Decision Sciences-Journal of Innovative Education最新文献_第7页

Transitioning a traditional introductory information systems course to a data analytics focused course 将传统的信息系统入门课程转变为侧重于数据分析的课程

IF 1.9

Decision Sciences-Journal of Innovative Education Pub Date : 2022-08-04 DOI: 10.1111/dsji.12275

Thomas Tiahrt, Bartlomiej Hanus, Jason C. Porter

引用次数: 0

In This Issue_July 2022 本期，2022年7月

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Decision Sciences-Journal of Innovative Education Pub Date : 2022-07-21 DOI: 10.1111/dsji.12271

Susan W. Palocsay

引用次数: 0

Encouraging intelligent failure in an MBA class 鼓励MBA课程中的聪明失败

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Decision Sciences-Journal of Innovative Education Pub Date : 2022-07-20 DOI: 10.1111/dsji.12273

Christian Walsh

{"title":"Encouraging intelligent failure in an MBA class","authors":"Christian Walsh","doi":"10.1111/dsji.12273","DOIUrl":"10.1111/dsji.12273","url":null,"abstract":"Failure has an important role to play in learning how to navigate highly uncertain organizational environments. But “failing fast” just for its own sake may in fact undermine learning if not set up or handled correctly. Using failure-based pedagogy, including generative failure, whole-person learning, and entrepreneurial thinking, an MBA course was designed and experienced by 48 students in three instances. Structured around a novel guiding framework of “brains, bravery, and belief,” the course has resulted in highly impactful learning for students. Student experiments are typically based around either exploring an entrepreneurial idea, developing or enhancing a particular skill, or applying skills and knowledge to help improve a societal problem. In each case, students are supported but also challenged to go beyond their comfort zones and encounter some intelligent failure in the journey. Regular reflection on their experiences, both from a cognitive and an affective perspective, is an essential element built into the course experience. The course, which itself was an experiment and not without its own instructive failures, is now an essential part of the MBA experience.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/dsji.12273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43410679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Objectives and curriculum for a graduate business analytics capstone: Reflections from practice 研究生商业分析顶点课程的目标和课程:来自实践的反思

IF 1.9

Decision Sciences-Journal of Innovative Education Pub Date : 2022-07-12 DOI: 10.1111/dsji.12272

Tej Anand, Daniel Mitchell

{"title":"Objectives and curriculum for a graduate business analytics capstone: Reflections from practice","authors":"Tej Anand, Daniel Mitchell","doi":"10.1111/dsji.12272","DOIUrl":"10.1111/dsji.12272","url":null,"abstract":"Many higher education institutions have responded to the significant shortage of professionals with strong analytical expertise by offering graduate programs in business analytics and data science. These programs are typically designed to be practitioner focused and many of them offer a Capstone course that gives students the opportunity to conduct a real-world analytics project. In this article, we describe the innovative design of a Capstone course offered to cohorts of approximately 110 graduate students in the business school at the University of Texas, Austin. This course is designed to deliver self-directed and experiential learning from interacting with business stakeholders and successfully completing team-based, business analytics projects within a commercial firm using the firm's data. The course design includes student and sponsor engagement, the formation of diverse balanced project teams, matching of teams with projects, and scaffolding, which includes consistent structured mentoring, team reflections, interim deliverables and in-class learning for practical skills not covered elsewhere in the curriculum. This course has now been offered successfully to two cohorts. In this article, we will also describe changes made for the second cohort related to team formation, project matching, mentoring and in-class learning. These changes were based on feedback from the first cohort.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42505303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Project management education through simulation: Achieving reliability, relevance, and reality in a “messy” environment 通过模拟的项目管理教育:在“混乱”的环境中实现可靠性、相关性和现实性

IF 1.9

Decision Sciences-Journal of Innovative Education Pub Date : 2022-07-06 DOI: 10.1111/dsji.12270

Richard J. Tarpey

{"title":"Project management education through simulation: Achieving reliability, relevance, and reality in a “messy” environment","authors":"Richard J. Tarpey","doi":"10.1111/dsji.12270","DOIUrl":"https://doi.org/10.1111/dsji.12270","url":null,"abstract":"Project management (PM) work readiness requires preparation beyond the knowledge of concepts and best practices to develop and practice soft skills needed for successful project management. This article proposes a methodology that combines real-world practitioner tools, PM processes, and a Microsoft Excel-based PM Simulator to create a “messy” project environment for students to apply concepts supported by soft skill practice. This methodology addresses a gap in classroom strategies focusing on soft skill development via practice rather than knowledge conveyance for PM education. Faculty provides a project case study for students to plan and execute, starting with charter development and carrying through project execution. This article illustrates one potential case study, but any project planning case study can be used with the PM Simulator as long as the project plan from the case has fewer than 100 individual tasks (PM Simulator constraint). Faculty can control complexity to prevent unwinnable and overly easy scenarios preventing students from becoming frustrated or bored, each a potential learning roadblock. The simulation of an unpredictable project environment occurs as students are faced with challenges that they must assess and overcome. Two pilot implementations successfully demonstrated that students learned to create incremental project artifacts such as charters, project plans, status reports, and learned schedule versus budget-balancing concepts.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137642129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Building insights on true positives vs. false positives: Bayes’ rule 建立对真阳性和假阳性的洞察:贝叶斯规则

IF 1.9

Decision Sciences-Journal of Innovative Education Pub Date : 2022-06-15 DOI: 10.1111/dsji.12265

Alexander Robinson, L. Robin Keller, Cristina del Campo

{"title":"Building insights on true positives vs. false positives: Bayes’ rule","authors":"Alexander Robinson, L. Robin Keller, Cristina del Campo","doi":"10.1111/dsji.12265","DOIUrl":"10.1111/dsji.12265","url":null,"abstract":"COVID-19 pandemic policies requiring disease testing provide a rich context to build insights on true positives versus false positives. Our main contribution to the pedagogy of data analytics and statistics is to propose a method for teaching updating of probabilities using Bayes’ rule reasoning to build understanding that true positives and false positives depend on the prior probability. Our instructional approach has three parts. First, we show how to construct and interpret raw frequency data tables, instead of using probabilities. Second, we use dynamic visual displays to develop insights and help overcome calculation avoidance or errors. Third, we look at graphs of positive predictive values and negative predictive values for different priors. The learning activities we use include lectures, in-class discussions and exercises, breakout group problem solving sessions, and homework. Our research offers teaching methods to help students understand that the veracity of test results depends on the prior probability as well as helps students develop fundamental skills in understanding probabilistic uncertainty alongside higher-level analytical and evaluative skills. Beyond learning to update the probability of having the disease given a positive test result, our material covers naïve estimates of the positive predictive value, the common mistake of ignoring the disease's base rate, debating the relative harm from a false positive versus a false negative, and creating a new disease test.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44634456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A lesson in Tableau dashboard design: Playing the beer game with a real-time data connection 关于Tableau仪表盘设计的一个教训:使用实时数据连接玩啤酒游戏

IF 1.9

Decision Sciences-Journal of Innovative Education Pub Date : 2022-06-14 DOI: 10.1111/dsji.12264

Brad C. Meyer, Debra S. Bishop

引用次数: 0

Cross-functional integration skills: Are business schools delivering what organizations need? 跨职能整合技能:商学院提供的是组织所需要的吗?

IF 1.9

Decision Sciences-Journal of Innovative Education Pub Date : 2022-04-02 DOI: 10.1111/dsji.12262

Derrick E. D'Souza, Danuse Bement, Kenneth Cory

{"title":"Cross-functional integration skills: Are business schools delivering what organizations need?","authors":"Derrick E. D'Souza, Danuse Bement, Kenneth Cory","doi":"10.1111/dsji.12262","DOIUrl":"10.1111/dsji.12262","url":null,"abstract":"Practitioner surveys suggest that despite well-intentioned efforts, undergraduate business programs could better equip students with “soft skills.” This research study focuses on the soft skills associated with cross-functional integration (CFI), where skill gaps are believed to exist but have not been confirmed. As the first study to specifically characterize and measure CFI skills, we argue that even in the best-case scenario, a small CFI-skills gap could persist, and that the primary goal of business programs is to minimize, not eliminate, the gap. We assert that an instrument that measures CFI skills on three dimensions (cross-functional collaboration, cross-functional coordination, and cross-functional communication) provides a critical starting point in the identification and management of the CFI skills gap. We adapt and validate such an instrument, test it with a sample of 160 business students and 160 hiring managers, and find statistically significant gaps at the construct and dimensional level. However, the magnitude of the gaps is not large, suggesting that business schools may be doing a good job of managing the CFI skills gap. Our assessment instrument is a valuable tool for companies that wish to diagnose and address CFI skills challenges.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/dsji.12262","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41944730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Teaching humanitarian logistics with the Disaster Response Game 用灾难反应游戏教授人道主义后勤

IF 1.9

Decision Sciences-Journal of Innovative Education Pub Date : 2022-03-04 DOI: 10.1111/dsji.12261

Michael G. Klein, Peter L. Jackson, Miho Mazereeuw

{"title":"Teaching humanitarian logistics with the Disaster Response Game","authors":"Michael G. Klein, Peter L. Jackson, Miho Mazereeuw","doi":"10.1111/dsji.12261","DOIUrl":"10.1111/dsji.12261","url":null,"abstract":"Effective disaster response requires time-critical decisions to get personnel and supplies to the right places as quickly as possible. Such operations are complicated by the need for coordination among multiple stakeholders. In this teaching brief, we describe a serious online game for humanitarian logistics courses called the “Disaster Response Game.” The game provides students with context, challenges, and command seat experience with simulated life-and-death consequences. Our development effort includes the creation of a flexible digital platform for delivering game-style simulations for undergraduate and graduate education as well as response training within large enterprises. The system has instructional design interfaces for creating a wide range of disaster scenarios including, but not limited to, earthquakes, floods, pandemics, storms, and wildfires. As proof of concept, we built a tropical cyclone scenario and tested the corresponding multiplayer Disaster Response Game with students and subject matter experts. Students found it valuable to be assigned different roles that required collaboration, found the experience to be realistic, and were motivated to minimize casualties as best as they could with available resources. Subject matter experts also found the game to be sound in its instructional design. We seek a community of interested instructors to help develop more scenarios.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49344436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Decision-making challenges: Group dynamics and boundary spanning in the CyberStrike game 决策挑战:《CyberStrike》游戏中的群体动态和边界跨越

IF 1.9

Decision Sciences-Journal of Innovative Education Pub Date : 2022-02-27 DOI: 10.1111/dsji.12260

Deborah E. Gibbons, Michael Freeman

{"title":"Decision-making challenges: Group dynamics and boundary spanning in the CyberStrike game","authors":"Deborah E. Gibbons, Michael Freeman","doi":"10.1111/dsji.12260","DOIUrl":"10.1111/dsji.12260","url":null,"abstract":"Multirole online games offer advantages for learning in business schools, as students process information and coordinate with others while pursuing measurable goals. Gaming environments can be complex, and the choices and timing of players’ actions may have long-term effects on the state of the game. Team members practice communication skills as they exchange information and coordinate actions, and games provide objective feedback about their performance. Despite these advantages, integration of multiplayer online games into business courses can present technical and instructional challenges. This article introduces an online game, CyberStrike, in which student teams play roles of state or nonstate actors attempting to protect their own information systems while selectively attacking competitors’ information systems. The game can be useful in organizational behavior courses because it engages students in decision-making processes and inter-group dynamics that highlight relevant principles in action. As student teams try to foster cooperation within a competitive environment, consequences of their decision-making, strategy development, and boundary-spanning activities become apparent. Guidelines for teaching with CyberStrike are provided, along with suggestions for incorporating multirole online games into business school classes.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46195883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1