Using a Simulation Game Approach to Teach Pull and Push Production System Concepts

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

This chapter shows how the Production and Operations Management (POM) and Marketing interface come together within the input-process-output typology commonly found in operations management. The integration of POM functions with Marketing continues to prove a point of considerable attention in multi-channel retailing literature. The current multichannel retailing research in POM and Marketing falls into three distinct categories, related to complex market segments, increased inventory volatility, and returned and remanufactured goods. Online search engines and advanced user interface provide richer information to consumers, the characteristics of these segments may shift to become more strategic. Firms constantly strive to reduce optimal levels of inventory by fostering better communication throughout the supply chain and aligning product distribution strategies. The issue of product returns is a still an underdeveloped research topic, one that requires understanding the combined issues of cross-functional integration of marketing and operations, and reverse flow of products.

POM research productivity in U.S. business schools

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

Prelims

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

Education 4.0 is the framework to facilitate the development of skills and competencies of engineering students required for Industry 4.0 through the integration of Industry 4.0 applied concepts, networked approach, digitalization of higher education institutions (HEI), and online advancement of teaching and learning practices. In the chemical engineering curriculum of several HEIs, considerable progress in implementing this framework has been made by including computer-aided design tools, updating manufacturing technologies, using simulation and analysis of virtual models, and implementing data analytics in engineering courses and programs. Process and plant design courses such as Plant Design demand that undergraduate students leverage knowledge from core courses completed during first three years of their degree program by developing a plant's conceptual design. This course clearly sets a pathway to integrate Education 4.0 to Industry 4.0. All stakeholders of this course (students, teaching team, and clients) can progressively identify challenges and opportunities to optimize this integration. Many suggested improvements might require a vertical integration of new concepts in the chemical engineering curriculum, involving courses of different levels throughout the undergraduate curriculum. Nevertheless, we consider that immediate actions shall be taken by teaching teams and industry partners in courses such as Plant Design for students achieving the required competencies and skills before graduating from universities. For instance, running a successful multi-disciplinary engineering team for plant design in the industry will require undergraduate students to become familiar with codes, standards, and regulations. According to our industry partners, this lack of familiarization significantly affects the learning curve of junior engineers at work and shows a disconnection between what is learned at university and what is required in the workplace. To facilitate the transition of our students into the process design industry in the framework of Education 4.0-Industry 4.0, in this work, we describe and present the results of applying a strategy to tackle this challenge by (i) identifying the currently applicable codes, standards, and regulations in the process engineering industry for each technical deliverable (process flow diagram, piping and instrumentation diagram, line list, plot plan, design of equipment, risk management, and safety documents) of the course; (ii) designing and delivering workshops to describe and illustrate their applicability; and (iii) creating a written set of guidelines applicable to the course and the workplace.

Purpose: The objective of the present study is to analyze the effects of the transition to English Medium Instruction on lecturers in Spanish universities in one specific area, namely Operations Management courses taught in Business degrees.Design/methodology/approach: we present an overview of research so far into the effects of English Medium Instruction (EMI) on teaching and learning Operations Management in Business degrees of Spanish universities. Empirically, a survey was administered to 20 EMI lecturers in the area of Operations Management, and s the results in the light of both the bibliography on EMI and the empirical results were discussed. Using online questionnaires, information was obtained from a sample of EMI lecturers in thirteen Spanish Universities.Findings: Most professors report that they initially reacted negatively to the idea of having to teach in English, but now realize that most of their fears were ungrounded. They emphasize that it is very important to invest time in training seminars and the exchange of experiences. Other relevant findings are the perceived lack of incentives to teach in English, the need to use tools and techniques to improve the interaction with students, and the considerable amount of time needed for class preparation.Originality/value: The results of this small-scale study of EMI in OM are consistent with previous research in the area of EMI in other fields, but also provide some ideas that may pave the way for further research and development.

Contributors

This is a case study of making transition from a face-to-face teaching set up to teaching online, the undergraduate Production and Operations Management course. Despite my initial hesitation and reluctance to adopt online teaching for Production and Operations Management course, herein, I recount how I gradually adapted my face-to-face POM syllabus and pedagogy to an online environment and how students have come to benefit from my efforts and enjoy the course, as evidenced by their active participation in the discussion forum, their project reports, and their positive feedback.

Contributors