TEACHING BUSINESS POLICY UTILIZING MASS LECTURE AND INDIVIDUAL CASE LABS Developments In Business Simulation & Experiential Exercises, Volume 17, 1990 201 TEACHING BUSINESS POLICY UTILIZING MASS LECTURE AND INDIVIDUAL CASE LABS Daniel C. Kopp, Southwest Missouri State University Lois M. Shufeldt, Southwest Missouri State University ABSTRACT Traditionally, Business Policy has been taught utilizing small classes (25-30 students). The alternate method investigated by the authors utilized the traditional smaller classes for case analysis, as well as mass (large section with 100-150 students) lecture for coverage of the theory material. This approach provides a uniform and efficient way to cover the growing body of theory in Policy, while allowing the usual small-class approach for case analysis instruction. Statistical treatment produced conflicting results as to the benefit of the administration of an exam over the theory portion to increase students’ case analysis skills. PURPOSE The purpose of this article is two-fold. First the authors wish to present an alternative method of teaching the Business Policy course. Second, the authors wish to determine whether class time is better spent administering an exam covering the growing body of theory material or whether that time would be better spent in developing the students’ analytical tools for case analysis. INTRODUCTION Over the years, discussions have been held among the Business Policy instructors at Southwest Missouri State University regarding how the Policy course should be taught. During a recent discussion, the point was raised that maybe better case analysis would result if the theory portion were stressed more, culminating with art exam over the material. METHODOLOGY The decision was made to experiment with a different approach to teaching the Policy course. Specifically, the theory portion would be taught via a mass lecture (large section) for the first six weeks of the semester, while case analysis would be taught in smaller case tab classes for the remaining ten weeks of the semester. At the conclusion of the mass lecture, student feedback was secured through the administration of a student evaluation form. Results indicated that 70 percent preferred the mass lecture approach, while 30 percent indicated they would prefer the traditional small class approach for the entire semester. STATISTICAL ANALYSIS To evaluate the effectiveness of the exam and its impact on case analysis, correlation analysis was used to determine if a relationship exists between the exam scores and the first case scores. The resulting correlation coefficient (.325) was judged significant at the .05 level. In other words, the higher the exam score, the higher the first case score. To further determine the impact of the exam, first case scores of policy students who were required to take a written exam and students (from a previous semester) who were not required to do so were analyzed. The data were subjected to analysis of variance; the resulting F (1.241) was not judged significant. In other words, the case scores did not differ between the two groups (those taking an exam versus those who did not). To control for potential teacher differences and possible contamination of results, data was limited to scores of those students who had the same instructor for both the mass lecture and case lab. DISCUSSION There is a lack of research literature regarding alternate methods of teaching policy. The authors have presented one possible alternative to the traditional teaching approach. The alternative method presented by the authors does provide some noteworthy advantages. For one, the large mass section for the first six weeks frees up other instructors for performing research. This method also provides an assurance that all Policy students receive the same instruction in the theory portion. For disadvantages, there is some concern regarding the impact the large mass section has on student evaluations, the results of which are utilized to help make decisions regarding merit pay, tenure, reappointment, and promotion. There is a fear that if students do not like the large mass lectures, faculty teaching the case lab sections may receive unfavorable student evaluations. Additionally, faculty only teaching case labs for the last ten weeks of the semester will not be evaluated for the whole Semester. Faculty may argue that the shorter duration will not allow them the opportunity to build rapport with the students that they might otherwise be able to accomplish during the full 16 weeks. Another concern some faculty have relates to the coverage or treatment of topics in the mass lectures. The person teaching the large section may not emphasize some material which individual case lab instructors may feel is particularly relevant to his/her case analysis style. The issue of whether examinations over the theory portion of Policy is beneficial is still unresolved. Future research could further examine the contradiction identified in this study. The impact of the individual teacher should also be explored. Do some teachers do a better job imparting theoretical information or linking the theory and case analysis? Are some teachers better suited to small classes, regardless of the subject matter being taught? Students and teachers of Business Policy will be better served when there are answers to some of these questions. Table of Contents Volume 17, 1990 The Impact of Decision Support Systems on the Effectiveness of Small Group Decisions - Revisited The Relationship Between Financial Performance and Other Measures of Learning on a Simulation Exercise Use and Effectiveness of an Analogy-Based Expert System Suggestions for Computerized Business Authors Dealing with Power: An Experiential Exercise Using Movie and Personal Diary Analysis Techniques A Model for Developing Student Skills and Assessing Outcomes Through Outdoor Training Computer-Aided Exercises Versus Workbook Exercises as Learning Facilitator in the Principles of Marketing Course An Exposition of Guilford's Si Model as a Means of Diagnosing and Generating Pedagogical Strategies in Collegiate Business Education Formal Planning and Simulation Team Performance: A Cross Sectional Approach Cases: Real Organizations in Real Time in the Classroom An Empirical Investigation of the Internal Validity of Marketing Simulation Game An Empirical Evaluation of the Pedagogical Value of Playing a Simulation Game in a Principles of Marketing Course Factors Affecting Effective Teaching of Strategic Planning: Some Preliminary Evidence An Experiential Exercise for Learning About the Relationship Between Organizational Form & the Project Management Process Accounting Communication Skills can be Taught in the Auditing Course Modeling Cost Functions in Computerized Business Simulation: An Application of Duality Theory and Sheppard's Lemma A Life Cycle Analysis of Decision Making for a Strategic Management Team What's the Problem? A Dynamic Model for Teaching Problem Solving Skills Experientially International Currency Fluctuations: Money$im, A Simulation Superstores: A Specialized Retailing Simulation Within a Specialized Marketing Curriculum Factors Affecting Student Perceptions of Learning in a Business Policy Game VC + EL = VL The Name Game: An Experiential Exercise in Intergroup Relations The Effects of Experiential Accounting Work Experience on Student Performance in Intermediate Accounting Courses The Results of Using the Experiential Activity Group Performance Evaluation in a Business Policy Setting Using a Legal Database to Describe the Legal Environment of Marketing (and Business) Matching Environmental Uncertainty and Organizational Configuration An Instructional Computer Simulation of Tampering in QC Executive Evaluation of Student Learning in the Looking Glass Simulation Group Personality Composition and Total Enterprise Simulation Performance An Expert System for Selecting Analytical Techniques for Analyzing Marketing Research Data Effects of Cognitive Styles on Responses in an In-Basket Simulation A Psychometric Analysis of Kolb's Revised Learning Style-Inventory Selecting and Developing Experiential Exercises Using Movies Application of a Real-World Strategic Management Model in the Classroom Demand Equations which Include Product Attributes Consumption as the Objective in Computer-Scored Total Enterprise Simulations The Effects of Decision Format and Evaluation on Simulation Performance, Decision Time, and Team Cohesion The Effects of Computer Related Assignments on Student Performance in Business Administration The Money Game: A Dynamic Simulation Including Random Shocks for Money and Banking Courses Methods for Evaluating Performance on Business Simulations: A Survey The Effects of Synergogy on the Policy Course: Significant Improvements in Student Learning and Teacher Evaluation Conditions and Outcomes of Trust in a Two-Person Bargaining Exercise Bankgame Enhancing Computer Business Simulation with the Use of VGA Graphics An Experiential Approach to Entrepreneurship An Advanced Simulation Method (ASM) for Multiple Objective Problems The Influence of Experiential learning Techniques on Student Recognition of Non-Primary Learning Styles Negotiating Mergers and Acquisitions: A Cocktail Napkin Approach Identification of Unintended Effects in Experiential Laboratory Exercises An Experimental Comparison of Paper and Pencil and Computer Aided Decision Support Tools Porting a Simulation from the IBM World to the Macintosh World A Transaction Cost Analysis of Experiential Learning The Development of Experiential Exercises for Courses in Entrepreneurship and Small Business Management The Assessment Center as and Experiential Classroom Exercise Pricing Strategy Algorithms for Playing Business Simulations Organizational Structures for International Operations: An Experiential Activity Simulation Emphasis in the Business School Capstone Course An Integrated Approach to Computerizing the Business Curriculum Cross-Cultural Business Negotiations Exercise Organizational Socialization and Gender Differences in Students at Work Understanding Student Work Experience: A Content-Analytic Approach Introducing Executive MBA Programs with Management Games An Analysis of Improvement in Business Decision Outcome with Sequential Use of Two Simulation Games Teaching Business Policy Utilizing Mass Lecture and Individual Case Labs Potholes Along the Road to Evaluating Learning Outcomes: The Case of Outdoor Management Training Experiential Learning for Interior Design Students: Using CADD, Lotus 1-2-3, and Wordperfect Cognitive Learning Using a Computer-Based, Qualitative Interactive Business Simulation Sex Discrimination: Does the Woman get the Job or Does the Best Man Win? A Search for Visual Aids to Support Experiential Learning Through the 1990's An Experimental Analysis fo the Effectiveness of Student Role-Playing in Sales Training How to Have Students Learn from their Term Projects Self-Evaluation Exercise (SEE): An Assessment of Class Contribution A Study of the Influence of Team Formation on Attitudes and Performance in Management Games A Hardware Based CIM Simulation Laboratory Model Test Substance Abuse in Organizations Micro Computer Training Models Teaching Forecasting, Cash Budgeting and Inventory Model Building Using SBTools A Comparison of the Effects of Experiential Learning Activities and Traditional Lecture Classes An Adjunct Writing Instruction Assistant, The Computer; With an Illustration Classroom Software for ABC Analysis Utilizing Information Processing Technology to Enhance the Business Policy Simulation Experience Progressive Cases Realistic Job Previews Vs. Traditional Job Previews: Experiencing the Differences and Understanding the Consequences Investment Analysis Using the Pragmatic Multiplier Approach A Computer Simulation Interface for Competitive and Firm Analysis Self-Assessment of Ethical Decision Making Predispositions Preparing Managers for Overseas Assignments An Inquiry into Japanese Marketing: Workshop on Teaching Japanese Marketing The Performance Appraisal Feedback Interview: A Role Play for Human Resources Management Teaching Counselor Selling techniques Using Experiential Techniques to Teach International Topics International Management Simulation Gaming: Current Status and Future Developments A Realism Comparison of Simulation Technologies/Methodologies A Time-Efficient Game to Illustrate Concepts Taught in Management Courses and Management Development Programs Teaching the Management of Technology The Concept of Face and the Applicability of Experiential Exercises in an Oriental Culture's