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My Courses, In-Depth: Strategic Crisis Management

January 25, 2010

I dropped Strategic Crisis Management one hour into the beginning lecture.  Quite simply, the syllabus and opening lecture revealed a course similar to Leading People and Strategy, just with less discussion.  The exam was going to comprise of short answer definitions (a crisis is a crisis, in part, because the problems themselves inherently lack a standard definition).  And the clincher: the prof sounded like a not-so-captivating version of Ivey’s beloved Claus Rerup.

At the NHH, Strategic Crisis Management is unique.  It offers students a more practically geared course, complete with a chance to discuss and learn from each other, not just whiteboard copying.  This is in stark contrast to Ivey’s case-based method, where practicality and functionality are king.

Ivey has always claimed to be one of the best business programs in the world because of this.  So do most Ivey students, though it often appears as if we’ve just drunk the Kool-Aid.

Going to a different school, and now witnessing the traditional approach to teaching, I can more objectively say “yes, the quality of teaching at Ivey is at a world-class level”.  My experience?  From a final consulting project to group-based 48-hour reports, Ivey produces people geared to be in the business of doing business.  Even more quantitative classes, such as finance and managerial accounting, are geared towards teaching how to use the concepts learned, not just how to do problems.  Not just how to calculate discounted cash flows, but how to use them to evaluate prospective projects.

Does this difference in teaching dogma create a higher calibre student?  Who am I to say?  For the most part, the professors at the NHH are smart, articulate, and – above all – passionate about the subjects they teach (as you will see in further exposés of my courses).  The course selection fills a niche unserved by Ivey, especially from the school’s Master’s in Energy, Natural Resources, and the Environment.

I’m going to take the middle ground here.  No one method is superior, but a combination of the two quite possibly is.  Not thesis or antithesis, but a synthesis.  Why else would the Ivey’s HBA program offer such an extensive list of bilateral exchanges?

My updated course list:

  • Alternative Energy Sources in Physical, Environmental, and Economic Perspectives
  • Environmental Economics
  • Design and Operation of Deregulated Electricity Markets
  • Topics in 19th and 20th Century Economic History
  • Communicating in the Energy Sector (seminar)
  • Environmental Responsibility (seminar)
  • Introductory Norwegian
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    2 Comments leave one →
    1. Jen permalink
      January 25, 2010 4:57 pm

      Oh Nick Wong- this is so typically you. I love it, and wish I could include it in an Ivey expose. Love this school! Your courses sound amazing, can’t wait to hear all about it! Miss you ❤

    2. Emily permalink
      January 25, 2010 8:55 pm

      “Does this difference in teaching dogma create a higher calibre student?”

      Perhaps the more important question is, “Does the difference in teaching create a better member of society?”
      Although your answer still applies. 🙂

      Anaita, Sunil and I are planning our Europe trip – if we don’t make it to Norway, you should join us for a weekend or after your classes/exams are over!

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