Abstract

The Implementation of New Technology to Complement the Paperless Delivery of the MBA course Corporate Social Responsibility
  Session II, Thursday 11:45 - 12:45
  John Shannon, Associate Professor, Department of Finance and Legal Studies, Stillman School of Business,
    Seton Hall University
  Sue O’Sullivan, Senior Faculty Associate, Department of Finance and Legal Studies, Stillman School of Business,
    Seton Hall University
  Riad Twal, Instructional Designer Teaching, Learning, and Technology Center, Seton Hall University

In Spring 2008, Seton Hall University the graduate students in MBA course BMBA 9201: Corporate Social Responsibility went "paperless." Utilizing Blackboard 7.3, Wikis, discussion boards, email and ITV technology, graduate explored the concept of Corporate Social Responsibility and ethics in today's changing business environment.

This presentation will address paperless courses, implementation of technology to complement curriculum, feedback from the MBA students and the results of the initiative.

BMBA 9201, Corporate Social Responsibility, is a required introductory two credit course in the MBA program. The purpose of the course is threefold: 1) provoke students to think critically about ethical behavior in business; 2) examine the relationship of business enterprises to stakeholders; and 3) analyze questions about the ethical and socially responsible conduct of enterprises. Students are required to work on two individual projects, a horizon analysis (a reflection on an ethical challenge faced by the student) and a research paper that analyzes the strengths and weaknesses of a particular company's corporate code of conduct. Students work collaboratively on one additional assignment ~ the analysis of a series of CSR cases. Each case requires students, working in small teams, to prepare research materials, develop and present the case analysis using digital platforms (wiki and PPT) and develop and facilitate a discussion board on the case.

All assignments are prepared and submitted using digital platforms, i.e., Microsoft Word, PowerPoint and Blackboard. Students are also required to participate in an ongoing current events discussion by submitting comments on two posts per week on Professor Shannon's blog. Professors Shannon and O'Sullivan chose this course because of the volume of the individual and group work that involves a substantive time commitment from the students. Faculty sought tools that would allow students (the majority of whom work full-time) to utilize their time at a higher level of productivity. Also sought were tools that allow faculty to communicate with students more quickly and work more effectively at assessing group output and individual input. Both Shannon and O'Sullivan were teaching CSR sections this semester so the opportunity to implement and discuss this technology and student reaction was paramount. Professor Shannon's course was a traditional 14 week delivery. Professor O'Sullivan's course was a 7 week delivery with a student constituency that included one-half of the class in the classroom and one-half of the class present via ITV technology from a remote location. Individual assignments are critiqued, graded and returned to students electronically through the Gradebook in Blackboard.

Students present their group case analysis utilizing PowerPoint. At the conclusion, students engage in an often lively discussion with the class about the case. The discussion board was chosen because of its ability to extend the in-class discussion. The wiki section requires students to develop content in a digital medium, introducing them to a new platform. The wiki includes the research and analysis that was also presented by the student teams. The use of a digital platform permits the embedding of hyperlinks, video and audio allowing readers (instructors and fellow students) access to original sources. Again, submissions are critiqued, graded and returned to the group members, individually, through the Gradebook in Blackboard. Problems that were encountered included overcoming initial student resistance to learning a new technology, depth of instruction on utilizing these new course tools and differences in instructor and student expectations of the outcomes. Methods used to resolve problems and arrive at solutions included continuous student feedback - time was set aside at each class meeting to discuss difficulties and concerns; how better to implement and where student improvement was needed (such as facilitating the discussion boards - instead of using the boards as a passive posting tool, group presenters responded to comments and discussions were continuous for one to two weeks after a presentation). Both instructors spoke regularly and had electronic access to each other's sections to discuss issues as they arose and suggest various resolutions. Students also responded via a specific discussion board where they posted suggestions for change and identified their technology likes and dislikes.

Both sections were successfully completed utilizing the identified technologies. Both professors were "paperless" and all communication and assessment was conducted electronically. We definitely accomplished what we set out to do and learned along the way. Most students embraced all of the new tools, although some did not. Some students preferred to have in-class demonstrations (for example, how to set up the Wiki) and some brought their own directions (from an internet source) and helped others learn. We found that most students are familiar and proficient with Word, PowerPoint and Blackboard. Some students were familiar with discussion boards, but were less familiar with the facilitation of discussions. Almost all of the students were unfamiliar with Wikis. Students were enthusiastic about the use of the Wiki tool. At least two students shared how they subsequently used a Wiki at work that resolved an outstanding issue and saved their companies time and money.

Professors Shannon and O'Sullivan will discuss student reaction and their own instructor experiences to determine methods and means to improve delivery. Both will be teaching this course again in the Fall 2008 semester and will have additional information to share at the time of the presentation. Importance/Relevance: New technology is not only important to the creation of strong learning environments, it is a necessity. These tools can aid in the delivery of a course - to name a few, an instructor now has the ability to check individual's group performance input and original sources.

The online format allowed them to spend more time on the substantive matter of the course’ the tools offered new ways to communicate and improve communication between students and instructors. The technology used kept students in the technology loop for future employment opportunities.