Design, implement, and evaluate a blended learning model for business education in MBA programs

Thesis Abstract

The rapid evolution of higher education and the persistent demand for flexible, outcome?oriented MBA programs necessitate effective blended learning models that integrate online and face?to?face modalities to enhance business competencies. This study addresses the problem of inconsistent student engagement and variable learning outcomes in MBA curricula when hybrid approaches are applied without a coherent design framework. The primary aim is to design, implement, and evaluate a holistic blended learning model for MBA programs that optimizes knowledge construction, practical skills, and professional development. Specific objectives are (1) to articulate a theory?driven design framework drawing on constructivism and the Community of Inquiry (COI) model; (2) to operationalize a blended curriculum comprising modular online content, synchronous and asynchronous interactions, and experiential learning tasks aligned with core MBA domains (strategy, finance, marketing, operations); (3) to implement the model in three MBA cohorts and compare outcomes against a traditional blended control condition; (4) to assess student engagement, cognitive attainment, and practical performance using triangulated data; (5) to evaluate instructor load, technological usability, and organizational readiness; (6) to develop implementation guidelines for scalability and sustainability. The study adopts a mixed?methods explanatory design. The population includes MBA cohorts enrolled at three accredited business schools over two consecutive intake periods. A total of 420 students will be invited, with an experimental sample of 210 participants allocated to the blended learning model and 210 to conventional instruction as a control, using stratified random sampling by program specialization. Data collection instruments comprise (a) a validated engagement scale (student engagement inventory), (b) the MBA Knowledge Assessment Test administered at baseline, midterm, and end of term, (c) performance rubrics for capstone projects aligned to Bloom’s higher?order skills, (d) the COI survey to measure social, cognitive, and teaching presence, (e) system usability scale for platform usability, and (f) instructor workload diaries. Qualitative data will be gathered through semi?structured interviews with 12?15 instructors and 24–28 students per site and through content analysis of weekly learning analytics and discussion forums. Validity and reliability will be established via pilot testing, Cronbach’s alpha checks (targeting ? ? .80 for scales), and member checking for qualitative data. Data analysis will proceed in two phases quantitative analysis using multivariate ANOVA to test differences in engagement, knowledge, and performance across groups and time, multiple regression to identify predictors of capstone outcomes, and structural equation modeling to assess the relationships among engagement, cognitive attainment, and performance. Qualitative data will be analyzed thematically using a reflexive approach, with coding aligned to the COI constructs and the blended design components, followed by triangulation with quantitative results. Key expected findings include higher overall engagement scores, greater attainment of higher?order cognitive skills, and improved capstone performance in the blended model relative to the control, moderated by course design quality, instructor presence, and platform usability. The study anticipates that robust online modules coupled with facilitated synchronous sessions and authentic assessment tasks will enhance critical thinking, collaboration, and managerial problem?solving. The theoretical framework—rooted in constructivism and the COI model—will be empirically validated as a predictor of engagement and learning outcomes within MBA blended curricula, with differences observed across specializations and prior digital literacy levels. The study’s contribution to knowledge lies in providing a rigorously tested, scalable blueprint for designing and delivering blended MBA curricula that demonstrably improves engagement and outcomes while addressing organizational readiness and instructor workload. It will offer evidence on how to balance asynchronous autonomy with synchronous interaction to achieve business education objectives in contemporary professional contexts. Practical implications include policy guidelines for program design, teacher professional development, technology infrastructure, and continuous quality assurance. The main conclusion expected is that a carefully designed blended learning model—grounded in constructivist theory and COI—can outperform traditional delivery in delivering MBA competencies, provided that curricular alignment, instructional strategies, and platform usability are optimized. Recommendations for practice include adopting modular, competency?based units, investing in faculty development focused on online facilitation and assessment, implementing ongoing learning analytics dashboards for timely feedback, and scaling the model with phased piloting and cross?institution collaboration to ensure sustainability.