Management

In this chapter, I provide an historical overview of the use of causal mapping, and its migration from political science to organization theory, and more recently into research efforts in Information Technology (IT). Since this migration has brought in its wake a diversity of perspectives and approaches, a secondary objective of this chapter is to sketch this diversity. I discuss the diversity in perspectives, research contexts and focus. Three perspectives (social constructionist, objectivist, and expert-anchored), four research contexts (discovery, hypothesis testing, evocative and intervention) and three types of foci (content, structure and behavior) are summarized.

A majority, if not all, research on experiential learning in the ABSEL literature has focused its efforts on direct experiential learning (learning by doing) or DEL. Questions have since risen as to why vicarious experiential learning (learning by observing) or VEL has not been considered or even investigated as to whether it even takes place. A look at the ABSEL literature tells us that a general failure to include for it into the design of our exercises may be the cause. This article looks at some of the underpinnings and theory of VEL and offers a suggestion on how it can be designed into the experiential exercise. The information contained herein is only the tip of the iceberg on vicarious experiential learning and should serve as a springboard toward future research.

The use of Total Quality Management Techniques in classroom assessment aids in determining whether a particular process (experiential exercise) is either in or out-of-control and to assist in identifying possible causes of variation in various aspects of this process. Control charts for attributes (non-conformance) were used to assess this process. It was found that sources could be identified where adjustments can be made that would enhance the process. Limiting the number of standard deviations associated with the control also assisted in identifying where the process would considered to be in or out-of-control.

Individual Spirit Harmonics are those consonant and dissonant values that contribute both to harmony and disharmony in a given management situation. By classifying these values associated with these harmonics into Affective, Cognitive and Behavioral aspects that are associated with experiential learning, we can, through pre and post-testing determine if an increased awareness and hence learning has occurred. Moreover, we can also gauge if what we have attempted the students to learn, was actually what they were supposed to learn due to changes in their perceptions of these values.

The history of technology being "infused" into pedagogy and delivery is a long one comprising of many forms and levels of infusion. The theme of the conference is entitled, "Technology Infused Pedagogy and Delivery ... A Sure Bet". The purpose of this discussion is to take this statement and make it a question. We can then begin to raise the issues of what, how and why concerning this "bet". This allows us to raise questions looking at the issue of technology, at least philosophically, and its effects on how we think about and how we develop our classes.

Exercises in experiential learning are designed to help the participant or learner “experience” a concept firsthand. These exercises should be designed to facilitate or add to the participant’s learning process. Furthermore, the more tangible the end result of the exercise, the greater the chances the person will be able to “take something” with them. This exercise is designed to illustrate concepts in strategy development and implementation. Given the changing nature of today’s competitive environment, it is important that we do three things in making strategy possible: exercise our imagination and our ability to think “out-of-the box”; be able to induce logic and begin to reason connections between factors that just a short time ago seemed unrelated, and finally to have a degree of understanding and comprehension if not only of the parts, but of their effect on the whole. The exercise should take place very early in the course so that the various aspects can be ref...

Learning to learn is a basic foundation of life and necessary for evolution. The ability to show the existence of learning can at times be difficult in one-shot, non-cooperative games. The ability to transfer knowledge from one situation to another is an indication of how much one actually learns and how it is applied. The purpose of this paper is to show the existence of learning in this type of game by using the vertical checkers game “Connect 4”. By looking at the difference in won-loss records between two tournaments and the distribution of the scores, we can show that learning has occurred when teams have a greater degree of parity and that average number of wins increases as the range of wins decreases.

Previous research (Micklich, 1998) has shown that by using concept mapping, a greater level of understanding of the relationships between strategic management concepts can be gained. Although an increase in exam scores and a certain level of cohesion in a class strategic planning project was attained, overall perceived satisfaction with the exercise was low. This occurred under conditions where greater control was relinquished to the student for map construction and interpretation as the exercise was continued. The question was then posed; if the instructor took a more active role would higher levels of satisfaction, hence translated by better scores, and a smaller standard deviation of these scores, be realized? Results showed that the level of satisfaction rose for the experimental group as a whole, the mean score did increase, but at a smaller rate and the standard deviation of the scores did increase and at a greater rate relative to the control group, resulting in better unders...

Do experiential exercises need be complicated in order to understand and impart business acumen? What types of simple exercises have we developed and currently use to illustrate sometimes difficult concepts? This would include games that already exist which we have adapted into important instructional tools. The participants should come away with a better understanding and ideas on “simple being better.”

Game theory is a mathematical system for analyzing and predicting how humans behave in strategic situations. Much research has been conducted in this area and numerous mathematical models have been suggested to explain each of these games. The purpose of this paper is to take the “thinking steps model”, a behavioral approach, and show the application in non-mathematical terms in a non-cooperative game situation using the vertical checkers game, “Connect Four”. It is hoped that through this method we can develop a better understanding on how people think in strategic situations

The ability to move first in competitive games is thought to be the sole determinant on who wins the game. This study attempts to show other factors which contribute and have a non-linear effect on the game’s outcome. These factors, although shown to be not statistically significant, because of their non-linear relationship have some positive correlations to helping determine the winner of the game.

Learning to learn is a basic foundation of life and necessary for evolution. The ability to show the existence of learning can at times be difficult in one-shot, non-cooperative games. The ability to transfer knowledge from one situation to another is an indication of how much one actually learns and how it is applied. The purpose of this paper is to show the existence of learning in this type of game by using the vertical checkers game “Connect 4”. By looking at the difference in won-loss records between two tournaments and the distribution of the scores, we can show that learning has occurred when teams have a greater degree of parity and that average number of wins increases as the range of wins decreases.

Accreditators, legislatures, and other stakeholders are all interested in assessment in our universities today. This panel discussion will bring together three people from different areas of the country who teach at state universities and a private school. Rather than focusing on accreditation, this panel will focus on how to assess course and programs, and how our experiential learning and simulation projects can be evaluated. The end goal of assessment is curriculum improvement, which serves all stakeholders.