Curricula, Accreditation, Certification, Rubric, Professional Collaboration, Student Learning Assessment


The decision to pursue an advanced university degree is full of many implications for students. Any decision to pursue a Master’s in Business Administration (MBA) shows that there is perceived value in advanced business education. This paper explores how defining value and a culture of innovation in MBA pedagogy work hand­in­hand to establish a valuable master’s program. Without innovation in MBA pedagogy, there is decreased value in MBA programs. Through innovation in pedagogy, value is derived from job marketability and the development of critical thinking skills that create managers who excel at making successful strategic decisions. What value lies in developing critical thinking skills, when MBA students do not have the necessary qualifications to meet employer’s needs, in the job search process?

Value in this paper is defined as first the ability to compete in the current job market and second the ability to use critical thinking skills to solve strategic problems. A graduate program needs to focus on both the need to create a valuable degree and a valuable graduate. The job market is constantly changing and evolving, without a culture of innovation within the business curriculum and in courses, the value of a MBA program comes into question. 

Industry based certifications are becoming a requirement within the hiring process for many industries, especially IT. Without a culture of innovation, it is hard to deliver value to the students that educators serve, especially in terms of job marketability. Technology in the IT industry is constantly evolving and it is becoming increasingly more important for employees to adapt accordingly if they want to remain competitive in the job market. Since certifications are trending in IT employment, should graduate courses adopt this same practice into their pedagogy? How do educators balance objectives in the classroom

Full Text : PDF

  • Ainsworth, M., & Morley, C. (1995, Sept.). The Value of Management Education: Views of Graduates on the Benefits of Doing a MBA. Higher Education, 30(2), 175-187.
  • Beard, D., Schwieger, D. & Schwieger, D. (2008). Integrating Soft Skills Assessment through University, College, and Programmatic Efforts at an AACSB Accredited Institution. Journal of Information Systems Education, 19(2), 229-240.
  • Bocchi, J., Eastman, J. K., & Swift, C. O. (2004). Retaining the online learner: Profile of students in an online MBA program and implications for teaching them. Journal of Education for Business, 79(4), 245-253.
  • Hadidi, R. (2014, March 22). A curriculum to fill the gap between business and technical knowledge to meet the global need for business and industry professionals. International Journal of Education Research. Retrieved from
  • chnical+knowledge...-a0381408705
  • 24    A Journal of the Academy of Business and Retail Management (ABRM)
  • International Journal of Higher Education Management (IJHEM), Vol. 4 Number 1    August 2017
  • Lidtke, D., & Yaverbaum, G. (2003). Developing accreditation for information systems education. IT Professionals, January/February, 41-45.
  • Lunt. B., Lawson, E., Goodman, G., & Helps, R. (2002). Designing an IT curriculum: The results of the first CITC conference. Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition. Retrieved May 10, 2005 from
  • Mehic, N., & Al-Soufi, A. (1999). Updating the CS curriculum: Traditional vs. market-driven approaches. Informing Science, 1(4), 69-73. Retrieved May 10, 2005 from
  • Randall, M. H., & Zirkle, C. J. (2005). Information Technology Student-Based Certification in Formal Education Settings: Who Benefits and what is needed. Journal of Information Technology Education, 4, 287-306.
  • Reichgelt, H., Lunt. B, Ashford, T., Phelps, A., Slazinski, E., & Willis, C. (2004). A comparison of baccalaureate programs in information technology with baccalaureate programs in computer science and information systems. Journal of Information Technology Education, 3, 19-34. Retrieved May 10, 2005 from
  • Reichgelt, H., Zhang, A., & Price, B. (2002). Designing an information technology curriculum: The Georgia Southern University experience. Journal of Information Technology Education, 1(4), 213-221. Retrieved May 10, 2005, from
  • Tanenbaum, A. (2003). Computer networks (4th Ed.). Prentice Hall. [Description available at,1144,0130661023,00.html]
  • Tucker, A., Deek, F., Jones, J., McCowan, D., Stephenson, C., & Verno, A. (2003). A model curriculum for K-12 computer science: Final report of the ACM K-12 Education Task Force Curriculum Committee. Retrieved from
  • Weinstein, A., & Barrett, H. (2007, Jul-Aug). Value Creation in the Business Curriculum: A Tale of Two Courses. Journal of Education for Business, 82(6), 329-336.
  • White, G. L. (2006, August 4). Information Systems Education Journal. Information Systems Education Journal, 4(48), 1-7. Retrieved from
  • Zeng, F. (2004). A new approach to integrate computer technology certification into computer information system programs, 2004 Annual ASEE Conference, Salt Lake City, Utah, Session 2558. Retrieved May 10, 2005 from