Programme for Pedagogical DayFebruary 24, 2015

1015-1030 Dean Kenneth Fjell Pedagogical Challenges for the master

1030-1050 Professor Karin S. Thorburn How to solve some of the challenges? The Case Method

1050-1100 Helge Ratvik, student The Case Method from the student perspective

1100-1130 Questions and Answers

11:30: Lunch

Pedagogical Challenges for the master – findings from the Programme Evaluation of 2014

(and more)

Dean Kenneth FjellPedagogical Day, February 24, 2015

Several sources …

• Programme evaluation 2014– Surveys of students, current and alumni– Survey of employers (321 HR-managers)– Six in-depth interviews of employers

• Regular alumni survey (AMU & Kandidat) • Studiebarometeret 2014• EQUIS accreditation 2011

… point at similar needs for improved learning outcomes

• Cooperation skills• Communication and presentation skills • Application of theory to real problems

• How do we address this?

Many different solutions

• Cooperation skills– NHH: STR425 Negotiations, STR437 Team and team management, and

other courses, BUT capacity issue for experienced based learning …– NTNU, Aarhus and Syddanske all have established large scale

«Experts in teams» courses• Communication and presentation skills

– NHH: CEMS skills seminars– SSE Executive Trainee Module (XTM)– Again, capacity issue…

• Application of theory to real problems– Internships;

• CEMS mandatory• NHH: expanding on the ENE-model

– The Case Method (Harvard), IMD, and many more

1. The company where the internship is performed must be operating within the areas relevant for the ENE profile.

2. The internship must last for at least one month.

3. The company must write a letter describing the work that the student has been involved in during the internship.

4. write a report that describes the knowledge the student has gained (and relate this to relevant literature/articles).

5. Internship of 2.5 ECTS is registered in the StudentWeb.

Course size is an issue• How to manage resource intensive teaching, such as

presentations with feedback, role playing in groups with feedback, case discussions, etc.?

FIE402E

BUS422

FIE426

FIE403

STR435

BUS432

STR405

ETI450

STR437

FIE435

ENE4

59

BUS444

SAM464

BUS435

MBM420

FIE401E

MBM424

ENE4

56

BUS427

ENE4

25

ECO403

BUS420

FIE436

ECO433

SAM475

GRU401

SAM474

SAM451

INB425

STR448

ENE4

29

ECO439

FIE443

FIE442

0

50

100

150

200

250

300

Course sizes at master spring 2014. Average was 61.

Stud

ents

pr c

ours

e

Many BIG courses, yes, but…

Even more small courses!

Facilities – should we convert an existing auditorium into this?

a case auditorium suitable for

mid-size classes of

40-60 students

8

Or think bigger, like this?Unknown Harvard auditorium (from commencement 2014 video: http://www.hks.harvard.edu/news-events/news/articles/commencement-2014)

And now, an impressively seamless transition to the next speaker

• Professor Karin S. Thorburn shares of her years of experience across continents with the Case Method!