SBANC
Newsletter
May
30, 2006
Issue 423-2006
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QUOTE
"It
doesn’t matter how many times you fail. It doesn’t
matter how many times you almost get it right. No one is going
to know or care about your failures, and neither should you.
All you have to do is learn from them and those around you
because all that matters in business is that you get it
right once. Then everyone can tell you how lucky you are."
-- Mark
Cuban
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FEATURE
PAPER
AACSB
INTERNATIONAL’S ADVOCACY OF EXPERIENTIAL LEARNING AND
ASSURANCE OF LEARNING – BOOM OR BUST FOR SBI STUDENT
CONSULTING?
The
following paper was presented at the 2006 USASBE/SBI Conference
held in Tucson, Arizona. It was written by Michael D. Ames of
California State University Fullerton.
Abstract
AACSB International’s accreditation standards, 2005 revision, clearly outlines two important
trends in the association’s thinking which appear to require a boom or bust future for SBI
programs. The first focus is on the enhancement of experiential learning in higher business
education, while the second demands improved assurance of learning. This paper first explores
the combined impact of these two trends on SBI student consulting. Next, the paper considers
how to channel the energy behind the two trends to earn a boom for student consulting. The
paper gives ten recommendations for strengthening the student consulting process..
Introduction
AACSB
International’s accreditation standards, 2005 revision, clearly
outlines two important
trends in the association’s thinking which appear to require a boom or bust future
for SBI student consulting programs and other real-world, experiential-learning
programs. The first focus is on
the enhancement of experiential learning in higher business education, while
the second demands improved assurance of learning. SBI student consulting is
a strong example of experiential
learning, or what the AACSB refers to as responsive interaction. One can argue
that the SBI’s
proven student consulting process is a poster child for responsive interaction.
It offers interactive experiences, learning for all constituent groups, and practice
at collaboration. Also, it
demands individual accountability of both teacher and student.
However, a HIGH degree of responsive interaction, as offered by student consulting,
creates assessment challenges. Programs that offer high degrees of responsive
interaction do not fit the
mold of traditional business school programs. Student consulting, by serving
real clients, creates complex dynamics pregnant with learning opportunities.
However, it is challenging to measure
the learning that occurs. SBI programs, and all other business programs that
wish to offer a HIGH degree of responsive interaction, must invest in means to
cope with the complexity and
assure achievement of learning goals. They need observable, measurable standards.
To answer
the “So What” question, this paper provides business programs with ten recommendations.
Business programs that wish to nurture a high degree of responsive interaction
will find the ten recommendations given in this paper to be efficient and effective
means to assure learning.
Read
the Entire Paper...
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CONFERENCES
BCERC
|
| Who: |
Babson
College
|
| What: |
2006
Babson College Entrepreneursnip Research Conference
|
| Where: |
Bloomington,
Indiana, USA |
| When: |
June
8-10, 2006
|
|
|
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ICSB
|
| Who: |
International
Council for Small Business
|
| What: |
51st
World Conference
|
| Where: |
Grand
Hyatt Hotel in Melbourne, Australia |
| When: |
June
18-21, 2006 |
|
|
|
CG
|
| Who: |
Common
Ground
|
| What: |
Symposium
on Technology, Knowledge and Society
|
| Where: |
Monash
University Centre, Prato, Italy |
| When: |
July
11-14, 2006 |
|
|
|
AACSB
|
| Who: |
The
Association to Advance Collegiate Schools of Business
|
| What: |
Ethics
and Governance Conference
|
| Where: |
George
Washington University, Washington DC, USA |
| When: |
July
19-20, 2006 |
|
|
|
BAM
|
| Who: |
British
Academy of Management
|
| What: |
British
Academy of Management Conference 2006
|
| Where: |
Belfast,
UK |
| When: |
September
12-14, 2006 |
|
|
|
CALLS FOR PAPERS
EIASM
|
| Who: |
European
Institute for Advanced Studies in Management
|
| What: |
RENT
XX Conference
|
| Where: |
Hotel
Métropole in Brussels, Belgium |
| When: |
November
22-24, 2006 |
Submission
Deadline:
June 1, 2006
|
|
|
|
ASC
|
| Who: |
American
Society for Competitiveness
|
| What: |
17th
Annual Conference
|
| Where: |
Washington,
D.C., USA |
| When: |
November
9-11, 2006 |
Submission
Deadline:
June 5, 2006
|
|
|
|
MMA
|
| Who: |
Marketing
Management Association
|
| What: |
11th
Annual Fall Educators' Conference
|
| Where: |
Sheraton
Nashville,
Downtown Nashville, Tennessee, USA |
| When: |
September
20-22, 2006 |
Submission
Deadline:
July 15, 2006
|
|
|
|
ASBE
|
| Who: |
Association
for Small Business and Entrepreneurship |
| What: |
Fall
Conference
|
| Where: |
Best
Western in Corpus Christi, Texas |
| When: |
Novermber
1-3, 2006 |
Submission
Deadline:
August 1, 2006
|
|
|
|
ABEAI
|
| Who: |
Applied
Business and Entrepreneurship Association International |
| What: |
Annual
Meeting
|
| Where: |
Marriott
Waikoloa Beach Resort, Kona, Hawaii, USA |
| When: |
November
16-20, 2006 |
Submission
Deadline:
August 15, 2006
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TIP
OF THE WEEK
The Process
of Experiential Student Team Consulting
Purpose
of Fieldwork
Student team consulting offers students an opportunity to integrate
their academic and work experiences in the creation of a consulting
solution for a client's real world problem. The consulting course
provides students with experiential learning in small group dynamics,
problem definition, research methodology and application, project
management and in making presentations. In many respects, the course
is a sandbox, where students get to be creative and playful, but
in a disciplined manner as described above in the consulting model
discussion.
Since the
purpose of any consulting engagement is to improve the client's
condition, clients are encouraged to actively participate
in the student consulting process and thereby gain useful recommendations.
Further, unlike professional consultants; students are usually
less experienced and expected to be learning the consulting process
as they work on the assignment.
Another important difference between student and non-student consulting
is the need for students and clients to follow the calendar of
academic institution. This is not onerous. Rather, it means that
there are identifiable beginning and ending points (along with
holidays and other breaks) that are defined by the academic calendar.
Good planning at the start can accommodate this.
Ethical Considerations
In addition to adhering to the code of ethics of their academic
institution, students, clients and instructors need to conduct
themselves in such a way that business ethics are strictly observed.
If the consulting engagement's methodology calls for primary research,
students must clearly identify themselves as students in a student
team consulting course of their university, conducting research
for the benefit of their identified client. Students should also
attest that they have no conflicts of interest with the client's
business. Such conflicts can include family members (including
self) owning a business that competes with the client, recommending
services to the client that the students have a financial interest
in, and directly starting a venture that competes with the client.
In addition, students should confirm that they have no rights to
any improvements in the client's business that may result from
the consulting engagement. It is central to the integrity of the
student team consulting process that this kind of full disclosure
never be compromised.
Confidentiality
Another hallmark of student team consulting is the maintenance
of confidentiality. Its purpose is to commit the students and the
instructor to treating all materials received and developed during
the consulting engagement as the confidential property of the client.
Occasionally a client may have a situation involving the intellectual
property that counsel advises be covered by a non-standard agreement
drawn by the attorney and client. In such instances, the instructor
will obtain the institution's advice on using the non-standard
form, and students should be free to consult their own attorneys.
While the client's rights may justify special treatment, neither
the institution nor the students can be unfairly restricted in
their future endeavors. Most institutions use a standard form that
discusses ethical considerations and confidentiality.
| Ronald
G. Cook and Paul Belliveau. The Experiental Student Team
Consulting Process. Dog Ear Publishing. Indianapolis,
IN. 2006. 11. |
ANNOUNCEMENTS
Berry College
Campbell School of Business accredited by AACSB
The Berry Campbell School of Business has joined the top 8 percent of business schools internationally by earning accreditation from the Association to Advance Collegiate Schools of Business(AACSB). Berry is now one of only 442 instutions in America and 562 in the world to achieve this honor.
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The
SBANC Newsletter is provided as a service to the members of our
affiliates: Academy of Collegiate Marketing Educators (ACME), Association
for Small Business & Entrepreneurship (ASBE), Federation of
Business Disciplines (FBD), International Council for Small Business
(ICSB), Institute for Supply Management (ISM), The International
Small Business Congress (ISBC), Marketing Management Association
(MMA), Small Business Administration (SBA), Service Corps of Retired
Executives (SCORE), Small Business Institute (SBI), Society for
Marketing Advances (SMA), United States Association for Small Business & Entrepreneurship
(USASBE), U.S. Department of Veterans Affairs (VA).. If you are
interested in membership or would like further information on one
of our affiliates, please see our web site at http://www.sbaer.uca.edu
SBANC STAFF
Main Office Phone: (501) 450-5300
Dr.
Don B. Bradley III, Executive Director of SBANC & Professor
of Marketing;
Direct Phone: (501) 450-5345
Brandon
Tabor, Development Intern
Tyler
Farrar, Development Intern
Garion
McCoy, Development Intern
To subscribe or unsubscribe to the
SBANC Newsletter, please E-mail SBANC at sbanc@uca.edu
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