Introducing Troubleshooting for Model Formulation, Spreadsheet Development, and Memo Communication with Feedforward

References

• AACSB International (2017) Business Accreditation Standards. Standard 9. Retrieved August 11, 2017 from http://www.aacsb.edu/accreditation/standards/2013-business.Google Scholar
• Baker DJ, Zuvela D (2013) Feedforward strategies in the first-year experience of online and distributed learning environments. Assessment and Evaluation in Higher Education 38(6):687–697.Crossref, Google Scholar
• Brown GG, Dell RF (2007) Formulating integer linear programs: A Rogues’ Gallery. INFORMS Trans. Ed. 7(2):153–159.Link, Google Scholar
• Brown GG, Rosenthal RE (2008) Optimization tradecraft: Hard-won insights from real-world decision support. Interfaces 38(5):356–366.Link, Google Scholar
• Budworth M, Latham GP, Manroop L (2015) Looking forward to performance improvement: A field test of the feedforward interview for performance management. Human Resources Management 54(1):45–54.Crossref, Google Scholar
• Carless D (2006) Differing perceptions in the feedback process. Stud. Higher Ed. 31(2):219–233.Crossref, Google Scholar
• Carrithers D, Ling T, Bean JC (2008) Messy problems and lay audiences: Teaching critical thinking within the finance curriculum. Bus. Comm. Quart. 71(2):152–170.Crossref, Google Scholar
• Dombrovskaia L, Guzman L (2006) Student’s approach to linear programming modeling. Kumar D, Turner J, ed. Education for the 21st Century—Impact of ICT and Digital Resources. IFIP International Federation for Information Processing, Vol. 210 (Springer, Boston), 303–307.Crossref, Google Scholar
• Duncan N (2007) “Feed-forward”: Improving students’ use of tutors’ comments. Assessment and Evaluation in Higher Ed. 32(3):271–283.Crossref, Google Scholar
• Goldsmith M (2003) Try feedforward instead of feedback. J. Quality and Participation 26(3):38–40.Google Scholar
• Grinde RB, Kammermeyer JA (2003) Experiences using thematic assignments in an undergraduate management science course. INFORMS Trans. Ed. 4(1):23–36.Link, Google Scholar
• Grossman TA (2006) Integrating spreadsheet engineering in a management science course: A hierarchical approach. INFORMS Trans. Ed. 7(1):18–36.Link, Google Scholar
• Grossman TA, Mehrotra V, Sidaoui M (2016) A student-centered approach to the business school management science course. INFORMS Trans. Ed. 16(2):42–53.Link, Google Scholar
• Grossman TA, Norback JS, Hardin JR, Forehand GA (2008) Managerial communication of analytical work. INFORMS Trans. Ed. 8(3):125–138.Link, Google Scholar
• Hendry GD, White P, Herbert C (2016) Providing exemplar-based “feedforward” before an assessment: The role of teacher explanation. Active Learn. Higher Ed. 17(2):99–109.Crossref, Google Scholar
• Kluger AN, Van Dijk D (2010) Feedback, the various tasks of the doctor, and the feedforward alternative. Medical Ed. 44(12):1166–1174.Crossref, Google Scholar
• Kreie J, Cronin TP, Pendley J, Renwick J (2000) Applications development by end-users: Can quality be improved? Decision Support Systems 29(2):143–152.Crossref, Google Scholar
• Kruck S (2006) Testing spreadsheet accuracy theory. Inform. Software Tech. 48(3):204–213.Crossref, Google Scholar
• Kruck S, Sheetz SD (2001) Spreadsheet accuracy theory. J. Inform. Systems Ed. 12(2):93–108.Google Scholar
• Laryea S (2013) Feedback provision and use in teaching and learning: A case study. Ed. Training 55(7):665–680.Crossref, Google Scholar
• Lyytinen K, Robey D (1999) Learning failure in information systems development. Info Systems J. 9(2):85–101.Crossref, Google Scholar
• Murphy FH, Panchanadam V (1999) Using analogical reasoning and schema formation to improve the success in formulating linear programming models. Oper. Res. 47(5):663–674.Link, Google Scholar
• Palocsay SW, Markham IS (2014) Management science in U.S. AACSB international-accredited core undergraduate business school curricula. J. Ed. Bus. 89(2):110–117.Crossref, Google Scholar
• Panko RR (1998) What we know about spreadsheet errors. J. Organ. End User Comput. 10(2):15–21.Crossref, Google Scholar
• Panko RR, Sprague RH Jr (1998) Hitting the wall: Errors in developing and code inspecting a “simple” spreadsheet model. Decision Support Systems 22(4):337–353.Crossref, Google Scholar
• Powell SG, Baker KR, Lawson B (2008) A critical review of the literature on spreadsheet errors. Decision Support Systems 46(1):128–138.Crossref, Google Scholar
• Powell SG, Baker KR, Lawson B (2009) Impact of errors in operational spreadsheets. Decision Support Systems 47(2):126–132.Crossref, Google Scholar
• Rae AM, Cochrane DK (2008) Listening to students: How to make written assessment feedback useful. Active Learn. Higher Ed. 9(3):217–230.Crossref, Google Scholar
• Riddle EJ (2010) An active learning exercise for introducing the formulation of linear programming models. Decision Sci. J. Innovative Ed. 8(2):367–372.Crossref, Google Scholar
• Sitkin S (1992) Learning through failure: The strategy of small losses. Staw BM, Cummings LL, eds. Research in Organizational Behavior, Vol. 14 (JAI Press, Greenwich, CT), 231–266.Google Scholar
• Stevens SP, Palocsay SW (2004) A translation approach to teaching linear program formulation. INFORMS Trans. Ed. 4(3):38–54.Link, Google Scholar
• Williams JAS, Rankin M, Gallamore K, Reid R (2016a) Beyond model formulation: Assessment of novices graphing, interpreting, and writing about their model and solution. INFORMS Trans. Ed. 17(1):13–19.Link, Google Scholar
• Williams JAS, Reid R, Gallamore K (2016b) An active learning exercise to help students discover how to model a third decision. Coastal Bus. J. 15(1):39–54.Google Scholar
• Williams JAS, Stanny CJ, Reid RC, Hill CJ, Rosa KM (2014) Assessment of student memo assignments in management science. J. Ed. Bus. 90(1):24–30.Crossref, Google Scholar
• Yoder SE, Kurz ME (2015) Linear programming across the curriculum. J. Ed. Bus. 90(1):18–23.Crossref, Google Scholar