Search results

Managerial constraint is a central theme in strategic management research. Although discussed using a variety of labels (including choice and determinism) and theoretical perspectives (including resource dependence and population ecology), the common question is the degree to which executives have choices or options when making decisions. Two of the most commonly used approaches for discussing constraint are organizational task environments (Dess & Beard, 1984) and managerial discretion (Hambrick & Finkelstein, 1987). These two papers share substantial commonalities in both their theoretical background and operationalization, raising the question of whether discretion and task environment are indeed separate constructs. This chapter reviews both conceptual and methodological issues associated with the use of task environment and discretion. Drawing on a review of published studies and original data analysis, we offer methodological suggestions for future research.

This chapter presents two established pedagogical techniques to increase student engagement, simulations and peer assessment. The use of each technique, its benefits and drawbacks, and how content knowledge and student engagement increase are detailed. While each of the approaches can be utilized independently to create active learning environments, this chapter illustrates the potential to extend these approaches further. An overview of an MBA-level elective on competitive analysis structured around a simulation and peer assessment is presented. The result is a highly interactive and engaging course where the simulation and peer assessments achieve symbiotic benefits. Learning and performance in the simulation is enhanced by the application of competitive analyst reports which are used by peer “clients.” Assessment in turn leads to greater insights to the simulation, and subsequently higher levels of performance on both the simulation and future analysis work. Insights on these instructional methods, their limitations, and potential barriers to adoption are offered with the hope of inspiring others to utilize and experiment with novel approaches for further enhance learner engagement.

The chapters in this book focus on three main areas of innovation in teaching and learning in higher education today: virtual worlds, gaming, and simulation. Advancements in both digital technologies and learning theories are transforming the way we teach and learn and those advancements are refining our views of what it means to learn in the contemporary post-industrial age. Both individually and collectively, immersive technologies have become more popular as educational tools across a range of disciplines as a means for educators to engage students more deeply in the learning process. Biggs (2003) advocates deep learning – learning that entails active and devoted engagement with rigorous, high-quality learning activities that is also enjoyable and interesting for the learner.

Welcome to the third volume of Research Methodology in Strategy and Management. This book series’ mission is to provide a forum for critique, commentary, and discussion about key research methodology issues in the strategic management field. Strategic management relies on an array of complex methods drawn from various allied disciplines to examine how managers attempt to lead their firms toward success. The field is undergoing a rapid transformation in methodological rigor, and researchers face many new challenges about how to conduct their research and in understanding the implications that are associated with their research choices. For example, as the field progresses, what new methodologies might be best suited for testing the developments in thinking and theorizing? Many long-standing issues remain unresolved as well. What methodological challenges persist as we consider those matters? This book series seeks to bridge the gap between what researchers know and what they need to know about methodology. We seek to provide wisdom, insight, and guidance from some of the best methodologists inside and outside the strategic management field.

Jonathan Becker is an assistant professor in the Department of Educational Leadership of the School of Education at Virginia Commonwealth University, Richmond, Virginia, USA. Jonathan's teaching and scholarly endeavors occur at the intersection of educational technology, policy, law and leadership. Currently, Jonathan is serving as the evaluator of a multi-million dollar, multi-year grant program funded by the U.S. Department of Education to develop simulations and to support leadership preparation and is a co-investigator of an NSF-funded grant targeted at research and development of science curriculum modules for students in underserved areas.