POM and Marketing

Expert system applications in production and operations management: A selected bibliography (1975–1989)

POM research productivity in U.S. business schools

The main objective when teaching the Production and Operations Management (POM) course is to provide students with the understanding and ability to apply theories and principles to real-world production. However, the teaching of this course is clearly different from some other courses in which students can apply theories to laboratory simulations; for example, the Plant Design course. This paper proposes game simulation for the POM course on production using Pull system and Push system, assuming situations of television production applied from Hongyi Sun’s method. The main materials are white paper, color pens, and production order cards. The main purpose was to provide students with a clear and factual visualization of overall production planning systems. The game simulation was tested with students of the POM course in the Industrial Management and Operations Program, Thammasart University. This game simulation study was compared with normal lecturing. It was found that students were mostly satisfied with the simulation and found it to be an interesting approach, providing the opportunity for problem-solving, creating a better understanding of both production-planning principles.

We present a retrospective look at the articles on New Product Development that appeared in the first 50 issues of Production and Operations Management (POM). We discuss some of the strengths and weaknesses of this POM literature stream. This article is not intended to be a literature review or an exhaustive review of the articles. Rather, we seek to identify new opportunities for rigorous and relevant research, research that has the potential of differentiating and enhancing POM within the Operations Management literature.

A training tool for chemical engineering students with the aim of promoting a proper learning environment in decision making related to production and operations management (POM) was developed. This tool is supported on discrete event simulation, by which end users can pose different scenarios of operation of the production process, using the production of soap as a study case, and evaluates how they affect system performance in terms of production level achieved. The tool developed not only addresses the production of soap, but also takes into account the distribution of raw materials for processing and distribution of final products among other decisions addressed by the POM. The study shows the importance of simulation in the teaching / learning process, especially on issues related to the production and operations management

While prior research has consistently established a significant link between production and operations management (POM) practices and organizational financial performance (OFP) across various contexts, the mechanisms driving this connection remain unclear. This study addresses this gap by examining the mediating role of supply chain management (SCM) integration in the relationship between POM practices and OFP within manufacturing firms. Drawing on established theories and concepts such as the resource-based view (RBV) of firm and operation strategies, this study employed a quantitative research design. Survey data were collected from 209 managers in Jordanian manufacturing firms and analyzed using structural equation modeling (SEM). The results confirmed a positive and significant association between POM practices and both SCM integration and OFP. Furthermore, SCM integration partially mediated the impact of POM practices on OFP, thereby underscoring its role in transmitting positive effects to financial performance. This research contributes to the field by integrating POM practices with SCM integration and by elucidating the mechanisms through which these practices influence financial performance in Jordanian manufacturing firms. Through this, our understanding of these relationships for practitioners and researchers alike is enhanced.

ABSTRACTThis paper addresses the important relationship between production and operations management (POM) and information technology. An approach to POM education is presented in which information technology is used to create an experiential learning environment that integrates the topics taught in POM courses. Results of an implementation of the proposed approach are presented and implications are discussed for POM education.

Statistical power in operations management research

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AboutSectionsView PDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareShare onFacebookTwitterLinked InEmail Go to Section HomeInterfacesVol. 31, No. 5 Linking Operations Management Students Directly to the Real WorldSanjay L. AhireSanjay L. AhirePublished Online:1 Oct 2001https://doi.org/10.1287/inte.31.5.104.9653AbstractLinking business students in operations management (OM) directly to real-world operations improvement experiences in manufacturing and service organizations resulted in 70 OM student field projects during the academic year 1998-1999 at Indiana University South Bend. The projects helped client organizations to identify strategies to improve quality, flexibility, and speed of operations, streamline processes, enhance customer satisfaction, reduce costs, and improve profits. Students gained valuable professional experience. The supervising faculty member and the institution enhanced their professional and community participation. The shared experiences should stimulate business schools and industries to implement this totally integrative experiential approach to OM course instruction. Previous Back to Top Next FiguresReferencesRelatedInformationCited byAdvising Student-Driven Analytics Projects: A Summary of Experiences and Lessons LearnedAaron Babier, Craig Fernandes, Ian Yihang Zhu26 August 2022 | INFORMS Transactions on Education, Vol. 23, No. 2It's not you, It's me: Can others learn from the challenges of teaching operations and supply chain management?The International Journal of Management Education, Vol. 20, No. 2Determining the causal relationship among the research streams of the operations management course16 October 2018 | Journal of Education for Business, Vol. 94, No. 3Multi-criteria analysis of professional education on supply chain management1 January 2019 | Production, Vol. 29A Survey of Research in Field-Based Education: A Summary of Process, Best Practices, and Lessons LearnedMichael F. Gorman20 November 2017 | INFORMS Transactions on Education, Vol. 18, No. 3Connecting industry and supply chain management education: exploring challenges faced in a SCM consultancy moduleSupply Chain Management: An International Journal, Vol. 18, No. 4Metodología docente y evaluación por competencias: una experiencia en la materia Dirección de ProducciónInvestigaciones Europeas de Dirección y Economía de la Empresa, Vol. 18, No. 3Student Reactions to the Field Consulting Capstone Course in Operations Management at the University of DaytonMichael F. Gorman, 11 July 2011 | Interfaces, Vol. 41, No. 6NC State's Supply Chain Resource Cooperative Educates in the Real WorldRobert B. Handfield, Steven A. Edwards, Jeffrey S. Stonebraker, 1 December 2011 | Interfaces, Vol. 41, No. 6Project-Based ORMS Education15 October 2012Mejorando la formación en Dirección de Operaciones: la visión del estudiante y su respuesta ante diferentes metodologías docentesCuadernos de Economía y Dirección de la Empresa, Vol. 14, No. 1The University of Dayton Operations Management Capstone Course: Undergraduate Student Field Consulting Applies Theory to PracticeMichael F. Gorman, 1 December 2010 | Interfaces, Vol. 40, No. 6Practitioner Perceptions of the A3 Method for Process Improvement in Health CareDecision Sciences Journal of Innovative Education, Vol. 8, No. 1Graduate Student Project: Operations Management Product PlanJournal of Education for Business, Vol. 83, No. 2Application of POM to e‐business: B2C e‐shoppingInternational Journal of Operations & Production Management, Vol. 23, No. 1 Volume 31, Issue 5September-October 2001Pages 1-143 Article Information Metrics Information Published Online:October 01, 2001 © 2001 INFORMSCite asSanjay L. Ahire, (2001) Linking Operations Management Students Directly to the Real World. Interfaces 31(5):104-120. https://doi.org/10.1287/inte.31.5.104.9653 KeywordsPROFESSIONAL—OR/MS EDUCATIONPROFESSIONAL—OR/MS IMPLEMENTATIONPDF download

Product returns in retail are inherently wasteful and have considerable negative environmental impacts. Besides the monetary costs, they lead to increased transportation, packaging and processing, and the returned items are often discarded. We present strategies and practices retailers can adopt to manage their product returns in a way that reduces environmental impacts. With eCommerce flourishing, product returns have increased significantly. Whilst highest for online sales, they are a challenge across all channels. The importance of developing sustainability management in operations and supply chains is evident from the growing body of literature, but there is a gap regarding the management of product returns in a more environmentally sustainable manner. To address this gap, we interviewed multichannel retailers, retail experts and return service providers operating in the UK and North America. The findings reveal that although retailers have started paying attention to the financial impact of returns, there is little awareness of the scale of environmental impacts. In addition, retailers lack a comprehensive approach to addressing the environmental impact of product returns. Based on our findings, we (1) unpack the barriers inhibiting retailers from developing environmental sustainability plans in returns management, (2) present a set of strategies for retailers to reduce the environmental impact of returns and (3) develop a framework for environmental sustainability in returns management. Our findings and proposed framework have implications for research and practice on addressing the environmental impact of product returns.

With the rapid development of the Internet, many traditional retailers have built their online channels. The fairness concern may play an important role in a dual‐channel supply chain with a multichannel retailer. This paper establishes a Stackelberg game model in which a manufacturer produces and sells products through direct online channel and a retailer sells directly to consumers through online and offline channels. The manufacturer’s fairness concern (advantageous inequity) and the retailer’s fairness concern (disadvantageous inequity) are considered. Four scenarios are investigated: no fairness concern (NF), the retailer fairness concern (RF), the manufacturer fairness concern (MF), and both the manufacturer and the retailer fairness concern (MRF). The theoretical analysis shows that if the manufacturer’s advantageous inequity concern is low, the profit of the whole supply chain in the MRF scenario is the greatest. Otherwise, the supply chain profit in the NF or RF scenario is the greatest. That is, the manufacturer’s and the retailer’s fairness concern may increase the profit of the supply chain. This study also finds that the manufacturer’s advantageous inequity concern can increase the social welfare. The retailer should not concern about fairness if the manufacturer has high fairness concern. Besides, this paper shows that the manufacturer’s selling price cannot be affected by the fairness concern. Adjusting the wholesale price is the only thing that the manufacturer can do to reduce disadvantageous or advantageous inequity. In the RF scenario, the role of the retailer’s disadvantageous inequity concern is to reallocate the supply chain profit. Our findings provide some managerial insights on the pricing decision when the multichannel retailer and the manufacturer consider the fairness.