The MBA Without Boundaries utilizes a new learning architecture that combines the learning power of project- centered action learning with the ease of access and learning enhancement of a virtual learning community. It is designed for individuals with the potential to lead global corporations in the information age. Participants are expected to have a record of increasingly responsible professional experience and participate fully without having to stop work.

The program is organized around nine learning projects, in contrast to being organized around the typical discipline based courses, and requires two years of commitment. There are three one-week residencies, one each at the beginning, middle and end of the program, and three extended weekends meetings each of the two years. The residencies are designed to enable the development of interpersonal skills, allow accelerated project start-up, evaluate project deliverables, and assess student learning.

Rather than being vessels that are simply filled by faculty, participants learn by working their way through projects, usually in a team. As they need to know, they engage in research, work with faculty, and construct their learning in an active and contextualized way. The virtual community that permeates the program is built on Lotus Domino and enables electronic collaboration among students and faculty, electronic access of learning materials, and electronic tutoring by faculty.

Developing the MBAWB

Ohio University is uniquely positioned to develop and deliver this new learning architecture. We have more than eleven years experience using project-centered action learning and have developed a robust approach to learning that accomplishes knowledge building and simultaneous skill development. We have been using electronic facilitation for five years and have learned how to use technology to facilitate knowledge building as well as enable collaboration. The MBAWB joins these efforts to make education accessible without geographic constraints.

A multidisciplinary development team of six faculty members was organized to develop the program. An external review team was also established to advise on the development of the MBAWB and oversee its implementation. The review team includes individuals with major corporate responsibilities, individuals who have expertise in information technology, and individuals who are specialists in learning design. Organizations represented included Anderson Consulting, Banc One, Wendy's International, Indiana University, McGraw-Hill, REALOGIC, and NYNEX. The team will continue its oversight throughout the program and will meet periodically with participants to discuss their learning and assess the effectiveness of the program.

The development team first identified desired learning outcomes for the program. They drew upon previous work that had been done to identify commencement objectives for the graduate of an MBA program. The identified outcomes were then reviewed by the external review team to obtain a degree of external validation and modified slightly based on their recommendation.

The learning outcomes developed are much broader than those traditionally identified for MBA programs. In addition to knowledge and the ability to apply the knowledge, they incorporate a number of skills and personal characteristics not traditionally addressed. Because of the breadth and the interrelatedness of those outcomes, we reaffirmed our previous conclusion that a typical discipline-based course- structured curriculum would not produce the desired outcomes.

Further, as constructivist research shows (Duffy and Jonassen, 1991) positivist pedagogies encourage the development of personal characteristics counter to those we needed to develop. For example, in the more positivist- based pedagogy, students are encouraged to be passive. Our outcomes, on the other hand, call for them to become active initiators. Traditionally, faculty have taken the responsibility to provide clarity to students. Our outcomes, rather, call for students to clarify their own roles in ambiguous situations. Thus we concluded that a pedagogy based on a constructivist philosophy of learning was more appropriate given our desired learning outcomes.

The development team then identified learning projects that provide the structure for the program. Content maps relating desired content learning for each of the projects were developed, thus tying the projects to the desired learning outcomes. Nine projects were identified, seven team projects and two individual projects. (See exhibit 1)

A series of skills development workshops that would be conducted during the residencies were also developed. They are structured similar to executive development sessions in the "real" world. Intensive action-packed sessions are interspersed with time for reflection and feedback. Participants gain understanding through personal assessment, learn new skills, and are given the opportunity to practice these skills in practical, yet protected, situations. (See exhibit 2)

The entire development process took about one year. Faculty participated on an overload basis and received a token stipend for their participation. A $100,000 budget was provided for the design and development process.

The Nature of the Program

The MBAWB is based firmly on a constructivist approach to learning. The learning methodology has evolved experientially as we have used it in our regular MBA program during the last eleven years. As we evolved our approach, we have been significantly influenced by discussions with Howard Barrows (Barrows, 1985) and Tom Duffy (Duffy and Jonassen, 1991).

There are no discrete, discipline based courses in the program. Rather, all learning is driven by the nine separate but integrated learning units. Each unit is situated by in an authentic and engaging project which provides the goal that engages the students.

As they perform research to produce the project deliverable, participants are expected to make full use of sources available on the internet. While we package some reference materials on our web site, the main effort is to help the participants develop an effective inquiry process - we help them learn how to develop a conceptual roadmap of the information they need and how they might obtain the needed information, with particular emphasis on electronic access.

The curriculum is designed so that participants develop a broad conceptual framework first, then learn the specific detailed content that fits within the framework Finally, they tie that framework, richly and robustly, into the larger environment of which business is a part. Recognizing the importance of iteration on the same content areas, material is addressed multiple times, each time with greater depth. This is the only way the learn HOW to APPLY concepts; reiteration and practice is necessary.

With the exception of the first project, which is done during the first one-week residency, each project starts and ends during a residency. All necessary collaboration to develop the deliverable for each project is accomplished through the MBAWB intranet (see below for a description)

As each project is introduced, learning issues are identified. The faculty starts with a set of learning issues based on the desired learning outcomes that drove the design of the project. These are shared with the participants during the project start-up and participants add to the list learning issues relevant to them that they see using the project as a vehicle to approach. The entire learning community then agrees upon the set of learning issues for the project.

Participants address these learning issue and are tutored by faculty to develop appropriate responses using the MBAWB intranet. The electronic tutoring and development of responses to learning issues are is incredibly important in helping the students make their learning explicit. (See Stinson and Milter, 1996).

The MBAWB Intranet

The MBAWB intranet is based on Lotus Domino and has been customized by our information technology staff. It provides:

A resource center that includes materials prepared and posted by faculty and staff and links to other data sources accessible through the World Wide Web.

A collaboration center where members of learning teams ask questions and post responses asynchronously (at anytime from any place) in the process of developing deliverables on learning projects. Each learning team has a private collaboration room, open only to members of that team and to faculty.

A tutorial center where participants respond to faculty questions and interact with faculty and other participants to develop concept papers. The tutorial center is open to all participants and faculty.

A meeting room where participants can arrange to "meet" with other students synchronously and faculty can hold virtual office hours.

Participants are expected to have computers and arrange for their own internet access provider. All of the information technology resources are accessible from the internet.

Faculty role

The role of the faculty member in the MBAWB is quite different. He or she spends very little time lecturing and transferring information to students. Rather the role becomes a combination of both learning manager, tutor, and coach. Further, all of these roles are largely enacted electronically rather than face-to-face.

Faculty are responsible for selecting appropriate learning projects. The selection of these projects is critical. They must be involving, relevant, holistic, and at the appropriate level of complexity to be in phase with the participants' development. Further, the faculty must insure that appropriate physical resources are present. This requirement ranges from arranging executive panels to review student presentations and provide feedback, to insuring that appropriate data resources are available via electronic sources. As participants approach the project and collaborate to develop the deliverable, faculty serve as facilitator and coach, questioning poor performance and encouraging appropriate performance.

Faculty also function as tutors. As participants develop responses to learning issues, faculty provide feedback. The feedback may be positive or corrective, and it may also encourage participants engage in excursionary learning and look at issues from multiple perspectives. As participants develop final responses to learning issues, faculty provide an evaluation of the responses.

Finally, faculty help participants generalize their learning. As participants express (in oral or written form) what they have learned while confronting the project, faculty help them understand how that same knowledge and skill can be used in other situations. The transition to this richer role can be extremely difficult for some faculty.

Early results

On March 16, the initial group of MBAWB participants launched the program. While it is much too soon to draw any significant conclusions, thus far the launch has gone remarkably smoothly.

Participants adapted to the technology very rapidly. Even though some had almost zero experience with computers, they found the technology very easy to use. Most were functional after a two hour orientation session.

Further, their utilization of the technology since returning to their homes has been quite good. Over 1200 entries were posted by students in the first month after returning home. A review of the collaboration entries indicates that about 80% of the data and information sources utilized were Web sources.

As participants have utilized the MBAWB intranet, they have made suggestions and requests that has resulted in several small changes to customize the data bases for their use. The technical load has not been great, however. One technician has been spending about 10 hours per week monitoring, maintaining, and updating the intranet.

The faculty load has been somewhat greater. The three primary faculty who are working with the participants on the current project have been spending between 10 and 15 hours per week interacting with the students. This includes off-line as well as on-line time.

Participants have also adapted well to the constructivist pedagogy. While there was the normal amount of ambiguity and frustration during the initial orientation project, they are developing an understanding of the learning process and are starting the utilize it effectively.

Faculty have been somewhat slower to adapt. Perhaps it is because we like so much to be the “Sage on the stage.” Perhaps it is because we are uncomfortable relinquishing some control to students. Whatever the reason, faculty have tended to adapt somewhat more slowly than students. While the original development team has primarily made the adaptation, we will have to work more extensively on faculty development as additional MBAWB classes are added and as the learning approach is utilized in other programs.

An unanticipated outcome

As it was originally conceived, the web portion of the program was simply to enable access by distance participants. There were, however, some unanticipated outcomes.

Participants have learned that they can collaborate much more efficiently and effectively using technology than they can in a pure face-to-face environment. Face-to-face interaction is more efficient during project start-up and during the finalization of deliverables. The large number of short interactions needed to brainstorm and, to a certain extent, make decisions are accomplished quicker in a synchronous environment. But, during the middle portion of the project when participants are engaged in inquiry and research, the sharing of information with other participants is more effectively accomplished using groupware. A great deal of time is required when participants set face-to-face and “tell each other what they have learned.” Further, the information taken away from the face-to-face meetings is quite limited. Using groupware, participants soon learn to develop briefs of their findings and post the briefs. The information is then available to all team members on a continuing basis.

We have further found that electronic tutoring is very powerful. As in face-to-face tutoring, the faculty member poses questions and the participants develop responses to the questions. Using the technology, however, a much greater number of iterations (faculty participant exchanges) can occur than would be possible in face-to-face circumstances. Further, since the learning issues data- bases are public to all participants, they also learn by reviewing others’ responses and sometimes even commenting on others responses.

Thus we are incorporating Domino based collaboration and electronic tutoring into other programs, even our totally residential programs.

Conclusions

Is it possible to develop a virtual learning community? It is. Is it possible to do project-centered or problem-based learning in a virtual learning community? It is. Would we encourage others to experiment with an approach similar to ours? We would. Our experience thus far has been very positive and very exciting. We look forward to the opportunity to further refine our approach as we start to adapt it to other programs.

Project 1. Orientation - The business concept

The primary purpose of this project is to introduce students to the learning methodology that is used in the OUMBA program. They also become acquainted with each other and learn to use the information technology to both do research and collaborate.

The project is a macro level project that looks at the business as a business. In the past the project has been based on questions such as, "Should Westinghouse buy CBS? and "Can DEC Survive?" There is an attempt to insure that the project utilizes a situation that is current in the news.

Project 2. Basic business concepts - making and selling and financing activities

This unit is intended to allow participants to review and consolidate their understanding of basic business activities. We should remember that these topics are not be new to the participants; they have some educational and experiential background. Thus basic understanding of marketing, operations, accounting and finance concepts and the interrelationships of the functions is the focus. The form is to require participants to make a business case for a new business effort.

Project 3. Developing strategy

This project focuses on the future. The basic project requirement is to help a company determine what actions to take now to maximize the probability of long term success. Thus it involves futures analysis, in-depth industry analysis, competitive intelligence, analysis of strategic and financial strength, identification of distinctive competencies, scenario development, etc. Participants are required to develop and articulate a vision for a company and develop a strategy to implement that vision.

Project 4. Global competition & international trade

In this project, participants develop an understanding of international trade and global business. They learn how to perform country analysis, how to understand and incorporate consideration of cultural differences, how to deal with international monetary issues, etc. This is often an excellent project to do with a live company.

Project 5. Individual project

This project focuses on an area of emphasis that is important to the individual participant. Participants are encouraged to engage in a project that is in some way related to current or anticipated work responsibilities.

Project 6. Entrepreneurial activity - commercializing an invention

The unit helps participants understand the product (service) development and introduction process. They are confronted with the problem of determining the market for a product that does not exist and finding financing for an "idea." As part of the project they develop a business plan to present to venture capitalists.

Project 7. Improving operations

This unit focuses on contemporary approaches that companies use to improve operations - improve quality, lower costs, improve responsiveness, etc. Approaches such as Total Quality Management, Reengineering, Benchmarking, Best Practices, Time-Based Competition, Customer Service programs, and Mass Customization are examples of the types of approaches that will be considered.

Project 8. Business and public policy

This unit focuses on the interrelationships between business and government. The consideration can range from government regulations to business lobbying efforts. Obviously, the issue of corporate social responsibility is also a part of the participants' consideration.

Project 9. Individual problem

This project focuses on an area of emphasis that is important to the individual student. Students are encouraged to engage in a project that is in some way related to current or anticipated work responsibilities.

Personal Selling

This workshop is targeted at developing better ways to sell your self and your ideas. Personal introspection and comparative analysis are included in these sessions.

Creativity & Ideation

Intuitive ability to think creatively is refined and attention is given to removing cognitive limitations and other individual barriers to quality idea generation. Participants are given ample opportunity to experiment with several proven techniques for stimulating creative thinking.

Goal Planning & Team Building

Differences between team and individual tasks are defined. An effective planning mechanism is introduced. Techniques for leading teams as efficient and effective units are experienced. Participants are challenged to use different techniques as they experience both unique and typical situations.

Negotiation

This workshop addresses the theory and practice of "principled" or win-win negotiation. Individual and group techniques are targeted to improve performance in planning and preparation, strategy and bargaining, and closing the winning deal.

Conflict Management

Positive and growthful elements of conflict are explored. This workshop addresses the basic skills of diagnosis, initiation, response, and mediation. Participants examine several different conflict management approaches and develop a proficiency in their appropriate use.

Judgment and Decision Making

Participants are introduced to techniques for improving individual and group decisions. The values of both intuitive and analytical judgment behavior are inspected. Methods for integrating fact and value information are demonstrated. Several new decision-making techniques are introduced.

Ethical Leadership

This workshop challenges individuals to address their personal values in relation to judgments they make as leading managers. Participants develop and refine their personal frameworks for dealing with decisions ethically.

Assessing Performance in Real Time

Participants in this workshop expand their abilities to objectively evaluate the performance of self and others. Techniques are offered to improve process observation and feedback skills in both individual and group performance assessments.

Career Development and Personal Learning

Participants refine personal goals based upon enhanced understanding of their professional strengths and key growth areas. They also address individual strategies for life-long learning as they extend themselves out beyond their graduation.

References

Barrows, H. S. How to design a problem-based curriculum for the preclinical years. New York: Springer, 1985.

Duffy, T. M., and Jonassen, D. H. “Constructivism: New implications for instructional technology.” Educational Technology, 1991, 21 (5) 7-12.

Stinson, J. E. and Milter, R. G. 1996. “Problem-Based learning in business education: curriculum design and implementation issues”, New Directions for Teaching and Learning, 1996 Winter, 1996, Number 68, Jossey-Bass Publishers. 33-42.

Presented at the International University Consortium and Institute for Distance Education conference, “The Potential of the Web,” May 19,1997.