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Article

Abstract

This case study is an initial attempt to assist colleagues at resource-limited colleges to efficiently design and conduct new e-business courses. This detailed case study of the results is intended to assist others at similar schools in creating e-business offerings which result in similarly high levels of student satisfaction, cognitive learning and affective outcomes. E-business is a rapidly evolving and confused area. As a result, a major challenge to instructors is how to support students in learning how to learn rather than to master an established body of information. No one at the present time is, or really can be, an “expert” at e-business. Which means that, particularly at smaller schools, the real challenge is to determine how existing faculty with no formal background in the e-business area can leverage their pedagogical skills to successfully offer new courses in on topics such as electronic commerce (EC) and electronic marketing (EM). To facilitate that process, the following case analyzes in some detail the experience of designing and offering two new graduate business courses at a small (6,000+) state college in the United States. A few, very preliminary, conclusions and recommendations can be made but each should be carefully assessed within the context of other institutions and situations.

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