Articles and A
Questionnaire in the General Area of Learning vs. Teaching
Leon Winer, Pace University School of Business, e-mail
lwiner@pace.edu
Click on titles for full text
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 MBAs 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 authors 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 Universitys Business School is viewed by many tenured faculty members as an inadequate measure of achievement of the Schools 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 Schools mission.