Posts filed under ‘Teaching’
Coasean Bargaining Opportunity
| Peter Klein |
Forget Wrigley Field: here’s a colorful example for classroom discussions of property rights, external costs, bargaining, and the Coase Theorem. Literally colorful. (Via Bob Subrick.)
SMS in Prague
| Peter Klein |
The Strategic Management Society conference has just wrapped up from the lovely city of Prague. Three-fourths of the O&M team,along with several former guest bloggers, enjoyed the festivities. There were many excellent papers, panels, workshops, and social events. Too many to summarize here, but I’ll mention a few highlights:
- A panel organized by good-twin Teppo Felin, “What Are the Big Questions in Strategy?” More on this soon from one of the participants, who used the opportunity to plug his new book shamelessly.
- The Dan and Mary Lou Schendel Best Paper Prize, “to honor substantial work published in the SMJ,” at least five years prior to the award, to Oliver Williamson for his 1991 paper “Strategizing, Economizing, and Economic Organization.”
- A panel on teaching strategic entrepreneurship at the undergraduate, MBA, and PhD levels. I covered the third of these; my slides are here.
- A “common ground” session on “Austrian Economics and Creative Destruction,” demonstrating the growing interest in the Austrian school among management and organizational scholars.
I also participated in a pre-conference workshop on career strategy, and was asked to talk about social media. Should PhD students and untenured assistant professors blog, tweet, share professional information on Facebook, etc.? I said I could see no evidence that a social media presence had hurt any young scholar; quite the contrary, blogs (like this one) and other, appropriate, uses of social media, can enhance a scholar’s presence and reputation. I argued that it’s a mistake to view these as competing with serious research; after all, it’s not like someone’s going to say, “I was going to complete a major research article today, but decided to send a tweet instead.” Rather, judicious use of blogs, Facebook, Twitter, etc. is a complement to serious research. I think of it as water-cooler or lunch-table chatter with colleagues. You learn about people’s broader interests, their sense of the field, what topics they think are particularly interesting, what they’re reading, etc. Professionals like to know this about each other. Learning these sorts of things about colleagues certainly doesn’t make you think less of them!
There’s much more to report — including an episode of me impersonating a female colleague — but that will have to wait for a future post.
Carpenter’s Strategy Toolbox
| Peter Klein |
Carpenter’s Strategy Toolbox, named for the late Mason Carpenter, is a terrific resource for teachers in strategic management and related fields. Here’s an advertisement from former guest blogger Russ Coff:
Some of you may be familiar with Mason Carpenter’s old teaching toolkit. I have initiated a new site that includes everything from that site plus quite a few additional exercises and videos. Please check it out at:
www.CarpenterStrategyToolbox.com
You can filter by type of tool (exercise, video, etc.) using the tabs at the top or you can filter by topic (entrepreneurship, 5 forces, RBV, global, alliances, etc.) using the categories on the right side. You should find something useful in no time at all.
Here are links to a few exercises and resources that you might find especially useful (to give you a quick feel):
- Egg Drop Auction is an exercise where profit is determined by finding new uses for materials that others did not anticipate.
- Blue Ocean Strategy summary video (plus several related videos like Cirque Du Soliel).
- Tinkertoy exercise for scenario planning or first mover advantage.
- Entrepreneurship and innovation tool page. This is a listing of the resources that are tagged for entrepreneurship content.
Please help make the site more useful:
- Comment on tools you have used (adding tips, etc.)
- Submit new tools so the resource is always growing
- Let me know if you have any questions or suggestions
Coase-Theorem Behavior Actually Does Happen
| Dick Langlois |
I often find it hard to persuade students that the Coase Theorem actually “works” – that one party really will bribe another party to give up a right when transaction costs are low. So I was pleased to find this example on the Atlantic Monthly website. An author called Patrick Wensink ripped off the trademarked Jack Daniel’s label for the cover of a novel called Broken Piano for President, whose principal (perhaps only) interesting characteristic is that it was published by a press called Lazy Fascist. Clearly this is a conflict over the use of a property right, and the author is enjoying uncompensated benefits. One would think that, as Jack Daniel’s clearly owns the property right, the company could force the author to change the cover. Apparently, however, the transaction costs of doing that are high, so the attorney for Jack Daniel’s wrote the author a charming cease-and-desist letter that actually offered to bribe the author to change the cover right away. This is a general point, I suppose, now that I think about it: as the transaction costs rise of using official legal institutions to resolve externality conflicts, the de facto owner of the right can effectively switch, even in a world in which the transaction costs we usually talk about – those of finding and negotiating with the conflicting users of the property – remain small enough to allow Coasean bargaining.
IT and Higher Ed
| Peter Klein |
Joshua Gans’s Forbes piece on Stanford’s online game theory course brought up a larger point about higher education. I’ve been involved in various online, distance, web-based educational activities for many years. When designing an online course, the typical professor imagines each element of a traditional course, then creates a virtual equivalent. I.e., paper syllabus = html syllabus; books, articles, handouts = pdf files; classroom lecture = webcast lecture; office hours = chat session; pen-and-paper exams = online exams; and so on. The elements are exactly the same as before; only the method of delivery has changed.
This is almost certainly the wrong way to leverage the information technology revolution. The pedagogy is exactly the same. But isn’t this just what we would expect of entrenched incumbents? The record companies didn’t create iTunes. The online New York Times is pretty much like the paper New York Times; it took Google and Flipboard and other innovators to revolutionize the newsreading business. 
As we’ve noted before, isomorphism and stasis is exactly what we would expect from a protected cartel — disruptive innovation, in the Christensen sense, will almost certainly come from outside. (Hopefully after Yours Truly is comfortably retired.)
And If You Can’t Teach, Teach Gym
| Peter Klein |
Kate Maxwell, writing at Growthology, is concerned about the distance between those who do entrepreneurship and those who teach or research entrepreneurship:
In my reading of the entrepreneurship literature I have been struck by the large gap between entrepreneurs and people who study entrepreneurship. The group of people who self select into entrepreneurship is almost entirely disjoint from the group of people who self select to study it. Such a gap exists in other fields to greater and lesser degrees. Sociologists, for instance, study phenomenon in which they are clearly participants whereas political scientists are rarely career politicians but are often actors in political systems.
But in the case of entrepreneurship the gap is cause for concern. My sense is that all too often those studying entrepreneurship don’t understand, even through exposure, the messy process of creating a business, nor, due to selection effects, are they naturally inclined to think like an entrepreneur might.
I agree entirely with this description, but am not sure I understand the concern. Kate seems to assume a particular concept of entrepreneurship — the day-to-day mechanics of starting and growing a business — that applies only to a fraction of the entrepreneurship literature. Surely one can study the effects of entrepreneurship on economic outcomes like growth and industry structure without “thinking like an entrepreneur.” Same for antecedents to entrepreneurship such as the legal and political environment, social and cultural norms, the behavior of universities, etc. Even more so, if we treat entrepreneurship as an economic function (alertness, innovation, adaptation, or judgment) rather than an employment category or a firm type, then solid training in economics and related disciplines seems the main prerequisite for doing good research.
Of course, this doesn’t mean that entrepreneurship scholars shouldn’t talk to entrepreneurs or study their lives and work. Want to know how if feels to throw the winning Superbowl pass? Ask Tom Brady or Eli Manning. The stat sheet won’t tell you that. But this doesn’t mean that only ex-NFL players can be competent announcers, analysts, sportswriters, etc. Similarly, I like to read about food, and have enjoyed the recent memoirs of great chefs like Jacques Pépin and Julia Child. These first-hand accounts are full of unique insights and colorful observations. But there are plenty of great books on the restaurant industry, on the relationship between food and culture, on culinary innovation, etc. by authors who couldn’t cook their way out of a paper bag.
What do you think?
Law and Strategy
| Peter Klein |
Over at The Conglomerate, Gordon Smith asks:
Law professors teach and write about topics like public choice, agency capture, rent seeking, etc., but I don’t often hear law professors talking systematically about the use of law for strategic purposes. . . . In simplest terms, the study of law and strategy views the world from the perspective of a business and asks: how can we use law to gain a competitive advantage? This question ought to be of interest to lawyers, but does any law school teach a class on law and strategy?
The context is Richard Shell’s book Make the Rules or Your Rivals Will, which sounds interesting and important. Perhaps the O&M readership can help? The emerging field of non-market strategy (1, 2), led by people like David Baron, Vit Henisz, and the de Figueiredo brothers, studies how firms use not only law but also the regulatory system, bureaucracies, and other non-market features to achieve competitive advantage. The older economics literatures on public choice and rent-seeking of course deal with these issues as well, but typically from “society’s” point of view, rather than the firm’s. As for teaching, I see from a little Googling that John de Figueiredo is teaching law and strategy at Duke, and I suspect other members of the non-market strategy crowd housed at law schools do so as well. Suggestions for Gordon?
Request for Test Questions
| Peter Klein |
A friend writes:
I would very much appreciate if you help me in locating multiple choice exam questions for an “Organizations and Markets” course.
We are switching into a new teaching model and as part of that the course now has 400+ students, which make it necessary to have a least a part of automatic grading.
He has access to some publisher-provided testbanks from managerial economics textbooks, but these aren’t exactly on target. If you have any undergraduate- or MBA-level questions you’re willing to share, or leads on sources, please drop me a note. (Don’t post your questions in the comments — you never know what students might be reading this!)
Teaching in the 2010s
| Peter Klein |
A new University of Missouri policy. As the young people would say, this was so not a problem in my day:
2. Students may make audio or video recordings of course activity unless
specifically prohibited by the faculty member.a. To foster a safe environment for learning, however, the redistribution of audio or video recordings of statements or comments from the course to individuals who are not students in the course is prohibited without the express permission of the faculty member and of any students who
are recorded. Unauthorized distribution of such materials is a violation of academic standards and may violate copyright laws and/or privacy rights. Students found to have violated this policy are subject to discipline in accordance with the provisions of Section 200.020 of the Collected
Rules and Regulations of the University of Missouri pertaining to student conduct matters. Faculty and staff found to have violated this policy are subject to discipline in accordance with applicable University policies.
Theory Construction Bleg
| Peter Klein |
A friend writes:
I am trying to improve the theory writing skills of my doctoral students. . . . [In my field] we don’t often build complicated mathematical models; our theory tends to be more story telling. But nevertheless there is good and bad theory. I have found some papers that discuss how to write theory and what constitutes a theoretical contribution. But I really would like for you to recommend a book on the theory of theory construction. I want to assign chapters from it to my students as well as learn something myself. Since the principles of theory construction are generic, I don’t care what literature the author comes from . The insights will be useful regardless.
What would you suggest?
Hotelling Model
| Peter Klein |
I often use the Hotelling model in class to illustrate the frequent clustering of firm and product characteristics. The example of firms locating on a street is boring, so I show the student’s Wired’s classic “Battle for Blue.” I think I’ll start using this one now (via Scott Rouse).
The Institutional Revolution
| Peter Klein |
I’m very excited about Doug Allen’s forthcoming book The Institutional Revolution (University of Chicago Press). Trained by Yoram Barzel (and hence part of the Tree of Zvi), Doug is a leading contemporary scholar on property rights, transaction costs, contracting, and economic history. His work on agricultural contracting with Dean Lueck, including their 2002 book The Nature of the Farm, is a classic contribution to the economics literature on economic organization. He also has a very good introductory textbook. More information is at Doug’s informative (and amusing) website.
Here’s the cover blurb for the new book:
Few events in the history of humanity rival the Industrial Revolution. Following its onset in eighteenth-century Britain, sweeping changes in agriculture, manufacturing, transportation, and technology began to gain unstoppable momentum throughout Europe, North America, and eventually much of the world—with profound effects on socioeconomic and cultural conditions.
In The Institutional Revolution, Douglas W. Allen offers a thought-provoking account of another, quieter revolution that took place at the end of the eighteenth century and allowed for the full exploitation of the many new technological innovations. Fundamental to this shift were dramatic changes in institutions, or the rules that govern society, which reflected significant improvements in the ability to measure performance—whether of government officials, laborers, or naval officers—thereby reducing the role of nature and the hazards of variance in daily affairs. Along the way, Allen provides readers with a fascinating explanation of the critical roles played by seemingly bizarre institutions, from dueling to the purchase of one’s rank in the British Army.
Engagingly written, The Institutional Revolution traces the dramatic shift from premodern institutions based on patronage, purchase, and personal ties toward modern institutions based on standardization, merit, and wage labor—a shift which was crucial to the explosive economic growth of the Industrial Revolution.
Bonus: Here’s the syllabus from Doug’s course on the economics of property rights.
AoM Slides
| Peter Klein |
Thanks to Peter L. for his report on the “Austrian Economics and Entrepreneurship Studies” PDW at the Academy of Management conference. Here, for your viewing pleasure, are the slides: my opening remarks on the origins and development of the Austrian school, Henrik’s discussion of Israel Kirzner and his influence on entrepreneurship scholarship, and Todd’s presentation on Ludwig Lachmann’s unique approach. Enjoy!
More Back-to-School Advice
| Peter Klein |
In the spirit of yesterday’s advice post for MBAs, here is some vital information for professors to share with their undergraduates, courtesy of the University of Missouri’s College of Agriculture, Food, and Natural Resources. The hook: “Have you received an e-mail from a student that made you wonder whether English was still taught in high school? Has a student asked you whether he or she was ‘missing anything important’ by not attending class? How about the cell phone? Have fingers been on the move during class — perhaps not in recording lecture notes?”
- E-mail Etiquette – Help students develop a habit of using professional e-mail communication by following these recommended guidelines. http://cafnr.missouri.edu/career-services/pro-dev/email-etiquette-guidelines.pdf.
- Missing Class – If students decide they must miss a class or laboratory session due to an extra-curricular or co-curricular activity they should follow these guidelines. http://cafnr.missouri.edu/career-services/pro-dev/missing-classes.pdf.
- Classroom Etiquette – To ensure a positive learning environment, students should adhere to these classroom expectations. http://cafnr.missouri.edu/career-services/pro-dev/classroom-etiquette.pdf.
Please add your own links, suggestions, etc. in the comments!
Common MBA Problem-Solving Mistakes
| Peter Klein |
From Luke Froeb, author of the excellent Managerial Economics: A Problem-Solving Approach, shares his most common comments on MBA student assignments. Excerpt:
“What about the organizational design?” Figure out what is causing the problem, and then think about how to avoid the problem. A lot of papers identified a bad decision, and then suggested reversing it. But they neglected to address the issue of why the bad decision was made, and how to make sure the same mistakes wouldn’t be made in the future.
“Don’t define the problem as the lack of your solution.” For example, if the problem is “the lack of centralized purchasing,” then you are locked into a solution of “centralized purchasing.” Instead, define the problem as “high acquisition cost” and then examine “centralized purchasing” vs. “decentralized purchasing” (or some other alternative) as two solutions to the problem.
“What is the trade-off?” Every solution has costs as well as benefits. If you list only the benefits, it makes your analysis seem like an ex post rationalization of a foregone decision, rather than a careful weighing of the benefits and costs. If you spent some time thinking through the tradeoffs, show it. If not, then you should.
These are excellent suggestions. For example, students want us to teach them solutions, but usually the best we can do as instructors is help them understand the relevant tradeoffs.
HRM in Film
| Peter Klein |
It isn’t every day you can blog about a film called The Human Resources Manager so, well, here it is:
A touching black comedy with a heart of gold, The Human Resources Manager is the story of a jaded and grumpy HR Manager stuck with the duty of delivering the corpse of a former employee to her estranged Eastern European family for burial. . . .
The film is part road trip journey, but it’s mostly a character study of the unnamed worker bee who works as the HR Manager at a large bakery in Israel. When an employee turns up dead in a car bomb explosion, the media links the worker to the bakery. After a defamatory article against the treatment of the deceased employee breaks, the company assigns our reluctant hero, the HR Manager, to band-aid the situation. This means setting the record straight with the press, a particularly suspect tabloid reporter, and making his company look thoughtful and decent. Soon the man finds himself lugging the corpse and coffin around town looking for a next of kin to relieve him of his duty.
I’m putting it on my Netflix list, and considering it for classroom use!
The Prisoners’ Dilemma in Fiction
| Peter Klein |
From Walter Miller’s dystopian classic A Canticle for Liebowitz:
It was said that God, in order to test mankind which had become swelled with pride as in the time of Noah, had commanded the wise men of that age . . . to devise great engines of war such as had never before been upon the Earth, weapons of such might that they contained the very fires of Hell, and that God had suffered these magi to place the weapons in the hands of princes, and to say to each prince, “Only because the enemies have such a thing have we devised this for thee, in order that they may know that thou hast it also, and fear to strike. See to it, m’Lord, that thou fearest them as much as they shall now fear thee, that none may unleash this dread thing which we have wrought.”
But the princes, putting the words of their wise men to naught, thought each to himself, If I but strike quickly enough, and in secret, I shall destroy those others in their sleep, and there will be none to fight back; the earth shall be mine.
Such was the folly of princes, and there followed the Flame Deluge.
Rhetoric for Academics
| Peter Klein |
Some professors could definitely use these pointers on rhetoric from the Art of Manliness blog. Women professors too. (Via LRC.)
Addendum: V.S. Naipaul’s Rules for Beginners (via 3quarks):
1. Do not write long sentences. A sentence should not have more than ten or twelve words.
2. Each sentence should make a clear statement. It should add to the statement that went before. A good paragraph is a series of clear, linked statements.
3. Do not use big words. If your computer tells you that your average word is more than five letters long, there is something wrong. The use of small words compels you to think about what you are writing. Even difficult ideas can be broken down into small words.
4. Never use words whose meaning you are not sure of. If you break this rule you should look for other work.
5. The beginner should avoid using adjectives, except those of colour, size and number. Use as few adverbs as possible.
6. Avoid the abstract. Always go for the concrete.
7. Every day, for six months at least, practice writing in this way. Small words; short, clear, concrete sentences. It may be awkward, but it’s training you in the use of language. It may even be getting rid of the bad language habits you picked up at the university. You may go beyond these rules after you have thoroughly understood and mastered them.
McQuinn Center for Entrepreneurial Leadership
| Peter Klein |
Earlier this academic year I assumed the Directorship of the McQuinn Center for Entrepreneurial Leadership here at the University of Missouri. My colleague (and former O&M guest blogger) Randy Westgren retains the position of McQuinn Chair. The McQuinn Chair was established in 2004 through a generous gift from Al and Mary Agnes McQuinn, and the Center was created soon afterwards by Bruce Bullock, the inaugural McQuinn Chair.
Look for a slate of exciting programs and activities about entrepreneurship, organization, innovation, strategy, and more in the coming months. To keep you up to date on the Center’s activities, as well as news and information from the wider world of entrepreneurship, we’re blogging as well at entrepreneurship@McQuinn.
Kuhn’s Ashtray
| Peter Klein |
You know about Wittgenstein’s Poker. But have you heard of Kuhn’s ashtray?
We began arguing. Kuhn had attacked my Whiggish use of the term “displacement current.” I had failed, in his view, to put myself in the mindset of Maxwell’s first attempts at creating a theory of electricity and magnetism. I felt that Kuhn had misinterpreted my paper, and that he — not me — had provided a Whiggish interpretation of Maxwell. I said, “You refuse to look through my telescope.” And he said, “It’s not a telescope, Errol. It’s a kaleidoscope.” (In this respect, he was probably right.)
The conversation took a turn for the ugly. Were my problems with him, or were they with his philosophy?
I asked him, “If paradigms are really incommensurable, how is history of science possible? Wouldn’t we be merely interpreting the past in the light of the present? Wouldn’t the past be inaccessible to us? Wouldn’t it be ‘incommensurable?’ ”
He started moaning. He put his head in his hands and was muttering, “He’s trying to kill me. He’s trying to kill me.”
And then I added, “…except for someone who imagines himself to be God.”
It was at this point that Kuhn threw the ashtray at me.
The account comes from filmmaker Errol Morris, then Thomas Kuhn’s graduate student at Princeton, who adds that “I had imagined graduate school as a shining city on a hill, but it turned out to be more like an extended visit with a bear in a cave.” (HT: Pete Boettke). I have not used Kuhn’s particular technique with my own students, though I admit it has a certain visceral appeal. Nor have I been on the receiving end of such behavior, though a conference participant once opened his presentation by saying, “My paper is basically devoted to refuting everything in Klein’s paper.” (Fortunately, I was the moderator, and responded immediately, “Thank you, your time is up.”)
Back to students: I do keep this decorative item by the entrance to my office, placed for all to see:
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