18140: Observational Learning in MBA Education: Bridging the Gap Between Theory and Practice

Business schools are continuously updating their curriculum and teaching methods to embrace the new opportunities created by advancements in science and technology and ever-changing societal and corporate expectations. Although several pedagogical innovations have been incorporated, MBA education still struggles to find teaching innovations that connect theoretical knowledge with practical applications. This PDW explores the potential of observational learning, rooted in Bandura's social learning theory, as a pedagogical tool in business education. We aim to exemplify the effect of observational learning on students' understanding of the concepts initially taught in theory, followed by observation. In this approach, students are asked similar questions about managerial roles before and after the observation period. These questions were related to the theoretical concepts taught before the observation. Textual responses of students regarding their understanding of a concept before and after the observation were analyzed in depth. One of our recent studies found that students focused on five major managerial roles before observational learning. They are Conflict Management, Communication, performance management, Planning, and General Management. Four new roles emerged after the observation: Multifacetedness, Client-centeredness, Continuous Improvement, and Strategic Orientation. Three remained constant: conflict management, communication, and performance management. Additionally, focus group interviews were conducted to explore further students' experiences and perceptions regarding their understanding of concepts post-observation. Our research points to utilizing observational learning as a teaching pedagogy in management education can enhance students' understanding of theoretically learned topics. These findings give impetus to future ways to improve management education and enhance the learning experience for students.