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How Can a Bourdieusian Perspective Aid Analysis of MBA Education?

机译：布迪厄斯观点如何对MBA教育进行分析？

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摘要

There is a lack of integrative conceptual models that would help to better understand the underlying reasons for the alleged problems of MBA education. To address this challenge, we draw on the work of Pierre Bourdieu to examine MBA education as an activity with its own "economy of exchange" and "rules of the game." We argue that application of Bourdieu's theoretical ideas elucidates three key issues in debate around MBA education: the outcomes of MBA programs, the inculcation of potentially problematic values and practices through the programs, and the potential of self-regulation, such as accreditation and ranking for impeding development of MBA education. First, Bourdieu's notions of capital-intellectual, social, and symbolic-shed light on the "economy of exchange" in MBA education. Critics of MBA programs have pointed out that the value of MBA degrees lies not only in "learning." Bourdieu's framework allows further analysis of this issue by distinguishing between intellectual (learning), social (social networks), and symbolic capital (credentials and prestige). Second, the concept of "habitus" suggests how values and practices are inculcated through MBA education. This process is often one students acquire voluntarily, and students often regard problematic or ethically questionable ideas as natural. Third, Bourdieu's reflections on the "doxa" and its reproduction and legitimation illuminate the role of accreditation and ranking in MBA education. This perspective helps to understand how self-regulation may impede change in MBA education.
机译：缺乏集成的概念模型，这些模型无法帮助更好地理解所谓的MBA教育问题的根本原因。为了应对这一挑战，我们借鉴了Pierre Bourdieu的工作，将MBA教育作为一项具有自身“交流经济”和“游戏规则”的活动进行了考察。我们认为，布迪厄的理论思想的应用阐明了有关MBA教育的辩论中的三个关键问题：MBA课程的成果，通过课程灌输潜在有问题的价值观和实践以及自我调节的潜力，例如对课程的认可和排名阻碍了MBA教育的发展。首先，布迪厄关于资本，智力，社会和象征意义的观念阐明了MBA教育中的“交换经济”。 MBA课程的批评者指出，MBA学位的价值不仅在于“学习”。布迪厄的框架通过区分智力（学习），社会（社会网络）和象征性资本（证书和声望），可以对该问题进行进一步的分析。其次，“习性”的概念暗示了如何通过MBA教育来灌输价值观和实践。这个过程通常是一个学生自愿获得的过程，并且学生经常将有问题或道德上有问题的想法视为自然。第三，布迪厄对“ doxa”及其再现和合法性的反思阐明了认证和排名在MBA教育中的作用。这种观点有助于理解自我调节如何阻碍MBA教育的变化。

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