A Real-World ERP Pre-Implementation Case for the Classroom

This article presents the results of an empirical evaluation of the use of a real-world case study, based on an actual Big Four consulting engagement, to teach information systems and accounting courses. While alternative approaches for adopting the case are suggested, we used the case study in an undergraduate case competition judged by Big Four partners to enhance realism. Students, working in teams, assumed the role of consultants and defended their recommendations involving the assessment of key business process controls within the final phase of ERP implementation. In this process, students are expected to benefit by understanding the relationship between information systems and accounting in an ERP implementation project; learning to work more effectively in teams; and improving analytical, oral, and written communication skills. Evaluation of the use of the case study in an undergraduate case competition, judged by Big Four partners, shows that the students generally agreed that they had attained these benefits. The actual case materials, questions with suggested solutions, case competition rules and procedures, judges’ assessment form, and the winning team’s written report and PowerPoint presentation slides are provided

Connecting Levels of Analysis in Educational Neuroscience: A Review of Multi-level Structure of Educational Neuroscience with Concrete Examples

In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. We present a multi-level framework for educational neuroscience, which argues for integration of multiple levels of analysis, some originating in brain and cognitive sciences, others in education, as a roadmap for the future of educational neuroscience with concrete examples in moral education

Intergrating ERP Across the Curriculum: A Phased, Three-Tiered Approach

The authors propose a phased, three-tiered approach for incorporating enterprise system software into the curriculum. The courses in each tier have different objectives and requirements. By phasing in the tiers over time, maximum student exposure and minimal course disruption is achieved. The authors illustrate this approach by discussing the on-going implementation of SAP R/3 into the curriculum at one university

Special Issue on the AMCIS 2001 Workshops: Integrating Enterprise Systems in the University Curriculum

The integration of Enterprise Systems into the curriculum of Business, Engineering, and Information Technology Faculties and Schools is a major challenge for many universities. Many interesting attributes are associated with this challenge: students generally have a strong interest to learn the subject and are often biased towards product-focused materials and skills; Enterprise Systems are comprehensive and particularly complex; and practical knowledge about Enterprise Systems is often lagging. This paper provides some structure to the Enterprise Systems education issue and will help academics distinguish among different approaches for the integration of these software packages into their curriculum. Various examples will assist beginners as well as experienced academics in evaluating their efforts. The ideas in this paper were presented in a special pre-conference workshop at the 2001 annual meeting of the Americas Conference on Information Systems (AMCIS) in Boston

Modelling Sociotechnical Change in IS with a Quantitative Longitudinal Approach: The PPR Method.

The following article suggests a critical realistic framework, which aims at modeling sociotechnical change linked to end-users' IT appropriation: the "archetypal approach". The basic situations it includes (the "sociotechnical archetypes"), and the possible appropriative trajectories that combine them, together with three propositions linked to the model, are developed. They are illustrated by means of a case study describing the implementation of an e-learning system within a French university. The paper then presents an instrumentation of the theoretical framework, based on a quantitative longitudinal approach: the Process Patterns Recognition (PPR) method. This one draws mainly on Doty, Glick and Huber (1993, 1994) who propose to evaluate the distance between organizational archetypes and empirical configurations by means of Euclidean distance calculus. The adaptation consists in evaluating the distance between appropriative trajectories (embodied by series of theoretically specified vectors) and empirical processes linked to the implementation of computerized tools in organizations. The PPR method is then applied to the same organizational setting as the one related to the case study. It validates the relevance of this type of a research strategy, which makes it possible to model sociotechnical dynamics related to end-users' IT appropriations.Technology-organization interaction; sociotechnical process modelling; Process Patterns Recognition; critical realism; Structuration; methodology of research; longitudinal methods; e-learning;

Business Process Innovation using the Process Innovation Laboratory

Most organizations today are required not only to establish effective business processes but they are required to accommodate for changing business conditions at an increasing rate. Many business processes extend beyond the boundary of the enterprise into the supply chain and the information infrastructure therefore is critical. Today nearly every business relies on their Enterprise System (ES) for process integration and the future generations of enterprise systems will increasingly be driven by business process models. Consequently process modeling and improvement will become vital for business process innovation (BPI) in future organizations. There is a significant body of knowledge on various aspect of process innovation, e.g. on conceptual modeling, business processes, supply chains and enterprise systems. Still an overall comprehensive and consistent theoretical framework with guidelines for practical applications has not been identified. The aim of this paper is to establish a conceptual framework for business process innovation in the supply chain based on advanced enterprise systems. The main approach to business process innovation in this context is to create a new methodology for exploring process models and patterns of applications. The paper thus presents a new concept for business process innovation called the process innovation laboratory a.k.a. the Ð-Lab. The Ð-Lab is a comprehensive framework for BPI using advanced enterprise systems. The Ð-Lab is a collaborative workspace for experimenting with process models and an explorative approach to study integrated modeling in a controlled environment. The Ð-Lab facilitates innovation by using an integrated action learning approach to process modeling including contemporary technological, organizational and business perspectivesNo; keywords

Critical Factors Of Success In Curriculum Enhancement In The Accounting Curriculum Using SAP R/3

Education is a well recognized aspect of an enterprise system implementation. How to educate, what to educate, when to educate, and who to educate are common questions that get raised. As an example, of particular importance in an enterprise system context is the balance between learning how to use the system itself and in understanding the integration and process concepts behind the system. As the go-live date fast approaches and budgets are running tight, firms often limit or eliminate the concepts, such as education, and focus on the keystrokes so that employees will be able to use the system. Saint Joseph's University, a liberal arts university in the Philadelphia, Pennsylvania area, recently implemented SAP R/3 within its accounting curriculum. This implementation was done in phases and at each point during the rollout, a user questionnaire was used to assess the learning skills and abilities of the students. In the early stages of this rollout, keystrokes and navigation became paramount as students learned the menu paths and reporting information available within the system. In later courses, the skills were transparent to analysis of information as students attempted to make business decisions using a case simulation. An assessment was done before and after each course, which assisted the instructors in knowing what to emphasize and when. The purpose of this paper is to outline the structure of this delivery and the lessons learned from field experience

The Value of ERP Curriculum Integration: Perspectives from the Research

In the current economic conditions, many institutions face dwindling budgets and an increased focus on proving the value of the education provided. The effort and costs required to integrate Enterprise Resource Planning systems into course curricula are a significant investment of resources for any university. This paper examines the expense of Enterprise Resource Planning integrated curricula (ERP-ICs) and the documented benefits. Evidence is still needed to place a quantitative value on many of the benefits provided to students completing an ERP-IC and to the college and university making that investment. A review of research literature regarding Enterprise Resource Planning based curricula is summarized in relation to costs and benefits. Benefits documented with quantified research are specifically examined. Finally a discussion of important benefits and costs that have yet to be quantified is given. In this age, universities are examining the cost-benefits of each investment and research on ERP-ICs lacks the data to make this case. Additional research is suggested to enrich this field of research beyond the current case studies and curriculum models

Global discourses and educational reform in Egypt : the case of active-learning pedagogies

Educational reform is shaped by the ideas and actions of national actors but also by global (ideological, political, and economic) dynamics. This paper offers an analysis of the global discourses (words and practices) that helped to place notions of student-centred and active-learning pedagogies on the international education reform agenda, particularly since 1990. Additionally, the paper examines how these discourses interacted with educational reform initiatives in Egypt that were undertaken by Egyptian officials and educators, at times with project support from international intergovernmental and nongovernmental organisations. The paper concludes that comparative and international educators need to interrogate the variety of educational discourses operating at both the local/national and global levels, to examine the complex interactions that occur within and across these levels, and to analyse how such discourses are constrained or enabled by global political and economic developments, including the ideologies and practices of ‘democratisation’ and multinational corporate capitalism.peer-reviewe