Searching for a Strategy to Teach Strategy

Greiner, Larry E.; Bhambri, Arvind; Cummings, Thomas G.

doi:10.5465/amle.2003.11902092

Cited by 94 publications

(76 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…First, increased use may be based on the teaching approach (Knowles, 1990), as postgraduate and management training tend to use a combination of case method and practical experience and, particularly for MBA and management training, often requires practical experience as a prerequisite for enrolment (Christensen & Hansen, 1981;Greiner, Bhambri, & Cummings, 2003). These characteristics may increase the relevance of tools to the individual at the time of learning (Knowles, 1990) and, hence, their retention in the workplace.…”

Section: Insert Table 11 About Herementioning

confidence: 99%

“We Don’t Need No Education”—Or Do We? Management Education and Alumni Adoption of Strategy Tools

Jarzabkowski

Giulietti

Oliveira

et al. 2012

Journal of Management Inquiry

View full text Add to dashboard Cite

show abstract

Section: Insert Table 11 About Herementioning

confidence: 99%

“We Don’t Need No Education”—Or Do We? Management Education and Alumni Adoption of Strategy Tools

Jarzabkowski

Giulietti

Oliveira

et al. 2012

Journal of Management Inquiry

View full text Add to dashboard Cite

show abstract

“…Case-based teaching as an alternative to the traditional 'lecture' can develop rich insight into a small set of constructs or a particular phenomenon thereby stimulating students to develop their own insights and knowledge structures of the case topic (Greiner, Bhambri, and Cummings, 2003). It is possible that the angle or context of the case might be preferred by specific brain dominances though.…”

Section: Study Hypothesismentioning

confidence: 99%

“…Cases have been criticised for approaching learning through the limited prism of a theoretical discipline, small set of constructs, or a specific phenomenon (Greiner et al, 2003). Nevertheless, cases help students to develop mental models of phenomena; knowledge, skills and experience of how real people dealt with real problems; and can generate philosophies to guide their own future behavior and thus enhance or develop a range of cognitive skills (Liang and Wang, 2004).…”

Section: Study Hypothesismentioning

confidence: 99%

In pursuit of a ‘whole-brain’ approach to undergraduate teaching: implications of the Herrmann brain dominance model

Hughes

Hodgkinson

2016

Studies in Higher Education

View full text Add to dashboard Cite

Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. IN PURSUIT OF A 'WHOLE BRAIN' APPROACH TO UNDERGRADUATE TEACHING: IMPLICATIONS OF THE HERRMANN BRAIN DOMINANCE MODEL AbstractThe question of 'how we learn' continues to direct scholarly debate, yet undergraduate teaching is typically designed to homogenise the learning environment. This is despite heterogeneous learning outcomes ensuing for students, owing to their different learning styles. Accordingly, we examine the relationship between teaching methodologies and learning styles. Drawing on the Herrmann Brain Dominance Instrument and the theory of 'whole-brain' teaching, we find a suite of teaching methodologies that are generic across learning styles-tutorials, group work, firmoriented case studies, game playing, reading journal papers, handouts, PowerPoint slides, in-class examples, in-class short exercises, and videos-and find a group of teaching methodologieslectures, seminars, people-oriented case studies, creative problem-solving, reading textbooks, guest speakers, in-class small group exercises, homework, role play, problem-based learning, self-directed learning, project-based learning, and class debates-that target and develop specific learning styles. Implications of the 'whole brain' model for teaching and learning are discussed.

show abstract

“…The literature on functional strategies is less centred around content and is therefore keeping with the Harvard approach to business policy that considers each company's situation as unique (Greiner, Bhambri, & Curnmings, 2003).…”

Section: Operations Strategymentioning

confidence: 99%

Stuck in the Middle Revisited: The Case of the Airline Industry

Dostaler¹,

Flouris²

2006

JAAER

View full text Add to dashboard Cite

When Porter (1 980) introduced his typology of business strategies, he used Laker Airways' as an example to illustrate the danger of being stuck in the middle between the two basic types of competitive advantage, namely low cost and differentiation. However, the changing nature of competitive pressure in many business sectors and the accompanying need to perform well simultaneously in several aspects of operations performance, have eventually lead Porter (1 990) to revisit his early idea. When presenting Porter's generic competitive strategies, most strategy textbooks now offer a new choice, namely the "integrated cost leadershiptdifferentiation" strategy (Coulter, 2002;Hitt, Ireland, & Hoskisson, 2003), or the "best-cost provider" strategy (Thompson & Strickland, 2001). Given this background, the purpose of this theoretical paper is to build upon the strategic management and operations strategy literature to develop a conceptual framework that will subsequently be used to explore the extent that airline companies successfully pursue the best-cost provider (or integrated cost leadershiptdifferentiation) strategy, and how they manage to resolve the trade-off between low-cost and differentiation. We aim at revisiting the "stuck in the middle" prescription by demonstrating that a number of aviation strategic options exist between the ''traditional'' and "lowcost" model.

show abstract

Searching for a Strategy to Teach Strategy

Cited by 94 publications

References 13 publications

“We Don’t Need No Education”—Or Do We? Management Education and Alumni Adoption of Strategy Tools

“We Don’t Need No Education”—Or Do We? Management Education and Alumni Adoption of Strategy Tools

In pursuit of a ‘whole-brain’ approach to undergraduate teaching: implications of the Herrmann brain dominance model

Stuck in the Middle Revisited: The Case of the Airline Industry

Contact Info

Product

Resources

About