INTERNATIONAL GRADUATE COURSE DELIVERY VIA THE INTERNET:
THE CASE OF BUSINESS STRATEGY IN MEXICO
Professor & Head
Department of Marketing & Management
Texas A&M University-Commerce
Commerce, Texas 75429
voice: (903) 886-5695
fax: (903) 886-5702
john_parnell@tamu-commerce.edu
INTERNATIONAL GRADUATE COURSE DELIVERY
VIA THE INTERNET:
THE CASE OF STRATEGIC MANAGEMENT IN
MEXICO
A graduate strategic
management course was delivered on two occasions in 1998 to students in a major
private university near Mexico City.
Weekend visits to campus were supplemented by substantial on-line
resources. Students received “live”
lecture instruction and were able to complete entire projects via on-line
research and communicate by e-mail with the professor throughout the term. Results of a survey administered at the end
of the class suggest that the course was effectively structured and most were
highly satisfied with its outcome.
Issues identified as critical to the success of such programs include
technology, developing the proper mix of internet and face-to-face delivery,
and effective learner evaluation.
Recent changes in the delivery of graduate business programs have resulted in greater use of the internet as a teaching tool and an increased emphasis on reaching an international audience (Briones, 1999; Clauson, 1999). These two trends create an exceptional opportunity for educators when they are examined in unison. Indeed, the delivery of graduate programs via the internet to international audiences can enable American business schools to reach many qualified students who would otherwise not have an opportunity to pursue graduate study in the United States. The present study reports on the successes and challenges associated with one such effort in which a graduate strategic management course was delivered via several on-campus visits and substantial internet support. Conclusions and suggestions for additional ventures into on-line international education follow.
ON-LINE DELIVERY: AN OVERVIEW
The delivery of undergraduate
and graduate business courses on-line is a recent phenomenon; as such, much of
what is “known” is anecdotal and evolving.
This section briefly outlines a practical paradigm for on-line course
delivery.
There are two basic tools for
learning via the web, the first of which is the presentation of material. In many respects, this approach differs from
the traditional approach only its medium; i.e., articles are posted or linked
on-line instead of distributed in print journals or as handouts. However, internet delivery offers the direct
and immediate opportunity for learners to access a plethora of perspectives on
a given leadership style. Consider, for
example, numerous discussions on the topics of servant leadership or Sun Tzu’s Art of War can be conveniently accessed
on-line, allowing the learner to assess the topic from many angles.
The second tool for learning
is the discussion. Bulletin boards and chat rooms are frequently used as a means
of inciting exchange of various predetermined topics or issues for
discussion. For example, learners can
discuss what they believe to be the pros and cons of servant leadership based
on their analysis of the various on-line sources of related material. While chat rooms provide for the immediate
“real time” exchange among learners, bulletin boards allow learners to enter
the discussion at convenient times and tend to result in more refined
contributions to the group discussion.
There is considerable anecdotal
evidence to support the notion that on-line delivery—when well conceived—can be
at least as effective as traditional
face-to-face delivery. In addition to
the advantages and disadvantages presented by the approach as a learning tool,
on-line delivery offers options to a variety of learners who might otherwise
not be able to participate. Indeed,
today’s learners demand greater flexibility and convenience, as a result of
erratic work schedules, excessive travel, and family responsibilities. This is especially true in graduate business
programs, where traditional institutions such as Colorado State University and
the University of Wisconsin compete with non-traditional players such as Thomas
Edison State College and the University of Phoenix for a growing MBA
market.
Numerous advantages of
on-line course delivery have been articulated.
First, on-line delivery is simply more convenient for the learner. Students are sometimes required or encouraged
to be available for real time (i.e., “synchronous”), on-line class discussions
or presentations. In many cases, much
or all of the work can be completed at the convenience of the learner (i.e.,
“asynchronous”), in such case time and geography are only important to the
extent that they prevent learners from accessing the web or completing
assignments.
Second, on-line instruction
increases access to students who would otherwise not be able to pursue
educational goals. For some students
(especially those who are geographically isolated) on-line study does not
merely improve convenience, but enables them to access courses are study which
would not otherwise have been available.
Third, on-line instruction
enhances the quality of education. The
plethora of academic and educational web sites on virtually any topic enable
the learner to explore a wealth of information and sources that are not as
easily accessible in the classroom. The
implementation of on-line components to traditional classes is already
extensive, primarily because the internet allows for the efficient procurement
of data especially relevant to the business world.
Finally, on-line delivery has
the potential to improve efficiency, as material can be simultaneously accessed
by an infinite number of learners.
Indeed, on-line delivery also offers the greatest efficiency when the
number of learners is high. As a
result, many professional training programs have been placed on-line (Roberts,
1998).
Criticism of on-line instruction generally falls into one of two categories. First, some educators argue that much is lost when instructors and learners are not face-to-face and able to freely ask questions and discuss issues. The internet, they charge, allows students to proceed through coursework without a high quality of idea exchange.
Second, many traditional educators note that testing via the internet is cumbersome and created numerous opportunities for academic dishonesty. Since faculty cannot “see” students completing their exams, there is no evidence that “on-line exams” are actually being completed by the students. As such, many on-line courses have emphasized projects in the evaluation process.
The course considered in the
present study was structured to utilize three weekend professorial visits
(i.e., Friday evening and Saturday) to campus in one term and four in another
(see exhibits one and two). Weekend
visits were typically spaced two or three weeks apart. In total, approximately fifteen hours was
utilized in each term for delivery of strategic management concepts; the
remainder of the time was devoted to preparation and ultimate presentation of
group case projects. Students were
enrolled in the graduate program at the Ciudad de Mexico campus of Instituto
Tecnologico Y De Estudios Superiores De Monterrey (ITESM). Facilities at the institution, including
internet access, were excellent.
Students were allowed to form
their own groups of three to four students.
Each group selected a company from a list of instructor-approved
publicly traded American companies to strategically analyze as its group
project. The case analysis was the
major assignment in the course, accounting for 35 percent of the overall
grade. Because of the wealth of
information available on the internet and the potential research difficulties
for ITESM students, links to an extensive array of on-line sources (e.g.,
Hoover’s for financial data, Wall Street
Journal Interactive Edition (WSJIE), Lexis-Nexis, etc.) were provided so
that students could complete all of the case research via the internet.
Students were also required
to participate in on-line class discussions with graduate students taking a
strategic management course at an American institution. In these discussions, students were free to
post views on a variety of topics and current issues related to strategy
formulation, implementation, and the international environment. Specifically, students were encouraged to
comment on articles from the WSJIE
and other sources, and to participate in discussions begun by others students
or the professor.
The two classes considered in
the present study had fifteen and twelve students respectively. Each student chose to pursue the course
under the weekend format in English instead of taking it with a local professor
on a one-night-per-week basis. There is
no indication that students in the course differed from those in other
sections, except that marginal English speakers would not have chosen to take
the course in English.
At the end of each course,
students completed a brief, anonymous survey containing three questions:
·
If you had the
opportunity to take the course again, would you choose the same section?
(yes/no/maybe)
·
How would you evaluate
the internet component of the course? (strong/moderate/weak)
·
How would you evaluate
the weekend structure of the course? (strong/moderate/weak)
In addition, students were
allowed to provide specific written comments.
None of the students stated
that they would not take the same
section. Twenty-three students (85
percent) stated that they would, while the remaining four (15 percent) chose
the “maybe” response.
The internet component of the
course was evaluated as “strong” by 25 of the 27 students (93 percent), while
the other two (7 percent) evaluated it as “moderate.” Twenty of the students (74 percent) evaluated the weekend
structure as “strong,” whereas the remaining seven (26 percent) evaluated it as
“moderate.” Written comments by those
in the latter group suggested that some would have selected different
combinations of dates for the visits to campus.
Student participation on the
bulletin board was commendable, in many cases providing a rich, international
perspective to the topics and issues presented by their American
counterparts. One of the unintended and
positive outcomes of the experience was that the Mexican graduate students were
able to learn from those at the American institution—which included Americans
as well as students from several other countries—and vice versa. These two groups would never have connected
outside of the bulletin board experience.
Project quality was excellent
in most cases. Students were able to
secure from the internet more than enough objective and subjective information
to complete their projects. From a
research perspective, the quality of the internet research was vastly superior
to traditional forms of case research, and would be appropriate to traditional
classes as well.
Internet delivery in the
international arena appears to be growing exponentially, but remains in its
nascent stage of development. The use
of the internet to address the tremendous international market opportunity is
both logical and promising for universities and faculty equipped to do so. Several fundamental questions must be
addressed, however.
First, does the host
institution and faculty member possess the technical expertise—including
appropriate support—to utilize the internet for delivery of instruction? Faculty members must understand the basics
of web page creation and/or possess the university support necessary to post
materials, change them as needed, and address any technical support issues
raised by the learners. Delivery of
courses via the web also necessitates that faculty members “buy in” to a
nontraditional model of education, whereby the faculty member becomes the
facilitator instead of the teacher.
Second, to what extent, if
any, should the internet delivery be accompanied by face-to-face
interaction? Is it desirable to require
that learners travel to the host campus or the professor travel to the
students? Face-to-face interaction
provides a personal touch not easily secured in an on-line environment. Practitioners developing programs should consider
that at least some personal contact may be warranted.
Third, should internet based
discussions be synchronous or asynchronous?
In other words, should students be required to “meet” on the internet at
certain times so that class may convene electronically, or should the course be
structured so that students can work when they choose? Under the former case, the internet can be
used to simulate the classroom environment, and students can exchange ideas or
“chat” in real time. Under the latter
case, exchange of ideas is limited to e-mails and the bulletin board. Evidence from the present study suggests
that the bulletin board is an effective as real time chat, and on-line meetings
may not be necessary.
Fourth, how should students
be evaluated? If there are no
face-to-face meetings, verifiable “closed book” examinations may not be
possible. Many internet classes have
adopted a “portfolio” approach, where learners submit projects instead of
exams. Others require that each student
complete a proctored final exam.
Finally, how can outcomes in
the internet-based environment be compared to those in the traditional
classroom environment? Critics and
accrediting agencies will desire evidence the former approach is essentially
equivalent to the latter. Proponents
may charge that quality in the internet-based environment is superior. At any rate, educators need to be prepared
to assess the outcomes and address quality comparisons.
REFERENCES
Briones, M.G. (1999) E-commerce master’s programs set
to explode. Marketing News, March 29,
p. 19.
Clauson, J. (1999). On-line quality courses offer many
side benefits. Quality Progress, 32(1),
83-89.
Roberts, B. (1998). Training via the desktop. HRMagazine, 43(9), 98-104.
Weekend 1 Friday (17:00-22:00
hours) Introduction to Course; Text Chapter 1; Case and Group Selection
Weekend 1 Saturday
(8:30-14:00 hours) Text Chapters 2-5;
Case Selection; Case Research
Weekend 2 Friday (17:00-22:00
hours) Exam #1 (Text Chapters 1-5; Macroenvironment & Industry Analysis)
Weekend 2 Saturday (8:30-14:00
hours) Text Chapters 6-10; Case Research
Weekend 3 Friday (17:00-22:00
hours) Exam #2 (Text Chapters 6-10; Strategies, Implementation, & Control)
Weekend 3 Saturday
(8:30-14:00 hours) Group Issues Presentations:
8:30 Strategy & Ethics
9:40 Strategy in
Emerging Economies
10:50 Strategy in High Performing Organizations
12:00 Issues in Strategic Management
Weekend 4 Friday (17:00-22:00
hours) Group Case Presentations
Weekend 4 Saturday
(8:30-14:00 hours) Group Case Presentations
Exhibit 2: Select Information from
On-line Syllabus
(underlined text represent links on the web page)
Professor: John A. Parnell,
Ph.D.
Office: Texas A&M
University-Commerce Department of Marketing & Management
Telephone: (903) 886-5695
Fax: (903) 886-5702
E-Mail:
john_parnell@tamu-commerce.edu
Textbook: Strategic Management: Concepts, 4th
edition, Wright/Kroll/Parnell, Prentice Hall;
The Wall Street Journal is
also required for the research portion of the course. You may sign up for two weeks free from the Wall Street Journal Interactive Edition. You are welcome to share a subscription
and/or access to the on-line edition.
If you have any questions,
please feel free to contact me by e-mail at
john_parnell@tamu-commerce.edu. If you have AOL Instant Messenger software (download
it free) and would like a real-time on-line connection, my username is
jpumemphis. If you choose this option,
it will usually appear as if I am on-line, even if I am not. My office computer remains loaded with AOL
instant messenger 24 hours a day. I am
often available during regular business hours and will reply within a minute or
so if I am in my office and see your message.
You may also telephone or fax with the above numbers.
After successfully completing
this course, the student will:
·
understand the nature of
competition and industries
·
understand the influence
that external forces--social, political/legal, economic, and
technological--play in business success and failure
·
understand the
relationships among the functional areas of business administration, including
marketing, human resources, production, finance, economics, and accounting
·
understand the craft of
strategy research, including extensive use of the internet as a research tool
·
be able to
systematically apply the strategic management model to the analysis of an
ongoing enterprise, including
·
industry, environmental,
and firm assessments; firm, business, and functional strategic assessments;
development and evaluation of strategic alternatives; and strategic
implementation and control.
·
Exam #1: 20%
·
Exam #2: 20%
·
Group Issues
Presentation: 15%
·
Group Case Analysis
(Written Report & Presentation): 35%
·
Participation/Group
Leadership/Bulletin Board/Professor's Discretion: 10%