Progress in Adult Learning:
Blended Experiential Methodology
Master’s Thesis
This thesis is submitted in fulfillment of the requirements for the study program of
Master of Business Administration in International Management
ESB Business School
Reutlingen University
Prepared by:
Eldar Husanovic (766988)
1st Supervisor: Prof. dr. Stephan Seiter – ESB Business School
2nd Supervisor: Dr. John Wargin
Strasbourg, 30.12.2020
Acknowledgments
The last year and a half has been exciting, fun, and challenging. It has been a unique
experience during which I learned a great deal. The writing of the thesis was the final
touch to the entire journey. I have enjoyed it greatly, from meeting new people and making
great friendships to insightful and valuable learning. During the process, there have been
many who have helped me along the way. I would like to thank all of them sincerely for all
their support. I would especially like to thank Prof. Dr. Stefan Seiter, my thesis supervisor,
my mentor, for his continued insightful guidance and support. I would like to thank Dr.
John Wargin for inspiring me to further explore the field I am most passionate about. I
must also thank my good friend Katarina Ristic for her selfless support, time, and patience
in all the fun, challenging, and inspiring discussions.
Last but not least, I would like to thank my dear family, my wife Bojana, and my two
beautiful children Damjan and Asja, for the continued love, understanding, and support
during, not only the writing of the thesis, but throughout our entire adventure.
Thank you and I greatly appreciate it.
Eldar Husanovic
“Tell me and I will forget, show me and I may remember; involve me and I will
understand.” – Confucius
ii
Summary
The current transformation to a digital- and knowledge-based economy makes the flexible
and lifelong-learning-motivated adult workforce essential. At the same time, the gap
between the industry needs and the availability of a skilled workforce is on the rise. This
study sets to explore how current blended learning programs are addressing the challenge
in order to attempt to identify current practices guided by the concept of blended learning
as an educational model for the experiential adult learner.
This study examines three themes: adult learning principles, experiential learning theory,
and the concept of blended learning. The theoretical research starts with the adult learning
principles of Malcolm Knowles, guiding the process towards the experiential learning of
David Kolb. The research includes the review and critique of the main principles of adult
learning, an overview of experiential learning theory, and the analysis of experiential
teaching techniques. The outcome of the research leads to the identification of four
experiential teaching techniques: case studies, simulations, hands-on experiences, and
collaborative work, as highly relevant to adult learners, setting the stage for the theoretical
research of blended learning methodology, its models, characteristics, tools, and elements,
with the purpose of establishing its suitability as the medium for the delivery of the four
identified experiential adult learning techniques. The theoretical research further leads to
the distinguishing of three elements of flexibility relevant to adult learners in blended
learning: time and pace, place, and path. The four experiential adult teaching techniques
and the three elements of flexibility in blended learning are the basis for the creation of
categories of the quantitative and qualitative analysis of leading European business school
blended graduate programs. In the outcome, it is evident that all the teaching techniques
and elements of blended learning were identified in all fourteen programs, at varying levels
and degrees, leading to the creation of key takeaways from the study as well as key
concluding points.
iii
Table of Contents
Acknowledgments ..........................................................................................................ii
Summary ....................................................................................................................... iii
Table of Contents ........................................................................................................... iv
List of Abbreviations ...................................................................................................... vi
List of Illustrations ........................................................................................................ vii
List of Tables ................................................................................................................ viii
1
2
Introduction ............................................................................................................1
1.1
Literature Review ................................................................................................... 2
1.2
Aims and Research Question ................................................................................. 3
Adult Learning.........................................................................................................6
2.1
2.1.1
2.1.2
3
Andragogy .............................................................................................................. 6
Characteristics of Adult Learner............................................................................................. 6
Critique .................................................................................................................................. 9
Theory of Experiential Learning .............................................................................10
3.1
Definition ............................................................................................................. 10
3.2
Kolb’s Experiential Learning Theory ..................................................................... 10
3.3
Kolb’s Learning Cycle ........................................................................................... 12
3.4
Benefits................................................................................................................. 13
3.5
Critique ................................................................................................................ 14
3.6
Teaching Techniques of Experiential Learning ..................................................... 14
3.6.1
3.6.2
3.6.3
3.6.4
3.7
Case Studies ......................................................................................................................... 15
Simulations and Games ....................................................................................................... 15
Collaborative Work (Group / Peer-to-Peer Learning) .......................................................... 16
Internships / On-the-Job Experiences .................................................................................. 17
Connecting Experiential Learning with Adult Learner .......................................... 17
4
Conclusion – Experiential Learning of Adults .........................................................17
5
Blended Learning ..................................................................................................19
5.1
Definition ............................................................................................................. 19
5.2
Models ................................................................................................................. 19
5.3
Face to Face Component in Blended Learning ..................................................... 21
5.3.1
5.3.2
5.4
5.4.1
5.4.2
Characteristics ..................................................................................................................... 21
Face-to-Face Activities and Tools ......................................................................................... 21
Online Component of Blended Learning .............................................................. 23
Characteristics ..................................................................................................................... 23
Online Activities and Tools .................................................................................................. 24
5.5
Blending Face-to-Face with Online ...................................................................... 26
5.6
Blended Learning as Adult Learning Concept ....................................................... 27
5.7
Flexibility .............................................................................................................. 28
iv
5.8
6
Conclusion – Blended Learning Elements of Flexibility ........................................ 28
Research Methodology..........................................................................................30
6.1
Data Collection Method ....................................................................................... 30
6.2
Data Analysis Method .......................................................................................... 30
6.2.1
6.2.2
6.2.3
6.2.4
6.2.5
7
Content Analysis .................................................................................................................. 30
Directed Content Analysis.................................................................................................... 31
Limitations of Research Design ............................................................................................ 32
Implementation Process ...................................................................................................... 32
Implementation Practicalities .............................................................................................. 32
Findings and Analysis ............................................................................................35
7.1
Frame 1: Teaching Techniques ............................................................................... 35
7.1.1
7.1.2
7.1.3
7.1.4
7.2
Category 1: Case Studies ...................................................................................................... 35
Category 2: Simulations ....................................................................................................... 36
Category 3: Hands-On Experience (workshops, on-the-job experiences, internships) ........ 37
Category 4: Collaborative Learning (peer-to-peer, group work, discussions) ...................... 40
Frame 2: Blended Learning Elements of Flexibility .................................................. 41
7.2.1
7.2.2
7.2.3
7.3
Category 1: Time and Pace................................................................................................... 41
Category 2: Place (flexibility in face-to-face, flexibility online) ............................................ 44
Category 3: Path .................................................................................................................. 45
Overall Findings and Analysis ................................................................................. 47
7.3.1
7.3.2
7.4
Frame 1 ................................................................................................................................ 47
Frame 2 ................................................................................................................................ 48
Key Takeaways ...................................................................................................... 50
8
Conclusion .............................................................................................................51
9
Limitations and Further Research ..........................................................................52
List of References ..........................................................................................................54
Appendix A
Frame 1: Collected Research Data ..........................................................59
Appendix B
Frame 2: Collected Research Data ..........................................................64
Appendix C
List of Sources Used for Data Collection ..................................................72
Declaration of authorship of an academic paper ...........................................................74
v
List of Abbreviations
AACSB…………………...The Association to Advance Collegiate Schools of Business
MOOC…………………………………………………….Massive Open Online Course
WHO…………………………………………………………World Health Organization
vi
List of Illustrations
Illustration 1. The Experiential Learning Cycle .................................................................. 13
vii
List of Tables
Table 1. Kolb’s Model with Suggested Techniques ............................................................ 18
Table 2. Frame 1 Results ..................................................................................................... 47
Table 3. Frame 2 Results ..................................................................................................... 48
viii
1 Introduction
The impact of the Internet over the last ten years intensified, leading to an accelerated
change of business pace and contributing to an exponential increase in knowledge and
complexity. The impact is no exception to the field of adult education, currently in the
process of transformation (Benson-Armer, Gast, & Dam, 2016). The pressure for changes
in delivery and “consumption” of education is high due to the fast change of technology
requiring new knowledge and skills. The period between the time knowledge is acquired
and the time it becomes obsolete has significantly shortened (Brassey, Christensen, &
Dam, 2019). Currently, the half-life of knowledge is estimated at five years (Bersin,
Schwartz, Pelster, & van der Vyver, 2017). Consequently, this has contributed to the
evolution of the global workforce, making it highly dependent on new technology, new
knowledge, and continuous capacity to think across disciplines, construct information, and
connect complex ideas (Hans & Shawna, 2019). These developments have caused a
general shift to a digital- and knowledge-based economy, making flexible and lifelonglearning-motivated workforce essential (Brassey et al, 2019). This shift can also be seen
through market capitalization in major global companies, increasingly being based on
intangible assets (Elsten & Hill, 2017). All of the above placed a premium on education
and training, with upskilling, reskilling, and reinventing models of adult learning
becoming more important than ever before (Brassey et al, 2019). In fact, it can be said
that reinventing how adults continually learn, unlearn and relearn, in other words, how
they transform, is a major global task to be addressed to shorten the rising gap
between industry needs and the availability of skilled workforce (Hans & Shawna,
2019).
Concerning learning transformation, three additional points ought to be mentioned, all
three challenging current educational habits. The first is the fact that internet
technology is rapidly altering individual access to knowledge. For example, significant
activities have already been undertaken to provide knowledge fully online from credible
sources, e.g. Massive Open Online Courses (MOOC) by Stanford, MIT, Harvard,
Coursera, and so forth, enabling global access to wide audiences. The second point is
related to the industry’s increasing concerns related to the inadequate preparedness of new
employees (Shepherd et al, 2019). This concern is directly connected with the ability of
graduates to apply acquired university knowledge to work. Consequently, the industry is
pressing for changes expecting graduates capable of transferring acquired knowledge
skills, and attitudes into action, especially having in mind that work environments are
under continual competitive and disruptive challenges. The third point is that learners
themselves already have significantly changed expectations what education is to offer
them. Namely, the learner guides himself/herself towards activities that are
experiential, interactive, and insightful, unlike the current focus on learning how and
what to memorize (Hase & Kenyon, 2001).
1.1 Literature Review
Experiential learning that follows adult learning principles implemented with blended
learning methodology as the educational model is seen by a significant number of
institutions and researchers as a direct response to the aforementioned questions and
challenges. Unlike fully online learning or face-to-face-only approach, the concept of
blended learning, defined in broad terms as a combination of some form of face-toface and online learning experience, has the potential to offer a large array of
opportunities in combining the advantages of both modes of instruction thus providing
learners with the flexibility “to operate successfully in, and across, different contexts,
utilizing their everyday life-worlds as learning spaces” (Cook, Pachler, and Bachmair,
2011, as cited in Bocconi & Trentin, 2014, p. 517). Similarly, according to the Digital
Action Plan 2021-2027 of the European Commission, the future leadership and capacity
are connected not only to implementing different tools in digital education but also
ensuring “effective hybrid solutions between online and onsite delivery” (European
Commission, 2020, p. 80). According to the survey for the Digital Action Plan, the
highest-ranked disadvantage of digital education is the lack of face-to-face communication
and interaction, which can be addressed by one of the major advantages of blended
learning, indicated in the survey, which is the presence of some form of face-to-face
activity (European Commission, 2020).
Similarly, the World Health Organization (WHO) conducted a systematic literature
review in 2019 with the ultimate objective of creating and implementing its own
strategy for lifelong learning to be applied globally. The literature review included
leading studies of lifelong learning, encompassing contemporary policies, practices,
and research while focusing on hybrid, online, onsite, simulated, and mobile learning
environments. The direct aim of the literature review was to establish current best
practices in lifelong adult and digital learning. It covered 94 highly relevant studies
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published from 2000 to the present, with one of the key conclusions being that formal
learning should include a variety of different methods. A recurrent theme throughout
the literature was that programs should be learner-centered and blend a variety of
approaches, recommending a blend of in-person and distance learning, with blended
learning being a preferred method of delivery compared to either online-only or in-person
only (World Health Organization, 2019a).
Further, in a large survey conducted by McKinsey in 2016, 1,500 executives, 120 learning
and development leaders, and 15 Chief Learning Officers were interviewed from 91
organizations. The research concluded that a large number of employees will need to learn
new skills to remain employable and that as many as 800 million jobs will be displaced by
2030. The research confirmed that adult learning has to undergo revolutionary changes to
keep pace while focusing on blended-learning solutions that combine digital learning,
fieldwork, and highly immersive classroom sessions (Brassey et al, 2019).
Furthermore, according to the Association to Advance Collegiate Schools of Business
(AACSB) Collective Vision for Business Education, it is technology platforms that will
have the task of enhancing complementary learning experiences and opportunities enabling
more customized programs to learner's actual role, industry, or career path, by leveraging
experiential learning.
Similarly, the four deans of leading business schools, Harvard, Wharton, Columbia, and
Stanford, agreed that the future of business education will focus on:
•
Application and interaction of acquired knowledge while lecture-like content will
be provided online
•
Experiential learning applied outside of the classroom in local and global contexts
•
Balancing learning-by-studying with learning-by-doing (Garrett, Saloner, Nohria,
& Hubbard, 2016)
1.2 Aims and Research Question
Higher education institutions have the purpose and obligation to persistently meet student
needs, requirements, and expectations by providing high-quality, relevant, and accessible
education. It is also relevant that educational institutions meet the needs of employers by
educating students capable of applying the acquired knowledge in real-world situations of
3
an ever more dynamic and complex society (Demirer & Sahin, 2013). To move in this
direction, it may be relevant to make awareness of the contemporary value-creating
learning formats available.
With blended learning becoming a prioritized strategic development, it seems sensible to
look more deeply into current practices that could assist educational institutions in the
creation, deployment, and delivery of blended educational programs. Although there is a
significant number of studies investigating either blended learning or experiential learning
of adults, there are not many studies focusing on blended learning as an educational model
and a facilitation platform for the delivery of educational programs based on adult learning
principles and experiential learning theory.
The forming of the research questions was deduced from theory. The theoretical research
first included the examination of adult learning principles, focusing on Malcolm Knowles,
guiding the research towards the experiential learning of David Kolb. The research
included the review and critique of main principles of adult learning, overview of
experiential learning theory, as well as examination of experiential teaching tools,
elements, and techniques that are in line with adult learning principles of Malcolm
Knowles. The outcome of the research led to the establishing of four experiential teaching
techniques: case studies, simulations, hands-on experiences, and collaborative work, as
highly relevant to adult learners. From this framework stems the first research question:
Research question 1:
Do existing blended learning programs implement the four teaching techniques of
experiential adult learning, as deduced from theories?
Once the experiential teaching techniques became established, the research of blended
learning methodology models, elements, and tools led to the identification of flexibility as
a key benefit of blended learning, particularly relevant to adult learners. This led to the
distinguishing of three elements of flexibility in blended learning: time and pace, place,
and path. Therefrom stemmed the second research question:
4
Research question 2:
Do existing blended learning programs implement the three elements of flexibility in
blended learning, as deduced from theories?
With the aforementioned in mind, this study sets to explore existing blended learning
programs from the perspectives deduced from theories, in order to attempt to understand
and establish the current practices based on the analysis of teaching techniques and
elements of leading higher education graduate blended programs. The study extends the
literature by exploring how digital- and knowledge-based economy impacts current
blended learning practices of highly ranked business graduate programs from the
perspective of an experiential adult learner.
5
2 Adult Learning
2.1 Andragogy
According to Knowles (1980), “andragogy is a set of principles applicable to most adult
learning situations” (as cited in McLean, 2017, p. 596) and attributed to helping educators
better understand adult learning (Knowles & Swanson, 2005). It is considered the most
influential concept in contemporary adult education (Cooke, 1994) and a framework for
learning practice (Youde, 2018). According to Jarvis (2012), Kember (2007), and
Savicevic (2008), the Knowles notion of Andragogy is among the most referenced notions
in terms of adult learning (as cited in Youde, 2018). Also, while elaborating on the level of
acceptance and application of andragogy globally, Pratt (1993) elaborates “it (andragogy)
will continue to be the window through which adult educators take their first look in the
world of instructing adults” offering “familiar and recognizable ground from which to
conduct adult education” (as cited in Cooke, 1994, p. 73).
2.1.1
Characteristics of Adult Learner
According to Knowles and Swanson (2005), six key assumptions are essential to teaching
and understanding the adult learner. The following six assumptions are considered the
principles of andragogy: need to know, self-directedness, prior experience, readiness,
relevancy, and internal motivation.
1. Need to Know
It is essential for adults to understand why learning is taking place and how the learner
contributes to it, directly or indirectly. Further elaborating on this principle, Knowles and
Swanson (2005) explain that adults generally invest a great deal of energy to understand
the benefits of learning. Therefore, it is of the essence for the adult learner to first establish
their "need to know", “in which the learners discover for themselves the gap between
where they are now and where they want to be” (Knowles & Swanson, 2005, p. 65). To
facilitate it, Knowles & Swanson suggest the use of diagnostic tools by teachers (learning
facilitators) to assist the learner better understand their current level of knowledge in
comparison to knowledge expected to be acquired. Since the main element of the
discrepancy assessment is the learner’s own perception, the assessment is essentially a selfassessment, in which the learning facilitator provides learners with procedures and tools
needed to acquire information enabling the learner to understand their level of
competencies. The best tools to be used are experiential (e.g. simulations), which enable
6
learners to easily realize by themselves what their knowledge gap is. “At the very least,
facilitators can make an intellectual case for the value of the learning in improving the
effectiveness of the learners’ performance or the quality of their lives” (Knowles &
Swanson, 2005, p. 64).
2. Self-Directedness
Knowles et al. (2015) explained the self-concept as one in which adult learner is held
responsible for their own decisions leading to the concept of self-direction. According to
Knowles & Swanson (2005), “once they have arrived at that self-concept, they develop a
deep psychological need to be seen by others and treated by others as being capable of selfdirection” (p. 65). Typically, it is about respecting the knowledge of the adult learner as
well as their learning aspirations, while maintaining the concept of accountability for the
decisions they make on their behalf. According to this principle, learning imposed on
adults can lead to resentment creating unwanted tensions which may lead them to a
dependency approach, experienced while in school as children. Consequently, educators
have a duty to assist adult learners in the transition from being directed to self-direction
(Youde, 2018). Similarly, as explained by Knowles, “people tend to feel committed to a
decision or activity in direct proportion to their participation in or influence on its planning
and decision making”. The reverse is even more relevant as adult learners “tend to feel
uncommitted to any decision or activity that they feel is being imposed on them without
their having a chance to influence it” (Knowles & Swanson, 2005, p. 123). It is important
to mention that the traditional educational system does not nurture this approach. To
facilitate it, it is important to undertake steps that prepare the learner better understand the
concepts of proactivity, identifying knowledge the learner already possesses, as well as
forming collaborative relationships (Knowles & Swanson, 2005).
3. Prior Experience
When it comes to this principle, Knowles and Swanson (2005) explain that adult learners,
as opposed to young learners, enter the learning process with a great deal of knowledge,
skills, and competencies. Namely, the principle is closely related to life experiences adult
learners bring with them, representing a valuable asset that assists the learning process in a
number of experiential activities. Consequently, in relation to this principle, Knowles and
Swanson claim that “the emphasis in adult education is on experiential techniques—
techniques that tap into the experience of the learners, such as group discussions,
7
simulation exercises, problem-solving activities, case methods, and laboratory methods
instead of transmittal techniques”. Also, greater emphasis is placed on “peer-helping
activities” (Knowles & Swanson, 2005, p. 66). Still, previous experiences can also inhibit
new learning. Old models of thinking may hinder it. Consequently, the lecturer's role, in
this case, is important as there is a need to motivate unlearning and reassure learning of
new (Youde, 2018).
4. Readiness
According to Knowles and Swanson (2005), adults acquire “new knowledge,
understandings, skills, values, and attitudes most effectively when they are presented in the
context of application to real-life situations” (p. 67). For the educator, this means that
understanding the adult learner's background and the readiness for learning is important.
According to this principle, learning to adults is more relevant when there is direct
applicability to work. This principle is frequently related to a stage in life that is often
developmental, for example when an adult is moving from one stage of their life to
another. This further implies that the lecturers, when preparing, should keep in mind that
learning content should be as relevant as possible to the application in real life (Youde,
2018). According to Knowles and Swanson (2005), adults are life-focused in their
orientation towards learning. Adult learning is problem-oriented, attempting to acquire the
knowledge needed to address a specific problem. Therefore, it is important that the adult
learner realizes that knowledge acquired will enhance his/her ability to perform or be able
to deal with certain life situations in an improved manner. Consequently, such learning
provides the adult learner with a purpose that leads to truly personalized learning.
5. Internal Motivation
Adults are intrinsically motivated. As stated above for the other principles, adults'
motivation is based on problems that are personally considered as important by the learner.
Thus, communicating the learner's needs with the learning facilitator to better understand
the requirements of the learner may contribute to the improvement of knowledge, skills,
and attitudes (Knowles & Swanson, 2005).
8
2.1.2
Critique
Merriam (2001) claims that Knowles' all-encompassing assumption of all adults being selfdirected is questionable, stating that "some adults are highly dependent on a teacher for
structure, while some children are independent, self-directed learners", emphasizing that it
should be looked at on a rather individual basis (p. 5). McLean (2017) also questions the
generalization of learning abilities and motivations to learn. (2017).
Furthermore, Merriam (2001) states that although andragogy supports abilities and
readiness to undertake an initiative, variations among adult learners do not seem to be
included, especially concerning learners' social and cultural background. Grace (1996) and
Jarvis (2012) similarly criticize andragogy as being limiting due to the absence of
sociological perspective as well as being isolating due to non-consideration of social
structure (as cited in Youde 2018).
Another, frequently disputed and discussed principle is the andragogical model’s principle
“motivation to learn”, which proposes that adults, unlike children, respond better to
intrinsic rather than extrinsic motivators. It is being disputed by stating that children may
respond sometimes better to intrinsic motivators while adults can better in some cases
respond to extrinsic motivators (Youde, 2018). According to Swain & Hammond (2011),
both motivators have indicated a positive impact on the achievement of adult learners in
contexts of higher education. Also, Feinstein et al (2007) claim that in cases when adult
learners' motivation is only instrumental, e.g. undergoing a higher education program to
acquire work promotion, it would be expected that education would also need to
incorporate external motivators as well into their courses (as cited in Youde, 2018).
Having in mind the sound critique of adultst being only internally motivated, as proposed
by Malcolm Knowles, and due to the limited sources and resources for this study, I have
decided to leave out internal motivation as an adult-learning principle in the rest of the
thesis.
9
3 Theory of Experiential Learning
3.1 Definition
Experiential learning was first defined in 1969 by Rogers (2016) as the "quality of personal
involvement, the whole-person in both his feeling and cognitive aspects being in the
learning event" (as cited in Kurthakoti & Good, 2019). Hoover (1974) provided an
extended definition by elaborating that experiential learning exists when “a personally
responsible participant(s) cognitively, emotionally, and behaviorally process(es)
knowledge, skills and/or attitudes in a learning situation characterized by a high level of
active involvement” (p. 35). Most known definition of experiential learning in
management education is the one by Kolb (1984) who defined it as "a holistic integrative
perspective on learning that combines experience, cognition, and behavior". Lewis and
Williams (1994) defined it in a simple form stating that experiential learning is the same as
learning by doing or learning from experience.
3.2 Kolb’s Experiential Learning Theory
David Kolb’s model of experiential learning is considered as most recognized, even though
many had been proposed before him (Ahn, 2008). In fact, it is considered as one of the
most influential theories on how managers acquire knowledge using an experiential
methodology (Li et al., 2013).
According to Kolb and Kolb (2005), experiential learning is a multilinear model that is
based on processes and focused on adult development (2005). The theory is built on six
propositions as indicated below:
Learning is best conceived as a process, not in terms of outcomes. To improve
learning in higher education, the primary focus should be on engaging students in a
process that best enhances their learning—a process that includes feedback on the
effectiveness of their learning efforts. As Dewey notes, “[E]ducation must be
conceived as a continuing reconstruction of experience: . . . the process and goal of
education are one and the same thing” (Dewey 1897: 79).
All learning is relearning. Learning is best facilitated by a process that draws out
the students’ beliefs and ideas about a topic so that they can be examined, tested,
and integrated with new, more refined ideas.
10
Learning requires the resolution of conflicts between dialectically opposed modes
of adaptation to the world. Conflict, differences, and disagreement are what drive
the learning process. In the process of learning, one is called upon to move back
and forth between opposing modes of reflection and action and feeling and
thinking.
Learning is a holistic process of adaptation to the world. Not just the result of
cognition, learning involves the integrated functioning of the total person, thinking,
feeling, perceiving, and behaving.
Learning results from synergetic transactions between the person and the
environment. In Piaget’s terms, learning occurs through equilibration of the
dialectic processes of assimilating new experiences.
Knowledge is created through learning. Experiential learning builds upon a
constructivist theory of learning. This means that social knowledge is created and
re-created in the learner through a transformation of experience, as opposed to the
"transmission" view where pre-existing and fixed ideas are transferred to the
learner (Kolb & Kolb, 2005, p. 194).
David Kolb created his experiential learning theory on some of the leading scholars of the
20th century, including John Dewey, Carl Jung, William James, Jean Piaget, and others,
who placed experiential learning in focus when it comes to adult learning and development
(Kolb, 2005).
The experiential theory is based on three key models that Kolb uses to describe the
process. The first is the Lewinian Model, seen as the main model of the experiential theory.
It contains four stages. The first stage is the actual experience (i.e., field trip, practical
workshop), the second stage is the reflection on the first stage, the third stage is when the
learner attempts to conceptualize the experience while the fourth stage is when the learner
contemplates about the application and testing of the new model for future experiences
(Healey and Jenkins, 2000).
11
The second model is John Dewey’s model of learning, similar to Lewin’s but focuses more
on how learning transfers concrete experiences through impulses, feelings, and desire for
learning higher order of purposeful action (Kolb, 1984).
The third model that Kolb uses is Piaget’s learning and cognitive development model. This
model focuses on the impact of experience concepts on the real world and the acceptance
of experiences and events into existing concepts. According to Piaget, a balanced approach
of both leads to adequate adaptation. When one dominates over the other, the outcome is
either the imitation of environmental contours or in the opposite case imposing one's
concept regardless of environmental realities (Kolb, 1984).
All three of the aforementioned scholars, Dewey, Piaget, and Lewin, stress that
transactions between the environment and the person are the key to the active creation of
the knowledge process (World Health Organization, 2019).
3.3 Kolb’s Learning Cycle
David Kolb’s experiential learning theory is represented through the Kolb's Learning Cycle
defining experiential learning as a "process whereby knowledge is created through the
transformation of experience" (Kolb, 1984, p.38). The Learning Cycle is divided into two
modes of comprehending experience named Concrete Experience (CE) and Abstract
Conceptualization (AC) and two modes of transforming experience, named Reflective
Observation (RO) and Active Experimentation (AE).
The two modes are divided into four stages as follows:
-
Concrete Experience (CE) - the first stage represents the concrete experience of
undergoing a certain situation.
-
Reflective Observation (RO) - the second stage is seen as a process of reflective
observation where the learner is trying to make sense or reflect upon what has
happened through description, interpretation, and understanding of the relationships
of events.
12
-
Abstract Conceptualization (AC) - the third stage is the creation of abstract
concepts in which learned theories and knowledge are added to the self-reflective
analysis of the experience to complement and facilitate the learning process. In this
stage, the knowledge and theories may come from different sources including
studies, ideas from colleagues, new observations, and so forth.
-
Active Experimentation (AE) - the fourth stage is the active experimentation in
which the learner tests new ways of thinking, leading to new experiences that
initiate the new cycle of learning (Kolb, 1984).
Ideally, the learner goes through all phases, experiencing, reflecting, thinking, and acting,
in response to the situation being learned. Observations and reflections in the process are
based on the actual immediate experiences (Kolb, 2015).
Illustration 1. The Experiential Learning Cycle (Passarelli & Kolb, 2011, p.5)
3.4 Benefits
A significant number of researchers claim that experiential learning methods provide a
significant number of advantages and benefits that lead to improved student confidence
and motivation, augmented concept development, boosted memory, increased
understanding of constructed knowledge and concept development, and achieving deep
learning (Callister & Love, 2016). Furthermore, students who employ experiential
13
methods, such as the teaching of others or learning from hands-on experiences, have
resulted in significantly higher learning scores when compared to traditional
methodologies of learning, such as direct lecturing, use of audio-visuals, reading, and so
forth. Additionally, students who study at educational institutions that have a strong
experiential focus are in an advantageous position due to their practice of real-life relevant
problem-solving as well as engaging experiential hands-on activities where they can apply
and test theoretical knowledge (World Health Organization, 2019a). Evidence also points
to the fact that hands-on experiences are a crucial aspect of delivering skills‐based training
(Callister & Love, 2016).
3.5 Critique
Despite its strong influence on the experiential theory's principles and general
omnipresence, there is a number of scientists providing various criticism and opposing
experiential learning theory (Russel, 2006). The main point being questioned is its narrow
psychological concept of learning (Seaman, 2007), which neglects that learners’
perceptions and actions are also culturally predisposed (Miettinen, 2000), putting learning
into a separate isolated experience space (Seaman, 2007). According to Miettinen (2000),
the concept of experiential learning has an ideological function, where reliance is in the
faith of the innate individual’s ability to learn and grow. Other criticisms discuss the
absence of feeling as neither being defined nor elaborated in the experiential learning
theory. Miettinen (2000) further elaborates that Kolb ignores experience as an essential
segment of experiential learning. This could be seen in Kolb's statement that "…learning,
change, and growth are seen to be facilitated by an integrated process that begins with
here-and-now experience followed by the collection of data and observations about that
experience." (Kolb, 1984, p. 21), stressing the fact that experience is only happening at the
moment of the actual experience altogether ignoring previous experience contributed to the
process of learning. However, Kolb does mention in the second principle of the
Experiential Theory that all learning is relearning, which contradicts the previous statement
while confirming that previous experience plays an important role.
3.6 Teaching Techniques of Experiential Learning
Experiential activities are divided into two groups, classroom experiential activities and
field-based activities (Nagar & Hurd, 2019). Field-based activities include hands-on
learning processes such as in-company projects, internships, workshops, and so forth. On
14
the other hand, experiential learning based on experiential classroom face-to-face activities
is presented in a multitude of approaches, most important of which being case studies,
simulations, and games, role-playing, critical incidents, presentations, as well as different
types of group-engaging activities. Real-life scenarios can also be used in experiential
classrooms or laboratories (Lewis & Williams, 1994). Inside the experiential classroom,
the lecturer is not doing frontal lecturing but rather facilitating and directing students,
inciting them by relevant questions, to guide them to the achievement of learning
objectives (Nagar & Gurd, 2019).
A number of approaches are available to educators when delivering learning based on
experiential learning theory (Kurthakoti & Good, 2019). According to Knowles (2005), the
emphasis of adult education should be on experiential learning techniques that directly
stimulate learners’ experience encompassing group work, simulations, problem-solving
case studies, and hands-on peer helping activities. Considering that the techniques
recommended by Knowles, are in line with the previously stated experiential learning
techniques, for the purpose of this study I narrow them down and group to case studies,
simulations and games, collaborative work and internships/on-the-job experiences.
3.6.1
Case Studies
The case study method, in terms of experiential learning in business education, can be
defined as “a method that involves studying actual business situations, written as an indepth presentation of a company, its market, and its strategic decisions to improve a
manager's or student's problem-solving ability” (Kurthakoti & Good, 2019). This method
provides students with an opportunity to be put in a scenario in which they are being given
a real or similar to the real case with challenges to be addressed, enabling them to apply
acquired theoretical concepts into real-life scenarios (Kurthakoti and Good, 2019).
3.6.2
Simulations and Games
According to Shepherd et al (2019), simulations can be perceived as an experiential
learning method, strategic and dynamic in nature, effectively transforming theoretical
concepts into practice by using different modes of learning that employ life-like
experiences in different kinds of learning spaces. It attempts to replicate real-life work
environments by providing learners with contextualized themes, techniques, technologies,
and methods in a controlled environment. It directly supports the learning of technical and
15
non-technical skills with the ultimate objective of preparing and equipping learners with
knowledge, skills, and attitudes needed once employed (Shepherd et al, 2019). According
to Faria et al., (2008), the main reason why simulations and games in the last ten years
have been used in business schools was to enable students to acquire experience and assist
them in forming strategies, improve their decision-making skills and facilitate teamwork.
Similarly, Kurthakoti and Good (2019), state that it has been established that simulations
and games improved the learning of students in a number of segments. Namely, it
improves the higher order of cognitive processes, application, analyzing, evaluation, and
creation of concepts.
3.6.3
Collaborative Work (Group / Peer-to-Peer Learning)
According to Gaumer, Cotleur, and Arnone (2012), group work has a number of significant
advantages. These include the generally accepted rule of thumb that people who work in
groups achieve more than people working individually, can gather and analyze a larger
amount of data, improve relationships, improve the ability to better deal with conflict,
better organize tasks to reach set goals, exercise leadership roles as in real-life scenarios
and so forth (as cited in Kurthakoti and Good, 2019). Also, collaborative learning, as the
main characteristic of group projects, results in enhanced learner satisfaction. It also
contributes to the improvement of the social part of learning among the students in a
distance learning education. The group project method is even more important in
understanding teamwork as the basis of future work-life and due to the high level of skill
transferability, when compared to other methods. It provides an experiential context in
which learners can use problem-solving scenarios to learn and apply their knowledge
(Kurthakoti and Good, 2019). Furthermore, according to the World Health Organization
(2019), models of group experiential learning improve specific skills as well as knowledge
in general, while minimizing mistakes and expanding practical aspects of learning. It is
important to mention that group and peer-to-peer learning are considered crucial
components of experience-based learning (Nagar and Hurd, 2019).
On the other hand, there are certain shortcomings to group work, and these can be seen
through group grading that some may find unfair due to different potential investment into
group work, freeriding, team compositions, and sometimes difficulties in agreeing on work
schedules.
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3.6.4
Internships / On-the-Job Experiences
Internships and in-company projects are a widely used experiential learning approach in
many business school graduate-level programs. According to AACSB, students are
expected to have an opportunity during the program to apply business-related knowledge
and skills. According to Kurthakoti and Good (2019), internships contribute to deep
learning which leads to significant other types of benefits such as higher academic
achievement, development of networking skills, increased ability to find long-term
employment, enhanced understanding of theoretical concepts, improved problem solving
due to the ability to connect theory with practice, cultural awareness, improved
communication, and social skills, and so forth.
3.7 Connecting Experiential Learning with Adult Learner
Considering the relevancy of the compatibility of andragogy with experiential learning
theory in positioning this thesis, it is important to review Knowles’ perception of Kolb’s
Learning Cycle. According to Knowles (2005), Kolb with his experiential learning theory
contributes significantly to the literature of experiential learning, most importantly by
providing it with a practical learning approach in experiential practice as well as the
theoretical basis for the research in experiential learning. Furthermore, Knowles
emphasizes that the experiential learning theory and its accompanying learning cycle are a
highly valuable framework when it comes to the creation of adult learning experiences,
which can be applied on both, macro and micro levels. Namely, all four stages of the
learning cycle can be applied to the overall educational program and class level, while
being able to be applied to individual teaching units as well. Furthermore, Knowles (2005)
explains that an important benefit of experiential learning to adults is improved
performance upon the completion of education, which would also be beneficial in many
other domains of adult learning. He concludes that the “experiential approach to learning
has become firmly rooted in adult learning practice” (Knowles, 2005, p. 197).
4 Conclusion – Experiential Learning of Adults
According to Malcolm Knowles (2005), the role of experiences is of great relevance to
adult learners. Knowles explains it by stating that “for many kinds of learning, the richest
resources for learning reside in the adult learners themselves” emphasizing that adults
seem to “learn best when new information is present in real-life context”. He adds that it
contributes to the shaping of adult learners and concludes that “the emphasis in adult
17
education is on experiential techniques, techniques that tap into the experience of the
learners, such as group discussions, simulation exercises, problem-solving activities, case
methods, and laboratory methods instead of transmittal techniques”, with emphasis on
“peer-helping activities”. As the outcome, Knowles suggested the most favorable teaching
techniques for adults in experiential learning following Kolb’s Learning Model:
Kolb’s Stage
Example Learning/Technique
Concrete Experience
Simulation, Case Study, Field Trip, Real
Experience, Demonstrations
Reflective Observation
Discussion, Groups, Designated Observers
Abstract Conceptualization
Sharing Content
Active Experimentation
Laboratory Experiences, On-the-Job
Experience, Internships, Practice Sessions
Table 1. Kolb’s Model with Suggested Techniques (Knowles & Swanson, 2005)
Determining key teaching techniques in the experiential learning of adults is a necessary
segment to address the first research question. Guided by the aforementioned list of
teaching techniques, as suggested by Malcolm Knowles, I grouped the aforementioned
techniques into four categories of key teaching techniques as follows:
1. Case studies
2. Simulations
3. Collaborative work (peer-to-peer learning, group work, discussions, debates)
4. Hands-on experience (laboratory/workshop experiences, on-the-job experience,
internships, hands-on practice sessions)
These four categories encompass all the teaching strategies as proposed by Malcolm
Knowles and will be used to address the first research question. The objective of grouping
was to set criteria for further research process. Namely, these four groups of techniques
will represent the four categories of the first frame of the research, which is to identify and
analyze their presence in the selected blended learning graduate programs.
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5 Blended Learning
5.1 Definition
Although it is clear that blended learning represents some sort of combination of face-toface and online learning, there does not seem to be a consensus on a widely accepted
definition. Garrison and Kanuka (2004) and Vaughan (2013) define blended learning as a
learner-centered, multi-modal, flexible, and self-paced approach that emphasizes the fact
that simply adding some online aspects to the face-to-face mode should not be considered
blended learning. Picciano (2009) implies that blended learning is represented through a
reduced amount of face-to-face learning by using a certain level of online activity, while
Boelens et al (2017) see blended learning as a deliberate blending of online and onsite
activities to support and stimulate learning. Maarop and Embi (2016) cite Littlejohn and
Pegler who see blended learning as the concept of 'strong' and 'weak' blends of small to a
significant amount of online activities being part of blended learning programs. This is
only a portion of a vast number of definitions of blended learning that can be found in the
literature. The non-existence of a universally recognized definition is obvious. For clarity,
in this thesis, blended learning is defined as an “approach mixing face-to-face and online
learning, with some element of learner control over time, place, path, and pace”
(European Commision, 2020).
5.2 Models
Although there seem not to exist universally accepted frameworks guiding blended
learning, or specific principles of blended learning instructional design, (Graham et al,
2014), there does seem to be a consensus on offered models. These models indicate a
multifaceted learning environment of blended methods. The reason is the very concept of
blending, that is, combining varied learning approaches in a number of different ways
when creating and designing learning activities (Yang, 2016).
It was Horn and Staker (2014) who introduced the most known and most used
categorization of blended learning models. All of the models incorporate some form of
formal educational approach, combined with some kind of part-time content delivery using
face-to-face and online environments. However, each of the models has been created in
order to deliver successful teaching under different circumstances. The models of blended
learning are as follows:
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1. Rotational Model encompasses several different teaching approaches that have been
categorized into four sub-categories:
-
individual rotation is represented through a personalized list of activities through
stations based on the individual needs of a learner
-
station rotation distributes experiences of a learner through all learning stations
equally
-
lab rotation provides physical rotation of space, i.e. moving from a computer lab to
a workshop facility (Graham et al, 2014)
-
flipped classroom (known also as an inverted classroom) provides the learning
environment where face-to-face onsite lecturing is substituted by online lectures,
enabling the use of an onsite component of blended learning for more interactive or
practical experiences (Yang, 2016). The onsite segment is utilized for exercises,
peer-to-peer work, discussions, application of theory to work, or
laboratory/workshop environment, thus contributing to the higher-order of learning.
In this model, therefore, the teaching approach has been reversed (Serrano et al,
2019).
2. Flex Model can be described as a teaching model in which the curriculum is delivered
mostly online through the digital platform, however, with a possibility to customize the
learning pathway by providing face-to-face onsite support when needed (Bryan &
Volchenkova, 2016). This model provides learners with the ability to have a flexible
schedule adjusted to the learning needs. Teachers are available to students for face-toface onsite consultations on an adjustable basis (Douglas et al, 2019).
3. A La Carte Model (known also as Self-Blend Model) is a model in which learners
mostly study onsite, however, a certain, lower percentage of activities, can be parallelly
deployed using the online digital platform, thus complementing traditional learning
(Yang, 2016). This could be perceived as a good model for educational institutions that
do not have a strong offer of elective courses and would like to provide more options
for their students (Douglas et al, 2019).
4. The Enriched Virtual Model represents an approach in which most of the learning takes
place online via a digital platform (Graham et al, 2014), with some intermittent visits of
20
students to brick and mortar locations (Bryan & Volchenkova, 2016). This enables
students to conduct most of their studies by following their own pace from the location
of their choosing, usually not requiring daily school attendance (Douglas et al, 2019).
5.3 Face to Face Component in Blended Learning
5.3.1
Characteristics
According to Green (2015), face-to-face activities in blended learning are perceived as
enablers of highly collaborative space by inciting active learner participation in the
learning process, in which the teacher acts as a learning facilitator, rather than content
provider. Fleck (2012) similarly states that face-to-face learning activities in blended
environments shall be created in a manner that enables learners' creation of their meaning
of knowledge contrary to the direct transmission of knowledge by the teacher. Green
(2015) further emphasizes that face-to-face activities in blended learning deter individual
work and stimulate peer-to-peer and peer-to-lecturer interactions through engaging
activities, such as discussion, debate, cooperation, and collaboration (Kjaergaard, 2017).
Asef-Vaziri (2015) confirms that the time gained by freeing the direct lecturing time for
other activities provides the learner with more possibilities for in-depth discussions.
According to Green (2015), the onsite aspects of blended learning seem to be in line with
andragogical principles of adult learning as well as experiential learning by allowing
learners to “construct their own understanding and educational meaning” (p. 183). Green
(2015) also claims that engaging in face-to-face activities stimulates learners with
interactions that foster experiential learning.
The face-to-face component of blended learning is also important in establishing social
relations among learners as well as establishing networks, as a useful way in which their
interactions can continue outside the class and be beneficial in different ways (Kjaergaard,
2017).
5.3.2
Face-to-Face Activities and Tools
The onsite aspect of blended learning is closely related to active learning. It is enabled by
turning onsite activities from the traditional frontal lecturing format to the one that fosters
interactive learning (Vaughan, 2007, p. 83). It is implemented through the use of a number
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of techniques, as indicated below, that are in line with the experiential techniques based on
the adult learning principles, as discussed in the previous chapters.
Case Studies
Asef-Vaziri claims that "freeing up class time also enables the instructor to discuss more
real-world applications and close to real-world case studies" (2015, p. 79), which follows
the suggested practices for experiential learning of adults. In line with that, Fleck states
that different tools and activities are used to focus on more engagement by the learner
during these activities, implemented through case studies and project-based activities
(2012), problem-solving, or generally problem-based activities (Asef-Vaziri, 2015).
Hands-On Experiences
Since blended learning is not limited by the classroom setting, exposing students to handson experiences in industry settings provides highly valued experiential learning (Green,
2015). In fact, several important studies are highlighting the importance, value, and
relevance of learning that occurs as the outcome of relations between higher education
institutions and industry, pointing specifically to the value of daily work perceived as a
learning opportunity (Fleck, 2012). This is further emphasized by Cooper et al (2010), who
claim that learning integrated with work is an example of a learning strategy that is created
to address well the industry demands through experiential learning. Blended learning faceto-face activities can also facilitate hosting industry guest experts to lead hands-on
workshops providing first-hand knowledge and expertise, thus enriching learning while
leveraging on direct links between practical work experiences and lecturing content taught
(Kjaergaard, 2017).
Collaborative Work
Face-to-face activities in blended learning that stimulate peer-to-peer interaction during
hands-on activities are perceived as relevant in blended learning. Face-to-face experiential
activities that enable the application of theoretical knowledge and fall under this category
include laboratory/workshop exercises and skill practicing activities that are usually
conducted in groups as specific problem-based activities. These activities are usually based
on hands-on interaction, dialogue, communication, debate and discussion among peers
(Asef-Vaziri, 2015; Fleck, 2012). Onsite practical workshops would be a good example of
such activities (Kjaergaard, 2017). According to the WHO, to have the best value as the
22
outcome of group interactions and peer work, it is significant that the onsite face-to-face
sessions are delivered as short–term workshops, that are followed-up with online reflection
modules of training (World Health Organization, 2019).
Green (2015) emphasizes that willingness to share as well as social engagement are
exceptionally important in the face-to-face part of blended learning. Kjaergaard (2017)
concludes that peer collaboration, team-based activities, and group work, in general, are
relevant face-to-face activities in the blended learning approach.
Simulations
Games, simulations, and role-play activities are also important experiential face-to-face
activities in blended learning. Usually, these activities are used to exercise a real-world
situation set in a safe environment in which learners could, for example, simulate
entrepreneurial behavior or other market activities. Role-playing situations can also be
used by learners to test out certain strategies or situations (Green, 2015) or by exercising
their potential real-work roles. (Kjaergard, 2017). This is confirmed by Green (2015), who
claims that a good way to conduct hands-on practical face-to-face activities in blended
learning is through role-plays or project work.
5.4 Online Component of Blended Learning
5.4.1
Characteristics
Freeing classroom time by posting content online provides learners with more flexible
schedules. This flexibility means that students are provided with a certain level of power
that enables them to direct themselves in terms of when, where, how, and at what pace they
conduct learning. Namely, students can manage time as it suits them for all online
activities that are not taking place in real-time. In terms of location, online learning
provides students with strong elements of flexibility, enabling them to study from
anywhere as long as they have access to internet connection. Flexibility in the online
segment of blended learning is also reflected in the learner’s ability to determine their own
pathway and study at their own pace (Boelens et al, 2017). This enables students to have
some ownership in the learning path. Consequently, when creating online activities and
resources, it is important to keep in mind that not necessarily does the teaching content
have to fit all students equally. Rather, the content provided for an average student can be
23
increased for students who need more challenging content or reduced to students who have
lower background knowledge (Buban et al, 2019).
Another important characteristic of online learning are challenges related to establishing
and maintaining group cohesion among peers, a well-connected emotional and social
environment ensuring that students participate actively and comfortably in the virtual
environment. This is especially important considering that involvement is perceived as an
essential element contributing to the effective outcome of the learning process (Kjaergard,
2017). According to a study on social presence in online learning, students indicate their
highest satisfaction when social presence is on a high level (Green, 2015). Kjaergard
(2017) concludes by stating that making a close social community that presents the
foundation of teamwork, discussion, debate, and peer-to-peer learning is important.
Similarly, having to deal with educational content physically isolated and without the
direct support of the lecturer or other direct social contacts, may also be found challenging
for some students, especially those who are not highly motivated or students who are just
starting with their university studies (Snowball, 2014). Therefore, it is important to
mention that there is a necessary set of skills and requirements that each student should
possess to ensure effective participation and self-directedness in the online part of blended
learning. This includes effective time management, discipline, self-control as well as a
certain level of IT skills (Bocconi & Trentin, 2015).
5.4.2
Online Activities and Tools
Blended learning environments enable the use of online tools and communication
technologies that guide and develop students, even when outside of the physical teaching
environments. These tools and communication technologies facilitate the implementation
of asynchronous and synchronous learning activities and often include all-encompassing
learning management software systems and other online applications and services that
assist collaboration, creativity, sharing, and acquisition of new knowledge. Although these
tools and technologies represent new opportunities, it is crucial to understand how learning
objectives are complemented with tools and technology available in order to provide
learners with adequate facilitation that synchronous and asynchronous elements of online
learning can provide (Buban et al, 2019).
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5.4.2.1 Synchronous
According to Bower et al., (2015), synchronous learning can be defined as "learning and
teaching where remote students participate in real-time classes utilizing rich-media
synchronous technologies such as video conferencing, web conferencing, or virtual
worlds" (p. 1). Synchronous learning utilizes a range of different technologies to support
live online collaboration, peer-to-peer learning through interaction, problem-solving,
debate, discussion, and so forth (Hrastinski, 2019). The different types of communication
technology in synchronous learning require different levels of technological complexity
and range from simple one-to-one consultations with the teacher and group live web
conferencing classes, to collaborative learning combining physical and virtual worlds
(Hrastinski, 2019).
Although it does not provide as high of a level of flexibility as asynchronous learning, it
still provides greater flexibility and accessibility compared to traditional onsite courses.
Lectures can be followed from anywhere as long as learners are provided with an internet
connection. Another advantage of synchronous learning is cost‐effectiveness. Namely,
students do not have to commute daily to campuses, while being able to work together in
live scenarios with peers. Web conferencing tools also provide students with the
opportunity to view recorded live sessions in case they are absent (Serrano et al, 2019).
Examples of synchronous tools include web conferencing tools (e.g. Adobe Connect,
GoToMeeting, Microsoft Teams…), Voice-Over-IP (e.g. Skype, WhatsApp…), chat,
instant messaging, and so forth (Vaughan, 2013).
5.4.2.2 Asynchronous
Asynchronous learning is based on flexible learning that provides students with the
opportunity to study not only at their place of choice but also at any time they choose and
at their own pace (Serrano et al, 2019). Typically, the asynchronous content that is shared
with students before live online lectures or face-to-face activities includes lecturing content
and supplementary materials that contain pre-recorded lecture videos, audios, readings,
excerpts, presentations (Green, 2015). An important advantage of having content provided
online is that students can go over the lectures as many times as they need to.
It is important to mention that the use of asynchronous tools does not mean that interaction
with peers and group work is no longer possible. It means that these interactions do not
25
have to happen at the same time (Buban et al, 2019). It enables students to actively
participate in collaborative work with peers according to their own schedules, enabling
structured group learning processes, which, otherwise, might be difficult as physical
classrooms and physical places for collaborative learning at times are limited (Bocconi &
Trentin, 2014). Asynchronous learning also provides students with the ability to follow
education from great distances away and from the physical places of study they choose
themselves, making it easier to incorporate higher education with their daily work and
family obligations (Buban et al, 2019). Its affirmative impact can most be seen with selfmotivated learners (Serrano et al, 2019). Examples of asynchronous tools are discussion
forums, emails, and wikis, while chats and text messaging, social media, collaborative
document platforms (i.e. Google Docs) are perceived as tools that can be used
synchronously and asynchronously (Buban et al, 2019).
Asynchronous learning also has its shortcomings. This is reflected most often in learners'
decreased engagement due to reduced opportunity to have face-to-face peer-to-peer and
student-to-teacher interaction. Another challenge is that some learners are unable to
structure themselves effectively around the learning process, having in mind that learners
themselves are responsible to manage their time and work on the course content
(Broadbent, 2017).
5.5 Blending Face-to-Face with Online
The most important aspect to look into while preparing a blended learning program is how
to integrate face-to-face with online parts of learning. According to Garrison and Kanuka
(2004), it is crucial to establish the "thoughtful integration" between face‐to‐face and
online components (p. 96). As opposed to direct classroom lecturing, perceived as passive
(Green, 2015, p. 182), blended learning creates the environment that enables the shift of
the direct lecturing content online thus providing space for a different approach to learning
onsite. According to Bocconi and Trentin (2015), a frequent motive to move educational
programs to blended learning, in fact, is being able to free classroom time for more face-toface interaction through discussions and the application of acquired theoretical knowledge.
According to Russell-Bennett et al., (2010), providing learners with lectures ahead of faceto-face classes facilitates self-directed learning, which, according to Green (2015),
becomes an effective method of learning, only when taught in combination with face-toface learning using hands-on interactive problem-based activities. This is supported by the
26
US Department of Education report (2010), claiming that students' ability to have face-toface classes, in which interactivity and knowledge are applied, is one of the most important
variables leading to the effective blended learning environment. The report also claims that
the lecturer in blended learning is expected to limit all the onsite teaching that can be
conducted autonomously by the student using digital platforms (direct lecturing, reading,
videos and other forms of explicit knowledge usually taught through textbooks), thus
creating time in the classroom for more profound approaches to learning that may include
further clarifications or transmitting of lecturer's specific and applicable know-how onto
students in the class, which generally cannot be taught through direct lecturing (U.S.
Department of Education, 2010).
It is important to mention that this model creates a mutual expectation from both, the
student and the lecturer. Namely, students are expected by the lecturer to come to the class
having read and prepared themselves with the lecturing content, while students, on the
other hand, expect the lecturer to facilitate the class focused on problem-based and
problem-solving activities, interactive discussions, time for questions, collaborative peerto-peer work as well as other activities reflecting the experiential model of learning. This
approach enables students to develop their own knowledge from engaging in interactions
with peers and the lecturer experientially, instead of being instructed and directed on what
to do and learn (Green, 2015).
5.6 Blended Learning as Adult Learning Concept
According to McKenna et al., (2019), blended learning is perceived as an advantageous
methodology to adult learners due to the different modalities it offers. Rachel claims that
all the core andragogical principles are applicable in blended environments, allowing
learners a certain level of control (as cited in Youde, 2018) while being able to self-direct
(Youde, 2018). Similarly, Merriam and Bierema claim that the focus of blended learning is
on the adult learners' internal motivations, self-directed approach, as well as readiness to
learn (as cited in McKenna, 2019). McKenna (2019) claims that a requirement for adult
learners to succeed is to have autonomy on when, how, and what to learn, which can be
facilitated with blended learning as the concept.
When it comes to the adult learning principle of relevancy, it is important not to only
consider the “need to know” aspect of it, but rather look at it from the perspective of
27
relevancy in providing adult learners with the ability to overcome physical and time
constraints. Namely, “the blended format, with its decreased hours in the classroom, can
more effectively meet the needs of students with work and family obligations” (Korr et al.,
2012, p. 4). Having the opportunity to attend classes from any place and at the time
suitable to the learner, makes handling family, work, and school obligations easier (Shea,
2007). “This flexibility has been cited as a key factor in empowering many adult students
to remain in school and finish their degrees” (Korr et al, 2012, p. 4).
5.7 Flexibility
Flexibility for learners is frequently cited as an important reason why schools decide to
transfer to a blended learning approach (Boelens et al, 2017). According to Cook, Pachler,
and Bachmair (2011), blended learning offers unprecedented opportunity and flexibility
"that stimulate students' ability to operate successfully in, and across, different contexts,
utilizing their everyday life-worlds as learning spaces" (as cited in Bocconi & Trentin,
2014, p. 517). The European Commission survey, implemented for the Digital Action Plan
of the European Union for 2021-2027, confirms the above statements. According to the
survey, the main advantages of combining face-to-face learning with the online segment of
education were flexibility and learning at own pace with 70.2% of survey participants,
followed by face-to-face communication and interaction by 63.5% of participants, while
the integration of innovative practices placed as the third most important advantage
expressed by 58.2% of respondents (2020).
On the other hand, it has been found that increased flexibility and learner control, although
highly beneficial for students who are self-directed and high achievers, may be challenging
for low achievers, as the approach depends heavily on independent learning.
5.8 Conclusion – Blended Learning Elements of Flexibility
According to Ginsberg and Wlodkowski (2010), “blended learning is relevant to the life
circumstances of adult learners by increasing their access to higher education”. It is
facilitated by its flexibility, “cited as a key factor in empowering adult students to remain
in school and finish their degrees” (Korr et al, 2012, p. 4). Horn & Staker (2014) specify
that flexibility provided by blended learning implies that learners have a certain level of
influence over time, place, path, or pace of learning.
28
These elements of flexibility are also identified in the definition of blended learning, as
used by the European Commission. According to the definition, blended learning is
defined as an “approach mixing face-to-face and online learning, with some element of
learner control over time, place, path, and pace” (European Commision, 2020).
Therefore, it can be deduced that time, place, path, and pace are key elements of blended
learning flexibility. To address the second research question and facilitate the further
research process, these four elements are divided into three categories and their
subcategories as follows:
1. Time and Pace (flexibility in terms of)
a. program length
b. face-to-face aspects of blended learning
c. online aspects of blended learning
2. Place (flexibility in terms of)
a. face-to-face aspects of blended learning
b. online aspects of blended learning
3. Path
These three categories and its subcategories represent the second frame of the research,
which is to identify and analyze their presence in the selected graduate blended learning
programs.
29
6 Research Methodology
The study will be conducted as a mixed quantitative and qualitative research based on
textual content collected from the official webpages of the selected European business
school MBA/EMBA programs.
6.1 Data Collection Method
To be selected, the business schools hosting the graduate programs had to meet the
following requirements:
1. Be ranked among the top 100 European business schools according to the Financial
Times ranking for 2019
2. Provide MBA or EMBA program delivered with blended learning methodology
A total of fourteen schools fulfilled the requirements. The schools originate from six
countries as follows: six from the UK, two from Spain, two from Germany, one from the
Netherlands, and one from Italy. Two programs are co-hosted by business schools from
different countries. One program is co-hosted by business schools from France, the UK,
and the US, while the other program is co-hosted by business schools from France, UK,
Germany, Spain, Italy, and Poland.
6.2 Data Analysis Method
6.2.1
Content Analysis
According to Denzin & Lincoln (2018), content analysis is a common method of research,
used extensively in media studies and social sciences, while Krippendorff (2018) states
that content analysis is a method of research most used in analyzing social or economic
data of business studies. Krippendorff (2018) defines it as “a research technique for
making replicable and valid inferences from texts to the contexts”, whose purpose is to
approach analysis in an observational, systematic, and objective manner for qualitative and
quantitative research (Denzin & Lincoln, 2018). Suitable forms from which data is
collected and analyzed can be books, web pages, magazines, speeches, letters, newspapers,
paintings, email messages, and so forth. When gathered, the content is coded into different
categories or concepts depending on established criteria. The coding can be conducted
either manually or assisted by computers (Babbie, 2020).
30
According to Krippendorf (2019), there are three different starting points for content
analysis: text-driven, problem-driven, and method-driven. The text-driven approach is
incited by the richness of textual content itself, which serves as the basis of the research.
The text itself stimulates the researchers’ interest. In the problem-driven approach, analysis
is motivated by epistemic questions of not knowing something perceived as relevant, such
as unknown processes, events, or other phenomena. The objective of this method is to
attempt to establish an understanding of an issue seen as inaccessible. The research
question is the basis of the research. The third approach is method-driven and it is
motivated by the analysts' aspiration to apply existing analytical processes in the fields
previously explored differently (Krippendorf, 2018).
Similarly, Hsieh and Shannon (2005), categorize content analysis into three models:
conventional, directed, and summative. All three models attempt to decipher data from the
textual content. The main difference between the three approaches is in the development of
initial codes. The conventional content analysis focuses on data that is acquired during
analysis. In the directed content analysis, the analyst uses existing theories to establish
coding schemes before starting data analysis. Lastly, the summative approach is frequently
conducted using single words for analysis of patterns, leading to establishing interpreted
contextual meaning of the content (Hsieh & Shannon, 2005).
From the different perspectives presented above, problem-driven content analysis by
Krippendorff and the directed content analysis by Hsieh and Shannon both seem feasible
options in this thesis. However, I believe that the directed content analysis is best suited as
it uses existing theories as the basis for the research.
6.2.2
Directed Content Analysis
The directed content analysis enables the analyst to create the research question through
existing theories. It also enables the analyst to establish the relationship between different
variables and sub-variables assisting the establishment of initial categories and
relationships between categories. Hsieh and Shannon (2005) refer to this aspect as the
deductive application of categories. In directed content analysis, the results may be either
supportive or non-supportive of initial theories, while findings may be presented either
through codes or descriptions. In discussion and analysis of collected data, prior theories
31
and research provide guidance. The theories can be expanded and further supported based
on the outcome of the analysis (Hsieh & Shannon, 2005).
6.2.3
Limitations of Research Design
The main limitation of content analysis comes from the very nature of the research method.
Namely, it may be the case that content analysis does not take into account any other
meaning except the data directly collected through coding. Consequently, the outcome of
the analysis is highly trustworthy, however, the results of the analysis are an outcome of a
merely automated process, thus questionable. This is specifically the reason why Denzin
and Lincoln (2018) believe the quantitative content analysis shall not be used as the only
aspect of content analysis. However, this shall not represent a challenge in my approach
due to the inclusion of the qualitative content analysis as well.
Furthermore, using analysis based on theory may lead to certain limitations reflected in the
impartial dealing of analysts with data. Namely, the theory may guide the analyst more
towards supportive as opposed to non-supportive evidence. The strong emphasis on theory
may also prevent the analyst from seeing other contextual aspects of the phenomenon in
question (Hsieh & Shannon, 2005). In this study, I attempted to address this issue by
examining each topic from several different angles, providing also positions of critique.
6.2.4
Implementation Process
Content analysis that utilizes a directed approach is guided by a structured process.
Following the directed content analysis, the process in this study is initiated by the
identification of existing theories and researches to identify key techniques and elements.
This is followed by operationally defining each of the categories and subcategories based
on the identified techniques and elements. In the following step, all the relevant text is
systematically identified, marked, and transferred into a table, thus ensuring that all
possible occurrences of codes are captured in order to increase trustworthiness. This is
followed by quantitative and qualitative analysis.
6.2.5
Implementation Practicalities
The sources of data collection were official webpages of the selected MBA and EMBA
programs. All the data was accessed during the period from November 15, 2020 and
December 15, 2020. For each MBA/EMBA program, the official brochure was first
32
analyzed, and then the rest of the business school’s webpage pertaining specifically to the
MBA/EMBA program in question. All the official brochures were downloaded from the
official program webpages. As deduced from theory, two frames with their accompanying
categories and subcategories were used in the data collection process. The first frame
consisted of four categories of teaching techniques, as follows:
1. Category 1: Case studies
2. Category 2: Simulations
3. Category 3: Collaborative work (peer-to-peer learning, group work, discussions,
debates)
4. Category 4: Hands-on experience (laboratory/workshop experiences, on-the-job
experience, internships, hands-on practice sessions)
The second frame consisted of three blended learning elements of flexibility with its
subcategories, as follows:
1. Category 1: Time and Pace (flexibility in terms of)
a. Subcategory 1a: program length
b. Subcategory 1b: face-to-face aspects of blended learning
c. Subcategory 1c: online aspects of blended learning
2. Category 2: Place (flexibility in terms of)
a. Subcategory 2a: face-to-face aspects of blended learning
b. Subcategory 2b: online aspects of blended learning
3. Category 3: Path
During data collection, each category and subcategory identified was marked with a YES.
If further elaboration on the topic was identified, additional statements were recorded as
well. If the category or subcategory was not identified, it was marked with a NO. All the
identified data was first systematically underlined and highlighted in the brochure or
copied from the webpage into a document containing the collected data, school by school,
program by program. All the data was afterwards transferred into an Excel document.
Finally, all the narrative statements pertaining to relevant categories and subcategories
were transferred.
33
The list of all official business school webpage addresses of all the business school
programs in the research, from which all the brochures were downloaded and the rest of
the data collected, can be found in Appendix C, while the consolidated table with the data
collected can be found in Appendix A for Frame 1 and Appendix B for Frame 2.
34
7 Findings and Analysis
I will first present and analyze the findings quantitatively, using descriptive statistics, and
qualitatively, following the directed approach, for each category and subcategory. I will
follow the same structure as described in the data collection method.
7.1 Frame 1: Teaching Techniques
7.1.1
Category 1: Case Studies
Case studies were identified in ten out of fourteen programs. In five out of the ten, case
studies were only taken note of, without any further elaboration. In the remaining five, all
coming from different programs, additional statements were provided as follows:
Program 1:
“Case Study Method: You will hone your critical thinking and decision-making
capabilities by analyzing real-world business challenges and outlining a course of
action among a pool of equally plausible solutions.”
Program 2:
“Engage with other global professionals in synchronous and asynchronous
sessions including interactive small groups where you work on real-world,
industry-based case studies.”
Program 3:
“Application of knowledge to real-world case studies.”
Program 4:
“ Engage in real-life case studies and gain new tools to help propel your career
and drive change in your chosen industry.”
Program 5:
“Work in groups to apply theory to case studies based on real business
problems.”
In all five programs, the emphasis of case studies is on experiential real-life scenarios,
reflected through wording “real-world”, “real-life”, “real-business problems”, “industrybased”. These phrases emphasize the importance the programs are putting on the
application of theory to real-life situations. It is also in line with adult learning principles of
prior experience, readiness, and relevancy. More specifically, according to Knowles
35
(2005), adult learners represent a valuable learning source that assists the learning process
in a number of activities, especially applicable in case studies. The principle of readiness,
according to Knowles et al (2015), comes out of the need of adult learners for knowledge
that is required to deal with a certain real-life situation. This implies also that the lecturers,
when preparing, should prepare content that is as relevant as possible concerning direct
applicability in real life, which, as could be seen from the statements above, is present in
all the identified statements. Furthermore, relevancy, recognized as a problem-oriented
attempt to acquire the knowledge needed to address a specific problem, is also present,
since case studies focus on specific challenges applicable in real life.
7.1.2
Category 2: Simulations
Simulations were identified in five out of the fourteen selected programs. In one program,
simulations were only taken note of, without any additional elaboration. In the remaining
four, the statements are as follows:
Program 1:
"Simulations and role-plays: Realistic test environments, complete with time
constraints and opposing power sources, will advance your executive and
communication skills"
Program 2:
"You will work with your group online and take part in a WBS built simulation
where you complete tasks as if solving real-life company issues"
Program 3:
"With essential performance feedback from the simulator, we’re able to target and
train advanced communication techniques to refine visible authenticity in your
leadership skillset"
Program 4:
“Test yourself with a simulation project based on global business and
management challenges. The simulation project will challenge you to rigorously
analyze and overcome business problems. You will apply knowledge and skills
from different areas of business and management, experience the
interdependencies in decision making in an organization, explore the dynamics of
working in multicultural groups with colleagues from diverse professional
backgrounds.”
36
In three out of four statements, the emphasis is on the experiential application of acquired
knowledge implemented through simulations of real-life situations. This is identified in
the following phrases: “apply your knowledge”, “experience your interdependencies”,
“test yourself”, “as if solving real-life company issues”, “realistic test environments”
“complete with time constraints and opposing power sources”. Similar to results in case
studies, these statements incorporate elements of adult learning principles of prior
experience, readiness, and relevancy. These three principles of adult learning are
recognized on the same basis as explained above for the category case studies.
One of the statements addresses the use of simulations for the improvement of
communication skills. Elements of adult learning principles have not been identified in this
statement.
7.1.3
Category 3: Hands-On Experience (workshops, on-the-job experiences,
internships)
Hands-On Experiences were identified in twelve programs. Statements identifying handson experiences are as follows:
Program 1:
“Capstone Project is an opportunity to apply your program learning to your
current business environment, a start-up, or a social cause.”
Program 2:
“In Company Project - working in teams with a sponsoring company, you will
identify a real-life challenge and build an actionable plan to address it.”
Program 3:
“Advanced multi-platform learning environment. Thanks to this unique approach,
which combines interactive courses with practical, hands-on experiences, you can
learn in the same way you work.”
Program 4:
“The modular format means you apply on-campus learning, new ideas, and
approaches in your day-to-day work immediately – putting theory into practice
with real-time impact.”
37
Program 5:
"Designed to provide participants with a collaborative, multidisciplinary, and
intercultural work experience on a real-life strategic challenge. The 12-month
International Consultancy Project (ICP) puts into practice the concepts and
theories acquired during the EMBA. Within a group, you will perform an in-depth
analysis of a challenge faced by a company and make recommendations for
actions that can be realistically implemented by the client firm."
Program 6
“Your dissertation will allow you to apply what you have learned during your
MBA to a real management issue in practice.”
“You are required to source your own project, so this is often from your own
organization. However, if you are interested in changing either your functional
role or the sector that you work in, you can use your dissertation as a steppingstone to transition by working on sourcing a project for a different organization or
within a new functional area.”
Program 7
“Studying and working simultaneously means that you will immediately apply
your learnings to your organization. “
Program 8
"In-company project: the course is structured to allow you to continue to work
full-time and study your MBA part-time, connecting your learning to current and
relevant organizational issues.”
“Our MBA programmes combine the best in academic theory with practical, reallife projects."
Program 9
“Shape your experience by exploring a business challenge in your own
organisation, or an entrepreneurial opportunity in a sector of your choice.
“The project is a great chance to: Test your next career move in a live business
environment or gain experience in a new sector.”
“Apply the knowledge you have acquired to solve a real business problem.”
Program 10:
“You continue in full-time employment, so you can apply what you learn directly
into the organisation you work for.”
38
Program 11:
“Real business innovation or entrepreneurial development project, in which the
concepts learned in the Master can be applied to a concrete business case.”
“The Business Transformation Project represents an excellent opportunity to
realise consulting projects in your company or to develop a new business idea.”
Program 12:
“We collaborate with leading companies and entrepreneurs to challenge you to
tackle real-world problems throughout your program.”
Program 13:
“MBA that enables you to immediately apply what you learn to your daily working
life. Hult’s Live Online MBA ensures you are best placed to lead in this reality as
you learn by doing.”
Program 14:
"Business consulting project - at the end of your MBA you will translate your
learnings into a final project that addresses a real and current management
problem in your organization.”
In this category, four programs have an immediate application of knowledge at a student's
place of work advertised as hands-on experience, but without elaborating on how it is
conducted. No structure behind it has been identified (e.g. School 13).
On the other hand, four programs offer hands-on experiences by providing the student with
different options. One of the options in all four schools is to conduct a structured hands-on
activity at the student’s place of work. The other options include hands-on activities to
choose from such as “entrepreneurial opportunity in a sector of your choice”, “a start
up”, or a “social cause”. All four schools have more than two options. Three programs
implement hands-on activities in sponsored and/or partner companies as in-company
projects. Two programs have in-house hands-on activities.
All the programs that offer different options apply the adult learning principle of selfdirectedness enabling the student to choose own path to a certain level. In all the activities
presented above, the adult learners should be able to understand why, when, where, and
how these learning activities are applied and how they personally contribute, due to the
very nature of hands-on experiences. This indicates the presence of the adult learning
39
principle of the need to know. Furthermore, adult learners bring prior experience to the
experiential hands-on activities while addressing specific real-life problems either directly
applied in real life through the aforementioned activities or potentially applicable to real
life situations. This indicates that the adult learning principles of “prior experience”,
“readiness” and “relevancy” are identified in the hands-on activities of the selected
programs for Category 3 of Frame 1.
7.1.4
Category 4: Collaborative Learning (peer-to-peer, group work, discussions)
In this category, at least one of the collaborative experiential learning teaching techniques
has been identified in all 14 programs. Nine programs provided further statements about
the techniques from this category as follows:
Program 1:
“Peer-to-peer learning will expose you to new ideas and practices outside your
sector and corporate sphere, as well as enhance your professional network.”
Program 2:
“During each course, you benefit from the flexibility of interactive online learning
at your own pace while also learning from your peers and world-class faculty both
online and in person.”
Program 3:
“As a participant of the programme, you will share your experience with a
multicultural group of peers, both in terms of nationalities and professional
backgrounds.”
“Within a group, you will perform an in-depth analysis of a challenge faced by a
company and make recommendations for actions that can be realistically
implemented by the client firm.”
Program 4:
“For assessed group work, you will work in teams to investigate an aspect of a
module in the real-world and co-create an assessed piece of work on the day.”
Program 5:
“These modules are all assessed by group projects and you will find yourself
working alongside a culturally rich group of exceptional individuals from
numerous industries.”
40
"The collaborative, discussion-based format of our classes stimulates networking
and idea-sharing that will have a direct impact on your business."
Program 6:
“Gain global business insights through active dialogue with a diverse group of
peers.”
“Thrive in a collaborative group setting, where new ideas come to life.”
“Study alongside global peers with a mixture of live interactive classes and
asynchronous sessions, led by an international faculty and business experts.”
Program 7:
“Explore the dynamics of working in multicultural groups with colleagues from
diverse professional backgrounds.”
Program 9:
“The online study platform enables intensive interaction with your peer students.
Via this platform, you can collaborate 24/7 on projects and exchange experiences.
During the three residential weeks, you will meet your fellow students face to
face.”
In the above statements, all 9 programs indicate peer-to-peer learning. The peer learning
experiential activities were described as “knowledge sharing”, “idea sharing”,
“experience sharing”, “experience exchange”. “Group” work was explicitly mentioned in
five programs. Furthermore, learning from colleagues who come from “diverse
professional backgrounds”, “numerous industries”, “culturally rich” “multicultural”
backgrounds, and so forth, was identified in 5 programs. Intensive interaction with peers
and active dialogue among peers were also mentioned, similarly stressing the importance
of peer-to-peer learning. Additionally, networking was mentioned in 3 programs. All of
Category 4 activities of Frame 1 indicate the application of the andragogical principle of
“prior experience”, in which the adult learner’s prior experience is brought into the
learning process as the basis for learning and exchange.
7.2 Frame 2: Blended Learning Elements of Flexibility
7.2.1
Category 1: Time and Pace
Category 1 of Frame 2 consists of three subcategories, program length, face-to-face, and
online flexibility.
41
Subcategory 1a: Program Length Flexibility in Terms of Time and Pace
In this subcategory, eight programs indicated some level of flexibility. Students in the
remaining six do not have an option to adjust the program duration. The duration of nonadjustable programs is 16 months, 18 months, 23 months, two programs 24 months, and 30
months.
I divided the programs that provide students with flexibility in terms of their ability to
choose program duration into three groups: programs with two preset tracks, programs
with three preset tracks, and programs with the adaptable format, providing learners with a
flexible period within which the program is to be completed.
Programs with Adaptable Format
Five programs offer an adaptable format. Two schools provide students with the option to
choose between 24 to 48 months, with the following statement:
“We’ve built the Distance Learning MBA with flexibility in mind. This means that
when your job needs to take precedence for a while you can choose to slow down or
take a break of up to two years before continuing your studies. You may complete
your Distance Learning MBA in two to four years depending on your personal
circumstances.”
Another program offers flexible program duration from 20 to 48 months, stressing that,
although 20 months is considered an expected standard, students are provided with the
option to spread the program up to 48 months as they think it best fits their personal needs.
One program offers two track options of 18 or 36 months but also provides the student
with the opportunity to extend it up to 60 months if needed. This program also annotates
that in the fast track of 18 months, the weekly expected student time investment is 18.5
hours, which is reduced down to 9.25 hours if the 36-month track is taken. Lastly, one
program also provides students with the possibility to choose program duration from 18 to
36 months, adding that 24-month is the track that they consider normal but that anywhere
from 18 to 36 is possible.
42
Two-Preset-Track Programs
Two programs offer two preset tracks as options. One program offers the program to be
completed in 17 or 24 months (with an optional 7-month semester added at the end of the
17-month program), while the other one offers the program to be completed either
following the 18-month "accelerated” track or 24-month “normal” track.
Three-Preset-Track Programs
One program offers three possible preset tracks of 18, 22, or 30 months.
The above data indicates that the programs are providing adult learners with significant
flexibility that facilitates increased access to higher university education. The access is
increased by providing students with possibilities that enable different levels of flexibility
timewise and in terms of pace. This flexibility enables the adult learner to more easily
handle different spheres of their life, education, work, and family obligations, while
stressing the andragogy principle of relevancy. It also addresses the adult principle of selfdirectedness as different program lengths provide the adult learner with some ability to
self-direct parts of the program, as indicated above.
Subcategory 1b: Face-to-Face Flexibility in Terms of Time and Pace
Flexibility in terms of time and pace related to the face-to-face components of blended
learning is very low considering that only two of fourteen programs provided some level of
flexibility to students. These two programs provide an option to choose when to attend
face-to-face activities.
The flexibility provided by this segment of blended learning is very low. However, this
may point to the fact that face-to-face activities, being significantly shorter than online part
of the education in the vast majority of the selected blended learning programs, are
considered highly important and rare opportunities to implement a number of relevant
teaching techniques and activities. As it could be seen in the blended learning part of the
thesis "Face-to-Face Learning Activities and Tools", all four key teaching experiential
techniques are important face-to-face activities of blended learning. Other important
activities such as networking events, company visits, company fairs, and so forth, also
bring the most value if implemented face-to-face. This is also confirmed in the European
Commission survey where the majority of respondents, as the follow-up to the questions
43
on advantages of blended learning, described physical presence as ‘unreplaceable’
(European Commission, 81). Therefore, the value that these key techniques and activities
requiring onsite presence bring is likely considered significantly more important than
providing time and pace flexibility for face-to-face activities.
Subcategory 1c: Online Flexibility in Terms of Time and Pace
All fourteen programs provide online flexibility in terms of time and pace for all aspects of
online education, except for the synchronous live lecturing / conferencing with students.
One program stresses that all live sessions are also recorded to provide students with
additional flexibility by enabling them to view the lectures at a later stage, while another
program emphasizes that their online live sessions have schedules for five different timezones to ensure reasonable timing of life sessions for all students in the program.
The outcome of this subcategory strongly points to the flexibility that the online part of
blended learning provides, enabling the adult learner to access more easily higher
education by being able to arrange work, family, and education obligations, due to reduced
requirement for class presence at specific times. The ability to choose own time for studies
applies the adult learning principle of self-directedness.
The andragogy principle of relevancy is applied by providing students with “decreased
hours in the classroom” which “can more effectively meet the needs of students with work
and family obligations” (Korr et al., 2012, p. 4). Having the opportunity to attend classes
from any place and at the time suitable to the learner, it is easier to handle family, work,
and school obligations (Shea, 2007). "This flexibility has been cited as a key factor in
empowering many adult students to remain in school and finish their degrees” (Korr et al,
2012, p. 4).
7.2.2
Category 2: Place (flexibility in face-to-face, flexibility online)
Category 2 of Frame 2 consists of two subcategories, face-to-face flexibility, and online
flexibility.
Subcategory 2a: Face-to-Face Flexibility in Terms of Place
Six programs provide some element of flexibility in terms of place. Two programs provide
students with the option to select the place of electives workshops, options being 5 or 6
44
different cities located across the globe. Three programs provide the option of choosing
elective or optional workshops online or onsite. For three programs, all onsite activities can
also be conducted online. One program has the option of changing the location of studies
to 5 different places across the globe in case of student relocation, while another program
has the option of following the first face-to-face induction week online.
The programs offering face-to-face flexibility in terms of place, whether it be for elective
courses, or giving more places as options for face-to-face events, may also provide for
easier access to higher education. It also applies the andragogy principles of relevancy and
self-directedness, as explained in the previous subcategory.
Subcategory 2b: Online Flexibility in Terms of Place
All 14 programs provide flexibility in terms of place when it comes to online aspects of
blended learning. This enables easier access of adults to higher education while applying
the adult learning principles of relevancy and self-directedness, as explained in
Subcategory 1c.
7.2.3
Category 3: Path
A certain level of flexibility in terms of student ability to select own pathway and
customize their programs was identified in twelve out of fourteen programs. Nine
programs provide different modes of optional learning activities ranging from optional
elective online or face-to-face modules, abroad or at school, to optional residencies and
workshops held at different global locations. Eight programs provide students with options
to choose electives on-campus or online. Some programs provide a wide variety of
electives to choose from. The number of offered elective courses ranges from school to
school (from 6 courses in one program to over 50 in another, including 10-12, 30, and 35,
in the rest of the programs). One program provides 4-week on-campus electives, based on
student selection. Examples of school statements related to the selection of electives are as
follows:
Program 1:
“Personalize your studies by selecting elective courses relevant to your interests
and participate in an optional face-to-face module abroad to discover new
markets.”
45
Program 2:
“There are a range of elective modules to allow you to specialize.”
Program 3:
“A third face-to-face week is elective, and student can choose among a
Management Bootcamp, an Elective Course of the Executive MBA, a Doing
Business In China or Mexico, or a Study Tour in Silicon Valley."
Program 4
“Degree can be personalized with a wide range of electives and seminars offered
in both 3-day weekend and longer formats at Hult campus locations across the
globe.”
Students in four programs can choose from a number of preset specialization or project
tracks. One program provides students with an option to choose between the
entrepreneurship or intrapreneurship track. Another program provides three options,
entrepreneurship, consultancy, or technology:
"Pathway in either entrepreneurship, consultancy, or technology. Each Pathway
includes two academic modules, skills workshops, and strategic insights provided
by industry experts. The Pathways provide an excellent opportunity for you to
develop your knowledge, skills and capabilities in a specific area most suited to
your own professional needs."
One school provides two paths, innovation or digital transformation. One more
school enables different preset pathways:
“You can also personalise your programme by completing a Pathway
choosing a combination of optional modules which align with your career
ambitions and goals.”
One other program provides flexibility in terms of the path by providing students
with the option to take courses in any order:
“our flexible modular online courses allow you to complete the programme
in any order you like.”
46
As shown above, there is a variety of options provided by business schools pertaining to
the students' ability to personalize their studies. These options provide the learner with
opportunities to study what is the most relevant to their personal circumstances, aligning
"with your career ambitions and goals” and “in a specific area most suited to your own
professional need”. The ability to create personalized pathway of learning is in line with
the adult learning principles of "self-directedness". The ability to customize the learning
pathway also applies the andragogy principle of "relevancy" as it facilitates creation of a
pathway that is more closely related to the specific challenges that the adult learner is
attempting to address. It is also relevant in terms of facilitating better harmonization of
work, family and school obligations by providing the adult learner with more options.
Lastly, the principles of “readiness” and “need to know” are also applied as the options for
own pathway since it is shaped by the learners’ specific needs.
Also, choosing their own pathway may contribute to the increase of adult learner
accessibility to higher education by attracting more adult learners as it enables them to
customize their learning pathway, making it as applicable as possible to their real-life
needs and circumstances.
7.3 Overall Findings and Analysis
7.3.1
Frame 1
Category
Identified in:
1. Category 1: Case Studies
10/14
2. Category 2: Simulations
5/14
3. Category 3: Collaborative Work (peer-to-peer learning,
12/14
group work, discussions, debates)
4. Category 4: Hands-on Experience (laboratory/workshop
14/14
experiences, on-the-job experience, internships, hands-on
practice sessions)
Table 2. Frame 1 Results
47
The overall numbers for Frame 1 indicate that the experiential teaching techniques, apart
from Category 2 – Simulation which is identified in 5 out of 14 programs, are highly
present in the 14 selected blended learning programs, ranging from 10 to 14 programs.
These numbers indicate that the majority of graduate blended programs of leading
European business schools use three of the key experiential teaching techniques, while
somewhat under half of the selected fourteen programs use simulation in their programs.
This provides the answer to the first research question. The overall findings further indicate
that blended learning programs of leading European business schools apply adult learning
principles: need to know, self-directedness, prior experience, relevance, and readiness,
through the use of experiential teaching techniques, as deduced from theory, with the
strong focus on real-life or simulated hands-on experiences through problem-based
collaborative efforts, thus contributing to improved learning outcomes, in line with the
needs of adult learners.
7.3.2
Frame 2
Category
Identified in:
1. Category 1: Time and Pace Flexibility
a. Subcategory 1a: program length
8/14
b. Subcategory 1b: face-to-face aspects of blended
2/14
learning
c. Subcategory 1c: online aspects of blended
14/14
learning
2. Category 2: Place
a. Subcategory 2a: face-to-face aspects of blended
6/14
learning
b. Subcategory 2b: online aspects of blended
14/14
learning
3. Category 3: Path
12/14
Table 3. Frame 2 Results
48
The overall numbers for Frame 2 indicate a high presence of blended learning elements of
flexibility. More specifically, apart from Subcategory 1b identified in only 2 programs,
the rest of the categories and subcategories are quite strongly present in the selected
graduate programs. They range from elements of face-to-face flexibility in terms of place
identified in 6 out of 14 programs, followed by elements of flexibility in program length
identified in 8 programs, and elements of flexibility in having a certain level of control in
determining own path identified in 12 out of 14 programs. Moreover, the subcategories 1c
and 2b, indicate that elements of flexibility in terms of time, pace, and place of online
aspects of blended programs, have been identified in all fourteen programs.
The overall numbers indicate that blended learning elements of flexibility are identified in
all selected programs, thus providing the answer to the second research question. The
overall results indicate that the programs are providing adult learners with significant
flexibility. Learners are provided with a significant number of different possibilities
enabling different levels of flexibility timewise, as well as in terms of pace, place, and
path. This flexibility enables the adult learner to handle different spheres of their life more
easily by/while being able to have a considerable impact on the pathway of their studies.
The elements of flexibility further enable the application of adult learning principles of
relevancy, self-directedness, readiness, and need to know, at varying levels. Considering
all of the above, it may also be concluded that the identified blended learning elements of
flexibility may facilitate increased access of adult learners to higher university education,
thus confirming the claims of Ginsberg and Wlodkowski (2010) and Boelens et al (2017),
that blended learning methodology is relevant to adult learners’ circumstances of life
because it assists them by enabling increased access to higher education (2010), facilitated
by its flexibility, cited as a key factor in empowering many adult students to continue their
studies and graduate.
49
7.4 Key Takeaways
Based on the data findings and analysis, I would like to draw attention to the key
takeaways I have identified:
1. The analyzed programs use the identified techniques extensively in the application
of theory by focusing on real-life scenarios.
2. The adult learning principles of need to know, self-directedness, prior experience,
relevance, and readiness are applied in most of the selected programs.
3. Collaborative peer-to-peer work is the preferred method of learning when using
experiential teaching techniques.
4. The face-to-face component of blended learning is necessary for the delivery of the
identified teaching techniques.
5. The online aspects of blended learning provide a high level of flexibility.
1. Asynchronous aspects of blended learning provide high flexibility in terms
of time and place in all the programs.
2. Synchronous aspects of blended learning provide high flexibility in terms of
place for all the programs.
6. The possibility for students to create a certain level of the personalized educational
pathway is available in the majority of programs.
7. Program customization allows the application of all the principles of adult learning
while/by providing flexibility in terms of path, time, place, and pace.
50
8 Conclusion
The aim of this paper was to examine three themes: adult learning principles, experiential
learning theory, and the concept of blended learning. The theoretical research first included
the examination of adult learning principles, focusing on Malcolm Knowles, which guided
the research towards experiential learning, focusing on David Kolb. The research included
the review and critique of main principles of adult learning, an overview of experiential
learning theory, as well as an examination of experiential teaching tools, elements, and
techniques that are in line with adult learning principles of Malcolm Knowles. The
outcome of the research led to the establishment of four experiential teaching techniques:
case studies, simulations, hands-on experiences, and collaborative work, as highly relevant
to adult learners. From this framework stemmed the first research question, guiding the
first frame of the thesis:
Do existing blended programs implement the four teaching techniques of experiential adult
learning, as deduced from theories?
Once the experiential teaching techniques became established, the objective was to
examine blended learning methodology, its models, characteristics, tools, and elements in
order to determine its suitability as a method for the experiential learning of adults. The
research also included the review and applicability of these techniques in blended learning.
It was established that these four teaching techniques are used in the delivery of blended
learning. Further theoretical research identified flexibility as the key benefit of blended
learning, particularly relevant to adult learners. This led to the distinguishing of three
elements of flexibility in blended learning: time and pace, place, and path. Therefrom
stemmed the second research question, guiding the second frame of the thesis:
Do existing blended programs implement the three elements of blended learning flexibility,
as deduced from theories?
By following a mixed-methods approach, this thesis conducted a quantitative and
qualitative content analysis following the directed approach by Hsieh and Shannon (2005).
The chosen theoretical framework was operationalized in the context of selected business
school graduate programs, gathered from the official webpages of the programs in
question.
51
By means of quantitative and qualitative analysis, it is evident that all the teaching
techniques and elements of blended learning were identified in all fourteen programs, thus
providing the answer to both research questions.
Based on the research, the core concluding points are as follows:
1. The four techniques of experiential learning, identified as relevant according to
adult learning principles, are case studies, simulations, hands-on experiences, and
collaborative learning.
2. These techniques have been identified in all 14 leading European blended learning
graduate programs. Three techniques (case studies, hands-on experiences,
collaborative learning) have been identified in the vast majority of programs.
3. Blended learning is a suitable method for the delivery of the four identified
experiential techniques.
4. The elements of flexibility in blended learning are time and pace, place, and path.
5. All these elements of flexibility have been identified in all the programs.
6. Blended learning elements of flexibility may contribute positively to the
accessibility of adult learners to higher education.
With this knowledge in hand, the objective of this study is to attempt to provide an
overview and analysis in order to assist educational institutions in making informed
decisions when adopting blended learning methodology, while at the same time addressing
the global need for setting an environment that enables adult learners to continually learn,
unlearn, and relearn knowledge applicable to their work environments.
9 Limitations and Further Research
In the course of the research, I also noted a number of limitations, as potential topics for
further research:
1. The research was conducted based on information publicly available online. This
information, brochures and websites, are also promotional materials of the
programs in question, making it potentially be different than it is in reality, in order
to attract target customers. With this in mind, for further research, and to confirm
52
the reliability and trustworthiness of the data collected through websites, a
participant observation, survey, or interview method would be suggested.
2. Considering that the adult principle of motivation has not been taken in
consideration in this study, due to the lack of sources and resources, while taking in
consideration the sound critique, it would be important to further investigate its
relevancy for adult learners within blended learning environments.
3. This study did not take into consideration or define the notion of an adult learner.
This is relevant information that should be studied in the future in relation to
elements of offered blended learning programs. For example, a research comparing
blended learning approaches in bachelor vs. master’s degree programs, considering
the different target group of adult learners.
4. In line with the previous limitation, the study did not take into consideration that
the requirement to be selected in the researched graduate programs was a certain
level of prior work experience. In this study, the requirement for all programs was
from 3 to 10 years, which, when I realized, was too late to include in the research.
The future research may be comparative analysis between blended learning
programs that require previous work experience employment vs. blended programs
that do not require previous experience.
5. Considering that a significant number of schools consider immediate application of
acquired knowledge as part of program’s hands-on experiences, it might be
interesting to conduct a research to see how student places of work can be
incorporated in a structured manner into the delivery of blended learning programs.
53
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58
Appendix A Frame 1: Collected Research Data
TEACHING TECHNIQUES (as deduced from theory)
Business
School
Country Name of
Blended
MBA
Program
Case Studies
Simulations
Hands-On Experience
(laboratory, workshop, onthe-job experiences,
internships)
Collaborative learning
(peer-to-peer, group
work, discussions,
debates)
HEC Paris,
London
Business
School and
New York
Stern
IESE
Business
School
France/UK
YES
NO
YES
"Capstone Project is an opportunity
to apply your program learning
to your current business environment,
a start-up or a social cause"
YES
YES
("Case Study Method: You
will hone your critical
thinking and decisionmaking capabilities by
analyzing real-world
business challenges
and outlining a course of
action among a pool of
equally plausible
solutions")
YES
("Simulations and roleplays: Realistic test
environments, complete
with time constraints and
opposing power sources,
will advance your
executive and
communication skills")
YES
("In Company Project - working in
teams with a
sponsoring company, you will identify
a real-life challenge and build an
actionable plan to address it")
YES
("Peer-to-peer learning will
expose you to new ideas and
practices outside your sector and
corporate sphere, as well as
enhance your professional
network")
YES
("Engage with
other global professionals
in synchronous
and asynchronous sessions
including
interactive small groups
where you work
on real-world, industrybased case studies")
NO
IE Business
School
Spain / US
Spain
Global Executive
Trium Program
in cooperation
with London
Business School
and NYU Stern
Global Executive
MBA
Global Online
MBA
("You continuously explore business
problems from an array of angles,
exploring new approaches that
translate into practicable solutions
that you can apply immediately in
your own work for direct and
continuous impact")
YES
("its advanced, multi-platform
learning environment. Thanks to this
unique approach, which combines
interactive courses with practical,
hands-on experiences, you can learn
in the same way you work")
("Immediate impact - From day one,
the Global Executive MBA delivers a
curriculum that is as rigorous as it is
relevant to your needs. The modular
YES
ESMT Berlin
Germany
Part-time MBA
in Business
Innovation
(NEW - started
in 2019)
NO
NO
ESCP
Business
School
France /
UK /
Germany /
Spain /
Italy /
Poland
Online Executive
MBA
NO
NO
Warwick
Business
School
UK
Distance
Learning MBA
YES
YES
("You will work with your
group online and take
part in a WBS built
simulation where you
complete tasks as if
solving real life company
issues")
format means you apply on-campus
learning, new ideas and approaches
in your day-to-day work immediately
– putting theory into practice with
real-time impact")
NO
YES
("Designed to provide participants
with a collaborative,
multidisciplinary and intercultural
work experience on a real-life
strategic challenge. The 12-month
International Consultancy
Project (ICP) puts into practice the
concepts and theories
acquired during the EMBA. Within a
group, you will perform
an in-depth analysis of a challenge
faced by a company and make
recommendations for actions that can
be realistically
implemented by the client firm")
YES
("Your dissertation will allow you to
apply what you have learned during
your MBA to a real management
issue in practice. You are required to
source your own project, so this is
often from your own organisation.
However, if you are interested in
changing either your functional role
or the sector that you work in, you
can use your dissertation as
a stepping-stone to transition by
working on
sourcing a project for a different
YES
("During each course, you benefit
from the flexibility of interactive
online learning at your own pace
while also learning from your
peers and world-class faculty both
online and in person")
YES
("As a participant of the
programme, you will share your
experience with a multicultural
group of peers, both in terms of
nationalities and professional
backgrounds. This international
perspective is an invaluable asset
in today’s global environment")
("Within a group, you will perform
an in-depth analysis of a challenge
faced by a company and
make recommendations for actions
that can be realistically
implemented by the client firm")
YES
("For assessed group work, you
will work in teams to investigate
an aspect of a module
in the real-world and co-create an
assessed piece of work on the
day")
("As part of a close-knit cohort,
you will have the opportunity to
build your professional
network with experienced
colleagues from a selected range
of industries and functional
backgrounds. Your learning
60
organization or within a new
functional area")
Imperial
College
Business
School
WHU – Otto
Beisheim
School of
Management
Henley
Business
School
UK
Germany
UK
Executive MBA
Global Online
MBA (NEW 2020)
Flexible
Executive MBA
YES
(application of "knowledge
to real-world case studies")
YES
("Engage in real-life case
studies and gain new tools
to help propel your career
and drive change in your
chosen industry")
YES
YES
("With essential
performance feedback
from the simulator, we’re
able to target and train
advanced communication
techniques to refine
visible authenticity in
your leadership skillset")
YES
("Studying and working
simultaneously means that you will
immediately apply your learnings to
your organisation”)
NO
NO
experience does not end in the
lecture theatre, as you’ll
participate in case studies, group
work, assessment briefings,
networking, careers and
study skills sessions.")
YES
("These modules are all assessed
by group projects and you will find
yourself working alongside a
culturally rich group of
exceptional individuals from
numerous industries")
The collaborative, discussionbased format of our classes
stimulates networking and idea
sharing that will have a direct
impact on your business")
YES
("gain global business insights
through active dialogue with a
diverse group of peers")
("thrive in a collaborative group
setting, where new ideas come to
life")
NO
YES
In-company project
("Study alongside global peers
with a mixture of live interactive
classes and asynchronous
sessions, led by an international
faculty and business experts")
YES
("The course is structured to allow
you to continue to work full-time and
study your MBA part
time, connecting your learning to
current and relevant organisational
issues. Our MBA programmes
combine the best in academic theory
61
Alliance
Manchester
Business
School
Durham
University
Business
School
Politecnico di
Milano
School of
Management
UK
Global Part-Time
MBA;
YES
("Work in groups to
apply theory to case
studies based on real
business problems")
UK
Blended / Online
MBA
YES
YES
("Test yourself with a
simulation project based
on global business and
management challenges.
The simulation project
will challenge you to
rigorously analyse and
overcome business
problems. You will apply
knowledge and skills from
different areas of business
and management,
experience the
interdependencies in
decision making in an
organisation, explore the
dynamics of working in
multicultural groups with
colleagues
from diverse professional
backgrounds")
NO
Italy
International
Flex Executive
MBA
YES
YES
with practical, real life projects. This
means that as well as having an
outstanding learning experience, you
will be ready to put it all into practice
immediately when you are back in the
workplace")
YES
("Shape your experience by exploring
a business challenge in your own
organisation, or an entrepreneurial
opportunity in a sector of your
choice. A supervisor provides support
and feedback at all stages. The
project is a great chance to: Test your
next career move in a live business
environment, or gain experience in a
new sector, Explore trends and
opportunities for innovation, Apply
the knowledge you have acquired to
solve a real business problem")
YES
("you continue in full-time
employment, so you can apply what
you learn directly into the
organisation you work for")
YES
("Put the theory and the skills
you are learning into practice
through Management
Bootcamps")
YES
("Explore the dynamics of
working in multicultural
groups with colleagues
from diverse professional
backgrounds")
YES
YES
("Gain and share knowledge
within an international
community of companies and
students")
("real business innovation or
entrepreneurial development project,
in which the concepts learned in the
Master can be applied to a concrete
62
Hult
Ashridge
Executive
Education
Maastricht
University
School of
Business and
Economics
OVERALL:
UK
The
Netherlands
Live-Online
MBA
Online
EuroMBA
NO
NO
NO
NO
Case Studies:
11 / 14
Simulations:
5 / 14
business case. In fact, the Business
Transformation Project represents an
excellent opportunity to realise
consulting projects in your company
or to develop a new business idea")
YES
("We collaborate with leading
companies and entrepreneurs to
challenge you to tackle real-world
problems throughout your program")
("MBA that enables you to
immediately apply what you learn to
your daily working life. Increase your
skills and your career options without
taking time out of your current job;
Hult’s Live Online MBA ensures you
are best placed to lead in this reality
as you learn by doing.")
YES
("Business consulting project - at the
end of your MBA you will translate
your learnings into a final project
that addresses a real and current
management problem in your
organisation")
Hands-on Experience:
12 / 14
YES
YES
("The online study platform
enables intensive interaction with
your peer students. Via this
platform, you can collaborate 24/7
on projects and exchange
experiences. During the three
residential weeks, you will meet
your fellow students face to face")
Collaborative Learning:
14 / 14
63
Appendix B Frame 2: Collected Research Data
ELEMENTS OF FLEXIBILITY (as deduced from theory)
Business
School
Country
Name of
Blended MBA
Program
Time (program length overall, flexibility
in face-to-face, flexibility in online)
Place (flexibility in
face-to-face,
flexibility in online)
Path (flexibility in
choosing electives,
flexibility in choosing the
order of courses or
workshops)
HEC Paris,
London
Business
School and
New York
Stern
France/UK
Global Executive
Trium Program in
cooperation with
London Business
School and NYU
Stern
Program Length: NO - one option only - 18 months
Face-to-Face: NO
NO
Face-to-face part: NO
Online: YES - for all
aspects of online learning
IESE
Business
School
Spain / US
Global Executive
MBA
Online part: YES - for all asynchronous aspects of
learning
6 modules - 18 months
Face-to-face: 10 weeks
Online: 15.5 months
Weekly time investment: 15-20 hours
Each module one face-toface event with duration as
follows 2 weeks + 2 weeks
+ 2 weeks + 1.5 + 1.5
weeks + 1 week + 1
weekend)
Program Length: NO, one option only - 16 months
Face-to-Face: NO
Face-to-face part: NO
Online: YES - for all
aspects of online learning
YES
Two 4-week On-campus
electives selected out of 6
offered
Online part: YES - in all asynchronous aspects
IE Business
School
Spain
Global Online MBA
6 core modules - 16 months
Face-to-face: 12 weeks
Online: 36 weeks
Each module: 2-week ONLINE PREPARATION 2-week ON CAMPUS - 4-week ONLINE
CONSOLIDATION
Program Length: YES - two tracks possible 17 or
24 months
Face-to-face: NO
Online: YES
Optional 7-month online semester (added to the
YES
The Capstone Project allows
students to choose
entrepreneurship or
64
final period of program)
intrarpreneurship track;
Face-to-Face: NO
During third period students
select six electives out of an
array of available choices
Online: YES - except for the two 2-hour live video
conferencing sessions weekly
3 mandatory plus 1 optional period: 17 or 24
months in total
Face-to-face: 3 weeks total
Online: rest
Pre-program: 3 week online preparation
First period: 6 months starting with 1-week face-toface
Second period: 5 months starting with 1-week
face-to-face
Third period: 6 months ending with 1-week face-toface
Fourth period (OPTIONAL): 7-month online
module
("During each course, you benefit from the flexibility of
interactive online learning at your own pace while also
learning from your peers and world-class faculty both
online and in person")
65
ESMT Berlin
Germany
Part-time MBA in
Business Innovation
(NEW - started in
2019)
Program length: NO - 24 months the only option
Face-to-face: NO
Face-to-face: NO
YES
Optional week-long module
abroad
Online: YES
Online: YES - for all synchronous sessions
ESCP
Business
School
France / UK /
Germany /
Spain / Italy /
Poland
Online Executive
MBA
80% online - 20% face-to-face
Face-to-face: takes place during 14 weekends
Weekly time investment: 12-15 hours without faceto-face
Program length: YES - 3 track options - 18, 22, or
30 months
Face-to-Face: NO
Online: YES, except for live conferencing sessions
Warwick
Business
School
UK
Distance Learning
MBA
Face-to-face: YES
Ability to choose from 5
different campuses
worldwide to attend
electives workshops
YES
10-12 mandatory elective
courses, 2 optional elective
courses (each equivalent of 12
contact hours) selected out of
over 50 offered options
Three tracks: 18, 22, or 30 months
5 week-long face-to-face workshops/seminars
9 core modules: 7 fully remote and 2 onsite
520 hours of live teaching regardless of format
Online: YES
9 core modules can lead to
completion of GMP degree
(General Management
Program); once remaining
courses are complete it leads
to Executive MBA degree
Program length: YES - 24 to 48 months
("we’ve built the Distance Learning MBA with
flexibility in mind. This means that when your job
needs to take precedence for a while you can
choose to slow down or take a break of up to two
years before continuing
your studies. You may complete your Distance
Learning MBA in two to four years depending on
your personal circumstances")
Face-to-face: NO
YES
Selection of mandatory
electives
Online: YES
Optional elective
1 optional face-to-face (4-5
days) elective module included
Optional residency
Face-to-Face: NO
Fixed format of 2 residential mandatory weeks
66
1 optional face-to-face (4-5 days) elective module
included
Online: YES
All live sessions are recorded for later
asynchronous viewing
Imperial
College
Business
School
UK
Executive MBA
8 mandatory modules (each approximately 100
hours, of which 27 hours of live teaching and
online learning) - rest is guided structured selfstudy
4 mandatory electives taken online or onsite (up to
two can be taken onsite)
Dissertation
Program Length: NO - 23 months
Face-to-Face: YES for elective modules since they
can also be taken online or with different face-toface options (weekends or during the week)
Online: YES - all asynchronous part of the program
The content is accessible at any time
Face-to-face: YES
Ability to follow face-toface activities online for
on-campus classes per
core module
Online: YES
YES
5 mandatory electives selected
out of 35 with two more
optional non-assessed
electives("Electives are offered
in four formats to fit your
schedule")
3-day residency in Germany (manufacturing
German Way) and 1-week residency in China
(Doing Business in China)Online preparation week
Onsite induction week
Year 1: 8 core modulesYear 2: electives, Final
Project, European Study Tour, International
Residency
Face-to-face: approximately once a month in the
first year
13 face-to-face weekends with the first and last
weekend lasting 4 days
67
WHU – Otto
Beisheim
School of
Management
Germany
Global Online MBA
(NEW - 2020)
Program length: YES - 18, 36 or 60 months
Face-to-face: NO
Face-to-Face: NO
Online: YES
Online: YES - except for weekly live sessions
Live-teaching sessions once a week for 60 – 120
minutes
One 5-day mandatory workshop (midterm
challenge)
Students are able to choose an
optional module abroad over
the course of one week - US,
China, or Germany
18 months fast track, workload 18.5 hours per week
36 months flexible track, workload 9.25 hours
Certificate option to finalize Global Online MBA
over a course of five years
Henley
Business
School
UK
Flexible Executive
MBA
Program length: NO, fixed 30 months
Face-to-face: NO
Face-to-Face: NO, unspecified
Online: YES
Online: YES
Alliance
Manchester
Business
School
UK
Global Part-Time
MBA;
Workshops held every two months
Program length: YES - 18 (accelerated) or 24
months (normal)
Face-to-Face: YES for electives
Elective workshops can be longer than standard
Most courses include an intensive three-day
workshop residential
Online: YES - except for the weekly live session
Face-to-face: 17 days in first year and 13 days in
year 2
YES
Option to choose optional
module abroad
("Personalize your studies by
selecting elective courses
relevant to your interests and
participate in an optional faceto-face module abroad to
discover new markets")
Face-to-face: YES
Workshops for elective
courses can be attended at
any of Manchester global
centers: Dubai, Hong
Kong, Manchester, São
Paulo, Shanghai and
Singapore. Additional
locations are also possible.
YES
("There are a range of elective
modules to allow you to
specialize, as well as an
applied business or incompany project and
international study visit")
YES
Option to choose 3 out of 20+
offered electives
Possibility to also study an
additional complimentary
elective with a workshop at any
of our global locations.
Option to change location
of studies without
interruption at any of
Manchester centers in case
of relocation
68
Possibility to also study an
additional complimentary
elective with a workshop at
any of
our global locations.
Elective workshops can be
online or onsite
Durham
University
Business
School
UK
Blended / Online
MBA
Program length: NO - fixed 24 months
Face-to-face: NO
Online: YES - except for live webinar sessions,
Access to learning content 24/7
Weekly time investment: 15 hours
Online: YES
Face-to-face: YES
Ability to choose either
fully online or blended
approach
Online: YES
YES
Three pathway options,
entrepreneurship, consultancy
or technology
Ability to choose optional
electives
("Flexibility is at the heart of
the Durham MBA, as you have
the choice to study entirely
online or take a blended
approach, combining online
learning with residential
modules. You can also
personalise your programme
by completing a Pathway
choosing a combination of
optional modules which align
with your career ambitions and
goals")("Pathway in either
entrepreneurship, consultancy
or technology. Each Pathway
includes two academic
modules, skills workshops and
strategic insights provided by
industry experts. The Pathways
provide an excellent
69
Politecnico di
Milano
School of
Management
Italy
International Flex
Executive MBA
Program length: YES
20 months as a standard, but students can spread
the work in the way they think fit, according to their
personal needs; possibility of customizing the
duration of the Final Project. There are two
alternatives thus also making the actual duration of
the course totally customizable.
Face-to-face: YES
For electives
Online: YES
Face-to-face: NO
Online: YES
Learning content is accessible from wherever,
whenever and with a device using any of the main
operating systems
Hult
Ashridge
Executive
Education
UK
Live-Online MBA
Program Length: YES - 18, 24 or 36 months
("You can accelerate your degree by taking more
electives over the summer, or spread them out over
more summers if you need a more relaxed pace")
Face-to-Face: NO
At the start of the program, week-long face-to-face
leadership immersion at Boston, London or Dubai
campus (also online possible)
Online: YES
All activities except for monthly live lecturing are
asynchronous
Face-to-face: YES
Face-to-face elective
workshops take place at
any of the six campuses of
the program
All onsite activities can
also be conducted online
First week onsite workshop
can also be conducted
online
Online: YES
Online live sessions over a four-day weekend each
month in either Boston, London, or Dubai time
zones, taught by expert practitioner-professors
opportunity for you to develop
your knowledge, skills and
capabilities in a specific area
most suited to your own
professional needs")
YES
In the fourth part of the
program students can
customize their EMBA by
choosing between two paths,
innovation or digital
transformation
A third face-to-face week is
elective, and student can
choose among a Management
Bootcamp, an Elective Course
of the Executive MBA, a Doing
Business In China or Mexico
or a Study Tour in Silicon
Valley;
YES
Degree can be personalized
with a wide range of electives
and seminars offered in both 3day weekend and longer
formats at Hult campus
locations across the globe.
Optional multi-day leadership
immersion also available at
Boston, London or Dubai
campus.
Full range of electives are
available face-to-face at
campuses in Boston, San
Francisco, London, Dubai,
Shanghai, and New York for
70
Maastricht
University
School of
Business and
Econo
The
Netherlands
Online EuroMBA
Initial face to face week at the start of the program
additional fee.
24-month is normal track; 18 months to 36 months
is possible
Alternatively, you can choose
from a range of online
electives and continue to study
from home without additional
fee.
YES
"Our flexible modular online
courses allow you to complete
the programme in any order
you like. With our online
learning environment, you
study where and when you
want. This is the ideal solution
for ambitious professionals
who sometimes need to
prioritize work over study. For
each online course that comes
along, simply choose whether
you will join it or not. As long
as you complete all online
courses and residential weeks
within four years, you are free
to organize your study as you
wish"
Program Length: YES - 24 to 48 months
Face-to-face: NO
Face-to-Face: NO
Online: YES
("Our flexible modular
online courses allow you to
complete the programme in
any order you like. With
our online learning
environment, you study
where and when you want.
This is the ideal solution
for ambitious professionals
who sometimes need to
prioritize work over study.
For each online course
that comes along, simply
choose whether you will
join it or not. ")
Except for the first residential week, the rest of the
program can be taken flexibly, in order and time as
suitable for the student
Online: YES - except for the live webinars.
Online courses in general can be taken flexibly as
suitable to the students and are offered at 2 year
cycles; the online learning platform also allows for
24/7 collaboration with your peers from anywhere
and at any time
Maastricht residential week - 5 days (42 hours);
OVERALL:
Time:
Program Length: 8 / 14;
Online: 14 / 14
Face-to-Face: 2 / 14
Place:
Face-to-face: 6 / 14
Online: 14 / 14
Path: 12 / 14
71
Appendix C List of Sources Used for Data Collection
1. HEC Paris, France; London School of Business, UK; New York Stern, US
Global Executive Trium Program
https://www.triumemba.org/
2. IESE Business School, Spain
Global Executive MBA
https://globalexecutivemba.iese.edu/
3. IE Business School, Spain
Global Online MBA
https://www.ie.edu/business-school/programs/mba/global-online-mba/
4. ESMT, Berlin, Germany
Part-time MBA in Business Innovation (NEW - started in 2019)
https://degrees.esmt.berlin/part-time-mba
5. ESCP Business School, France / UK / Germany / Spain / Italy / Poland
Online Executive MBA
https://escp.eu/programmes/online-executive-mba
6. Warwick Business School, UK
Distance Learning MBA
https://www.wbs.ac.uk/courses/mba/distancelearning/?gclid=Cj0KCQiA_qD_BRDiARIsANjZ2LAYPa5Ku5Y2SjlFPtWj3Evd8y
B_JksR_C6AOGqql7yVI9hgEWgVAIAaAh-6EALw_wcB&gclsrc=aw.ds
7. Imperial College Business School
Executive MBA
https://www.imperial.ac.uk/business-school/programmes/executive-mba/
8. WHU Otto Beisheim School of Management, Germany
Global Online MBA (NEW - 2020)
https://www.whu.edu/programs/global-online-mba/
9. Henley Business School, UK
Flexible Executive MBA
https://www.henley.ac.uk/study/mba/flexible-executive-mba
10. Alliance Manchester Business School
Global Part-Time MBA
https://www.alliancembs.manchester.ac.uk/study/mba/global-part-time/
11. Durham University Business School
Blended / Online MBA
https://www.dur.ac.uk/business/programmes/mba/online-mba/
12. Politecnico di Milano School of Management
International Flex Executive MBA
https://www.som.polimi.it/en/course/mba/the-international-flex-executive-mba/
13. Hult Ashridge Business School
Live-Online MBA
https://www.hult.edu/en/programs/live-online-mba/
14. Maastricht University School of Business and Economics
Online EuroMBA
https://maastrichtmba.com/euromba-online/
73
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the source of all paraphrased references, and have observed the General Study and
Examination Regulations of Reutlingen University for bachelor and master programmes, the
specific regulations for study and examinations of my study programme, and the Regulations
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Reutlingen, 30.12.2020
Signature
Eldar Husanovic
74