Session 292

Challenging the Way We Teach and Practice Strategy

Track T

Date: Monday, September 22, 2014


Time: 11:00 – 12:15

Common Ground

Room: Estocolmo


  • Duncan Angwin, Lancaster University
  • Basak Yakis-Douglas, University of Oxford

Title: Better Together? Lessons Learned From Cross-Disciplinary Team-Teaching Undergraduate Strategy Course


  • Myleen Leary, Montana State University
  • Edward Gamble, Montana State University

Abstract: We’ve frequently heard that team teaching is a horrible experience based on too much extra work that requires lots of coordination. If this proposal were to affirm that view, it would be non-interesting, to use Murray Davis’ characterization of interesting and non-interesting theories (Davis, 1971). However, on the whole our experience team-teaching has been the contrary – integrative, invigorating, and fun. In this proposal, we will provide the background of the undergraduate strategy course we teach, how we designed the course, and the challenges and benefits to team-teaching we’ve experienced.

Title: It’s Not Balancing, It’s Work-Life Blending


  • Kuok Kei Law, Open University of Hong Kong

Abstract: This article proposes a research model for examining the behavioral phenomenon of work-life blending, which refers to the blur or elimination of work-life boundary traditionally contended by work-life balance theories. Instead of achieving a balancing between the seemingly exclusive work and life issues, work-life blending is a new behavioral strategy to let work and life issues merge and invade into one another’s domain. Such behavioral phenomenon is particularly relevant for knowledge-intensive work and Millennial workers with the proliferation of social networking in today’s life. The article discusses the initiating trends, the enablers as well as the outcomes of work-life blending. This stream of research is able to inform managers about the latest trends of worker behaviors, and help them devise appropriate behavioral management strategies.

Title: Online, but Still on Target: Developing Capabilities of Strategic Problem Formulation in Online MBA Students


  • Fiona Xiaoying Ji, Ohio University
  • William Lamb, Babson College

Abstract: The need to develop professional capability of strategic problem formulation and solutions in MBA students is clear and growing. However, it challenges the ability of MBA programs to effectively develop perceptions of students and instructors regarding the practices of strategic problem formulation in online environment. The authors offer for consideration a learning process involving both theory and practice. We use a variety of complementary approaches in online settings, including design of virtual meeting, integration of LIVE discussion with blackboard discussion and incremental guidance of a project focused on strategic problem formulation. Through post term questionnaire, we expect to see that online MBAs who participate in such a learning experience can begin to develop capability of strategic problem formulation and solutions in a concentrated time.

Title: Participant Centered Learning: Is this a Methodology Still Valid (and Valuable) in the XXI Century


  • Carlos Ruiz, IPADE

Abstract: The purpose of this paper is to study the use of “Participant Centered Learning” (The Case Method) in the XXI Century. The Case Method (defined as a “teaching approach that consists in presenting the students with a Case, putting them in the role of a decision maker facing a problem”) is a methodology of learning, specially suited for improve or ameliorate the competences required for management. One century after the Case Method in management was first used, there are new realities: Technological breakthroughs, innovation, social networks, very easy information access and higher capacity to process and access all kinds of data at more affordable pricing; Does this mean a change in the traditional teaching for Management? In this paper we try to answer this question.

Title: Teaching Strategies in a World of Complexities: A Healthy Dose of Rethinking Strategic Management Deliveries


  • Maliheh Mansouri, University of Lethbridge
  • Jalal Ramazani, University of Calgary
  • Fatemeh Ramazani, University of Calgary

Abstract: The present paper studied the increasingly important subject of strategic management education. This paper explores how education and training institutions can educate and prepare strategic managers from the perspective of working managers. The authors report on a qualitative study of managers working in the oil and gas sector in Canada. This paper identifiess three key strategic management competencies including: the ability to cope with complexity, strategic leadership, and strategic thinking. It also formulates three main areas which educational institutions should consider for rethinking teaching and learning strategic management, including: the importance of paying attention to academic education and continuous training and development, using innovative methods of learning delivery, and investigating the role of educators in learning delivery.

All Sessions in Track T...

Sun: 08:00 – 09:15
Session 220: Applying Stakeholder Analysis in the Classroom
Sun: 09:30 – 10:45
Session 293: Researchers Hooked on Teaching / Teachers Hooked on Research
Sun: 11:15 – 12:30
Session 290: Lifelong Learning: Finding New Collaborative Models to Groom the Next Generation of Leaders
Sun: 15:45 – 17:00
Session 288: Alternatives Takes on Teaching Strategy: Balancing the (ex)Tensions
Sun: 17:15 – 18:30
Session 613: Teaching Community Business Meeting
Mon: 11:00 – 12:15
Session 292: Challenging the Way We Teach and Practice Strategy
Mon: 14:45 – 16:00
Session 289: Teaching Strategy Philosophically
Tue: 17:15 – 18:30
Session 291: Can Strategy Be Taught Online?

Strategic Management Society