Essays on The Nature of /knowledge in Business Schools Essay

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The paper 'The Nature of /knowledge in Business Schools' is a great example of a Business Essay. When I first enrolled for my MBA, I was not sure of what to expect. I had read a lot about the importance of an MBA, and my expectations were divided. On one hand, I had read a lot of opinions that hyped how important the program was to leaders and managers, but on the other hand, I had come across opinions that suggested that the MBA program was nothing but hype created by business schools for profit-related reasons.

One of the anti-MBA opinions that had a major impact on me suggested that MBA programs admit the wrong people for training. The author opined that as a result, the graduates cannot benefit from the program. Based on this opinion, I sought to enroll in a program that I would fit into. Specifically, since I am interested in leadership and have always pursued leadership positions in different phases in my life, I chose to enroll in an MBA program that would hone my leadership skills. Another opinion suggested that unless MBA programs imparted knowledge and information that had value or relevance to students, they were nothing but hype.

With the warning offered in the foregoing opinion in mind, I sought to enroll in a business school that was renowned for providing students with courses that were relevant to the corporate world. Overall, the anti-MBA opinions that I came across before enrolling for the program did not discourage me; rather, they encouraged me to question some of the general assumptions peddled by both the opponents and proponents of the program.

In the end, I believe I knew what I wanted and the school I wanted to enroll for the program as a result of all the fact-finding that I engaged in before commencing the program. Personal Challenges My first impression in the course was that I could navigate the program with ease. First impressions can be deceiving, and in my case, they were. As the course progressed, I had serious challenges handling the work-study schedule. Sometimes, I would be too tired from work-related activities that the thought of sitting in class seemed like torture.

During such times, I realized the importance of self-will and dedication. I also acquired vital lessons linked to effective time management, especially since networking opportunities were essential in the course; yet, I had to juggle between coursework and meeting with professors as well as my colleagues pursuing similar interests in the corporate world. The challenges related to my work-study schedule also became an eye-opener about the personal changes that I was going through. As a leader, I was aware of Kotter’ s (2001) opinions that leaders’ main responsibility was about handling change well.

At that time I reasoned that if I were to become an effective leader capable of championing and leading effective change at an organizational level, I could not fail at handling changes at a personal level effectively. Once the resolve to become a better change manager at a personal level was made, everything became much easier. I was able to organize my work based on priorities and even started looking forward to my MBA lessons in the evening. This phase in my life provided some vital lessons regarding change management.

I realized that the motivation for change came from deep inside and that all one needed is an understanding of the reason, purpose, and benefit for the change at a personal level.

References

Chia, R & Holt, R 2008, ‘The nature of knowledge in business schools’, Academy of Management Learning & Education, vol. 7, no. 4, pp. 471-468.

George, B, Sims, P, McLean, A N & Mayer, D 2007, ‘Discovering your authentic leadership’, Harvard Business Review, February, pp. 129-138.

Gibson, P S 2008, ‘Developing practical management wisdom’, Journal of Management Development, vol. 27, no. 5, pp. 528-536.

Goffee, R & Jones, G 2000, ‘Why should we be led by you?’ Harvard Business Review, September, pp. 74-81.

Goleman, D & Boyatzis, R E 2008, ‘Social intelligence and the biology of leadership’, Harvard Business Review, September, pp. 74-81.

Hamm, J 2006, ‘The five messages leaders must manage’, Harvard Business Review, May, pp. 115-123.

Kotter, J P 2001, ‘What leaders really do’, Harvard Business Review, December, pp. 85-96.

Michael, J 2003, ‘Using the Myers-Briggs type indicator as a tool for leadership development? Apply with caution’, Journal of Leadership and Organizational Studies, vol. 10, no. 1, pp. 68-81.

Miettinen, R 2000, ‘The concept of experiential learning and John Dewey’s theory of reflective thought and action’, International Journal of Lifelong Education, vol. 19, no. 1, pp. 54-72.

Pfeffer, J 2010, ‘Power play’, Harvard Business Review, July-August, pp. 84-92.

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