The research project is set within the context of the ongoing debate regarding the quality of MBA programmes in the UK and contextualizes and articulates the concerns regarding the quality of MBA programmes emanating from within and outside the teaching profession. The MBA environment in the UK is examined in detail and both typologies of MBA programmes and the strategies of MBA providers are discussed. The provision of the MBA in the UK is set within the context of the wider higher education quality debate. The relevance of prevailing quality theory and commercial quality models as ways of enhancing MBA programme quality are evaluated, and quality perspectives of key MBA stakeholders are compared. There is also an exploration of the means by which MBA Directors exploit the notion of quality in order to achieve their personal organisational goals. The notion that quality theory can best be understood as a form of anxiety relieving, 'religious' phenomena is discussed. The ontological and epistemological position taken within the study is explained and the issues surrounding the measurement of attitudes are examined. Three groups of MBA stakeholders: MBA Directors, prospective MBA students and practising MBA students are questioned with regard to their views on MBA quality using a mixture of interviews and critical incident technique. The resulting data are subjected to content analysis. The contribution to knowledge can be seen in terms of the results that indicate that individual MBA Directors operate a variety of quality perspectives, depending upon the particular circumstances, and use different ways of communicating their quality vision and ensuring programme quality. Prospective students undertake programmes for numerous reasons, and make their final programme choices in line with the way in which their expectations meet their perceptions of the programmes they are considering. The findings also indicate a strong relationship between satisfaction and expectations with regard to practising MBA students. In conclusion, the various stakeholder perspectives are compared and a series of 'quality gaps' are presented and discussed. Suggestions are subsequently made regarding possible future research.

This thesis examines management educational and development processes and critically analyses the quantitative and qualitative effectiveness of the results of those processes in the workplace context. The collated data, which forms the primary research in this dissertation, was gathered through direct contact with students, (i.e. interviews/questionnaires/field visits) who were involved in management educational and development processes, with particular focus on those studying at Master's level. The student research base and sample frame, initially was concentrated in the UK. This sample frame was extended to include an international dimension; thereby facilitating measured findings through students/graduates in the United States of America, the Middle East and the Far East. The results of overseas inquiry provided the basis for a comparative analysis. In addition, corresponding employing organisations were researched, in order to quantify to what extent learning transformation was taking place within the student's theatre of activities. Such transformation was assessed in terms of increased effectiveness, both from a personal and organisational perspective. A detailed formulation of research findings is presented in support of the hypothesis, which clearly demonstrates that a disparity exists between definition and doing, a disparity between what (and how) is currently being taught in management educational -establishments and the managerial needs of public, private and voluntary organisations. Student and employer issues raised during the study are also examined and analysed. In particular, the points of generated frustration as a result of transferring management educational and development learning into the workplace and in many cases the lack of recognition of student/graduate academic achievement. Hypothesis – ‘That a disparity exists between what (and how) is currently being taught in U.K. management educational establishments and the needs of public, private and voluntary organisations.’