Among all the lectures and the courses that IBC students took, my personal preference was this course. Although, the structure is similar to the other programs e.g Entrepreneurial Growth; that is reflection on practical case studies, presentation and a paper. There were three major differences that I found interesting; ironically it fits well with the course name.
The first difference is its strategy to deliver. The case and the literature complimented each other; both played the role to increase comprehension of the concepts, the second difference was the way the presentation or discussion panel was held. The seating arrangement was just like a round table conference, where you have all the parties facing each other, in order to make it more interactive.
The third difference and the key difference were the instructors themselves: Bjursell and Cecilia. They say that a good teacher/leader is one that motivates their subordinate…in this case, the students. The departing point of this course is students are given a chance to share their solutions before they put it on paper. This helps students to actively listen and participate in each other’s strategy in solving in the case and through discussion have a clearer and sustainable understanding of the concepts.
It’s easy to read books and think of the ideal strategy as “ one-size-fits-all solution to the
Organization”, but as (MCallaster, 2004) puts it all businesses are not alike and what strategy may work for one organization may do differently for another.
Hence as learning students, there’s no right or wrong strategy but we must be aware of how to stand back and look at the text and see how the literature and the tools provided can assist the case to be solved, even its done hypothetically.
Strategy is change and change is what sets things apart, makes you take notice as (Huy, 2002) suggests. Here the leadership style of experimenting is encouraged and the failure to succeed is not lead to punishment, but the innovation of reading and adding solutions to the preceded literature is rewarded through better grades and more comprehensive and empirical know-how of what is possible as illustrated in (Northouse,2007).