1 Problem-Centered Curriculum e.MBA Module 8 - An Example James C. Hall, Professor, Management; Associate Dean for Planning and Assessment Faculty Institute – May 25, 2004

2 Agenda Introduce problem-centered approach to curriculum Provide an example – Module 8, Cycle 3, e.MBA program Suggest applications elsewhere in curriculum Discuss

3 Traditional Approach Identify discipline: management, accounting, finance, etc. Provide overview, then focus on parts Central issue: theory in one discipline Small applications Cognitive gains Preparation for application (in business)

4 Central Challenge – e.MBA Create a theory-based, application- oriented curriculum for experienced business managers and professionals Optimize delivery using the rich resources of the internet NOT just take courses to internet – one by one

5 Earlier Models Discover learning Dewey Post sputnik science New math Connect classroom & critical thinking Problem-centered professional education Tie cognitive gains to practice Reflective practice – build up from mess vs down from theory

6 Problem-centered Curriculum Most MBA curricula = series of courses – management, finance, marketing, etc. has an Orientation and 9 modules focused on complex business problems e.MBA modules interdisciplinary, like real business problems Students work online in teams to solve problems with faculty guidance

7 e.MBA Design Identify MBA learning objectives Choose problem-centered approach Plot objectives against 8 Modules Goals: Create cross-disciplinary Modules Cover all MBA objectives, but in different way

8 Content Matrix O AccXXX FinXXXXXXXX MgtXXXXXX MarXXX OpsXXX QuantXXXXX Etc. Module Subject Matter

9 Program Flow Orientation residency 8 Modules with embedded Learning Exercises and Discussion Boards Independent project & Management Simulation 2 years

10 Modules 1-8: Main Focus Business Analysis Marketing Business Strategy Managerial Accounting Corporate Finance Operations Management Global Diversification Strategy Organizational Behavior and Change Note: All Modules Interdisciplinary

11 Parts – Module 8 Project 3 Learning Exercises (LEs) Selection and development of employees Leadership and change Organizational learning/knowledge management Discussion boards – 1 per LE Presentation and briefing book

12 Learning Outcomes – Mod 8 Students will have -  Identified and critically examined theories and models of leadership  Identified and critically examined theories and models related to change in individuals and organizations

13 Learning Outcomes  Developed or adapted a framework for describing the effects of environmental turbulence on a large, complex business.  Identified characteristics of industry leaders (successful organizations) that make them vulnerable to uncertainly and change.

14 Learning Outcomes  Investigated and rehearsed approaches to staffing, staff development, and reward systems to support rapid organizational actions related to turbulence and the need for change.  Increased understanding of organizational learning and knowledge management as strategic and operational tools.

15 Module 8 – An Example Look at Blackboard site

16 Other Applications Core curriculum for full-time MBA Integrate pairs of courses Create common case – continuum throughout Core Parts of courses Undergraduate learning communities UG/Grad disciplinary courses Other ? ?

17 Strengths Integrated, problem-centered approach transfers easily to work setting Intensive residencies and continuous communication = strong bonds and motivation for students and faculty Problem-centered, team approach developed new faculty skills: curriculum design, learning facilitation, team work, technology Diffusion of learning to traditional curriculum and other online offerings

18 Challenges Demanding for students and faculty: risk of burnout Scarce faculty resources: not everyone can do problem-centered teaching well Low student/faculty ratio: relatively expensive