Knowing, Doing and Being Pedagogy in MBA-level Management Accounting Classes: Some Empirical Evidence

摘要: type="main"> Much of the educational literature is concerned with value added by MBA programs. In particular, serious questions have been raised about efficacy curricula employed in programs and achievement learning needs. These include appreciating organisational reality, offering hands-on experience on effective implementation, assisting students to understand limits markets models, integrating diverse issues, creativity innovation, amongst others. This article argues for, provides empirical support to, a pedagogy mix complement prevalent case-based methods compulsory program management accounting course. The discusses field visits field-based assignments, use cases role-play effectively addressing knowing, doing being needs within an program. Student survey data provide concerns pedagogy, supports argument for mix.