Daniel R Coleman, DBA, MBA BA

After eight years of experience on the corporate side of Sales and Sales Management, Dr. Coleman created a wholesale medical supply company which is still in operation today. He has served as the CEO of CES L.L.C., an international educational consulting company since 2012. Coleman has been a frequent speaker on the impact of government on small business, economic and social changes in education and innovation in the classroom. Coleman served as the Communications Director of the Texas Tenth Amendment Center (an advisory think tank) for 2012, writing legislative briefs, and speaking to various groups across Texas. Joining Schreiner University in 2013, he is currently an Associate Professor of Business and the Director of Business and Technology.

Coleman earned a Doctorate in Business Administration from SMC University (an ACBSP accredited program in the US, headquartered in Zug, SW).  Additionally, Coleman earned a MBA from the University of Texas (San Antonio) and a Bachelors of Arts in Economics from Indiana University.

Coleman has two books published in the area of business economics: What a Fine Mess (CBW, US) and An Improved Rationale for Public Choice (VDM Publishing, GER). His article, “Responding to the needs of the contemporary marketplace: The use of cross-pollination class project in the undergraduate classroom” was published in The College Student Journal for the spring of 2015. He presented to the International Education Conference in Brighton, England in the summer of 2015 and the Management Marketing Association in San Antonio in 2014 on innovation in the classroom.

Dr. Coleman is married to his wife Tamara and has two children.

Interpretive Challenge Entry

Our program was named one of the top 50 Marketing programs by Study.com in 2019. I have consistently used experiential projects to expand the skills and knowledge of various marketing. With the pandemic, these opportunities have been significantly reduced. Previously, I have used a variety of simulations for specific courses but have settled in with Interpretive because of the range of simulations, ease of use and engagement of the students. IS have worked well with online and hybrid classes at each of the levels – sophomore thru seniors.

I have used Airline (Services Management), Pharmasim (Intermediate Marketing), Bizcafe, (Management Principles) & New Shoes (Principles of Marketing) to give the students and opportunity to learn business concepts that they will encounter in their careers. Each of these simulations are current and relevant. The applications to their areas of interest and the goals of the instruction (class) mesh easily. It is like having a graduate assistant running a separate learning experience for the students.

I first introduced New Shoes into a sophomore level class for the specific purpose of teaching students about broad facets of marketing. The students receive relevant experience in developing a product’s branding and market presence. The students make decisions about distribution, pricing, and promotion in context of profit margins and market share. There is a since of competition that propels teams that are not performing as well and reward for those teams which are cooperatively strategizing. I have seen teams start slowly and build successfully toward the final decisions, creating a sense of excitement and engagement.

More than just the knowledge of marketing, students see that working as a team can maximize results. They are able to organize their activities according to their strengths -e.g some are more creative than others, while some seem to be quantitative natives, who can help bring along the team; helping them to understand the role and importance of profit margins, returns, & budgets.

With the help of New Shoes Simulation, marketing terminology becomes useful and meaningful. Students learn to make calculated and cognitive decisions, and then can interpret the results from their decisions. Students become more confident about recognizing and forecasting the interdependencies of pricing decisions, product quality, consumer satisfaction and saturation.

The reactions of the students have been overwhelmingly positive, and it is common for students to mention the simulation as one of the more positive aspects of the class in the end of course evaluation. My comfort with prepping the students for the simulation, guiding them along the way, and integrating into the class content has significantly improved with each use of the simulation.

Dr. Daniel R Coleman, DBA
Director – Division of Business & Technology
Associate Professor of Business
Director of Business Internships
Schreiner University