Session 1
 
 

Session 2

For the tenth year WACRA offers workshops specially designed to assist you in learning how to write cases and/or improve your cases. Even if you do not submit a case you are welcome to participate and gain valuable insight into the case research-writing-publishing process.

New Casewriters Workshop: A panel of experienced case researchers will discuss how to research, write and improve cases. Among the topics to be covered will be objectives, various types of case research, information sources, the writing process, and the use and development of effective teaching notes. Integral to this process will be the discussion by panel members of several presented cases and teaching notes. These cases, still in the development state, will demonstrate the case editing and improvement process. Experienced case-writers are also welcome.

The Tenth Annual Casewriters Colloquium: Both novice and experienced case writers can benefit from the colloquium. Case presenters, panelists from the workshop, and all other participants are organized into roundtables for (free-form) discussion of various cases presented at each table. Following are the cases to be discussed:
 
 

In 1998 the Enhanced Native English Teacher (NET) Scheme was initiated in Hong Kong as one solution to the falling standard of English among schoolchildren. The overall aim is to place one native-speaker of English in each secondary school in the territory. This case describes the situation of Mary Martin, a NET from Australia who is teaching conversation skills in a secondary school in Hong Kong. In a large Form 4 (Grade 10) class, she has been trying groupwork with little success. This case is based on interviews with the teacher and observation of her Form 4 class. Names have been changed to ensure anonymity.
 
 

Granada Business School is one of the leading business schools in a country in the Middle East. Although the Granada Business was in existence since mid 1960's, until 1996 it was known as College of Commerce with all the business administration disciplines combined in one department. In 1996 a new dean was appointed who initiated a strategic plan to bring the School to contemporary international standards in terms of updating the curriculum, faculty skills, imparting technology and international orientations to the School's programs. One of the important components of this upgrading program is to transform the IT environment and orientation of the School from a haphazard approach to a more systematic and effective approach comparable to contemporary standards at business schools world over.

To achieve the IT development objectives at the School, the Dean appointed Dr. Ahmad to develop and implement an IT development plan. As a first step to bring about the desired IT transformation at the School, Dr. Ahmad decided to conduct a comprehensive IT audit at the School so as to review the current situation of the IT environment prior to 1996. After a thorough investigation early in 1996, the following report was submitted to Dr. Ahmad to the Dean indicating what needs to be done to transform the IT environment at the Granada Business School.
 
 

This case starts with an air of a merger-induced tension between differing levels of management. Readers are told how various competing factions have come together under one corporate umbrella and are then exposed to the sublet maneuverings by some of the players as they struggle to survive. Part B of the case, however, introduces an entirely different set of issues for the main character to deal with, which, given the aforementioned circumstances, he must deal with alone.
 
 

In August 1995 the crystal manufacturing firm of Stuart and Sons was purchased by Waterford Wedgwood plc. The company, which had been family owned since its inception, had not been profitable for some years. After the takeover, the initial focus was on operational issues. These took longer to resolve than had been anticipated. However by early 1998, Stuart and Sons had returned to modest levels of profit and the balance of focus by the new management began to move towards greater concentration on the marketplace and a market that could certainly be described as challenging.
 
 

The case study is set in mid 1995 when the incoming Chief Executive of Waterford Crystal has committed himself to taking up what subsequently became known as "The Chairman's Challenge". The challenge was to double the turnover and profit of Waterford Crystal within 5 years. In 1995 turnover stood at IRE 117 million and profit at IRE 15.5 million. Recovery was complete from a very difficult period in the company's history and the focus was now strongly on growth.
 
 

Laborers Local 829 serves as a multi-employer health care provider for union construction members. The case, based on discussions with accounting practitioners focuses on accounting situations which might be faced on an audit engagement. The issues involved include: testing for unrecorded liabilities, using analytical review to estimate the accumulated benefit obligation, and report considerations. The case is realistic in terms of the issues involved and the complexity of the data presented.
 
 

Laborers Local 829 serves as a multi-employer health care provider for union construction members. The case focuses on accounting situations involving investments and receivables which might be faced on an audit engagement. Data for the case was gathered using research in the field, in conjunction with accounting practitioners.
 
 

This case involves the quandary of a businessman named Arthur Eldredge. A member of the Board of Trustees of Plum Valley Hospital, he is uneasy about apparent conflicts of interest among many board members. Further, Mr. Eldredge is unsure if he can fulfill his responsibilities to the Board. As a trustee of the hospital, he thinks he should do something about these issues, and he is uncertain about what action to take.
 
 

The Chief Executive Officer (CEO) of Laberman General Hospital, Lydia Sherman, is in a meeting with Chief Information Officer (CIO) Owen Evans and several members of his staff. CEO Sherman is inquiring about the availability of information for purposes of tactical and strategic decision making. She needs aggregate information for decisions relative to marketing promotions, service mix, resource allocations, outcome analysis, and payers. Sherman knows the necessary data is collected during daily transactions by different business units at the hospital. A staff member is telling CEO Sherman that compiling the data will be complicated, expensive, and require manual effort each time it is needed.

At that meeting, CEO Sherman has made CIO Evans and his staff responsible for creating a data warehouse that will provide decision support at tactical and strategic levels.
 
 

The case centers on the expansion of a small business in a small village in one of the poorest zones of Europe. The problem arises from the need to develop these small populated areas, taking into account the conservation of their natural, artistic and social backgrounds.
 
 

Competence is discussed as a success factor in all sorts of organizations and also in everyday language. Young enthusiastic people graduate from universities and try to get jobs where their knowledge can contribute and where they can develop their competence. Many times they have taken management courses at the university where they learn the need of change from hierarchical to learning organizations.

This case will inspire to discuss the work situation of young enthusiastic employees from the point of view of Senge's "The Fifth Discipline" and Kotter's "A force for Change". How can we use theories on learning organization and leadership in a case like this where great enthusiasm and motivation in the work force are transformed into disappointment and disbelief? Is the only solution to quit?
 
 

This case, focused on the olive oil sector, tries to show how the current internal market situation in Spain, together with other factors, is leading companies to internationalize their activity much more and is encouraging co-operatives to undertake concentration processes in order to increase the added value of their production.
 
 

This case focuses upon a classroom experience at Tias University in the USA. The course, "Ethics Across the Curriculum," was designed to help teachers from various backgrounds incorporate ethics training into their classrooms. Five participants in the class, all from the same institution, wreaked havoc with the teacher/facilitator's goals and caused a hostile atmosphere in the class. Only on the last day was any sense of reconciliation reached between the participants.
 
 

Bruno Claus, CEO of a new company in Belgium, which makes a water-saving device, faced a development delay of one year, which will deplete the capital in 6 months. In summer 1999, Mr. Claus needs to revise his business plan and to attract additional capital.

Section Chief Nitta faced with his subordinate Matsushima's poor performance after listening to the situation from a Sub-Section Chief manager Iwakiri, must analyze the seriousness of situation and make a decision how to react effectively. Making this decision requires an analysis of all aspects of the organizational behavior in Japan. Behind this issue, the reader will need to understand the way of business, and staff development in the company.

The current non-integrated system solutions at RBUS had created pockets of implementation gaps between the business entities leading to complexity and lack of performance measures. The Chief Information Officer had to establish a strategy to make the multiple information systems to work together and support changing business needs.
 
 

An individual is responsible for benchmarking her hospital's performance against similar hospitals. Since quality is not improving, she seeks advice from the quality manager at a manufacturing company. Using statistical techniques commonly used in contemporary quality management, they develop better ways to analyze the hospital's performance to improve quality.

Avon Products, Inc., in 1999, was one of the world's largest direct seller of beauty and beauty-related products. >From corporate offices in New York City, Avon marketed product lines to women in 135 countries through 2.8 million independent sales representatives.

In November of 1999, Avon announced the appointment of Andrea Jung as president and chief executive officer of the firm. Now in the position of CEO, Ms. Jung felt that she must do something to rejuvenate Avon's direct-selling model and attract new customers for what some considered an old fashioned business.
 
 

Canbra Foods Limited was a seed processor located in Lethbridge, Alberta, just over 100 kilometers north of the Canada-U.S. border. Canbra produced products like cooking oils, salad oils, margarine, shortening and similar products as well as bulk canola oil by extracting oil from canola seeds. To a lesser extent, it also processed other seeds and was in a joint venture with Control Chemical Corporation in Greenland Corporation which produced environmentally safe vegetable oil-based lubricants for various types of equipment.

The new management team now faced to challenge of returning Canbra to profitability. Canola oil processing had been an attractive industry for some year leading up to 1997. Canbra had been profitable during the mid-1990s and particularly in1996 when net income exceeded $7.5 million with total assets of $69.8 million. However, starting in late 1997 and then in 1998 there was a glut in the market and the price of canola oil declined considerable. In the fiscal year 1997 Canbra's, total sales thus increased only marginally and net income decreased by about 80 percent to $1.5 million. Fiscal year 1998 saw another small increase in sales but also an increase in cost of goods sold. With this squeeze on the margin, Canbra experienced an $80,000 loss in 1998 and needed a new strategic start to generate profits in the future.
 

Session 3

As part of the WACRA Interactive Case Sessions - a session will be held to discuss issues pertaining to teaching across cultures. There will be panels representing different regions of the world: Western Europe, Central and Eastern Europe, Africa, Asia, and Latin, Central and North America. If you have had expereicne teaching or training in another part of the world, you may want to join. If you think you might be or would like to teach in another part of the world, you may want to meet others who have done so. We promise a lively presentation and discussion.

Panel:
Guiomar Borrás, Thunderbird-AGSIM, GLENDALE, ARIZONA, U.S.A.
Gerald Crawford, University of North Alabama, FLORENCE, ALABAMA, U.S.A.
Jose Manual Hernández, University of Extremadura, CÁCERES, SPAIN
Iona Herseni, Institute for Educational Sciences, BUCHAREST, ROMANIA
Jane Jackson, The Chinese University of Hong Kong, HONG KONG, CHINA
Amelia Klein, Wheelock College, BOSTON, MASSACHUSETTS, U.S.A.
Petr Prochazka, Mendel University, BRNO, CZECH REPUBLIC
Rao Korukonda, St. Bonaventure University, ST. BONAVENTURE, NEW YORK, U.S.A.
 

Session 4

Session 5
 
 

This workshop is dedicated to writing field-based, decision-oriented cases for use in classroom discussions and is of interest to new and experienced case writers using a process that is applicable across all disciplines. The objectives of the writing cases session are to:

1. Introduce the Case Difficulty Cube concept.
2. Sequence the Normal Steps in Writing a Case.
3. Introduce the Concept of the Case Plan Including:

• •the opening paragraph
• •statement of teaching objectives
• •case organization by subtitles
• •date requirements listing
• •preliminary teaching note outline
• •proposed time plan

4. Discuss Continuing Challenges
 

Session 6

This presentation will be focused on how we can develop standards for applying the case study method to research and teaching. The process for developing standards as well as the models of knowledge on which current practices are based will be considered. It is proposed that a pragmatic problem-solving model that specifies both generic standards and utilization-specific standards can help to bring clarity and integration. It is suggested that such standards can be used as guidelines for writing case reports and evaluating case studies. Implications for research and teaching are discussed.
 
 

This paper presents the results of a consulting activity by the New Hampshire Industries Group with Raytheon, Incorporated and some of its suppliers. The study demonstrated the effectiveness of information sharing between Raytheon and its suppliers as well as the potential for greater gains through closer ties in the value chain throughout the entire development process. The study took the form of a combination of a structured set of case studies and surveys of the prime and secondary suppliers involved in the program.
 
 

While case study research is an inherently emotionally subjective method of inquiry, and while this subjectivity can be a source of bias if it remains unexamined, the researcher's emotions can also become a precious source of insight if they are acknowledged and explored. This paper discusses the role that researcher's subjective emotional reactions can play in bringing a greater degree of objectivity and a deeper level of understanding to findings obtained through case study research. The methodological implications of this subjectivity are also discussed.
 

Session 7
 
 

This paper represents a case history of the teacher education in-service program called McGuffey/TEMPO Reading Outreach developed and operating at the University of Virginia. The history will be described in terms of the program needs, technological advances, and demographic and political environment that effected the development of the delivery program. A companion CD-Rom will illustrate the video vignettes and case studies that have remained a constant pedagogical tool through all phases of program development (including use of VHS, broad band satellite, production "modules", Asynchronous Transfer Mode [ATM], and the World Wide Web.)
 
 

This paper focuses on the questioning techniques used by an American case leader in an English-medium management course in Hong Kong. Using a typology of questions adapted from Christensen (1991] and Long and Sato [1983], the lecturer's questions and student responses in the Swatch case discussion were coded and analyzed. After reviewing the videotape, transcript, and field notes of the discussion, interviews were held with the case leader and a sampling of students to better understand the cultural learning situation. This paper offers pedagogical suggestions for case leaders who seek to promote and sustain student participation in second language contexts.
 

The move to teacher accountability through paper-and-pencil testing is increasing throughout the United States. This shift may have ramifications that may not have been examined critically--among those are increasing the likelihood that many minority teachers may be denied certification (thus increasing the teacher shortage in areas that can least afford it), allowing unqualified teachers to go into classrooms while denying skilled ones, having colleges of education closed, changing the professor/student relationship, and so forth. This paper examines several cases of preservice teachers and a college of education affected by total test reliance.
 

Session 8

Seewell Clinic is a realistic case involving two ophthalmologists who decide to form a general partnership. One partner is an experienced professional, while the other is a young graduate specializing in laser eye surgery. The scenario describes each partner's initial proposal and the agreement they finally settle on. As suggested in the teaching notes, this case may be used in an accounting theory course to illustrate how to account for the substance of business proposals in financial statements including solving problems of recognizing intangible assets, which is a realistic reflection of the work performed by public accountants.
 
 

This proposal is to expose two qualitative research projects in the management field that use the case study as a research strategy. These two inductive and grounded-theory-based projects have been conducted independently in two different countries. The chosen cases differ significantly in topic, focus and extent, however, the studies intersect with respect to their methodological approaches. This occurs particularly in the data analysis phase involving the choice of a computer tool. Both authors have questioned the possible loss of richness of their data during the process. Upon completion, they found that research specificity and data richness were both preserved.

The core of this proposal is thus to detect critical points in the qualitative case study method - especially in data analysis - which could be enhanced by using software that could be tailored for specific needs. First, we will explain how the two research projects emerged, what their objectives were and what methodology was retained to achieve the fixed goals. Second, we will concentrate on the analytical part. We will discuss issues pertaining to the different computer tools available to researchers since computers are increasingly used in qualitative data analysis today. More particularly, we will focus on the computer software ATLAS/ti, which was the chosen software tool in the two case studies cited above, and which appears to be truly helpful for grounded-theory-based research. Finally, a hands-on demonstration involving the two projects will be performed to demonstrate the pros and cons of such tools in the real world.
 
 

The failure to transfer to better practices from learning is a serious dilemma that needs to be adressed. Such a failure requires innovation both in program design as well as in pedagogical strategies. This paper adresses those questions by presenting an experimentation conducted at HEC, Montréal where a training program was developed and delivered for a major financial institution. Also is presented an analysis of an experiment conducted in a course on learning organization,offered in this program, where participants were asked to write a case study about there organization. This experience is analyzed with respect to its impact on transfers. The results show that this strategy is helpful to find a solution about this problem.
 

Session 9

The objective of this presentation is to guide Business Professors in the usage of business cases to present, study, investigate, and discover that there is much business culture stereotypes that can be conquered by presenting new cases to the students. This case belongs to a series of sustainable business cases published by the World Resources Institute.
 
 

Fully-employed evening students in an Organizational Behavior MBA course write original cases that center on unsolved problems in their workplaces. The descriptions of individuals featured in these cases are of great importance, since both the essence and the resolution of such cases hinge on such aspects

as the communications, actions, skills, leadership, motivations, influence and values of the key individual(s) in each case. Student case writers are helped by coaching that guides them to enrich the descriptions of individuals; this paper delineates fourteen methods to enhance the descriptions of individuals in cases
 
 

When one MBA Program intensified entrepreneurship activities, it secured funding from organizations that required student interns to write cases based on their internships. Students participating competed with each other internally for "best case". The faculty recognized an opportunity to extend the educational benefits of the case-writing exercise, and developed an inter-school competition among MBA Programs conducting similar activities. The competition is expected to add further credibility to the concept of using cases for education, especially tailored to one of the most popular MBA specializations today - entrepreneurship.
 

Session 10
 
 

Teaching online requires innovation in teaching and course design. The question is not whether a course can be taught online but how a course should be taught online. This introductory session on teaching and learning online will explore aspects of successful networked learning techniques. Topics covered include: active and collaborative learning, network choices for university courses (adjunct, mixed and online modes), e-mail, computer conferencing, designs for learning networks, implementation issues, facilitating online courses, and netiquette and message organizing. Examples from an online course using interdisciplinary case studies will be offered.
 
 

The typical home, workplace, and classroom are no longer bound by four walls. Because telecommunications open up new possibilities, the University of San Francisco's Special Education and Teacher Education faculty extends the walls of college classrooms to explore expanded educational possibilities by using web-based telecommunications to support courses. Cases are used on the web to develop reflective thinking, problem solving, and pedagogical content knowing. The advantages and disadvantages of using cases on the web in teacher education have been determined and the faculty is preparing for data collection to explore the outcomes.
 
 

This presentation will include available resources from the experiential education literature. Activities designed for improving teaching strategies which can make learning more meaningful will be presented. Dr's. Boer, Edington, and Scott will include several (5) group iniatives and variations of each which can be used in group projects, organizational skill development, thinking outside the box, pre-planning, and processing portions of projects in business, medicine, or education. Handouts will be available with detailed descriptions for each iniative. Groups will actually attempt as many initiatives and variations as time permits. For those who have been involved in our 'juggling, rope tricks, and hacky sack' events, we hope you will enjoy these additions for new ideas in thinking about the task at hand. Please join us for ways to liven up the learning.
 

Session 11
 
 

Because of lack of presentation skills, many presenters are tempted to rely solely on display technology and other devices to do the presenting for them, rather than relying on simple, but effective methods for making effective presentations. Contrary to current practice, the reliance on the presenter as a medium of information and the presenter's use of simple techniques can make any presentation an interesting and memorable
 
 

During the Spring, 2000 term, I will be teaching an undergraduate, liberal arts, political science course "Law and Justice in Comparative Context" and using a semester-long simulation of Kurdish rebel leader Abdullah Ocalan's appeal to the European Court of Human Rights of his capture, conviction and death sentence by Turkey. Students will be assigned to prepare and "play" the roles of attorneys for either Ocalan or Turkey or as the judges of the ECHR. The interactive conference presentation will share a systematic analysis and evaluation of the preparation and operation of the simulation in this course.
 
 

Welcome aboard SPACESHIP BSB! Her registered name is the Bachelor of Science of Business (BSB) Baccalaureate Program. She has twelve official docking platforms, which lie, in selected geographic locations within the Commonwealth College (CC) System of Penn State University. These docking platforms include PSU Hazleton.

For the past few years, Penn State University's Main Campus at University Park has been operating at full capacity. Consequently, the faculty and staff at these alternative site locations that were primarily two-year "feeder sites" were encouraged to reorganize and to establish selected baccalaureate programs at their respective locations. By "feeder site" is meant that students fulfill the first two years of a four-year course of study at an alternative Pennsylvania State University campus other than its Main Campus at University Park. In order to preclude the cannibalization of the business programs on the main campus, the BSB program focuses on different business specialties.

This paper examines the journey of SPACESHIP BSB in its continuing effort to maintain the viability of its programs while sustaining its educational excellence. As such, the emphasis of this paper is on off-site campuses and the struggle of these subsystems to define their place within their particular regional spheres of influence. This paper invites its readers to dialogue on issues of surviving in the chaotic world in which we live. Finally, this paper might serve as an interesting catalyst for business organizations to establish viable executive training programs beyond the capacity of their home-based locations.
 

Session 12
 
 

This workshop is focused on helping students to learn faster and better using cases. The objectives of the learning with cases workshop are to:

• Review the distinguishing characteristics of a case and the reasons for using cases.
• Review the Case Difficulty Cube and the benefits to students.
• Review the Three-Stage Process for learning with cases.
• Introduce tools for effective student learning including:

• •the six steps of the short cycle process
• •the seven steps of the long cycle process
• •the case preparation chart

• Apply the learning with cases tools using a short case.

This paper provides an historical review and a contemporary analysis of the importance of the individual case to behavioral research. Single-case-research designs are reviewed. Meta-analytic techniques which seek to collapse such bodies of literature, to create a single group-effect statistic, are reviewed and criticized as a threat to the scientific integrity of single-case research.
 
 

This paper is based on a case study which identifies and documents specific strategies utilized in collaborative mentoring between two universities. One is a public comprehensive research institution, SUNY, Albany and the other a private, catholic comprehensive university in Puerto Rico, Universidad del Sagrado Corazon. Two theoretical frameworks (Rodriguez, 1995; Nieto, 2000) are cross referenced for analyzing cultural diversity in teaching and mentoring. The data analysis revealed critical implications for cultural diversity, collaborative mentoring, curriculum revision and faculty development.
 

Session 14

Executive education by its very nature is designed to prepare the best performers in any organization for positions of higher responsibility in the organization. The path to higher levels of responsibility in an organization is usually as diverse as the backgrounds of the people in the organization. It becomes the challenge to those who develop executive education programs to take these promising executives and develop a program that will place them on an even footing in understanding the complexities of the strategic levels of their respective organization. In developing these programs, it is also desirable that the diversity of skills and knowledge that these people usually bring with them are used. This paper addresses the shortfalls in moving an educationally diverse group of individuals up the organization and ways to overcome these shortfalls.
 
 

The major purpose of this paper is to identify and discuss the various challenges faced by a formal program case research and teaching program in a college of business administration in a smaller arab country. The experiences and challenges portrayed in this paper may have relevance to other case research and teaching development programs in different parts of the world, especially in smaller countries. The paper identifies the various factors that provided the impetus for developing a formal case research and teaching program in the college. The various challenges of case teaching and case research are discussed separately. The case research program challenges are: undue secrecy on the part of organizations to provide case related information; problem of incentives for the faculty to engage in active case research; problems of academic recognition for case research by the college and university administration; problem of language translation in gathering case research information; problem of getting case released by participating organizations because of their reluctance to expose even minor weaknesses to outside world; challenges of disguising the identity of organizations in a smaller country context. Similarly, as a number of case teaching pedagogy related issues are discussed in the paper. Some of these issues arise because of faculty orientation to case research and limitations of student orientation to case method of teaching in a different socio-economic and academic cultural context.
 

Session 15
 
 

New Casewriters Workshop: A panel of experienced case researchers will discuss how to research, write and improve cases. Among the topics to be covered will be objectives, various types of case research, information sources, the writing process, and the use and development of effective teaching notes. Integral to this process will be the discussion by panel members of several presented cases and teaching notes. These cases, still in the development state, will demonstrate the case editing and improvement process. Experienced case-writers are also welcome.
 

Session 16

This will be an informal session where the presenter will describe the paradigm he has developed for group analysis and presentation of case studies in class. Session participants will be encouraged to share their case methodologies so that we can all learn from each other.
 
 

The aim of university education is to help students learn while they are engaged in courses, and to continue the learning process throughout their lifetime, but in order to fulfill this mission, methodologies must be used to make educational experiences relevant and long-lasting. The best approach for goal is to develop process skills, by creating student-centered environments in which practical, hands-on methodologies, such as team tasks, case studies, simulations, role-plays, and business/education partnerships, are used under the direction of a teacher who facilitates and manages students' skill development.
 

Session 17
 
 

In this qualitative research, we explore the use of listserves as instructional instruments at the graduate level, in a school leadership program, at a midwestern university. An open-ended 5-items questionnaire containing statements that elicited written answers was constructed, face and content validated. Twenty-five graduate students, including some who had never used a computer-based technology program before were administered the questionnaire. In their responses, subjects expressed their ideas, feelings, opinions, and suggestions about the use of the listserv. The researchers used the information collected to obtain new insights and determine the usefulness of such a tool in higher education classrooms. Respondents input, as well as the available journalistic literature in the field, agree that listserves are viable classroom instructional tools that, if used properly, can expand the learning experiences and broaden the attitudes of all users. This study presents the pros and cons of the listserv use, as well as anecdotal experiences of students who used this educational tool for the first time.
The study concludes that listserves, not only provide mainstream American students' exposure to diverse ways and forms of written expression, but also help them become aware of new ways of thinking and processing of ideas from minority cultural and language groups. Among those are customs, idiomatic expressions, cultures, psyches, and idiosyncrasies of other students, who may be taking similar classes
simultaneously. Students who use listserves can get in touch and exchange ideas with others in their own or other educational institutions across their own cities, states or across world countries. Students can learn to share ideas about specific topics or areas of study provided by teachers, that may help them become more tolerant of opposing points of view. Listserves provide alternatives to higher education classroom instruction and can prepare students in more demanding and complex remote computerized learning experiences, i.e. web courses, in the future
 
 

The College of Management and Business at National-Louis University has made gigantic accomplishments with course offerings through the years. The MBA curriculum is one example of this success. This presentation will discuss the use of a simulation in the development of three courses in term two of the MBA Program at National-Louis University. In an effort to link together Managerial Economics, Macroeconomics, and International Business, an interactive decision-making simulation is being utilized across all three courses during this term. The use of this simulation actively engages students in strategic planning, effectively allocating resources, and coordinating the firm's activities to accomplish specified goals. This simulation encourages students to apply the economic concepts from the Managerial Economics course and the Macroeconomics course to the international business setting. The presentation will conclude with a demonstration of the simulation model in action.
 

Session 18

In a small teaching institution, one may find the dilemma of how to teach a course when the enrollment is small. I had such a dilemma and decided to turn it into a challenging experience for both student and instructor.

This presentation will describe the process involved when two senior business majors enrolled in an elective course on "Organizational Theory and Design (OT)." Both students had completed a prerequisite course "Management and Organizational Behavior." Two business professors teach this course in totally different pedagogical styles. One instructor is accused by the students of not providing any structure for the course and turns the responsibility for learning and teaching over to the students (this class is called XB). The other instructor provides what can be discerned by the students as a more traditional structure, although the responsibility for teaching and learning still rests with the student. One of each student had experienced one of each instructor in the Management and Organizational Behavior course. Upon enrollment in Organizational Theory and Design, one student reported wanting to understand more about how organizations are designed and operate and the other wanted to have additional theory to apply to her experience in XB.
 
 

The telecommunications industry is one of the sectors with the greatest growth potential in Central and Latin America. Furthermore, most of the countries in the region have not yet established a communications network that covers 100% of their territory, and the majority of the countries have recently (within the last ten years) launched cellular telephony. Most current participants in the telecommunications industry have invested important resources in order to win a slice of the market.
The present paper proposes to offer insights into the telecommunications markets in selected countries in Latin America and the Caribbean B Brazil, Antigua and Barbuda, Guatemala, Costa Rica, Honduras, Panama, El Salvador, Nicaragua, Belize, Mexico, and Colombia B with an emphasis on the wireless industry. In the process, the paper attempts to offer a segmentation and competitive analysis of the wireless market in the region.
 

Session 19
 
 

Session 20
 

Through the application of the case study approach, this professor/university administrator has integrated her teaching, research, and service. Students, especially those at an urban institution, respond favorably to using the metropolitan environment as a laboratory and developing their own case studies to implement the course objectives and the conceptual framework of the course. In addition, many of these case studies of the studies and professor benefit the community, governments,and organizations in the region. Therefore, the case study approach has brought visibility and recognition to the university on a local, regional, statewide and national scale.
 
 

Case study teaching patterned on the Harvard Business School model deprives students of an authentic learning experience. The teacher is too much of a star and the students are too passive. As a result, the students fail to develop important skills that they need for success in their business careers. Four strategies following the concept of Authentic Learning are suggested. Students become more active and less dependent on the professor in class, perform challenging tasks in the real world of business and in general, engage in projects that are similar to the tasks they are expected to perform on the job.
 

Session 21
 

Sound individual preparation is the foundation of learning with cases and is the fundamental prerequisite for subsequent small and large group learning. Preparing a complex case on your own is hard work. A large part of the case remain unwritten but is relevant to the analysis and the solution of the case. An other part of the case provide an overwhelming amount of information, and your inexperience with the issue can generate confusion and even frustration. Maribelle Ltd is that kind of case study. Having to redesign the top-management structure, the students have to deal with eighty-eight management tasks assigned to fourteen top-managers. Having a web site allowing students to manipulate easily the redistribution of those tasks according to different criteria has revealed itself a good incentive to engage them in a far more adequate individual preparation and doing so to enhance the process of learning.
 
 

E-mail, chat rooms, bulletin boards, and virtual conference centers are widely used methods to provide online learning formats. But those methods are limited because instructors and students are unable to simultaneously explore the Internet and interact with each other. That limitation can be overcome via IRC (Internet Relay Chat) software that provides instructors and students the means to create a DRC (Dynamic Roving Community). This paper discusses basic concepts that underlie a DRC, how to obtain IRC software, ways to promote the acceptance and use of a DRC by students, and ideas to enhance its use once it has been adopted.
 
 

Session 22
 

Session 23
 

The measurement techniques in order to get an accurate vision of the company assets has been recently arrived in the Spanish companies. The strict rules given by Spanish Accounting Legislation do not let measure appropriately the patrimony, neither all posibilities of growing and changing.
 
 

At the Sixteenth International conference WACRA in Caceres, Spain 1999, Professor Janko Kralj has reported about an innovative approach to teaching entrepreneurship and management through entrepreneurial creative cases In essence, teams of students, or a single student, are assigned the task of designing venture ideas for establishing a new, fictitious enterprise. The elaboration is in the form of a business plan and/or the design of a basic enterprise policy (concept, mission, vision, objectives, goals, strategy and structure). This approach has been widened also to include the design of the product that will be produced and sold. The participants assemble a physical prototype of the product from Lego cubs, or shape it in plasticide, provide a technical drawing, make a prospectus, and prepare a calculation of its costs and price that will be later incorporated into the business plan.

The authors of this paper, lecturers at the College of Management in Koper, Slovenia, are carrying out this idea in Professor Kralj's courses of Basics of management and Decision making and managing affairs. They report in this paper about that application.
 

Session 24
 

This presentation summarizes an instructional method that utilizes the Internet to unite students from separate universities to jointly create formal, written documents. The presentation summarizes the strengths and weaknesses of the approach that teachers in this activity actually used and presents recommendations for best gleaning the opportunities of future distance-writing projects.
 
 

Learning can be reinforced in many ways. We endorse Dr. Alfred Tomatis' statement that "listening is the road to learning," and are still meditating about his statement that "we read with our ears." But learning without play is difficult---grim and boring presentations may be the major failing of our educational system, and as training for per suasive communication skills. Unorthdox ways currently used in colleges to augment persuasion and articulation ability of business school students is to use stand-up comedy (University of Chicago), song writing, storytelling and improvisation (Vanderbilt University-Owens), and for Shakespearean motivation for other management skills at the corporate executive level (Northrup-Grumman). One novel learning way is by continual repetition through audio-visual media, where information is presented in as risk/stress-free environment as possible. Suggestion, auto-suggestion and suggestology--- have been used, for example, to compress three years of studying French into less than one year by total immersion of students into a close network of parents-teachers-environment-activities where, for example, only French is spoken. See Appendix A, Typical Lesson [French] Using Suggestology.

Another approach is to have abstract ideas in the sciences translated into physical learning aids, or robotic device, or toys--where the kernel of the analogies can be retained for comprehending differing situations, and for future metaphors. See Appendix B, Selman's MEDICASA Model--for Simulation Devices.
 
 

Session 25
 

This study examines the relationship between marketing expenses and firm profitability (marketing effectivity) in the United States and Poland. The study's research question is: How do marketing/sales managers in the two countries control the effectivity of marketing expenditures?

Companies frequently do not have an adequate system for gathering, classifying, and analyzing sales and marketing costs and profit data. Too many managers overstress sales volume while neglecting cost controls and profitability analysis. Even when sales managers focus on profits, they look at total profits and do a minimum of analysis by major segments (customers, products, territories, salespeople) if aggregate data are favorable. Thus, many marketing efforts continue to be assigned perfunctorily among territories, product lines or customer classes.

There are problems in the area of cooperation between marketing, accounting, and other departments of an enterprise in budgeting and cost control: marketing cost analyses are neglected due to inadequate communication, lack of power of the marketing department, and inability to collect and analyze huge volumes of marketing data [Piercy 1986]. This is especially true in Central and Eastern Europe, where marketing has had traditionally a lower status compared to R&D and engineering.
 
 

Pedagogical efforts to overcome deficiencies of traditional lecture method of teaching history have been variously successful. However, insufficient attention has been given to superior methodological advantages of lecturing, and its compatibiliity with psychological conditions of undergraduate learners, for efficient and imaginative communication of historical knowledge and interpretation. These educational advantages to both lecturers and their typically undergraduate audiences may be maximized when lecturers employ an interrogatory case study approach to textual subject matter. This paper presents an explanation and an analysis of the aforementioned thesis and includes a sample interrogatory history lecture case unit.
 

Session 26
 

Panel:
Dr. Josef Broder, University of Georgia, ATHENS, GEORGIA, U.S.A.
Dr. Amelia Klein, Wheelock College, BOSTON, MASSACHUSETTS, U.S.A.
Dr. Violet Malone, Western Washington University, BELLINGHAM, WASHINGTON, U.S.A.
 

Session 27
 

This workshop is focused on the fundamental pre-requisites necessary for effective teaching and learning with cases. New and experienced teachers alike across all disciplines will have an opportunity to participate in a sample case method class. The objectives to the teaching with cases workshop are to:

1. Review the distinguishing characteristics of a case and the reasons for using cases.
2. Discuss the fundamental prerequisites including:

• •the physical facilities
• •getting to know students
• •selecting appropriate cases
• •the first class or two

Session 28

This paper reports on the development of a research-based teaching case which is designed to help ready expatriates for positions as NETs (Native English Teachers) in secondary schools in Hong Kong. By following the construction of the Lone Dog case, which portrays an Australian NET grappling with a large class of Chinese students, this paper highlights the merits of a collaborative, research process in case development. Decision-forcing cases that deal with the complex demands of real classroom events can help ensure that issues of relevance to teachers are addressed in orientation or professional development programs.
 
 

The purpose of this paper is twofold: 1) A strategic opportunity is emerging in regards to disruptive technologies. With new conceptual tools and framework for thinking about innovation, we hope to show how one can better understand current forces changing the dynamics in many industries. 2) This perspective lends itself to the case analysis technique for predicting performance. We hope to assess this use of the case methodology.
 
 

Session 29
 
 

Teacher educators are being challenged to prepare technology literate teachers. Before university faculty can undertake this task they must be technologically literate themselves. Supporting the conference theme, "Complex Demands on Teaching Require Innovation," this paper details three case studies which describe innovative approaches to incorporating technology into the teacher education curriculum: I) highlights of a mentor-mentee relationship that served as the catalyst for a school-wide faculty mentoring program; II) the use of film cases to make visible the complexities of teaching; and III) the use of electronic portfolios as a way of assessing students' understanding of diverse education contexts.
 

Session 30
 

This paper describes a case about the transformations taking place at the University of Seville from an organization standpoint. The University, with more than 85.000 students, is immersed in an innovation process in order to achieve higher competence levels. Experience associated to quality management provides a privileged framework for the analysis of strengths and inertia affecting change. We reflect on the development and exhaustion of the model and on two challenging and polemic approaches: the contract-program and quality accreditation. Finally, we also point out the actions designed by the Vice-rectorate of Quality contributing to the implementation of a change strategy.
 

This case describes the turnaround that Sister Annette Bellavance, from the Congregation of the Sisters of Notre Dame, has been operating since she was appointed principal of Collège Regina Assumpta in 1971.

To understand the turnaround and the restructuring, the authors describe briefly the history of the College since its opening in 1889 in the heart of Montreal. They also provide some background information about catholic private education and the growing presence of a modern bureaucracy in Quebec's life. In 1971, Sister Annette inherits an institution in dire financial shape. Will she be forced to close the College? To her astonishment she finds that parents are ready to fight to keep their College opened. Sister Annette will then lead the College to recovery and transform it in a vibrant institution.

The authors describe the education she and her siblings received from their parents. A tightly knit-catholic family where education, learning, good behaviour, and management are the foundations of a meaningful life. The authors also describe the step by step restructuring of the College and the implementation of a strategy of financial self-sufficiency. To deal with the new educational environment, Sister Annette and her board will take some important decisions and create new services.

Strategy is more than a concept for Sister Annette, who volunteers some insight on what it takes to be a good manager; communication and power-sharing are the ingredients for a well run school. Listening to students and stimulating their imagination are the ingredients to be a good teacher.

To conclude the case, Sister Annette explains her vision for the next five years; in our new world of technologies, she believes a good project does not last more than five years that is why she is creating a new interactive center.
 
 

This paper presents a an overview of the lessons learned by successful and unsuccessful small businesses during the 1996 Summer Olympic games in Atlanta, Georgia and considers their impact organisations involved in the 2000 Summer Olympic games in Sydney, Australia.

There were two major reasons for undertaking Olympic events analyses. The first is to undertake a longitudinal study of factors critical to businesses specifically catering to the significant increase in perceived demand for goods and services that arise when staging an Olympics. The second major purpose of undertaking Olympic events analyses is to apply the lessons learned from the longitudinal study as a guide for businesses gearing up for a future Olympiad, or similar large-scale special events.

Businesses expecting to make a quick fortune out of the Sydney Olympics are likely to be disappointed, as the experiences of entrepreneurs in Atlanta indicate that it would not be an easy task. The study found that the businesses most likely to be successful are ones that are already established with surplus funds to deploy into new ventures in which they can afford to take risks.

The Olympics in Australia is less than a year away, and it appears that whilst the organisers have learnt and benefited from the painful lessons of Atlanta, there are many very concerning areas up to this stage of event organization.
 
 

Session 31
 

This paper describes the use of case based teaching in integrating multidisciplinary perspectives in global marketing. The proposed approach is in response to two growing concerns in American business and management education, namely, insufficient exposure of students to the challenges of doing business in markets other than one's own, and the limited relevance of management models that are removed from the realities of practice. Examples from teaching in the area of global marketing are presented. The broader implications of this approach for business and management education will be discussed.
 
 

At most higher education institutions in the United States, student retention, motivation, and persistence issues are of paramount concern to faculty, administrators, and policymakers. Clearly, most campuses operate with an outdated, agrarian-based academic calendar, one that often impedes, rather than facilitates, persistence to degree completion in a timely manner. In order to address student needs and institutional priorities, a shift in the way classes are taught needs to occur.

The Department of Organizational Leadership and Supervision at Indiana University-Purdue University Indianapolis (IUPUI) offers several case-based courses in one-week intensive formats. Given the type of learner we serve, the nature of the courses we teach, and the type of learning outcomes expected, teaching a case study course in a concentrated format requires innovation, determination, and perspiration from faculty, students, and administrators.
 
 

Plato's Dialogues are analyzed to generate different forms of questions. The practice of the questioning in an interactive setting is known as the Socratic method. In reference the Socratic method, Gardner's theory multiple intelligences are also analyzed. Generating and exploring different forms of questions help teachers overcome typical methods of teaching. Teachers will be able to motivate students by using the specific strategies Socrates himself used with his disciples. In order to make learning by questioning graphically pleasing, Socratic questions are linked to art works of da Vinci, Rembrandt, Goya, and Picasso who went beneath the surface to capture the deeper aspects of subject matter.
 

Session 32

The enhancement of on-line education depends largely upon experiences and lessons we learn. This paper considers the on-line education efforts of three institutions and the lessons learned from their start-up experiences. The lessons learned reported in this paper could enhance and strengthen the on-line teaching and learning. The lessons should help those who are involved or would like to get involved in on-line education in any capacity
 
 

The objectives of this presentation will be: (1) to immerse attendees in the excitement and seriousness of Internet commerce through a dynamic company engaged at the center of the evolution of the industry; (2) to introduce participants to an effective, interdisciplinary case study that is available for instructors to adopt for their own classes; (3) to report on class room tests of the case, to recommend a choice of teaching approaches for using the case, and to hand out a teaching note for potential adopters to consult; and (4) to engage participants in a discussion of the challenges faced by the management of the company and to consider suggestions for exploiting those challenges.
 
 

Interactive simulations using multimedia technology continue to be popular as a way of delivering management education. The paper explores the reasons for the continuing interest and discusses their present status as teaching and learning tools. A scenario for the future of management education is proposed and new developments in interactive multimedia simulations are examined in this context. The paper concludes that multimedia simulations will become a significant part of the campus and distance learning environment.
 

Session 33
 

Worldwide, people are entering the workplace unprepared to make appropriate professional and personal decisions related to gender. Diversity in the workplace will continue to be a major theme in the 21^st century, with the influx of women continuing to rise in management, higher education administration and teaching, industry, communications, law and medicine. Men and women at all levels of employment must be taught how to appropriately manage the issues of gender which naturally arise within work teams and throughout the hierarchy of the employment setting. This paper identifies universal gender topics and provides suggestions for weaving these issues into the writing of cases for the global classroom.
 

For a country to compete in the global village, its education system should deliver educated people o fthe desired quality. in the desired quality equation parameters such as productivity, wealth creation and customer satisfaction appear. To account for quality with respect to these parameters a holistic approach to total quality management (TQM) is needed. Quality assurance components are the responsibility for:

• •maintaining the quality of the service
• •enhancing the quality of the product
• •taking ownership of the systems that are in place
• •keeping effective structures and mechanisms in place

The objectives of this paper are to: (1) show the major role that Turkey is playing in economic development and political stability in a potentially volatile Middle East; (2) document the success of the slow but steady privatization process currently underway in Turkey; and (3) examine the apparent success of a creative form of business organization that is leading to greater privatization in the Aegean Region of Turkey, the Gucbirligi Holding Model.
 
 

Session 34
 

Panel:
Dr. Lars Bengtsson, Lund University, LUND, SWEDEN
Dr. James Erskine, The University of Western Ontario, LONDON, ONTARIO, CANADA
Dr. Ronald Patten, DePaul University, CHICAGO, ILLINOIS U.S.A.
Dr. Marlene Rosenkoetter, University of North Carolina, WILMINGTON, NORTH CAROLINA, U.S.A.
Dr. Mary Sudzina, The University of Dayton, DAYTON, OHIO, U.S.A.
 
 

Session 35
 

Session 36
 

This workshop is focused on managing the case classroom discussion process. An opportunity is provided for both new and experienced teachers and across all disciplines to discuss a variety of situations which may occur in discussion based learning using cases and a range of possible options.
 
 

Session 37
 

This interactive book session will highlight the work of 15 teacher educators featured in Sudzina's Case Study Applications for Teacher Education: Cases of Teaching and Learning in the Content Areas [Allyn & Bacon, 1999a]. Cases are drawn from case texts, professor and teacher-written narratives, short stories and novels, videos, "live cases," stories in the news, cases on the World Wide Web, and from students' own dilemmas in field placements and student teaching. Strategies and resources shared will be both generic and specific. Content areas addressed include: early childhood, educational psychology, elementary language arts, secondary English, multicultural education, special education, ethics, computer applications, and school administration.
 
 

This paper presents background on the voices of stakeholders in education, and a meta-analysis of seventy teacher-research studies conducted over seven years. Specifically, it addresses two voices in education that traditionally have been neglected - classroom teachers and their students. Five patterns of student responses are presented, and implications are discussed.
 
 

Session 38
 

During the 10 year period we investigated how to use games in the teaching of technical university students to higher mathematics. Business-like games elaborations in the special subject of higher mathematics is a new concept. There are many theoretical and practical problems in it. Some of them we offer to you.
 
 

Teachers have increasingly placed greater demands upon their institutions for 1) classroom technologies, 2) computing infrastructure, and 3) technology training. Simultaneously, institutions have had to invest increasingly more resources into hardware and software as systems have become more complex. For example, computing services have had to supply more personal computers and greater quantities of software packages (including licensing and virus-protection costs); media centers have had to develop a broader menu of classroom services (i.e. smart boards as well as the old analog technologies); libraries must shelve CDs and electronic data as well as printed works, and must adjust their budgets accordingly. How can we train educational administrators to deal with these complex demands on electronic resources as they exist in diverse institutional settings?
 
 

Session 39
 

Distance education has been with us for a long time, over 150 years, however with the advent of the Internet; we are seeing a renewed growth of distance education in higher education. Many educators and researchers have defined distance education over the years (Holmberg, 1986; Keegan, 1986; Verdiun and Clark, 1991), many define distance education when the instructor and the student are separated by distance a medium or media of communications are employed and an educational institution. This definition may be appropriate as a beginning, however for this study, I would like to further refine the definition of distance education in terms of the communication media, the Internet. Therefore, distance education will be defined as the student who is separated from the instructor by distance and all communication is done through the Internet. The literature, though relatively modest, has reported on this new media in higher education. What are the reasons why a university would begin an Internet course on their campus? What are the advantages of doing this and how will it affect the students, the faculty members and the administrators?
 
 

It is apparent at a Research II Institution in the Northwest that there is a need for a new assessment tool that would accurately and reliably evaluate interns' performance. The purpose of this study was to develop an appropriate instrument for mentor teachers and university supervisors to consistently and accurately evaluate teacher education interns' performance based on the INTASC standards and the standards adopted by the state.

The presentation will discuss rationale, results, and implications for teacher education programs regarding interns' supervision and assessment. Also the perceptions of supervisors, mentor teachers, and interns will be reflected through the presentation.
 
 

A new assessment tool was developed to evaluate teacher education interns' performance based on the INTASC standards and the standards adopted by the state at a Research II institution in the Northwest. A need for training was determined based on the feedback from College of Education faculty, mentor teachers, university supervisors, and Education students.

This study will describe the format and the content of the training materials, the format of the training session(s), and the actual procedure within the sessions(s). Also the development of the training materials will be discussed, and the highlights of the training will be shared.
 
 

Session 40
 

The Objectives of this presentation will be: (1) to share the experience of a teaching innovation that used ten case studies all written on one company that were first taught and then extended in to student consulting partnership projects with executives from within the company; (2) to describe the use of cases and projects in sample designs and experimental designs that highlighted similarities and differences across the corporation and also focused student teams on comparisons of their work; (3) to discuss a complex of questions regarding the special value or otherwise of innovations mixing case study teaching with projects and field studies; and (4) to stimulate a discussion on the practical questions of organizing such innovations within universities and of the administrative and reward implications of such work. My personal experiences might help to make this a highly charged debate.
 
 

Incorporating financial analysis into the case and simulation methods helps in the development of analytical framework for strategy formulation and implementation; for problem-solving and decision-making; and most importantly,for effective teaching using the two pedagogical methods.
 

Session 41

This paper reports on experiences of upper level undergraduate students with the use of web-enhanced instruction (WEI) involving two different course design tools--WebCT and CourseInfo-- to respond to case project assignments. While arguments for increased use of WEI are compelling, the paper notes that nearly 80% of students surveyed agreed that "the team preferred a more traditional means of communicating". This suggests a breech between the opportunities of a $600 billion post-secondary education market and the threat posed by traditional student preferences. How to cross the chasm from early adopter market to majority market in a manner that enhances student learning is the challenge.
 
 

This is a project of considerable scope that will devise a program to learn French culture and language at the intermediate and advanced levels through a combined use of video, computer-assisted instruction and the Internet. The presentation will center on three course designs. Two of the models will combine language exercises with the cultural content at the intermediate and advanced levels. The third design will not require French language skills as a pre-requisite and will address students who wish to study the culture of France in English. The content of the video will focus on the rich history and contributions of Provence in the south of France.
 

Session 42
 
 

The language of first-order logic (FOL) is used extensively in mathematics, computer science, philosophy, and other symbolic sciences. Its precision and lack of ambiguity are essential to the study of reasoning and rationality. This paper discusses two cases that are used in a symbolic logic classroom to demonstrate the difference between the language of first-order logic and English as well as the power of the language of first-order logic in deduction and in analysis of inconsistent theories. The first case is about the debate among mathematicians over the current calculus reform. The second case discusses a mistake made by a famous mathematician in history and the development of a new branch of mathematics from the effort of fixing the problem.
 
 

Most math professors focus their presentations on abstractions. It is true, some students are fascinated by abstract intellectual games but the majority of them want to know what you do with all those equations. They want to taste the excitement of real life problems that are being solved by mathematicians. It is the professor's responsibility to make the abstractions relevant to real life experiences and to show their class the achievements that are accomplished every day.

The theory of inverse problems is a fascinating area of math and a lot of students could be attracted to this field if they could only see some of the exciting problems that can be solved
 

Session 43

Panel:
Dr. Lars Bengtsson, Lund University, LUND, SWEDEN
Dr. Joelle Piffault, École des Hautes Études Commerciales, MOUNT ROYAL, QUEBEC, CANADA
Dr. Ramon Ariel Quesada, J.A. Echeverria Technical University, HABANA, CUBA
Dr. Robert Van Haarlem, Wageningen Agricultural University, WAGENINGEN, NETHERLANDS
Dr. C.P. Rao, Kuwait University, SAFAT, KUWAIT