Implications of the learning environment in a professional Master’s degree in business administration in Brazil

This study focused on the implications of a learning environment in a professional Master’s degree in business administration in Brazil. The study was qualitative and involved semi-structured interviews with graduates of a graduate program with a professional focus. The study identified the physical...

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Bibliographic Details
Published in:Learning environments research Vol. 22; no. 2; pp. 173 - 192
Main Authors: Silva, Mary Dayane Souza, da Silva, Anielson Barbosa, de Araújo Lima Coelho, Ana Lúcia
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.07.2019
Springer
Springer Nature B.V
Subjects:
Business Administration Education
College Graduates
Education
Educational Environment
Educational Technology
Foreign Countries
Graduate Students
Interviews
Learning and Instruction
Learning Processes
Masters Programs
Original Paper
Professional Training
School environment
Semi Structured Interviews
Sociology of Education
Student Development
Brazil
Brazil
Master’s degree program
Learning environment
Professional development
Experiences
ISSN:1387-1579, 1573-1855
Online Access:Get full text
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Summary:This study focused on the implications of a learning environment in a professional Master’s degree in business administration in Brazil. The study was qualitative and involved semi-structured interviews with graduates of a graduate program with a professional focus. The study identified the physical, psychological, social and technological dimensions of a learning environment and it enabled the identification of eight mediating factors that act on the learning process. The meanings that are attributed to each of the dimension contribute to an understanding of how the events experienced in the environment influenced the students’ experiential perception of a Master’s degree course and, consequently, their personal and professional learning. For the scientific field and for the professional and academic development at the graduate level, the study provides two contributions: identification of the main positive and negative implications of the dimensions of a learning environment in the development of Master’s degree students with a professional focus; the realisation that a learning environment in the graduate context is multidimensional and multidirectional, given that the dimensions and the mediating factors are interrelated.
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ISSN:1387-1579
1573-1855
DOI:10.1007/s10984-018-9272-2