B2C Mass Customization in the Classroom

The purpose of this article is to describe an internet-based mass customization assignment in Operations Management/Supply Chain Management classes where students utilize the Web site of a company that offers a customized product. Students evaluate the user interface, judge the value proposition of the product they demonstrate, and discuss issues of product design, process design and scheduling, inventory management, Supply Chain Management, marketing, and competitors. The students learn about mass customization from both the producer\u27s perspective and the consumer\u27s perspective. Through their own research and the class presentations students are able to develop a better understanding of the implementation requirements and challenges of mass customization. The assignment is highly interactive and has been successfully used in Operations Management and Supply Chain Management courses at under-graduate and graduate levels and at multiple universities. In addition, practitioners interested in implementing a mass customization process can use the assignment as a brainstorming or benchmarking exercise

From supply chains to demand networks. Agents in retailing: the electrical bazaar

A paradigm shift is taking place in logistics. The focus is changing from operational effectiveness to adaptation. Supply Chains will develop into networks that will adapt to consumer demand in almost real time. Time to market, capacity of adaptation and enrichment of customer experience seem to be the key elements of this new paradigm. In this environment emerging technologies like RFID (Radio Frequency ID), Intelligent Products and the Internet, are triggering a reconsideration of methods, procedures and goals. We present a Multiagent System framework specialized in retail that addresses these changes with the use of rational agents and takes advantages of the new market opportunities. Like in an old bazaar, agents able to learn, cooperate, take advantage of gossip and distinguish between collaborators and competitors, have the ability to adapt, learn and react to a changing environment better than any other structure. Keywords: Supply Chains, Distributed Artificial Intelligence, Multiagent System.Postprint (published version

The Beergame in Business-to-Business eCommerce Courses – A Teaching Report

In this teaching report I demonstrate the use of the so-called beer distribution game in teaching business-to-business eCommerce courses. The beergame is a role-play supply chain simulation game that lets students experience typical coordination problems of (traditional) supply chains without information sharing and collaboration. With this paper I want to show how the beergame can be used to provide students with a more profound understanding of the reasons why eCommerce technologies are used in contemporary supply chains; I also want to share my experiences and beergame materials with other information systems scholars in the field. To this end, I will introduce the beergame, demonstrate its use in a classroom setting, and show how I embed the game in a typical B2B eCommerce syllabus

3D virtual worlds as collaborative communities enriching human endeavours: Innovative applications in e-learning

3D virtual worlds are potent digital ecosystems because the 3D interface simulates real-world environments and the community of users creates a dynamic, real-to-life economy and in-world culture. Some virtual worlds such as Second Life empower users to generate in-world content through object building tools and programming languages; indeed the content in Second Life is entirely user-generated. This promotes a rich culture of innovation surrounding this emerging technology that continually develops the capabilities of the 3D digital ecosystem. The collaborative culture spans both the 3D in-world environment and 2D ecosystems: for example, Web 2.0 applications such as wikis and blogs facilitate support, discussion, and documentation for user-generated innovations. Innovation in 3D digital ecosystems such as Second Life are applied to all domains of human endeavour that exist in the real-world, including recreation, socialisation, commerce, and education. This paper shares the authors professional experience using Second Life in tertiary information systems/science education. Case studies describe the specific applications. They are followed by discussion of the benefits of 3D digital ecosystems for education and suggestions for future research, development, and practice

From Social Simulation to Integrative System Design

As the recent financial crisis showed, today there is a strong need to gain "ecological perspective" of all relevant interactions in socio-economic-techno-environmental systems. For this, we suggested to set-up a network of Centers for integrative systems design, which shall be able to run all potentially relevant scenarios, identify causality chains, explore feedback and cascading effects for a number of model variants, and determine the reliability of their implications (given the validity of the underlying models). They will be able to detect possible negative side effect of policy decisions, before they occur. The Centers belonging to this network of Integrative Systems Design Centers would be focused on a particular field, but they would be part of an attempt to eventually cover all relevant areas of society and economy and integrate them within a "Living Earth Simulator". The results of all research activities of such Centers would be turned into informative input for political Decision Arenas. For example, Crisis Observatories (for financial instabilities, shortages of resources, environmental change, conflict, spreading of diseases, etc.) would be connected with such Decision Arenas for the purpose of visualization, in order to make complex interdependencies understandable to scientists, decision-makers, and the general public.Comment: 34 pages, Visioneer White Paper, see http://www.visioneer.ethz.c

Reviews

Brian Clegg, Mining The Internet — Information Gathering and Research on the Net, Kogan Page: London, 1999. ISBN: 0–7494–3025–7. Paperback, 147 pages, £9.99

Business Process Management Education in Academia: Status, challenges, and Recommendations

In response to the growing proliferation of Business Process Management (BPM) in industry and the demand this creates for BPM expertise, universities across the globe are at various stages of incorporating knowledge and skills in their teaching offerings. However, there are still only a handful of institutions that offer specialized education in BPM in a systematic and in-depth manner. This article is based on a global educators’ panel discussion held at the 2009 European Conference on Information Systems in Verona, Italy. The article presents the BPM programs of five universities from Australia, Europe, Africa, and North America, describing the BPM content covered, program and course structures, and challenges and lessons learned. The article also provides a comparative content analysis of BPM education programs illustrating a heterogeneous view of BPM. The examples presented demonstrate how different courses and programs can be developed to meet the educational goals of a university department, program, or school. This article contributes insights on how best to continuously sustain and reshape BPM education to ensure it remains dynamic, responsive, and sustainable in light of the evolving and ever-changing marketplace demands for BPM expertise

Model Development of a Virtual Learning Environment to Enhance Lean Education

AbstractModern day industry is becoming leaner by the day. This demands engineers with an in-depth understanding of lean philosophies. Current methods for teaching lean include hands-on projects and simulation. However, simulation games available in the market lack simplicity, ability to store the results, and modeling power. The goal of this research is to develop a virtual simulation platform which would enable students to perform various experiments by applying lean concepts. The design addresses these deficiencies through the use of VE-Suite, a virtual engineering software. The design includes user-friendly dialogue boxes, graphical models of machines, performance display gauges, and an editable layout. The platform uses laws of operations management such as Little's law, economic order quantity (EOQ) models, and cycle time. These laws enable students to implement various lean concepts such as pull system, just-in-time (JIT), single piece flow, single minute exchange of dies (SMED), kaizen, kanban, U-layout, by modifying the process parameters such as process times, setup times, layout, number, and placement of machines. The simulation begins with a traditional push type mass production line and the students improve the line by implementing lean techniques. Thus, students experience the advantages of lean real time while facing the real life problems encountered in implementing it

Mediating skills on risk management for improving the resilience of Supply Networks by developing and using a serious game

Given their importance, the need for resilience and the management of risk within Supply Networks, means that engineering students need a solid under-standing of these issues. An innovative way of meeting this need is through the use of serious games. Serious games allow an active experience on how differ-ent factors influencethe flexibility, vulnerability and capabilities in Supply Networks and allow the students to apply knowledge and methods acquired from theory. This supports their ability to understand, analyse and evaluate how different factors contribute to the resilience. The experience gained within the game will contribute to the studentsâ abilities to construct new knowledge based on their active observation and reflection of the environment when they later work in a dynamic environment in industry. This game, Beware, was developed for use in a blended learning environment. It is a part of a course for engineering master students at the University of Bremen. It was found that the game was effective in mediating the topic of risk management to the students espscially in supporting their ability of applying methods, analyse the different interactions and the game play as well as to support the assessment of how their decision-making affected the simulated network