Brand Course for International Students
Idea of Practice Teaching
This curriculum is set up to foster professional managers. According to the core knowledge points of management, this curriculum designs various forms of practice teaching methods such as case study, team-based exercises, scenario simulation, management games, role-play, management (topics) debates, etc. which creates a high degree simulation of management scenarios. All these enable the students to think problems from a manager’s perspective and bring out all their knowledge and potentials to solve these problems. Through this process students can acquire necessary knowledge and management skills needed in the future business environment as well as comprehensive management capabilities, innovative abilities and collaboration spirits needed in analyzing and solving problems.
Content of Practice Teaching
Chapter 1 Introduction to Management and Organizations
Scenario 1: The Customer Meeting
Scenario 2: The Perfect Manager
Case Analysis: Sweet Music
Team-Based Exercise: Create An Organization
Debate: Is Management A Science Or Art?
Chapter 2 Management Yesterday and Today
Continuing Case: Starbucks—Introduction
Team-Based Exercise: Describe Master Managers
Chapter 3 Planning
Managerial Games: Contract Enforcement Decision
Team-Based Exercise: Construct A PERT Network
Chapter 4 Organizing
Continuing Case: Starbucks—Organizing
Team-Based Exercise: Describe organizational structure design of one of top 500 global companies.
Chapter 5 Leading
Scenario 1: Crazy Powermakers, Inc.
Scenario 2: Jack and Jill
Scenario video: Martin’s Leadership Style
Role-playing: An Effective Leader
Scenario video: Miger Company
Team-Based Exercise: Select 2 or 3 key terms in the course, read popular business periodical and/or professional Journal, and keep a file with interesting information you find.
Chapter 6 Controlling
Methods of Practice Teaching
In order to inspire student's independent learning, researching study and collaborative learning as well as develop their comprehensive management skills, this curriculum designs well with various flexible practice teaching methods such as case study, scenario simulation, management games, role-play, management (topics) debates, etc. Besides these methods, the teaching process is supplemented by the new edition book Cases Analysis of Management and managerial melodrama which both teachers and students engage in the writing, performing and shooting in order to help the students accumulate practice experience and provide a practicing stage for developing students’ comprehensive managerial skills.
Scenario—— A television drama, written and performed by instructors and students, is shot on the basis of the cases in management practice. By watching managerial melodrama, the students can experience particular management scenarios, and organize them to discuss and analyze management issues. Taking Martin’s Leadership Styles and Miger Company for examples, they are composed and shot by both teachers and students.
Case Study —— With cases in management practices, instructors give a comprehensive description of background and process of one particular operation or management. By letting the students experience particular management scenarios, and organize them to discuss and analyze management issues. The selected cases are typical and practical examples and have the characteristics of realistic, novel and high theoretical value. Through analysis of typical cases, instructors guide the students to acquire relevant theoretical knowledge and familiar with management “role” as soon as possible. Sweet Music, Starbucks, and Is This Any Way to Motivate Employees are examples of case study.
During the teaching process of a specific case, instructors may use a variety of teaching methods, such as special case studies, group discussion after class and viewpoints storms in class as well as information collection and analysis of cases in real life and so on.
Team-based Exercises —— Each team consists of 3 or 4 students, one of whom is a responsible person or main spokesman. Then the team does the exercise according to specific scenarios and requirements. Each team can search information on the internet or visit the company to find out the managerial mode and problems in the management of the company. The students can learn relevant management knowledge by active guidance. Though full participation, team-based exercises is aimed at promoting students’ abilities of discovering, analyzing and solving management issues to enhance their understanding of managerial theories and concepts, especially to develop their unity and cooperation spirits. Specific team-based exercises required for students are Create An Organization, Describe Master Managers, Construct A PERT Network, etc.
Scenario Simulation—— By condensing real problems to a virtual space, students can experience particular scenarios so that students can practice problem-solving abilities in a more relax and efficient way.
Management Games —— When teaching the decision-making, instructors can use decision-making game Contract Enforcement Decision to let students experience the decision-making process and figure out the decision-making skills. Through playing games, students can clearly understand the basic concepts of scientific decision theory and master scientific decision-making methods.
Role-Play——During this part, a particular scene is set, and roles are assigned and played. Then it will be made into a managerial melodrama or mini movie. Relevant knowledge points are presented, summed up and concluded in role-play such as An Effective Leader to develop students’ abilities of solving a certain type of problems.
Management (topics) Debate ——In this part, instructors set a particular knowledge point or management phenomenon to a topic, and organize debates both in compulsory and free forms between classes and groups within classes to present tacit understanding and cooperation among group members. Of course, the prerequisite is that group members must spend time on communication before the contest. At least one team should be selected from each class to engage in the contest for which a first prize, two second prize and three third prize are set up. If team members receive the above awards, each member can have scores of their final examination added by 10 points, 6 points and 3 points respectively. For example one of the management (topic) debates is Is Management a Science Or Art?