Deeper Learning

Dr. Carolan McLarney: Home and Away -The Effective Use of Simulations in Graduate Blended Learning Programs

July 2, 2019 rbudd Leave a Comment

“The one lesson I wanted to share with the audience is that simulations are a powerful tool, but they only work if all parties, both students and instructors, are fully engaged. This requires a combination of vigilance and enthusiasm on all sides.”

Dr. Carolan McLarney

Dr. Carolan McLarney was the keynote speaker at the 7^th Teaching & Education Conference organized by the International Institute of Social and Economic Sciences

Dr. Carolan McLarney:

On May 21st I was honoured to give the keynote address at the annual International Institute of Social and Economic Sciences Conference held at the University of London in London, England. The speech was entitled Home and Away: The Effective Use of Simulations in Graduate Blended Learning Programs.

It was centred on the concept that simulations can be effective tools in creating deeper learning. “It is a technique to replace and amplify real experiences with guided ones, often “immersive” in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion.” (Lateef, 2010).

The first part of the talk explored the impact of three factors (individual, group and organization) on the overall efficacy of the simulation. Each of the factors can singularly effect simulation outcomes, but often they work in tandem. For instance, systematic biases at the individual level can exacerbate issues of team effectiveness. Similarly, an ineffective team would have difficulty overcoming organizational complexity. This means that instructors must be cognizant of the possible deleterious effects of the three factors on the simulation and on the desired outcomes for the course.

Dr. Carolan McLarney

In the second half of the presentation I walked through the four different simulations I have used in the MBA(FS/L) program beginning in 1999. They vary in delivery mode (paper to on-line) and in timelines (an afternoon to full semester).

The Kalimantan Paper Project is a paper-based, three-hour negotiation simulation where groups of students work to create a “sellable” deal. The Global Shoe Company is an on-line competitive simulation that we have run over the course of a four-day intensive. We have used the Everest: Leadership & Team Simulation in the Capstone Strategy Class for the past number of years. It is an on-line interactive simulation where teams attempt to climb Everest. Finally, GLO-BUS is a full semester on-line competitive simulation where teams try to win global market dominance in the Drone and Wearable Camera industry. Interestingly the first year we ran the simulation our winning team went on to eventually becoming the 2018 GLO-BUS BSI “Grand Champions”.

The one lesson I wanted to share with the audience is that simulations are a powerful tool, but they only work if all parties, both students and instructors, are fully engaged. This requires a combination of vigilance and enthusiasm on all sides.

Dr. Carolan McLarney

Dr. C. McLarney

Faculty of Management
Dalhousie University
Halifax, Nova Scotia, Canada

Editor’s Note: The Centre for Executive and Graduate Education (CEGE) provides opportunities for deeper learning by delivering robust course content in ways that engage students to study, integrate and apply what they have learned. Deeper learning fosters competencies required to participate within our social milieu: critical thinking, collaborative and communication skills. CEGE’s commitment to their students was dramatically evidenced in the GLO-BUS Simulation introduced by Dr. Carolan McLarney in the 2018 winter semester of International Business.

Dr. Carolan McLarney: Keynote Speaker, 7th Teaching & Education Conference London, UK

March 5, 2019 rbudd 2 Comments

Dr. Carolan McLarney

CEGE Connection is pleased to announce that Dr. Carolan McLarney will be the keynote speaker at the 7^thTeaching & Education Conference organized by the International Institute of Social and Economic Sciences to be held May 21 – 24, 2019 at the University of London, United Kingdom. Dr. McLarney received her PhD at York University, Ontario, Canada, and MBA in International Business at University of Windsor, Ontario, Canada. She is a Full Professor at Dalhousie University and specializes in International and Strategic Management.

Dr. McLarney keynote speech is titled: “Home and Away: The Effective Use of Simulations in Graduate Blended Learning Programs.”

Students enrolled in the MBA(Financial Services) and MBA(Leadership) Programs have benefited from Dr. McLarney’s expertise in using simulations to create deeper learning. As a graduate of the MBA(FS), I have personally benefited from this methodology:

International Business 1999 – At my first intensive, Dr. McLarney orchestrated an international trade negotiation. I was the representative from Guatemala.

Strategic Leadership Capstone 2003 – Dr. McLarney introduced a simulation during the intensive. Our class was engaged with a computer-based simulation where we ran an international shoe manufacturing company. Four-member teams competed in a complex, highly competitive environment.

Fast forward to 2018:

International Business 2018 Denise Hinds and Patrick Law were grand champions of a prestigious competition between several universities, an outcome of Dr. McLarney’s GLO-BUS simulation that was conducted virtually over the four-month period.

The Centre for Executive and Graduate Education (CEGE) provides opportunities for deeper learning by delivering robust course content in ways that engage students to study, integrate and apply what they have learned. Deeper learning fosters competencies required to participate within our social milieu: critical thinking, collaborative and communication skills. CEGE’s commitment to their students was dramatically evidenced in the GLO-BUS Simulation introduced by Dr. Carolan McLarney in the 2018 winter semester of International Business.

The Centre for Executive and Graduate Education (CEGE) is renowned for creating a dynamic environment where learning can be fully integrated and shared beyond the walls of academia. Kudos to all CEGE professors who share their knowledge and experience within a virtual environment.

Rebecca Budd MBA(FS) 2003
CEGE Connection, Editor & Blog Coordinator

Professor Gregory Adolphe-Nazaire: To teach or not to teach: Some thoughts on higher business education.

December 6, 2018 rbudd Leave a Comment

“Education, like the entrepreneurial process, is a journey rather than a goal fixed in one particular time period. The process of teaching new concepts and helping students discover a new world doesn’t revolve around reading slides and it doesn’t stop after class hours. As instructors, we contribute to building the character that makes students the leaders and experts of tomorrow, which makes the teaching method a critical component of the education process.”

Professor Gregory Adolphe-Nazaire

Professor Gregory Adolphe-Nazaire (Photo Credit: Timothy Richard)

The first time that I encountered Professor Adolphe-Nazaire, was through Nicole Maunsell’s Dalhousie News post announcing that he had received the prestigious A. Gordon Archibald Teaching Excellence Award for the 2017 – 2018 academic year. The Archibald Award celebrates the art of teaching, of embracing a deep and profound commitment to knowledge, exploration, research and excellence.

CEGE Connection reached out to Professor Adolphe-Nazaire in a telephone interview, with one question: Why do you teach? Professor Adolphe-Nazaire’s passion and enthusiasm for teaching was evident throughout our conversation, clearly demonstrating his dedication to his students.

Professor Adolphe-Nazaire’s vision for authentic education is unmistakable. His call to action motivates as well as challenges. “If life is generous enough to give you what you need to succeed, you should be willing to give back to the community.”

A special thank you to Professor Adolphe-Nazaire for his generous willingness to join the CEGE Connection conversation and share his insights into teaching and creating environments that foster a powerful desire to discover and learn.

Rebecca Budd
Editor & Blog Coordinator,
CEGE Connection

Professor Gregory Adolphe-Nazaire:

Professor Gregory Adolphe-Nazaire with members of the Archibald family. (Photo Credit: Timothy Richard)

It is almost a cliché to quote John Dewey: “Education is a social process. Education is growth. Education is not preparation for life; education is life itself.”

However, in that very famous quote, the three definitions lead to one term: a dynamic. Education, like the entrepreneurial process, is a journey rather than a goal fixed in one particular time period. The process of teaching new concepts and helping students discover a new world doesn’t revolve around reading slides and it doesn’t stop after class hours. As instructors, we contribute to building the character that makes students the leaders and experts of tomorrow, which makes the teaching method a critical component of the education process.

We, the instructors, are considered a key part of the process and should strive to create an environment that fosters participation and encourages students’ critical thinking, even when it is sometimes deeply buried. We should also motivate them to go beyond buzzwords, faceless concepts and academic platitudes so they can put whatever they learn in proper context. Therefore, the dynamic should be based essentially on inspiration and mentorship.

However, whether it is in a classroom setting or online, one cannot become inspiring without being truly passionate about a subject. As William Arthur Ward put it so eloquently: “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”

Indeed, an instructor’s passion and enthusiasm for a particular subject never goes unnoticed. That desire to share information and knowledge can create an atmosphere in which students feel they are celebrating learning instead of enduring it. It may also help if students align their personal goals with the material being thought (e.g., personal life and financial planning or home economics) and thus have a sense of purpose rather than just aiming to pass the class.

As for the mentoring aspect of teaching, I believe that interaction with students and continuous feedback are paramount. My teaching approach at its core is dialogic rather than authoritative, horizontal rather than vertical—a philosophy shaped by my own experience with mentors both academic and professional, and where my journey as an apprentice was casual rather than formal.

However, we should bear in mind that setting that conversational and inclusive atmosphere in the classroom is like walking a fine line between making sure we have the necessary rigor for the conceptual framework while having students feeling empowered to participate and not intimidated. For instance, teaching a complex subject like finance requires an open setting where students are actively engaged in class discussions and are empowered to think critically rather than learning how to memorize.

At this point one needs to assess the social and emotional dynamics in the class carefully in order to avoid any misstep. Starting with anecdotes or stories about sporting events is helpful for creating a comfortable and collaborative environment in which to initiate that dialogue.

While for some topics it is easy to shift from one educational paradigm to another, it can be onerous or almost impossible to deviate from the orthodoxy in subjects like hard sciences. This is the case in some schools such as engineering, military or police academies.

Another key point of the mentoring aspect is the importance of feedback. Effective teaching has to be a two-way channel: you don’t just teach, but you learn as well. While I consider the Student Rating of Instructors (SRI) to be of crucial importance, it is essential to have casual and sometimes regular feedback from students, which gives me a much better portrait of the class’s evaluation of my methods. To receive honest and relevant feedback one must build a trusting relationship with students where they feel empowered and confident about expressing their opinion. It can easily be done by showing understanding and compassion while emphasizing a strong work ethic.

Throughout my career I have been very fortunate to meet extraordinary individuals such as my mentors. Their generosity and compassion have taught me one thing: if life is generous enough to give you what you need to succeed, you should be willing to give back to the community. This has profoundly shaped my approach to teaching and mentoring. So, if you show that openness and generosity, students will be comfortable enough to tell you what you need to know to teach them better.

View more photos on the Rowe School of Business Facebook page.

Denise Hinds & Patrick Law: Grand Champions, Deeper Learning

September 18, 2018 rbudd 2 Comments

Denise Hinds

The Centre for Executive and Graduate Education (CEGE) provides opportunities for deeper learning by delivering robust course content in ways that engage students to study, integrate and apply what they have learned. Deeper learning fosters competencies required to participate within our social milieu: critical thinking, collaborative and communication skills. CEGE’s commitment to their students was dramatically evidenced in the GLO-BUS Simulation introduced by Dr. Carolan McLarney in the 2018 winter semester of International Business.

GLO-BUS is an International Business Strategy Simulation. Participants run companies that compete for global market leadership in two product categories: (1) wearable video cameras that deliver stunning video quality and have powerful photo capture capabilities (comparable to those designed and marketed by global industry leader GoPro) and (2) sophisticated camera-equipped copter drones that incorporate a company designed and assembled action- capture camera and that are sold to commercial enterprises.

Patrick Law

Denise Hinds, Patrick Law and Golnaz Zilabi were members of “IRIS Cameras,” the class team that finished 1st place in the GLO-BUS simulation exercise conducted during IB Winter 2018. In late July, an invitation was given to “IRIS Cameras” to participate in the GLO-BUS Best-Strategy Invitational (BSI), an event to manage a GLO-BUS company in competition against companies from 10 to 11 other universities and business schools. The Invitational was to be conducted online from July 30 – August 18 and entailed a 10-round playing of GLO-BUS among participants from universities worldwide. Denise and Patrick accepted an invitation to represent Dalhousie University.

Dr. Carolan McLarney is delighted to announce that Denise and Patrick, under the company name ‘Jenuine Cameras’ won first place on August 10, 2018, becoming the 2018 GLO-BUS BSI “Grand Champions”.

CEGE Connection reached out to Denise and Patrick for their insights into the BSI Invitational:

Denise Hinds & Patrick Law:

“Successful people are always looking for opportunities to help others. Unsuccessful people are always asking, ‘What’s in it for me?’”

Brian Tracey

When we set out on the BSI journey, we agreed that we must believe that the product or service of our company would benefit others and be good for the world. We decided to name our company ‘Jenuine’ as a play on the word ‘Genuine’ and a way to represent our business beliefs. In addition, we were drawn to the meaning of “jen” which signifies “the cardinal Confucian virtue of benevolence to one’s fellowmen.”

“Begin with the end in mind.”

Stephen Covey

From the start, we worked with two principles to give us the edge over the other schools:

Long-term fundamentals beat short-term decisions every time: Other competitors will focus on short term gains because it feels good “in the moment” but does not guarantee long-term results. We used this knowledge to our advantage and directed our efforts on choosing sustainable strategies.
Measure what matters and ignore what doesn’t: Rather than revisiting past trends to determine whether our strategies were working out, we stayed focused on our competitive advantages. In the end, our company fundamentals were the most important benchmarks of our performance and success.

“In business, I look for economic castles protected by unbreachable moats.”

Warren Buffett

Speaking of competitive advantages, we wanted to set up a “moat”. We realized early on that our product had to be as different as possible in good ways. As Sir John Templeton once wrote, “If you want to have a better performance than the crowd, you must do things differently from the crowd.” We focused on developing a long term durable competitive advantage by selling/producing our products with larger margins than our competitors. To learn more on this topic, there is a great article on moats (durable competitive advantages): Measuring the Moat by Vishal Khandelwal.

“…investing isn’t about beating others at their game. It’s about controlling yourself at your own game.”

Benjamin Graham

We did several things to buy into the inherent margin of safety, from our high cumulative R&D approach; our sensitivity analysis activity; to the number of workstations added and robotic upgrade investments. Of course, forecasting and competitive assumptions played a significant role, as did marketing our product well. We agreed with Henry Ford, that “stopping advertising to save money is like stopping your watch to save time”.

The best way for us to strategize our next move, was to try to understand our competitors by preparing for every round. This in turn required us to review the competitive intelligence report, financial statistics, benchmarks pages to see if we were meeting or beating our targets (in order of importance). In the words of Warren Buffett, “risks come from not knowing what you’re doing.”

What do business students need to know?

“Integrity without knowledge is weak and useless, and knowledge without integrity is dangerous and dreadful.”

Samuel Johnson.

In everything we do, we must do it with integrity. As business students, we need to make long-term decisions for those long-term benefits. As students in the MBA (Leadership) stream, we chose to get involved in an extra-curricular activity to showcase our talents and education. We discovered that the GLO-BUS Best Strategy Invitational was not just about business strategies, ethics, marketing, competitor assumptions, financials, or player psychology. It was about a deeper, more profound recognition that we are involved within a global community that requires our highest participation and best efforts.

Dalhousie University and, in particular, the Centre for Executives and Graduate Education (CEGE) offers students the required lessons, the deeper learning to thrive within the competitive world of business. More importantly, CEGE creates an inclusive environment that fosters critical thinking about engaging within a world that offers many opportunities and possibilities.

Panel Discussion: The Influence of Deeper Learning

August 1, 2017 rbudd Leave a Comment

6100 University Avenue, Halifax

“My Dal years continue to leverage my strategic mindset; at the same time, it has given me insight into the need to participate and contribute within a complex, global community.” Tyler Saito

Deeper learning has invaluable outcomes for those who engage in this form of education. We live in a world that offers contradictions and paradoxes. This complexity requires a strategic approach and a rich understanding of the human experience. Deeper learning provides a dynamic milieu in which to explore new ideas, methodologies, diverse perspectives and alternative possibilities.

How does deeper learning influence our personal experience?

This question was given to a panel of CFAME Connection contributors: Tyler Saito, Joyline Makani, and Martine-Durier-Copp. Please join the discussion by adding your comments. We would love to hear from readers.

Martine: We have found that deeper learning occurs when we work within a team that encourages and respects diversity. There are challenges and opportunities, of course. When we learn something new, there is a feeling of discomfort with underlying dissonance notes until we recognize the potential of adapting to new ideas, processes and ways of thinking.

Joyline: Deeper learning is the opposite of group think because it demands open and honest dialogue. Diverse positions are welcomed and cultivated.

Martine: We have made excellent progress in integrating deeper learning in CFAME’s on-line/blended learning programs. We are modeling the adaptive behaviours espoused by deeper learning. Even now, we are researching innovative ways to increase this concept within our course delivery.

Tyler: My decision to enter CFAME’s MBA(FS) program, provided me with the opportunity to engage in deeper learning. I continue to hone and develop the competencies that I gained during my studies in a variety of capacities. At present, Coast Capital is focused on the future of wealth management within a changing regulatory landscape and increasingly digital environment. My purpose is to help our members achieve what is important in their lives. As we shift our culture to a more qualitative experience, I have employed significant portions of what I learned in change management, digital tool deployment, and human resource management.

Joyline: Tyler has identified the meaning of education. Learning is about change, which will be reflected in our decisions, choices and reactions to events. Deeper learning heightens those outcomes because there is an increased focus on skills and knowledge that reinforce the learning process. An open and curious mindset is ready to entertain and develop fresh capabilities.

Tyler: Joyline and Martine’s comments resonate. I apply the skills developed during my Dal studies to my volunteer outreach such as coaching in my local fastpitch organization. As well, CTV Morning Live is a way that I can to share vital knowledge. People reach out and ask for more details. It is satisfying to know that I have a positive impact on the well-being of listeners. My Dal years continue to leverage my strategic mindset; at the same time, it has given me insight into the need to participate and contribute within a complex, global community.

Tyler Saito: The Deeper Learning Experience

July 25, 2017 rbudd Leave a Comment

Tyler Saito MBA(FS) 2016

Tyler Saito, Regional Manager at Coast Capital Financial Management crossed the stage in 2016 to receive his MBA(FS). In a recent virtual interview with CFAME Connection, Tyler shared his thoughts on the idea of “Deeper Learning” as presented by Martine’s and Joyline’s award-winning research.

Tyler Saito:

I have discovered that learning never stops. Once I completed my MBA studies, my wife embarked on her masters. My children, who are seven and ten, are now convinced that everyone attends school for their entire lives. They have the right idea. Once we start on the learning path, the addiction to knowledge acquisition takes over. Life-long learning becomes embedded in everything we do. With the MBA(FS) program I experienced the “Deeper Learning” highlighted in Martine and Joyline’s research. I was able to implement the new learnings in my daily interactions. Everything was practical, applicable, and could be put to immediate use.

Why did I choose to enter an academically rigorous program? In 2011, my mom was diagnosed with terminal cancer. She went through the typical treatments but declined quickly and passed away in September of 2012. Her passing made me ponder my own existence and the choices I had made to date. I have always been motivated but this was a pivotal moment. It made me reflect on what I wanted my life and legacy to be about. I wanted to ensure that my own health, within what I could control, enabled me to live a long and healthy life. I set some personal and professional goals that included getting myself into physical shape.

I dropped about 60 pounds and completed three sprint triathlons in 2012 and 2013. At the same time, I researched institutions that provided MBA programs. A colleague advised me about the MBA(FS) offered by Dalhousie. I was impressed that Dalhousie would give credit for my existing financial designations towards their MBA(FS). In a comparison with local MBA programs I valued Dalhousie’s for the flexibility of their program and the ability to work with professionals with similar experiences. The content seemed exceptionally relevant to my situation. I was accepted in the fall of 2013

What are my next steps? Reconnecting with friends and family. They were an invaluable support and encouragement all through my years of study. As well, I am committed to utilizing and mastering what I have learned in my chosen career path with Coast Capital Financial Management, an organization that reflects my values and gives a purpose to work. I enjoy engaging in community endeavours and have used my Dal experience to coach little league fast-pitch and establish a communication strategy within this dedicated organization. Acquiring knowledge is only the beginning of a journey. Sharing knowledge sustains us on the road ahead.

Next Post: Panel Discussion on Deeper Learning

Joyline Makani: Strengthening Deeper Learning

July 11, 2017 rbudd 2 Comments

Joyline Makani

“We are so excited and the award was very unexpected. It has been a great month for research. Martine Durier-Copp and I have been celebrating along with our co-researches, Deborah Kiceniuk and Alieda Blandford. Our paper “Strengthening Deeper Learning through Virtual Teams in E-learning: A Synthesis of Determinants and Best Practices” which appeared in Vol. 32, No. 2, 2016 received the IJEDE Best Paper award for 2016 that was announced at the CNIE conference May 18, 2017 in Banff, Canada.

Joyline Makani

After several years of e-mail exchanges, Joyline Makani and I met for our first face-to-face conversation during my brief visit to Halifax in May. It was a celebration meeting. The prestigious IJEDE Best Paper Award seeks out cutting-edge research that responds to current realities. “Strengthening Deeper Learning…” offers an e-learning framework, one that could serve as the foundation of future empirical studies in e-learning. This is indeed exciting news!

Joyline explains:

Martine and I are passionate about e-learning. We see this as a global movement. E-learning is gaining popularity. Everyone recognizes the potential contributions to economic and social development offered via this delivery system. But we have yet to fully realize e-learning’s possibilities. Here is the main issue: most e-learning practices merely replicate traditional existing teaching methods and have not fully exploited the interactive and social components of peer learning.

The objective of our study was to identify the core skills and knowledge from research that reinforce each other and together promote deeper learning. We believe that the results from this study will strengthen e-learning program planning and delivery within higher education centres that are already engaged in e-learning, as well as convey important best practices for learning centres at the beginning stages of e-learning development.

Why is this important? Our research revealed that in 2012, an estimated 875,000 and 950,000 registered online students at colleges and universities in Canada take a purely online course at any one time (Contact North 2012 Report). In the same year, the U.S. had over 6.7 million students taking at least one online course, an increase of 570,000 students over the number reported in the previous year (Allen & Seaman, 2013). These are significant numbers. Martine and I believe there is a growing need for a stronger understanding of e-learning that encompasses the examination of ways in which e-learning promotes deeper learning. We need to uncover and pursue fresh e-learning strategies.

Next post: The Phenomenon of Conversation

Martine Durier-Copp: Management is an Art

July 4, 2017 rbudd Leave a Comment

Dalhousie University: Ralph M. Medjuck Building, Faculty of Architecture & Planning (5410 Spring Garden Road)

Since 2009, Martine Durier-Copp has been the Director for the Centre for Advanced Management Education in the Faculty of Management at Dalhousie University, where she continues to engage in her passion of continuous learning and capacity development.

In a recent interview with CFAME Connection, Martine shared her insights into the art of management.

Management is an art, but also a science, and as any science, it is informed by knowledge. Knowledge develops and grows, as we conduct more research.

The way we teach management also evolves, and is based on current best practices, as informed by ongoing research.

Researchers at Dalhousie’s Faculty of Management study and investigate all facets of management – from finance, operations management, strategy, marketing, etc. Our students also help to build this base of knowledge – all student projects contribute to this exercise.

At CFAME, we are particularly interested in e-learning – that means, how students learn on line, and how that is different from how they learn in traditional classrooms. That knowledge helps to inform the way we teach on line. So, how do we conduct research?

One always begins with an analysis or review of the literature. What have other researchers found? We examine their studies for relevance, context, and of course, methodological rigour. From there, we can move on to extract important themes and issues, which can help us to develop a research framework – the lens or perspective from which we shall conduct our own analysis.

We then frame our research question, being a precise as possible; select our research method – and justify that method.

Without doubt, research in academia is demanding. A great deal of reading, synthesizing, reviewing, checking and rechecking goes into a research project. This becomes clear to all who enter an MBA program. In business, strategy is based on documented research that flows from academic efforts. This is the critical link between the two entities. And who best to facilitate that link – graduates of CFAME’s MBA programs.

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