Applying Theory to Practice: Implementing a "Live" Case Competition in a Capstone Strategic Management Course

Autor/inn/en	Lebrón, Mariana J.; Brannon, David; Sanford, Douglas; Ellison, Lori
Titel	Applying Theory to Practice: Implementing a "Live" Case Competition in a Capstone Strategic Management Course
Quelle	In: Journal of Management Education, 44 (2020) 1, S.66-100 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lebrón, Mariana J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562919876006
Schlagwörter	Competition; Capstone Experiences; Management Development; Experiential Learning; Educational Change; Undergraduate Students; Business Schools; Barriers; Corporations; Cooperation; Stakeholders; Professional Autonomy; College Faculty; College Students; Administrators; Strategic Planning; Evaluators; Decision Making; Course Objectives; Governance; Participative Decision Making; Curriculum Design; Standards + Suchen Sie Ihr Suchwort? Wettkampf; Experiental learning; Erfahrungsorientiertes Lernen; Bildungsreform; Unternehmen; Co-operation; Kooperation; Berufsfreiheit; Fakultät; Collegestudent; Strategy; Planning; Strategie; Planung; Decision-making; Entscheidungsfindung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Lehrplangestaltung; Standard
Abstract	When facilitating large-scale instructional change, leaders face stakeholder tensions that arise from different institutional pressures. Over the past 4 years, we have created an innovative "live" case competition in a strategic management course as our college's signature undergraduate experiential learning opportunity. This case has integrated the Association to Advance Collegiate Schools of Business' (AACSB) business knowledge and skill areas with grounded learning elements and course learning objectives. Each semester, over 350 students apply strategy concepts to analyze challenges provided by a local company. Course section winners present to executive judges in the final competition. We contribute to the literature by describing the live case competition created from a six-step collaborative process that managed stakeholder tensions as institutional pressures changed. Using distributed leadership and information-sharing approaches, our collaboration model helped us address different needs, share resources, adapt to institutional pressures and create sustainable experiential learning opportunities. With shared decision making and constructive dialogue, we developed high-quality student learning experiences that respected faculty autonomy, addressed resource limitations, and institutionalized business partnerships. We describe our motivation, context, and key stakeholders' (faculty, students, executives, and administrators) challenges and solutions. We hope our collaborative model helps others successfully implement large-scale instructional change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01