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Professional Decision Modeling: Practitioner as Professor

Author

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  • Peter J. Regan

    (Tuck School of Business, Dartmouth College, Hanover, New Hampshire 03755)

Abstract

I teach a short elective course on decision science to 40 percent of the second-year class in Dartmouth’s MBA program. Students use MS/OR to clarify the value of an industrial asset in a spin-off negotiation. Students design, build, and refine spreadsheet models incrementally. I introduce techniques to support each week’s case challenges. The decision context evolves with new information and unexpected demands. My teaching success depends on quick, detailed feedback and effectively guiding students with varying proficiency. My hybrid role as practitioner-professor developed over several years. I encourage practitioners and full-time faculty to collaborate on similar courses or segments of longer courses.

Suggested Citation

  • Peter J. Regan, 2006. "Professional Decision Modeling: Practitioner as Professor," Interfaces, INFORMS, vol. 36(2), pages 142-149, April.
    • Handle: RePEc:inm:orinte:v:36:y:2006:i:2:p:142-149
    DOI: 10.1287/inte.1050.0186
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    References listed on IDEAS

    as
    1. Samuel E. Bodily, 1996. "Teachers' Forum: Teaching MBA Quantitative Business Analysis with Cases," Interfaces, INFORMS, vol. 26(6), pages 132-138, December.
    2. Wayne L. Winston, 1996. "The Teachers' Forum: Management Science with Spreadsheets for MBAs at Indiana University," Interfaces, INFORMS, vol. 26(2), pages 105-111, April.
    3. Stephen G. Powell, 2001. "Teaching Modeling in Management Science," INFORMS Transactions on Education, INFORMS, vol. 1(2), pages 62-67, January.
    4. Matthew J. Liberatore & Robert L. Nydick, 1999. "The Teachers' Forum: Breaking the Mold—A New Approach to Teaching the First MBA Course in Management Science," Interfaces, INFORMS, vol. 29(4), pages 99-116, August.
    5. Peter J. Regan, 2005. "Professional Decision Modeling: Details of a Short MBA Practice Course," INFORMS Transactions on Education, INFORMS, vol. 6(1), pages 35-52, September.
    6. Thomas A. Grossman, 2001. "Causes of the Decline of the Business School Management Science Course," INFORMS Transactions on Education, INFORMS, vol. 1(2), pages 51-61, January.
    7. Stephen G. Powell, 1995. "The Teachers’ Forum: Six Key Modeling Heuristics," Interfaces, INFORMS, vol. 25(4), pages 114-125, August.
    8. Stephen G. Powell, 1998. "The Teachers' Forum: Requiem for the Management Science Course?," Interfaces, INFORMS, vol. 28(2), pages 111-117, April.
    9. Thomas A. Grossman, 2002. "Student Consulting Projects Benefit Faculty and Industry," Interfaces, INFORMS, vol. 32(2), pages 42-48, April.
    10. Stephen G. Powell, 1997. "The Teachers' Forum: From Intelligent Consumer to Active Modeler, Two MBA Success Stories," Interfaces, INFORMS, vol. 27(3), pages 88-98, June.
    11. Robert L. Carraway & Dana R. Clyman, 1997. "Managerial Relevance: The Key to Survival for OR/MS," Interfaces, INFORMS, vol. 27(6), pages 115-130, December.
    12. Stephen G. Powell, 1995. "The Teachers’ Forum: Teaching the Art of Modeling to MBA Students," Interfaces, INFORMS, vol. 25(3), pages 88-94, June.
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    Cited by:

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    2. Michael F. Gorman, 2011. "Student Reactions to the Field Consulting Capstone Course in Operations Management at the University of Dayton," Interfaces, INFORMS, vol. 41(6), pages 564-577, December.

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