Learning and Team Attributes in an Enterprise Systems Simulation

A team-based enterprise systems simulation is used in an MBA class to enhance students’ knowledge of business processes and enterprise systems’ capabilities. Before the simulation begins, and after each distinct phase of the simulation exercise, student perceptions regarding individual learning and team attributes are assessed. The authors then investigate the relationship between team performance, individual knowledge, team attributes, and the simulation phase. All teams showed a similar increase in business process knowledge and enterprise systems skill as the simulation progressed to more advanced phases, while some behavioral attributes – such as team potency and individual satisfaction – appeared relatively constant across simulation phases but differ significantly depending on the team’s performance. Other attributes, such as role clarity and the number of within-team interactions, appeared to change over time more for certain types of teams than for others

Are ERP Simulation Games Assisting Students to be Job-Ready? An Australian Universities’ Perspective

Deep and rapid changes in digital enterprise technology exceed the ability of traditional teaching methods to prepare students for challenges encountered in modern enterprises. Researchers proposed different pedagogical approaches to teach ERP (Enterprise Resource Planning) concepts such as ERPsim games to enhance students’ learning and job-readiness. Although the ERPsim studies verified the role of these games in enhancing students’ learning, whether these games contribute to student’s job readiness still needs to be explored. Using the mixed-method approach, this research-in-progress is designed to fill this gap by investigating the role of ERPsim game in increasing skills, learning levels, and job-readiness among university students in Australia. The findings from this study can contribute to the improvement of ERP pedagogical techniques. In addition, this research-in-progress will provide a concrete mapping to align learning outcomes/skills with ICT industry competencies standards as defined in SFIA (Skills framework for Information Age) and AQF (Australian Qualifications Framework)

Are ERP simulation games assisting students to be job-ready? An Australian universities’ perspective

Deep and rapid changes in digital enterprise technology exceed the ability of traditional teaching methods to prepare students for challenges encountered in modern enterprises. Researchers proposed different pedagogical approaches to teach ERP (Enterprise Resource Planning) concepts such as ERPsim games to enhance students’ learning and job-readiness. Although the ERPsim studies verified the role of these games in enhancing students’ learning, whether these games contribute to student’s job readiness still needs to be explored. Using the mixed-method approach, this research-in-progress is designed to fill this gap by investigating the role of ERPsim game in increasing skills, learning levels, and job-readiness among university students in Australia. The findings from this study can contribute to the improvement of ERP pedagogical techniques. In addition, this research-in-progress will provide a concrete mapping to align learning outcomes/skills with ICT industry competencies standards as defined in SFIA (Skills framework for Information Age) and AQF (Australian Qualifications Framework)

How Team Cohesion Leads to Attitude Change in the Context of ERP Learning

Universities and corporate training programs have realized the importance of enterprise resource planning (ERP) systems in the business world and have incorporated such systems into their curricula and training. Although there is a rich body of literature on ERP, extant research remains relatively scant in examining team-based ERP learning. Drawing upon attitude change literature and expectation-confirmation theory, this study presents an Attitude Change Model of Team-Based ERP Learning. In particular, this study focuses on how team cohesion influences satisfaction and attitude change in ERP learning. The results of structural equation modeling support all but one hypothesis. The study concludes with discussions and implications for researchers, educators, and practitioners

I SEE NO FUN IN ENTERPRISE SYSTEMS: AN EXPLORATORY STUDY ON THE FIRST IMPRESSION USABILITY AND USER EXPERIENCE

Technology acceptance is crucial, if newly implemented enterprise systems (ES) in a company are to succeed. This is often addressed by end-user training during the implementation project. Perceived enjoyment and positive user experience (UX) have gained significant importance as technology acceptance factors. Yet, research on the design of such trainings is scarce, and literature with focus on perceived UX of ES even more so. This is in contrast to findings from other contexts which show that perceived UX may heavily impact user attitudes and learning motivation. As a first endavour in this direction, this paper presents an exploratory pre-study on first impressions of main operating ES with regard to expected usability and UX. Results show that ES are rated low, especially when compared to a universal UX benchmark. We discuss how more positive first impressions may positively impact motivation to learn the system, which will be investigated in a follow-up study

A Systematic Literature Review on the Evaluation of Business Simulation Games Using PRISMA

In recent years, organisational software process education has seen a considerable uptick in interest in adopting business simulation games (BSGs) as a novel learning resource. However, the lack of reliable and valid instruments to evaluate simulation learning outcomes inhibits the adoption and progress of simulation in Information System education. To fill this need, we performed a systematic review of 33 empirical studies using the PRISMA declaration approach to identify the different evaluation methods used to analyse BSG learning outcomes. We created a concept matrix using a didactic framework that categorised these assessment methodologies into three game stages (pre-game, in-game and post-game). We established a comprehensive evaluation strategy using this concept matrix, which teachers and researchers may use to choose the best appropriate evaluation method to analyse a wide range of learning outcomes of business simulation games

A framework for the adoption of enterprise resource planning (ERP) systems in higher education

Information Communication Technology (ICT) practitioners and Enterprise Resource Planning (ERP) specialists are highly sought after globally and in South Africa. In order to address this need for ERP specialists, several studies propose that ERP systems should be adopted in the Information Systems (IS) curricula in higher education institutions (HEIs) for instructional purposes. Whilst many HEIs in the United States, Australia and Europe have successfully adopted ERP systems into their curricula, less than 30% of South African HEIs have followed this trend. The adoption of ERP systems is a challenging process as such systems are resource-intensive, costly, complex, and have a steep learning curve. Educators are faced with resource problems and a dearth of options relating to the adoption process. In addition it is critical that the skills and knowledge competencies attained in these courses are industry-relevant. Several education frameworks have been recommended to assist educators with the process of adopting an ERP system in the curriculum, but these frameworks are not comprehensive since they do not consider all the factors relating to the adoption of an ERP system. In addition existing frameworks are not based on industry-relevant competencies but rather on educational objectives. This has resulted in a difference between the competencies required by organisations and those produced by higher education. Whilst there are several research studies on ERP education, empirical studies on frameworks supporting the adoption of ERP systems in HEIs for instructional purposes are limited, particularly on the impact of these frameworks on educational outcomes. The impact of the usability of the ERP system on educational outcomes has also not been fully explored. A survey of ERP consulting organisations in South Africa confirmed that these organisations struggle to obtain ERP specialists with the appropriate competencies. The survey results also contributed to a standardised, comprehensive, set of industry-relevant ERP competencies. The competency set forms part of a comprehensive Competency Framework for ERP System Adoption in IS Higher Education (ERPEd), which can assist educators with the decisions relating to the adoption of an ERP system into the IS curriculum. It includes all the categories of competencies relevant to industry and maps these onto a recommended ERP system adoption approach, an ERP learning tool, as well as the appropriate level of adoption. The application of the ERPEd framework to a case study, the Management Information Systems (MIS) course at the Nelson Mandela Metropolitan University (NMMU), resulted in the adoption of the SYSPRO medium-sized ERP system into the MIS course with the hands-on approach. The empirical results of the evaluation of the case study revealed that the hands-on use of a medium-sized ERP system, SYSPRO, can successfully contribute to the attainment of educational outcomes. These outcomes were mapped to the three core competencies addressed by the MIS course, which were ERP Theory and Concepts, ERP Transactions and Business Process Management (BPM). The educational outcomes evaluated were the measures of performance, self-efficacy and usability. Self-efficacy included satisfaction with the adoption approach. The results were positive in terms of all the metrics of performance, and all three competency categories had positive post-intervention self-efficacy ratings. In terms of growth in self-efficacy from pre-intervention to post-intervention, BPM was the only competency category that did not show a significant growth, however the satisfaction data indicated that students found that the use of SYSPRO improved their competencies in business process understanding. Usability was evaluated in terms of navigation, presentation and learnability. Learnability was the only usability measure in the neutral range, with the other measures falling in the positive range. This confirms related studies reporting that ERP systems are not designed for learning. Overall the students enjoyed the practical application of the theory by using SYSPRO. Several positive and negative features of the user interface were provided which can be used in the design of improved ERP systems for instructional purposes. The results of this investigation can assist in narrowing the gap between industry requirements and IS education programmes. The ERP competency set provides a standardised list of skills and knowledge which is the starting point for any skills improvement program. The ERPEd framework can improve the quality of ERP courses and the competencies of IS graduates. This in turn, can benefit the business community since it will improve the chances of ERP project success. This research is a major contribution to both government and academic initiatives in South Africa to address both the ICT skills problem as well as the need for ERP specialists

A framework for the adoption of enterprise resource planning (ERP) systems in higher education

Information Communication Technology (ICT) practitioners and Enterprise Resource Planning (ERP) specialists are highly sought after globally and in South Africa. In order to address this need for ERP specialists, several studies propose that ERP systems should be adopted in the Information Systems (IS) curricula in higher education institutions (HEIs) for instructional purposes. Whilst many HEIs in the United States, Australia and Europe have successfully adopted ERP systems into their curricula, less than 30% of South African HEIs have followed this trend. The adoption of ERP systems is a challenging process as such systems are resource-intensive, costly, complex, and have a steep learning curve. Educators are faced with resource problems and a dearth of options relating to the adoption process. In addition it is critical that the skills and knowledge competencies attained in these courses are industry-relevant. Several education frameworks have been recommended to assist educators with the process of adopting an ERP system in the curriculum, but these frameworks are not comprehensive since they do not consider all the factors relating to the adoption of an ERP system. In addition existing frameworks are not based on industry-relevant competencies but rather on educational objectives. This has resulted in a difference between the competencies required by organisations and those produced by higher education. Whilst there are several research studies on ERP education, empirical studies on frameworks supporting the adoption of ERP systems in HEIs for instructional purposes are limited, particularly on the impact of these frameworks on educational outcomes. The impact of the usability of the ERP system on educational outcomes has also not been fully explored. A survey of ERP consulting organisations in South Africa confirmed that these organisations struggle to obtain ERP specialists with the appropriate competencies. The survey results also contributed to a standardised, comprehensive, set of industry-relevant ERP competencies. The competency set forms part of a comprehensive Competency Framework for ERP System Adoption in IS Higher Education (ERPEd), which can assist educators with the decisions relating to the adoption of an ERP system into the IS curriculum. It includes all the categories of competencies relevant to industry and maps these onto a recommended ERP system adoption approach, an ERP learning tool, as well as the appropriate level of adoption. The application of the ERPEd framework to a case study, the Management Information Systems (MIS) course at the Nelson Mandela Metropolitan University (NMMU), resulted in the adoption of the SYSPRO medium-sized ERP system into the MIS course with the hands-on approach. The empirical results of the evaluation of the case study revealed that the hands-on use of a medium-sized ERP system, SYSPRO, can successfully contribute to the attainment of educational outcomes. These outcomes were mapped to the three core competencies addressed by the MIS course, which were ERP Theory and Concepts, ERP Transactions and Business Process Management (BPM). The educational outcomes evaluated were the measures of performance, self-efficacy and usability. Self-efficacy included satisfaction with the adoption approach. The results were positive in terms of all the metrics of performance, and all three competency categories had positive post-intervention self-efficacy ratings. In terms of growth in self-efficacy from pre-intervention to post-intervention, BPM was the only competency category that did not show a significant growth, however the satisfaction data indicated that students found that the use of SYSPRO improved their competencies in business process understanding. Usability was evaluated in terms of navigation, presentation and learnability. Learnability was the only usability measure in the neutral range, with the other measures falling in the positive range. This confirms related studies reporting that ERP systems are not designed for learning. Overall the students enjoyed the practical application of the theory by using SYSPRO. Several positive and negative features of the user interface were provided which can be used in the design of improved ERP systems for instructional purposes. The results of this investigation can assist in narrowing the gap between industry requirements and IS education programmes. The ERP competency set provides a standardised list of skills and knowledge which is the starting point for any skills improvement program. The ERPEd framework can improve the quality of ERP courses and the competencies of IS graduates. This in turn, can benefit the business community since it will improve the chances of ERP project success. This research is a major contribution to both government and academic initiatives in South Africa to address both the ICT skills problem as well as the need for ERP specialists

Semantic discovery and reuse of business process patterns

Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse

Essays on Technology-Mediated Training: Implications for Design and Evaluation

Information technology (IT) is increasingly used to impart a variety training skills, and these skills may range from specific software application operations and computer programming to learning about generic business processes. Using IT to assist training is broadly termed “Technology-Mediated Learning” (TML). Following the three essay model, this dissertation examines training interventions in the context of TML. In Essay 1, a thorough literature survey of technology training in Information Systems (IS) was conducted, resulting in clarification of the nomenclature used in TML. Essay 1 also identified of two leading theories used in TML research: (a) Social cognitive theory (SCT) (b) cognitive load theory (CLT). These two theories were subsequently explored in detail in Essay 2 and Essay 3. According to SCT, humans learn via observational learning (OL) processes of attention, retention, production, and motivation. Essay 2 developed and tested a nomological model of relationships among OL processes. Essay 2 also examined the effectiveness of a mental rehearsal training intervention in the technology-mediated training context of Enterprise Resource Planning (ERP) simulation. A between-subjects quasi-experiment with n = 150 was conducted to do so, where the control group received training which espoused vicarious learning as well as enactive learning to form the baseline. The treatment group was exposed to additional mental rehearsal. The results supported the hypothesized model of observational learning. Further, the mental rehearsal (i.e., intervention) group formed knowledge structures that shared greater similarity with ERP experts’ knowledge structures compared to the control group. The treatment group also scored significantly higher in terms of business process knowledge and integration knowledge compared to the control group. Essay 3 examined the mechanism behind the effectiveness of mental rehearsal in a technology-mediated training context of Massively Open Online Classes (MOOCs). To do so, it employed cognitive load theory (CLT). A randomized two-group post-test online experiment was conducted with a sample size of 258 to test the conjecture that mental rehearsal reduced extraneous load while enhanced germane load. Results supported the hypotheses related to germane load and extraneous load. It was also found that mental rehearsal led to the formation of knowledge structures that shared greater similarity to experts’ knowledge structures compared to the control group. Thus, supporting the notion that mental rehearsal enhances the effectiveness of training in TML contexts