This is an empirical study that questioned Bryant College MBA alumni who graduated during the years 1982 - 1987 regarding their current evaluation of the usefulness of the required Strategy & Policy course that they took prior to graduation. The course is designed around a business simulation framework. It uses a mixture of teaching techniques which include: simulation, experiential learning, case studies and lectures.
Much has been written over the past decade regarding public school reform. One university, Cal Poly Pomona, has responded by supporting a unique highschool on its campus. The Los Angeles County International Polytechnic HighSchool prepares graduates to be leaders in their community, the nation, and the world. Graduates are to productively apply the knowledge they acquire to solve real problems in the world. They will be lifelong learners who adapt to a multicultural world by viewing society from a global perspective. Students will be educated through an approach emphasizing team participation in problem-solving projects based on real-world international situations. A rigorous academic curriculum will balance intellectual and experiential learning. This article seeks to show how this school is not only part of the school reform movement, but a???newform??? of public education.
This paper describes an experiential approach to teaching business policies or strategic management. A twelve stage simulation of the strategic process of restructuring a business organization was developed to provide students with the experience of making major long term decisions in the corporate environment. The process described here uses two teaching modes simultaneously. One is more structured, with the student completing assigned exercises that help develop the skills needed to bridge the gap between business concepts and applications. The other mode actively involves the student in creatively and imaginatively applying strategic management in the emerging situation of restructuring a business organization. The twelve phases of this experiential approach are discussed giving brief examples of the two modes of learning in each phase.