enhancing their skill set. Managerial skill development can benefit from curricular
integration where skills foundations are set up early in MBA classes and continue in a variety of
courses; there needs to be a collective climate of accountability in delivering managerial skills,
and not just seen as an exclusive concern of one group of faculty or courses (Varela et al., 2013).
Assessment tools that measure teamwork abilities and interpersonal skills can be used in a
variety of ways in different courses (Varela et al., 2013). If faculty are given time and incentives
to research the best way to deliver these skills, they will have more buy-in to ensure that the right
pedagogical approaches are being implemented in the classroom. Once the culture reflects the
understanding and pedagogy to enhance students’ skills in these areas, the students will grow in
skill set and be successfully hired as leaders and managers within different industries in business.
Recommendation #7: Business schools need to provide students with faculty role
models in the classroom demonstrating effective interpersonal skills. Study participants
talked about how the mindset of innovation and entrepreneurship they have seen and observed
through faculty has really shaped their view on business and success. If students can see others
modeling effective behavior, they can reflect on it and incorporate it into their approach.
Disruption and growth both contribute to change. Having a political and cultural model is
important (Kezar, 2001). If students see others model different ways of handling complex
problems, they will be more likely to think about how they will react to situations in the future.
The recommendation is to provide regular interaction and observation opportunities of real life
or simulated business scenarios where interpersonal and managerial skills are essential.
Effective integration of soft skills, like interpersonal and managerial skills, into business
curriculum can help students obtain and retain employment in the 21st century workforce, a
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much wanted and needed outcome upon graduation (Mitchell et al., 2010). It is evident that
having an MBA is a basic requirement to achieve a senior management position, however, an
MBA alone is no longer the only requirement necessary for promotion; managers need strong
managerial and interpersonal skills (Baruch & Leeming, 2001). Creating a culture that reflects
this belief is essential within graduate management education in order to meet student and
industry expectations.
Implementation and Evaluation Framework
In order to implement recommendations and to effectively evaluate the suggested
recommendations, the plan utilizes the New World Kirkpatrick Model, which evolved from the
original Kirkpatrick Four Level Model of Evaluation (Kirkpatrick & Kirkpatrick, 2016). The
model presents four levels of training that begin with the end in mind. In order to implement
effective curriculum with enhanced development of interpersonal and managerial skills, this
model looks at Level Four, (Results) which refers to the degree to which participants achieve the
stated outcome from the training. Leading indicators, or observable measurements are defined.
Level Three (Behavior) identifies the critical behaviors and required drivers to reinforce on-the
job performance. Level Two (Learning) shows the degree to which learning occurred in the
areas of knowledge and skill, attitude, confidence, and commitment. Lastly, Level One
(Reaction) evaluates the feedback of participants and the measure to which they have found the
experience useful and engaging (Kirkpatrick & Kirkpatrick, 2016).

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Implementation and Evaluation Plan
The study examined the assumed knowledge, motivation and organizational influences
related to the delivery of interpersonal and managerial skills of full time MBA students. While
there are many different stakeholder lenses to view this, the study looked at student perceptions
and experiences. The proposed solution is developing MBA core curriculum that infuses
experiential practices that assess and enhance soft skills, like interpersonal and managerial skills,
through feedback and interactive scenarios. Learning inside and outside of the classroom will be
created with intentionality to weave these skills into foundational, typical core courses. The
program will provide Faculty with time to research best practices and develop curriculum that
incorporates soft skill development into each course. Students will be educated on what the top
skills that employers are looking for and will have opportunities to assess themselves and others,
learn how to provide feedback and engage in opportunities where these skills are
tested. Reflective practice will be implemented to understand ways to improve and modeling
will be done through different class experiential opportunities.
Level 4: Results and Leading Indicators
As Suburban University develops and creates new curriculum, it is important to develop a
mechanism by which to assess and measure how the course content will influence or enhance
interpersonal and managerial skills. Observations and the gauging of proposed scenarios that
suggest progress is being made to create positive results are called leading indicators
(Kirkpatrick & Kirkpatrick, 2016). Leading indicators reassure stakeholders that the progress is
contributing to organizational outcomes (Kirkpatrick & Kirkpatrick, 2016).

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Table 17

Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Increased career
placement rate upon
graduation.
Number of students with
accepted job offers upon
graduation.
Career Center data with
number of students hired at the
time of graduation.
Increased managerial
success.
Number of students promoted
and climbed career ladder 3-5
years out.
Career Center/Alumni
Tracking data of promotions
and success in career
trajectory.
Students actively
engaged in experiential
learning throughout all
required curriculum.
The types and number of
activities that relate to handling
difficult situations, real life
consulting projects, simulations,
and feedback received.
Aggregate data from course
syllabi, student/peer/faculty
feedback evaluations.
Student survey data.
Analysis from course
evaluations.
Internal Outcomes
Curriculum expectations
given to curriculum
design team.
Curriculum policy linked to
employer skill reports, to ensure
top skills are being identified
and implemented.
Give Faculty time to collect
data from employers, best
practices from other schools,
development of innovative
approaches.
Increased education and
understanding for all
stakeholders related to
skills that are imperative
for the future of business.
Faculty and students report
knowledge of imperative skills
that MBA graduates need.
Implement knowledge pieces
into curriculum. Present at
Faculty meetings.
Internal Assessment tool
identifying skills each
student needs to work on
individually.
Students have different
touchpoints where they engage
with surveys based on their
experiences, they are assessed
by others as well as themselves
to see if there is an
improvement or not.
Common assessment tool
utilized by all core Faculty,
weaved into course
requirements.

Level 3: Behavior
Critical behaviors. Level Three is comprehensive, continuous monitoring of progress
and improvement systems; it is one of the most important parts of a successful plan (Kirkpatrick
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 98

& Kirkpatrick, 2016). Therefore, it is imperative to monitor the progress of students’ skill sets
and the impact that new curriculum and experiential education has on students’ skills and ability
to reflect and improve throughout the MBA program. Behavior include initial assessment of
skills and developed touchpoints for reflection and feedback on skills, developmental modeling
in classes showing the best way to handle situations with interpersonal and managerial skills and
engagement of Faculty and students to focus on the development of these skills.
Table 18

Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Faculty and
students will learn the
top skills needed for
MBA employment.
All Faculty leads
will report on
information
disseminated to
other Faculty and
class sections.
Industry trends will
be presented in
person at Faculty
meetings, Students
core courses and kept
on the Learning
Management System.
During the first 30 days
of each new school
year and repeated each
semester or module in
different core courses.
2. Students will
complete an
‘interpersonal and
managerial skill
assessment’ that will
identify opportunity
areas for
improvement.
Students will
create a clear goal
plan for enhancing
particular skills
areas.
Kept online in
student platform.
During the first two
weeks of the program
and monthly after
specific touchpoints
and feedback has been
received/given.
3, Core curriculum
will be revamped and
infused with
interpersonal skills
and managerial skills
focus in all content
courses.
A completely new
curriculum will be
designed and
implemented
replacing existing
material.
Faculty design team
will create and
implement brand new
curriculum based on
data and best
practices from
research and design.
Completed and trained
all core Faculty by Fall
2021 on new content
aimed at developing
skills most valued by
employers.
4. Education and
articulation of how
curriculum translates
to employers.
Number of
companies that
hire or recruit
graduates of
enhanced
curriculum.
Employer Relations
team campaigns new
skills and experiences
to employers and
alumni that might be
This would need to
start right away and be
continuous to help
increase internship
opportunities and then
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looking to hire
graduates.
hiring for these
students.

Required drivers. The critical behaviors above cannot exist without the organization
embracing and fostering an environment that supports the critical behaviors. Supports for critical
behaviors are required drivers. There are four types of drivers: reinforcing, which emphasize the
importance of learning new skills or knowledge continuously; encouraging, which provides
motivation for participants to continue the transfer of skills; rewarding; which recognizes the
appropriate implementation of skills and monitoring; which refers to accountability systems
(Kirkpatrick & Kirkpatrick, 2016).
Table 19
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing

Provide Industry specific information from
employers and companies about the skills and
traits most valued within companies hiring
MBAs.
Compiled and distributed
each year.
1, 2, 3, 4
Training and Designing of curriculum that must
include hands on projects, experiential learning
and opportunities for students to exercise
managerial skills in ‘pseudo life like’ scenarios. –
Training
Ongoing throughout
summer and adjusted each
year
1, 2, 3, 4
Curriculum must be put into place where students
are reflecting on case studies, scenarios and their
own behavior in difficult managerial situations. –
Education
Ongoing 2, 3
Assessment Tool used for students to evaluate
skills that need to be enhanced and given
feedback
Ongoing touchpoints in
curriculum
2, 4
Meetings for Faculty to review curriculum
content to decide what’s working, can be
changed, etc.
Monthly 1, 2, 3
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 100

Encouraging

Training and credible business case studies and
examples of the importance of skills needed to be
recruited and hired by top companies to be
motivated to attain and demonstrate those skills.
(attainment value)

Each semester 1, 2, 3, 4
Opportunities for students to explore if they want
to continue to manage all types of situations, even
if mistakes are made and consider goals helping
them to be the best in skill areas that companies
most want and need. (goal orientation)
Ongoing 1, 2, 3, 4
Faculty/peer modeling Each semester 2, 3
Faculty -student meetings to discuss progress,
feedback, skills
Monthly 1, 2, 3
Rewarding

Presentations/Press on new curriculum design at
Faculty conferences, information sent to
employers, alumni and prospective students
Ongoing 1, 2, 3, 4
Public acknowledgement of company or
experiential partnerships formed
Monthly meetings 1, 2, 3, 4
Monitoring

Program Development committee will review
each course to ensure that goals and outcomes are
mapped for course content as well as
interpersonal and managerial skills
Months leading up to
curriculum
implementation, review
each time courses
change/piloted.
1, 2, 4
The Skills Assessment tool will be beta tested and
have different iterations as curriculum changes,
there are better ways of capturing interpersonal
and managerial skills.
Twice a year 1, 2, 3

Organizational support. The review of the outlined outcomes and behaviors will
require buy in, review and action plans that are upheld by Faculty and implemented. There will
need to be expectations provided from the top level and an environment where student use
knowledge and motivation to freely utilize and demonstrate interpersonal and managerial skills
in the classroom regularly. Consistent experiences within the classroom to provide growth and
learning will be necessary in allowing students to see differences in their own skills. Faculty will
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 101

need time and incentives to research and integrate true best practices across disciplines to ensure
students are enhancing their skill set and there will need to be regular interaction and observation
opportunities of real life or simulated business scenarios where interpersonal and managerial
skills are essential. Faculty, employers and students are all integral stakeholders to ensure
practices are being reviewed and followed up on. Dashboards can be put in place that support
Faculty in tracking the ways and instances that these skills are being introduced and reinforced in
the curriculum, as well as metrics on students perceived and measured skills levels and career
placement upon graduation.
Level 2: Learning
Learning goals. Following the completion of the recommended solutions offered
above, MBA graduates will be able to:

1. Accurately identify trends and reporting of top skills that companies recruiting MBAs are
looking for (Factual Knowledge).
2. Recognize demonstrated techniques by Faculty models and best practices to utilize and
enhance interpersonal and managerial skills. (Procedural Knowledge).
3. Adequately reflect on their skill development through tools and assessments, seeing
growth and change over time (Metacognitive Knowledge).
4. Value and articulate experiences where they were immersed in experiential learning that
pertain to real world problems (Attainment Value).
5. Make connections from the curriculum to how it translates to the business workforce
(Goal Orientation).
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 102

Program. The core curriculum redesign is a plan to ensure that MBA students are
getting proper knowledge and skills throughout their required coursework that intentionally helps
them develop their interpersonal and managerial skills resulting in better career placement and
success. The program will allow time for Faculty to develop and research best practices and
ways to incorporate soft skills development throughout all courses. Intentional practices and
assessments will be interwoven throughout the curriculum so that students gain the knowledge of
companies are looking for and will be motivated to better enhance their abilities in these areas.
Throughout the implementation of new core courses, students will be given training and
education on what skills companies want to see in MBA graduates as well as role models and
hands on experiences in class where they can practice real life scenarios and watch others
demonstrate strategies to solve real world problems. The culture will blend traditional subject
knowledge with the importance of heightened self-awareness and a mindset of continuing to
master skills, even when mistakes are made. During core courses, students will take assessments
and both give and receive feedback to others on scenarios and experiential experiences they
observe and perform so they can grow and learn together. Faculty will meet regularly to ensure
that learning goals are being met and so that adjustments can be made each semester, as they see
fit. Alumni can come back for panel events on how the curriculum has been helpful in their
careers and navigating being a manager. Through meetings with faculty members, students will
have a chance to have dialogue and reflection of their learning and experiences they have gone
through during the curriculum encouraging metacognition.

Evaluation of the components of learning. As Business Schools attempt to implement
curricular aspects to improve and enhance interpersonal and managerial skills, they will need to
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 103

have data to create and execute content, but also have a culture that educates students about what
employers are looking for and offer time for experiential learning and reflection in order to reach
their goal. Table 19 outlines method for evaluation of these components as well as the timing.

Table 20
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”

Knowledge checks through career curriculum and
other core courses on skills wanted by recruiters.
At least once in each core class.
Taking assessments and giving/receiving feedback
on performance on real world scenarios.
Incorporated into each core course.
Procedural Skills “I can do it right now.”

Demonstration of interpersonal skills through team
projects and experiential learning simulations and
tasks.
Incorporated into curriculum for each
course and reviewed by peers and
Faculty.
Demonstration of knowledge and skills by giving
and receiving feedback on techniques and best
practices.
Continuously throughout all core
curriculum.
Attitude “I believe this is worthwhile.”

Pre and post assessments. Before and after each course taken.
Discussions of the value of experiential learning
and reflection components of curriculum.
Throughout each course.
Confidence “I think I can do it on the job.”

Scaled survey. Following completion of core courses.
Discussions and meetings with Faculty about
performance and growth.
Following module or semester
completion of core courses.
Commitment “I will do it on the job.”

Creation of career goals and plans related to
interpersonal and managerial skills.
Completed with career coaches during
the second year of the program.

Level 1: Reaction
Level One recommends measuring three reactions; they are engagement, relevance and
satisfaction (Kirkpatrick & Kirkpatrick, 2016). To ensure success, these components are vital to
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 104

the implementation and with high levels, the organization is more likely to have the desired
outcomes. Table 20 outlines the components to measure reactions from the implementation plan.

Table 21
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement

Class attendance Required throughout the year.
Self-Assessment Taken Beginning of core curriculum.
Peer review, Giving feedback Throughout core courses.
Participating in team projects, experiential
learning, and simulations.
Continuously throughout core curriculum.
One on one meetings with Faculty After each semester.
Creating Career Goal Plan Second year of curriculum.
Relevance

Survey evaluations of courses to see if skills
are incorporated.
End of each course taken.
Improved or changed skill level in
assessment feedback.
At mapped out touchpoints during core
coursework.
Customer Satisfaction

Surveys of students once done with the
program.
End of second year.
Career placement rate. Three months after graduation; ability of
graduates to receive job offers.

Evaluation Tools
Immediately following the program implementation. Important reasons for evaluating
programs are to “improve the program, to maximize the transfer of learning to behavior and to
demonstrate the value of training to the organization” (Kirkpatrick & Kirkpatrick, 2016,
p.5). Several methods of evaluation will help develop a comprehensive scope of participant
experiences and outcomes. Throughout the first year of the full time MBA program, students
will be asked to fill out an assessment of skills and then regularly refer back to it by receiving
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 105

feedback from peers and Faculty. For each course that weaves in experiential scenarios where
students use interpersonal and managerial skills, students will have reflection sessions, and will
also give feedback to others and receive feedback. Level One feedback will come through this
feedback and reflection after each immersive experience touchpoint in the curriculum. Through
this dialogue and capture of skills and scenarios, this will give faculty and students an overall
understanding of Level One and Level Two takeaways. With these skills being highlighted and
focused on throughout the curriculum, students will be able to identify best practices and ways to
improve as they progress through the program. See Appendix C to see the evaluation tool used
during and immediately following the program implementation.
Delayed for a period after the program implementation. Follow up evaluation will
occur at the end of each course, usually after six weeks or twelve weeks, varying on the course
format to allow for further synthesizing of information and reflection on best practices and
implementation of strategies. Being able to incorporate all levels, from reaction to results make
it more likely to maximize perspective on the experience (Kirkpatrick & Kirkpatrick, 2016). The
evaluation tool should include survey items assessing engagement, relevance, and satisfaction
(Level One), confidence in and value of knowledge acquired (Level Two), the degree to which
the participant applied the learning (Level Three), and the degree to which the training has
impacted the learning environment (Level Four). See Appendix D for a sample evaluation
survey.
Assessment Analysis and Reporting
The Level Four goals for implementation of a revised MBA core curriculum that lends to
students learning effective and managerial skills consists of skills evaluations, experiential
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 106

learning opportunities throughout coursework, Faculty and peer modeling and time for reflection
and feedback. Through Faculty roundtables, one-on-one meetings between faculty and students
and course evaluations, Faculty and Staff will be able to see if students are gaining confidence and
tangible examples of how they can best handle situations as managers effectively. Students will
be evaluated and asked for information on knowledge acquired, participation and activities that
helped them learn skills, how training changed their approach to things and how it will impact
them going forward. Figure 4 shows the elements of learning that helps contribute to the
development of interpersonal and managerial skills.

Figure 4
Strengths and Weaknesses of the Approach
All methodological approaches have strengths and weaknesses. The Clark and Estes
(2008) framework was helpful to look at how knowledge, motivation and organizational
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 107

influences impacted students focus on skill development and the importance of building strong
interpersonal and managerial skills. There are many approaches that might have shown different
results. Using the lenses of employers or faculty, would have been very interesting and may
have resulted in different recommendations, as well. The framework was helpful in developing
survey and interview questions, although holding focus groups and having more one on one
interviews may have developed some more themes or additional ways to fill gaps in curriculum.
Additionally, the framework worked well for this particular problem and stakeholder group. The
framework helped to delve deep into students’ performance and ways the organization really
impacts students’ skills and knowledge around employability and what employers are looking
for. Although the framework required resources of time and many people’s involvement, the
researcher considered it an effective way to really measure and study the stakeholder goal and
problem of practice.
Limitations and Delimitations
This study was limited in that survey results showed that participants felt they did have
ample curriculum and experiences that contributed to the development of their soft skills.
However, in interviews, the majority of participants thought there was very little emphasis within
curriculum on developing interpersonal and managerial skills. In conversations, the students did
not believe that employers are focused on these skills and technical skills are much more
important. While there was not much variation in survey results, interviews also had similar
themes but were not necessarily aligned with the survey results. Interviews also had limitations
because participants had stress on them, many different responsibilities to focus on and in some
cases had to be scheduled and rescheduled multiple times. The response rate was positive, but
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 108

the interviews were much harder to schedule and having a larger number of participants could
have shed light on more knowledge, motivation and organizational influences.
The recommendations could be utilized by many business schools with full time MBA
programs. Students looking to advance their career in business can all benefit from the results
and recommendations. Having a focused curriculum, with opportunities of self-reflection and
development of interpersonal and managerial skills within curriculum can benefit all MBA
students and business schools by providing students with tools to make them better managers and
more successful in their careers.
Future Research
Future research could study more innovative models of business education. There are
many programs that offer months of hand-on work, simulations or experiential learning as
required parts of the curriculum that are embedded throughout coursework. Some MBA
programs partner with companies to provide real world problems that are woven into other
courses, but last for the entirety of the Graduate program, not just part of one or two courses.
Research conducted with alumni of MBA programs that have had time to utilize their
skills in the workforce would also be very interesting to study. Having a chance to reflect and
having some distance from being in the program would bring a very interesting perspective on
what they learned in their program, and what skills they most value now as managers.
Moreover, research conducted with business industry employers could prove useful, to see which
MBA hires seem to best represent the skills they were looking for. In researching this,
companies can identify which MBA programs are instilling the most desired qualities in their
candidates.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 109

Conclusion
To ensure that graduating students at Suburban University will demonstrate improved
managerial and interpersonal skills as a result of their MBA program, it made sense to conduct
research with students enrolled in the program who had completed their first year and their
summer internship. Through surveys and interviews, the Clark and Estes (2008) framework
allowed to study student’s knowledge, motivation and organizational influences in regards to the
importance of interpersonal and managerial skills. The study resulted in showing there are many
gaps in students’ knowledge of what employers are looking for and gaps in the organizational
culture that contribute to the gap in contributing to development of these skills. The
implementation and evaluation plan of recommendations was designed using the New World
Kirkpatrick Model. The model, backward in design, starts with the ultimate organizational goal
and then finds necessary learning and assessment components to slowly and consistently bring
goals to fruition. Systematic data analysis and response will increase not only the success of the
current program, but also provide the tools to maximize outcomes of all future initiatives
(Kirkpatrick & Kirkpatrick, 2016). Through this model, all business schools can address
knowledge, motivation and organizational influences identified and validated in this study, to
ensure that MBA students are all exposed to and in an environment where effective managerial
and interpersonal skills are a part of each class in core curriculum. If and when this happens, it
will translate into students actively articulating their value to companies and it will give them the
ability to thrive as managers and working with diverse populations in all facets of business.

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 110

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Appendix A – Survey Items and Analysis Plan
Research
Question/
Data Type
KMO
Construct
Survey Item
(question and
response)
Scale of
Measurement
Potential
Analyses
Visual
Representation
What is the
MBA
student’s
knowledge and
motivation
related to
improved
interpersonal
skills and
managerial
skills?
K-F
I understand
what skills
most business
employers are
looking for in
MBA
graduates.
(strongly
disagree,
disagree,
agree, strongly
agree)

Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
What is the
MBA
student’s
knowledge and
motivation
related to
improved
interpersonal
skills and
managerial
skills?

K-F
Suburban
University
provides the
skills you need
to be
successful in
the business
workforce.
(strongly
disagree,
disagree,
agree, strongly
agree)

Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
To what extent
is Suburban
University
contributing to
the
improvement
of soft skills
such as
interpersonal
K – P, K-
M
During my
time at
Suburban
University, I
have been
immersed in
situations that
give me the
skills
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 121

skills and
management
effectiveness
in full time
MBA
students?
necessary to
be an effective
manager.
(strongly
disagree,
disagree,
agree, strongly
agree)

To what extent
is Suburban
University
contributing to
the
improvement
of soft skills
such as
interpersonal
skills and
management
effectiveness
in full time
MBA
students?

M - AV Interpersonal
skills are a
main
component of
the curriculum
taught at
Suburban
University.
(strongly
disagree,
disagree,
agree, strongly
agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
To what extent
is Suburban
University
contributing to
the
improvement
of soft skills
such as
interpersonal
skills and
management
effectiveness
in full time
MBA
students?

M-GO I want to
continue to
manage all
types of
situations,
even if
mistakes are
made.
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
To what extent
is Suburban
University
contributing to
M-GO Suburban
University
MBA
curriculum has
Ordinal Percentage,
Frequency,
Mode,
Table, Stacked
bar chart
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 122

the
improvement
of soft skills
such as
interpersonal
skills and
management
effectiveness
in full time
MBA
students?
allowed me to
enhance my
managerial
competencies.
(strongly
disagree,
disagree,
agree, strongly
agree)
Median,
Range
What is the
MBA
student’s
knowledge and
motivation
related to
improved
interpersonal
skills and
managerial
skills?

M-GO I am confident
in my ability
to be an
effective
manager upon
graduation.
(strongly
disagree,
disagree,
agree, strongly
agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
To what extent
is Suburban
University
contributing to
the
improvement
of soft skills
such as
interpersonal
skills and
management
effectiveness
in full time
MBA
students?
M-AV After
completing
my first year
of the MBA
program, I
have gained
the skills I
need to be
successful in
business.
(strongly
disagree,
disagree,
agree, strongly
agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
What is the
interaction
between
Suburban
University’s
organizational
culture and
M-GO Suburban
University has
given me the
opportunity to
master
interpersonal
skills.
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 123

context and
MBA
student’s
knowledge and
motivation?
(strongly
disagree,
disagree,
agree, strongly
agree)
What is the
MBA
student’s
knowledge and
motivation
related to
improved
interpersonal
skills and
managerial
skills?
K-M, O-
CM
During my
MBA, I have
had
experiences
that allow me
to articulate
my managerial
skills.
(strongly
disagree,
disagree,
agree, strongly
agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
What is the
interaction
between
Suburban
University’s
organizational
culture and
context and
MBA
student’s
knowledge and
motivation?
O-CM At Suburban
University, I
have role
models that
show effective
managerial
practices.
(strongly
disagree,
disagree,
agree, strongly
agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
What is the
interaction
between
Suburban
University’s
organizational
culture and
context and
MBA
student’s
knowledge and
motivation?
O-CS Suburban
University
culture
emphasizes
the leadership
skills
necessary to
be an effective
manager.
(strongly
disagree,
disagree,
agree, strongly
agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 124

What is the
MBA
student’s
knowledge and
motivation
related to
improved
interpersonal
skills and
managerial
skills?
M-GO My teamwork
and
interpersonal
skills taught at
Suburban
University
will be evident
to others once
I graduate.
(strongly
disagree,
disagree,
agree, strongly
agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
Demographics
– Sample
Description
N/A I am: Male
Female
Nominal Percentage,
Frequency
Table, Pie chart
Demographics
– Sample
Description
N/A I am a:
Domestic
student
International
student
Nominal Percentage,
Frequency
Table, Pie
Chart
Demographics
– Sample
Description
N/A Prior to my
MBA program
I worked for
____ years.
Interval Percentage,
Frequency,
Mode,
Median,
Mean,
Standard
Deviation,
Range
Table
Demographics
– Sample
Description
N/A If you are
willing to be
interviewed
for this study,
please list the
best email
address to
reach you at:

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 125

Appendix B – Interview Protocol
Thank you so much for taking the time to speak with me today. This research is
exploring the delivery of skills to students from business curriculum that businesses and
recruiters are looking for when they hire MBA graduates. All interviews are happening with
second year MBA students to see how their knowledge, motivation and overall cultural
influences have had an impact on their skill levels.
I will be using a pseudonym for the name of the University, and all data collected will be
confidential. You can decide not to answer any question you don’t want to, and can withdraw
from the study at any time with no issue. First, I need you to read, understand and sign the
informed consent form.
I plan to record each interview and will be ensuring that the data is protected and not
available to anyone outside of this research. Your name won’t be shared or given to anyone. Do
you have any questions at this time?
Interview Items
1) First, can you tell me how you decided to enroll in the Suburban University MBA
program? (M)

Probe: Is there anything else you can think of?

2) Think back to when you started your MBA; how have your interpersonal skills changed?
(K, M)

Probe: Inside the classroom? How about outside the classroom?

3) What were your career aspirations when you started and how have they changed? (O)

4) How has Suburban University specifically contributed to the change or lack of change in
aspirations? (O)

5) Describe a time in the program where you incorporated something you learned in the
program to your interpersonal approach. (K)

Probe: Are there any other scenarios that come to mind?

6) Managerial Skills refers to competencies that managers need to have in the workplace.
Some skills included are: Planning, Organizing, Leadership, Communicating, Decision
Making, and Problem Solving.

What do the terms ‘managerial skills’ mean to you? (K)

Great, thank you.
7) Tell me about your goals in becoming an effective manager.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 126

8) In what ways has the MBA program supported your development of managerial skills?
(K, O)

Probe: How so? Tell me more about that.

9) Are there ways the program could have done more to develop your managerial skills?

Probe: Interesting, are there additional ways that come to mind?

10) Tell me what skills you believe employers are looking for in MBA graduates. (K, M)

11) Describe how Suburban University’s MBA program has impacted those attributes for
you. (K, O)

12) Are there ways the program could have improved its impact on these skills?

13) Describe a time in class where great interpersonal skills were demonstrated by someone
else.

Probe: In what ways, if at all has the culture of Suburban University influenced you?

14) How do you think Suburban University has an impact on the learning and development of
interpersonal skills? (O)

Very interesting, thank you.

Is there anything additional you’d like to share about your experience at Suburban University in
relation to interpersonal skills and managerial skills?

Thank you so much for taking the time to meet with me today, your answers are valuable not
only for this dissertation but to the future program changes and curriculum within the MBA
program. If there are additional questions or a need for clarification about this interview, would
it be okay to reach out to you? If so, what is the best way to reach you?

Thank you again, so much for your time and opinions. It is truly appreciated!

EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 127

Appendix C – IRB Information Sheet

University of Southern California
Rossier School of Education

INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH

EXAMINING MANAGERIAL AND INTERPERSONAL SKILLS DELIVERY IN MBA
EDUCATION: An Evaluation Study
You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You should
ask questions about anything that is unclear to you.

PURPOSE OF THE STUDY
The purpose of this study is to evaluate the degree to which Suburban University is
meeting its goal of ensuring MBA students at Suburban University will demonstrate strong
interpersonal and managerial skills. The analysis will focus on knowledge, motivation and
organizational influences related to achieving the organizational goals. While a complete
performance evaluation would focus on all stakeholders, for practical purposes the stakeholder in
this analysis is second 2nd year, full time MBA students.

PARTICIPANT INVOLVEMENT
Participants will be asked to take a survey administered online through Qualtrics, which will be
sent out by the Graduate Programs office. The survey should take approximately ten minutes
and will remain confidential. Second year full time MBA students taking the survey will be
asked to provide an email address, if they are open to be contacted to participate in a one-hour
interview that will be audio recorded and professionally transcribed. Participants are not
required to answer questions they don’t want to.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be compensated for your participation.

CONFIDENTIALITY
Personal identities will be shielded and kept confidential through encrypted survey data. If
students opt in to the interviews, pseudonyms will be used for names and audio recordings will
be shared only with rev.com, the professional transcribing company. The survey data and audio
recordings will only be kept until the finalization of the study and dissertation publication date.
Information and identities will not be disclosed with any parties other than the researcher and the
transcriber.

The members of the research team, Babson College and the University of Southern California’s
Human Subjects Protection Program (HSPP) may access the data. The HSPP reviews and
monitors research studies to protect the rights and welfare of research subjects.
EXAMINING SKILLS DELIVERY IN MBA PROGRAMS 128

When the results of the research are published or discussed in conferences, no identifiable
information will be used.

INVESTIGATOR CONTACT INFORMATION
Principal Investigator Karen Jasinski Phillips via email at kjphilli@usc.edu or phone at (617)
921-4399 or Faculty Advisor Dr. Tracy Tambascia at tpoon@usc.edu or (562) 900-5030

IRB CONTACT INFORMATION
University of Southern California Institutional Review Board, 1640 Marengo Street, Suite 700,
Los Angeles, CA 90033-9269. Phone (323) 442-0114 or email irb@usc.edu.

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Asset Metadata

Creator Phillips, Karen Jasinski (author)

Core Title Examining managerial and interpersonal skills delivery in MBA education: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 03/11/2020

Defense Date 02/07/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag business curriculum,experiential learning,interpersonal skills,managerial skills,MBA,OAI-PMH Harvest

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tambascia, Tracy (committee chair)

Creator Email kjphilli@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-275626

Unique identifier UC11674885

Identifier etd-PhillipsKa-8223.pdf (filename),usctheses-c89-275626 (legacy record id)

Legacy Identifier etd-PhillipsKa-8223.pdf

Dmrecord 275626

Document Type Dissertation

Rights Phillips, Karen Jasinski

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA