As the marketplace becomes more competitive, there is a growing demand for business educators to prepare graduates to adapt to the challenges of the marketplace. However, concerns regarding the pedagogical challenges of balancing conceptual knowledge and practical skills are accumulating in the academic literature. In this article, we make the…

Most undergraduate business students simply do not appreciate the elegant mathematical beauty of inventory models. So how does an instructor capture students' interest and keep them engaged in the learning process when teaching inventory management concepts? This paper describes a competitive and energizing in-class simulation game that introduces…

Although most business students participate in team-based projects during undergraduate or graduate course work, the team experience does not always teach team skills or capture the team members' potential: Students complete the task at hand but the explicit process of becoming a team is often not learned. Drawing from organizational learning…

This is a teaching note on a proposed approach that will correct a common flaw in the way the return-generating process within the APT framework is illustrated in textbooks. The problem can be resolved by dichotomizing the risk factors into two kinds. Based on this approach, the author eliminated the main source of confusion and developed an…

Marketing faculty use cases, simulations, and client-sponsored projects to achieve learning objectives in the marketing capstone class. This class typically aims to integrate and apply previously learned material and to transition students into their careers. Drawing on the professional school, creative problem solving and constructivist learning…

Presents a learning system paradigm which uses a multiplicity of toys and simulated models to reinforce concepts in business management and production. Describes concrete learning tools and experiences for each component of a proposed instructional paradigm: measurement, efficacy, data development, imagery and integration, computerization,…

Outlines a nine-step structure for debriefing an international business culture simulation. Stresses the need to address three stages in the experiential learning cycle: reflection, processing, and transfer. Appendices include the specific simulation used and a debriefing note. (DB)