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EMBA in Food and Agribusiness

EMBA in Food and Agribusiness. Delivering Quantitative Methods Via Distance By: Allan W. Gray. Distance Delivery. Makes intensive use of Internet-based delivery system About 70% of program content delivered ‘on-line’. Residencies. Play a critical role in learning experience

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EMBA in Food and Agribusiness

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  1. EMBA in Food and Agribusiness Delivering Quantitative Methods Via Distance By: Allan W. Gray

  2. Distance Delivery • Makes intensive use of Internet-based delivery system • About 70% of program content delivered ‘on-line’

  3. Residencies • Play a critical role in learning experience • Some dimensions of MBA education cannot be duplicated via distance education • Three residencies at Purdue, one held at international location:

  4. Target Audience • Mid-career managers who want a challenging, top-tier MBA degree program which respects their chaotic schedules and is focused on food system issues

  5. Students and Graduates • 32 graduates • Currently, 26 students in one class, representing 14 states and 2 countries • Average age: 35, 12 years of experience • 23% have advanced degrees, 4 with Ph.D./J.D.

  6. Quantitative Course Background • Course is taught in conjunction with 2 other EMBA courses. • Students are expected to spend 5-7 hours per week on this course. • Time management for students and instructor is a critical to success. • Wide array of student backgrounds • Immediate Applicability

  7. Delivery Method • Lecture • Textbook is an integral part of delivery • Weekly downloadable “video” of lecture • Poster board on the wall • Immediate feedback quizzes • Assignments • Case based • Chunking of material • How-to file for assistance with assignments • Two page memo is the required output • Communications • Students choice of method • Office hours each week • Audio feedback on assignments

  8. EMBA in Food and Agribusiness

  9. Residency • Teach a new software and difficult material • Designed around case study • Make heavy use of off campus material • Intended as a “practice” for team projects conducted off campus

  10. Final Project • Group projects are assigned as a capstone to the Quant and Econ courses • Problems identified by each group • Quant Instructor becomes a coach • Groups deliver final project via distance • 45 minute Presentation/45 Minute Q&A

  11. Conclusions • Understanding the needs of the students is critical in creating a successful course • Timing is a critical element that can be easily under estimated • With hard work and perseverance an excellent environment for learning can be created in distance-based courses

  12. Questions

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