Practice of the Andragogy in the MBA Programs to Facilitate Learning of the Professionals in Bangladesh
Keywords:
Practice of the Andragogy, MBA Programs to Facilitate, Facilitate Learning, the Professionals in BangladeshAbstract
Research purpose: The study aims to evaluate the andragogical practices employed in weekend MBA programs for professionals at public universities in Bangladesh. Design/methodology/approach: This study adopts a mixed-methods research design, integrating both quantitative and qualitative approaches. Primary data were collected from the alumni of randomly selected weekend MBA programs through a questionnaire survey and 10 in-depth interviews, with 390 valid survey responses analyzed using SPSS version 20. Qualitative data were transcribed and analyzed through thematic analysis, with findings presented using a convergent parallel design. Findings: The key elements of andragogy, such as the joint determination of learning needs and goals, collaborative lesson planning, and role-playing, were found to be lacking in MBA classrooms
with a more teacher-centered approach in many universities. The practices in the case study method, learning climate supportiveness, team formation, use of humor, and creation of learning motivation were found to be not similar across the Weekend MBA programs at the universities.
Originality/value: This research provides valuable insights into the current shortcomings of MBA programs for professionals, offering actionable recommendations for adopting learner-centered approaches and creating more supportive learning environments. Practical implications: The study recommends that universities involve professional students in setting learning objectives and incorporate practical, real-world assessments, while adapting teaching methods to better meet their unique needs.
Limitations: A limitation of the current research could be the lack of exploration into the use of andragogy in private universities in Bangladesh, as the study focused primarily on public universities. Keywords: Andragogy, Teaching methods, MBA, Managerial education, Professionals
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References
Cretchley, G., & Castle, J. (2001). OBE, RPL, and adult education: Good bedfellows in higher education in South Africa? International Journal of Lifelong Education, 20(6), 487–501. Day, B. W., Lovato, S., Tull, C., & Ross-Gordon, J. (2011). Faculty perceptions of adult learners in college classrooms. The Journal of Continuing Higher Education, 59(2), 77–84. De Jong, L., Meirink, J., & Admiraal, W. (2021). Teacher learning in the context of teacher collaboration: connecting teacher dialogue to teacher learning. Research Papers in Education, 37(6), 1165–1188. https://doi.org/10.1080/02671522.2021.1931950 Ekoto, C. E., & Gaikwad, P. (2015). The impact of andragogy on learning satisfaction of graduate students. American Journal of Educational Research, 3(11), 1–14. El Galad, A., Betts, D. H., & Campbell, N. (2024). Flexible learning dimensions in higher education: Aligning students’ and educators’ perspectives for more inclusive practices. Frontiers in Education, 9, 1347432. https://doi.org/10.3389/ feduc. 2024.1347432
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