Lecturers and students present themselves, each student receives a matchbox and lights a match and as long as the match burns they can present their background including a secret about themselves.
Additionally the course, teaching methods and structure is introduced.
Through a creative process in groups, 15 minutes are spent on setting course expectations from the point of the students so that the lecturers can align the course concurrently.
Question of the day:
Each module is designed around a case and a central object of analysis (strategy of a firm fx.). The students discuss a central phrase laid out by the lecturers – a phrase that centers around the object of analysis of the day.
Through a psychological and interactive method the students cooperate in digesting the reading materials through central questions. The lecturers act as consultants and challenge the students on theory, methods and scientific theory.
Theory module – textbook-videos-cases/examples:
The theories and the analytical tools are repeated by the lecturers and the toolbox is distributed to the students so that the actual problem solving can commence.
Actual case introduction:
A company representative introduces the case, and the actual problem that is to be solved is handed out to the students. Thereafter a discussion panel will be set up to make sure that the students understand their tasks.
Organizing for case analysis:
The class is divided into 2 groups and each member in the group will get a role in the firm, forming a management team.
Case work and problem solving:
The lecturers assist and challenge the students in their work and analysis offering insight, tips and feedback.
Presenting partial findings to company board of directors:
The students are stopped and are given the task to prepare their preliminary findings in a formal briefing for the board of directors, which both groups will carry out. It introduces an atmosphere of competition.
Each group will review their individual solutions to find problems or flaws that they can fix, further improving their product.
Simulation and testing:
The students are stopped when parts of the problem are solved and when there is a basis for testing the solution up against company internal processes, i.e. will the solution adequately solve the problem or will it have to be modified?
The students are presented with actual problem solving through a briefing on how does the firm actually solve challenges. This information provides a basis for testing student solutions up against company culture. Is the solution in line with the behavior, knowledge and praxis of the firm? (I.e. is it too academic?). The briefing is conducted by the assisting lecturer or company representative.
At the end of the day the students reflect on their own learning experience and they have the opportunity to discuss potential optimizations of the group interaction, a so called learning organization. This is preparation for the 2nd day of the module.
Back to word/question of the day:
It will probably be the case that the students through their analysis have experienced a changed view of the central issue and core elements of the day. Fx. in futures study they might find themselves much more competent in strategy making and that dogmatic strategy making via internal and external analysis can be optimized through the use of new methods introduced during the day.