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How can a Bourdieusian perspective aid the analysis of MBA education?

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How can a Bourdieusian perspective aid the analysis of MBA education? / Vaara, Eero; Fay, Eric.

In: Academy of Management Learning and Education, Vol. 10, No. 1, 2011, p. 27-39.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Vaara, E & Fay, E 2011, 'How can a Bourdieusian perspective aid the analysis of MBA education?', Academy of Management Learning and Education, vol. 10, no. 1, pp. 27-39. <http://amle.aom.org/content/10/1/27.short>

APA

Vaara, E., & Fay, E. (2011). How can a Bourdieusian perspective aid the analysis of MBA education? Academy of Management Learning and Education, 10(1), 27-39. http://amle.aom.org/content/10/1/27.short

Vancouver

Vaara E, Fay E. How can a Bourdieusian perspective aid the analysis of MBA education? Academy of Management Learning and Education. 2011;10(1):27-39.

Author

Vaara, Eero ; Fay, Eric. / How can a Bourdieusian perspective aid the analysis of MBA education?. In: Academy of Management Learning and Education. 2011 ; Vol. 10, No. 1. pp. 27-39.

Bibtex

@article{0b33551cdc804fb0a80d78a34ce0edc2,
title = "How can a Bourdieusian perspective aid the analysis of MBA education?",
abstract = "There is a lack of integrative conceptual models that would help to better understand the underlying reasons for the alleged problems of MBA education. To address this challenge, we draw on the work of Pierre Bourdieu to examine MBA education as an activity with its own “economy of exchange” and “rules of the game.” We argue that application of Bourdieu's theoretical ideas elucidates three key issues in debate around MBA education: the outcomes of MBA programs, the inculcation of potentially problematic values and practices through the programs, and the potential of self-regulation, such as accreditation and ranking for impeding development of MBA education. First, Bourdieu's notions of capital—intellectual, social, and symbolic—shed light on the “economy of exchange” in MBA education. Critics of MBA programs have pointed out that the value of MBA degrees lies not only in “learning.” Bourdieu's framework allows further analysis of this issue by distinguishing between intellectual (learning), social (social networks), and symbolic capital (credentials and prestige). Second, the concept of “habitus” suggests how values and practices are inculcated through MBA education. This process is often one students acquire voluntarily, and students often regard problematic or ethically questionable ideas as natural. Third, Bourdieu's reflections on the “doxa” and its reproduction and legitimation illuminate the role of accreditation and ranking in MBA education. This perspective helps to understand how self-regulation may impede change in MBA education.",
keywords = "MASTER of business administration degree , BUSINESS education, ACCREDITATION (Education) , INTELLECTUAL capital, SOCIAL capital (Sociology) , MANAGEMENT",
author = "Eero Vaara and Eric Fay",
year = "2011",
language = "English",
volume = "10",
pages = "27--39",
journal = "Academy of Management Learning and Education",
issn = "1537-260X",
publisher = "George Washington University",
number = "1",

}

RIS

TY - JOUR

T1 - How can a Bourdieusian perspective aid the analysis of MBA education?

AU - Vaara, Eero

AU - Fay, Eric

PY - 2011

Y1 - 2011

N2 - There is a lack of integrative conceptual models that would help to better understand the underlying reasons for the alleged problems of MBA education. To address this challenge, we draw on the work of Pierre Bourdieu to examine MBA education as an activity with its own “economy of exchange” and “rules of the game.” We argue that application of Bourdieu's theoretical ideas elucidates three key issues in debate around MBA education: the outcomes of MBA programs, the inculcation of potentially problematic values and practices through the programs, and the potential of self-regulation, such as accreditation and ranking for impeding development of MBA education. First, Bourdieu's notions of capital—intellectual, social, and symbolic—shed light on the “economy of exchange” in MBA education. Critics of MBA programs have pointed out that the value of MBA degrees lies not only in “learning.” Bourdieu's framework allows further analysis of this issue by distinguishing between intellectual (learning), social (social networks), and symbolic capital (credentials and prestige). Second, the concept of “habitus” suggests how values and practices are inculcated through MBA education. This process is often one students acquire voluntarily, and students often regard problematic or ethically questionable ideas as natural. Third, Bourdieu's reflections on the “doxa” and its reproduction and legitimation illuminate the role of accreditation and ranking in MBA education. This perspective helps to understand how self-regulation may impede change in MBA education.

AB - There is a lack of integrative conceptual models that would help to better understand the underlying reasons for the alleged problems of MBA education. To address this challenge, we draw on the work of Pierre Bourdieu to examine MBA education as an activity with its own “economy of exchange” and “rules of the game.” We argue that application of Bourdieu's theoretical ideas elucidates three key issues in debate around MBA education: the outcomes of MBA programs, the inculcation of potentially problematic values and practices through the programs, and the potential of self-regulation, such as accreditation and ranking for impeding development of MBA education. First, Bourdieu's notions of capital—intellectual, social, and symbolic—shed light on the “economy of exchange” in MBA education. Critics of MBA programs have pointed out that the value of MBA degrees lies not only in “learning.” Bourdieu's framework allows further analysis of this issue by distinguishing between intellectual (learning), social (social networks), and symbolic capital (credentials and prestige). Second, the concept of “habitus” suggests how values and practices are inculcated through MBA education. This process is often one students acquire voluntarily, and students often regard problematic or ethically questionable ideas as natural. Third, Bourdieu's reflections on the “doxa” and its reproduction and legitimation illuminate the role of accreditation and ranking in MBA education. This perspective helps to understand how self-regulation may impede change in MBA education.

KW - MASTER of business administration degree

KW - BUSINESS education

KW - ACCREDITATION (Education)

KW - INTELLECTUAL capital

KW - SOCIAL capital (Sociology)

KW - MANAGEMENT

M3 - Journal article

VL - 10

SP - 27

EP - 39

JO - Academy of Management Learning and Education

JF - Academy of Management Learning and Education

SN - 1537-260X

IS - 1

ER -