Pub Date : 2006-03-08DOI: 10.1504/IJIOME.2006.009170
Peggy Lee, Diane H. Parente
A typical goal of the capstone course in an MBA programme is integrating prior coursework. Serendipitous scheduling of Strategic Management and an elective in Operations Strategy for a near-captive audience allowed the instructors to develop an innovative and tightly integrated conclusion to the MBA programme taught entirely in a distance-learning environment. The instructors faced two instructional challenges: 1) video conference technology has been less than optimal as compared with traditional delivery; and 2) programme integration and close coordination between the two courses were essential. Course assessment involved using mid- and post-semester surveys, two 'one-minute papers', and a post-semester focus group discussion.
{"title":"C³: Cross-Course Collaboration in a distance learning environment","authors":"Peggy Lee, Diane H. Parente","doi":"10.1504/IJIOME.2006.009170","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.009170","url":null,"abstract":"A typical goal of the capstone course in an MBA programme is integrating prior coursework. Serendipitous scheduling of Strategic Management and an elective in Operations Strategy for a near-captive audience allowed the instructors to develop an innovative and tightly integrated conclusion to the MBA programme taught entirely in a distance-learning environment. The instructors faced two instructional challenges: 1) video conference technology has been less than optimal as compared with traditional delivery; and 2) programme integration and close coordination between the two courses were essential. Course assessment involved using mid- and post-semester surveys, two 'one-minute papers', and a post-semester focus group discussion.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"5 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123729287","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 : 2006-03-08DOI: 10.1504/IJIOME.2006.009174
M. Cherikh
Simpson's paradox is well known in statistics and arises in real-life situations dealing with social, life and medical sciences, but may not be that well known in business school communities, and especially not well covered in introductory business statistics courses. The paradox occurs when data from two or more groups is aggregated into a single group. This paper introduces Simpson's paradox in a business context and shows through simulations, under different distributions, that Simpson's paradox is a plausible event though not a very frequent one.
{"title":"On the frequency of Simpson's paradox and the pitfalls of aggregation","authors":"M. Cherikh","doi":"10.1504/IJIOME.2006.009174","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.009174","url":null,"abstract":"Simpson's paradox is well known in statistics and arises in real-life situations dealing with social, life and medical sciences, but may not be that well known in business school communities, and especially not well covered in introductory business statistics courses. The paradox occurs when data from two or more groups is aggregated into a single group. This paper introduces Simpson's paradox in a business context and shows through simulations, under different distributions, that Simpson's paradox is a plausible event though not a very frequent one.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131443360","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 : 2006-03-08DOI: 10.1504/IJIOME.2006.009176
E. Tunc, S. Sharma, L. V. Alst, Brien N. Smith, S. Srinivasan, R. Wahlers
An increasing number of universities have entered or are contemplating entering into alliances with leading vendors of ERP software and are redesigning both undergraduate and graduate curricula to help students understand the requirements and the design of enterprise-wide systems solutions through the use of an ERP system. Ball State University joined the SAP alliance program in spring 2002 and has been offering ERP courses both at graduate (MBA) and undergraduate levels since then. Different approaches have been used by various schools to introduce SAP to the curriculum. Ball State University's approach is to deliver a set of modules by a team of faculty from six different departments. This paper articulates our approach for teaching ERP courses to understand cross-functional integration at the MBA level. The paper also highlights various technology, pedagogical and human resource issues and challenges.
{"title":"Issues and challenges of cross-functional integration: introducing ERP in MBA courses","authors":"E. Tunc, S. Sharma, L. V. Alst, Brien N. Smith, S. Srinivasan, R. Wahlers","doi":"10.1504/IJIOME.2006.009176","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.009176","url":null,"abstract":"An increasing number of universities have entered or are contemplating entering into alliances with leading vendors of ERP software and are redesigning both undergraduate and graduate curricula to help students understand the requirements and the design of enterprise-wide systems solutions through the use of an ERP system. Ball State University joined the SAP alliance program in spring 2002 and has been offering ERP courses both at graduate (MBA) and undergraduate levels since then. Different approaches have been used by various schools to introduce SAP to the curriculum. Ball State University's approach is to deliver a set of modules by a team of faculty from six different departments. This paper articulates our approach for teaching ERP courses to understand cross-functional integration at the MBA level. The paper also highlights various technology, pedagogical and human resource issues and challenges.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"54 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125741106","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 : 2006-03-08DOI: 10.1504/IJIOME.2006.009173
G. Buxey
The paper reviews the general methodology for the design of inventory control systems as advocated in typical operations management textbooks. Surprisingly, some of the broad directives are quite confusing and the underlying logic of these directives is inconsistent. Several published cases are analysed to try and clarify the current situation. The exercise reveals the source of the problem. By and large, stock control theory focuses on the activities of the purchasing company. Therefore, it glosses over the potential impact of different ordering policies upon the warehouse and transport operations taking place at the suppliers' end. These twin activities benefit from stable resource(s) planning, which are linked to regular delivery schedules along predetermined vehicle routes. However, much depends on the strength of the relevant customer-supplier relationship.
{"title":"Inventory control systems: theory and practice","authors":"G. Buxey","doi":"10.1504/IJIOME.2006.009173","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.009173","url":null,"abstract":"The paper reviews the general methodology for the design of inventory control systems as advocated in typical operations management textbooks. Surprisingly, some of the broad directives are quite confusing and the underlying logic of these directives is inconsistent. Several published cases are analysed to try and clarify the current situation. The exercise reveals the source of the problem. By and large, stock control theory focuses on the activities of the purchasing company. Therefore, it glosses over the potential impact of different ordering policies upon the warehouse and transport operations taking place at the suppliers' end. These twin activities benefit from stable resource(s) planning, which are linked to regular delivery schedules along predetermined vehicle routes. However, much depends on the strength of the relevant customer-supplier relationship.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131444940","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 : 2006-03-08DOI: 10.1504/IJIOME.2006.009175
Chang Yanjie, Fang Meiqi
In this paper, we describe our experience in the development of the e-commerce simulation platform, Simulation of E-Commerce (SIMEC3.0), which has been designed and implemented by the researchers in the Economic Science Laboratory, China since 2002. We have incorporated some auto agents and completed the migration of the platform from Weblogic server to Tomcat server. We describe how to use the 'Component Extraction Technology' to extract some components of the system based on Weblogic server. We will compare the SIMEC3.0 system with other e-commerce systems. The SIMEC3.0 has been used to support teaching and learning in Renmin University of China since 2002. We believe that 'learning by doing' of e-commerce is one of the most effective ways to support teaching and learning the subject e-commerce.
{"title":"Accumulated experience sharing in the development of e-commerce simulation teaching and learning platform","authors":"Chang Yanjie, Fang Meiqi","doi":"10.1504/IJIOME.2006.009175","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.009175","url":null,"abstract":"In this paper, we describe our experience in the development of the e-commerce simulation platform, Simulation of E-Commerce (SIMEC3.0), which has been designed and implemented by the researchers in the Economic Science Laboratory, China since 2002. We have incorporated some auto agents and completed the migration of the platform from Weblogic server to Tomcat server. We describe how to use the 'Component Extraction Technology' to extract some components of the system based on Weblogic server. We will compare the SIMEC3.0 system with other e-commerce systems. The SIMEC3.0 has been used to support teaching and learning in Renmin University of China since 2002. We believe that 'learning by doing' of e-commerce is one of the most effective ways to support teaching and learning the subject e-commerce.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114233168","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 : 2006-03-08DOI: 10.1504/IJIOME.2006.009171
M. Kocakulah, J. Embry, Marvin Albin
Enterprise Resource Planning (ERP) is more than simply a software package. Implementing ERP will involve the entire business and will require changes throughout the firm. Because of the scope, complexity and continuous nature of ERP, the project-based approach to managing the implementation process resulted in failure rates of between 60% and 80%. For this reason a new model, presented in this paper, has been developed. The paradigm shift model is made up of three parts: 1) A Hierarchy of Purpose; 2) Impact Roles; and 3) Continuous Change. By focusing on the benefits of ERP as a success measure, this model provides a sound framework for managing the paradigm shift of enterprise resource planning for success.
{"title":"Enterprise Resource Planning (ERP): managing the paradigm shift for success","authors":"M. Kocakulah, J. Embry, Marvin Albin","doi":"10.1504/IJIOME.2006.009171","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.009171","url":null,"abstract":"Enterprise Resource Planning (ERP) is more than simply a software package. Implementing ERP will involve the entire business and will require changes throughout the firm. Because of the scope, complexity and continuous nature of ERP, the project-based approach to managing the implementation process resulted in failure rates of between 60% and 80%. For this reason a new model, presented in this paper, has been developed. The paradigm shift model is made up of three parts: 1) A Hierarchy of Purpose; 2) Impact Roles; and 3) Continuous Change. By focusing on the benefits of ERP as a success measure, this model provides a sound framework for managing the paradigm shift of enterprise resource planning for success.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125000865","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 : 2006-03-08DOI: 10.1504/IJIOME.2006.009172
R. Cheung
Support for active learning in programming is important because students need to spend lots of effort and time outside the classroom. Object-oriented programming courses require additional practices in working with design models. Our objective is to encourage active participation for object-oriented programming beyond classroom environments. We have accomplished this with an easy-to-use development environment. It improves teacher-student interaction, provides analysis on students' participation, and helps students with their compilation activities in real time. The web-based development environment encourages active learning for object-oriented programming. We have shown how our system supports the lectures' pedagogical approach for implementing student-centred learning. This is an important element for implementing the concepts of an 'Active Classroom'. The system has been applied to the laboratory sessions of a programming course and has received positive feedback from the participating students.
{"title":"A web-based learning environment for object-oriented programming","authors":"R. Cheung","doi":"10.1504/IJIOME.2006.009172","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.009172","url":null,"abstract":"Support for active learning in programming is important because students need to spend lots of effort and time outside the classroom. Object-oriented programming courses require additional practices in working with design models. Our objective is to encourage active participation for object-oriented programming beyond classroom environments. We have accomplished this with an easy-to-use development environment. It improves teacher-student interaction, provides analysis on students' participation, and helps students with their compilation activities in real time. The web-based development environment encourages active learning for object-oriented programming. We have shown how our system supports the lectures' pedagogical approach for implementing student-centred learning. This is an important element for implementing the concepts of an 'Active Classroom'. The system has been applied to the laboratory sessions of a programming course and has received positive feedback from the participating students.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125054054","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 : 2005-07-28DOI: 10.1504/IJIOME.2005.007450
Amir Parssian
Many learning theories have been studied and developed for the lecture-based courses. Among these theories, objectivist and constructivist instructional designs are among most widely applied. In this paper, we show that neither of these two theories alone is suitable to design an online database course. We present a hybrid model consisting of both instructional design models that compliment each other and form an adequate framework for designing web-based database courses. Our model is further augmented by a simulation module to demonstrate how it can be utilised in learning database concepts more effectively. Furthermore, we discuss in detail and make recommendations for different components of each module and how they can be applied for an effective course design and delivery to achieve a high learning outcome.
{"title":"A hybrid instructional design model for web-based database course delivery","authors":"Amir Parssian","doi":"10.1504/IJIOME.2005.007450","DOIUrl":"https://doi.org/10.1504/IJIOME.2005.007450","url":null,"abstract":"Many learning theories have been studied and developed for the lecture-based courses. Among these theories, objectivist and constructivist instructional designs are among most widely applied. In this paper, we show that neither of these two theories alone is suitable to design an online database course. We present a hybrid model consisting of both instructional design models that compliment each other and form an adequate framework for designing web-based database courses. Our model is further augmented by a simulation module to demonstrate how it can be utilised in learning database concepts more effectively. Furthermore, we discuss in detail and make recommendations for different components of each module and how they can be applied for an effective course design and delivery to achieve a high learning outcome.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126841659","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 : 2005-07-28DOI: 10.1504/IJIOME.2005.007444
Anne Beaudry, K. Laframboise, Huma Saleem
This paper reports on a study that aimed at comparing the effectiveness of a web-based learning environment to the traditional classroom for introductory management information systems (MIS) class. Effectiveness here is defined as students' performance in examinations. More specifically, our study compared the performance of students enrolled in an introductory MIS course delivered either in traditional classrooms or through a web-based learning environment, while taking into consideration the students' learning style as measured by Kolb's (1984) instrument. Results suggest that the best and worst performers in both environments have very different learning preferences and styles. Implications for research and practice are discussed.
{"title":"Who gets 'A' grades in web-based learning environments? An evaluation of the role of learning styles","authors":"Anne Beaudry, K. Laframboise, Huma Saleem","doi":"10.1504/IJIOME.2005.007444","DOIUrl":"https://doi.org/10.1504/IJIOME.2005.007444","url":null,"abstract":"This paper reports on a study that aimed at comparing the effectiveness of a web-based learning environment to the traditional classroom for introductory management information systems (MIS) class. Effectiveness here is defined as students' performance in examinations. More specifically, our study compared the performance of students enrolled in an introductory MIS course delivered either in traditional classrooms or through a web-based learning environment, while taking into consideration the students' learning style as measured by Kolb's (1984) instrument. Results suggest that the best and worst performers in both environments have very different learning preferences and styles. Implications for research and practice are discussed.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117351305","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 : 2005-07-28DOI: 10.1504/IJIOME.2005.007449
R. Vragov, B. Wilson
During the last few years pedagogical philosophy has been trying to incorporate lessons from active learning theory. While most practitioners agree that active learning is useful they still lack a diverse set of tools to incorporate it in the classroom. This article describes a methodology for including real-time laboratory experiments in the regular curriculum. The discussion uses as an example an actual class, which was taught to MIS seniors during the Spring 2003 semester. The course contains a learning module composed of nine web-based interactive experiments. During the experimental sessions students have to demonstrate their understanding of the material in the lectures. Experimental results can be incorporated as part of the student grade. Judging by students' performance and opinions about the class, the authors conclude that this teaching methodology was successful. Some suggestions for further refinement of the class are also offered.
{"title":"Teaching e-commerce through the use of real-time interactive laboratory experiments","authors":"R. Vragov, B. Wilson","doi":"10.1504/IJIOME.2005.007449","DOIUrl":"https://doi.org/10.1504/IJIOME.2005.007449","url":null,"abstract":"During the last few years pedagogical philosophy has been trying to incorporate lessons from active learning theory. While most practitioners agree that active learning is useful they still lack a diverse set of tools to incorporate it in the classroom. This article describes a methodology for including real-time laboratory experiments in the regular curriculum. The discussion uses as an example an actual class, which was taught to MIS seniors during the Spring 2003 semester. The course contains a learning module composed of nine web-based interactive experiments. During the experimental sessions students have to demonstrate their understanding of the material in the lectures. Experimental results can be incorporated as part of the student grade. Judging by students' performance and opinions about the class, the authors conclude that this teaching methodology was successful. Some suggestions for further refinement of the class are also offered.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114255688","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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