Articles and A Questionnaire in the General Area of Learning vs. Teaching
Leon Winer, Pace University School of Business, e-mail firstname.lastname@example.org
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HBS case method deprives students of an authentic learning experience. World Association for Case Research and Analysis, Budapest, Summer 2000.
Abstract. Case study teaching patterned on the Harvard Business School model deprives students of an authentic learning experience. The teacher is too much of a star and the students are too passive. As a result, the students fail to develop important skills that they need for success in their business careers. Four strategies following the concept of Authentic Learning are suggested. Students become more active and less dependent on the professor in class, perform challenging tasks in the real world of business and in general, engage in projects that are similar to the tasks they are expected to perform on the job.
Why business schools need to know what MBAs want to learn and how to find out - a case history. Marketing Management Association, Chicago, Spring 2001.
Abstract. If business schools want to maximize their prestige and funding, they must help their students to succeed in their business careers. Many MBA students have valuable insights of what they need for success in business. A survey for obtaining MBA’s ideas is described. Results were surprising, but on closer examination, made sense.
Improving students' ability to recognize and exploit business opportunities. Marketing Management Association, Chicago, Spring 2001.
Abstract. To satisfy a discovered need of MBA students to improve their ability to recognize business opportunities, the author developed three assignments: a search for business opportunities with a short business plan and new midterm and final exams. In end-of-term evaluations, students rated "Ability to recognize business opportunities" among the top three learning experiences attributed to the Marketing course.
Three-page questionnaire for evaluating MBA student satisfaction with their MBA program. The first page may be used as a stand-alone questionnaire for evaluating learning needs of beginning students.
What MBA students want and what they get - a case history. Marketing Educators’ Association, San Diego, Spring 2002. (Forthcoming.)
Abstract.A 1999 survey of graduating MBA students at the author’s business school revealed low willingness to recommend the MBA program and low perceived value of core courses and courses in the students’ major fields. When other findings of this exit survey were compared to results of a survey of entering MBA students, it appeared that insufficient learning of valuable and strongly needed skills had caused the low levels of satisfaction. The paper concludes with a suggestion to interested faculty to conduct similar surveys to determine whether changes in teaching and learning might be beneficial.
Replacing teaching evaluation with learning evaluation - a case history. Marketing Educators’ Association, San Diego, Spring 2002. (Forthcoming.)
Abstract.A 1999 survey of graduating MBA students The teaching evaluation system used at Pace University’s Business School is viewed by many tenured faculty members as an inadequate measure of achievement of the School’s mission to “prepare students for successful business careers.” An alternative measure based on surveys of MBA students’ perceived learning needs has been developed. This paper compares results obtained with the two methods: teaching evaluation and learning evaluation and asks the reader to judge which method does a better job of measuring progress toward achieving the School’s mission.