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

Doing it differently

Purpose: Work-based learning is increasingly viewed as important in students’ higher education experiences. Drawing from the process of re-validating a Joint Honours in Education (JHE) programme, we highlight challenges involved in ensuring a meaningful placement experience for students that is fully embedded within their course. Primary challenges included the disparate number of subject strand combinations and concomitant career aspirations, wider university requisites on developing Graduate Attributes and student expectations of their placement opportunities. In broadening the scope and number of placement opportunities, we simultaneously increased our partnership links with employers to attract increased student buy-in to the opportunities available to them. Design/methodology/approach: This case study utilises staff reflections, stakeholder contributions and student evaluations to illuminate the process involved in re-validating a JHE programme to incorporate increased placement opportunities. A particular focus is placed on consideration of the tensions inherent within work based learning opportunities and the ways in which such experiences can be successfully embedded within a Higher Education (HE) degree programme. Whilst we are able to report on successful integration of placement opportunities in Year 1, we utilise student perspectives to gain understanding of the importance, or otherwise, they place on placements through the duration of their degree. Findings: Whilst placements are widely accepted as a positive feature of HE, inherent tensions emerged from some students who questioned the value and purpose of placements and time away from university. Conversely, employers saw placement and particularly the assessment of students whilst on placement as critical in students’ development into professional workers. The inclusion of placements in HE is therefore problematic, particularly in light of increased tuition fees. This case study however, suggests that meaningful and disparate placement opportunities can be successfully embedded within each year of an HE degree programme and can be viewed as enhancing the student academic experience. Research limitations/implications: The paper is located within a body of research that focuses positively on placement/work-based learning opportunities for undergraduate students, but does raise some emerging tensions linked to the marketization of HE and resulting student perspectives on ‘value’. Although generic themes can be applied to curriculum design elsewhere, outcomes may be different and linked to differing institutional habituses that influence practice. In addition, this paper reports solely on a single case that has developed a degree course to support the unique needs of its students within a particular context. Practical implications: The work-based learning model presented here facilitates student empowerment in tailoring their degree to their interests and career aspirations. It requires effective internal and external partnerships to inform curriculum design and the organization of placements. This paper will therefore be of interest to HE practitioners who are faced with the challenges of providing a broad range of placement opportunities for large and diverse groups of students with differing career aspirations. In addition, it will also be attractive to employers that have strong links with universities and are in the position to influence curriculum design. Social implications: The focus on employability and the development of key generic skills is interconnected with structures influencing social mobility. The range of students entering higher education and the concomitant expectations on their degree to have ‘value’ in the employment ‘market’ on graduation is becoming increasingly important - particularly for students categorized as widening participation. Offering increased opportunities for placements and linking assessment to work-based competencies can therefore be viewed as an integral part of HE’s responsibilities to students. Originality/value: This case study highlights the versatility of work-based learning that on one hand, requires the academy to embrace alternatives ways of learning, but on the other hand, creates new and innovative ways of engaging students. In addition and critically, it illuminates an approach to embedding work-based learning into an overarching degree structure that enables students to tailor their degree to their interests and career aspirations

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

Review: Dunes and dreams, a history of White Sands National Monument: Intermountain Cultural Resource Center Professional Paper Number 55 by Michael Welsh

Review

Course integration: What impact on student grades? Working paper series--02-11

Universities are implementing a number of strategies designed to help students develop an integrated view of a business. Faculty and students are each interested in the impact these integration strategies have on student grades. This paper describes one school's experiment in curriculum integration and the impact it has had on student grades comparing a set of courses taken individually versus the same courses taken as an integrated block. The results indicate that grading rigor did not suffer in the block format and that students' grades were more highly correlated between courses in the block format. It is hypothesized that the higher correlation of grades is due to the content integration present in the block courses. That is, if content is more integrated we would expect a student doing well in one of the courses to be more likely to do well in the other courses in the same block. Partial correlation analysis lends support to this hypothesis

Design of an Integrated Information Systems Master’s Core Curriculum: A Case Study

IS master’s program curricula around the US vary, but are loosely based on the work that resulted in the MSIS2006 curriculum (Gorgone Gray, Stohr, Valacich, & Wigand, 2005). The recommendations, while well constructed, did not completely meet the needs of the Master of Science in Information Systems (MSIS) program at the Kelley School of Business, Indiana University. In this paper, we present a case study describing how IS faculty, considering local requirements and guiding principles, designed a unique and innovative integrated core curriculum for our MSIS program similar to those used in MBA programs. The design, described in detail, included innovations in faculty collaboration, integrated pedagogy across topic modules, and scheduling. Positive feedback from students and faculty confirmed the expected outcome of students’ connecting the dots between concepts and enhanced learning around the soft skill dimensions, such as teamwork. Our contribution to the IS academic community is in the design and execution of such a curriculum block, one that focuses on providing a balance between the technical and managerial aspects of information systems while also integrating soft skill development into the curriculum

Enhancing ERP Learning Outcomes through Microsoft Dynamics

Enterprise resource planning systems (ERP) are the most essential and critical information systems that are widely used to build all the functions of a business into a unified and efficient enterprise system. Although the essence of ERP systems are easy to understand, students, especially those who do not have technical experience, have difficulty appreciating how different components of these systems interrelate and work together to improve the efficiency and effectiveness of business processes. This paper illustrates how an MIS course that incorporates Microsoft Dynamics ERP into the curriculum is designed. We demonstrate how technical aspects of ERP systems can be incorporated into ERP courses to help business students recognize the importance of technical knowledge in today’s marketplace and develop technical skills in their learning process. We focus on Microsoft Dynamics AX as a unified ERP system along with its associated products and technologies (i.e., SQL, Power BI, Visual Studio, etc.) to ensure the highest level of competency. Examples of the course description, hands-on labs, exercises, and resources are provided. Results of student assessments are included, which support that hands-on learning on Microsoft Dynamics AX ERP system can lead to improved learning outcomes, both functionally and technically

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

Management Information Systems Education: A Systematic Review

Management information systems (MIS) programs were developed to prepare graduates to create innovative solutions to problems where business and technology intersect. As such, the curricula must change rapidly to stay current with industry standards, an accelerating moving target. This research presents the findings of a systematic literature review to identify and present trends in the scholarly literature on MIS education. The purpose of this approach was to understand how academia ensures students are prepared for industry and keeps pace with changing industry needs. Key findings from the literature are presented, as well as a compilation of areas for future research. Overwhelmingly, a lack of international perspective was identified as the vast majority of articles collected data in the US. Further, the direction of future research and exploration revolved around five themes of innovative pedagogical approaches, industry partnerships, subtopics of MIS education, new methods and metrics for measuring success in MIS education, and cross-disciplinary opportunities in fields such as mathematics, traditional business disciplines, and the hard sciences

Teaching ERP systems: A Multi-Perspective View on the ERP System Market

In order to increase the diversity in IS education, we discuss an approach for teaching medium-sized ERP systems in university courses. Many of today’s IS curricula are biased toward a few large ERP packages. Nevertheless, these ERP systems are only a part of the ERP market. Therefore, this paper describes a course outline for an additional course on medium-sized ERP systems. Students had to study, analyze, and compare different ERP systems on their own during a semester. The seminar took place at three universities at the same time. The paper introduces a procedure model and a scenario for setting up similar courses at other universities. Furthermore, it discusses some of the students’ outcomes and evaluates the contribution of the course with regard to a practical but also academic IS education in a comparison of the three universities