The Antecedents and Consequences of Perceived Learning Outcomes of Business Studies Curriculum: A Review and Agenda for Future Research

The importance of business and management curriculum in higher education is essential to offering students both current and future educational opportunities that are both high-quality and timely. Regardless of size, type, or origin, curriculum is recognised as the lifeblood of all educational institutions. In both the short and long terms, curriculum is essential to the health and efficacy of higher education. Although theoretical learning models exist in the literature, the majority do not concentrate on a specific business and management programme. As a result, the examination of current literature on a student’s perceived learning approach to business management curriculum creation is a source of pertinent, current, and thorough knowledge management in institutions of higher education. Given that business and management curricula are crucial, the main objective of this study is to develop a conceptual model of perceived learning outcomes specific to the MBA program. This paper outlines a student’s perception of the current MBA curriculum. Based on a review of the existing literature, this study proposes a conceptual model that links the determinant factors (rigor, course structure, course content, engagement, student-student interaction, lecturer-student interaction, and mentoring) toward perceived learning outcomes. Satisfaction is proposed as the consequence of perceiving learning outcomes. The proposed model is developed based on experiential learning theory (ELT) as its theoretical foundation and will be especially useful for faculty and administrators who desire to lead the process of curriculum development.