PROVIDING WHAT STUDENTS NEED; NOT WHAT IS EASIEST FOR FACULTY: IN-DEPTH STRATEGIC ASSESSMENT OF THE STRATEGY COURSE

This paper examines the Millennial and iGeneration student groups and, taking the perspective of building a better strategy course, integrates student needs, employer needs, and faculty needs. We examine common preferences of... [ view full abstract ]

This paper examines the Millennial and iGeneration student groups and, taking the perspective of building a better strategy course, integrates student needs, employer needs, and faculty needs. We examine common preferences of the Millennial student (found in many of our graduate programs) and iGeneration student (our currently emerging undergraduate student... a bit more extreme than the Millennial student). These characteristics and then their preferences in pedagogy act as a general contextual background. Next, we review some of the current literature addressing academic and employer expectations. We, finish our review, by examining behaviors and attitudes that may be triggers for both positive and negative faculty evaluations by the iGeneration and to a lessor extent by the Millennial. From those triggers, we make suggestions on changes to a current Strategic Management offering, including revisions to its syllabus, changes in delivery, and changes in outreach to students that may enhance the faculty member's chance at a positive evaluation. More effort by the faculty, more meeting the needs of the student; less focusing on least amount of effort in teaching practices.