The problem under investigation is that MBA programs have the tendency to struggle to produce competent graduates who can incorporate management theory with business application (Datar, Garvin, & Cullen, 2010; Mintzberg, 2005). For this reason, this quantitative correlational analysis explored the predictors of learning outcomes in the areas of individual learning characteristics and conditions within the MBA programs in the United States. Research is guided by the theoretical framework of adult learning theory and conditions of learning by Knowles (1970) and Gagne (1984), respectively. A total of 169 Master of Business Administration (MBA) students and graduates participated in an online survey assessment utilizing self-directed learning index (SDLI), experienced community of practice (eCoP) and absorptive capacity (ACap) scales. Multiple regression analysis and Pearson's correlation coefficients were used to determine the relationships of the predictive variables concerning the outcome variable. Results indicated that self-directed learning in learning motivation, experienced community of practice in communication and learning, events of instruction, and learning environments had a positive statistical significance in predicting learning outcomes within MBA programs.
|Subjects||Management; Adult education; Business education|
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