Pub Date : 2013-06-04DOI: 10.1504/IJIOME.2013.054294
Gad J. Selig, E. Kongar, N. Lewis, C. Bach, T. Sobh
Most schools of engineering and business today have not yet come to terms with the growing inter-disciplinary education needs that adequately prepare PhD graduates for assuming leadership, professional, academic and/or research positions in academia, industry or government. The purpose of this paper is to contribute to a better understanding of how to develop an innovative inter-disciplinary PhD degree programme by presenting a case study in technology management at the University of Bridgeport. The proposed PhD programme is currently undergoing an external review process. The paper will describe the purpose, structure, and approach of the proposed PhD programme as well as the challenges, lessons learned and critical success factors.
{"title":"The proposed PhD in Technology Management at the University of Bridgeport: a case study","authors":"Gad J. Selig, E. Kongar, N. Lewis, C. Bach, T. Sobh","doi":"10.1504/IJIOME.2013.054294","DOIUrl":"https://doi.org/10.1504/IJIOME.2013.054294","url":null,"abstract":"Most schools of engineering and business today have not yet come to terms with the growing inter-disciplinary education needs that adequately prepare PhD graduates for assuming leadership, professional, academic and/or research positions in academia, industry or government. The purpose of this paper is to contribute to a better understanding of how to develop an innovative inter-disciplinary PhD degree programme by presenting a case study in technology management at the University of Bridgeport. The proposed PhD programme is currently undergoing an external review process. The paper will describe the purpose, structure, and approach of the proposed PhD programme as well as the challenges, lessons learned and critical success factors.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125023407","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 : 2013-06-04DOI: 10.1504/IJIOME.2013.054295
Michael W. Totaro, B. Guidry
Employing a collaborative project-based pedagogical approach that presents ideas and situations that are reflective of real-world experiences provides a challenging learning experience for students, both as individuals and team members. The IS 2010 curriculum guidelines serve as a useful reference for defining the learning objectives of an undergraduate database course. In this paper, a portion of these guidelines also serves as the foundation for the development of a student project to be used in an undergraduate advanced database course at the authors’ institution. This paper provides the specifications for the project, examples of possible solutions to most elements of the project, and offers grading rubrics that may be used when assessing the achievement of student learning outcomes and determining overall project success.
{"title":"The advanced database course and the information systems 2010 model curriculum: an experiential approach to learning","authors":"Michael W. Totaro, B. Guidry","doi":"10.1504/IJIOME.2013.054295","DOIUrl":"https://doi.org/10.1504/IJIOME.2013.054295","url":null,"abstract":"Employing a collaborative project-based pedagogical approach that presents ideas and situations that are reflective of real-world experiences provides a challenging learning experience for students, both as individuals and team members. The IS 2010 curriculum guidelines serve as a useful reference for defining the learning objectives of an undergraduate database course. In this paper, a portion of these guidelines also serves as the foundation for the development of a student project to be used in an undergraduate advanced database course at the authors’ institution. This paper provides the specifications for the project, examples of possible solutions to most elements of the project, and offers grading rubrics that may be used when assessing the achievement of student learning outcomes and determining overall project success.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114295828","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 : 2011-09-26DOI: 10.1504/IJIOME.2011.042663
H. Steenhuis, Brian Grinder, E. D. Bruijn
This paper reports on the use of a simulation in an introductory operations management course. Much of the literature on simulations treats them as a teaching method. In this paper, the simulation is used for student learning assessment. It was found that student performance was not very good and that financial performance in the game was not related to performance on tests. As a result of these findings it is proposed that simulations assess a different type of student learning. This is called the ability to interpret in a largely unfamiliar context. An additional exploratory experiment with an extra simulation round was conducted. Evidence from this additional experiment indicates that simulations might be an excellent method to assess this new indicator.
{"title":"Simulations, assessment and student learning","authors":"H. Steenhuis, Brian Grinder, E. D. Bruijn","doi":"10.1504/IJIOME.2011.042663","DOIUrl":"https://doi.org/10.1504/IJIOME.2011.042663","url":null,"abstract":"This paper reports on the use of a simulation in an introductory operations management course. Much of the literature on simulations treats them as a teaching method. In this paper, the simulation is used for student learning assessment. It was found that student performance was not very good and that financial performance in the game was not related to performance on tests. As a result of these findings it is proposed that simulations assess a different type of student learning. This is called the ability to interpret in a largely unfamiliar context. An additional exploratory experiment with an extra simulation round was conducted. Evidence from this additional experiment indicates that simulations might be an excellent method to assess this new indicator.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116761430","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 : 2011-09-26DOI: 10.1504/IJIOME.2011.042667
A. Paulraj, Rahul Kale, Dag Näslund
Quantitative courses, such as operations management, business statistics, management science, marketing research, etc., are perceived as being among the most challenging by business students. Most of the traditional in-class exams used in these courses are inadequate as they tend to focus only on a specific part of a given decision-making process/model/methodology. Relevant literature suggests that testing students on course material has a direct impact on students’ understanding and retention of the material. Given the inadequacy of traditional in-class exams, quantitative business courses miss this valuable opportunity to aid student understanding and retention of the decision-making processes of these courses. Therefore, the main ambition of this manuscript is to present an innovative approach to comprehensively test students on the course material within an online environment. Apart from highlighting its added ability over in-class exams, we also present some evidence to suggest that this approach may indeed facilitate students to gain a comprehensive understanding of these decision-making methodologies and retain this knowledge over an extended period of time.
{"title":"Innovative and comprehensive online testing in quantitative courses","authors":"A. Paulraj, Rahul Kale, Dag Näslund","doi":"10.1504/IJIOME.2011.042667","DOIUrl":"https://doi.org/10.1504/IJIOME.2011.042667","url":null,"abstract":"Quantitative courses, such as operations management, business statistics, management science, marketing research, etc., are perceived as being among the most challenging by business students. Most of the traditional in-class exams used in these courses are inadequate as they tend to focus only on a specific part of a given decision-making process/model/methodology. Relevant literature suggests that testing students on course material has a direct impact on students’ understanding and retention of the material. Given the inadequacy of traditional in-class exams, quantitative business courses miss this valuable opportunity to aid student understanding and retention of the decision-making processes of these courses. Therefore, the main ambition of this manuscript is to present an innovative approach to comprehensively test students on the course material within an online environment. Apart from highlighting its added ability over in-class exams, we also present some evidence to suggest that this approach may indeed facilitate students to gain a comprehensive understanding of these decision-making methodologies and retain this knowledge over an extended period of time.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121196209","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 : 2011-09-26DOI: 10.1504/IJIOME.2011.042666
M. Aiken, Minae Park, Tobin Lindblom, John Wee
This paper describes a new agent-based group support system for the effective facilitation of multilingual meetings. Designated Polyglot , the system allows group members to exchange typed comments in any of 57 languages with translations supplied automatically via Google Translate within a few seconds. An example of its use by undergraduate students in the USA exchanging comments in English that were automatically translated to German and Korean demonstrates the software’s potential. Two objective evaluators rated the relevant comment comprehension as 93.2% in German and 71.2% in Korean. Based upon an analysis of a back-translated Test of English as a Foreign Language examination, the former accuracy is considered adequate for a college-level group discussion, while the latter is not.
{"title":"Multilingual group support system comprehension sufficiency","authors":"M. Aiken, Minae Park, Tobin Lindblom, John Wee","doi":"10.1504/IJIOME.2011.042666","DOIUrl":"https://doi.org/10.1504/IJIOME.2011.042666","url":null,"abstract":"This paper describes a new agent-based group support system for the effective facilitation of multilingual meetings. Designated Polyglot , the system allows group members to exchange typed comments in any of 57 languages with translations supplied automatically via Google Translate within a few seconds. An example of its use by undergraduate students in the USA exchanging comments in English that were automatically translated to German and Korean demonstrates the software’s potential. Two objective evaluators rated the relevant comment comprehension as 93.2% in German and 71.2% in Korean. Based upon an analysis of a back-translated Test of English as a Foreign Language examination, the former accuracy is considered adequate for a college-level group discussion, while the latter is not.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122123586","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 : 2011-09-26DOI: 10.1504/IJIOME.2011.042664
J. Grayson, Todd Schultz
Significant estimation errors, especially in high utilisation or low sample size situations, can occur when using sample data in standard queueing formulas to estimate queueing measures like time in queue. Perhaps surprisingly, these issues are rarely addressed, and especially in materials developed for students and practitioners. We establish error bounds in the case of exponential arrivals and Poisson service times for the single-server system when estimating average time in queue and also provide practical guidance for practitioners.
{"title":"Practical insights on pitfalls in estimating queue performance","authors":"J. Grayson, Todd Schultz","doi":"10.1504/IJIOME.2011.042664","DOIUrl":"https://doi.org/10.1504/IJIOME.2011.042664","url":null,"abstract":"Significant estimation errors, especially in high utilisation or low sample size situations, can occur when using sample data in standard queueing formulas to estimate queueing measures like time in queue. Perhaps surprisingly, these issues are rarely addressed, and especially in materials developed for students and practitioners. We establish error bounds in the case of exponential arrivals and Poisson service times for the single-server system when estimating average time in queue and also provide practical guidance for practitioners.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"74 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128051465","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 : 2011-09-26DOI: 10.1504/IJIOME.2011.042668
Ki-Young Jeong, Jae-Dong Hong
With an online beer distribution simulation game (BDSG), we attempt to answer the following three questions: (1) How does students’ learning on the game affect the BDSG performance? (2) Can we reproduce and practice meaningful conceptual knowledge in SCM with the BDSG? (3) How to improve the performance of the game using any operations management tool? To answer the first two questions, the linear regression-based total cost adjustment approach (LRTCAA) is designed to evaluate the effects of learning experience, demand pattern and communication level, and is applied to the online BDSG experiments conducted by students. The results revealed that students obtained significant knowledge and learning when the game was repeated, suggesting that the online BDSG be a good learning tool. It also turned out that the communication level was a significant factor, whereas the demand pattern was not. Regarding the third question, an Excel spreadsheet model with a chase strategy and an Excel solver formulation is proposed as a guidance to improve the performance of the game. We observed that the solutions from the Excel spreadsheet model outperformed all previous results. Thus, we believe that the LRTCAA framework and the Excel model presented would provide a useful insight to many educators.
{"title":"Learning from online beer distribution simulation game","authors":"Ki-Young Jeong, Jae-Dong Hong","doi":"10.1504/IJIOME.2011.042668","DOIUrl":"https://doi.org/10.1504/IJIOME.2011.042668","url":null,"abstract":"With an online beer distribution simulation game (BDSG), we attempt to answer the following three questions: (1) How does students’ learning on the game affect the BDSG performance? (2) Can we reproduce and practice meaningful conceptual knowledge in SCM with the BDSG? (3) How to improve the performance of the game using any operations management tool? To answer the first two questions, the linear regression-based total cost adjustment approach (LRTCAA) is designed to evaluate the effects of learning experience, demand pattern and communication level, and is applied to the online BDSG experiments conducted by students. The results revealed that students obtained significant knowledge and learning when the game was repeated, suggesting that the online BDSG be a good learning tool. It also turned out that the communication level was a significant factor, whereas the demand pattern was not. Regarding the third question, an Excel spreadsheet model with a chase strategy and an Excel solver formulation is proposed as a guidance to improve the performance of the game. We observed that the solutions from the Excel spreadsheet model outperformed all previous results. Thus, we believe that the LRTCAA framework and the Excel model presented would provide a useful insight to many educators.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132499380","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 : 2011-09-26DOI: 10.1504/IJIOME.2011.042665
R. L. Bregman
Almost all courses use homework assignments as a means to help students improve their mastery of concepts introduced in class. The development of the assignments, checking of solutions and delivery of feedback to students can be time-consuming and resource-intensive. This research introduces a simple framework that has been used to develop fully automated electronic assignments covering various concepts in operations management (OM). The resultant assignments can be run over the internet or directly on student computers. Student feedback based on survey responses and usage data suggests that they view the assignments as an important component of the course. The framework, which can be used to deliver assignments covering different concepts from other functional areas, and the completed assignments for OM are provided free for non-profit, educational use.
{"title":"An electronic framework to enhance conceptual learning","authors":"R. L. Bregman","doi":"10.1504/IJIOME.2011.042665","DOIUrl":"https://doi.org/10.1504/IJIOME.2011.042665","url":null,"abstract":"Almost all courses use homework assignments as a means to help students improve their mastery of concepts introduced in class. The development of the assignments, checking of solutions and delivery of feedback to students can be time-consuming and resource-intensive. This research introduces a simple framework that has been used to develop fully automated electronic assignments covering various concepts in operations management (OM). The resultant assignments can be run over the internet or directly on student computers. Student feedback based on survey responses and usage data suggests that they view the assignments as an important component of the course. The framework, which can be used to deliver assignments covering different concepts from other functional areas, and the completed assignments for OM are provided free for non-profit, educational use.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115460382","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 : 2011-01-06DOI: 10.1504/IJIOME.2011.037920
T. Gabriel
This paper describes an experiential learning project used as part of a second course in operations management. Two student teams conducted a service quality analysis of local service businesses. The project was incorporated into the course to provoke the students to consider how the five dimensions of service quality proposed by Parasuraman et al. (1988) could be evaluated in service businesses. The other objectives of the project were for students to learn how to solicit customer evaluations of service quality, integrate statistical skills, develop professional interaction skills and improve presentation skills. Smaller student groups were formed within each team to complete five major activities required as part of the project. Both clients were pleased with the student’s findings, and the students advocated the continued use of this type of project in this course. Suggestions from both the students and instructor for improving the project are also included.
{"title":"Evaluating the service quality of local businesses as an experiential learning project","authors":"T. Gabriel","doi":"10.1504/IJIOME.2011.037920","DOIUrl":"https://doi.org/10.1504/IJIOME.2011.037920","url":null,"abstract":"This paper describes an experiential learning project used as part of a second course in operations management. Two student teams conducted a service quality analysis of local service businesses. The project was incorporated into the course to provoke the students to consider how the five dimensions of service quality proposed by Parasuraman et al. (1988) could be evaluated in service businesses. The other objectives of the project were for students to learn how to solicit customer evaluations of service quality, integrate statistical skills, develop professional interaction skills and improve presentation skills. Smaller student groups were formed within each team to complete five major activities required as part of the project. Both clients were pleased with the student’s findings, and the students advocated the continued use of this type of project in this course. Suggestions from both the students and instructor for improving the project are also included.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116524758","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 : 2011-01-06DOI: 10.1504/IJIOME.2011.037919
W. Fisher, S. Barman, P. L. Killingsworth
Value stream mapping (VSM) is a popular tool to identify opportunities for improving process efficiency. Originally designed to streamline manufacturing processes, VSM can also be applied to service processes. In this research, VSM is applied to academic advising of undergraduate students in a large department of a major university. Improvements to the advising processes are suggested following a VSM analysis of the current procedures.
{"title":"Value stream mapping for improving academic advising","authors":"W. Fisher, S. Barman, P. L. Killingsworth","doi":"10.1504/IJIOME.2011.037919","DOIUrl":"https://doi.org/10.1504/IJIOME.2011.037919","url":null,"abstract":"Value stream mapping (VSM) is a popular tool to identify opportunities for improving process efficiency. Originally designed to streamline manufacturing processes, VSM can also be applied to service processes. In this research, VSM is applied to academic advising of undergraduate students in a large department of a major university. Improvements to the advising processes are suggested following a VSM analysis of the current procedures.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122012763","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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