For over decades business schools have been asked to help prepare students for an environment requiring systemic thinking, ability to work in teams, and skills and motivation to respond to rapid change. Recently, they have been asked to help future business leaders to prevent a repeat of the current financial crisis. Despite these calls, little has changed in business education. In this paper we report the preliminary results of an attempt to increase undergraduate students' levels of cross-functional and systemic thinking using the DuPont model to integrate across functional areas. The model provides a valuable framework that displays how typical functional-area tasks are related to firm-level outcomes.
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