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This paper aims to investigate the role of predictive models in the learning and decision-making processes of strategic management. The rapid advancement of digitalisation has contributed to increasing the complexity of the worldwide economy and led to various new competitive dynamics.

To achieve this purpose, a literature review has been carried out and a predictive model based on Watson, an IBM supercomputer, is presented as a qualitative process model.

Specific insights derived from a review of the literature highlight organisations' need to modify their decision- and strategy-making processes, which are increasing in speed and frequency, thus also leading to the formulation of emergent and trigger event strategies based on the identification of conditions that require the revision of all or part of the firm's strategy. Predictive models, acting as filters, transform data into informative knowledge that decision-makers can interpret based on individual domain knowledge.

From a theoretical point of view, this paper contributes to the field of digital transformation by proposing the economics of complexity as a paradigm through which to observe and study the issue of predictive models in strategic management. Additionally, the authors analyse the phenomenon from a cognitive perspective, defining the new learning dynamics of digital transformation and the social learning cycle triggered by big data and predictive models. From a managerial and policy-making point of view, this suggests the need to re-shape traditional education contents and dynamics and foster skills that are multi-disciplinary, multi-domain, multi-empathic, multi-interaction and multi-communication between people and things.

In today’s global business environment, business learners and employees must adapt to ever-changing challenges. Active learning strategies like case-based learning and think-pair-share may be used in any business course, as they engage learners, may meet Association to Advance Collegiate Schools of Business standards and assist with employer needs through knowledge and skill enhancement in critical thinking, decision-making, problem-solving and collaboration. The purpose of this paper is to provide business instructors with three activities that are easily modified. The activities promote workforce skills and encourage reflection activities as an assessment. The intent of each scenario is to present solution-driven methods by which business challenges may be assessed and resolved.

Section 2 offers a literature review on case-based learning and think-pair-share. Section 3 includes three case-based activities that instructors may implement. Section 4 sets forth student assessment findings and a conclusion.

The findings demonstrated that learners reported positive benefits of case scenarios and think-pair-share on their ability to make business decisions, critically analyze, solve business problems and collaborate. Reflective observation was an insightful tool in assessing comprehension and skill-building for 68 learners in two sections of fall 2019 Legal Environment of Business courses. The contribution to literature is primarily practical. The activities foster educational effectiveness by stimulating learners to practice critical employment skills. The results also show that satisfaction, intensifying students’ engagement, enhances the educational effectiveness of the courses.

This study provides three original case-based activities with suggested content, handouts that may be copied for class use, instructor preparation, learning outcomes, objectives and assignment procedures.