The core of my teaching philosophy is the importance of providing skills that allow students to make informed decisions in their personal and professional lives, while recognizing the limitations and uncertainty stemming from complexity and lack of information. I strive for my students to be comfortable with the fact that there may not be one right answer, giving rise to various frameworks and tools that can be used to approach a problem. I ultimately seek to help my students develop a scientific mindset so that they may create, modify and blend different analytic frameworks to fit their situation. To accomplish this goal, I incorporate the following elements into my teaching:
1. Establishing the theoretical foundations of various analytic frameworks encountered throughout the course. I make sure that the assumptions, processes, advantages, and weaknesses of using each framework are well understood and tied back to the underlying concepts, terminologies and principles of the subject.
2. Encouraging students to question their own intuition or received wisdom by promoting systematic ways of framing a problem and organizing meaningful information in the process of formulating a solution. Classroom discussions are useful for students to articulate and defend their positions based on their accumulated experience, knowledge, and insights.
3. Creating opportunities for students to apply class lessons in real world settings. This is accomplished through both mandatory case assignments and the development of exam questions based on historical business situations. Additionally, students are given opportunities to apply their knowledge (and receive feedback) outside of the cases covered in the course such as innovating a company’s existing business model or drafting one’s own business plan.
Period26/03/2020 → …