Abstract
Some scholars and academic leaders have expressed concern that business schools and their graduates are not meeting their full potential to help solve pressing challenges, such as climate change and economic inequality. Business schools expend significant resources designing and running global courses for MBA students as one avenue to help MBA students develop into responsible leaders with a global mindset and perspective. Yet, few researchers have explored the long-term impact of these short-term global course experiences on the participants.
This qualitative research study explored the long-term impact of short-term, faculty-led global courses on the leadership development journeys of MBA alumni years after graduation. The study, conducted at any anonymous, highly ranked business school, referred to as Pioneer Business School (PBS), focused on alumni who participated in global courses between 2015 and 2017. This timeframe allowed ample time for reflection and application of learning following graduation. Data was collected through semi-structured interviews with ten alumni. The study was framed using three theoretical models: Kolb’s Experiential Learning Theory (2015), Gavriel’s Self-directed Learning Model (2005), and Hacker and Roberts’ Transformational Leadership Model (2003), together which comprised the conceptual framework.
Findings revealed that, despite their short duration, global courses can catalyze personal and professional growth, shaping worldviews and influencing leadership approaches. These courses' intense, immersive nature fostered experiential learning, prompting “ah hah” moments, mindset shifts, and a deeper understanding of global connectedness. They also prompted reflection and a better understanding of the self in several participants. The study also underscores the relevance of self-directed learning in maximizing the long-term benefits of global courses. During interviews, participants often struggled to pinpoint exactly which skills they developed during the global course. Still, they were able to provide extensive detail about moments of learning or insights that they continue to utilize. The findings also suggest that the global courses can cultivate transformational leadership qualities, encouraging a focus on relationships, valuing diverse perspectives, and understanding the broader impact of business decisions. Participants shared anecdotes about approaching leadership challenges through empathy, collaboration, and a willingness to listen to varied viewpoints.
Based on the findings, several actionable recommendations emerged for enhancing the impact of global courses and strengthening leadership development within MBA programs to achieve long-term impact. Examples include creating space for intentional reflection in course design, encouraging intention-setting, bringing alumni into pre-departure programming, and offering more opportunities to reconnect with classmates on the course a year or two after finishing to encourage additional reflection and deepen relationships. Finally, to extend this research and continually assess program effectiveness, gathering more and broader data on alumni experiences is recommended. By incorporating these findings into practice, business schools can enhance the value of global courses and better prepare graduates to lead responsibly in a world with many competing demands.
