Practice-oriented learning in international MBA education: a student-centred analysis of learning design and professional capability

Purpose Practice-oriented learning is widely promoted in business education as a route to employability; however, much existing research often evaluates such approaches through intended outcomes or broad categories (e.g. “experiential learning”) with less emphasis on examining how students interpret specific features of learning design within programme contexts. This study explores how students in an international MBA programme experience and evaluate practice-oriented learning and how these experiences shape their perceptions of professional capability and confidence. Design/methodology/approach The study adopts a qualitative, interpretive design. Data were collected through four online focus groups with 28 students enrolled in a UK-based international MBA programme. Reflexive thematic analysis was used to examine students' experiences of pedagogical design, peer interaction and engagement with professional tools, tasks and practices across modules. Findings Four interrelated learning mechanisms were identified: (1) scaffolding and sequencing that supported understanding, (2) peer learning through negotiation and interaction in culturally and professionally diverse groups, (3) engagement with professional tools, tasks and practices that shaped perceptions of professional relevance and (4) the development of applied understanding and confidence through repeated engagement with practice-oriented activities. Across these themes, students evaluated learning in relation to how effectively design, interaction and application supported their ability to engage with complex material and develop confidence in applying knowledge in practice. Students valued practice-oriented learning when it aligned with contemporary workplace expectations, but also highlighted challenges where curricular practices diverged from current industry practices and employer expectations. Originality/value The study addresses a qualitative gap by providing a mechanism-focused, student-centred perspective of how practice-oriented learning is experienced within a postgraduate MBA context. It extends existing research by showing how students actively evaluate learning design in relation to progression, interaction and relevance, and how these processes shape perceived professional capability and confidence. This contributes to experiential learning and employability research by demonstrating how learning is interpreted and assessed by students within specific pedagogical arrangements.