(A1) Undergraduate Student-Faculty Collaborative Research: Creating a Win-Win for Students, Faculty and Business Schools
This interactive session will demonstrate how faculty-student collaborative undergraduate research (UR) programs can play an important role on three levels of student learning, faculty research, and curriculum enhancement. The session will begin with an overview of best practices in current UR programs emphasizing the presenters' recent research findings of UR programs in AACSB business schools. Through discussion and breakout sessions, the following questions will be explored: (1) how can an UR program improve student learning in your business school; (2) will an UR program in your business school enhance the employability of your graduates; (3) how can UR support faculty research efforts; (4) what is impeding the growth of an UR program in your business school; and (5) how does UR fit into your business schools mission statement and reporting requirements for AACSB?

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• Timothy Shea, associate professor, Charlton College of Business, University of Massachusetts Dartmouth
• Pamela Sherer, associate professor of management, Providence College
    

(A2) Specialized Entrepreneurship Masters Programs: A Unique Model for Innovative Entrepreneurship Education
Both the University of Florida and the University of Surrey have developed a unique model in graduate entrepreneurship education that exists outside of the typical program targeting MBA students: the specialized Master of Science in Entrepreneurship. Discussion points addressed during the presentation will center on the balance between classroom theory and experiential learning, the role of general business disciplines within a specialized program, the spectrum of entrepreneurial contexts (start-up ventures, corporate intrapreneurship, social entrepreneurship, etc) as they relate to program focus and definition, and program assessment and performance measurement.

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• David Goss, associate dean, University of Surrey
• Jamie Kraft, managing director, Center for Entrepreneurship and Innovation, Warrington College of Business Administration, University of Florida

(A3) Can Design Thinking Save Management Education?
Management education has been under attack from several perspectives, including the values it espouses, the relevance of its curriculum, and the type of students it recruits. The topic of design has been raised in the business press as a way of improving business competitiveness. But there are broader lessons to be drawn from design. Designers approach problems with a different set of tools, attitudes, and ways of thinking from managers. If we were to consider this way of thinking as an alternative approach to management education, the implications could be profound. In this interactive session, we will discuss design thinking, what it means for management education, and the implications of this model for the curriculum and modes of teaching in business schools.

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• David Dunne, adjunct professor of marketing, Rotman School of Management, University of Toronto

(A4) Building Globally Responsible Leaders
Because academic institutions help shape the attitudes and behavior of business leaders, they have the potential to spawn positive change, thereby helping to ensure a world where both businesses and societies can prosper. The United Nations Global Compact has created a wave of change in the corporate world by engaging over 3,000 corporations in a process of continuous improvements in the areas of human and labor rights, environmental protection, and anti-corruption. The United Nations Global Compact now invites business schools to join this movement of voluntary, collective action, by adopting the six Principles of Responsible Management Education (PRME). This session, presented by a member of the PRME international task force, will give an overview of the context in which the principles were created, provide an update of developments, as well as present a call to action for business schools to participate in the early adoption of the initiative.

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• Ira A. Jackson, dean, The Peter F. Drucker and Masatoshi Ito Graduate School of Management, Claremont Graduate University

(B1) Remapping the Role of MIS in the Undergraduate Business Curriculum Based Upon Employer Expectations and Requirements 
It may be argued that by refocusing educational program delivery on the applied competencies of project scoping and management, business/IT solution analysis and design, IT service delivery management, and the like, educators would better prepare their students for what will be required of them when they transition from the classroom to co-op/internship assignments and eventually to full-time employment. Drawing upon a detailed survey of 111 employers of Northeastern University undergraduate business school students and subsequent focus groups with representative employers from the study population, this session highlights a clear pattern of current and anticipated expectations that suggest the need to rethink the approach to MIS content and delivery both within MIS courses and throughout the typical business school curriculum.

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• Richard Kesner, executive professor, Information, Operations and Analysis Group, College of Business Administration, Northeastern University
   

(B2) MBA Learning Teams: Opportunity for Double Loop Learning
Collaboration in teams is one of the key learning design features of MBA programs and one of the critical skill sets required in contemporary business. The composition of MBA Learning Teams mirrors the diversity in the workforce with increasing variety of professional occupations, work and family lifestyles, cultural or ethnic values, and generational preferences. The purpose of this session is to explore the unique nature of academic learning teams and how student diversity affects behavior and outcomes. They also will demonstrate how administrators and team members can recognize and address intra-team conflict, promote high-quality academic outcomes, and build requisite, transferable soft skills.

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• Hayward P. Andres, associate professor, North Carolina Agricultural and Technical State University
• Anne Ferrante, director of Global Leadership EMBA programs, University of Texas at Dallas

(B3) What They Don't Teach You in B-School: Executive Coaching in Graduate and Undergraduate Programs
Finding innovative ways to engage professionals into business education has been a challenge for many business schools, especially amidst scarce resources, a competitive student market, and diverse program needs. At William and Mary, we have developed our Executive Partner program, leveraging the expertise of almost 100 local executives across both our undergraduate and graduate programs. This presentation will describe how we developed the Executive Partner program, and identified new opportunities for executive coaching in our various programs. Particular attention will be given to the role of Executive Partners in our entrepreneurship curriculum, where both grads and undergrads are mentored in developing business plans and consulting with entrepreneurs.

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• Christopher Adkins, director of undergraduate program, Mason School of Business, College of William and Mary
• Robert McKnew, director of executive partners, Mason School of Business, College of William and Mary
• James M. Olver, assistant dean, MBA Program, Mason School of Business, College of William and Mary
   

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• Karen L. Proudford, Ph.D., associate professor of management Chair, GSBM Honors Committee, Earl G. Graves School of Business and Management, Morgan State University
• Stepheca M. Sawyer, retention program coordinator, adjunct faculty, Earl G. Graves School of Business and Management, Morgan State University
   

(C1) Assessing the Learning that Matters Most: AoL in Schools with Distinctive Missions
The assessment (AoL) process starts with the development of learning goals. Learning goals should flow from the mission. Many business schools have similar teaching missions variations of preparing students for the first professional job in their disciplines or preparing students for positions of leadership within organizations and their community and, as a result, many schools have adopted similar learning goals. Thus, it is not surprising that most assessment examples that have emerged recently from business schools focus on those common learning goals (e.g., communication, teamwork, ethical reasoning).  

What about schools who’s set of learning goals goes beyond what is common? This panel provides examples of how the distinctive missions of 2 schools influenced their AoL process, including “closing the loop.”

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  Presentation - Ingols

(C2) The Personalized MBA  
A number of schools have announced personalized or customized education as a key component of their MBA programs. The speakers will share various curricular and programmatic strategies that enable students to tailor their MBA education to meet their individual needs and goals while ensuring coherence and quality in student learning. They also will consider the implications of customized education for faculty, program directors, and staff. Two business schools that provide significant opportunities for students to tailor their educations will describe how choice factors in their MBA programs, discuss lessons learned in moving toward a more customized educational experience, and lead discussion about opportunities, potential obstacles, and best practices.

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(C3) Using Virtual Reality Technologies to Explore Worlds Beyond the Blackboard
Many educators believe that electronic classrooms cannot replace the traditional "bricks and mortar" environment because the Internet does not permit the establishment of a requisite level of social presence for interpersonal communication and the sharing of true knowledge. Virtual reality programs such as Second Life and Active Worlds address this issue by integrating videogame technology with Internet-based social networking activities. Such programs enable educators, students, and classroom visitors from around the globe to meet as "avatars" in three dimensional stage sets that are designed to simulate academic, business, and social environments. During these meetings, attendees interact through the use of text-based dialogue, voice-based conversations, facial expressions, body language, and various other multi-media communication activities.

The session will demonstrate how these technologies now are in use at Suffolk University in Boston to address assurance of learning standards involving communication abilities, use of information technology, multicultural and diversity understanding, group and individual dynamics in organizations, and domestic and global economic environments of organizations.

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(C4) Strategy, Leadership and Faculty Organization: The Foundation of Success in Curricular Change and Innovation
To effectively "Discover the Power of Integration and Collaboration" consideration must be given to the important role that strategy, leadership and faculty organization play in the successful development and implementation of new curricula and innovation within a business school.

Drawing on his experience in curricular innovation and strategy development at schools such as Michigan, Babson, Tuck, and Villanova, coupled with his leadership of the MBA Roundtable, James M. Danko will present "lessons learned" on how to successfully lead change within a business school environment, with particular focus on how certain organizational changes can support the re-design of a business school curriculum.

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(D1) Governance, Risk Management, and Control: Internal Assurance and Consulting Services
Does your curriculum prepare your students to needs of managing an organization in today's business climate? Do they have the understanding, knowledge and skills regarding governance, risk management, and control to be effective managers? This session examines the implementation of a multidisciplinary curriculum that addresses current and future competencies in organizational governance, risk management, and control that are relevant to every organization and all levels of management worldwide.

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(D2) We Did It! Closing the Loop on Assessment of Student Learning
The purpose of assessment is to improve student learning. As part of their continuing improvement efforts, AACSB accredited schools are required to systematically assess students progress on key learning goals, and to use that data to strengthen the curriculum. This step in the assessment process is known as closing the loop. While many schools have made progress in gathering assessment data, most are stymied with what to do with the assessment data. A recent survey reveals that closing the loop has emerged as the greatest concern that business school deans have about the assessment processes at their schools.

This panel will provide examples of how two universities worked energetically to close the loop. The panelists from Montclair State will discuss solutions they designed to address two problem areas in their students learning: retention of knowledge (i.e., students learned it but did not remember it) and lack of direction/knowledge about their future careers. Panelists from Fox School of Business will discuss solutions they have developed to improve their students communication skills, and their ability to integrate across disciplines. Closing the loop activities the panelists discuss will include an online toolbox, a new seminar series, creating new courses, adopting a simulation, and reorganizing the curriculum into learning tracks.

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(D3) Leveraging the Power of Experience in Management Education
Research indicates that people learn most effectively from their experiences, but most management education does not take full advantage of this knowledge. UNC has developed a set of techniques that can be used at any level of business education to address this mismatch between knowledge and practice. The newest tool is called ExperienceBase, a web-based application for capturing and sharing the lessons of experience. The tool was initially created for executive development, and currently is being used by Microsoft in their high-potential leadership program. The speakers will explain the background of learning from the development experience, and then demonstrate how the software works. The tool allows students to identify and reflect on the lessons of their experience, to share these experiences and lessons with others, and to engage in threaded discussions based on these experiences with their peers.

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