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Those who believe they excel at architecture or engineering education are more likely to succeed based on self-efficacy principles. To investigate educator self-efficacy and success in the Online Learning Environment (OLE), a set of relationships are observed which describe correlations between experience and potential.

An online survey instrument was distributed the fall after COVID-19 university closures. Respondents were asked to reflect on their level of experience teaching and their ability to teach online. All analyzed data were subjected to descriptive and inferential statistics using the SPSS 22.0 statistical software package. The compatibility of the variables with normal distribution was tested using the Kolmogorov–Smirnov and Shapiro–Wilk methods. Variables comparisons were performed using non-parametric tests (Kruskal Wallis test, Mann Whitney U test). The relationships between quantitative variables were examined using the Spearman Rank Correlation and comparisons formed from the qualitative variables were tested using the Pearson Chi-Square and Fisher Exact methods.

Educator self-efficacy was determined throughout the COVID-19 transition. Possessing online teaching experience is related to the perceptions that architectural education can be delivered entirely online. A relationship was found for educators who previously taught using OLE and who had experience with delivering and developing OLE.

It is incumbent on educators and administrators to continue to learn how to best accommodate student learning. The strong relationship for R1: Total teaching experience (IV) and perceptions of whether AEC education can be delivered completely online, points to having educators with a depth of experience and being open to change. The strong relationship shown for R2: Have you ever taught using an online method before January 2020 and Experience in developing online materials demonstrates that a variety of experience will also support educators in a time of change. These relationships illustrate how educator efficacy can provide support for educators during times of crisis.

U.S. Architectural and Architectural Engineering educator pandemic OLE self-efficacy has not been previously been a focus of research efforts. This research adds to the body of knowledge by demonstrating how relationships between teaching experience and OLE can encourage educator self-efficacy during a crisis. Statistical analyses found a strong relationship between total teaching experience and perceptions that AEC education can be delivered completely online. A strong relationship was found between online teaching experience and positive experiences in developing online materials.

The learning outcomes are as follows: to familiarize students with the concept of segmentation, targeting and positioning; to make students understand the need and process of building a brand; to help students to identify the market gap and meet customer’s requirement by delivering the right value proposition; and to examine the feasibility of business opportunity, develop a business plan and run a successful firm.

This case is about the quest of three MBA students who accidentally get into argument about footwear brands. This argument leads them to Punjabi ethnic footwear popularly known as “Punjabi Jutti.” They decide to understand the background of “Punjabi Jutti” and the possibility of developing a brand for the same. An extensive research was carried out through the various online and offline platforms. The research included searching through the existing literature, collecting data from the various online platforms such as e-commerce websites and interviews from the field. The research revealed that this traditional artwork is an unorganized sector. The manufacturers and marketers are two main parts of this business. However, the mainstay of the business is the skilled labors who know the art of making “Punjabi Jutti.” This art has been inherited by them from their previous generations. Also, it was found that there was good demand of the “Punjabi Jutti” in India and it was exported to various countries as well. Customers had a mix response toward these products. This extensive research has now put these students in a dilemma as to what should be the next step. Should they step into this business by creating their own brand? Will this entrepreneurship venture be sustainable? If they created a brand for the “Punjabi Jutti” then what kind of brand it would be?

Post graduate, entrepreneurs.

Teaching Notes are available for educators only.

CSS 3: Entrepreneurship.