Abstract
This paper analyzes different types of classroom satisfaction among MBA students and proposes a learning model based
on the results. A review of adult learning processes demonstrates the significance of mutual personality development
for both teachers and students. A qualitative analysis of comments collected through a student survey at a Tokyo
business school produced eight types of satisfaction in two categories: moment-by-moment quality (1. educational
services, 2. learning environment in student centers, 3. teaching methodology, 4. useful professional content, and 5.
changes in student perspectives) and cumulative leaning quality (6. task linkage in the learning process, 7. human
interaction, and 8. connections between theory and practice). These results and additional analyses of interview
responses suggest the desirability of an open-system learning model. MBA students learn literally and passively to
accept target theories, examine them from diverse viewpoints, and finally apply them in open-ended tasks, namely
presentations, papers, or practice.
