THE ROLE OF ARTIFICIAL INTELLIGENCE IN BUSINESS CURRICULA Developments in Business Simulation and Experiential Learning, Volume 25, 1998 THE ROLE OF ARTIFICIAL INTELLIGENCE IN BUSINESS CURRICULA Gordon W. Arbogast, Jacksonville University ABSTRACT This paper presents an approach to employ experiential experiences in the learning of a major area of artificial intelligence, namely Expert Systems (ES). Learning is enhanced by requiring students to build a real world ES application using an ES shell called EXSYS. INTRODUCTION Several recent articles have detailed new, efficient techniques to use simulation and experiential learning to achieve better coverage of networking and computer telephony integration in the MIS course (Arbogast, 1997). Another critical area that needs to be addressed in the business curricula is artificial intelligence (Al). Employers are looking to business graduates to lead in developing Al applications that will provide a sustainable competitive edge in the marketplace. How will business programs arm graduates with the knowledge they need in Al? The purpose of this article is to discuss one approach that is being employed to address this question. BACKGROUND The major objective of Al is to develop computer functions that are normally associated with human intelligence, such as reasoning and problem solving (Kurszweil, 1992). Despite its recent history, Al has developed into several domains that have unique goals and objectives. A major Al area is Cognitive Science Applications. It includes technology that can create interesting applications in expert systems, fuzzy logic, and intelligent agents. All of these are “knowledge based systems” that seek to couple a knowledge base with some type of reasoning capability. ESs provide decision support advice to management from an expert consultant in a specific, narrow domain (Osyk and Viayaraman, 1995). DISCUSSION In order to achieve successful applications, it is necessary that ES efforts be led by versatile, common-sense oriented individuals with business backgrounds. If ES knowledge is required in the background of business majors, the next logical question is where and how to include it in the curriculum? The MIS course has evolved over the past twenty years and normally addresses some Al topics, notably expert systems ( O’Brien, 1996). The problem is that the material often fails to include any real simulation or experiential learning. Fortunately, there are ways to accomplish the objective of engaging the business student with a simulated “real-world” experience. One approach that has been successfully employed in the graduate programs at Jacksonville University has been to require that students build expert systems as part of the course in the “Management of Information Technology”. In one extended three hour session, enough background material is covered so that students understand expert systems down to a level of detail that they will need to actually build one. THE EXSYS EXPERT SYSTEM SHELL EXSYS is an ES shell that can be procured and used to accomplish the goals in this area. A student EXSYS version is available at a reasonable cost from EXSYS, Inc. An ES shell is a set of software that contains the following basic building blocks to create expert systems: an inference engine, user interface, and a 38 Developments in Business Simulation and Experiential Learning, Volume 25, 1998 knowledge acquisition program. It comes with sufficient technical documentation to support the building of “real-world” systems. EXSYS is a Windows-based expert system shell that facilitates the rapid learning of this tool and greatly assists the student in producing a useful application. In building the application it contains user friendly screens that lead the user through the development process one step at a time. It is relatively easy to check each decision rule as it is built, and the entire process is self-documenting. When completed it is also fairly simple to run and to validate applications STUDENT ASSIGNMENT The student assignment is preceded by instructor demonstration to introduce the shell. This demo concerns a retiring expert that has been making procurement decisions on personal computers (PCs) in a company. She has agreed to work with a knowledge engineer so that her heuristics can be captured before she departs. The company wants an expert system that will continue to replicate her decisions. In a short period of time in the classroom, six rules are built which form the basis of the judgment model that she has been employing. Students are required to design and build an ES with at least ten rules using EXSYS. Students work groups of two or three and are formed and encouraged to produce a system with relevance to their business environments. Expert systems that are useful also in their personal lives are also allowed. Students are required to document their work and to provide a software disk with the expert system. A short memorandum is also required so that the students can describe to management the purpose and justification of the system. Emphasis is placed on logic and creativity. RESULTS The results of this assignment have been uniformly good. In seven different graduate classes in which this has been used, all groups have been able to produce workable, useful expert systems. After students get over the normal “up- front” requirements of loading the software and performing a tutorial, they are able to move through the exercise fairly rapidly. In some cases there were some minor problems with rules that were not properly constructed and some problems with validation. Careful evaluation and feedback by the instructor is extremely important in this area. Learning is not complete when the exercise is handed in, but only after the instructor carefully evaluates each system and provides the requisite feedback to each student team. Student reaction to this exercise has been highly favorable. By allowing considerable flexibility in the chosen applications, students find applications that they are interested in pursuing. Typical student comments have included “ I never realized that I had the ability to produce such interesting and useful applications in expert systems. My company was delighted that I was able to build such a system and we are now working to expand its utility”. CONCLUSIONS Building expert system applications in the MIS course is an excellent way to reinforce the teaching of artificial intelligence at the business curriculum at the graduate level. By providing a “real-world” practical experiential exercise in the classroom, business graduates will be in a much better position to participate in and lead such efforts in their companies. In keeping with “business learning in the future” theme of the conference, it is recommended that MIS instructors consider employing such an exercise in the future. References available upon request 39 Table of Contents Volume 25, 1998 Marketing Goes to the Movies Bringing Experiential Learning to a Principles of Marketing Course Investment Analysis Application Using In-house Spreadsheet Models SugarCoated Statistics: An Exercise for the First Day of Class Improving Undergraduate Student Involvement in Management Science and Business Writing Courses Using the Seven Principles in Action Establishment and Funding for Interuniversity / Multidisciplinary Student experiences The Prospects of Creative Teaching: A Discussion with Patricia Sanders The Simulation and Classroom Assessment Techniques Developments of Management Skill Assessment Games as Instruments of Assessment: A Framework for Evaluation The Role of Artificial Intelligence in Business Curricula Threshold Solo Competitor: A Management Simulation (V1.0) a Windows-Based. Play Alone, Total Enterprise Simulation and Assessment Instrument Toward An Understanding of One's self-concept Total Enterprise Simulations and the Internet: Improving Student Perceptions and Simplifying Administrative Workloads The Expatriate an Assignment Orientation Game An Expatriate's Nightmare: An Experiential Exercise in Coping with Overseas Assignments Analyzing Experiential Exercise: Using the Scientific Method for Problem Solving The Second Component to Experiential Learning: A Look Back at How ABSEL has handled the Conceptual and Operational Definitions of Learning Predictive Models of Learning: Participant Satisfaction of Experiential Exercises in Business Education Accelerating Moral Development through Use of Experiential Ethical Dilemmas Ethical Dilemmas to use with Business Simulations to Teach Ethics The Class Approach in Behavioral Simulation in a Business Policy/Strategic Management course: A Progression toward Greater Realism An Exploration of the Emergence of Process Prototypes in a Management Course Utilizing a Total Enterprise Simulation How Organizations Are Improving Their Performance Utilizing Electronic Commerce: Examples From The Internet The Market Access Planning System (Maps): A Computer-Based Decision Support System For Facilitating Experiential Learning In International Business An Excel Workbook For Student Planning And Interface With A Simulation Game Design Of Multi-Media Based Pedagogy For Leadership Training Panel Discussion On Using The Internet For Courses Valuing And Enhancing Teaching: Sharing Tips Via The Web The Buddy Project: A Semester Long Project Aimed At Developing An Appreciation For Diversity Enhancing The Excitement And Learning Retention In The Classroom: The Power Of Magic The Supervised Management Internship: A Job Or Learning Experience Team Ware™ An Online Moderated Class Discussion Facility And Beyond A Neophyte Distance Educator's Experience Learning Management By Practicing Management: A Report Of Significant Student Service In 1997 Integration Of Academic And Service Learning: Students' Perceptions About Its Effects And Outcomes The Value Of Incorporating A Service Learning Component Into Course Content: A Presentation And Roundtable Discussion Business Games Teach: Thoughts on the Sources of Conflicting Conclusions on their Effectiveness Antecedents Of Learning In The Simulation: A Replication Using Student Journals To Enhance Learning From Simulations Technological Change And Intertemporal Movements In Consumer Preferences In The Design Of Computerized Business Simulations With Market Segmentation Integrating The Marketing Curriculum Using Collaborative Learning Teaching Time Management In A Sales Program: The Application Of A Computer Simulation Game Adapting Interactive Computer Simulations For Content Based Esl Instruction Multimedia And Student Expectations Synthesizing Data For Media Simulations Composing A Team Health Promoting Behaviors-A Decision Making Exercise Does it really Work? An Application of the Group Interaction Framework Administering the MIT Beer Game: Lessons Learned A Paperless Economy? Instructing Students on the Aspects of Successful Electronic Commerce Maximizing Learning Gains in Simulations: Lessons from the Training Literature Observing General Ability in a Total Enterprise Gaming Simulation FReach Teach: A Computer-Based System for Teaching Advertising Media Planning An Integrated Business Instruction System An Experiential Exercise you can Tinker With Experiential Exercises or Computer Simulations? Cash Flow Statements: Are They Important in Business Simulations? Holistic Cognitive Strategy in a Computer-Based Marketing Simulation Game: An Investigation of Attitudes Towards the Decision-Making Process Barnga: A Game on Cultural Clashes The Many Faces of Culture: Understanding Country and Corporate Culture Students' View of the Use of Business Gaming in Hong Kong Assessing General Management Interest What is the Future of Business Gaming? Starting a Small Music Trivia Business Exercise and Other Innovative Icebreakers An Integrated Approach to Behavioral Skill Development Career Focus: A Student and Business Learning Experience The Use of Concept Mapping in Teaching Strategic Management An Experiential Approach to Developing Mission Statements Business Games in Brazil-Learning or Satisfaction A Simulation within a Simulation: Job Layoff's and Emotional Reactions