This article presents a rubric for evaluating student performance on written case assignments that require qualitative analysis. This rubric is designed for three purposes. First, it informs students of the criteria on which their work will be evaluated. Second, it provides instructors with a reliable instrument for accurately measuring and grading student performance on written case assignments. Third, if the rubric is used multiple times during the semester, student progress can also be measured. In addition, we piloted an instrument, with statistically confirmed reliability, for measuring students’ perceptions of the benefits of the rubric.

Decision Sciences Journal of Innovative EducationVolume 8, Issue 2 p. 367-372 An Active Learning Exercise for Introducing the Formulation of Linear Programming Models Emma Jane Riddle, Emma Jane Riddle Department of Management, College of Business, Winthrop University, Rock Hill, SC 29733, e-mail: [email protected]Search for more papers by this author Emma Jane Riddle, Emma Jane Riddle Department of Management, College of Business, Winthrop University, Rock Hill, SC 29733, e-mail: [email protected]Search for more papers by this author First published: 14 July 2010 https://doi.org/10.1111/j.1540-4609.2010.00263.xCitations: 7Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher education report no. 1. Washington , DC : School of Education and Human Development, George Washington University. Google Scholar Bonwell, C. C., & Sutherland, T. E. (1996). The active learning continuum: Choosing activities to engage students in the classroom. In T. E. Sutherland & C. C. Bonwell (Eds.), Using active learning in college classes: A range of options for faculty (pp. 3–16). San Francisco : Jossey-Bass. Google Scholar Gattiker, T. F. (2003). P-chart SPC card game: The case of the new supplier. Decision Sciences Journal of Innovative Education, 1(2), 289–294. 10.1111/j.1540-4609.2003.00022.x Google Scholar Harrod, S. (2009). A spreadsheet-based, matrix formulation linear programming lesson. Decision Sciences Journal of Innovative Education, 7(1), 249–257. 10.1111/j.1540-4609.2008.00217.x Google Scholar Murphy, F. H., & Panchanadam, V. (1999). Using analogical reasoning and schema formation to improve the success in formulating linear programming models. Operations Research, 47(5), 663–674. 10.1287/opre.47.5.663 Web of Science®Google Scholar Neureuther, B. D. (2006). Conceptualizing variation and control chart theory. Decision Sciences Journal of Innovative Education, 4(1), 147–151. 10.1111/j.1540-4609.2006.00108.x Google Scholar Paxton, J. (2003). A short, simple learning curve classroom exercise. Decision Sciences Journal of Innovative Education, 1(2), 303–307. 10.1111/j.1540-4609.2003.00024.x Google Scholar Roth, H. P. (2005). An active learning exercise illustrating a manufacturing process in a cost management class. Decision Sciences Journal of Innovative Education, 3(2), 367–374. 10.1111/j.1540-4609.2005.00078.x Google Scholar Russell, R., & Taylor, B. W. (2009). Operations management: Creating value along the supply chain ( 6th ed.). Hoboken , NJ : Wiley. Google Scholar Umble, M., & Umble, E. J. (2004). Using active learning to transform the Monte Hall problem into an invaluable classroom exercise. Decision Sciences Journal of Innovative Education, 2(2), 213–217. 10.1111/j.1540-4609.2004.00047.x Google Scholar Citing Literature Volume8, Issue2July 2010Pages 367-372 ReferencesRelatedInformation

The latest innovation to draw the attention of business schools and their stakeholders is electronic commerce (e-commerce). The purpose of this paper is to examine how business schools are responding to the curriculum challenge of e-commerce. The results indicate that business schools are initiating three types of responses: The first concerns programmatic changes. The second concerns changes in the disciplines of management information systems, marketing, operations management, and accounting. The third response is the establishment of centers/institutes of e-commerce. Before we report on these responses, we present an overview of e-commerce. After our responses, we present a summary of our results and predict future trends.

The Single Market program of the European Community will require major changes in corporate and manufacturing strategies. Global competitive experience suggests that global or EC-wide corporate strategies will be the most successful. With reference to the Hayes-Wheelwright analysis of stages in manufacturing’s strategic role, a Stage 3 or Stage 4 manufacturing strategy is required to support a global corporate strategy. This paper describes the necessary changes in manufacturing strategy in terms of the classical manufacturing strategy decisions.

A rubric is a set of guidelines for assessing student performance. Rubrics have several important uses in the classroom, in program evaluation, and in accreditation review. A process for rubric development and examples of four types of rubrics are given. The best type of rubric for a quantitative task depends on the nature of the task and the reason for using a rubric. The major contribution of this article is a table that helps faculty select a rubric type for quantitative problems and three types of case problems.