GM105: Strategic Management

critical thinking development • ideation • constant improvement

Reflection on Instructional Change:

I am teaching GM105 (Strategic Management). Topics in this class are stategic management process, corporate strategy, internal & external analysis, strategic initiatives. Selected ACUE Technique that I used in my class is using multiple layers of prompts to get what we want from AI SW to promote active team discussions and contributions to the class discussions. For example, please answer the impact of PESTLE to your chosen firm using AI with references. I created an AI session for them to explain how they can use multiple layers of prompts and show examples.

Since students who take this class is having their last semester mostly given that GM105 is a capstone class, I wanted to provide as practical course materials as possible that can be helpful not only for the course completion but also their professional career. So I asked students to submit notes with questions that they have in AI application (please see the image below). Based on these requests, I create a session to explain how they can use AI for this class and their future career. When I explained those answers they tried to follow the prompts I used on their laptops. After having this session, they said it was really useful and changed their AI application.

I assigned one session to talk about AI application for my students, and the topics cover data visualization, job search, GPTs, dos and don’ts When Using AI in Business, and use for the course. When I designed the session, "Writing Effective Prompts: Discussion and Reflection" was really helpful to explain how to use multiple layers of prompts.

The discussion with other colleagues in the "Observe and Analyze" synchronous zoom session was also helpful to know about how other people use AI in their class. One of the aha moment I had is when I saw a colleague using a paper addressing key management ideation strategies to develop rubrics. Although I knew we can use AI to create a rubric I have not thought about making rubric criteria using that kind of key paper.

Evidence of Instructional Change

Evidence of Instructional Change
This a screen shot of my classroom in action (team discussion)	This shows the image of students' notes that show their requests for the AI session	This shows the image of my ACUE accomplishment

Practice and Reflect Teaching and Learning with AI:

When I designed an AI session, "Writing Effective Prompts: Discussion and Reflection" was really helpful to explain how to use multiple layers of prompts. Here I mainly used ChatGPT. Opportunities were diverse topics that I covered in the session obtained using the notes from students, while challenges were different topics that students are interested in. So sometimes, I could see students are not interested in a certain topic.

Course Syllabus

24Fa GM105 Syllabus.pdf

Faculty Bio

faculty bio
	I earned my Ph.D. in Organizations and Entrepreneurship (Strategic Management) from the University of Pittsburgh's Katz Graduate School of Business. My academic journey includes an M.S. in Economics from the University of Wisconsin-Madison and a B.A. double major in Economics and Politics & Diplomacy from Sogang University, Republic of Korea. My research interests focus on innovation ecosystems, bottlenecks, and the lifecycle of entrepreneurial ecosystems, employing methods such as content analysis and machine learning techniques. Before pursuing my Ph.D., I worked in the public and financial sectors. Additionally, I have accumulated three years of teaching experience in the field of business.

Funding
	This work was supported by: US Department of Education Hispanic Serving Institution Project TECH4Equity US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.