Article2012

Authentic OM problem solving in an ERP context

Pierre‐Majorique Léger · Paul Cronan · Patrick Charland · Robert Pellerin · Gilbert Babin · Jacques Robert

31 citations0/0 files storedInternational Journal of Operations & Production Management

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Management and Marketing Education Problem and Project Based Learning Innovative Teaching Methodologies in Social Sciences

Abstract

Purpose It is argued that problem‐based learning (PBL) is a valuable approach to teaching operations management, as it allows learners to apply their knowledge and skills in an environment that is close to real‐life. In fact, many simulations currently exist in the teaching of operations management. However, these simulations lack a connection to real‐life, as they are typically turn‐based and do not use real‐life IT support. The current paper seeks to address this issue by presenting an innovative pedagogical approach designed to provide learners with an authentic problem‐solving experience in operations management within an enterprise resource planning (ERP) system. Design/methodology/approach The paper proposes a simulation game called ERPsim whereby students must operate an enterprise in a simulated economic environment using in real time a real‐life ERP system, namely SAP. Based on a survey with instructors, it assesses the extent to which this proposed simulation is aligned with the five characteristics of the PBL approach. Findings Survey respondents confirm that significant improvements in student evaluations, learner motivation, attendance, and engagement, as well as increased learner competence with the technology can be achieved by using the proposed approach. Practical implications For more than five years this pedagogical approach has been used by more than 250 professors, lecturers, and professional trainers in over 160 universities worldwide. Between September 2009 and June 2011, more than 3,000 simulations games were played by over 16,000 university student teams. Originality/value Results and observations on using the proposed pedagogical approach are presented and compared to the main characteristics of the PBL approach (authenticity, ill structured problems, student‐centered, small group settings and facilitator dimensions).

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References

2010The New Meaning of Educational Change 2006Overview of Problem-based Learning: Deﬁnitions and Distinctions 2007Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)1986A taxonomy of problem‐based learning methods 1998Measuring Market Power in the Ready-to-Eat Cereal Industry 2003Effects of problem-based learning: a meta-analysis 1993Does problem-based learning work? A meta-analysis of evaluative research 2000Effectiveness of Problem-based Learning Curricula

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2019Cross-Level Moderation of Team Cohesion in Individuals’ Utilitarian and Hedonic Information Processing: Evidence in the Context of Team-Based Gamified Training 2015Developing and Assessing Erp Competencies: Basic and Complex Knowledge 2018How to move away from the silos of business management education?2012Integrating, sharing, and sourcing knowledge in an ERP usage context

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