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Post-experience MBAs: The transition back into the workplace for FT students
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Full-time students undertaking a MBA experience a number of transitions, most notably from work to study and study to work. Consideration of effective transition strategies may offer insight into improving course structure, design and delivery. This paper explores these transitions using Bridges (2009) three stages of organizational transition as a structure. Initial findings suggest that the Bridges model is a useful approach for understanding the role the MBA plays within the student transition. The period of study can be broadly considered the neutral zone within Bridges model. Course design can be engineered to support the transitions by aligning curricular and co-curricular activity to student career development. Transition design should be incorporated early within the course structure to allow the student space to develop their work identity. For the MBA at the Robert Gordon University making transition activity explicit can help set a context for the ‘four pillar’ framework and offer a different perspective on course improvement.
William Sutherland, Ken Russell and Allan Scott, Robert Gordon University, Scotland
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