How Theory Can Inform Strategic Management Education and Learning

Buckley, Peter J.

doi:10.5465/amle.2017.0076

Cited by 16 publications

(10 citation statements)

References 114 publications

(101 reference statements)

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“…El valor común de las escuelas es el conocimiento, las habilidades y la conciencia; elementos necesarios para que, con ellos, un plan científico sea una escuela exitosa. Buckley (2018) y (Ungheri et al, 2021), un ejemplo de la gestión de movilización y la gestión del aprendizaje estratégico en el contexto de la teoría, se rige por la creación y la interacción dinámica entre la capacidad y el desarrollo.…”

Section: La Planificación Estratégica En El Aprendizajeunclassified

Planeamiento Estratégico de la Educación

Pérez

Álvarez

2022

Comuni@cción

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El presente documento plantea como objetivo analizar las aproximaciones y evidenciar los diferentes estudios en el desarrollo de la planeación estratégica de la educación. La planificación estratégica educativa es un conjunto de pasos con un enfoque participativo, que permiten a una organización definir su visión y misión a través del análisis de las fortalezas, oportunidades, debilidades y amenazas (FODA); considerando una reflexión efectiva y colaborativa de relevancia importante para abordar las acciones futuras de la organización, siempre y cuando pueda determinar cómo se desarrolla un proceso de gestión estratégica para tomar decisiones evaluar y seleccionar actividades alternativas. En la investigación se utilizó como metodología la investigación bibliográfica y el análisis documental, como una técnica para hacer la revisión sistemática, considerando buscadores y un periodo de los últimos cinco años. Para el estudio se emplearon 44 artículos, el cual fue clasificado en: planificación estratégica en el aprendizaje, desarrollo del docente, en gestión y su calidad. Una de las conclusiones fue que el plan estratégico no solo se convierte en una herramienta que cambia de organización, más bien genera impacto a las diferentes áreas de la institución, porque debe deberse al sentido de la misión y la visión institucional.

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Section: La Planificación Estratégica En El Aprendizajeunclassified

Planeamiento Estratégico de la Educación

Pérez

Álvarez

2022

Comuni@cción

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“…Mintzberg (2004) says teaching strategic management students how to do strategic planning equates to going through, as Bell et al (2018, p. 233) call it, "a kit or bag of analytic techniques that are often inadequate and irrelevant for effective strategic thinking." Buckley (2018) advocates that teaching strategic management actually needs substantially more theory. Such theorists are seemingly comfortable with strategic management students leaving the capstone course as they entered it, not knowing how businesses do strategic planning and not having gained any new, or practiced any old, hard strategicbusiness skills.…”

Section: Strategic Management Theorymentioning

confidence: 99%

“…This paper seeks to spur a shift in strategic management to align theory more effectively with practice in the classroom. This realignment is needed as evidenced in recent articles ubiquitously and implicitly concluding that the capstone strategy course be taught in a highly theoretical manner, largely absent of any tools and techniques utilized in the actual practice of strategic planning (Buckley 2018;Hanney 2018;Hansen 2011;Lebron et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Closing the Gap between Graduates’ Skills and Employers’ Requirements: A Focus on the Strategic Management Capstone Business Course

David

2021

Administrative Sciences

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Strategic management has long been the capstone course for business majors at most colleges and universities globally. As originally designed, the capstone course sought to teach students an array of skills and tools needed to actually perform strategic planning, primarily through integration and application of functional business concepts and techniques. Times have changed, however, and business schools have come under scrutiny regarding their ineffectiveness in developing graduates’ skills commensurate with employers’ requirements. Such criticism is justified as academics teaching the capstone business course have partitioned their instruction efforts to focus increasingly on theory rather than practical applications. After a pertinent evaluation of current academic research, we illuminate how and why increased focus on practice is needed in strategic-management pedagogy. We delineate how the once well-designed business capstone course has evolved into a course that too often fails to impart practical competencies to graduating students. To facilitate closing the gap between graduates’ skills and employers’ requirements, we present a strategic management pedagogical model designed to promote student learning and development of hard and soft skills related to actually doing strategic planning. The proposed model can help reduce the gap between graduates’ skills and employers’ requirements with the intended purpose to provide increased interest for teaching practical tools that were developed by practitioners. Such tools include the BCG matrix, developed by the Boston Consulting Group, and the Internal-External (IE) portfolio matrix derived from the General Electric (GE) Business Screen developed by Jack Welch, former CEO of GE. The proposed model also reveals the process of including both internal and external aspects into strategic decision making as evidenced by countless organizations performing Strength-Weakness-Opportunity-Threat (SWOT) analyses. The proposed model significantly enhances previous theory-based approaches for teaching the capstone strategic-management course.

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“…Furthermore, strategy implementation includes documentation, hardware preparation, training, and promotion. Moreover, the last one includes tasks such as strategy monitoring, evaluation, problemsolving, cause analysis, project generation, project implementation, and institutionalization of strategic improvement [1], [3], [5].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a Strategic Management Program: Context, Input, Process, Product Model as a Prototype for Business Academies

Birgili¹,

Kırkıç²

2021

TEM Journal

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The present study examines the evaluation models of strategic management (SM) programs in business academies and evaluates a sample program based on Stufflebeam's context, input, process, product (CIPP) program evaluation model. When evaluation studies used in Turkey were scrutinized, Stake's countenance model and Provus's discrepancy model were also discovered; however, the CIPP Model has generally been used. Further, this study explores (1) the history of SM education and (2) SM education within the perspectives of business academies, (3) a sample of SM education developed by a private education consulting service and (4) a theoretical background and a practical method to evaluate the program of business academies.

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How Theory Can Inform Strategic Management Education and Learning

Abstract: This is a repository copy of How theory can inform strategic management education and learning.

Cited by 16 publications

References 114 publications

Planeamiento Estratégico de la Educación

Planeamiento Estratégico de la Educación

Closing the Gap between Graduates’ Skills and Employers’ Requirements: A Focus on the Strategic Management Capstone Business Course

Evaluation of a Strategic Management Program: Context, Input, Process, Product Model as a Prototype for Business Academies

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