The past, present and the eMBA

Updated on: Monday, October 26, 2009

Management education usually employs the case study method, based on the construction of a solution to a real business problem that is built by
the whole class. As a result, the more diverse the class, the better/more interesting is the solution put forth. This is where distance learning comes into play; it offers the unique opportunity to gather students with very different backgrounds and nationalities.

“The online environments we can now use to facilitate the linking of diverse participants offer students and professors amazing scope for direct interaction,” says Gamaliel Martínez Muñoz, managing director, International EMBA, IE Business School, Spain.

He further adds that the opportunities to use online and multimedia tools such as simulations can also enhance the learning outcomes beyond what is possible in a ‘conventional’ classroom. This is important on a number of different levels.

“Firstly, it can deepen the experience of the participants. Indeed, some of our professors have commented that they believe the learning experience and results are in fact deeper in an online environment due to the way in which the students learn and interact with one another. And secondly, it allows for the participation of individuals (both students and professors) who may not be able to undertake a full-time, face-to-face programme,” says Muñoz. IE has now been teaching online courses for nearly 10 years, “with measured satisfaction levels similar or higher than the corresponding face-to-face programme.”

The first intake of IE’s International EMBA was started in 2001 with a ‘friendly online platform.’ And although most of the work is done online, the programme includes three two-week long face-to-face sessions in Madrid and in Shanghai. As Muñoz points out, “Going by our experience, an online programme needs some kind of face-to-face interaction, that helps to build the experience between the students in terms of growing their network and undertaking modules focussed on soft skills.”
He further elaborates, “Our aim was to develop a format that was focussed on quality and maintained all the key elements of the face-to-face programme. So, we kept the case method, team-based learning and a high level of contact and interaction between professors and students.” He emphasises the fact that this model is a long way removed from many people’s preconceptions of online learning — learning individually with minimal contact with other students.

But, why then does it remain the second option for MBA aspirants? “I would not say it is a second option, but just a different option,” says Muñoz. Face-to-face programmes, he adds, have two important limitations: localisation and time availability. To follow a quality face-to-face programme one needs not only to live close to the school but also have the time to attend the frequent classes. Naturally, this isn’t always possible.

“Most managers cannot attend a traditional programme because they don’t fulfil both these conditions. This is particularly true for expatriates or people residing in countries where those schools don’t exist, or for managers travelling for work reasons. An online programme will give everybody the opportunity to pursue an MBA,” says Muñoz. He also adds that IE is seeing a growing interest for such programmes as candidates learn how to appreciate the quality and advantages of an online programme.

So, does Muñoz see online MBA programmes as the future of management education? “No, simply because I believe they are already the present. Interestingly, what is changing is that face-to-face programmes are increasingly using online methodologies to support their learning. And blending both these worlds is the best way to succeed in management education.”

Timesofindia

The past, present and the eMBA

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