Teaching with Purposeful Methodologies and Situational Relevance in Business School Classrooms: A Strategic Management Example

Abstract

Business school graduates constitute 20-25% of university graduates every year in North America. There are longstanding and continuing concerns for management education to become more real-world relevant and responsible. A matrix of teaching and learning types in business schools characterises Doctrinaire and Opinionated Spectator types as less relevant, and Purposeful Methodologies and Situational Manager types as more relevant. Explicit situationalization to orient students inside the hereand- now situational reality is required for relevance. A Situational Strategic Management Approach for situational case analysis is described and its application for more relevant pedagogy outlined.