Revitalizing the MBA for the New Millennium: A Collaborative Action Research Approach

Business schools are facing increased competition due to information technology innovations and customer dissatisfaction. In response, business schools are turning to a variety of solutions, such as team teaching, integrated curricula, and distance learning. This article presents the results of a collaborative action research project initiated by one business school faced with the need to revitalize its MBA program. The faculty engaged in this project learned much about the challenges of teaching an integrative course and the constancy of change. We share our conclusions and recommendations about an integrated curriculum, distance learning, adult learning, team teaching, revisions in program duration and structure, as well as advice on the necessary administrative support and compensation for business schools contemplating such changes. This revised version was published online in July 2006 with corrections to the Cover Date.     

Distance Learning: Education or Economics?

Sir John Daniel, Vice Chancellor of the Open University in England, pronounced that American universities are in a crisis of access, flexibility and cost. His solution is that American Universities and Colleges should employ educational technologies that allow students to earn college degrees without visiting the college campus (distance learning). The argument is that distance learning is a cost-effective way of providing more students with access to higher education. Sir John's argument illustrates a crisis in neither access, flexibility, nor cost. On further inspection, distance learning degree programs appear to be a strategy for reducing the cost of higher education by replacing professors with computers and part-time teachers. This strategy offers limited educational benefits for the student and may present a financial danger to smaller colleges and universities, if they succumb to the pressure to develop distance, learning degree programs. This revised version was published online in July 2006 with corrections to the Cover Date.     

Product diversification through licensing: Empirical evidence from Chinese firms

Anecdotal evidence suggests that manufacturing firms are able to engage in product diversification through external technology acquisitions, such as technology licensing. However, there is little empirical evidence regarding this proposition to link inward technology licensing and firms’ product diversification or to suggest when and under what conditions the effect of diversification through this channel may be mitigated or augmented. The current study aims to address this research gap through an empirical investigation of a sample of 141 Chinese manufacturing licensee firms. The results indicate that inward technology licensing is positively related to a firm’s diversification and that this relationship is further moderated by a licensee firm’s R&D expenditure and technological distance relative to the licensor firm.     

Business Education: Real Time or Semester Time?

Both the context and content of management education are changing as new providers compete for market share. As education goes increasingly online and offcampus, many traditional universities will feel the effects of consolidation within their own ranks. Business schools will face additional pressure as corporate universities and Internet universities offer an economical and effective means of professional education. Unless MBA programs seize opportunities for creative collaboration, today’s potential partners will become tomorrow’s predators. This revised version was published online in July 2006 with corrections to the Cover Date.     

The Relationship between Adult Students' Instructional Technology Competency and Self-Directed Learning Ability in an Online Course

The main purpose of this research was to examine the relationship between adult students' self-directed learning (SDL) ability and instructional technology (IT) competency in an online course. The study also investigated motivation and learning strategies that the students used to learn IT. The research involved surveying 198 continuing education professionals who took online courses at a large Midwest state university. The results indicate a statistically significant positive correlation between SDL ability and IT competency in students with above average SDL ability. The results also indicate that motivation is an important factor for learning technology in an online course regardless of the students' SDL ability. Additionally, the results show that students with higher level of SDL ability are likely to exhibit higher level of self-efficacy for learning and performance, and higher level of effort regulation.     

Maintaining Relevance in Business Education. A Framework for Exploring Alternative Teaching Paradigms

Relevance has become a critical factor in business education programs. Such programs must deliver the skills and knowledge that enable participants to learn and thrive in a context of change, growing business complexity and technological sophistication. This paper explores the need to realign our teaching approach to the new demands of business managers in pursuit of maintaining relevance. It considers the changes this requires in the learner: teacher relationship, and the way in which information communication technologies have a powerful role to play in developing and managing this new relationship. A model is proposed to explore the alternative teaching paradigms associated wich might be best described as seismic shifts in the learning landscape. For educators it suggests a change in teaching values that emphasise stronger attention to process skills, less teacher autonomy, direction and control, and a more creative use of technology to encourage diversity, dialogue and distributed team learning. This revised version was published online in July 2006 with corrections to the Cover Date.     

Interaction and effectiveness of corporate e-learning programmes

This study was conducted in a large Mexican organization running a virtual corporate university. It aimed to evaluate students' perceptions of three types of interaction (learner–teacher, learner–content and learner–learner) and their views on the effectiveness of online courses in terms of satisfaction, learning and behaviours. Twenty-six employees who had studied at least one online course within the organization answered an online survey. Four of them were interviewed. Results show that: (1) Learners value their interaction with the content the most. (2) Online learning is generally perceived as an effective method for delivering corporate training. (3) There is no perceived relationship between online interactions and training effectiveness. The findings are limited to the specific context of the participating organization. Further research into online learning in corporate settings is needed to understand training interactions and changes in job performance.     

我国企业学习取向的初步研究

组织学习取向的研究有助于理解和改善组织学习过程,从而提升组织学习能力。实证研究得出我国企业有五个学习取向:知识来源、学习效果、学习幅度、学习投入、传播形式。我国企业在各个学习取向上都不太极端,都采取比较折衷的学习方式;但是也存在着比较偏重于内部开发知识、渐进式的学习取向、侧重群体学习的特点。我国企业学习风格可以称之为不断改良型和实践共同体型(community of practice:即非正式的、集体学习实践)。     

The benefits of embedding experiential learning in the education of planners

Abstract

In a future of complexity, uncertainty and fragmented governance we envision planning graduates who will be better prepared for the real world of planning as a result of an experiential learning (EL) approach in undergraduate tertiary education. In this paper, we present the findings of an Australian research project in which planning educators developed and tested a range of experiential planning principles based on sound pedagogical theory. Embedding EL principles and activities within the planning curriculum provides a structured programme of engagement between theory and practice over the four years of an undergraduate Australian planning programme, including opportunities for work-integrated learning. Students gain experience in negotiated decision-making involving a wide range of interactions with planning practitioners. Students become more adaptable—cognizant of mechanisms influencing change, and recognize the value of lifelong learning founded on critical reflection. We propose that a more systematic approach to integrating experiential learning in tertiary planning education culminating in ‘work integrated learning’ would provide a vehicle for further partnerships with responsive local practitioners and communities. Finally, this paper also argues that applying experiential learning does not compromise the quality of planning education based on greater academic rigour.     

Building Strategic Technology Alliances for Teaching and Learning

There is a major need for higher education to confront intense competition, enhance academic programs to meet the challenges of this competition, and to develop new teaching and learning strategies to meet the demands of the global marketplace. Technology and the Internet are intended to break down the barriers of time and space and enable more students to participate and collaborate with faculty and other students. Critical thresholds must be met in order to use technology to communicate, collaborate, and transform teaching and learning. Strategic technology alliances establish a partnership between technology vendors and higher education that will achieve these thresholds to meet the teaching and learning needs of the 21st century student. This revised version was published online in July 2006 with corrections to the Cover Date.     

Assessing Health Risks Associated with DDT Residues in Soils in California: A Proposition 65 Case Study

Population growth in California has increased the pressure to convert agricultural land to commercial, industrial, or residential uses. In the ensuing property transactions, buyers and sellers must address the presence of toxic materials in soils such as pesticides, several of which are known to the State of California to cause cancer under Proposition 65. While this statute does not specifically address soil contaminants, the potential scope of its enforcement is sufficiently broad that owners of former agricultural properties may be obliged to provide warning of exposure to potential buyers, occupants, or construction workers about exposure to residues in soil from pesticide applications. However, Proposition 65 provides no guidance on how to assess exposures to chemicals in soil. The U.S. EPA Risk Assessment Guidance for Superfund (RAGS) provides a method for assessing soil-related exposure pathways that is consistent with the intent of Proposition 65. Using this approach, we have calculated the lifetime average concentrations of DDT in soil corresponding to the no-significant-risk level stipulated under Proposition 65 (1 × 10⁻⁵) for a hypothetical residential exposure scenario. The concentration of DDT in soil corresponding to a no-significant-risk ranges from 7.9-18.8 mg/kg, depending upon which exposure pathways are deemed to be complete for residential land use. It is argued that Proposition 65 forces the assessment and possible cleanup of such a situation through the threat of creating a health risk perception that could affect the market value of a property.     

Action e-learning: An exploratory case study of action learning applied online

Abstract

Web-based instruction, also called e-learning, is currently one of the most talked-about education and training media. To prepare courses for online delivery and to maintain their effectiveness, the designer must have an understanding of e-learning instructional design principles. Action learning is a proven, effective management development process that has not been implemented to date as an e-learning instructional methodology. The purpose of this exploratory case study was to examine the impact of the action learning process on the effectiveness of management level web-based instruction (WBI). A leader-led, management-level course using face-to-face delivery was converted to web-based instruction where action learning was the delivery methodology. Kirkpatrick's Four Levels of Evaluation served as the evaluation tool to determine effectiveness of the intervention. It was found that, though challenging to facilitate, the action learning online method is effective and yields changes in participants' knowledge. However, contrary to expectations, online learning communities did not form.     

Acquiring technological competencies through inter-organizational collaboration: An organizational learning perspective

Firms are becoming increasingly sophisticated in their technology strategies and are procuring know-how through a variety of collaborative methods including licensing agreements, joint ventures, minority investments, and equity acquisitions. This paper examines the relationship between an organization's learning capability and inter-organizational collaboration in acquiring technological competencies. Organizational learning is posited to be a mediating mechanism through which technological competencies are developed via varying levels of organizational interaction. A general model is developed which suggests an “efficient fit” relationship between an organization's ability to learn, characteristics of the technology, and mode of inter-organizational collaboration. The concept of a “learning gap” is introduced, and managerial implications are suggested. Finally, propositions are developed to facilitate future empirical research.     

学习型组织对企业绩效的影响研究

在回顾国内外学习型组织文献的基础上,检验了西方学习型组织模型及其测量工具“学习型组织问卷调查表”在中国的适用性,并得到中国环境下学习型组织由“支持个体学习以达成共同愿景”、“建立沟通与创新机制”、“鼓励团队学习与合作”、“倡导系统思考与战略领导”4个要素构成。同时采用平衡记分卡的思想开发了企业绩效评价问卷,为研究学习型组织与企业绩效的影响关系提供了绩效衡量工具,研究结果表明学习型组织对企业绩效有正向的影响作用,从而证明了创建学习型组织对提高企业绩效的必要性。     

Workplace learning strategies,barriers, facilitators and outcomes: a qualitative study among human resource management practitioners

Recently the role of human resource management (HRM) practitioners has become more professionalized and more strategic. Consequently, HRM practitioners have had to develop new competencies in areas such as change management, influence and technology. Workplace learning, which is important for professional development, is examined for 13 HRM practitioners in government, healthcare, post-secondary education and business organizations in the Halifax Regional Municipality area. Of particular interest were learning strategies, barriers to and facilitators of learning and outcomes of learning. To obtain rich data, practitioners were interviewed face to face using an interview guide. Results indicated that these practitioners are mostly similar to other professional groups in terms of workplace learning, with a few key differences. The similarities and differences are presented, and implications of these findings for HRM practitioners and future directions for research are discussed.     

The role of deliberate and experiential learning in developing capabilities: Insights from technology licensing

We discuss the interdependencies between deliberate and experiential learning in developing a dynamic technology licensing capability, which was termed ‘desorptive capacity’ in earlier conceptual work. We use new three-year lagged data from two surveys of 79 firms to examine the role of dedicated licensing employees and prior licensing experience in developing firms’ sensing, seizing, and transforming capacities in technology out-licensing. The findings emphasize capabilities’ multidimensionality and critical trade-offs due to interdependencies between deliberate and experiential learning in developing capabilities. Besides interdependencies with experiential learning, deliberate learning strengthens sensing and seizing capacity, but it negatively affects transforming capacity based on inertia.     

考虑消费者版权意识差异的信息产品定价策略

依据消费者的版权意识差异将消费者细分为伦理消费者和普通消费者,研究了信息产品垄断厂商的最优定价策略及其对艺术创作者的影响。研究表明:垄断厂商的最优定价因消费者结构、市场敏感性等因素而存在较大差异,没有一个固定的定价策略。高价策略可以得到伦理消费者的支持,但当存在盗版威胁时,垄断厂商因普通消费者的价格敏感特性而面临利润损失,单位可变成本越低,利润损失越大。此外,艺术创作者的期望定价要低于垄断厂商的最优定价,提高版权费率并不能保证给艺术创作者带来收益增加,双方存在定价协调问题。     

Two Competing Models of How People Learn in Games

Reinforcement learning and stochastic fictitious play are apparent rivals as models of human learning. They embody quite different assumptions about the processing of information and optimization. This paper compares their properties and finds that they are far more similar than were thought. In particular, the expected motion of stochastic fictitious play and reinforcement learning with experimentation can both be written as a perturbed form of the evolutionary replicator dynamics. Therefore they will in many cases have the same asymptotic behavior. In particular, local stability of mixed equilibria under stochastic fictitious play implies local stability under perturbed reinforcement learning. The main identifiable difference between the two models is speed: stochastic fictitious play gives rise to faster learning.     

面向网络零售平台的合作广告策略研究

制造商通过第三方网络零售平台开展直销渠道已经成为普遍模式。除价格策略外，广告宣传是企业获得消费者最常用的策略之一，已有研究表明，合作广告策略可有效协调供应链冲突和优化绩效，但在新零售模式中，传统渠道和网络渠道的特点使得网络零售平台和传统零售商的广告宣传对不同销售渠道的影响更加复杂和有趣，因此本文研究网络零售平台的参与对制造商合作广告策略的影响。在文中通过数学建模的方法比较制造商的四种不同策略：不合作策略、制造商仅与传统零售商合作的策略、制造商仅与网络零售平台合作的策略和制造商与两者均合作的策略，通过对不同策略中渠道成员的利润进行比较，可得以下结论：1）制造商的最佳策略为同时与传统零售商和网络零售平台合作；2）当两渠道的广告存在相互"搭便车"行为时，渠道成员之间最优策略一致；3）当网络、传统渠道的广告宣传为竞争关系时，渠道成员的最优策略不一致，但存在"相对"最优策略：传统零售商和网络零售平台同时与制造商合作，该策略下传统零售商、网络零售平台的利润可能会降低，但降低比例为最小。     

消费咨询网络中的虚假观点识别与产品采用研究

消费咨询网络是社会化商务环境中的一类特殊社交网络，商家借助消费咨询网络用户传播产品信息从而形成了社交广告。当网络中传播的社交广告传递高于产品品质的评价，或对竞争对手的产品做出低于真实产品品质的评价，称为虚假评价。基于连续观点和离散行为思想构建了产品采用模型，并在模型中设置了用户观点学习规则，即尚未购买产品的用户优先选择诚信指数较高的用户进行观点学习。借助计算实验方法研究了社交广告、观点学习轮次对观点演化和产品采用的影响。结果表明：产品采用模型能够使得被虚假观点误导从而购买产品的用户比例降低；虚假观点识别机制可以有效识别出"低质高评"和"高质低评"，并降低其导向性；观点学习轮次的增加可以提高虚假观点的识别效果。研究克服了现有产品扩散模型在不区分信息扩散与产品购买、不考虑信息真伪性、不考虑不同采用阶段等方面的局限。