研究 , 教學 , 與實務之結合

蔡瑞煌 DirectorPERDO Office, CNCCU

研究 , 教學 , 與實務之結合

Some lessons learned from the Program of Case method & Participant-centered Learning, Harvard Business School, 2007.

From Class to the From Class to the Journals…and Back?Journals…and Back?

PCMPCLPCMPCL

Noam WassermanNoam Wasserman

Wasserman (2003): Summary

Past research focused on public companies ”‧ ...among the most important actions that the board of directors takes.” (Parrino 1997:165-166) ‧Not focused on founders ‧Core finding: Success breeds incumbency

Focus: First (Founder CEO) succession event Survey sample: 202 technology companies

From founding through Summer 2000‧ Central contribution: High level of

entrepreneurial success can increase rate of succession

Founder-CEO Succession: Founder-CEO Succession: Broad PatternsBroad Patterns

Rate of succession Rate of succession increases... increases... ‧‧... after product development is completed ... after product development is completed ‧‧... after raising a new round of financing ... after raising a new round of financing ‧‧…… the more money raised in the last roundthe more money raised in the last round

Rate of succession Rate of succession decreases... decreases... ‧‧…… when inside executives control the equity when inside executives control the equity ‧‧…… when new investors involved in last roundwhen new investors involved in last round

Goals in Writing “Wily” Goals in Writing “Wily”

1.1. Translate Wasserman (2003) into the Translate Wasserman (2003) into the classroom classroom

2.2. Fill hole in TEM course Fill hole in TEM course

3.3. Collaborate with practitioner (head of Collaborate with practitioner (head of Greylock Partners) Greylock Partners)

Studying Succession Studying Succession

A Different Perspective A Different Perspective

““Wily” in the ProcessWily” in the Process

A Different Starting Point: “Ockham”A Different Starting Point: “Ockham”

Across Cases: Founder Choices Across Cases: Founder Choices

““What If I’m Not the Author?” What If I’m Not the Author?”

Research: Cases = secondhand field data Research: Cases = secondhand field data ‧ ‧ Rich description Rich description ‧‧ Multi case comparisons Multi case comparisons

Course development: Developing my own Course development: Developing my own elective elective

‧ ‧ Filling in pieces of the puzzle Filling in pieces of the puzzle ‧‧ Highlighting alternate paths Highlighting alternate paths

‧‧ Insights → Spark new research questions Insights → Spark new research questions

1. Learning Community1. Learning Community

- Learn from students (case & PCL teaching)- Learn from students (case & PCL teaching)

- Learn from senior colleagues (sit in; - Learn from senior colleagues (sit in; collaborate in syllabus & teaching note; collaborate in syllabus & teaching note; teaching group meeting)teaching group meeting)

- Learn from junior colleagues (sit in; Learn from junior colleagues (sit in; collaborate in syllabus & teaching note; collaborate in syllabus & teaching note; teaching group meeting)teaching group meeting)

Some thoughts after attending theSome thoughts after attending the PCMPCL program in HarvardPCMPCL program in Harvard

Some thoughts after attending the PCMPCL program in Harvard

Learning CommunityLearning Community

- practical issues/experiences from students- practical issues/experiences from students

- practical & theoretical issues/experiences - practical & theoretical issues/experiences from senior colleaguesfrom senior colleagues

- practical & theoretical issues/experiences practical & theoretical issues/experiences from junior colleaguesfrom junior colleagues

Learning CommunityLearning Community

- physical-based (teaching group - physical-based (teaching group meeting; research group meeting; …)meeting; research group meeting; …)

- web-based (PERDO web-site)- web-based (PERDO web-site)

Some thoughts after attending theSome thoughts after attending the PCMPCL program in HarvardPCMPCL program in Harvard

2. Case writing and data collection2. Case writing and data collection- Personal connections with persons, Personal connections with persons,

corporate, and institutioncorporate, and institution- Institutional connections with persons, Institutional connections with persons,

corporate, and institutioncorporate, and institution

* Institutional commitment * Institutional commitment guarantee not guarantee not only the quality, but everything only the quality, but everything

Some thoughts after attending theSome thoughts after attending the PCMPCL program in HarvardPCMPCL program in Harvard

3. Large-scale (research or practical) projects3. Large-scale (research or practical) projects- Personal connections with persons, Personal connections with persons,

corporate, and institutioncorporate, and institution- Institutional connections with persons, Institutional connections with persons,

corporate, and institutioncorporate, and institution

* Institutional commitment * Institutional commitment guarantee not guarantee not only the quality, but everythingonly the quality, but everything

Some thoughts after attending the PCMPCL program in Harvard

4. Institutional support4. Institutional support- facility support (for example, the classroom facility support (for example, the classroom

and associated supporting arrangements)and associated supporting arrangements)- system support (case-writing staffs; roster system support (case-writing staffs; roster

(( 點名冊點名冊 ); teaching requirement; promotion ); teaching requirement; promotion requirement)requirement)

- IT support (teaching information system; IT support (teaching information system; case information system; e-roster)case information system; e-roster)

Some thoughts after attending theSome thoughts after attending the PCMPCL program in HarvardPCMPCL program in Harvard

Some thoughts after attending theSome thoughts after attending the PCMPCL program in HarvardPCMPCL program in Harvard

5. Professor of Management in Practice (PMP)5. Professor of Management in Practice (PMP)- Full-time professors with lots of real-world Full-time professors with lots of real-world

practice experiences from industries.practice experiences from industries.- Highly respected, not second-tier teacherHighly respected, not second-tier teacher- some, not manysome, not many