Computer-aided instruction on an MBA programme

Mille , Jona han A icle Compu e -aided ins uc ion on an MBA p og amme Sou h A ican Jou nal o Business Managemen P o ided in Coope a ion wi h: Uni e si y o S ellenbosch Business School (USB), Bell ille, Sou h A ica Sugges ed Ci a ion: Mille , Jona han (1982) : Compu e -aided ins uc ion on an MBA p og amme, Sou h A ican Jou nal o Business Managemen , ISSN 2078-5976, A ican Online Scien i ic In o ma ion Sys ems (AOSIS), Cape Town, Vol. 13, Iss. 3, pp. 121-125, h ps://doi.o g/10.4102/sajbm. 13i3.1184 This Ve sion is a ailable a : h ps://hdl.handle.ne /10419/217804 S anda d-Nu zungsbedingungen: Die Dokumen e au EconS o dü en zu eigenen wissenscha lichen Zwecken und zum P i a geb auch gespeiche und kopie we den. Sie dü en die Dokumen e nich ü ö en liche ode komme zielle Zwecke e iel äl igen, ö en lich auss ellen, ö en lich zugänglich machen, e eiben ode ande wei ig nu zen. So e n die Ve asse die Dokumen e un e Open-Con en -Lizenzen (insbesonde e CC-Lizenzen) zu Ve ügung ges ell haben soll en, gel en abweichend on diesen Nu zungsbedingungen die in de do genann en Lizenz gewäh en Nu zungs ech e. Te ms o use: Documen s in EconS o may be sa ed and copied o you pe sonal and schola ly pu poses. You a e no o copy documen s o public o comme cial pu poses, o exhibi he documen s publicly, o make hem publicly a ailable on he in e ne , o o dis ibu e o o he wise use he documen s in public. I he documen s ha e been made a ailable unde an Open Con en Licence (especially C ea i e Commons Licences), you may exe cise u he usage igh s as speci ied in he indica ed licence. h ps://c ea i ecommons.o g/licenses/by/4.0/ Compu e -aided ins uc ion on an MBA p og amme Jona han Mille G adua e School o Business, Uni e si y o Cape Town The G adua e School o Business o he Uni e si y o Cape Town (UCT) ecen ly acqui ed a powe ul mini-compu e wi h in e ac i e e minals and a ange o educa ional and business so wa e. This pape applies a pa icula model o he lea ning p ocess in o de o choose he mos e ec i e compu e -based eaching me hods o he MBA p og amme. I is a gued ha his choice mus ake In o accoun cha ac e is ics o he lea ne , he lea ning en i onmen , he ma e ial being lea ned and he s age o he lea ning p ocess. These elemen s and he cu en s a us o compu e -aided Ins uc ion on he UCT MBA p og amme a e desc ibed and basic policy guidelines a e p esen ed. S. A . J. Bus. Mgm . 1982, 13: 121 -125 Die nag aadse bes uu skool aan die Uni e si ei an Kaaps ad he onlangs 'n k ag ige mini ekenaa me ln e ak iewe e minale en 'n e skeidenheid an op oedkundige en sake-sag ewa e bekom. In hie die a ikei wo d 'n besonde e model an die lee p oses oegepas i die keuse an die mees doel e ende ekenaa -gebasee de onde igme odes i die MBA-p og am. Die edenasie Is da die eienskappe an die lee de , die lee omgewing, die ma e iaal wa aangelee wo d, en die s adium in die lee p oses alles by so 'n keuse in ag geneem moe wo d. Hie dle eiemen e en die huidige s and an sake me be ekklng o ekenaa -onde s eunde onde ig in die MBA- p og am an die Uni e si ei an Kaaps ad wo d besk y , en basiese beleids lglyne wo d oo ges el. S.·A . Tydsk . Bed y sl. 1982, 13: 121 -125 Pape p esen ed a S.A. Con e ence on Compu e s in Educa ion, S ellenbosch. Based on an unpublished pape submi ed o he Depa men o Accoun ing, UCT, in pa - ul ilmen o he deg ee o M.Com. (BOP). J ....... Mille Di .ec o , MBA P og amme and Senio Lec u e , G adua e School o Business, Um c si y o Cape Town, Rondebosch 7700, Republic o Sou h A ica Recei ed Ap il 1982; accep ed May 1982 In oduc ion The deg ee o Mas e o Business Adminis a ion a he Uni e si y o Cape Town is o e ed by i s G adua e School o Business (GSB). Fo some ime he GSB has had i s own small in-house compu e as well as emo e access o he la ge uni e si y acili y, bu he na u e o hese acili ies has no allowed ex ensi e use o compu e s o eaching pu poses. The ecen acquisi ion o a powe ul mini- compu e wi h ease o use and in e ac i e capabili ies, and compa ible wi h a wide ange o educa ional and business so wa e, has p esen ed majo oppo uni ies o apply compu e suppo on a b oad on . The objec i e o his pape is o desc ibe he s a us o Compu e -Aided Ins uc ion (CAI) a he GSB and o p esen a pa icula model o he lea ning p ocess which allows e ec i e policy decisions and he objec i e selec ion o compu e -based eaching me hods. In he nex sec ion basic ha dwa e and so wa e issues a e no ed and six modes o compu e usage o eaching pu poses a e desc ibed. The hi d sec ion p esen s a pa icula model o he lea ning p ocess and a gues ha he e ec i e use o compu e s depends on cha ac e is ics o he lea ne , he lea ning en i onmen , he ma e ial being lea ned and he s age o he lea ning p ocess. Sec ion ou desc ibes he s uc u e and con en o he MBA p og amme a he GSB and p esen s he objec i es and na u e o cu en and planned compu e -aided ins uc ion on he p og amme. The inal sec ion con ains b oad policy guidelines o on-going managemen o CAI a he Business School. Basic elemen s o implemen ing compu e -aided Ins uc ion Ha dwa e The success ul inco po a ion o compu e -aided ins uc ion in o an educa ional p og amme clea ly depends o a la ge ex en on ha dwa e acili ies. The choice be ween mic os, minis and main- ames is he i s di icul s ep. Chambe s and Sp eche 1 s a e o ins ance: 'The ad en o he mic o-compu e has esul ed in hea ed deba es conce ning he ela i e me i s o CAI sys ems suppo ed by la ge-scale, powe ul compu e con igu a ions as con as ed o he CAI capabili ies o he mic o-compu e s'. And in in e p e ing Hawkins's majo in e na ional su ey, Ba ke 2 no es: 122 'Responden s had equally mixed eelings abou whe he he sou ce o compu a ional and ins uc- ional powe should be de i ed om a la ge machine, mic o/mini, o a compu e ne wo k'. Mic o-compu e s o e a e y inexpensi e en y poin , a e po able, equen ly ha e acili ies such as colou g aphics, and elimina e was e ul usage o cen al s o age acili ies. La ge main- ames ha e he ad an age o economies o scale, cen al con ol, capaci y o la ge scale packages and p og amming e o , and cen al da a-base de elopmen and managemen . The mode n mini-compu e , howe e , o e s a possible comp omise be ween hese wo ex emes. Much so wa e o iginally designed o main- ames is now a ailable o mini-compu e s. Minis app oach mic os in e ms o ease o use, and ye compa e wi h main- ames in e ms o s o age capaci y and p ocessing powe . Mini-compu e s gene ally cos subs an ially less han main- ames. This is he ou e aken by UCT's G adua e School o Business which ecen ly acqui ed a PRIME mini-compu e oge he wi h 12 s uden e minals, an 80 mb discd i e, an 800 bpi aped i e and a 300 I pm p in e . The GSB also has an RJE link o he main uni e si y UNIV AC. Impo an conside a ions in making his decision we e cos o he acili y ope a ing sys em in e ms o s uden use in e ac i e e minal capabili y a ailabili y o business and educa ional so wa e abili y o emula e la ge business compu e en i onmen s. So wa e The de elopmen and sha ing o quali y CAI ma e ials has been e med ' he single mos c i ical issue in CAI oday'. 1 The e has also been c i icism o ' he massi e accumula- ion o ins uc ional so wa e p oduced by ela i ely inex- pe ienced p og amme s . . . which is hen ma ke ed as a eady made sou ce o solu ions o educa ional p oblems'. 3 Fo una ely, a leas a he uni e si y le el, he e a e now o ganiza ions ha e iew and dissemina e p o en cou sewa e, CONDUIT being a p ominen example.4 Au ho s a e assis ed in p og amming educa ional ma e ial, which is subsequen ly e iewed, documen ed and adap ed o ease o ans e . GSB has acqui ed se e al packages in his way. Business schools a e also in a o una e posi ion since much basic business so wa e can be used di ec ly in business educa ion. Fo ins ance, he use o inancial modelling packages, da a base managemen sys ems and s a is ical sys ems is desc ibed ahead. Business schools may also ind i use ul o access public sou ces such as he Johannesbu g S ock Exchange. Modes o compu e usage CAI acili ies such as hose desc ibed abo e can be used in se e al di e en ways on a eaching p og amme. Six b oad modes o CAI a e conside ed in his pape : u o ial d ill .and p ac ice, p oblem-sol ing, simula ion, inqui y and gammg. In u o ial mode ma e ial is p esen ed o he i s ime. A ac may be s a ed, elabo a ed in a ew sen ences and he s uden hen gi en a p oblem o wo k ou o bianks S.-A . Tydsk . Bed y sl. 1982, 13 (3) o ill in be o e being allowed o mo e o he nex i em. In d ill and p ac ice mode, he s uden is led h ough a se ies ~ e~amples o inc :asing c~mplexi y o di e ing na u e, m hnea o b anching ashion depending on he esul o s uden esponses. P oblem-sol ing mode on he compu e implies he p o- ision o a compu e and a p og amming language ia which s uden s a e encou aged o ackle and sol e p o- blems. BASIC is he bes known language in his con ex . In simula ion mode a p e-p og ammed model is p o id- ed. The s uden is able o access he model and manipula e i by a ying inpu da a, selec ing di e en equa ions, ca - ying ou sensi i i y analysis and in gene al explo ing he simula ed eali y ha he model ep esen s. Inqui y mode makes use o a da abase and a da abase managemen sys em such ha s uden s ha e apid and gene alized access o he a ailable da a. Finally, in his con ex gaming may be ega ded as an ex ension o simula ion whe e he simula ion model has he added elemen o compe i ion. Typically, s uden eams migh ep esen companies in a compe i i e ma ke place and make a se ies o decisions o e simula ed ime. E ec- i eness o he decisions migh be measu ed by ma ke sha e o p o i abili y, as well as e bal o w i en p esen a ions. In subsequen sec ions he use o hese di e en modes o CAI will be discussed wi hin he con ex o he chosen lea ning model and i s applica ion a he G adua e School o Business. A lea ning model and he selec ion o Ins uc ional echniques a he g adua e school In oduc ion Gi en oday's mul iplici y o ins uc ional echniques and acili ies, ins i u ions need o choose ca e ully o isk subme ging s uden s in a haphaza d smo gasbo d o con- en ional lec u es, p og ammed ex s, s udy modules, ilms, ideo apes, w i en assignmen s, compu e simula- ions, e c. Rocka and Sco Mo on 5 ha e p oposed an ope a- ional model o he lea ning p ocess ha allows he ins uc- o o choose a ionally and e ec i ely be ween di e en ins uc ional echniques. Based on he so-called 'expe ien- ial lea ning model', 6 his model will be b ie ly desc ibed and hen applied o he selec ion o compu e -based echni- ques in gene al and o he GSP si ua ion in pa icula . The lea ning model In Figu e 1, knowledge is ca ego ized as ac s (de ini ions, speci ic i ems and ideas), skills (p ocedu es and hei ap- plica ion), es ablished concep s ( heo ies, hypo heses and asse ions ha a e well enough accep ed o wa an minimal lea ned deba es), and on ie concep s ( ecen de elopmen s and long-s anding un esol ed issues open o deba e). I is pos ula ed ha lea ning p oceeds h ough ou s ages: new knowledge mus be acqui ed, embedded, in eg a ed and hen es ed. (This is ela ed o he S imulus- Response models 7 and Ges al models o lea ning~ The Ges al concep s o insigh ul lea ning and ans e o knowledge ela e closely o he abo e s ages o embedding, in eg a ing and es ing.) . The model can also be ep esen ed as a 4 x 4 ma ix S.A . J. Bus. Mgm 1982 13(3) Tes implica ions in new si ua ions Acqui e new knowledge ac s skills es ablished concep s on ie concep s In eg a e in o exis ing concep s and gene aliza ions Figu e 1 The lea ning model Embed h ough e lec ion, p ac ice in which each o he 16 cells is he s age in he lea ning o a pa icula ca ego y o knowledge. Repo ing on ex- ensi e esea ch, Rocka and Sco Mo on conclude ha , o mos e ec i e lea ning, di e en cells in he ma ix ha e di e en equi emen s such as apid eedback, ich lea ning en i onmen , and accessibili y o pas da a. A wide ange o audio, isual, w i en and compu e echniques a e hen classi ied in e ms o hei 'lea ning a ibu es' and co ela ed wi h he cells in he ma ix. CAI echniques ha e pa icula and some imes unique a ibu es. Table 1 ocuses on some o hese and shows he connec ion be ween lea ning equi emen s and lea ning echniques. Non-compu e -based echniques a e mo e closely associa ed wi h he acquisi ion o new knowledge. Because o he la ge pe cen age o all s uden s' ime de o ed o ac- qui ing/ac s and skills, a ibu es such as ease o use, low cos and decen alized a ailabili y a e desi able. A leas a he ime o he s udy (1971 -73), con en ional ex - books, p og ammed ex s and s udy modules possessed hese a ibu es in a g ea e measu e han, o ins ance, compu e -based u o ial echniques. Acquisi ion o es ablished and on ie concep s calls o he p esen a ion o complex new in o ma ion, dealing wi h uns uc u ed ma e ial, apid inclusion o new i ems and indi idualized a en ion. The lec u e and guided class discussion a e p o- minen in e ms o hese a ibu es. (The eade is e e - ed o he ci ed wo k o a much g ea e app ecia ion o he dep h and b ead h o he o iginal s udy.) The GSB en i onmen The selec ion o lea ning echniques depends as much on he lea ning en i onmen and he lea ne as i does on he ma e ial being augh . MBA s uden s a UCT's GSB go h ough a igo ous selec ion p ocedu e. They a e chosen on he basis o hei esponse o a de ailed applica ion ques ionnai e, e e ees' epo s, a leng hy in e iew and pe o mance on he Gene al Managemen Admissions Tes (GMA n. While he success ul applican s come om a a ie y o educa ional and wo king backg ounds, hey almos all ha e p io uni e si y deg ees and all ha e some wo king expe ience 123 ( he a e age is i e yea s). The selec ion p ocess ensu es ha he s uden body is in elligen , ma u e and s ongly sel -mo i a ed. The MBA p og amme i sel is e y in ense. Whe he i is he one-yea ull- ime, o he wo-yea pa - ime p o- g amme, 18 indi idual cou ses mus be comple ed and a leng hy disse a ion submi ed. I is expec ed ha each o he 280 wo-hou class lec u es/discussions will be p eceed- ed by a leas he same amoun o p i a e s udy o p esc ib- ed eadings and cases as well as small g oup discussions o p e-speci ied issues and p oblems. Because o he pace a which he MBA p og amme uns and he amoun o ma e ial o be co e ed, a igo ous s uc- u e has o be imposed and each s uden mus keep o i . The e a e only limi ed oppo uni ies o indi idual coaching, and he e is no ime o leisu ely p ac ice o skills lea ned. As in business i sel , s uden s ha e o manage hei ime con inuously and choose be ween he a ious demands upon hem. Wi hin his con ex he judicious use o compu e echnology holds g ea p omise. While he lea ning model and p ac ical obse a ion indica e ha he adi ional lea - ning p ocess - eadings, case analysis, g oup and class- oom deba e -will con inue o be mos e ec i e o ac- quisi ion o knowledge on he MBA p og amme, i is a he s ages o embedding, in eg a ing and es ing he new knowledge, ha he special a ibu es o CAI come o he o e. Gi en app op ia e ha dwa e and cou sewa e, all he echniques shown in Table I can be employed a a ious s ages o lea ning on indi idual cou ses. Whe e he e is no ime o mo e han a ew manual o hand calcula o exe - cises in inance o s a is ics, compu e -based d ill and p ac- ice and p oblem-sol ing enable mo e, and mo e eali~ ic examples o be ackled o embed and in eg a e new ~kills and concep s. Whe e complex ime-dependen business ela ionships need unde s anding, he oppo uni y o ~x- pe imen wi h compu e ized simula ion models, explo ing he e en s o se e al mon hs o yea s in a ma e o minu es, unde lines he unique bene i s o compu e Table 1 Link be ween lea ning equi emen s and CAI echniques S age o lea ning/ ype o knowledge embed ac s, skills, es ablished concep s embed, in eg a e and es ac s, skills, es ablished concep s embed and in eg a e on ie concep s Lea ning equi emen / impo an a ibu e apid, objec i e eedback indi idualized lea ning, lea ne con ol, assis s uc u ed cle ical asks p esen s uc u e clea ly, allow da a manipula ion, p o ide ich en i onmen as access o ele an da a and exis ing models P ominen CAI echnique d ill and p ac ice p oblem-sol ing simula ion and gaming inqui y sys ems 124 modelling. Whe e he implica ions o al e na i e economic heo ies can be es ed by analysing banks o economic da a using a a ie y o econome ic o mulae, he special ad- an ages o inqui y sys ems a e clea . Pe haps because o he business o ien a ion, ma u i y and de e mina ion o he ypical MBA s uden , he challenge o ackling he compu e and a he same ime enhancing he lea ning p ocess has led o conside able en- husiasm a GSB. The p oblem is no o p omo e CAI wi hin he s uden body, bu o con ol i . In he nex sec- ion, he academic cou ses on he MBA p og amme a e ske ched and p esen and planned compu e suppo is desc ibed. Applica ion o compu e -aided Ins uc ion Academic s uc u e o he MBA p og amme Figu e 2 shows 20 o so cou ses ha a e o e ed on he MBA p og amme a UCT. Wi h he excep ion o he ' echnical epo ' cou se which equi es s uden s o w i e a disse a ion, all he cou ses employ he adi ional lec- u e o ma and ange in leng h om 10 o 20 wo-hou lec u es. Figu e 2 shows ce ai~ impo an ea u es o he o e all s uc u e o he p og amme. A he cen e o he diag am a e ou o he so-called 'co e' cou ses. These cou ses a e o e ed in he i s e m and p o ide a compulso y g oun- ding on which subsequen cou ses will build. A he nex le el a e u he co e cou ses o e ed in he second and hi d e ms, in gene al building on hose cou ses shown closes o hem in he igu e. The hi d le el consis s o 'elec i e' o 'special ield' cou ses om which s uden s can choose. Since hese elec i es build on and deepen he knowledge al eady gained, he choice will depend on pas pe o mance and in e es in he associa ed co e cou ses, as well as u u e ca ee objec i es. Finally, on he pe ime e o he diag am a e co e and elec i e cou ses aken owa ds he ends o he yea . These a e b oadly based 'in eg a i e' cou ses in ended o pull S.-A . Tydsk . Bed y sl. 1982, 13(J) oge he he knowledge and concep s co e ed in p e ious cou ses. As he MBA p og esses, he gene al emphasis shi s om ins uc o s' inpu , heo e ical issues and 'acquisi ion o ac s and skills', o s uden ou pu (p ojec s, assignmen s, p esen a ions), p ac ical business applica ions and ' es ing o on ie concep s'. The p og amme ends wi h he echnical epo which is a majo indi idual exe cise in ap- plied esea ch. Inco po a ion o CAI Elemen s o CAI ha e al eady been inco po a ed on se e al cou ses a GSB and a numbe o new packages a e cu - en ly being loaded and es ed. The sou ce o much o his ma e ial has been CONDUIT. 5 In he inancial a ea, hands-on aining in he basic skill o inancial modelling is o e ed ea ly in he yea . The basic eaching is ia he In e ac i e Financial Planning Sys em (IFPS), al hough SIMPLAN and EPS a e also a ailable. Ac- quisi ion o his skill p o ides he basis o subsequen use o compu e models in managemen accoun ing, co po a e inance and ad anced inance. The objec i e is o imp o e he in eg a ion o accoun ing and inancial concep s by allow- ing ins uc o s o se p oblems o ealis ic size and complexi- y. Ini ially s uden s migh use he compu e o manipula e p e-w i en inancial models. Subsequen ly hey migh build hei own models o assis in he solu ion o inancial cases. The sequence o cou ses including s a is ical me hod, ope a ions managemen and ad anced managemen science is suppo ed by so wa e such as he S a is ical Package o he Social Sciences (SPSS), Quan i a i e Expe imen- al Analysis, Compu e Models in Ope a ions Managemen and Linea P og amming. The p oblems and cases ha a e se , s a wi h simple in e ac i e exe cises in basic s a is ics and p og ess h ough he yea ia mo e complex cases in ope a ions managemen o he ully ledged o mula ion and solu ion o op imiza ion models using linea p og am- ming. The objec i e is o embed he basic p ocedu es by business policy Flaa e 2 MBA P og ammme -cou se s uc u e S.A . J. Bus. Mgm 1982 13(31 p o iding meaning ul p o.blems a.nd quick e~db~ck and ul ima ely o imp o e he m eg a on o quan 1 a 1 e con- cep s by p o iding a iche en i onmen o explo a ion. Economics and ma ke ing concep s a e suppo ed by a se ies o policy games in mac o-economics, a di usion game and a ma ke ing game inco po a ing ad anced echniques such as pe cep ual mapping and conjoin analysis. These acili ies assis in he ini ial acquisi ion o new skills and concep s and e en ually p o ide a sophis ica ed en i onmen in which s uden s can es hei insigh in o ad anced managemen echniques. The cou se in decision-suppo sys ems is a new one and by i s e y na u e will equi e a compu e -based en i on- men . Use will be made o he supplie 's da a base manage- men and inqui y acili ies supplemen ed by o he modell- ing and analy ical so wa e o simula e eal wo ld e- qui emen s o compu e ized decision-suppo . An impo an oppo uni y o MBA s uden s o es hei knowledge o a ious business skills and concep s is a - o ded by he compu e ized business simula ion un la e in he yea . Du ing a ew days, managemen eams com- pe e wi h each o he o p o i s and ma ke sha e o e wo yea s o simula ed ime - an exe cise in quan i a i e business analysis as well as in g oup decision-making unde s ess. Finally he GSB compu ing acili ies a e o cou se a ailable o s uden s o use on hei echnical epo s. P o- g amming can be unde aken in BASIC and FORTRAN o hose p oblems no amenable o he use o he highe le el packages. In he nex sec ion, he ole o CAI a UCT's Business School is summa ized and some o he impo an policy guidelines pe inen o his ac i i y a e no ed. Polley guidelines and conclusions The policy guidelines o compu e -aided ins uc ion discussed he e a e aimed a ensu ing he mos e ec i e use o he special ea u es o CAI and a oiding he isk o con using MBA s uden s wi h a wel e o new- angled echniques. By hei na u e hese guidelines a e speci ic o he GSB en i onmen and each o he ins i u ion will ind i has i s unique se o equi emen s oo. CAI should be an adjunc o he exis ing eaching p ocess In e ms o he o e all GSB en i onmen , and he na u e o he indi idual-g ou(K:lass s uc u e, CAI should be used selec i ely in suppo o he adi ional eaching p ocess, a he han supplemen ing whole cou ses o elimina ing ins uc o s. CAI should p og ess in s ep wi h he o e all MBA p ocess, and echnological ba ie s should be minimized. The MBA p og amme comp ises a p og essi e b oaden- ing and deepening o business knowledge. The use o com- pu e echniques should e lec his p ocess, s a ing wi h s aigh o wa d in e ac i e asks and p og essing o mo e complex p oblem-sol ing and open-ended ac i i ies such as simula ion s udies and modelling. MBA s uden s should no be o ced o p og am o lea n complica ed compu e P ocedu es. 125 CAI elemen s should be selec ed p ima ily on he basis o hei unique bene i s. The special a ibu es o CAI such as he abili y o elescope ime, abili y o p esen s uc u e, p o ision o a ich en i onmen , suppo o s uc u ed, cle ical asks and o uns uc u ed da a manipula ion, and oppo uni ies o apid eedback and lea ne con ol, should be expioi ed selec i ely -pa icula ly a he s ages o in eg a ion and es ing o business knowledge. CAI in es men should be based on enhancing a he han eplacing adi ional lea ning mechanisms. The unique ea u es o CAI in a business school en i on- men ela e o en ichmen o he lea ning p ocess a he han eplacemen o exis ing mechanisms. lm-es men deci- sions should ake his iew a he han ha o a cos educ- ion exe cise. CAI ac i i y should mi o he compu e -based business en i onmen . The use o compu e s on an ~IBA p og amme o e s a uni- que oppo uni y o manage s and po en ial manage s o expe ience he new wo ld o compu e ized business in a isk- ee en i onmen . Leaming echniques and ac i i ies should build on his in he lmo,.Jedge ha long- e m pe cep ions o he ·alue o compu e s a e being o med. Conclusion Wi h he ecen acquisi ion o n~· compu ing acili ies he G adua e School o Business now aces an ongoing se ies o decisions ega ding hei op imal use on he ~1BA p o- g amme. The wisdom o hese decisions ,.ill ha ·e g ea im- pac no only on he e ec i ·eness o ~BA ins uc ion, bu on he pe cep ions o g adua ing s uden s ega ding com- pu e s and hei applica ion in business. Wi h his in mind, i has been essen ial o o mula e and apply a cohesi e policy ha akes in o accoun he unique a ibu es o compu e -aided ins uc ion and i s selec .h·e applicaiion o he lea ning p ocess in highe educa ion. Re e ences 1. Chambe s, J.A. & Sp -ecbc . J.W. COl"lpu e assis ed ins uc ion: Cu en ends and c i ical issues. Comm11nica1ions o he AC. I. June 1980. Vol.23. pp.33.:! - J.C. 2. Ba ke . P. Book RC ie, .-: Ha•kins. C.A .. Compu e based lea n- ing -A Slll'ey o he a..,o s in lueocing i s ini ia ion and dC elopmen . P og ammed Lea ninJ and E.dwcaiionai Technolog_,·, lay 1978. 'ol.15. pp.88- 89. 3. Labium. I.D. Fac o s some imes o,e iool cd and unde es ima!cd in he selec ion and su=~ o CAL as an ins uc ional medium. In Le-.is, R. & Tagg. D. 1Eds.1. Comp11 en in Ed11c 1 ion. AIJlSle dam: So b-Holland Publisb.ing Company. 1981. pp. - .:!:84. 4. Wha is COSD : . COSDUT. :nneni ~ o lo-..a. P.O. Box 388. lo•-a Ci )·. lo•-a ~2244. 5. Rock.a . J.F . . 5.:o lo on. .S. Comp11 en and hL Lea ning P oass III Hi lw Educa1ion. ~ Yo k: .:G a•-Hill. 19'75. pp.19-~- . 6. Kolb. D.A. lndnidual lea ning s )ies and he leammg p ocess. 11·o,- u J Pa,N 51.<- 71. Sloan School o lanagemem. !IT. Camb idge. lass .. Sp ing 1971. ~ Hi!p d. E.R. T1 eone:s o Lea nu g, Engk-aood Oi s SJ: P en- ic Hall In.:.. 19'"" 5. 8. w~. . (jcgah heo y o lea ning. In Gazda. G.M. & Co sini. R.J .• T1 eone:s o ua ning. l asca. Illinois: R.E. ~eacock. Pub ica ioos. 1980.