In many educational programs in business administration and related fields, students arerequired to take one or more courses in operational research. Many of these courses arebased on textbooks that emphasise almost exclusively mathematical models and wheresolution methods play an important role. In recent years, however, many of these courseshave changed significantly. This paper presents the author's views of such educationalpractices, based on many years of continuous experimentation and reflection on the meansand objectives of an operational research course for business students.