A note on the learning goals of studying for an MBA (information from perplexity.ai)
My question 1: "Kindly provide evaluative comments on the learning goals of my MBA students based on the thinking of (a) 2 famous western philosophers, (b) 2 famous western education thinkers and (c) 2 famous career planning theorists:
The reply: "Below are evaluative comments on each student's MBA learning goals from the perspective of:
Student A:
"My goal to study for an MBA is to quickly obtain the certificate and enable me to earn more money."
(a) Philosophers:
- AristotleAristotle emphasized eudaimonia (flourishing or fulfilling one’s potential) as the highest good, achieved through virtuous activity and the cultivation of intellectual virtues. Student A’s goal prioritizes extrinsic rewards (money, certificate) rather than intrinsic growth or wisdom. Aristotle might see this goal as incomplete, since it neglects the development of virtue and wisdom that enrich human life.
- Immanuel KantKant’s ethics focuses on duty and acting according to universal moral principles, rather than pursuing personal gain alone. Student A’s goal, motivated by monetary gain, might be critiqued by Kant as lacking moral worth if it is driven solely by self-interest without respect for duty or moral development.
(b) Education Thinkers:
- John DeweyDewey stressed education as a process of experiential learning that fosters growth and democratic citizenship. Student A’s goal appears instrumental and outcome-focused, with little emphasis on the learning process itself or personal development — which Dewey would see as a missed opportunity.
- Paulo FreireFreire advocated for education as a means of liberation and critical consciousness. Student A’s aim to "quickly obtain a certificate" without deeper engagement could be viewed as a form of “banking education” where knowledge is deposited and used superficially, not truly emancipating or transformative.
(c) Career Planning Theorists:
- Donald SuperSuper views career development as a lifelong process of self-concept implementation. Student A’s goal suggests a short-term, external validation approach, possibly lacking integration with self-awareness or long-term career identity, which may affect satisfaction and growth.
- Mark SavickasSavickas emphasizes career construction and narrative identity. Without meaning or alignment with personal story, Student A’s motivation is likely fragile, leading to potential dissatisfaction if career growth isn’t coherent with an evolving identity.
Student B:
"My MBA goal is to polish my personal credential useful to my job as a sales agent of financial service products."
(a) Philosophers:
- AristotleThis goal aligns more with Aristotle’s notion of practical wisdom (phronesis) in a specific domain — improving effectiveness in a professional role. However, Aristotle would encourage aiming beyond credentialism, towards truly cultivating virtue and excellence in the profession.
- KantFrom Kant’s perspective, if Student B’s goal is to fulfill professional duties with integrity and respect for clients, the goal could be morally acceptable. But if it’s purely a transactional act to advance career without ethical consideration, it may fall short of Kantian moral imperatives.
(b) Education Thinkers:
- John DeweyDewey would appreciate the link of education to direct professional application and experiential improvement. Polishing credentials for a relevant job is practical and aligns with learning as preparation for real-life challenges.
- Paulo FreireFreire might challenge whether Student B is using education to critically reflect and empower themselves or simply to reproduce existing social roles—the latter risks limiting transformative potential.
(c) Career Planning Theorists:
- Donald SuperStudent B’s goal reflects an understanding of career role and purpose, linking education to existing occupational self-concept development, which aligns well with Super’s lifespan career theory.
- Mark SavickasThis goal can be seen as part of career narrative building, showing coherence in efforts to enhance effectiveness and professional identity in a defined career path.
Student C:
"My MBA goal is to earn the respect of my wife, who looks down on me because she has an MBA. I am not interested in intellectual learning of the MBA kind at all."
(a) Philosophers:
- AristotleAristotle would see this goal as problematic: it’s motivated by external validation and social status, not by authentic intellectual or moral development. This contradicts the pursuit of virtue and eudaimonia.
- KantKant would critique the goal as heteronomous—driven by others' opinions rather than autonomous, rational duty to self-improvement or moral growth. The lack of interest in learning means the action lacks moral worth.
(b) Education Thinkers:
- John DeweyDewey would likely see this goal as an inauthentic approach to education—learning should be about active engagement and personal growth, not social competition or appeasement.
- Paulo FreireFreire might view this as a form of oppressive or instrumental education, where motivation stems from external pressures and hierarchy, limiting the student’s emancipation and critical consciousness.
(c) Career Planning Theorists:
- Donald SuperSuper would see this as a misaligned goal that does not reflect genuine career or self-concept development, but rather a reactive approach based on family dynamics without personal meaning.
- Mark SavickasSavickas would consider this a challenge in narrative identity; without integrating personal values or intrinsic motivation, the student may struggle to sustain engagement or build a coherent career story.
Summary Recommendations:
Student A: Encourage exploring deeper intrinsic motivations and seeing the MBA as a form of personal and intellectual growth, beyond certification and money.
Student B: Promote reflection on ethical practice and critical thinking to complement credential enhancement.
Student C: Support discovery of personal meaning and interest in the MBA beyond social approval, to foster authentic engagement and growth."
My question 2: "Would the evaluative advices be different if the context is (a) "a developed western country with a weak economy" or (b) "a developing South East Asian country with a weak economy"?
The reply: "The context of the country’s economic and cultural environment—whether (a) a developed Western country with a weak economy or (b) a developing Southeast Asian country with a weak economy—can indeed influence the interpretation and advice around these MBA learning goals. Below is an analysis of how the evaluative advice might differ in these two contexts.
(a) Developed Western Country with a Weak Economy
Contextual factors:
High levels of formal education and credential inflation common in many Western countries.
Strong cultural emphasis on individual autonomy and self-actualization.
Economic weakness may increase competition for jobs, leading to instrumental educational goals.
Social norms may strongly stress work-life balance and ethical professional conduct.
Implications for evaluative advice:
Student A: The urgency to "quickly obtain the certificate and earn more money" can be understood as a rational response to a difficult job market, but the advice would still encourage developing deeper skills and adaptability. The risk is limiting career sustainability by focusing only on short-term gains. Emphasis on lifelong learning and ethical professionalism would be stressed to navigate economic instability in a developed market.
Student B: Polishing credentials linked to an existing job is pragmatic; advice might focus on leveraging the MBA for strategic career mobility, innovation, and ethically serving clients since professional reputation matters highly in Western markets.
Student C: Seeking respect solely through credentialism without interest in learning might be seen as a fragile motivation in a context where individual fulfillment and authenticity are valued. Advice would strongly encourage internal motivation and meaningful engagement with the MBA to build resilience and personal growth beyond social comparison.
(b) Developing Southeast Asian Country with a Weak Economy
Contextual factors:
Access to higher education and professional credentials like an MBA can still be strongly associated with social status and improved economic opportunity.
Family and community often play a larger role in career decisions; respect and social harmony are important cultural values.
Economic challenges may limit job opportunities, making credential acquisition a critical tool for upward mobility.
Educational systems may still be evolving with some emphasis on rote learning over critical thinking.
Implications for evaluative advice:
Student A: Goal to quickly obtain a certificate to earn more money makes practical sense. Advice should acknowledge the socio-economic pressures and the value of pragmatic credentialism while gently encouraging the potential long-term benefits of deeper learning to increase employability and leadership capabilities.
Student B: Polishing credentials to enhance job performance fits well with growing professionalization in Southeast Asia. Advice would suggest combining credential enhancement with skills to address local market needs and possibly encourage more entrepreneurial or innovative thinking to help in a developing economy.
Student C: The importance of earning respect from family members, especially spouses, is culturally resonant. Advice might be more empathetic to this external motivation, recognizing social dynamics, but still promote finding a personal connection to study to ensure motivation and learning effectiveness. Encouraging intellectual curiosity as a pathway to earning genuine respect rather than superficial comparison can be beneficial.
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