Helping Undergraduates Think Like a CEO: The APPLE Analysis as a Teaching Tool for Strategic Management

Autor/inn/en	Domke-Damonte, Darla J.; Keels, J. Kay; Black, Janice A.
Titel	Helping Undergraduates Think Like a CEO: The APPLE Analysis as a Teaching Tool for Strategic Management
Quelle	In: e-Journal of Business Education and Scholarship of Teaching, 7 (2013) 2, S.17-30 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-9132
Schlagwörter	Teaching Methods; Undergraduate Students; Management Development; Statistical Analysis; Student Attitudes; Consultants; Assignments; Outcomes of Education; Business Administration Education; Scores; College Faculty; Experiential Learning; Profiles; Leadership; Governance; Strategic Planning + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Schülerverhalten; Consultant; Berater; Assignment; Auftrag; Zuweisung; Lernleistung; Schulerfolg; Fakultät; Experiental learning; Erfahrungsorientiertes Lernen; Charakterisierung; Profilanalyse; Führung; Führungsposition; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Strategy; Planning; Strategie; Planung
Abstract	This paper presents a class assignment, entitled the APPLE Analysis, for developing pre-analysis comprehension about company conditions, resources and challenges as a part of the undergraduate strategic management capstone course. Because undergraduate students lack the causal maps of seasoned executives, this assignment helps students to develop an appropriate frame of reference to then tackle more traditional external/internal approaches to strategic analysis as a part of a live consulting case. The article describes the background for the development of the assignment, the components of each application tool and its assessment, and then summarizes with a description of student perceptions and outcomes. The results of its first application indicate strong student support for its ability to deliver on content outcomes, with 74.9% noting its value in understanding course and analytical concepts, and an ANOVA analysis of the differences in final project analysis scores in the semester postadoption to be significantly higher at the 0.10 level (F = 2.944; p = 0.092) than scores in the semester pre-adoption when controlling for professor. Faculty also noted stronger integration of multiple levels and breadth of analysis for the more traditional live case consulting analysis. (As Provided).
Anmerkungen	Australian Business Education Research Association. PO Box 408, Mapleton, Queensland 4560, Australia. e-mail: editor@ejbest.org; Web site: http://www.ejbest.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01