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This chapter demonstrates how an entrepreneurship course can be enriched by incorporating industry-standard tools and software. In a yearlong case study, we ran multiple sections of an entrepreneurship course in which students learned and applied industry-standard tools and software. During and after the course, we collected feedback and analyzed t...
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This article examines how students learn about data‐driven decision‐making by creating and using a dashboard to play an online version of the familiar Beer Game. The objective is to apply data visualization skills to a business system in a way that leads to effective decisions. The students not only build a dashboard in Tableau, they also use it as they make ordering decisions while playing a round of the Beer Game that has a seasonal ramp up/ramp down demand pattern. Our assessment indicates that the exercise provides an effective application of Tableau skills and raises awareness of important aspects of dashboard design. We continue to improve the exercise to emphasize that analytics solutions can only be developed with a solid understanding of the business system.
WhatsApp, the message-sharing social media app, is commonly used by students to collaborate on class assignments. This article examines the use of WhatsApp as part of a course gradable assignments and weekly pre- and postlecture discussions. This study is based on a survey and interviews conducted with undergraduate university students in the UAE who were asked if WhatsApp Groups use within the structured frame of the course and as gradable requirements increased their motivation to contribute to the course work. The results indicate that the students were more engaged with assignments that had WhatsApp embedded within the assignment structure. Furthermore, they found the pre- and postlecture WhatsApp discussions beneficial and effective, increasing motivation to participate actively in the lecture’s topic. This study concludes that the use of WhatsApp as part of course gradable assignments can contribute to active learning and enhance collaborative learning pre- and postlectures.
