Abstract
PurposeThis paper introduces a new instructional design for executive programs that combined a flipped classroom methodology and experiential learning to address the challenge of teaching highly technical material in a compressed time frame. In practice, when decision-making executives lack technical expertise and face a highly technical problem, they contract for subject-matter expertise (SME) within the firm or through hiring consultants. The authors show how this can be done in a classroom setting to enhance the learning experience.Design/methodology/approachThe classroom approach utilizes students from other programs as analysts for executive MBA (EMBA) teams faced with case analysis that involves technical issues in finance. The analysts act as subject-matter experts for the EMBA students.FindingsExecutive student learning is not eroded by relying on the analysts, and, moreover, the use of analysts enhances EMBA student understandingPractical implicationsExecutives are able, in a short time frame, to produce high quality analysis by utilizing the subject-matter experts. Executives also learn how to ask the right questions and evaluate the quality of the analysis created by the subject-matter experts. The subject-matter experts, who are also students, derive added benefits of an employment experience in finance, learning how to interpret instructions about the analysis and how to respond to feedback.Originality/valueThe paper illustrates a new course design where the course's technical analysis aspects mimic work environments enhancing student learning.
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