从20世纪50年代开始，美国教育界人士普遍认为美国商科教育有两大流派：一是以芝加哥大学商学院为代表的重理论研究的传统教学派，一是以哈佛大学商学院为代表的重案例研究的实务教学派。
20世纪80年代初开始，伴随着日本经济竞争力的上升，引来美国企业界对美国工商管理教育的质疑和批评。20世纪80年代中期以后，尤其是进入20世纪90年代以来，美国的MBA教育开始了从“教管理”扩展到“造就管理者”的改革，紧密联系企业实际来组织教学，走国际化发展之路，重视非商业性的练习，强调塑造MBA精神，追求教学方法的革新，不断进行课程改革和商业伦理等方面的改革，培养MBA学员的洞察力、应变能力。这些方面的转变与探索给那些积极变革的商学院以再造辉煌的难得机遇。
哈佛学派突出案例教学，强调实际、淡化理论，它通过再现管理过程的案例教学，培养MBA学员的商业直觉和管理技能。芝加哥学派突出理论与技术，重视概念原理与数量分析方法，强调传授学员一般的知识原理。两所商学院的MBA培养模式尽管存在较大差异，但均培养了高质量的学员，受到用人单位欢迎。
从20世纪末引进MBA教育以来，中国的MBA教育事业取得了长足进步，为中国的社会经济发展培养了大量工商管理人才，同时也存在诸多误区。本研究希望通过对美国两种最具代表性的MBA培养模式所进行的综合分析与比较，达到加深对国外MBA教育模式的认识，对中国国内MBA教育发展起到一定的借鉴作用。
本研究结构安排如下：第一部分是导论，对本研究的研究背景及国内研究现状进行了介绍。第二部分对哈佛大学商学院与芝加哥大学商学院的发展历史与概况进行了概述。第三部分对两所商学院的培养模式进行了系统的比较分析，比较内容包括培养目标与办学特色、入学条件与学员类型、课程设置与教学模式、学员就业及社会评价等方面。第四部分探讨了哈佛大学商学院与芝加哥大学商学院MBA教育两大流派对中国MBA教育发展的经验借鉴。
关键词：哈佛大学商学院；芝加哥大学商学院；MBA教育；比较分析
Abstract
People in the American education sector generally believes that the American business education has two big schools, one is traditional teaching focusing on theory researches with University of Chicago business school as its representative, the other is practical teaching emphasizing case researches with Harvard business school as the representative since 50’s of the 20th century,
From 1985 until now, Japanese economic strength raised, which brings the criticism from American enterprise about education of American business management. After entering the middle of 1980s, especially the 1990s, American MBA education started the revolution converting from "teaching management" to "cultivating managers" .Close attention was paid on the connection between actual enterprises and teaching management in the road of international development, emphasizing the non-commercial practice and the MBA spirit. New teaching methods, new courses and new commercial theories were pursued to help cultivate students’ insight and ability to cope with contingencies. All of these bring a magnificent opportunity for those business schools making great efforts to revive.
Harvard business school with its case teaching rethinking the process of management emphasizing actual facts, weakening the theory, fosters its business feeling and management skills. Chicago business school with the stress of theorization teaching emphasizes its concepts and quantitative analysis and imparting of general knowledge. Therefore, Harvard business school has cultivated some outstanding managers in enterprises, while Chicago business school is famous for Nobel economic prize winner. To sum up, the two big schools or the two as representative thrive in their own ways, with no unanimous idea on who is superior.
In view of the present domestic and foreign MBA education, we do think we have the necessity to carry on the comparisons and analysis research about the two kind of teaching school and to compare, to inspire us to research our domestic MBA education status, eventually bring out constructive advices.
This paper will carry on the comparative analysis on their own educational models between the Harvard business school and the University of Chicago business school, including their aims and teaching features, recruiting requirements and student types, course setting and teaching models, employment and social evaluation, etc. From the comparison of the two teaching methods about MBA, We hope to learn a lesson and find some beneficial aspiration or enlightenment for the development of Chinese MBA education.
Key words: HBS; Chicago GSB; MBA; Compare analysis
中南财经政法大学MBA学院
中外MBA教育比较研究中心
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