Essay Grade

STRATEGIC
Personalize
with Your
Notes
MANAGEMENT
CONCEPTS AND CASES
JEFF DYER / PAUL GODFREY
ROBERT JENSEN / DAVID BRYCE
Carry What
You Need
Succeed
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In Praise of Strategic Management
“Exciting, challenging, and well constructed”
KALYAN CHAKRAVARTY, CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
“[The cases] are wide-reaching in terms of topics covered and can easily be used to
illustrate a variety of theoretic concepts from strategy.
I think they are all well-written and well-informed.”
MEREDITH DOWNES, ILLINOIS STATE UNIVERSITY
“Timely strategic issues; I can easily link the cases to the concepts.”
KONGHEE KIM, ST. CLOUD STATE UNIVERSITY
“It is a challenge to engage and show the application of strategy concepts to
undergraduate students. This text…is an effective resource for meeting this challenge.
They combine professional and succinct introductory videos with integrated chapter and
case content to relate information in a way that is accessible to students.”
DAVID KING, IOWA STATE UNIVERSITY
“The authors have found a way to present the strategy concepts in a concise manner
that is easy for modern day students to understand and relate.”
LAKAMI BAKER, AUBURN UNIVERSITY
“Quite an offering of ideas and insights that we want our students to dig in and
reflect upon.”
JOSEPH GOLDMAN, UNIVERSITY OF MINNESOTA
“I appreciate the author’s ability to accurately describe the concepts while not losing
the target audience in the process.”
LUCAS HOPKINS, MIDDLE GEORGIA STATE COLLEGE
“The book, overall, and individual chapters are exactly what I was looking for myself. It is a
fresh breath with contemporary examples and a youthful tone.”
M. NESIJ HUVAJ, SUFFOLK UNIVERSITY
“Good illustration of practical insights… helpful tools for student learning.”
DON OKHOMINA, FAYETTEVILLE STATE UNIVERSITY
“I think students might find the content easy to read and understand.
It might actually make the subject enjoyable for more students.”
MITCHELL ADRIAN, MCNEESE STATE UNIVERSITY
“The greatest strength is the combination of academic rigor and practical, consultinglike approach to strategic management.”
HERVE QUENEAU, BROOKLYN COLLEGE
“This project brings a refreshingly practical perspective to strategy, while not
sacrificing rigor.”
RAM SUBRAMANIAN, MONTCLAIR STATE UNIVERSITY
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“It’s engaging for the students, has hands on strategy tools, and [is] loaded with examples.”
EDWARD WARD, SAINT CLOUD STATE UNIVERSITY
“Practical, applicable, rich with current examples. Well written and more professional
than many.”
KRISTIN BACKHAUS, SUNY NEW PALTZ
“Clearly, the greatest strength is the uniqueness of the information as compared to
other strategy texts.”
BRIAN CONNELLY, AUBURN UNIVERSITY
“A text on strategy written so that students can grasp the concepts better than most
texts I have seen or used.”
DON STULL, TEXAS TECH UNIVERSITY
“My students embraced the contemporary examples utilized in the text, which help
to explain concepts, the interesting and focused approach of the timely cases and
the animated videos, which help explain the concepts. The text, the cases, and the
accompanying animated videos provide effective approaches to support the different
learning styles of the students.”
JAMES GLASGOW, VILLANOVA UNIVERSITY
“Excellent text. A great combination of conceptual material and business practices on
Strategic Management for students in today’s global economy.”
PETER PINTO, BOWLING GREEN STATE UNIVERSITY
“The Dyer book is one of the best written I’ve seen, accessible to students and having
great explanations. It also has cool animations.”
JIM WEBER, ST. CLOUD STATE UNIVERSITY
“The text clearly stands out for its concise approach to strategic business
concepts. Illustrative graphs and charts compliment the straight-forward,
interesting information.”
JACK HOPKINS, CLEMSON UNIVERSITY
“My students are pleased with the “real world,” be it examples or cases.
They also appreciate the straight-forward approach of the authors. I concur with
both observations and agree that “straight talk” and reality definitely create value in
the classroom.”
RICK SMITH, IOWA STATE UNIVERSITY
“Perhaps the top benefits…are the innovative support materials. For example, the
animated videos are a great way to wrap-up each lecture.”
DAVID GRAS, TEXAS CHRISTIAN UNIVERSITY
“This text provides excellent in-class exercises that provide hands on demonstration of
strategic management concepts.”
GEORGE MASON, PROVIDENCE COLLEGE
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STRATEGIC
MANAGEMENT
C O N C E P T S A N D T O O L S F O R C R E AT I N G R E A L W O R L D S T R A T E G Y
JEFF DYER
Brigham Young University, Marriott School
PAUL GODFREY
Brigham Young University, Marriott School
ROBERT JENSEN
Brigham Young University, Marriott School
DAVID BRYCE
Brigham Young University, Marriott School
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VICE PRESIDENT & DIRECTOR George Hoffman
EXECUTIVE EDITOR Lisé Johnson
SPONSORING EDITOR Jennifer Manias
MARKET SOLUTIONS ASSISTANT Amanda Dallas
FREELANCE EDITOR Susan McLaughlin
EDITORIAL OPERATIONS MANAGER Yana Mermel
SENIOR CONTENT MANAGER Dorothy Sinclair
SENIOR PRODUCTION EDITOR Suzie Chapman
PRODUCT DESIGN MANAGER Allison Morris
DESIGN DIRECTOR Harry Nolan
SENIOR DESIGNER Thomas Nery
SENIOR PHOTO EDITOR Billy Ray
DIRECTOR OF MARKETING Amy Scholz
EXECUTIVE MARKETING MANAGER Christopher DeJohn
FREELANCE MARKETING SPECIALIST Kelly Simmons
This book was set in 10/12 Kepler by SPi Global and printed and bound by Courier. The cover was printed by
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ISBN 9781118976586 (Prelim)
ISBN 9780470937389 (BRV)
ISBN 9781119134756 (EVALC)
ISBN 9781119134763 (Concepts BRV)
Library of Congress Cataloging-in-Publication Data
Dyer, Jeff (Professor of Strategy)
Strategic management / Jeff Dyer, Paul Godfrey, Robert Jensen, David Bryce.
1 online resource.
Includes index.
Description based on print version record and CIP data provided by publisher; resource not viewed.
ISBN 978-1-119-13495-4 (epub)—ISBN 978-0-470-93738-9 (looseleaf) 1. Strategic planning. I. Title.
HD30.28
658.4’012—dc23
2015021543
Printed in the United States of America
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About the Authors
JEFF DYER (Ph.D., UCLA, 1993) is the is
the Horace Beesley Professor of Strategy
at the Marriott School, BYU where he
serves as Chair of the Department of
Organizational Leadership and Strategy.
Before joining BYU, Dr. Dyer was a
professor at the University of Pennsylvania’s
Wharton School where he maintains an
adjunct professor position and continues
to teach Executive MBAs. Dr. Dyer’s has considerable consulting
experience, having spent 5 years working as a strategy consultant
and manager at Bain & Company, where he consulted with such
clients as Baxter International, Kraft, Maryland National Bank,
and First National Stores. Since then he has been a consultant,
speaker, or trainer for a variety of companies, including Adobe,
AT&T, Cisco, General Electric, General Mills, Gilead Sciences,
Harley-Davidson, Hewlett Packard, Intel, Johnson & Johnson,
and Sony. Dyer is the only strategy scholar in the world to have
published at least five times in the Harvard Business Review and
five times in Strategic Management Journal, the top academic
journal in the strategy field. In 2012, he was ranked the world’s
#1 “most influential” management scholar among scholars who
completed their Ph.D.s after 1990. This ranking, published in
Academy of Management Perspectives, was based upon an equal
weighting of academic citations (academic influence) and
non-“.edu” Google searches (business influence). His recent
book, The Innovator’s DNA, is a business best seller and has been
published in 13 languages, and his new book, The Innovator’s
Method, has already hit top 10 business bestseller lists.
PAUL C. GODFREY (Ph.D., Washington,
1994) currently serves as the William and
Roceil Low Professor of Business Strategy
in the Marriott School of Management at
Brigham Young University. Paul teaches
classes to BYU undergraduates, as well as
MBA and Executive MBA students, and
he was honored in 2013 with the Marriott
School’s Teaching Award. His research has
appeared in the Academy of Management Review, the Strategic
Management Journal, the Journal of Business Ethics, and the
Journal of Management Inquiry. He has recently published a
book on eliminating poverty with Stanford University Press.
He has also co-edited two other books and served as a special
issue editor for two academic journals. He currently serves as
Associate Academic Director of the Economic Self-Reliance
Center at the Marriott School, and he has been working with
Habitat for Humanity of Utah County for the past 18 months
in refining their strategic plan. Paul received his MBA and PhD
degrees from the University of Washington and a Bachelor of
Science degree in Political Science from the University of Utah.
ROBERT J. JENSEN (Ph.D., Wharton,
2006) serves as the Whitman Faculty
and Peery Research Fellow Associate
Professor of Strategy and International
Business at the Marriott School, BYU.
Robert teaches undergraduate classes
in Strategy and Global Strategy and
Master’s Degree classes in Strategy.
He has published in many of the top
management journals, including Strategic Management
Journal, Organization Science, Management Science,
and the Journal of International Business Studies (where
he currently serves on the editorial review board). His
professional awards include the McKinsey & Company/
SMS Best Conference Paper prize, honorable mention;
finalist for both the Blackwell Best Dissertation Prize from
the Academy of Management, and the William H. Newman
Best Paper from a Dissertation award, and runner up for
the Booz Allen Hamilton/SMS Ph.D. fellowship. His work
was honored as the best paper published in Competitiveness
Review in 2009, and his papers have been selected seven
times for the best paper proceedings of the Academy of
Management.
DAVID J. BRYCE (Ph.D., Wharton, 2003)
is Associate Professor of Organizational
Leadership and Strategy at the Marriott
School of Management and has been
an adjunct Associate Professor of
Management at the Wharton School
where he has taught strategy in the MBA
program for executives. David earned a
Ph.D. in strategy and applied economics
from the Wharton School and is author on a number of
thought-leading articles for senior executives, including
articles in the Harvard Business Review. He conducts
research in the area of corporate strategy and has published
in top academic journals such as Management Science and
Organization Science. For more than 20 years, he has served
as consultant on important strategic challenges to executives
of start-ups, mid-market companies, and major corporations,
including Eli Lilly, Prudential, Procter & Gamble, Microsoft,
Johnson & Johnson, and the LG Group. He has worked with
clients on enterprise strategy, new market entry, branding,
pricing, positioning, and growth. He has also conducted
many strategy-oriented leadership training sessions over the
past 10 years within the Fortune 50, including extensively
at Microsoft. Prior to his academic career, he held partner,
vice president, and other senior positions at several global
management consulting firms.
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Preface
Why does the world need another strategy textbook? The answer is that we simply have
not been able to find a textbook that we felt fully met the needs of our students. What are
those needs? First, we wanted to write a textbook that would engage students’ interest
using numerous practical examples and tools that would help them actually DO analysis to
answer key strategic questions.
For example, leading firms and strategy consulting firms have tools to teach strategists
how to actually conduct a “5 Forces” analysis, calculate a scale or experience curve, or conduct a net promoter score analysis. We wanted to provide those tools. We also wanted to
create interactive learning tools that would connect with a new generation of learners. This
meant we needed to provide interactive digital learning experiences such as the “white
board” animated videos that we have created to support our textbook. When students are
more engaged, they learn more—and they enjoy it more! Not surprisingly, this increases
student satisfaction with the course and the professor.
As we looked at how we could create an enjoyable and engaging strategy course learning
experience, we realized as an author group that we were somewhat uniquely qualified to
create that type of experience. Why? Because we collectively have over 13 years of full-time
management consulting experience at top consulting firms.
Why does this matter? Because we have practical experience applying strategy concepts
and tools to real companies—practical experience that we have embedded in this textbook.
Perhaps just as important, we know how to write to a management audience, having published three books targeting a practitioner audience, seven articles in Harvard Business
Review, and another four articles in Sloan Management Review. Perhaps most important
is the fact that we’ve tested the text, cases, video animations, and strategy tools with large
groups of business students at BYU and Wharton over the past 10 years—with remarkable
results. Average student satisfaction ratings have been 6.6/7.0 across multiple instructors
for strategy courses using our materials. The bottom line is that we see better student satisfaction and higher teaching ratings because of using this material. In just the past year,
we have class tested Strategic Management at over 40 institutions with over 900 students. In
exit surveys, 76% of students rated the experience as positive or very positive. A few of their
quotes are in the margin below.
Key Book Differentiators
Because this is a strategy book, we should tell you that our strategy in writing this book is to
offer unique value. The key differentiators of this book can be summarized with the acronym
TACT—Text, Animated Executive Summary Videos, Cases, and Tools.
MY FAVORITE ASPECT WAS THE EXAMPLES
USED TO EXPLAIN THE CONCEPTS.
IT REALLY HELPED ME UNDERSTAND THE
MATERIAL.
–BILL BOCHICCHIO, STUDENT,
VILLANOVA UNIVERSITY
THE WHITEBOARD ANIMATIONS WERE
VERY ENTERTAINING AND HELPED
EXPLAIN SOME OF THE CONCEPTS IN
REAL LIFE SITUATIONS.
–CAMERON LANDRY, STUDENT,
MCNEESE STATE UNIVERSITY
1
Text. Each of our chapters is written in an accessible Harvard Business Review style
with lots of practical examples, and each chapter is roughly 20 percent shorter than
the chapters of the average strategy textbook. You can assign the whole chapter (not
just a few pages) and feel confident that your students will not perceive it as a waste of
time. This is not to say that we haven’t included core strategy concepts, frameworks, and
theories. They are all there.
Animated Executive Summary Videos. Each chapter is accompanied by at least one
8-10 minute animated video that brings the content to life. Today’s students love to learn
through interactive technology, and student response to our animated videos has been
positively off-the-charts. Research shows that student recall increases by more than 15
percent when material is presented with a white board animation versus a typical talking
head lecture.1 These animated videos allow you to flip the classroom. When students
Study by Richard Wiseman. Available at http://www.sparkol.com/blog/how-scribe-videos-increase-your-studentslearning-by-15/
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PREFACE
Page ix
[ ix ]
view the videos before class, they get the core concepts in a memorable way. Then you
have more time to discuss questions and help them deeply understand and synthesize
the concepts and tools.
Cases. We will admit that differentiating cases isn’t easy, but we think we’ve done a
few things to make using our cases easier. Our cases offer new, shortened, and updated
“classic” cases on familiar companies (e.g., Walmart, Coke and Pepsi, Intel, Southwest,
Nike, etc.). If you build your course around these cases, you’ll experience very low
switching costs moving to our book. We’ve also written cases on companies and topics
that millennials gravitate to such as Amazon, Harley-Davidson, Skype, Netflix/Redbox/
Hulu, Samsung, and the AT&T-Apple alliance.
We also provide brief Case Notes and PowerPoint presentations to summarize key
takeaways for each case.
THE CASES WERE MY FAVORITE
PART—UNDERSTANDING REAL
WORLD EXAMPLES HELPED PUT
THINGS INTO PROPER PERSPECTIVE.
Tools. Almost every chapter will offer a “Strategy Tool” to teach students how to apply
a theory, framework, or concept. Students will feel like they have learned how to DO
something—actually conduct analysis that will help with strategic decisions. Some of
these tools are used in Fortune 500 companies and in strategy consulting firms such as
Bain, BCG, and McKinsey when they do strategy analysis for clients. For example, the
book shows the student how to assess the attractiveness of an industry, how to calculate
and use a scale or experience curve, how to create a net promoter score to assess whether
a differentiation strategy is working, and how to decide whether to “make” versus “buy.”
Many of the end-of-chapter cases integrate the strategy tool into the case so you can
easily have students apply the tool as they analyze the case. Our students tell us that
these tools help them feel that they are acquiring useful analytical skills to help them in
making strategic decisions.
I LIKED THE EXAMPLES AND THEIR
OVERALL RELEVANCE. I ALSO LIKED
THE STRATEGIC TOOLS AND THE
EXPLANATIONS.
We think the combination of well-conceived and executed Text, Animated Executive Summary Videos, Cases, and Tools can dramatically improve student satisfaction with your
strategy course. Indeed, a random sample of strategy professors who reviewed our text book
preferred it over their current textbooks by almost 4:1. That’s a pretty powerful endorsement.
So, does the world need another strategy text? We answer “yes,” and we offer one that
provides students with a well-designed, engaging, and learning-rich combination of TACT:
Text, Animated Executive Summary Videos, Cases, and Tools. We’ve also found that, when
our students enjoy their courses, we enjoy teaching much more.
Student and Instructor Resources
Companion Website. The Strategic Management Website at http://www.wiley.com/
college/dyer contains myriad tools and links to aid both teaching and learning, including
resources listed here.
Teaching Notes. The Teaching Notes offer helpful teaching ideas. They offer chapterby-chapter text highlights, learning objectives, chapter outlines, and answers to end-ofchapter material.
Case Notes. Written for each case presented with Strategic Management, each Case
Note includes a brief case summary, learning objectives for the instructor, learning
outcomes for the students, and a brief teaching plan with questions and answers. In
addition, we’ve provided a matrix showing alternative teaching approaches for each case.
Test Bank. This comprehensive Test Bank contains nearly 100 questions per chapter.
The multiple-choice, fill-in, and short-essay questions vary in degree of difficulty. All
questions are tagged with learning objectives, Bloom’s Taxonomy categories, and AACSB
Standards. The Computerized Test Bank allows instructors to modify and add questions
to the master bank and to customize their exams. In addition, a Respondus Test Bank is
available for use with learning management systems.
PowerPoint Presentation Slides. This robust set of slides for chapters and cases can
be accessed on the instructor companion site. Lecture notes accompany most slides.
A set of slides without lecture notes is available on the student companion site.
– PHILIP SIEKMANN, STUDENT,
PENNSYLVANIA COLLEGE OF
TECHNOLOGY
–DAVID GRANTHAM, STUDENT,
KENNESAW STATE UNIVERSITY
I FOUND IT TO BE A VERY EASY READ.
IT WAS ONE OF THE FEW BUSINESS
TEXTBOOKS THAT I ENJOYED
READING WHICH MADE LEARNING
EASIER AND MORE FUN.
–TAYLOR LEE, STUDENT,
SAN JOSE STATE UNIVERSITY
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PREFACE
WileyPLUS Learning Space
The factors that contribute to success—both in college and in life—aren’t comprised of intellectual capabilities alone. In fact, there are other traits, strategies, and even daily habits that
contribute to the overall picture of success. Studies show that people who can delay instant
gratification, work through tasks even if they are not immediately rewarding, and follow
through with a plan have the skills that are not only valuable in the classroom, but also in
the workplace and their personal lives.
A place where students can define their strengths and nurture these skills, WileyPLUS
Learning Space transforms course content into an online learning community. WileyPLUS
Learning Space invites students to experience learning activities, view animations, work
through self-assessment, ask questions and share insights. As they interact with the course
content, peers and their instructor, WileyPLUS Learning Space creates a personalized study
guide for each student.
As research shows, when students collaborate with each other, they make deeper connections to the content. When students work together, they also feel part of a community
so that they can grow in areas beyond topics in the course. With WileyPLUS Learning Space,
students are invested in their learning experience and can use their time efficiently as they
develop skills like critical thinking and teamwork. Through a flexible course design, you
can quickly organize learning activities, manage student collaboration, and customize your
course—having full control over content as well as the amount of interactivity between
students.
WileyPLUS Learning Space lets you:
rAssign activities and add your own materials
rGuide your students through what’s important in the interactive e-textbook by easily
assigning specific content
rSet up and monitor group learning
rAssess student engagement
rGain immediate insights to help inform teaching
Defining a clear path to action, the visual reports in WileyPLUS Learning Space help both
you and your students gauge problem areas and act on what’s most important.
With the visual reports, you can:
rSee exactly where your students are struggling for early intervention
rHelp students see exactly what they don’t know to better prepare for exams
rGive students insight into their strengths and weaknesses so that they can succeed in
your course
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Page xi
Acknowledgements
Writing a book is a daunting task, and we’ve had much help in this process. We thank our
colleagues in the Academy for years of interactions too numerous to mention, but each of
which enlarged our view and clarified our understanding of how to teach strategy most
effectively. Thanks to our colleagues and our students at BYU and the Wharton School for
their excellent feedback on drafts of our book. Their insightful comments on the text, animations, cases, and tools brought gaps and holes to light that we would have missed. Thank you
to James Aida, Preston Alder, David Benson, Jared Brand, Tyler Cornaby, Caleb Flint, Mark
Hansen, Michael Hendron, Bryson Hilton, Chad Howland, Benjamin King, David Kryscynski, Jake Lundin, Christian Mealey, Matthew Moen, Kyle Nelson, Lee Perry, and Erin Pew for
their research and assistance writing the cases.
We gratefully acknowledge the advice, cooperation, wisdom, and work of the team at
John Wiley who shepherded this book from its inception to its publication. Executive Editor
Lisé Johnson, Sponsoring Editor Jennifer Manias, Freelance Editor Susan McLaughlin,
Product Design Manager Allison Morris, and Marketing Managers Christopher DeJohn and
Kelly Simmons have all taught us about the process of bringing such a massive undertaking
to fruition. Their professionalism has enriched the content of the book and our own lives,
and their patience with us as we moved through the process has been inspiring. In addition,
we’d like to thank the remainder of the team at Wiley: Thomas Nery, Suzie Chapman, Billy
Ray, Elena Santa Maria, and Amanda Dallas.
Finally, we’d like to thank the numerous reviewers who have contributed valuable time
and incredible feedback:
Reviewers
Joshua Aaron, East Carolina University
Mitchell Adrian, McNeese State University
A D Amar, Seton Hall University
Kristin Backhaus, SUNY New Paltz
Chip Baumgardner, Penn College
Brian Boyd, Arizona State University
Luke Cashen, Nicholls State University
Kalyan Chakravarty, California State University, Northridge
Brian Connelly, Auburn University
Kristal Davison, University of Mississippi
Meredith Downes, Illinois State University
Linda Edelman, Bentley University
James Fiet, University of Louisville
Quentin Fleming, University of South Carolina
William Forster, Lehigh University
Donna Galla, American Military University
Joseph Goldman, University of Minnesota
John Guarino, Averett University
William Hayden, SUNY Buffalo
Michael Hennelly, West Point
Tim Holcomb, Florida State University
Lucas Hopkins, Middle Georgia State University
David Hover, San Jose State University
M. Nesij Huvaj, University of Connecticut
Joy Karriker, East Carolina University
Richard Kernochan, California State University, Northridge
Konghee Kim, St. Cloud State University
John Lipinski, Middle Tennessee State University
Al Lovvorn, The Citadel
Dali Ma, Drexel University
Tatiana Manilova, Bentley University
Ismatilla Mardanov, Southeast Missouri State University
Daniel Marrone, Farmingdale State College
Michael McDermott, Northern Kentucky University
Ghoreishi Minoo, Millersville University
Mike Montalbano, Bentley University
John Morris, Oregon State University
Patricia Norman, Baylor University
William Norton, Georgia Southern University
Roman Nowacki, Northern Illinois University
Don Okhomina, Fayetteville State University
Hugh O’Neill, University of North Carolina
Christopher Penney, Mississippi State University
Peter Pinto, Bowling Green University
Herve Queneau, Brooklyn College
Amit Shah, Frostburg State University
James Spina, University of Maryland
Don Stull, Texas Tech University
Ram Subramanian, Montclair State University
Charles Wainwright, Belmont University
Jorge Walter, Portland State University
Edward Ward, St. Cloud State University
Paula Weber, St. Cloud State University
Yanli Zhang, Montclair State University
Focus Group Participants
Mitchell Adrian, McNeese State University
Frances Amatucci, Slippery Rock University of Pennsylvania
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ACKNOWLEDGEMENTS
Elsa Anaya, Palo Alto Community College
Bindu Arya, University of Missouri, St Louis
Koren Borges, University of North Florida
Kalyan Chakravarty, California State University, Northridge
Larry Chasteen, University of Texas, Dallas
William Forster, Lehigh University
Dean Frost, Bemidji State University
Anne Fuller, California State University, Sacramento
Donna Galla, American Military University
Lucas Hopkins, Middle Georgia State University
Dawn Keig, Brenau University
Vance Lewis, University of Texas, Dallas
Sali Li, University of South Carolina
John Lipinski, Middle Tennessee State University
Cindy Liu, Cal State Polytechnic University
Daniel Marrone, Farmingdale State College
Don Okhomina, Fayetteville State University
Michael Provitera, Barry University
Herve Queneau, Brooklyn College
Timothy Rogers, Ozarks Tech Community College
Veronica Rosas-Tatum, Palo Alto Community College
Mark Ryan, Hawkeye Community College
Stephen Takach, University of Texas, San Antonio
Beverly Tyler, North Carolina State University
Edward Ward, St. Cloud State University
James Weber, St. Cloud State University
Carol Young, Metropolitan State University
Wiley Technology Summit Participants
Lakami Baker, Auburn University
Brent Beal, University of Texas, Tyler
Larry Chasteen, University of Texas, Dallas
Dean Frost, Bemidji State University
Stephen Hallam, University of Akron
David King, Iowa State University
Donald Kopka, Towson University
Marie Milena Loubeau, Miami Dade College
Don Okhomina, Fayetteville State University
Thomas Shirley, San Jose State University
Thomas Swartwood, Drake University
Class Testers
Mitchell Adrian, McNeese State University
Rajshree Agarwal, University of Maryland, College Park
Francis Amatucci, Slippery Rock University
Jeff Bailey, University of Idaho
Lakami Baker, Auburn University
Chip Baumgardner, Penn College
Brent Beal, University of Texas, Tyler
Gregory Blundell, Kent State University, Kent
John Buttermore, Slippery Rock University
McKay Christensen, Brigham Young University
Daniel Connors, Providence College
Dean Frost, Bemidji State University
James Glasglow, Villanova University
David Gras, Texas Christian University
John Guarino, Averett University
Uma Gupta, Buffalo State University
Stephen Hallam, University of Akron
John Hopkins, Clemson University
Paul Hudec, Wisconsin School of Engineering
David King, Iowa State University
Donald Kopka, Towson State University
David Kryscynski, Brigham Young University
Martin Lewison, Farmingdale State College
George Mason, Providence College
Stuart Napshin, Kennesaw State University
Scott Newbert, Villanova University
Roman Nowacki, Northern Illinois University
Don Okhomina, Fayetteville State University
Paulo Prochno, University of Maryland, College Park
Rhonda Rhodes, Cal Poly Pomona
William Ritchie, James Madison University
Douglas Sanford, Towson University
Ben Shaffer, University of Wisconsin, Milwaukee
Lois Shelton, California State University, Northridge
Thomas Shirley, San Jose State University
Richard Smith, Iowa State University
Roger Strickland, Santa Fe College
Thomas Swartwood, Drake University
Ram Subramanian, Montclair State University
Xiwei Yi, University of Houston, Downtown
Yuping Zeng, Southern Illinois University,
Edwardsville
Student Focus Group Particip