Pub Date : 2006-07-26DOI: 10.1504/IJIOME.2006.010491
Angela M. Wicks, John K. Visich
The walk-through service audit has been used in classrooms for some time (Fitzsimmons and Fitzsimmons, 2004). In 1999, Johnston recommended an extension of the walk-through service audit, the Service Transaction Analysis (STA) concept. This paper is an extension of the STA whereby we incorporate a system's approach that includes the organisation's vision, mission statement, core competencies, and order winners and qualifiers to determine how well key business processes are designed, executed, integrated, and aligned with these factors (IDEAL STA). Students learn to identify the mis-messages that an organisation sends to its customers, learn to identify where mis-alignment exists, and learn to prepare corrective recommendations. Survey results indicate students feel the group project is an effective classroom tool that relates to job performance and knowledge development. The project is well suited for international adaptation since a grocery store is used for the in-class exercises and fast food restaurants are the project companies.
走遍式服务审计已经在课堂上使用了一段时间(Fitzsimmons and Fitzsimmons, 2004)。1999年，Johnston推荐了对遍历服务审计的扩展，即服务事务分析(service Transaction Analysis, STA)概念。本文是STA的扩展，在此基础上，我们结合了一个系统方法，该方法包括组织的愿景、使命声明、核心竞争力，以及订单赢家和合格者，以确定关键业务流程的设计、执行、集成以及与这些因素(IDEAL STA)相一致的程度。学生将学习识别组织发送给客户的错误信息，学习识别存在错误的地方，并学习准备纠正建议。调查结果表明，学生认为小组项目是一种有效的课堂工具，与工作绩效和知识发展有关。该项目非常适合国际适应，因为杂货店用于课堂练习，快餐店是项目公司。
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Pub Date : 2006-07-26DOI: 10.1504/IJIOME.2006.010495
P. Southard
Teaching well involves bringing a certain amount of enthusiasm into the classroom each time class begins. One way to accomplish this formidable task is to take those areas for which the instructor already has a great deal of passion and translate them into experiences and lessons that can be shared with students. This paper describes one way to translate the passion for something as eclectic as a personal hobby and using it as a teaching tool.
{"title":"Toy trains and history lessons: teaching your passion","authors":"P. Southard","doi":"10.1504/IJIOME.2006.010495","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.010495","url":null,"abstract":"Teaching well involves bringing a certain amount of enthusiasm into the classroom each time class begins. One way to accomplish this formidable task is to take those areas for which the instructor already has a great deal of passion and translate them into experiences and lessons that can be shared with students. This paper describes one way to translate the passion for something as eclectic as a personal hobby and using it as a teaching tool.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123398631","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 : 2006-07-26DOI: 10.1504/IJIOME.2006.010497
Charles Møller, Pernille Kræmmergaard, Páll Rikhardsson
This paper proposes four cornerstones of a future Information Systems (IS) curriculum. It analyses the challenges of the IS curriculum based on the development of enterprise systems, and further argues that the practice and the research into enterprise systems have progressed to a new stage resulting in the emergence of Enterprise Systems Management (ESM). ESM calls for new competences and consequently represents new challenges to the IS curriculum. The paper outlines potential teaching issues and discusses the impact on the IS curriculum. Finally the paper suggests ways of approaching the challenges.
本文提出了未来信息系统(IS)课程的四个基石。从企业系统开发的角度分析了信息系统课程面临的挑战，并进一步指出企业系统的实践和研究已经发展到一个新的阶段，从而产生了企业系统管理(enterprise systems Management, ESM)。ESM要求新的能力，因此对IS课程提出了新的挑战。本文概述了潜在的教学问题，并讨论了对信息系统课程的影响。最后，提出了应对挑战的途径。
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Pub Date : 2006-07-26DOI: 10.1504/IJIOME.2006.010493
O. Hilmola
The management approach called Theory of Constraints (TOC) suggested two decades ago that the variation of performance in dependent activities would affect within impressive manner on throughput, but as well as on the level of Work-In-Process (WIP) inventories. This became familiar with the dice-game, where dependent activities had the same average production capacity, but quite significant amount of variation. Playing this game in P/OM courses will, without a doubt, create understanding on how performance could be improved in production, and foster the deductive thinking skills of all the participating students. However, according to our experiences from seven years of P/OM lecturing, it is very beneficial to use this situation to introduce simulation concepts. For example, building a system dynamics model from dice-game is rather easy, and analysing, as well as understanding the simulation results, becomes significantly interesting for all students in the audience, since they all share connection to this model. Within two hours of lecture, students have absorbed the main issues of manufacturing flow management and system dynamics simulation models. We argue that this is a powerful formula for P/OM lecturers to be used in future courses.
{"title":"Using Goldratt's dice-game to introduce system dynamics models and simulation analysis","authors":"O. Hilmola","doi":"10.1504/IJIOME.2006.010493","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.010493","url":null,"abstract":"The management approach called Theory of Constraints (TOC) suggested two decades ago that the variation of performance in dependent activities would affect within impressive manner on throughput, but as well as on the level of Work-In-Process (WIP) inventories. This became familiar with the dice-game, where dependent activities had the same average production capacity, but quite significant amount of variation. Playing this game in P/OM courses will, without a doubt, create understanding on how performance could be improved in production, and foster the deductive thinking skills of all the participating students. However, according to our experiences from seven years of P/OM lecturing, it is very beneficial to use this situation to introduce simulation concepts. For example, building a system dynamics model from dice-game is rather easy, and analysing, as well as understanding the simulation results, becomes significantly interesting for all students in the audience, since they all share connection to this model. Within two hours of lecture, students have absorbed the main issues of manufacturing flow management and system dynamics simulation models. We argue that this is a powerful formula for P/OM lecturers to be used in future courses.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"80 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126022711","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 : 2006-05-08DOI: 10.1504/IJIOME.2006.009717
G. Maples, R. Heady, Zhiwei Zhu
University faculties generally recognise their responsibility to assist their students' development of thinking skills. However, as human knowledge grows exponentially, so too do the educators' subject domains. The education literature suggests that these two goals, the development of generalisable problem solving skills and the learning of increasingly specific content, conflict. We review this literature and discuss its relevance to the teaching of the transportation problem. We then suggest an alternative method of teaching the transportation problem, one that uses less mathematically sophisticated techniques but produces a better understanding of the nature of the problem, its solution, its application, and its relevance to other optimisation problems.
{"title":"Teaching generalisable thinking skills using the transportation problem","authors":"G. Maples, R. Heady, Zhiwei Zhu","doi":"10.1504/IJIOME.2006.009717","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.009717","url":null,"abstract":"University faculties generally recognise their responsibility to assist their students' development of thinking skills. However, as human knowledge grows exponentially, so too do the educators' subject domains. The education literature suggests that these two goals, the development of generalisable problem solving skills and the learning of increasingly specific content, conflict. We review this literature and discuss its relevance to the teaching of the transportation problem. We then suggest an alternative method of teaching the transportation problem, one that uses less mathematically sophisticated techniques but produces a better understanding of the nature of the problem, its solution, its application, and its relevance to other optimisation problems.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129030821","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 : 2006-05-08DOI: 10.1504/IJIOME.2006.009718
C. Chandra, Sameer Kumar
The primary purpose of this paper is to describe and illustrate the development of a framework related to proper design of a supply chain, emphasising a systemic approach to models and methods development as part of the operations management and decision sciences curriculum. The underlying premise of the suggested approach is to build an interface between theory, application, and tools and techniques relevant to the design of supply chain management systems. To this end, this approach integrates learning related to theoretical concepts from systems science, characterisation of applications utilising systems engineering, and tools and techniques from industrial engineering, operations research, and management science disciplines.
{"title":"Supply chain design curriculum : models and methods development","authors":"C. Chandra, Sameer Kumar","doi":"10.1504/IJIOME.2006.009718","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.009718","url":null,"abstract":"The primary purpose of this paper is to describe and illustrate the development of a framework related to proper design of a supply chain, emphasising a systemic approach to models and methods development as part of the operations management and decision sciences curriculum. The underlying premise of the suggested approach is to build an interface between theory, application, and tools and techniques relevant to the design of supply chain management systems. To this end, this approach integrates learning related to theoretical concepts from systems science, characterisation of applications utilising systems engineering, and tools and techniques from industrial engineering, operations research, and management science disciplines.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"4 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130506555","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 : 2006-05-08DOI: 10.1504/IJIOME.2006.009720
J. Gerdes, B. Gavish
Students in fields such as information systems and operation research, need to acquire both theory-based concepts as well as 'hand-on', procedural knowledge. With the growing demand for non-traditional instruction, distance learning is increasingly seen as an important element in delivering knowledge in a cost-effective manner. While mechanisms for supporting standard lecture-based formats have been well addressed in the literature, there is much less research on systems to support laboratories, an important aspect of IS/OR education. Building on a foundation drawn from the educational psychology literature, we investigate the issues surrounding the delivery of IS/OR curricula in distance learning environments.
{"title":"Delivering IS/OR curricula through distance learning","authors":"J. Gerdes, B. Gavish","doi":"10.1504/IJIOME.2006.009720","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.009720","url":null,"abstract":"Students in fields such as information systems and operation research, need to acquire both theory-based concepts as well as 'hand-on', procedural knowledge. With the growing demand for non-traditional instruction, distance learning is increasingly seen as an important element in delivering knowledge in a cost-effective manner. While mechanisms for supporting standard lecture-based formats have been well addressed in the literature, there is much less research on systems to support laboratories, an important aspect of IS/OR education. Building on a foundation drawn from the educational psychology literature, we investigate the issues surrounding the delivery of IS/OR curricula in distance learning environments.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127612279","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 : 2006-05-08DOI: 10.1504/IJIOME.2006.009716
S. Donohue, W. Scherer, K. White
We discuss the practical, professional education in information systems and operations management available to undergraduate systems engineers at the University of Virginia through participation in relevant Capstone projects in this paper. Thus, its perspective is more experiential than theoretical. The structure and administration of the Department of Systems and Information Engineering's award-winning Capstone programme, a unique model at the time of its inception, are presented as an overall introduction to the programme. The model's robustness is demonstrated both in its longevity and adoption by other institutions. Case studies of Capstone projects conducted during academic year 2002–2003 provide examples of the types of educational experiences students can elect to receive in information systems and operations management. We end with reflections on the lessons learned through participation in our Department's Capstone. Throughout, the goal is to provide sufficient information to allow those interested to adopt similar practices.
{"title":"Practical undergraduate engineering education in information systems and operations management: the Capstone experience at the University of Virginia","authors":"S. Donohue, W. Scherer, K. White","doi":"10.1504/IJIOME.2006.009716","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.009716","url":null,"abstract":"We discuss the practical, professional education in information systems and operations management available to undergraduate systems engineers at the University of Virginia through participation in relevant Capstone projects in this paper. Thus, its perspective is more experiential than theoretical. The structure and administration of the Department of Systems and Information Engineering's award-winning Capstone programme, a unique model at the time of its inception, are presented as an overall introduction to the programme. The model's robustness is demonstrated both in its longevity and adoption by other institutions. Case studies of Capstone projects conducted during academic year 2002–2003 provide examples of the types of educational experiences students can elect to receive in information systems and operations management. We end with reflections on the lessons learned through participation in our Department's Capstone. Throughout, the goal is to provide sufficient information to allow those interested to adopt similar practices.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132030126","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 : 2006-05-08DOI: 10.1504/IJIOME.2006.009719
M. Sicilia, Miltiadis Demetrios Lytras
The Semantic Web as a vision for a machine-readable, metadata-intensive Web has resulted in an evolving collection of technologies and tools that deserve attention from the viewpoint of education. Nonetheless, existing approaches to curriculum design for this topic that emphasise on knowledge representation or technical issues should be complemented with an organisational vision that focuses on the value provided by Semantic Web infrastructure as a corporate asset and also by Semantic Web tools built on top of it. This paper addresses the conceptual framework that justifies Semantic Web technology in the context of information systems (IS), and provides an account of some of the main requirements and milestones needed to integrate the Semantic Web as a topic in IS programmes. Concretely, an existing IS model curricula is used to provide some tentative guidelines for such integration.
{"title":"Milestones and requirements for introducing semantic web concepts in information systems programmes","authors":"M. Sicilia, Miltiadis Demetrios Lytras","doi":"10.1504/IJIOME.2006.009719","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.009719","url":null,"abstract":"The Semantic Web as a vision for a machine-readable, metadata-intensive Web has resulted in an evolving collection of technologies and tools that deserve attention from the viewpoint of education. Nonetheless, existing approaches to curriculum design for this topic that emphasise on knowledge representation or technical issues should be complemented with an organisational vision that focuses on the value provided by Semantic Web infrastructure as a corporate asset and also by Semantic Web tools built on top of it. This paper addresses the conceptual framework that justifies Semantic Web technology in the context of information systems (IS), and provides an account of some of the main requirements and milestones needed to integrate the Semantic Web as a topic in IS programmes. Concretely, an existing IS model curricula is used to provide some tentative guidelines for such integration.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126661558","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 : 2006-05-08DOI: 10.1504/IJIOME.2006.009721
Xiang Ye, Xiaofeng Zong
This paper presents two modelling approaches for teaching the transportation assignment problem that have been very successful in teaching and learning. We have illustrated it using a numerical example and formulated two spreadsheets models using the popular spreadsheet package Microsoft Excel. In the first approach, we formulated an algebraic model, then transfered it to a spreadsheet. In the second approach, we formulated a spreadsheet model directly by using spreadsheet modelling techniques. We have demonstrated that students can understand and solve the transportation assignment problem more easily using these two approaches.
{"title":"Two modelling approaches using spreadsheets for the transportation assignment problem","authors":"Xiang Ye, Xiaofeng Zong","doi":"10.1504/IJIOME.2006.009721","DOIUrl":"https://doi.org/10.1504/IJIOME.2006.009721","url":null,"abstract":"This paper presents two modelling approaches for teaching the transportation assignment problem that have been very successful in teaching and learning. We have illustrated it using a numerical example and formulated two spreadsheets models using the popular spreadsheet package Microsoft Excel. In the first approach, we formulated an algebraic model, then transfered it to a spreadsheet. In the second approach, we formulated a spreadsheet model directly by using spreadsheet modelling techniques. We have demonstrated that students can understand and solve the transportation assignment problem more easily using these two approaches.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121796977","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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