try Night event organized by third-year students,which involves an entire semester of preparation.Data collection, warehousing, and mining conceptsare introduced as part of a dedicated course on In-formation Systems Management taught at the year3 level. Accessing external databases on the Internetand developing relational database management sys-tems (DBMS) on an Access platform are the spe-cific skills that are imparted in this course. Theseskills are deemed relevant in subjects like market-ing, finance, and quantitative methods for decisionmaking. The use of SPSS, a specialized statisticalanalysis package, is integrated into the Marketingand Marketing Research courses taught in the thirdand fourth years of study, respectively. Though aspecialized package for statistical analysis, SPSSprovides a powerful platform for specific marketinganalysis situations. However, its lack of versatilityas a tool for developing models, say, for performing“what if” analysis, which are critical to decisionmaking, as well as its relatively low user friendli-ness in comparison to Excel on account of limitedextent of proliferation, place limitations on the scopeof its usage in other quantitative disciplines. Excelhas therefore been the platform of choice as an in-structional and/or computational tool in such coursesthat mandate number crunching and simultaneouslyrequire conceptual insights. Mathematics I & II inthe first year, Statistics I & II in the second year,Project (in conjunction with MS Project software)and Financial Management in the third year, Finan-cial Management Policy, Project Evaluation Analy-sis, and Quantitative Methods for Decision Makingin the fourth year incorporate Excel for analysis ofmanagement-related problems. The versatility ofExcel allows it to be used inter alia for mathemati-cal computations, statistical analyses, and modelingtechniques and make it possible to work with real-world data in a classroom environment instead ofbeing restricted to idealized textbook cases. To whatextent the usage of such applications in the class-room bears an influence on the students’ level ofcomprehension of the concepts in management anddecision-making situations being taught makes aninteresting topic for further research targeted at de-termining the role of conceptual and strategicallyfocused applications as an integrative technology inCAI. In contrast to CBL, which essentially harnessesthe prowess of IT as a medium of knowledge expo-sition, CAI, in this context derives on the computa-tional and analytical abilities afforded by IT to for-tify the quality and level of instruction in conceptualand strategic issues and thereby facilitates the teach-ing/learning process from the behavioral and ana-lytical context. Whereas CBL tends to characterizeautomation and efficiency, CAI exemplifies trans-formation and effectiveness, in addition to mere au-tomation and efficiency.