Question

This case was provided by Pro- fessor Daniel Purdy, Assistant Director of the MBA Program, and Professor Wendy Wilhelm, Professor of Marketing, both of Western Washington University.

The College of Business at Western Washington University is a full-service business school at a midsized regional university. The College of Business special- izes in undergraduate business education with selected gradu- ate programs. While the College emphasizes mostly professional education, it does so within a

offerings, such as the highly suc- cessful Manufacturing and Sup- ply Chain Management degree.

The College is commit-
ted to a student-centered style
of education that emphasizes
the students not as customers
but as equal stakeholders in the
process of education. As part
of its commitment to involving
the students as true partners,
the College has recently begun
the process of conducting focus
groups of undergraduate and
graduate students. The objec-
tive of these focus groups is to
identify negative and positive attitudes about the College and develop new ideas to improve the College.

liberal arts context. Business majors range from standards such as Accounting, Marketing, and Finance to more unique

The following is an excerpt from the transcript of the first undergraduate focus group. This group included 14 stu- dents with the following makeup: 50% male and 50% female; 93% work part-time or more, and 7% do not work; and 29% management majors, with other majors no more than 15%.

Moderator: So what do you guys think are some ways that the College (not the University) can be improved? Jeff: I really like the fact that professors are accessible, willing to help and a lot of them let us call them by their first name. Something that I think could be better is that we don’t spend enough time learning how to do things but in- stead professors spend too much time talking about theory. Sarah: Yea, Yea, I agree totally. It seems like most of the time we aren’t learning practical skills but just talking about what we “should” do, not really learning how to do it. Moderator: Interesting points, how would you suggest the College try to increase the amount of practical learning? Todd: It would really be cool if we could do more real-life professional work in our classes. Things like skill-based projects that focus on doing what we would really do in our profession.

Tim: I think we should all have to do a mandatory intern- ship as part of our major. Right now, some majors let you do it as an elective but they are really hard to find and get. Moderator: Good ideas. Are there other things you think we could improve?

Rhonda: I agree that the professors try really hard to be open to students but the advising is really not very good, I don’t know how to fix it but I know my advisor is pretty much useless.

Ariel: I know, I know. It is so frustrating sometimes. I go to my advisor and she tells me to just fill in my degree

planning sheet and she’ll sign it. It’s like they don’t even know what I should be taking or why.
Jon: My advisor is kind of funny, he just tells me that he doesn’t really know that much about classes he doesn’t teach and my guess is as good as his. At least he’s honest anyway. Moderator: Ok, Ok, so the advising you are getting from the faculty leaves a little to be desired. What do you guys do to figure out how to plan your degrees if your advisors aren’t helping much?

Sarah: I just ask my friends who are further along in the major than I am.
Mark: Yea, me too. In the Student Marketing Association we all give each other advice on what professors are good, what classes go good together, which have prerequisites and stuff like that. It would be cool if we could have some- thing like that for the whole college.

Moderator: Don’t you think CBE could be improved if we developed some sort of Peer-Advising Program?

Using these excerpts as representative of the entire focus group transcript, answer the following questions:

1. Do you think focus groups were the appropriate research method in this case, given the research objectives? What other type(s) of research might provide useful data?

2. Evaluate the questions posed by the moderator in light of the research objectives/question: (a) Are any of them leading or biased in any way? (b) Can you think of any additional questions that could/should be included?

3. Examine the findings. How is CBE perceived? What are its apparent strengths and weaknesses?

4. Can we generalize these findings to all of the College’s students? Why or why not?

Answer 1

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Do you think focus groups were the appropriate research method in this case, given the research objectives? What other type(s) of research might provide useful data?

In this case the students who study receive feedback and opinions on CB. Some students have different views and some have similar views. Research groups for the collection of information from students were conducted by the researchers. Focus Group is a qualitative research technique comprising a group lead by a moderator. It conducts an unstructured discussion and activity that collects relevant research information. This approach is ideal for CB, as it helps students to collect relevant information. In-depth interviews can be conducted rather than the testing techniques of focus groups. The knowledge is also stored.

Evaluate the questions posed by the moderator in light of the research objectives/question: (a) Are any of them leading or biased in any way? (b) Can you think of any additional questions that could/should be included?

a) The interviewees strongly agree with the moderator's second question. You agree that the university should increase the number of practical learning. The students frequently give various perspectives and ideas about how they can develop their education.

b) Some other questions that can be added in the questionnaire are

• What kind of internship programs are you expecting to be included in academics?
• Is it easier to implement the strategy of improvement in your college?

Examine the findings. How is CBE perceived? What are its apparent strengths and weaknesses?

The founder of CB considered providing their students with high-quality business education through selected diploma courses. It concentrated on more vocational training. They wanted their students to be well aware of business theories. Students were not very pleased with the college's teaching approach from the results of the moderator. Many students say they can interact easily with their instructors, which makes learning concepts easier. But some feel that they don't get enough practical coaching to do real time work.

The College CB has some weakness as well as strengths which are discussed in the case.The weakness of the college includes its theoretical coaching. The students prefer to learn real time experiences. The advisors of the college are not professional. Some of them don’t give importance to student’s needs.The strength includes the liberal coaching of the college. The professors of the college are easily accessible.

Can we generalize these findings to all of the College’s students? Why or why not?

In the case of College CB the findings of this work can be generalized. The method of research used is the technical focus group. This research technique uses any questions that can gather as much information as possible.