Pub Date : 2011-01-06DOI: 10.1504/IJIOME.2011.037917
Shailesh S. Kulkarni
This paper clarifies some important issues related to a basic location model that is covered is most Operations Management courses. We show that the Euclidean mini-sum single facility location problem is structurally similar in terms of its convexity properties to its squared Euclidean counterpart and although a closed-form solution may not be readily available for the former it may be easily solved using standard spreadsheet-based software. We provide alternate representations of the solution methodology, including graphical aids which make it easy to contrast the similarities and differences in the solutions to the Euclidean model vs. it's squared Euclidean counterpart. We also make available an interactive demonstration that can be readily used in the classroom to highlight the similarities and differences between the Euclidean and squared Euclidean solutions.
{"title":"Analytical clarifications and an easy excel-based implementation of a basic location model in Operations Management","authors":"Shailesh S. Kulkarni","doi":"10.1504/IJIOME.2011.037917","DOIUrl":"https://doi.org/10.1504/IJIOME.2011.037917","url":null,"abstract":"This paper clarifies some important issues related to a basic location model that is covered is most Operations Management courses. We show that the Euclidean mini-sum single facility location problem is structurally similar in terms of its convexity properties to its squared Euclidean counterpart and although a closed-form solution may not be readily available for the former it may be easily solved using standard spreadsheet-based software. We provide alternate representations of the solution methodology, including graphical aids which make it easy to contrast the similarities and differences in the solutions to the Euclidean model vs. it's squared Euclidean counterpart. We also make available an interactive demonstration that can be readily used in the classroom to highlight the similarities and differences between the Euclidean and squared Euclidean solutions.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"20 2 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":"130288585","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.2011.037922
Jayanthi Ranjan
The business education domain offers a fertile ground for many interesting and challenging data mining applications. Nowadays, all reputed business schools almost generate mountains of administrative data. This data is a strategic resource to business school management. Making the most use of these strategic resources will lead to the main objective of business school’s mission and vision that improves the quality of processes. To analyse students data in business schools, a deep understanding of the knowledge hidden among the data is required. Data mining techniques can be used to extract unknown patterns, which would assist decision makers to improve the decision-making and policy-making procedures. This paper demonstrates the ability of data mining in improving the student counselling processes by offering a proposed business school data mining framework. One of the objectives of this paper is to develop a holistic framework for educational purpose using data mining techniques.
{"title":"Managing student data: a data mining-based framework for business schools","authors":"Jayanthi Ranjan","doi":"10.1504/IJIOME.2011.037922","DOIUrl":"https://doi.org/10.1504/IJIOME.2011.037922","url":null,"abstract":"The business education domain offers a fertile ground for many interesting and challenging data mining applications. Nowadays, all reputed business schools almost generate mountains of administrative data. This data is a strategic resource to business school management. Making the most use of these strategic resources will lead to the main objective of business school’s mission and vision that improves the quality of processes. To analyse students data in business schools, a deep understanding of the knowledge hidden among the data is required. Data mining techniques can be used to extract unknown patterns, which would assist decision makers to improve the decision-making and policy-making procedures. This paper demonstrates the ability of data mining in improving the student counselling processes by offering a proposed business school data mining framework. One of the objectives of this paper is to develop a holistic framework for educational purpose using data mining techniques.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"25 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":"132415261","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.2011.037921
Javier Santos, Rodrigo Romero, M. Arcelus, A. Errasti
In this paper, the use of a graphical simulator called TOCNUN is presented. It helps users to understand plant operations conducted under the philosophy of Theory of Constraints (TOC) developed by Goldratt. TOCNUN is an alternative tool developed to support the teaching of TOC in just six or seven steps, which correspond to six or seven, 90-min learning sessions, including theory. This paper illustrates the structure for practical sessions that should be carried out with the simulator. Finally, validation input from undergraduate students and company managers is presented.
{"title":"Teaching Theory of Constraints in 10 hours using open-source simulator","authors":"Javier Santos, Rodrigo Romero, M. Arcelus, A. Errasti","doi":"10.1504/IJIOME.2011.037921","DOIUrl":"https://doi.org/10.1504/IJIOME.2011.037921","url":null,"abstract":"In this paper, the use of a graphical simulator called TOCNUN is presented. It helps users to understand plant operations conducted under the philosophy of Theory of Constraints (TOC) developed by Goldratt. TOCNUN is an alternative tool developed to support the teaching of TOC in just six or seven steps, which correspond to six or seven, 90-min learning sessions, including theory. This paper illustrates the structure for practical sessions that should be carried out with the simulator. Finally, validation input from undergraduate students and company managers is presented.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"1 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":"129108333","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.2011.037916
H. Steenhuis
A core, junior-level operations management course was redesigned to more than twice the original size. One of the design changes in the course was to change the format from biweekly lectures from the instructor to a once a week lecture from the instructor and a once a week discussion-oriented seminars with a peer-mentor. The peer-mentor had previously completed the course and served to guide the students and help with homework. In this paper, in addition to describing the mentor preparation, three types of analysis are conducted to determine the usefulness of mentors. Firstly, seminar characteristics were analysed to determine whether they influence a seminar's overall performance as measured by average grade, median grade and passing percentage. Secondly, mentor characteristics were analysed to determine their effect on a seminar's overall performance. Finally, the student's perception of mentors was analysed.
{"title":"Mentors, their preparation and their effectiveness in an undergraduate operations management course","authors":"H. Steenhuis","doi":"10.1504/IJIOME.2011.037916","DOIUrl":"https://doi.org/10.1504/IJIOME.2011.037916","url":null,"abstract":"A core, junior-level operations management course was redesigned to more than twice the original size. One of the design changes in the course was to change the format from biweekly lectures from the instructor to a once a week lecture from the instructor and a once a week discussion-oriented seminars with a peer-mentor. The peer-mentor had previously completed the course and served to guide the students and help with homework. In this paper, in addition to describing the mentor preparation, three types of analysis are conducted to determine the usefulness of mentors. Firstly, seminar characteristics were analysed to determine whether they influence a seminar's overall performance as measured by average grade, median grade and passing percentage. Secondly, mentor characteristics were analysed to determine their effect on a seminar's overall performance. Finally, the student's perception of mentors was analysed.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"26 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":"131600811","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.2011.037918
J. Grayson
Teaching MBA students goes beyond the computations. I want them to learn how to 'think' operationally. An approach that has proven effective in teaching waiting line principles is for students to discover the principles experientially thereby increasing their understanding of the underlying concepts as well as the computations.
{"title":"An experiential learning approach to teaching waiting line principles","authors":"J. Grayson","doi":"10.1504/IJIOME.2011.037918","DOIUrl":"https://doi.org/10.1504/IJIOME.2011.037918","url":null,"abstract":"Teaching MBA students goes beyond the computations. I want them to learn how to 'think' operationally. An approach that has proven effective in teaching waiting line principles is for students to discover the principles experientially thereby increasing their understanding of the underlying concepts as well as the computations.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"317 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":"131473355","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 : 2010-08-16DOI: 10.1504/IJIOME.2010.034636
G. Morley
The research uses both qualitative and quantitative methodologies. Data were collected using a questionnaire survey of primary schools in two English local authorities. The qualitative evidence was obtained from a teacher sample using individual semi-structured interviews and also a focus group of local authorities' officers. The evidence trail uses academic papers, HMI, qualifications and curriculum authority, Ofsted and DfES reports. The reports have a generic view of teachers, with no further analysis of gender, age or experience. The analysis of these variables concludes that teacher subject knowledge formed from teaching experience best informs teachers when computers aid teaching and learning.
{"title":"Gender, age or teaching experience: Are they issues for primary teachers with ICT?","authors":"G. Morley","doi":"10.1504/IJIOME.2010.034636","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.034636","url":null,"abstract":"The research uses both qualitative and quantitative methodologies. Data were collected using a questionnaire survey of primary schools in two English local authorities. The qualitative evidence was obtained from a teacher sample using individual semi-structured interviews and also a focus group of local authorities' officers. The evidence trail uses academic papers, HMI, qualifications and curriculum authority, Ofsted and DfES reports. The reports have a generic view of teachers, with no further analysis of gender, age or experience. The analysis of these variables concludes that teacher subject knowledge formed from teaching experience best informs teachers when computers aid teaching and learning.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"1032 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134435265","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 : 2010-08-16DOI: 10.1504/IJIOME.2010.034634
Rosário Cação, A. Figueiredo
We propose future utility as an important dimension in the appraisal of the quality of e-learning-based professional training. Our empirical results show that future utility is the second most important dimension of quality, following satisfaction. We also conclude that three major factors explain the perception of quality: training attitudes, training process and training utility. A relevant additional conclusion is that the length of the course affects final motivation and the perceptions of quality. These findings are useful for e-learning-based professional training providers, employers and all those who plan or evaluate the impact of e-learning courses.
{"title":"Future utility as a key dimension in e-learning quality","authors":"Rosário Cação, A. Figueiredo","doi":"10.1504/IJIOME.2010.034634","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.034634","url":null,"abstract":"We propose future utility as an important dimension in the appraisal of the quality of e-learning-based professional training. Our empirical results show that future utility is the second most important dimension of quality, following satisfaction. We also conclude that three major factors explain the perception of quality: training attitudes, training process and training utility. A relevant additional conclusion is that the length of the course affects final motivation and the perceptions of quality. These findings are useful for e-learning-based professional training providers, employers and all those who plan or evaluate the impact of e-learning courses.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115086664","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 : 2010-08-16DOI: 10.1504/IJIOME.2010.034637
A. G. Zoran, Jasmina Štarc, Marjan Blažič
It is implied that online discussions gives a certain sense of anonymity in that one does not necessarily know the gender, ethnicity or social status, to whom they are speaking. However, online discussions may incorporate characteristics that give away this anonymity. Recent studies have shown that there are differences in discourse among women and men in online communication and that gender plays an important role in determining the use and behaviour in computer-mediated communication. This paper presents results of a replication study examining whether gender differences exist among undergraduate students enrolled in the English for Specific Purposes courses. The data revealed that there were certain statistically significant gender differences. Further research and implications are discussed.
{"title":"Electronic foreign language interactions and variations among participants","authors":"A. G. Zoran, Jasmina Štarc, Marjan Blažič","doi":"10.1504/IJIOME.2010.034637","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.034637","url":null,"abstract":"It is implied that online discussions gives a certain sense of anonymity in that one does not necessarily know the gender, ethnicity or social status, to whom they are speaking. However, online discussions may incorporate characteristics that give away this anonymity. Recent studies have shown that there are differences in discourse among women and men in online communication and that gender plays an important role in determining the use and behaviour in computer-mediated communication. This paper presents results of a replication study examining whether gender differences exist among undergraduate students enrolled in the English for Specific Purposes courses. The data revealed that there were certain statistically significant gender differences. Further research and implications are discussed.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125799511","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 : 2010-08-16DOI: 10.1504/IJIOME.2010.034635
Elisabeth Katzlinger-Felhofer, U. Windischbauer
To provide online tutors with the appropriate skills and expertise, a special training is needed. The main aspect of supervised e-learning is the online tutor's support of one or more students. The learners have the opportunity to contact the tutor regardless of place and time, usually by means of e-media. In this paper, a scheme of how online tutors develop their moderation skills is described and subjected to a preliminary evaluation. The prospective tutors apply and train their moderation skills and reflect upon their experiences. For the analysis, the field reports of both the tutors and the students were evaluated.
{"title":"Train the trainer: moderation methods for online tutors","authors":"Elisabeth Katzlinger-Felhofer, U. Windischbauer","doi":"10.1504/IJIOME.2010.034635","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.034635","url":null,"abstract":"To provide online tutors with the appropriate skills and expertise, a special training is needed. The main aspect of supervised e-learning is the online tutor's support of one or more students. The learners have the opportunity to contact the tutor regardless of place and time, usually by means of e-media. In this paper, a scheme of how online tutors develop their moderation skills is described and subjected to a preliminary evaluation. The prospective tutors apply and train their moderation skills and reflect upon their experiences. For the analysis, the field reports of both the tutors and the students were evaluated.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129632280","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 : 2010-08-16DOI: 10.1504/IJIOME.2010.034638
J. Chalke
Use of a virtual learning environment (VLE) to enhance the teaching and learning experiences of two groups of students in higher education is the focus of this paper. Through a comparative approach of strategies used, consideration is given to pedagogic implications of the current university policy in relation to e-learning and how it contributes to develop effectiveness in using technology to deepen student's experiences and encourage a deep approach to learning. The outcome of this comparison is the understanding that 'one size' of approach to the use of the VLE will not fit the needs of all the students.
{"title":"Consideration of the uses of e-learning: Does one size fit all?","authors":"J. Chalke","doi":"10.1504/IJIOME.2010.034638","DOIUrl":"https://doi.org/10.1504/IJIOME.2010.034638","url":null,"abstract":"Use of a virtual learning environment (VLE) to enhance the teaching and learning experiences of two groups of students in higher education is the focus of this paper. Through a comparative approach of strategies used, consideration is given to pedagogic implications of the current university policy in relation to e-learning and how it contributes to develop effectiveness in using technology to deepen student's experiences and encourage a deep approach to learning. The outcome of this comparison is the understanding that 'one size' of approach to the use of the VLE will not fit the needs of all the students.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129027112","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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