Mille , Jona han
A icle
Compu e -aided ins uc ion on an MBA p og amme
Sou h A ican Jou nal o Business Managemen
P o ided in Coope a ion wi h:
Uni e si y o S ellenbosch Business School (USB), Bell ille, Sou h A ica
Sugges ed Ci a ion: Mille , Jona han (1982) : Compu e -aided ins uc ion on an MBA p og amme,
Sou h A ican Jou nal o Business Managemen , ISSN 2078-5976, A ican Online Scien i ic
In o ma ion Sys ems (AOSIS), Cape Town, Vol. 13, Iss. 3, pp. 121-125,
h ps://doi.o g/10.4102/sajbm. 13i3.1184
This Ve sion is a ailable a :
h ps://hdl.handle.ne /10419/217804
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Compu e -aided ins uc ion
on
an MBA p og amme
Jona han
Mille
G adua e School
o
Business, Uni e si y o Cape Town
The
G adua e School
o
Business
o
he Uni e si y
o
Cape
Town
(UCT)
ecen ly acqui ed a powe ul mini-compu e wi h
in e ac i e e minals and a ange
o
educa ional and business
so wa e. This pape applies a pa icula model
o
he
lea ning p ocess
in
o de o choose he mos e ec i e
compu e -based eaching me hods o he MBA p og amme. I
is
a gued
ha his choice mus ake In o accoun
cha ac e is ics o he lea ne , he lea ning en i onmen , he
ma e ial being lea ned and he s age
o
he lea ning p ocess.
These
elemen s and he cu en s a us
o
compu e -aided
Ins uc ion
on
he
UCT
MBA p og amme a e desc ibed
and
basic
policy guidelines a e p esen ed.
S.
A .
J.
Bus. Mgm . 1982,
13:
121
-125
Die
nag aadse bes uu skool aan die Uni e si ei
an
Kaaps ad
he onlangs 'n k ag ige mini ekenaa me
ln e ak iewe e minale
en
'n e skeidenheid
an
op oedkundige
en
sake-sag ewa e bekom.
In
hie die a ikei
wo d
'n
besonde e model
an
die lee p oses oegepas i die
keuse
an
die mees doel e ende ekenaa -gebasee de
onde igme odes i die MBA-p og am. Die edenasie
Is
da
die
eienskappe
an
die lee de , die lee omgewing, die
ma e iaal wa aangelee wo d,
en
die s adium in die
lee p oses alles by so 'n keuse in ag geneem moe wo d.
Hie dle eiemen e
en
die huidige s and
an
sake me
be ekklng o ekenaa -onde s eunde onde ig
in
die MBA-
p og am
an
die Uni e si ei an Kaaps ad wo d besk y ,
en
basiese
beleids lglyne wo d oo ges el.
S.·A .
Tydsk . Bed y sl. 1982,
13:
121
-125
Pape
p esen ed a S.A. Con e ence
on
Compu e s
in
Educa ion,
S ellenbosch. Based
on
an
unpublished pape submi ed o he
Depa men o Accoun ing,
UCT,
in pa - ul ilmen o he
deg ee
o
M.Com.
(BOP).
J
.......
Mille
Di .ec o ,
MBA P og amme
and
Senio Lec u e , G adua e School
o
Business,
Um c si y
o
Cape Town, Rondebosch 7700, Republic
o
Sou h A ica
Recei ed
Ap il 1982; accep ed
May
1982
In oduc ion
The deg ee
o
Mas e
o
Business Adminis a ion a he
Uni e si y
o
Cape Town
is
o e ed
by
i s G adua e School
o
Business (GSB). Fo some ime he
GSB
has had i s own
small in-house compu e as
well
as emo e access o he
la ge uni e si y acili y, bu he na u e
o
hese acili ies
has no allowed ex ensi e use
o
compu e s o eaching
pu poses. The ecen acquisi ion
o
a powe ul mini-
compu e wi h ease
o
use and in e ac i e capabili ies, and
compa ible wi h a wide ange
o
educa ional and business
so wa e, has p esen ed majo oppo uni ies o apply
compu e suppo on a b oad on .
The objec i e
o
his pape
is
o desc ibe he s a us
o
Compu e -Aided Ins uc ion (CAI) a he
GSB
and o
p esen a pa icula model
o
he lea ning p ocess which
allows e ec i e policy decisions and he objec i e selec ion
o
compu e -based eaching me hods.
In he nex sec ion basic ha dwa e and so wa e issues
a e no ed and
six
modes
o
compu e usage o eaching
pu poses a e desc ibed. The hi d sec ion p esen s a
pa icula model
o
he lea ning p ocess and a gues ha
he e ec i e use
o
compu e s depends
on
cha ac e is ics
o
he lea ne , he lea ning en i onmen , he ma e ial being
lea ned and he s age
o
he lea ning p ocess. Sec ion ou
desc ibes he s uc u e and con en
o
he MBA p og amme
a he
GSB
and p esen s he objec i es and na u e
o
cu en and planned compu e -aided ins uc ion on he
p og amme. The inal sec ion con ains b oad policy
guidelines o on-going managemen
o
CAI a he Business
School.
Basic
elemen s
o
implemen ing
compu e -aided
Ins uc ion
Ha dwa e
The success ul inco po a ion
o
compu e -aided ins uc ion
in o an educa ional p og amme clea ly depends o a la ge
ex en
on
ha dwa e acili ies. The choice be ween mic os,
minis and main- ames
is
he i s di icul s ep. Chambe s
and Sp eche 1 s a e o ins ance:
'The
ad en
o
he mic o-compu e has esul ed in
hea ed deba es conce ning he ela i e me i s
o
CAI
sys ems suppo ed by
la ge-scale,
powe ul compu e
con igu a ions as con as ed o he CAI capabili ies
o
he mic o-compu e s'.
And in in e p e ing Hawkins's majo in e na ional
su ey, Ba ke 2 no es:
122
'Responden s had equally mixed eelings abou
whe he he sou ce
o
compu a ional and ins uc-
ional powe should
be
de i ed om a la ge machine,
mic o/mini, o a compu e ne wo k'.
Mic o-compu e s o e a e y inexpensi e en y poin ,
a e po able, equen ly ha e acili ies such as colou
g aphics, and elimina e was e ul usage
o
cen al s o age
acili ies. La ge main- ames ha e he ad an age
o
economies
o
scale, cen al con ol, capaci y o la ge scale
packages and p og amming e o , and cen al da a-base
de elopmen and managemen .
The mode n mini-compu e , howe e , o e s a possible
comp omise be ween hese wo ex emes. Much so wa e
o iginally designed o main- ames
is
now a ailable o
mini-compu e s. Minis app oach mic os in e ms
o
ease
o
use, and ye compa e wi h main- ames
in
e ms
o
s o age capaci y and p ocessing powe . Mini-compu e s
gene ally cos subs an ially less han main- ames.
This
is
he ou e aken
by
UCT's G adua e School
o
Business which ecen ly acqui ed a PRIME mini-compu e
oge he wi h
12
s uden e minals, an
80
mb discd i e, an
800 bpi aped i e and a 300 I pm p in e . The GSB also
has an RJE link o he main uni e si y UNIV AC.
Impo an conside a ions in making his decision we e
cos
o
he acili y
ope a ing sys em in e ms
o
s uden use
in e ac i e e minal capabili y
a ailabili y
o
business and educa ional so wa e
abili y
o
emula e
la ge business
compu e
en i onmen s.
So wa e
The de elopmen and sha ing
o
quali y CAI ma e ials has
been e med ' he single mos c i ical issue in CAI oday'. 1
The e has also been c i icism
o
' he
massi e accumula-
ion
o
ins uc ional so wa e p oduced by ela i ely inex-
pe ienced p og amme s . . . which
is
hen ma ke ed as a
eady made sou ce
o
solu ions o educa ional p oblems'. 3
Fo una ely, a leas a he uni e si y le el, he e a e now
o ganiza ions
ha
e iew and dissemina e p o en
cou sewa e, CONDUIT being a p ominen example.4
Au ho s a e assis ed
in
p og amming educa ional ma e ial,
which
is
subsequen ly e iewed, documen ed and adap ed
o ease
o
ans e . GSB has acqui ed se e al packages
in his way.
Business schools a e also
in
a o una e posi ion since
much basic business so wa e can be used di ec ly in
business educa ion. Fo ins ance, he use
o
inancial
modelling packages, da a base managemen sys ems and
s a is ical sys ems
is
desc ibed ahead. Business schools may
also ind i use ul o access public sou ces such as he
Johannesbu g S ock Exchange.
Modes o compu e usage
CAI acili ies such as hose desc ibed abo e can be used
in se e al di e en ways on a eaching p og amme.
Six
b oad modes
o
CAI a e conside ed in his pape : u o ial
d ill .and p ac ice, p oblem-sol ing, simula ion, inqui y and
gammg.
In u o ial mode ma e ial
is
p esen ed o he i s ime.
A ac may be s a ed, elabo a ed
in
a
ew
sen ences and
he s uden hen gi en a p oblem o wo k ou
o
bianks
S.-A . Tydsk . Bed y sl.
1982,
13
(3)
o ill
in
be o e being allowed o mo e o he
nex
i em.
In d ill
and
p ac ice mode, he s uden
is
led
h ough
a se ies
~
e~amples
o
inc :asing c~mplexi y o
di e ing
na u e, m hnea
o
b anching ashion depending
on
he
esul
o
s uden esponses.
P oblem-sol ing
mode
on
he compu e implies
he
p o-
ision
o
a compu e
and
a p og amming language
ia
which s uden s a e encou aged o ackle and
sol e
p o-
blems. BASIC
is
he bes known language
in
his
con ex .
In simula ion mode a p e-p og ammed model
is
p o id-
ed. The s uden
is
able
o
access he model and manipula e
i by a ying inpu da a, selec ing di e en equa ions,
ca -
ying ou sensi i i y analysis
and
in gene al explo ing
he
simula ed eali y ha he model ep esen s.
Inqui y mode makes use
o
a da abase and a da abase
managemen sys em such
ha
s uden s ha e apid
and
gene alized access
o
he a ailable da a.
Finally, in his con ex gaming may be ega ded
as
an
ex ension
o
simula ion whe e he simula ion model
has
he added elemen
o
compe i ion. Typically, s uden
eams
migh ep esen companies in a compe i i e ma ke
place
and
make a se ies
o
decisions o e simula ed ime.
E ec-
i eness
o
he decisions migh be measu ed
by
ma ke
sha e
o
p o i abili y, as well as e bal o
w i en
p esen a ions.
In subsequen sec ions he use
o
hese di e en
modes
o
CAI will be discussed wi hin he con ex
o
he
chosen
lea ning model
and
i s applica ion a he G adua e
School
o
Business.
A lea ning model and he selec ion o Ins uc ional
echniques a he g adua e school
In oduc ion
Gi en
oday's
mul iplici y
o
ins uc ional echniques
and
acili ies, ins i u ions need
o
choose ca e ully o
isk
subme ging s uden s in a haphaza d smo gasbo d o
con-
en ional lec u es, p og ammed ex s, s udy
modules,
ilms, ideo apes, w i en assignmen s, compu e
simula-
ions, e c.
Rocka
and
Sco
Mo on
5 ha e p oposed an
ope a-
ional model
o
he lea ning p ocess ha allows he
ins uc-
o
o choose a ionally
and
e ec i ely be ween di e en
ins uc ional echniques. Based
on
he so-called
'expe ien-
ial lea ning model',
6 his model will be b ie ly
desc ibed
and hen applied o he selec ion
o
compu e -based
echni-
ques in gene al
and
o
he GSP si ua ion
in
pa icula .
The lea ning model
In Figu e
1,
knowledge
is
ca ego ized as ac s (de ini ions,
speci ic i ems
and
ideas), skills (p ocedu es and hei
ap-
plica ion), es ablished concep s ( heo ies, hypo heses
and
asse ions ha a e well enough accep ed o wa an
minimal lea ned deba es),
and
on ie concep s
( ecen
de elopmen s
and
long-s anding un esol ed issues
open
o
deba e). I
is
pos ula ed ha lea ning p oceeds h ough
ou s ages: new knowledge mus be acqui ed,
embedded,
in eg a ed
and
hen es ed. (This
is
ela ed o he
S imulus-
Response models
7
and
Ges al models
o
lea ning~
The
Ges al concep s
o
insigh ul lea ning
and
ans e
o
knowledge ela e closely o he abo e s ages
o
embedding,
in eg a ing
and
es ing.) .
The model can also be ep esen ed
as
a 4 x 4
ma ix
S.A .
J.
Bus.
Mgm
1982
13(3)
Tes
implica ions
in
new
si ua ions
Acqui e new
knowledge
ac s
skills
es ablished
concep s
on ie
concep s
In eg a e
in o
exis ing
concep s
and gene aliza ions
Figu e
1
The
lea ning model
Embed h ough
e lec ion, p ac ice
in
which each
o
he
16
cells is
he
s age in he lea ning
o a pa icula ca ego y
o
knowledge. Repo ing
on
ex-
ensi e esea ch, Rocka
and
Sco
Mo on
conclude ha ,
o mos e ec i e lea ning,
di e en
cells in he ma ix
ha e
di e en equi emen s such as
apid
eedback, ich
lea ning en i onmen ,
and
accessibili y o pas da a. A wide
ange
o
audio, isual, w i en
and
compu e
echniques
a e hen classi ied in e ms
o
hei 'lea ning a ibu es' and
co ela ed wi h he cells in
he
ma ix.
CAI echniques ha e
pa icula
and
some imes unique
a ibu es. Table 1 ocuses
on
some
o
hese
and
shows he
connec ion be ween lea ning equi emen s
and
lea ning
echniques.
Non-compu e -based
echniques
a e
mo e
closely
associa ed
wi h
he acquisi ion
o
new knowledge. Because
o
he la ge pe cen age
o
all
s uden s'
ime de o ed o ac-
qui ing/ac s
and
skills,
a ibu es
such as ease
o
use, low
cos and decen alized a ailabili y
a e
desi able. A leas
a he ime
o
he
s udy
(1971 -73), con en ional ex -
books, p og ammed ex s
and
s udy
modules possessed
hese a ibu es in a
g ea e
measu e
han,
o ins ance,
compu e -based
u o ial
echniques.
Acquisi ion
o
es ablished
and
on ie concep s calls o he p esen a ion
o complex new
in o ma ion,
dealing
wi h
uns uc u ed
ma e ial,
apid
inclusion
o
new
i ems
and
indi idualized
a en ion.
The
lec u e
and
guided
class
discussion
a e
p o-
minen
in
e ms
o
hese
a ibu es.
(The
eade
is
e
e -
ed
o
he
ci ed
wo k
o a
much
g ea e
app ecia ion
o
he
dep h
and
b ead h
o
he
o iginal
s udy.)
The
GSB
en i onmen
The
selec ion
o
lea ning
echniques
depends
as
much
on
he
lea ning
en i onmen
and
he
lea ne
as
i
does
on
he
ma e ial
being
augh .
MBA
s uden s
a
UCT's
GSB
go
h ough
a
igo ous
selec ion
p ocedu e.
They
a e
chosen
on
he
basis
o
hei
esponse
o a
de ailed
applica ion
ques ionnai e,
e e ees'
epo s,
a
leng hy
in e iew
and
pe o mance
on
he
Gene al
Managemen
Admissions
Tes
(GMA
n.
While
he
success ul
applican s
come
om
a
a ie y
o
educa ional
and
wo king
backg ounds,
hey
almos
all
ha e
p io
uni e si y
deg ees
and
all
ha e
some
wo king
expe ience
123
( he a e age
is
i e yea s). The selec ion p ocess ensu es
ha he s uden body
is
in elligen , ma u e and s ongly
sel -mo i a ed.
The MBA p og amme i sel
is
e y in ense. Whe he i
is
he one-yea ull- ime,
o
he wo-yea pa - ime p o-
g amme,
18
indi idual cou ses mus be comple ed and a
leng hy disse a ion submi ed.
I
is
expec ed ha each
o
he
280
wo-hou class lec u es/discussions
will
be
p eceed-
ed by a leas he same amoun
o
p i a e s udy
o
p esc ib-
ed eadings and cases as
well
as small g oup discussions
o
p e-speci ied issues and p oblems.
Because
o
he pace a which he MBA p og amme uns
and he amoun
o
ma e ial o
be
co e ed, a igo ous s uc-
u e has o be imposed and each s uden mus keep o i .
The e a e only limi ed oppo uni ies o indi idual
coaching, and he e
is
no ime o leisu ely p ac ice
o
skills
lea ned.
As
in
business i sel , s uden s ha e o manage hei
ime con inuously and choose be ween he a ious demands
upon hem.
Wi hin his con ex he judicious use
o
compu e
echnology holds g ea p omise. While he lea ning model
and
p ac ical obse a ion indica e ha he adi ional lea -
ning p ocess - eadings, case analysis, g oup and class-
oom deba e -will con inue o be mos e ec i e o ac-
quisi ion
o
knowledge on he MBA p og amme, i
is
a
he s ages
o
embedding, in eg a ing and es ing he new
knowledge, ha he special a ibu es
o
CAI
come o he
o e.
Gi en app op ia e ha dwa e and cou sewa e, all he
echniques shown in Table I can be employed a a ious
s ages
o
lea ning on indi idual cou ses. Whe e he e
is
no
ime o mo e han a
ew
manual
o
hand calcula o
exe -
cises in inance
o
s a is ics, compu e -based d ill and p ac-
ice
and
p oblem-sol ing enable mo e, and mo e eali~ ic
examples o be ackled o embed and in eg a e new
~kills
and
concep s. Whe e complex ime-dependen business
ela ionships need unde s anding, he oppo uni y o
~x-
pe imen wi h compu e ized simula ion models, explo ing
he e en s
o
se e al mon hs
o
yea s in a ma e
o
minu es, unde lines he unique bene i s
o
compu e
Table 1 Link be ween lea ning equi emen s and
CAI
echniques
S age o lea ning/
ype o
knowledge
embed ac s,
skills,
es ablished concep s
embed, in eg a e and
es ac s,
skills,
es ablished concep s
embed and in eg a e
on ie concep s
Lea ning equi emen /
impo an a ibu e
apid, objec i e
eedback
indi idualized
lea ning,
lea ne con ol,
assis
s uc u ed
cle ical asks
p esen s uc u e
clea ly,
allow
da a
manipula ion,
p o ide
ich
en i onmen
as
access
o
ele an da a and
exis ing
models
P ominen
CAI
echnique
d ill and p ac ice
p oblem-sol ing
simula ion and
gaming
inqui y
sys ems
124
modelling. Whe e he implica ions
o
al e na i e economic
heo ies can be es ed by analysing banks
o
economic
da a
using a a ie y
o
econome ic o mulae, he special ad-
an ages
o
inqui y sys ems a e clea .
Pe haps because
o
he business o ien a ion, ma u i y
and de e mina ion
o
he ypical MBA s uden , he
challenge
o
ackling he compu e and a he same ime
enhancing he lea ning p ocess has led o conside able en-
husiasm a GSB. The p oblem
is
no o p omo e CAI
wi hin he s uden body, bu o con ol i . In he nex sec-
ion, he academic cou ses on he MBA p og amme a e
ske ched and p esen and planned compu e suppo
is
desc ibed.
Applica ion
o
compu e -aided
Ins uc ion
Academic s uc u e
o
he MBA p og amme
Figu e 2 shows
20
o
so cou ses ha a e o e ed
on
he
MBA p og amme a UCT. Wi h he excep ion
o
he
' echnical epo ' cou se which equi es s uden s o w i e
a disse a ion, all he cou ses employ he adi ional lec-
u e o ma and ange in leng h om
10
o 20 wo-hou
lec u es.
Figu e 2 shows ce ai~ impo an ea u es
o
he o e all
s uc u e
o
he p og amme. A he cen e
o
he diag am
a e ou
o
he so-called 'co e' cou ses. These cou ses a e
o e ed in he i s e m and p o ide a compulso y g oun-
ding on which subsequen cou ses will build. A he nex
le el a e u he co e cou ses o e ed in he second and
hi d e ms, in gene al building
on
hose cou ses shown
closes o hem in he igu e. The hi d le el consis s
o
'elec i e'
o
'special ield' cou ses om which s uden s can
choose. Since hese elec i es build on and deepen he
knowledge al eady gained, he choice will depend
on
pas
pe o mance and in e es in he associa ed co e cou ses,
as well as u u e ca ee objec i es.
Finally,
on
he pe ime e
o
he diag am a e co e and
elec i e cou ses aken owa ds he ends
o
he yea . These
a e b oadly based 'in eg a i e' cou ses in ended o pull
S.-A . Tydsk . Bed y sl. 1982,
13(J)
oge he he knowledge
and
concep s co e ed in p e ious
cou ses.
As he MBA p og esses, he gene al emphasis shi s
om
ins uc o s' inpu , heo e ical issues and 'acquisi ion o
ac s and skills', o s uden
ou pu
(p ojec s, assignmen s,
p esen a ions), p ac ical business applica ions and ' es ing
o
on ie concep s'. The p og amme ends wi h
he
echnical epo which
is
a
majo
indi idual exe cise
in
ap-
plied esea ch.
Inco po a ion
o
CAI
Elemen s
o
CAI ha e al eady been inco po a ed on
se e al
cou ses a GSB and a numbe
o
new packages a e
cu -
en ly being loaded
and
es ed.
The
sou ce o much o
his ma e ial has been
CONDUIT.
5
In he inancial a ea, hands-on aining in he basic
skill
o
inancial modelling
is
o e ed ea ly in he yea . The
basic
eaching
is
ia he In e ac i e Financial Planning
Sys em
(IFPS), al hough SIMPLAN and EPS a e also a ailable.
Ac-
quisi ion
o
his skill p o ides he basis o subsequen
use
o
compu e models in managemen accoun ing, co po a e
inance and ad anced inance. The objec i e
is
o
imp o e
he in eg a ion
o
accoun ing and inancial concep s
by
allow-
ing ins uc o s o se p oblems
o
ealis ic size and
complexi-
y. Ini ially s uden s migh use he compu e o manipula e
p e-w i en inancial models. Subsequen ly hey migh
build
hei own models o assis in he solu ion
o
inancial
cases.
The sequence
o
cou ses including s a is ical me hod,
ope a ions managemen and ad anced managemen
science
is
suppo ed by so wa e such as he S a is ical Package
o he Social Sciences (SPSS), Quan i a i e Expe imen-
al Analysis, Compu e Models
in
Ope a ions Managemen
and Linea P og amming. The p oblems and cases ha
a e
se , s a wi h simple in e ac i e exe cises in basic s a is ics
and
p og ess h ough he yea ia mo e complex cases
in
ope a ions managemen o he ully ledged o mula ion
and solu ion
o
op imiza ion models using linea p og am-
ming. The objec i e
is
o embed he basic p ocedu es
by
business policy
Flaa e
2
MBA
P og ammme -cou se
s uc u e

S.A . J. Bus.
Mgm
1982
13(31
p o iding
meaning ul
p o.blems a.nd
quick
e~db~ck
and
ul ima ely
o
imp o e
he
m eg a on
o
quan 1 a 1 e con-
cep s by p o iding a iche
en i onmen
o
explo a ion.
Economics
and
ma ke ing
concep s
a e
suppo ed
by a
se ies
o
policy
games
in
mac o-economics,
a
di usion
game
and
a
ma ke ing
game
inco po a ing
ad anced
echniques such as
pe cep ual
mapping
and
conjoin
analysis. These acili ies assis in
he
ini ial acquisi ion
o
new
skills
and
concep s
and
e en ually
p o ide
a
sophis ica ed
en i onmen
in which
s uden s
can
es hei
insigh in o
ad anced
managemen
echniques.
The cou se in
decision-suppo
sys ems is a new
one
and
by
i s e y
na u e
will
equi e
a
compu e -based
en i on-
men . Use
will
be
made
o
he
supplie 's
da a
base manage-
men and inqui y acili ies
supplemen ed
by
o he
modell-
ing
and analy ical
so wa e
o
simula e
eal wo ld e-
qui emen s
o
compu e ized
decision-suppo .
An
impo an
oppo uni y
o
MBA
s uden s
o
es hei
knowledge
o
a ious
business
skills
and
concep s
is a -
o ded by
he
compu e ized
business
simula ion
un
la e
in
he yea .
Du ing
a ew
days,
managemen
eams
com-
pe e wi h each
o he
o
p o i s
and
ma ke
sha e
o e
wo
yea s
o
simula ed
ime
-
an
exe cise in
quan i a i e
business analysis
as
well
as
in
g oup
decision-making
unde
s ess.
Finally he GSB
compu ing
acili ies
a e
o
cou se
a ailable o s uden s
o
use
on
hei echnical epo s. P o-
g amming can
be
unde aken
in
BASIC
and
FORTRAN
o hose p oblems
no
amenable
o
he
use
o
he
highe
le el
packages.
In he nex sec ion,
he
ole
o
CAI
a
UCT's
Business
School
is
summa ized
and
some
o
he
impo an
policy
guidelines
pe inen
o
his
ac i i y
a e
no ed.
Polley
guidelines and conclusions
The policy guidelines
o
compu e -aided
ins uc ion
discussed he e
a e
aimed
a
ensu ing
he
mos
e ec i e use
o
he special
ea u es
o
CAI
and
a oiding
he
isk
o
con using
MBA
s uden s
wi h a wel e
o
new- angled
echniques. By
hei
na u e
hese
guidelines
a e
speci ic
o
he GSB
en i onmen
and
each
o he
ins i u ion
will ind
i
has i s unique se
o
equi emen s
oo.
CAI
should
be
an
adjunc
o
he
exis ing eaching
p ocess
In e ms
o
he
o e all GSB
en i onmen ,
and
he
na u e
o he indi idual-g ou(K:lass s uc u e,
CAI
should be used
selec i ely
in
suppo
o
he
adi ional
eaching
p ocess,
a he han
supplemen ing
whole
cou ses
o
elimina ing
ins uc o s.
CAI
should
p og ess
in
s ep
wi h
he
o e all MBA
p ocess,
and
echnological
ba ie s
should
be
minimized.
The MBA
p og amme
comp ises a p og essi e b oaden-
ing
and deepening
o
business knowledge.
The
use
o
com-
pu e echniques
should
e lec
his
p ocess,
s a ing
wi h
s aigh o wa d
in e ac i e
asks
and
p og essing
o
mo e
complex p oblem-sol ing
and
open-ended
ac i i ies such
as
simula ion s udies
and
modelling.
MBA
s uden s should
no be o ced
o
p og am
o
lea n
complica ed
compu e
P ocedu es.
125
CAI
elemen s should be selec ed p ima ily
on
he
basis
o
hei unique bene i s.
The
special a ibu es
o
CAI
such as
he
abili y
o
elescope ime, abili y
o
p esen s uc u e, p o ision
o
a ich en i onmen ,
suppo
o s uc u ed, cle ical
asks
and
o uns uc u ed
da a
manipula ion,
and
oppo uni ies
o apid eedback
and
lea ne con ol, should
be
expioi ed
selec i ely -pa icula ly
a
he s ages
o
in eg a ion
and
es ing
o
business knowledge.
CAI
in es men should
be
based
on
enhancing
a he
han
eplacing adi ional lea ning mechanisms.
The
unique ea u es
o
CAI
in a business school en i on-
men ela e
o
en ichmen
o
he lea ning p ocess
a he
han
eplacemen
o
exis ing mechanisms. lm-es men deci-
sions should ake his iew a he
han
ha
o
a cos educ-
ion
exe cise.
CAI
ac i i y should
mi o
he
compu e -based
business en i onmen .
The
use
o
compu e s
on
an
~IBA p og amme o e s a uni-
que
oppo uni y
o manage s and po en ial manage s
o
expe ience he new wo ld
o
compu e ized business in a
isk- ee en i onmen .
Leaming
echniques and ac i i ies
should
build
on
his in
he
lmo,.Jedge
ha
long- e m
pe cep ions
o
he
·alue
o
compu e s
a e
being o med.
Conclusion
Wi h
he
ecen acquisi ion
o
n~·
compu ing acili ies he
G adua e
School
o
Business now aces
an
ongoing se ies
o
decisions ega ding hei
op imal
use
on
he ~1BA p o-
g amme.
The
wisdom
o
hese decisions ,.ill ha ·e g ea im-
pac
no
only
on
he e ec i ·eness
o
~BA
ins uc ion, bu
on
he
pe cep ions
o
g adua ing s uden s ega ding com-
pu e s
and
hei applica ion in business. Wi h his in mind,
i has been essen ial
o
o mula e
and
apply a cohesi e
policy
ha
akes in o accoun
he
unique
a ibu es
o
compu e -aided ins uc ion
and
i s selec .h·e applicaiion
o
he
lea ning p ocess in highe educa ion.
Re e ences
1.
Chambe s, J.A. & Sp -ecbc . J.W. COl"lpu e assis ed ins uc ion:
Cu en ends and c i ical issues. Comm11nica1ions
o
he
AC. I.
June 1980. Vol.23.
pp.33.:!
-
J.C.
2. Ba ke .
P.
Book
RC ie, .-:
Ha•kins.
C.A
.. Compu e based lea n-
ing -A
Slll'ey
o
he a..,o s in lueocing i s ini ia ion and
dC elopmen . P og ammed Lea ninJ
and
E.dwcaiionai
Technolog_,·,
lay
1978.
'ol.15.
pp.88-
89.
3.
Labium.
I.D.
Fac o s some imes o,e iool cd and unde es ima!cd
in he selec ion and
su=~
o
CAL as an ins uc ional medium.
In Le-.is,
R.
& Tagg.
D.
1Eds.1. Comp11 en in
Ed11c 1 ion.
AIJlSle dam: So b-Holland Publisb.ing Company.
1981.
pp.
-
.:!:84.
4. Wha is
COSD : .
COSDUT.
:nneni ~
o
lo-..a. P.O. Box
388. lo•-a Ci )·. lo•-a
~2244.
5.
Rock.a .
J.F
.
.
5.:o
lo on.
.S.
Comp11 en
and
hL
Lea ning
P oass
III
Hi lw Educa1ion.
~
Yo k:
.:G a•-Hill.
19'75.
pp.19-~-
.
6. Kolb. D.A.
lndnidual
lea ning
s )ies
and he leammg p ocess.
11·o,- u J Pa,N 51.<-
71.
Sloan School
o
lanagemem.
!IT.
Camb idge.
lass
..
Sp ing 1971.
~
Hi!p d.
E.R.
T1 eone:s
o
Lea nu g, Engk-aood
Oi s
SJ:
P en-
ic Hall In.:..
19'""
5.
8.
w~.
.
(jcgah
heo y
o
lea ning. In Gazda. G.M. &
Co sini. R.J
.•
T1 eone:s
o
ua ning.
l asca. Illinois: R.E.
~eacock. Pub ica ioos. 1980.