Abstract
Computer-aided modifications were introduced to an established project in an MBA programme aimed at introducing the principles of creative problem-solving. In general, the students overcame the complexities of the new technology far more rapidly than was anticipated and it was found possible to offer a greater level of interaction, monitoring and feedback to each project group than in previous years. There is some evidence that the overall results were better in terms of teamwork and grasp of the principles of creative problem-solving, although it is not clear whether this arises from direct, or indirect changes associated with the introduction of new technology. Some vigilance was required to avoid the technology taking over and confounding the behavioural training goals of the project.
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