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Top1. Introduction
The constant upheaval in the area of education is proposing nothing but change. There is a paradigm shift seen in the field of education from being teacher-centric to student- centric (Baeten et al, 2010; Pucciarelli & Kaplan, 2016; Rao, 2016). The function and responsibility of the teacher have moved from being a ‘sage on the stage’ to a ‘guide on the side’. Such a transition calls for the potency of the teachers who have to be innovative, resourceful and reflective all the same time (Kahu, 2013; Azam & Kingdon, 2015; Xiao & Wilkins, 2015; Richmond et al, 2016). It is a high calling indeed. Students seek quality education and innovative learning methods. The emphasis is on the shift from ‘subject-centered education’ to ‘competency-based education’ to tap and develop individual abilities, talent, and aptitude. It is important to address market-driven competencies in the curriculum-building process and execute the curriculum using well-proven intelligences theory (Moon, 2007). Today it is important for faculty members in higher education to be not only good researchers but also impart quality training. Because there is no dearth of information - the need of the hour is to ‘transmit’ this information in such a way that it will ‘transform’ the young minds to reach new heights by being better human beings (Gade et al, 2014; Savory, 2016). Educational activity goes beyond than just standing before a class and utilizing a few specific techniques. Teaching is an intricate, exacting, challenging job. According to Gupta et al., (2005), the teacher in the 21st century will be multidimensional. The teacher will cease to be an instructor or a task master. The teacher’s business will be to suggest, not impose. The teacher will inspire rather than dictate. The instructor will show how to acquire knowledge, foster creativity and develop the proper capacity and ability for thinking in the correct direction. The challenge for a teacher in today’s higher education is that he/she has to liberate the learner from a traditional textbook-centered teaching to technology-enabled learning and has to put the student on the road of self-actualization through a process of self-learning (Tomei, 2003). The research motivation of this study is drawn from three different perspectives, namely MBA Education, Andragogy and Multiple Intelligences. In the subsequent paragraphs, we discuss these perspectives in detail.
The research question is devoted as “How can we administer and evaluate the application MI-theory to an MBA-degree class? The objective of this research work is to explore, define and apply MI-based teaching methodology in a course offered in the MBA program.
This paper is structured into five sections as given below. Section one presents the introduction, research motivation and objective. Section two presents an extensive review of the literature to identify the research gap(s) and reinforce the need for this work. Section three proposes a detailed methodology of executing the research plan. Section four is about the analysis of the results and interpretation. The fifth and last section concludes by discussing the practical implications, limitations and future direction of the study.