China's MBA education in 10 questions

1, the materials Western, partial academic. MBA from the University of curriculum we can see that China's famous universities with MBA curriculum famous institutions of the curriculum is almost identical, almost all the contents of the Western theory and Western business experience, despite the country's current economic, business management a small, but fragmentation , but also materials used in the teaching of foreign piracy, the foreign material is derived from foreign enterprises in practice, there is not suitable for China's national conditions of the issue. Case Teaching MBA training process is widely used in teaching methods, and our situation is the lack of cases, especially reflect the Chinese market, Chinese enterprises in the relatively few cases, most of them foreign "import", China's MBA education is not only teaching courses abroad copy MBA courses and but most of the cases are cases abroad. So many MBA students to foreign management concepts familiar to the domestic enterprises and the status is unknown.

2, taking the examination-oriented system, mathematics, to the neglect of experience and experience; A management potential who can not get into the MBA, taking the score often do not have management potential.

3, the modes of teaching style indoctrination is not interactive, experiential, rather than the emphasis on knowledge and technical ability.

4, mode of instruction is academic education, not vocational education.

5, teachers lack of business management experience. My teacher MBA from many of the traditional management professionals in turn, is devoted to teaching the theory of MBA teaching characteristics and patterns is not yet fully grasp. Many teachers still is the traditional way of teaching practice, practice re-light theory is not familiar with the case teaching method and the characteristics of the real teaching fewer cases, few big cases, cases of lack of guidance and in-depth analysis, and the lack of conclusion, and some even use as an example is Case, teaching is not effective. This makes no case teaching system is not comprehensive, can not play the case teaching in MBA teaching of the role played by.

6, the second rich enough classrooms, lack of social practice, learning from textbooks to the textbooks, teaching mode bookishness. China's MBA education in the Western Professional Teaching Positive heavy, heavy practice the essence of which was ignored, in addition to those of classroom teaching rote teaching sticking to the book, it almost did not arrange for little or organizing students to practice and practice, or the practice of going through the motions.

7, teaching evaluation problems. Almost every school has claimed to be a first-class, feature-rich, the College of the rigorous full of too many commercial materials. Not suitable for China's national conditions evaluation system.

8, no specific curriculum, the West set up what teaching MBA courses on the copy.

9, the lack of teaching object broken down, what have you learned and what are the, what have you learned is not good.

10, MBA graduates capacity disappointing. Western MBA students are very accustomed to divergent thinking and philosophy of collisions, they are very accustomed to the standard answer in the absence of circumstances, find their own answers, and our students have always wanted the teachers to give a standard answer. Many graduates can hardly withstand the test of the market to solve actual problems of the weak capacity. For example, many MBA graduates will not write special report, industry analysis and market research report, the Advisory diagnosis ... imagine the MBA education can bring up entrepreneurs and professional managers.

(Source : Financial Network)