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Problem-Based Learning (PBL) Approach to Teach Methods of Enhancing the Synergy of Decentralized Decisions

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dc.contributor.authorYoon, Suck-Chul-
dc.date.accessioned2009-03-04T01:39:19Z-
dc.date.available2009-03-04T01:39:19Z-
dc.date.issued2004-12-
dc.identifier.citationSeoul Journal of Business, Vol.10 No.2, pp. 1-15-
dc.identifier.issn1226-9816-
dc.identifier.urihttps://hdl.handle.net/10371/1805-
dc.description.abstractThis paper demonstrates that a Problem-Based Learning(PBL)

approach can be effective in teaching management-science students the

methods of enhancing the synergy of an organization. Different from

traditional direct approaches, an alternative instructional method that

begins with an authentic problem without any prior preparation by

students is called problem-based learning(PBL). Since its conception in

North American medical schools, PBL has been adopted for the

preparation of professionals in diverse fields such as engineering, law

and business(Chun and Wong, 2000). To apply the PBL approach to

management-science education, the professor presents a typical(3

source- and 4 destination-) transportation problem and asks the

students to find a solution that can minimize the total transportation

cost.

The professor advises the students to devise a thinking model(called a

paradigm) that can make full use of the most economic route at first,

and then, the second most economic route, and so forth. When the

students have managed to arrive at a solution by this paradigm, the

professor asks them to scrutinize the solution by exercising the

Cartesian doubt(i.e., cogito ergo sum). When students become aware of

a fallacy of the paradigm, the professor advises them to reason out what

causes the fallacy to take place. Students will find out that the fallacy

comes into being due to the fact that afore-made decisions constrain

later-made decisions in the time stream.

In order to overcome the fallacy, the students are referred to the

Hegelian Dialectic processes to reason out an antithesis or a new paradigm. This process of finding a better thinking model will be

continued until the students come up with a most satisfactory or the

most economic solution from the standpoint of the organization as a

whole(called the total-optimum solution). Now, the students are asked

to calculate the optimal solutions from the standpoint of each source or

each subunit of the organization(called partial-optima). Now, the

professor leads the students to discover a fact that the total-optimum

comes into conflict with the partial-optima. The professor, then, asks

the students to discuss how each subunit of an organization should

behave in order to create the biggest synergy for their organization as a

whole.

This process of problem-based learning will lead the students to

understand the philosophical meaning of Cartesian doubt and Hegelian

dialectic processes. Finally, the professor can ask the students to

discuss and figure out how to work out the conflict between the partialoptima

and the total optimum of the organization.
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dc.language.isoen-
dc.publisherCollege of Business Administration (경영대학)-
dc.subjectTeaching Method-
dc.subjectPBL-
dc.subjectProblem-based learning-
dc.subjectManagement Science-
dc.subjectIdeas of Descartes and Hegel-
dc.subjectTotal Optimum versus Partial Optima-
dc.titleProblem-Based Learning (PBL) Approach to Teach Methods of Enhancing the Synergy of Decentralized Decisions-
dc.typeSNU Journal-
dc.contributor.AlternativeAuthor윤석철-
dc.citation.journaltitleSeoul Journal of Business-
dc.citation.endpage15-
dc.citation.number2-
dc.citation.pages1-15-
dc.citation.startpage1-
dc.citation.volume10-
Appears in Collections:
College of Business Administration/Business School (경영대학/대학원)Dept. of Business Administration (경영학과)Seoul Journal of Business (SJB)Seoul Journal of Business Volume 10, Number 1/2 (2004)
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