The prototypical MBA, although allowing limited specialisation via second-year electives, was essentially a generalist management qualification. Many (including some of the major accrediting bodies) still feel that all MBAs should remain generalist qualifications. It is a contradiction in (their) terms to talk of an MBA in Marketing, in Technology, in International Tourism or in the Music Industry. But these, and many other specialist ‘MBAs’, are currently available: you can find many MBAs specific to a particular industry or sector. There are now also a great many specialist Master’s programmes that are not described as MBAs, but which do contain a varying degree of general management content in addition to the specialist material.
Obviously within any given ‘size’ of programme, only so much material can be covered. There will be trade-offs between breadth and depth, specialism and generalism. This is clearly a factor you will need to take into consideration, selecting a programme that covers what you think you are likely to need most for the next few
years. Content specialisation is one dimension, contextual specialisation is another. Such programmes are, by definition, of more restricted applicability. Their relevance to your needs will depend upon your future career plans as well as your current job.
Degree of strategic focus
Traditionally, a distinguishing feature of an MBA programme was its strong strategic focus, this being perceived as essential for senior or would-be senior managers. Managers at lower levels could study for certificates, diplomas or specialist professional qualifications. These concentrated upon developing the functional skills such managers were deemed to need. (Specialist Master’s programmes vary in their strategic
emphasis.)
Organisational restructuring has blurred the distinction between junior and senior management in many organisations. A substantial proportion of intending MBA students do not expect rapid promotion to Board level. Most MBA programmes today offer a mix of functional skill development and strategic understanding. There is, however, considerable variation in balance between these. Indeed, a clear divide seems to be emerging between institutions offering a highly strategic traditional MBA, frequently to younger full-time students, and those offering a more practical, less strategic programme, often to slightly older, more experienced part-time students.
In the flatter, more flexible organisations in which many managers currently work, all managers need an appreciation of strategy. This is something that employers value But they also need practical skills. Given size constraints, this is a difficult balance to achieve. Consideration of where a programme lies on this dimension, and how this relates to your current and likely future job situation, will clearly be important.
Internationalisation
Given the global nature of much business today, most MBA programmes will claim to prepare graduates to operate internationally, through international faculty, an international student body and/or a curriculum which is deliberately international. Language teaching may be included, as well as visits to, or work experience in, another country.
If this is an important variable, you need to look carefully at the likely effectiveness of a programme in meeting your needs. Benefits may be surprisingly limited, particularly if you are studying part-time. Language skills are indeed important, but difficult to develop. An extended placement where you operate in another language will be invaluable, if you already have the basic skill level to take advantage of it. But at the other extreme, it is unlikely that the minimal language teaching some programmes offer will take you beyond the point of being able to order a beer or ask the way to the station. Similarly, a one-week ‘field trip’ abroad with a group of fellow students, while enjoyable, is likely to do little to improve your understanding of how managers operate
in another culture.
Students generally claim to learn as much from fellow students as from the curriculum. If the student body is international, and there is a lot of time for interaction, this can be invaluable. But again there may be limitations. If the overseas students are recent graduates, they may contribute little in terms of cross-cultural management experience. On part-time programmes outside the major cities there may be few non-local
students.
Many distance learning programmes now operate over a wide geographical base. But this will only provide benefits if students who live far apart have opportunities to interact, perhaps electronically or at residential schools. Although such contact is far less than a full-time programme would offer, many remote students find it to be extremely helpful.
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