Blended Teaching for Graduate Business

Education ExcellenceStephanie R. Nesbitt, JD, MBADirector MBA & RMI Programs

Assistant Professor RMI

@ACBSPAccredited #ACBSP2016

• Good business programs offer good MBA programs• A problem with brand recognition • Over-saturated market for online MBAs, limited geographic

draw for campus-based programs• Great offerings in niche business areas (cyber security,

economic crime, risk management & insurance), limited offerings and depth in general business

The Journey Begins

Rethinking the MBA

• Addressing the disconnect between what academics teach and what business needs (Mintzberg, Rubin & Dierdorff)• Addressing the disconnect between academic notions and

what the student perceives as value-added• Less theory • More application

Addressing the Disconnect

• Manage the decision-making process• Manage human capital• Manage strategy and innovation• Manage the task environment• Manage administration and control• Manage logistics and technology

Core Course Examples

• BUS 611/612- Principles and Practices of Leadership• BUS 621/622- Financial Fluency• BUS 631/632- Data-driven Decision-making• BUS 641/642- The Global Consumer, Markets & Logistics• BUS 651/652- Strategy

The Results

• Compress the notion of the MBA and follow the market with a 30-credit hour program• Integrated and applied curriculum• Exploit our expertise in niche areas by allowing

specialization• Choose teaching method(s) that support our overall

objectives- Blended

U.C. Business- Blended Course

• Student can choose physical or virtual classroom• Student can attend synchronously or asynchronously• Assessment is all completed in the course shell• The classroom is used for application and synthesis- NOT

FOR LECTURE• “Attendance” is required

Common Program Offerings

• Students must choose a modality

• Choice is permanent• Challenges ensuring course

equivalency & consistency• Teaching inefficiency

U.C. Blended Program Offerings

• A single classroom with a single course shell

• Students choose how they enter the classroom

• Classroom choice can change week to week

• No issues of equivalency or consistency

• Efficient teaching model

The Course Shell

• Specifically designed to support the teaching method• All are master courses and come with an instructor’s

manual• Cases and examples are the purview of the instructor• Syllabus, textbook, assessment items, course shell design are

updated or changed only by decision of our Graduate Business Forum

@ACBSPAccredited #ACBSP2016

Creating the Environment

• New business school• A separate floor for graduate and professional education

programs• High-tech classrooms

@ACBSPAccredited #ACBSP2016

The new business school at Utica College. The Harza Building, site of the first F.W. Woolwroth’s store.

The telepresence (“MX700”). Facilitates audio, visual & teaching materials sharing.The rear screen which shares visual materials for students and instructors.

One of four breakout rooms using desktop computer and simple webcam technology to support multi-location student work teams.

Questions?

Stephanie R. Nesbitt, JD, MBADirector, MBA & RMI programsAssistant Professor RMI srnesbit@Utica.edu