Engaging the paradox of competence: Business and education research develop a Master of Business Competence model

by Cross, Julie Anne, Ph.D., CAPELLA UNIVERSITY, 2010, 260 pages; 3390681


This study developed a process-driven competency model, the Master of Business Competence (MBC) Wheel for Revolving Progress in Leadership and Management, engaging the paradox of competence for leadership and management to develop trusting relationships and truthful productivity from an academic, evidence-based foundation into the global workplace. A paradox of competence was observed in the literature, balancing dimensions of personal and relational competence with task and functional competence, while integrating related cognitive competence: research showed that acknowledging and working with this paradox can strengthen leadership and management competence. Multiple triangulations in Development Research Methodology comprised three phases for evidence-based research findings. In Phase One, the Master of Business Competence (MBC) Wheel was developed from the literature. The researcher did a content analysis of online curricula descriptions of top-ranked MBA programs for thematic grouping of learning outcomes. In an iterative process, the learning outcomes were translated to competencies, and then categorized based on the theoretical foundation of a change management process for competency development, the Paradox of Competence (PC) Wheel. In Phase Two, the business leadership and management experts gave formative evaluation and improvement for a valid and practical prototype of the MBC Wheel. In Phase Three, educational theory experts offered summative evaluation and final validation of impact potential for the MBC Wheel and the PC Wheel. The MBC Wheel competency model enabled the perception of two processes. The structure of a change management process facilitated application and the Competency Usage Levels designated expanding influence. Multiple triangulation sources, including MBA curricula, leadership and management experts, and educational theory experts were used to strengthen the research process and expand the impact potential of the research results.

AdviserDarlene M. Van Tiem
Source TypeDissertation
SubjectsManagement; Business education; Higher education
Publication Number3390681

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