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

The Conceptual Framework for Business Process Innovation: Towards a Research Program on Global Supply Chain Intelligence

This paper proposes a research program on Business Process Innovation: Towards Global Supply Chain Intelligence. Few words are more ubiquitous in business or society today than "innovation". This reflects that businesses are striving for ways to survive and thrive in an increasingly complex and connected world (IBM 2006). Most industrial supply chains today are globally scattered and nearly all organizations rely on their Enterprise Information Systems (ES) for integration and coordination of their activities. In this context innovation inevitably is driven by advanced information technology. Organizations today are required not only to operate effective business processes but they also need to accommodate to changing business conditions at an increasing rate. Consequently the ability to develop and implement new processes driven by the Enterprise Information Systems is a central competence in most industries, and furthermore it is a critical practice for a global enterprise. The next practice in Global Supply Chain Management is Business Process Innovation. Business Process Innovation is the transformation of a global supply chain driven by a new advanced Enterprise Information Systems technology. This technology holds the potential to "close the control loop", but until now few organizations have managed to unleash the full potential of global supply chain intelligence. Thus, there is an emerging need for managing the transformation and for new approaches that will lead to robust global supply chains. This paper presents a conceptual framework for Business Process Innovation. A research proposal based on five interrelated topics is derived from the framework. The research program is intended to establish and to develop the conceptual framework for business process innovation and to apply this framework in a global supply chain context. These topics are presented in the following sections, but first the background for the program is discussed.No keywords;

STAR framework revisited: Curriculum for user-centered design summer schools

Annually, an interdisciplinary community of students, researchers and practitioners from computer engineering, social sciences, Human Computer Interaction, visual communication and other related disciplines, gather together for 2-to-5 weeks to participate in intensive summer school sessions. Although the overall theme and the participants vary each year, these programs remain focused on the teaching and practice of User-Centered Design (UCD) in the context of the local community where the academy is conducted. By listening to lectures, working in ateliers, living with target users and facing real-world design problems, participants experientially learn a mixture of IxD processes, ethnographic methods, prototyping techniques and teamwork skills, despite the program's short duration. Intensive design summer academies like this are essential, as they offer an environment for experimentation that is difficult to create in other educational settings. However, organizing and implementing these programs in ways that optimize the learning process is challenging. As past participants, atelier leaders and instructors for a variety of summer workshops, the authors made several poignant observations about the need for an educational framework to facilitate learning and to address the students' diverse cultural backgrounds, educational disciplines, learning techniques and cultural markers. Upon further examination of the educational literature, ethnographic observation during subsequent summer sessions and interviews of past students, atelier leaders, lecturers and organizers, the authors proposed the STAR Framework for design summer schools. [see Schadewitz, Adler, Moncur, Roberts, 2006] While this framework offers organizers clear direction on structuring IxD summer schools, it provides little guidance on the curriculum itself. It has become clear that special attention must also be paid to the content, order and delivery of the curriculum, particularly given the limited time frame of the session. Building upon the established framework, this paper proposes a curricular construct that will maximize knowledge transfer within the summer school context

Unpacking capabilities underlying design (thinking) process

Engineering graduates must know how to frame and solve non-routine problems. While design classes explicitly teach problem framing and solving, it is lacking throughout much of the rest of the engineering curriculum and is often relegated to capstone classes at the end of the students’ educational experience. This paper explores problem framing and solving through the lens of experiential learning theory. It captures core problem framing and solving approaches from critical, design and systems thinking and concludes with a table of learning outcomes that might be drawn upon in designing an engineering curriculum that more fully develops the problem framing and solving capabilities of its students

Group project work from the outset: an in-depth teaching experience report

This article is an extended version of a paper that was submitted to 24th IEEE Conference on Software Engineering Education and Training, Honolulu, May 2011CONTEXT - we redesigned our undergraduate computing programmes to address problems of motivation and outdated content. METHOD - the primary vehicle for the new curriculum was the group project which formed a central spine for the entire degree right from the first year. RESULTS - so far this programme has been successfully run once. Failures, drop outs and students required to retake modules have been halved (from an average of 21.6% from the previous 4 years to 9.5%) and students obtaining the top two grades have increased from 25.2% to 38.9%. CONCLUSIONS - whilst we cannot be certain that all improvement is due to the group projects informally the change has been well received, however, we are looking for areas to improve including the possibility of more structured support for student metacognitive awareness

Cultivating Collaborative Improvement: An Action Learning Approach

As competitive pressure mounts to innovate in the global knowledge economy, many organizations are exploring new ways of collaborating with their supply chain partners. However, the process of implementing collaborative initiatives across disparate members of supply networks is fraught with difficulties. One approach designed to tackle the difficulties of organizational change and inter-organizational improvement in practice is `action learning¿. This paper examines the experiential lessons that arise when cultivating collaborative improvement in an interorganizational learning environment. The authors, acting as action researchers, facilitated a practical learning program in an Extended Manufacturing Enterprise involving a large system integrator in the automotive industry and three of its\ud suppliers. Based on this experience, a practical learning model is offered to promote and facilitate inter-organizational change as part of a collaborative improvement process

Developing Supply Chain Competencies Through Experiential Learning and Games

[EN] The Supply Chain Management field has a shortage of talent to deal with the complex problems organizations face nowadays. Higher education institutions have worked to close the gap in knowledge and competencies with various results. This paper presents the results of implementing a Supply Chain Management course, which includes experiential learning, gaming, and industry-academia collaboration to develop four competencies in this field. The main results show how the relevance of hands-on learning, the variety of learning environments -such as virtual, simulated, and real- and tutoring from both practitioners and professors from different disciplines become key elements in developing the required skills to perform a role in a Supply Chain related position.  The authors wish to acknowledge the financial support of the Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.Garcia-Reyes, H.; Maycotte-Felkel, S.; Quijano-Dominguez, E. (2023). Developing Supply Chain Competencies Through Experiential Learning and Games. En 9th International Conference on Higher Education Advances (HEAd'23). Editorial Universitat Politècnica de València. 113-120. https://doi.org/10.4995/HEAd23.2023.1626011312

Mental Health First Aid Training for VCU Faculty and Staff

Mental Health First Aid (MHFA), an international training program, teaches participants to notice and support individuals experiencing a mental health or substance use issue and connects them to appropriate resources. While resources exist for students, this project aims to implement MHFA as a professional development opportunity for VCU faculty and staff. A successful pilot training held this summer demonstrates the need and desire for training in the VCU community. Evidence shows mental health issues lead to absenteeism, employee turnover and increased healthcare costs, costing organizations billions in recruitment that may have been avoided. Through state partnerships, trainers are available to offer this one-day program multiple times a year

From Design to Delivery: Teaching Supply Chain Management to IB Majors

Curricular development is critical for preparing students in a coordinated fashion for life after graduation – especially when their roles will involve cross-border business decisions. The design of specific courses in any curriculum must be purposeful in terms of what is taught, how it is taught, and how all the course components fit together. For a supply chain management course targeted at international business (IB) students, one key purpose is to understand how competitiveness is developed across the extended enterprise, rather than within the confines of individual companies. This “winning together” view helps foster capabilities for connectedness and cooperation in IB environments typically characterized by geographic dispersion and cultural dissimilarities. The objective of this article is to examine how integrating fundamental pedagogical theories (student-centeredness, diversity, reflection, self-direction, experiential learning) in course design can influence the outcomes of a semester-long practice-oriented international supply chain course. The course espouses the winning together view while probing in-depth core supply chain themes, with the aim of producing cohorts of undergraduates that have developed the intuition, aptitude, and methods for co-creating value across business boundaries in cross-border situations. This article’s contribution is in demonstrating the innovativeness of blending multiple pedagogical tools and experiences in a single semester, rather than an entire program of study. The observed positive student learning outcomes are consistent with the integrated course design model. Replicating such course design over a program of study, will multiply the resulting positive outcomes for students, hence preparing them better as prospective global managers

Games for a new climate: experiencing the complexity of future risks

This repository item contains a single issue of the Pardee Center Task Force Reports, a publication series that began publishing in 2009 by the Boston University Frederick S. Pardee Center for the Study of the Longer-Range Future.This report is a product of the Pardee Center Task Force on Games for a New Climate, which met at Pardee House at Boston University in March 2012. The 12-member Task Force was convened on behalf of the Pardee Center by Visiting Research Fellow Pablo Suarez in collaboration with the Red Cross/Red Crescent Climate Centre to “explore the potential of participatory, game-based processes for accelerating learning, fostering dialogue, and promoting action through real-world decisions affecting the longer-range future, with an emphasis on humanitarian and development work, particularly involving climate risk management.” Compiled and edited by Janot Mendler de Suarez, Pablo Suarez and Carina Bachofen, the report includes contributions from all of the Task Force members and provides a detailed exploration of the current and potential ways in which games can be used to help a variety of stakeholders – including subsistence farmers, humanitarian workers, scientists, policymakers, and donors – to both understand and experience the difficulty and risks involved related to decision-making in a complex and uncertain future. The dozen Task Force experts who contributed to the report represent academic institutions, humanitarian organization, other non-governmental organizations, and game design firms with backgrounds ranging from climate modeling and anthropology to community-level disaster management and national and global policymaking as well as game design.Red Cross/Red Crescent Climate Centr