INTERCOLLEGIATE CASE COMPETITIONS FOR M.B.A. STUDENTS: INITIATION AND IMPLEMENTATION Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 201 INTERCOLLEGIATE CASE COMPETITIONS FOR M.B.A. STUDENTS: INITIATION AND IMPLEMENTATION B. Douglas Stone, Jr., Texas A&M University Thomas F. Urban, Texas A&M University ABSTRACT Intercollegiate Case Competitions for M.B.A. students have been increasing in number at universities throughout the country. This paper highlights the costs and benefits to be derived for each participant group in the Competition. In addition, this paper presents a framework for individual faculty members who may be interested in starting a Case Competition at their university. INTRODUCTION The concept of Case Competition for graduate students was begun at Miami University (Ohio) in 1975. Since then, at least two other universities have initiated Case Competitions (Cornell University and Texas A&M). For the forthcoming academic year, several other universities have expressed interest in starting a competition. The host university for the Case Competition invites from five to eight other universities to compete in the analysis and presentation of an unpublished business policy case. More specifically, the teams of three graduate students are provided with an identical problem situation involving a substantial amount of detailed data. On the basis of the information contained in the case, the teams will be required to identify the problem(s) facing the decision maker; develop alternative solutions to the problem(s); select a preferred solution; and, finally, justify the solution. A team of judges from industry and academia select the best team solution and presentation. OBJECTIVES OF CASE COMPETITION The objectives of the Invitational Case Competition are to encourage a competitive learning environment among students from different graduate programs and to reinforce the concept that the analytical tools and concepts learned in the classroom are not only applicable but required in ‘real- life decision making. An additional objective of the Competition is to provide the Graduate Student Association of the host university with a leadership and program planning experience. Usually, the activities of most of these organizations center upon social activities, invited speakers, and industry tours. The Case Competition provides a practical exposure to project management. The student organization is responsible for planning activities, budgetary responsibilities, and program coordination. The inclusion of judges from industry assists in the reinforcement of the interchange between universities and industry. Initial contact with industry may involve the financial support of the project. Industry foundations are particularly receptive to support sponsoring an activity such as this. The industry judges become highly involved in the evaluation of the presentations. Overall, the judges have been highly impressed with the project and this positive effect becomes generalized. PERIPHERAL ACTIVITIES Activities peripheral to the Case Competition may include seminars designed for the faculty sponsors and the larger academic community. The seminar for faculty sponsors may include opportunities for interchange of viewpoints regarding ways of improving teaching effectiveness in the business policy area. Additional seminar topics may include particular research in the policy and strategy area. Seminars designed for the larger academic community may include topics relating to graduate programs such as recruiting, curriculum change, and program revision. Industry involvement may include employment opportunities for graduate students, career preparation and career development. COSTS As previously mentioned, the costs associated with the Case Competition have a high probability of being underwritten by corporate foundations. Expenses such as lodging and meals for the participants, transportation expenses for judges, and incidental expenditures may range from $2,000 to $7,500. The Graduate Student Association should have complete responsibility for budgetary matters if this project is to be a meaningful learning experience. IMPLEMENTATION Once the decision has been made to start a Case Competition, initial implementation of the project should be jointly coordinated by the Graduate Students Association, Deans Office, and a Faculty Advisor. Each of these three should have definite areas of responsibility for the operational aspects. The initial decision should center on facilities. Necessary facilities include 2-3 presentation rooms, 7-10 preparation rooms, luncheon and banquet facilities, and lodging arrangements for the competing teams, faculty sponsors, and judges. The Graduate Student Association handles this function. The decision as to what other universities should be invited would be made jointly. Pragmatic factors such as proximity, natural rivalry, etc., should be considered. The optimal number of teams for an initial competition would be six, including the host university plus five teams from nearby universities. The teams would each consist of three M.B.A. students who would be currently enrolled or have completed the capstone Policy course. Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 202 ORGANIZATIONAL STRUCTURE The invitation to participate in the Case Competition would be handled at the Deans level. The letter from the host university Dean explains the competition, invites the university to participate and requests that a faculty sponsor for the competing team be named. Assuming acceptance, further contact with the faculty sponsor would be made by the Competitions Faculty Advisor. The sponsor is responsible for selecting the members of the competing team and accompanying them to the Competition. During the Competition, the faculty sponsor does not assist the team in analyzing and preparing the case presentation. The Faculty Advisor is also responsible for selecting the judges for the Competition. For six participating universities, the judging team would consist of six judges and a Head Judge. The Head Judge has the responsibility for selecting an unpublished policy case, distributing it to other judges, developing the judging criteria and presiding over the post- presentation evaluation session. The other six judges would be from industry and non-participating universities. The Graduate Student Association is responsible for the operational aspects of the Competition as well as all the activities that center on the student teams. For the Competition, it is advisable for the Graduate Student Association to provide hosts for each competing team. The host is responsible for transportation, audio-visual material, library material , and other amenities. COMPETITION STRUCTURE The competing teams should arrive at the host university on the morning of the first day. At noon, there is an informal luncheon where the Head Judge passes out the case and arranges for a draw for presentation times. Except for a dinner break, the teams have the rest of the day and the morning of the second day to analyze the case and prepare their presentation. On the afternoon of the first day, the host university usually has a seminar with the faculty sponsors as participants. That evening, there is an informal reception for the faculty sponsors, judges, and host university faculty. On the morning of the second day, the Head Judge and the rest of the judges decide on the judging criteria for the case presentations. After an informal lunch, the presentations begin in the afternoon. Dividing the six judges into two groups enables two concurrent presentation sections. After each presentation, the judges are rotated according to a prearranged schedule. The presentations are scheduled for one hour per team with approximately 40 minutes for team presentations and 20 minutes for judges questions. Although there may be an audience present, only the judges are allowed to question the teams. Approximately 15 minutes should be allowed between presentations for the judges to prepare comments and evaluations on the teams performance. After the Competition is concluded, the Faculty Advisor collects these comments and returns a synopsis to each teams faculty sponsor. In addition, we have followed the practice of video taping each teams presentation and returning the tape to the faculty sponsor. These tapes have been used as examples for subsequent policy classes and are often exchanged among the faculty sponsors. After all teams have made their presentations, the judges make their decision regarding one first place team and five second place teams. The judges decision is not announced until the Awards Banquet on the evening of the second day. The Awards Banquet is usually one of the highlights of the activities of the Graduate Student Association. This banquet is open to the public and features a guest speaker--as well as the awards. The winning team receives a rotating trophy as well as individual certificates of accomplishment. In addition, all members of the competing teams as well as the faculty sponsors receive an appropriate memento. BENEFITS The benefits to be derived from Case Competitions are numerous. From an educational perspective, the competing teams are tremendously motivated by the competitive nature of the project. The capability of the interacting with students from other graduate programs and the judges enriches their learning experiences beyond the classroom setting. For the Graduate Student Association, the Case Competition provides a practical experience in project management. The students are responsible for all budgetary activities, planning, and implementing these plans. As such, it provides a multi-dimensional learning experience for the students. The judges profit from the interchange between industry and the university. They have been tremendously impressed with the seriousness, effort, and ability of the teams. In addition, it has promoted their appreciation of the educational efforts of the competing universities. The faculty sponsors have been enthusiastic about this project. They often sit in on other teems presentations in order to determine how other instructors prepare their students. In addition, the faculty sponsor seminar enables the faculty to interchange ideas and techniques regarding pedagogy and research. The host university benefits from the participation of all of the above interest groups. In addition, the university generates positive good will from these groups. CONCLUSION For a relatively low cost, Invitational Case Competitions can provide a meaningful learning experience for graduate students. Concomitantly, the benefits to be derived can extend to all of the other groups associated with this project. Table of Contents Volume 8, 1981 The Promotion: Human Sexuality in Organization The Simulation of Chaos Leadership Development in a Simulated Urban/Suburban (U/S) Environment Tomed: A Computer Game Emphasizing Social Responsibility/or/why the Pop-Top Can? Integrated Brain Activity and the Manager's Job: Utilizing the Troika Model What does R2 Have to do with a Product Management Course? An Analysis of the Effects of Jungian Problem-Solving Style Dimensions on Marketing Decisions Bargaining Behavior in Personal Selling and Buying Exchanges Extending the Simulation Product Life Cycle A Generalized Algorithm for Designing and Developing Business Simulations Operationalizing a Test of a Model of the Use of Simulation Games and Experiential Exercises Pygmalion and Perception: An Experiential Exercise Behavioral Consequences of Reward Regarding Employee Absenteeism in an Industrial Setting: An Operant Conditioning Approach The Simlab Program: The Use of Experimental Simulation and Process Analysis for the Development of Management and Organizations Designs for Research on Simulation-Games, Cases, and Other Experiential Exercises The Role of Students in The Case Method Weaknesses in Research Design Critical Variables in Research on the Educational Value of Management Games Research Questions for Cases Research on the Learning Effectiveness of Business Simulation Games - A Review of the State of the Science The Effects of Valuation Techniques on Holding Cost During Inflationary Periods: A Simulation Exercise The Operations Simulation - A Study in Game Development Applying Guided Design to the Production/Operations Management Course: A Progress Report and Evaluation Terminal Data Entry and Retrieval Systems Simulations and Microprocessors Microcomputers and Related Technology for Simulation Gaming Microcomputers - A New Technology for Innovations in Business Simulations Microprocessor Controlled Interactive Video Simulation Business Game Design: From Theory to Practice The Success of a Computerized Simulation in Microeconomic Pedagogy The Test Preview Game: Applying the Game Show Format Providing a Real World View of the Personal Function: A Simulation Finding an Effective Means of Teaching Managerial Behavioral Skills: Two Different Experiential Teaching Methods Compared A Management Development Program Based on the Experiential Learning Model Participant Type Differences in Response to Experiential Methods: An Informal Look Preparing Student Groups to Participate in Experiential Group Projects: An Organizational Development Approach An Instrument for the Assessment of Learning Dimensions: A Progress Report of the Learning Dimension Scale (LDS) An Empirical Analysis Relating the Learning Style Inventory to Memory and Logical Ability Teaching Styles in Simulation Experiential Learning Versus Traditional Teaching Styles Student Perceptions of Effective Teaching Behaviors Problems in Evaluation of Experiential Learning in Management Education Students' Perceptions of Learning by Simulation A Relative Evaluation of Experiential and Simulation Learning in Terms of Perceptions of Effected Changes in Students Overview of Computer Based Business Games in Business Policy Classes Behavioral Decision Theory and Business Policy Giving Accounting Students Writing Experience as Job Preparation Getting to First Base with MBO: An exercise for Writing and Evaluating Objectives Dimensions of Conflict in Experiential Learning Consumer Alienation and Perceived Relevance of the Business Simulation Using the Self-Reference Criterion to Simulate Culture in Internationalized Business Course Experiential Learning in a Cross Cultural Setting- The Practice of Simulation Approach to Business Education in Japanese Universities Student' Perceptions of the Use of a Computerized Simulation in Teaching Management Information Systems Using the Case Study Approach to Develop a Microcomputer Bases, Fully Integrated, Data Base Driven, Management Information System The Case Study as a Tool for Organizational Change: Applying the Steel Ax to the Designers of Management Information Systems Toward a Theory of Teaching Business Policy A Case Study in the Use of Experiential Learning (A Management Game Simulation) to Enhance Student Understanding of Strategy Evaluation and Policy Formulation Suggestions for Integration of the Business Administration Core Publishing Opportunities and Requirements for Business Simulation and Experiential Learning Materials How do we Apply Experiential Learning Intercollegiate Case Competitions for M.B.A. Students: Initiation and Implementation Teaching Business Policy and Strategy Using the Incident Process The Learning Co-Op Approach to the Core Policy Course Meeting the Managerial Skill Shortage - Is Academia Up to It? An Empirical Analysis of Experiential Learning Reinforcement International Experiential Learning: Experience is the Best Teacher Encouraging Student Participation During International Academic Programs European Summer Study Program: Can you, Should you, What Does it Take? Travel Seminars in Europe: How can I Direct One? International Experiential Learning: Student Evaluation ABSEL: Empirical Findings on the State of the Association Sensitivity of Performance Scores in Business Simulations Improving the Learning of a Business Simulation Game by Increasing the Process Content Student Participation in Deciding Performance Criteria for Grading in an OB Course: An Exercise and a Case Study Markup for Profit: A Simulated Self-Administered Experience in Retail Pricing The Investment Decision Game: An Experiential Learning Approach to Stock Market Decisions Through Gaming CHIPS: A Marketing Channels management Game External Validation: An Experimental Approach to Determining the Worth of Simulation Games Teaching Performance Appraisal Skills: An Experiential Approach In Support of Experiential learning: Results of a Follow-Up Survey The Introductory Management Course: Taking Theory Application One Step Further Decision Efficiency and Effectiveness in a Business Simulation The Implications of Cognitive Processing Variables and the Complex Decision Simulating the Simulation for Enhanced Player Rationality Simulation/Experiential Learning Audit