Qualitative analysis of the critical reflections revealed overwhelmingly positive endorsements of the GOMC experience and highlighted strengths and areas of improvement for future implementation.
In order to evaluate student perspectives on learning outcomes, an online survey was administered to all students that participated in the GOMC (n = 15).
In addition to assessing students' perceptions of specific learning outcomes, the survey investigates: the students' approach toward the GOMC (engagement, enjoyment, enthusiasm, amount of time dedicated) and student implementation preferences (client assigned or self-selected, ideal team size, usefulness of critical reflection).
The two final items (28 and 29) were open response items targeting the most liked aspects of the GOMC and suggestions for improvement.
The survey captured students' level of enthusiasm to participate in the GOMC, their level of engagement with the Challenge as compared to other teaching tools, and whether they enjoyed participating in the Challenge.
In comparing the GOMC with other teaching tools such as case studies or simulations, 46.
However, due to course scheduling conflicts, the class that participated in GOMC 2008 had only 10 students.
4 The three-week campaigns: The GOMC initially allowed teams to run their campaigns during any three consecutive weeks from February 10, 2008 through May 24, 2008.
As MBA students, the class was familiar with writing business plans, executive summaries, and recommendations, and readily grasped the structure provided by the GOMC for the reports.
The GOMC grade was worth 30 percent of the overall course grade.
EVALUATION OF THE GOMC AS PART OF THE MBA MIS COURSE
The GOMC provides educators with a ready-made project that allows students to gain experience working on a real-world business problem with business people.