VICTOR Z. CHEN

In pursuit of the profound, the innovative, and the visionary

Biography

Research Activities

Presentations

Teaching

        Course directory

        Three-way teaching

        3Way projects

Practical Engagement

In the Media

Awards

Collaborators

Photo Album

 

Rambling Thoughts

 

 

Favorite Quote

Religion

 

Family Photos

 

 

My 3Way teaching industry collaborators came from the following organizations:

 

 

 

 

 

 

 

 

  

 

 

Beijing, China PR

 

 

Course Directory

 

MGMT3274: International Business Processes and Problems (Fall)

 

MGMT3275: International Management (Fall)

 

MBAD6197: Managing Multinational Enterprise (Spring)

 

My Teaching Philosophy:

Three-Way Transformational Learning

 

I have invented a new teaching approach of what I call “three-way transformational learning”. As its name suggests, through three-way interactions, this approach seeks to transform the thinking and practice of three parties of participants, including the professor (myself), the students, and the industry collaborators, so that we all learn from and influence each other by contributing our unique expertise, information, and resources to the common knowledge ecosystem. I serve not only as a professor in the sense of lecturing and mentoring but also as a knowledge manager who maintains, sustains and grows knowledge resources (e.g., evidence/theory-based materials, past cases, experiences, and contacts) in the three-way ecosystem.

 



Traditional

Case teaching

Field

3Way

Main materials

Textbooks

Case materials

Industry projects

Relevant research
Mini case simulations


Live case projects in collaboration with the industry at the professor-management level, rather than the institutional level.

Main teaching modes

Standardized lectures

Analytical training

Decision process simulation in specific historical contexts

Direct observations

First-handed information collection

Specific role plays

Synergy creation through analytics, short case simulations, and real decision support projects

Learning objectives

Rigorous analytical skills

Decision judgment skills

Learning by doing

Integrative skills of all three

Professor's role

Lecturer

Coach

Almost none

Coordinator/Facilitator

Knowledge eco-system builder

Immediate beneficiaries by learning new things every time

Industry's role

Guest speakers

Case subjects of the past

Supervisors

Timely and inside information providers

Consulting clients

Participants in decision making

Immediate beneficiaries by taking away rigorous and creative solutions

Students' role

Passive learners

Analysts

Interactive participants

Simulated decision makers

Apprentices

Direct observers

Investigators

Interactive participants

Real decision supporters

Immediate beneficiaries by putting knowledge into practice and by working with professor/industry to bridge knowledge-practice gap

Pros

Getting a rigorous general picture

Relatively low requirement on teaching experience

Getting the specific processes

Putting knowledge into specific contexts

Relatively low requirement on teaching experience

Getting the timely truth

Non-location bound if travel is supported

Getting the synergy

Clear and direct observation of authentic details throughout the process of real decision making

Three way knowledge flows among professor, industry, and students

Formulating a sustained knowledge-practice eco-system

Cons

Hard to customize to specific problems/contexts

Hard to keep timely connection and relevance to practice

Too much detail, too little big picture thinking

Bounded to backfilling bias, not always authentic in every detail

Hard to generalize

Not always strong links to real-time and future situations

Too much “on the road” and non-academic work, which could be replaced by career training in the industry

Hard to keep sustained feedback loops with academics since the latter are not simultaneously participating

Very high requirement on the integrative skills of the professor

No ready training programs that produce enough capable professors

Location/school reputation is important to attract active/direct industry participation into the classroom

 

Selected 3WAY learning projects

 

 

2015                Wells Fargo International Strategic Initiative [Photos of moments]

Topic: Global opportunities and risks, and strategy for the investment banking business

 

2014                3D Systems Inc. [Photos of moments]

Topic: Performance assessment of global mergers and acquisitions

 

“Our collaboration with the MBA program at the University of North Carolina Charlotte was both engaging and informative. We gathered several key insights and it was a pleasure to interact with such a motivated and talented group of students. We look forward to future collaborations with Professor Chen and his class.”Rajeev Kulkarni (Chief Product Officer).

 

2014                Charlotte Regional Partnership

Topic: International business visit itinerary for European family business investors

 

2014                Charlotte Chamber of Commerce

Topic: Cluster advantages analysis of Charlotte as a global business hub

 

2014-15          Wells Fargo Country Risk Analytics [Photos of moments]

Topic: Country risks in Argentina and strategic responses

 

I enjoyed my experience with Victor’s students last year, and the “real world” challenge was a unique experience for me and a lot of fun.  When I gave my presentation I posed a risk management problem to the students, then who then put a lot of time and expertise of their own into solving it, and I went back several weeks later to hear their presentations.  Many of them are already working and some are already our colleagues here in the bank or future colleagues (in late December I coincidentally ran into one of them in the Overstreet and learned that she now works for Wells, one floor below me).” —Philip Stafford (Director – Country Risk Analytics, Americas).

 

2013                General Microcircuits Inc.

Topic: Organizational structure of new operations in Costa Rica

 

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