Causes of the Decline of the Business School Management Science Course

Grossman, Thomas A.

doi:10.1287/ited.1.2.51

Cited by 40 publications

(33 citation statements)

References 22 publications

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“…The ability to do 'what if' analysis, to make tables, graphs and charts to show the analysis of the results, and in addition the ability to do OR modeling, all gives students a competitive advantage when job hunting. Grossman (2001) encouraged OR instructors to consider the needs and interests of the students when designing and delivering the OR course. We must understand the mindset of the students and give them a foundation of effective, efficient spreadsheet modeling with a few basic OR techniques that they can appreciate and take with them into their future career (Grossman, 2003).…”

Section: Resultsmentioning

confidence: 99%

A Spreadsheet-Based Approach for Operations Research Teaching

Munisamy

2009

IES

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This paper considers the use of spreadsheet for introducing students to a variety of quantitative models covered in an introductory Operations Research (OR) course at the University of Malaya, Malaysia. This approach allows students to develop skills in modeling as they learn to apply the various quantitative models in a spreadsheet. Indeed, imparting spreadsheet and modeling skills with OR skills will make students highly sought after in the modern workplace. This paper goes on to report on the experience in using spreadsheet in the Introductory OR course and students evaluations.

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Section: Resultsmentioning

confidence: 99%

A Spreadsheet-Based Approach for Operations Research Teaching

Munisamy

2009

IES

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“…An influential article by Bennis and O'Toole (2005) discusses how business schools have "lost their way," convincingly suggesting that as researchers increasingly focus on theory and math, they lose connection with practical application. More specifically, for OR/MS Grossman (2001) reports that the discipline has struggled to establish relevance and practical application. Sodhi and Tang (2008) point out that research, teaching, and practices are becoming increasingly disengaged from one another, with research increasing in theory while reducing its practical application.…”

Section: Introductionmentioning

confidence: 99%

A Survey of Research in Field-Based Education: A Summary of Process, Best Practices, and Lessons Learned

Gorman

2018

INFORMS Transactions on Education

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Abstract. Field-based education, in which students earn academic credit while working with clients in a live consulting setting, is growing in popularity among operations research/management science educators. This paper provides a survey of over 20 articles on field-based education in operations research, management science, and related disciplines. It presents a common structure of such courses based on that reported in the literature. Furthermore, it captures best practices and lessons learned from over 20 prior articles on the teaching of field-based research.

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“…Grossman (2001) notes that the reasons for its demise from MBA programme include, inter alia, the gap between the content of the OR/MS course, which is typically quantitative in nature and the requirements of MBA programmes to train general managers. In addition, Grossman (2001) points to the misalignment between the mathematical focus of the traditional OR/MS course and MBA student interests in the practise of management, which gives rise to their desire to learn practical skills. Such a quantitative focus to OR/MS courses is not restricted to the United States.…”

Section: Introductionmentioning

confidence: 99%

Teaching Operational Research and Strategy at Warwick Business School

O’Brien

Dyson

Kunc

2011

INFORMS Transactions on Education

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T his paper describes the development of three courses that have run for more than 30 years at Warwick Business School in the United Kingdom. The courses focus on supporting the strategy process, which consists of activities such as: setting direction and goals; creating, rehearsing, and evaluating strategic initiatives; exploring the external environment; and measuring and learning from organisational performance. We present the structure of the three courses (for undergraduate, Specialist Masters, and Executive MBA students) taught during the 2009-2010 academic year, highlighting the frameworks, methods and models, or tools, covered on the different courses. A key contribution of this paper is that it demonstrates how tools drawn from the operational research/management science field, but also other fields, including strategic management, can be brought together to support the strategy process. The tools are typically but not exclusively qualitative, or soft, and participative in nature. We describe how we teach five particular tools in some depth: visioning, scenario planning, SWOT/TOWS analysis, system dynamics, and the balanced scorecard. We also highlight how these tools are combined with other approaches covered in the courses. This paper ends with reflections on our experiences of teaching the courses and signposts potential future developments.

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Causes of the Decline of the Business School Management Science Course

Cited by 40 publications

References 22 publications

A Spreadsheet-Based Approach for Operations Research Teaching

A Spreadsheet-Based Approach for Operations Research Teaching

A Survey of Research in Field-Based Education: A Summary of Process, Best Practices, and Lessons Learned

Teaching Operational Research and Strategy at Warwick Business School

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