Pub Date : 2021-04-26DOI: 10.1504/IJIOME.2021.114719
David R. Firth, Jason H. Triche, David J. Lucus
The explosive growth of data analytics has led to a large demand for analytical skills which is outstripping the supply of this skillset. Business schools across the world are responding to this challenge by offering graduate and undergraduate programs in data analytics. There is a growing body of literature covering the graduate level programs, but very little literature covers the undergraduate courses. This article covers the basic topics, themes and universal issues in teaching the undergraduate introduction to the data analytics course. We provide an over-arching framework on how to deliver an introduction course. We examine three different introduction classes at three AACSB accredited schools. We conclude with common issues, mitigation plans, and lessons learned.
{"title":"A framework for teaching an undergraduate data analytics class","authors":"David R. Firth, Jason H. Triche, David J. Lucus","doi":"10.1504/IJIOME.2021.114719","DOIUrl":"https://doi.org/10.1504/IJIOME.2021.114719","url":null,"abstract":"The explosive growth of data analytics has led to a large demand for analytical skills which is outstripping the supply of this skillset. Business schools across the world are responding to this challenge by offering graduate and undergraduate programs in data analytics. There is a growing body of literature covering the graduate level programs, but very little literature covers the undergraduate courses. This article covers the basic topics, themes and universal issues in teaching the undergraduate introduction to the data analytics course. We provide an over-arching framework on how to deliver an introduction course. We examine three different introduction classes at three AACSB accredited schools. We conclude with common issues, mitigation plans, and lessons learned.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125006507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-26DOI: 10.1504/IJIOME.2021.114718
Ana Paula Lista, G. Tortorella, D. Jurburg, R. Sawhney
Lean production (LP) is widely acknowledged as an approach to establish an organisational culture of continuous improvement for superior performance results. Despite the fact that there are different LP training courses for facilitating its implementation, the effectiveness of their results is not clearly known. Thus, the aim of this paper is to identify the main LP teaching methods and their learning assessment approaches. For that, we performed a systematic literature review in the main databases and analysed the retrieved articles' content both quantitatively and qualitatively. Such identification helps researchers and practitioners interested in LP implementation to select and adapt the most appropriate LP teaching method according to the desired objectives, since there is no consensus on the best approach.
{"title":"Lean production teaching methods and learning assessment: a literature review","authors":"Ana Paula Lista, G. Tortorella, D. Jurburg, R. Sawhney","doi":"10.1504/IJIOME.2021.114718","DOIUrl":"https://doi.org/10.1504/IJIOME.2021.114718","url":null,"abstract":"Lean production (LP) is widely acknowledged as an approach to establish an organisational culture of continuous improvement for superior performance results. Despite the fact that there are different LP training courses for facilitating its implementation, the effectiveness of their results is not clearly known. Thus, the aim of this paper is to identify the main LP teaching methods and their learning assessment approaches. For that, we performed a systematic literature review in the main databases and analysed the retrieved articles' content both quantitatively and qualitatively. Such identification helps researchers and practitioners interested in LP implementation to select and adapt the most appropriate LP teaching method according to the desired objectives, since there is no consensus on the best approach.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124175163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-04-23DOI: 10.1504/IJIOME.2016.076054
C. DeCoursey
Most studies of computing self-efficacy among non-specialists have used Westerners as participants, and identify affect as an important element of self-efficacy. Chinese and Indian non-specialists comprise an increasing proportion of western and global tertiary students. They have different attitudes towards learning computing than westerners, due to their different backgrounds. This study compares the attitudes of Chinese and Indian tertiary non-specialists to learning ordinary and advanced computing tasks, while learning animation and business English. Quantitative data was obtained from a survey. Qualitative data was obtained from student blogs. Appraisal analysis was used to determine areas of positive and negative attitude. Results show that Indians reported higher gains than Chinese participants; both groups focus more on cognitive mastery than personal emotions in assessing the value of the learning experience; increased exposure to computing may decrease their interest in learning computing tasks; but relatively lower previous exposure does not disadvantage non-specialists.
{"title":"Computer self-efficacy in global contexts: appraising Chinese and Indian non-specialists' attitudes to common and advanced computer tasks","authors":"C. DeCoursey","doi":"10.1504/IJIOME.2016.076054","DOIUrl":"https://doi.org/10.1504/IJIOME.2016.076054","url":null,"abstract":"Most studies of computing self-efficacy among non-specialists have used Westerners as participants, and identify affect as an important element of self-efficacy. Chinese and Indian non-specialists comprise an increasing proportion of western and global tertiary students. They have different attitudes towards learning computing than westerners, due to their different backgrounds. This study compares the attitudes of Chinese and Indian tertiary non-specialists to learning ordinary and advanced computing tasks, while learning animation and business English. Quantitative data was obtained from a survey. Qualitative data was obtained from student blogs. Appraisal analysis was used to determine areas of positive and negative attitude. Results show that Indians reported higher gains than Chinese participants; both groups focus more on cognitive mastery than personal emotions in assessing the value of the learning experience; increased exposure to computing may decrease their interest in learning computing tasks; but relatively lower previous exposure does not disadvantage non-specialists.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121583674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-04-23DOI: 10.1504/IJIOME.2016.076059
Dana M. Johnson, L. Wanless
Ample research exists in the area of instructor-led facilitation, which is typically conducted by those trained in pedagogical approaches and as such their primary profession may be that of faculty, instructor, or professional trainer. Prior research on student-led pedagogy has focused on tutoring, problem-solving teams, and similar activities. This exploratory case study focused on student-led facilitation for active student engagement in an undergraduate project management course and its impact on student learning measured by engagement, average exam score, and overall course average. Data was gathered through observations, exam scores, student survey, and final grades. In the second year of application, a voluntary survey was completed by students to supplement existing data. It was uncovered that students are more engaged through increased class participation in discussion, have greater retention of material as demonstrated through higher exam scores, and improved performance in final course averages. Based on this case study, it can be inferred that student-led facilitation is an effective pedagogical approach for this course and may be applied in the context of other courses. This is believed to be the first contribution in the area of student-led facilitation not using tutoring, problem-solving, case discussions, or similar methods.
{"title":"Facilitative learning model for student engagement in a project management course: a case study","authors":"Dana M. Johnson, L. Wanless","doi":"10.1504/IJIOME.2016.076059","DOIUrl":"https://doi.org/10.1504/IJIOME.2016.076059","url":null,"abstract":"Ample research exists in the area of instructor-led facilitation, which is typically conducted by those trained in pedagogical approaches and as such their primary profession may be that of faculty, instructor, or professional trainer. Prior research on student-led pedagogy has focused on tutoring, problem-solving teams, and similar activities. This exploratory case study focused on student-led facilitation for active student engagement in an undergraduate project management course and its impact on student learning measured by engagement, average exam score, and overall course average. Data was gathered through observations, exam scores, student survey, and final grades. In the second year of application, a voluntary survey was completed by students to supplement existing data. It was uncovered that students are more engaged through increased class participation in discussion, have greater retention of material as demonstrated through higher exam scores, and improved performance in final course averages. Based on this case study, it can be inferred that student-led facilitation is an effective pedagogical approach for this course and may be applied in the context of other courses. This is believed to be the first contribution in the area of student-led facilitation not using tutoring, problem-solving, case discussions, or similar methods.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132566925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-04-23DOI: 10.1504/IJIOME.2016.076046
H. Yazici
Learning style preferences are found influential in learning and academic achievement, and may explain how students learn. Additionally, technology has been proven effective in educational processes. Interactive response systems known also as clickers seem to increase student engagement, although studies on the direct effects of clickers on learning outcomes are limited. The purpose of this study is to determine whether student learning style plays a role in learning outcomes and whether some students benefit using interactive systems more than others. Learning outcomes are measured by critical thinking abilities, comprehension of subject knowledge, and effective decision-making abilities through problem/project-based learning practices. Based on the learning outcomes of students enrolled in operations management classes, business students with participant learning style were found to be high academic achievers and successful critical thinkers. Use of interactive response systems positively affected overall course performance and was instrumental in the comprehension of subject knowledge and problem-based learning practices. While participant learners benefited most from interactive response systems, independent learners' application and effective decision-making abilities were enhanced by the use of these systems.
{"title":"Role of learning style preferences and interactive response systems on student learning outcomes","authors":"H. Yazici","doi":"10.1504/IJIOME.2016.076046","DOIUrl":"https://doi.org/10.1504/IJIOME.2016.076046","url":null,"abstract":"Learning style preferences are found influential in learning and academic achievement, and may explain how students learn. Additionally, technology has been proven effective in educational processes. Interactive response systems known also as clickers seem to increase student engagement, although studies on the direct effects of clickers on learning outcomes are limited. The purpose of this study is to determine whether student learning style plays a role in learning outcomes and whether some students benefit using interactive systems more than others. Learning outcomes are measured by critical thinking abilities, comprehension of subject knowledge, and effective decision-making abilities through problem/project-based learning practices. Based on the learning outcomes of students enrolled in operations management classes, business students with participant learning style were found to be high academic achievers and successful critical thinkers. Use of interactive response systems positively affected overall course performance and was instrumental in the comprehension of subject knowledge and problem-based learning practices. While participant learners benefited most from interactive response systems, independent learners' application and effective decision-making abilities were enhanced by the use of these systems.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132185363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-04-23DOI: 10.1504/IJIOME.2016.076047
J. Tell
Considerable debate and discussion exist on the effectiveness and relevance of various management development models/approaches/methods intended to support companies and their managers. In recent years management researchers have described successful network collaborations among companies that increase managerial capability, effect positive change, and promote beneficial development. However, the literature has not fully explored the fundamental principles and learning outcomes of learning networks in this context. As a result, organisers (or providers) of management development courses and programs lack the needed resources that help them create effective learning environments. This paper describes an informal management development approach known as the learning network in which SME managers share experiences and ideas in a learning network characterised by mutual trust and purposeful collaboration.
{"title":"An informal approach to management development at small and medium-sized manufacturing companies","authors":"J. Tell","doi":"10.1504/IJIOME.2016.076047","DOIUrl":"https://doi.org/10.1504/IJIOME.2016.076047","url":null,"abstract":"Considerable debate and discussion exist on the effectiveness and relevance of various management development models/approaches/methods intended to support companies and their managers. In recent years management researchers have described successful network collaborations among companies that increase managerial capability, effect positive change, and promote beneficial development. However, the literature has not fully explored the fundamental principles and learning outcomes of learning networks in this context. As a result, organisers (or providers) of management development courses and programs lack the needed resources that help them create effective learning environments. This paper describes an informal management development approach known as the learning network in which SME managers share experiences and ideas in a learning network characterised by mutual trust and purposeful collaboration.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"35 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116651997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-30DOI: 10.1504/ijiome.2015.073163
C. Glock, Hamid Abedinnia
This paper introduces a method for calculating material requirements by decomposing bills of materials. Starting with the primary (end customer) demand, we use bills of materials to calculate direct material requirements step by step for each production stage until the total material requirements have been calculated. The method proposed in this paper illustrates how the product structure influences material requirements and may thus be used in class to show students how material requirements can be calculated precisely. In addition, the method proposed in this paper may also be applied for calculating material requirements in practice.
{"title":"Decomposing bills of materials using the Gozinto-list-method","authors":"C. Glock, Hamid Abedinnia","doi":"10.1504/ijiome.2015.073163","DOIUrl":"https://doi.org/10.1504/ijiome.2015.073163","url":null,"abstract":"This paper introduces a method for calculating material requirements by decomposing bills of materials. Starting with the primary (end customer) demand, we use bills of materials to calculate direct material requirements step by step for each production stage until the total material requirements have been calculated. The method proposed in this paper illustrates how the product structure influences material requirements and may thus be used in class to show students how material requirements can be calculated precisely. In addition, the method proposed in this paper may also be applied for calculating material requirements in practice.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131766153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-30DOI: 10.1504/ijiome.2015.073161
Alan Jin, Lifang Wu, Margaret Cunningham, Ravi Chinta
Project-based pedagogies are well recognised and widely adopted in business education. In this paper we present lessons from a project-based pedagogy specifically designed for Master of Business Administration (MBA) students: self-selected operations projects from their workplaces. We introduced this approach in two sections of our core MBA Operations Management course during the Spring 2014 semester, and then interviewed thirty-seven students to discover students' perceptions of the benefits of this pedagogy. Our analysis revealed that, from MBA students' perspective, self-selected projects from students' workplaces provided significant benefits to the students' workplace performance, professional and career development, project management experience, and course material learning. We conclude with the limitations of the study, implications for instructors, and suggestions for future research.
{"title":"Benefits of self-selected projects from students' workplace as a pedagogical tool in graduate operations management classes","authors":"Alan Jin, Lifang Wu, Margaret Cunningham, Ravi Chinta","doi":"10.1504/ijiome.2015.073161","DOIUrl":"https://doi.org/10.1504/ijiome.2015.073161","url":null,"abstract":"Project-based pedagogies are well recognised and widely adopted in business education. In this paper we present lessons from a project-based pedagogy specifically designed for Master of Business Administration (MBA) students: self-selected operations projects from their workplaces. We introduced this approach in two sections of our core MBA Operations Management course during the Spring 2014 semester, and then interviewed thirty-seven students to discover students' perceptions of the benefits of this pedagogy. Our analysis revealed that, from MBA students' perspective, self-selected projects from students' workplaces provided significant benefits to the students' workplace performance, professional and career development, project management experience, and course material learning. We conclude with the limitations of the study, implications for instructors, and suggestions for future research.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130729398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-30DOI: 10.1504/ijiome.2015.073155
W. Swart, Niva Wengrowicz, K. Wuensch
In the 'flipped' classroom, students use online materials to learn what is traditionally learned by attending lectures, and class time is used for interactive group learning (IGL). IGL differentiates the flipped class from a traditional class and is touted as what makes the flipped class reflective of how higher education will change. In this paper, we use transactional distance (TD) and relative proximity theory (RPT) to hypothesise collaboration factors that could model student satisfaction in a flipped class. An instrument based on these factors was administered to a total of 84 students enrolled in two sections of a flipped operations management course over two semesters and EFA, SEM and CFA analyses determined it to be valid and reliable. Multiple regressions were used to determine which factors were statistically significant unique predictors of student satisfaction in the flipped classroom. The findings of the research imply that neither instructors nor students should be left to 'sink or swim' when first exposed to the flipped classroom. Instead, instructors should be incentivised to develop the skills required to be an effective learning, or cognitive, coach and students should be instructed in teaming skills as part of the flipped classroom experience.
{"title":"Using transactional distances to explore student satisfaction with group collaboration in the flipped classroom","authors":"W. Swart, Niva Wengrowicz, K. Wuensch","doi":"10.1504/ijiome.2015.073155","DOIUrl":"https://doi.org/10.1504/ijiome.2015.073155","url":null,"abstract":"In the 'flipped' classroom, students use online materials to learn what is traditionally learned by attending lectures, and class time is used for interactive group learning (IGL). IGL differentiates the flipped class from a traditional class and is touted as what makes the flipped class reflective of how higher education will change. In this paper, we use transactional distance (TD) and relative proximity theory (RPT) to hypothesise collaboration factors that could model student satisfaction in a flipped class. An instrument based on these factors was administered to a total of 84 students enrolled in two sections of a flipped operations management course over two semesters and EFA, SEM and CFA analyses determined it to be valid and reliable. Multiple regressions were used to determine which factors were statistically significant unique predictors of student satisfaction in the flipped classroom. The findings of the research imply that neither instructors nor students should be left to 'sink or swim' when first exposed to the flipped classroom. Instead, instructors should be incentivised to develop the skills required to be an effective learning, or cognitive, coach and students should be instructed in teaming skills as part of the flipped classroom experience.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114520552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-30DOI: 10.1504/ijiome.2015.073151
Xiangrong Liu
This teaching note reflects the recent experience in teaching an undergraduate production operations management course through the implementation of a real-world-problem-based research project. In this project, students investigated a multi-million dollar effort Access database compiled by the Environmental Protection Agency (EPA) and applied a data envelopment analysis (DEA) model to benchmark production efficiency among the coal-fired power plants within the states that they selected in the USA. This research project did much to developing students' quantitative problem-solving skills by weaving the research project throughout the whole semester, engaging students in illustrating DEA models with a real industrial production problem, and enhancing students' awareness of sustainability in production operations management.
{"title":"Teaching data envelopment analysis in production operations management through an undergraduate research project based on real-world data","authors":"Xiangrong Liu","doi":"10.1504/ijiome.2015.073151","DOIUrl":"https://doi.org/10.1504/ijiome.2015.073151","url":null,"abstract":"This teaching note reflects the recent experience in teaching an undergraduate production operations management course through the implementation of a real-world-problem-based research project. In this project, students investigated a multi-million dollar effort Access database compiled by the Environmental Protection Agency (EPA) and applied a data envelopment analysis (DEA) model to benchmark production efficiency among the coal-fired power plants within the states that they selected in the USA. This research project did much to developing students' quantitative problem-solving skills by weaving the research project throughout the whole semester, engaging students in illustrating DEA models with a real industrial production problem, and enhancing students' awareness of sustainability in production operations management.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131015180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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