Aside from career implications, completing an MBA degree is also a process of identity development (Beech, 2006). Along with skill development, students are seeking integrative learning experiences which may positively contribute to the identity development process (Andrews & Harris, 2008) and lay the foundations for the life-long pursuit of management development. Building on the present findings, longitudinal data would more effectively elucidate these life-long learning dimensions.
Online MBA
It is also important to gather longitudinal data which would be helpful in determining
relationships between expectations and actual outcomes. In returning to university studies,
adult learners enact the principles of life-long learning engaging in an experience that can
have far reaching career and personal effects. Post-graduation data looking at the career
experiences of all or at least some members of this sample may reveal additional dimensions
to the research questions posed in this paper.
Aside from career implications, completing an MBA degree is also a process of identity development (Beech, 2006). Along with skill development, students are seeking integrative learning experiences which may positively contribute to the identity development process (Andrews & Harris, 2008) and lay the foundations for the life-long pursuit of management development. Building on the present findings, longitudinal data would more effectively elucidate these life-long learning dimensions.
Aside from career implications, completing an MBA degree is also a process of identity development (Beech, 2006). Along with skill development, students are seeking integrative learning experiences which may positively contribute to the identity development process (Andrews & Harris, 2008) and lay the foundations for the life-long pursuit of management development. Building on the present findings, longitudinal data would more effectively elucidate these life-long learning dimensions.
