{"title":"当我们教授数字战略时该教些什么?对新生领域的探索","authors":"Katharina Cepa , Henri Schildt","doi":"10.1016/j.lrp.2022.102271","DOIUrl":null,"url":null,"abstract":"<div><p>Companies are increasingly pursuing competitive advantage through innovative use of advanced information technologies, such as artificial intelligence. Management education must prepare students with the skills and knowledge needed to function effectively and ethically in this increasingly digitalized business environment. Yet, we have no consensus on what constitutes digital strategy, let alone how the topic ought to be taught. To advance the emerging subdiscipline of digital strategy, this article takes stock of the teaching in this nascent domain. We conducted an inductive analysis of twelve postgraduate modules and fifteen massive open online courses (MOOCs) to provide an empirically grounded framework. Our analysis categorizes digital strategy-related module content into four domains, constituted by thirteen topic areas. We further identify five distinct course profiles that digital strategy modules typically follow. This article contributes to the strategic management discipline by providing an exploration of digital strategy teaching and offering concrete guidelines for teaching digital strategy in business schools and universities, either as a module on its own right or as part of an existing strategy module.</p></div>","PeriodicalId":18141,"journal":{"name":"Long Range Planning","volume":null,"pages":null},"PeriodicalIF":7.4000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"What to teach when we teach digital strategy? An exploration of the nascent field\",\"authors\":\"Katharina Cepa , Henri Schildt\",\"doi\":\"10.1016/j.lrp.2022.102271\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Companies are increasingly pursuing competitive advantage through innovative use of advanced information technologies, such as artificial intelligence. Management education must prepare students with the skills and knowledge needed to function effectively and ethically in this increasingly digitalized business environment. Yet, we have no consensus on what constitutes digital strategy, let alone how the topic ought to be taught. To advance the emerging subdiscipline of digital strategy, this article takes stock of the teaching in this nascent domain. We conducted an inductive analysis of twelve postgraduate modules and fifteen massive open online courses (MOOCs) to provide an empirically grounded framework. Our analysis categorizes digital strategy-related module content into four domains, constituted by thirteen topic areas. We further identify five distinct course profiles that digital strategy modules typically follow. This article contributes to the strategic management discipline by providing an exploration of digital strategy teaching and offering concrete guidelines for teaching digital strategy in business schools and universities, either as a module on its own right or as part of an existing strategy module.</p></div>\",\"PeriodicalId\":18141,\"journal\":{\"name\":\"Long Range Planning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":7.4000,\"publicationDate\":\"2023-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Long Range Planning\",\"FirstCategoryId\":\"91\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0024630122000905\",\"RegionNum\":2,\"RegionCategory\":\"管理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"BUSINESS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Long Range Planning","FirstCategoryId":"91","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0024630122000905","RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"BUSINESS","Score":null,"Total":0}
What to teach when we teach digital strategy? An exploration of the nascent field
Companies are increasingly pursuing competitive advantage through innovative use of advanced information technologies, such as artificial intelligence. Management education must prepare students with the skills and knowledge needed to function effectively and ethically in this increasingly digitalized business environment. Yet, we have no consensus on what constitutes digital strategy, let alone how the topic ought to be taught. To advance the emerging subdiscipline of digital strategy, this article takes stock of the teaching in this nascent domain. We conducted an inductive analysis of twelve postgraduate modules and fifteen massive open online courses (MOOCs) to provide an empirically grounded framework. Our analysis categorizes digital strategy-related module content into four domains, constituted by thirteen topic areas. We further identify five distinct course profiles that digital strategy modules typically follow. This article contributes to the strategic management discipline by providing an exploration of digital strategy teaching and offering concrete guidelines for teaching digital strategy in business schools and universities, either as a module on its own right or as part of an existing strategy module.
期刊介绍:
Long Range Planning (LRP) is an internationally renowned journal specializing in the field of strategic management. Since its establishment in 1968, the journal has consistently published original research, garnering a strong reputation among academics. LRP actively encourages the submission of articles that involve empirical research and theoretical perspectives, including studies that provide critical assessments and analysis of the current state of knowledge in crucial strategic areas. The primary user base of LRP primarily comprises individuals from academic backgrounds, with the journal playing a dual role within this community. Firstly, it serves as a platform for the dissemination of research findings among academic researchers. Secondly, it serves as a channel for the transmission of ideas that can be effectively utilized in educational settings. The articles published in LRP cater to a diverse audience, including practicing managers and students in professional programs. While some articles may focus on practical applications, others may primarily target academic researchers. LRP adopts an inclusive approach to empirical research, accepting studies that draw on various methodologies such as primary survey data, archival data, case studies, and recognized approaches to data collection.