Does a leading manufacturer of cars, Ford, concern itself with whether assembly workers have efficient equipment to conduct their jobs most productively? Does a leading software developer, Microsoft, worry whether programmers have quality code and application code features to efficiently perform their jobs? Does a restaurant, Outback Steakhouse, concern itself with whether the ovens and […]
Procrastination Robs both Assignment Creativity and Effectiveness: The Need for Incubation Time
October 20, 2010 by
In conjunction with a weekly Marketing Management course assignment, I had an eye-opening student encounter worth sharing. The student had turned in his assignment incorrectly and had come to my office to discuss his concern. I asked him why he didn’t email me for clarification, as students know they can do so and I will […]
Recreating Academic Rigor and Removing Blame from Students: A Faculty Responsibility
October 12, 2010 by
My mother who lives in Phoenix recently brought to my attention an article that appeared in the Arizona Republic on August 20 entitled, “College Education Needs Refocusing,” written by their columnist Robert Robb in the Opinion section. Very notable comments from the article include the following: The average college student’s studying time has shrunk by […]
Application Oriented Tests and Crib Sheets are a Winning Partnership
October 7, 2010 by
My examination philosophy is to test the application of what is being covered and minimize the level of memorization and regurgitation involved. The workplace and life is about applying your education, not the recollection of memorizing facts, processes and definitions. My tests focus on critical thinking and the application of course topics similar to the […]
Motivating Students to Spend Sufficient Time on Weekly Assignments
September 15, 2010 by
“Professor Heller, that’s voodoo math” was one of the funniest student comments I ever received after going through an in-class exercise in a college course. The topic I was addressing was how much time students should expect to spend completing assignments and reading preparation materials for class during a non-testing week (weekly homework). My classroom exercise […]
Elevating College Attendance a Combination of Techniques
September 10, 2010 by
Motivating students to attend class involves a combination of techniques. Focusing class time on the application, versus content, of academic topics through real-world exercises engages committed, high-tier students and makes them eager to attend. Students should want to attend lectures to take advantage of the unique learning opportunity provided by their professors, but the reality […]
It's not Necessarily Making the “Right” Decision; It's Making That Decision "Right" .
August 30, 2010 by
Recently during a religious study group a woman mentioned: It’s not necessarily making the “right” decision; it’s making that decision “right”. This woman’s mother had uttered these words of advice to her in conjunction with a parenting issue. I believe this is a very profound and powerful concept that enters our life constantly. Constantly Confronted by […]
Undergraduates Deserve Cases with Shorter and Topic-Specific Mini-Cases
August 24, 2010 by
Typical graduate business school (MBA) programs rely primarily on the case approach in most of their courses, but many undergraduate business students may not enroll in a graduate business program, or may work in industry for several years before returning for a graduate business degree, so they do not get exposure to this invaluable training […]
Business School Teaching Methods Improved with Application Orientation and Unannounced Quizzes
August 12, 2010 by
The merits of class time focusing on teaching application over content was an important message I learned from attending a seminar by Alan November at the outset of my teaching career. Alan is an international leader in education technology who believes that content is best taught outside the classroom with Internet vehicles leading the way. […]
Business School Curriculum Teaching Breadth versus Depth
August 12, 2010 by
“Professor Heller, less is better.” “Professor Heller you move too fast, we cover too much material.” I often hear comments in person or read them on course evaluations reflecting these student sentiments. However, students typically do not have the vision or maturity to realize that Breadth is Better than Depth in their long-term interests. I […]
