Using a Computer Business Simulation to Measure Effectiveness of Enterprise Resource Planning Education on Business Process Comprehension

Business Process Education is often aided by teaching Enterprise Resource Planning Systems (ERP). ERP systems are large software programs which coordinate and/or control many aspects of a company, forming the backbone of most large organizations’ information systems, integrating all functional areas in an organization and promoting a business process perspective. Universities have been teaching ERP and using commercial ERP for experiential learning for at least 10 years now, yet little conclusive research exists that assesses the effectiveness of using ERP in the classroom to further comprehension of business processes. This paper reviews 9 studies that attempt to assess the educational effectiveness of ERP. The outcomes of that review are used to present research in progress that: (a) business simulation should be better used as a measure of students’ understanding of integrative business processes; and (b) the duration of assessment should cover an entire academic semester’s course outcomes

Enhancing Student Learning of Enterprise Integration through ERP Simulation Game

Difficulty of teaching concepts of business processes and business process orientation using traditional teaching and learning methods is well recognized in the literature. This paper reports on the effectiveness of an initiative that employs ‘ERPSim’, an ERP Business simulation game that uses a simulated and complex business environment supported by industry standard software, SAP. Using this simulation game, this initiative aims to teach process concepts and enterprise integration to students who have no practical experience and limited understanding of business operations and information systems in an Australian Business school. Analysis of the data indicates the success of this initiative, despite some operational problems for the academics and cognitive challenges to some students. The study particularly reports improvement in the understanding of the concepts of integration and business processes, the primary objective of introducing this game. Based on the feedback from participants and the experience of academics in administering the ERP Sim game, this study offers some suggestions for further improvement

Simulation Game Outcomes: A Multilevel Examination of Knowledge Sharing Norms, Transactive Memory Systems, and Individual Learning Goal Orientations

Background. Because computer-based simulation games are widely used in university classrooms, it is important to investigate factors which can lead to effective student team performance and positive individual outcomes. Aim. This correlational study aimed to examine the effects of knowledge sharing norms, transactive memory systems, and individual learning goal orientations on game outcomes. Method. The setting for this study was an undergraduate logistics and supply chain class. The class uses a serious simulation game which is designed to realistically mimic the business transactions within an enterprise resource planning system (ERP). Cross-sectional surveys captured individual learning goal orientations. After multiple rounds of simulation game play, subsequent surveys captured student reactions, perceptions of knowledge sharing behaviors, and transactive memory systems. Results. Two sets of analyses were conducted using a sample of 100 undergraduates performing in 42 teams. At the group-level, OLS regression results suggest that, while there was no effect on objective team performance, knowledge sharing norms enhanced perceptions of team performance, and this effect was mediated through the development of transactive memory systems. For individual-level outcomes, multilevel results suggest that knowledge sharing norms were positively related to satisfaction with the team, but not satisfaction with the task. However, transactive memory systems were positively related both satisfaction with the team and satisfaction with the task. Individual learning goal orientation was positively related to satisfaction with the task but not satisfaction with the team. Conclusion. Our findings suggest that learning goal orientations and norms for knowledge sharing are linked to positive outcomes of team-based simulation game learning activities. Because learning goal orientations are malleable and norms for knowledge sharing can be encouraged, these factors are within the influence of the instructor. As such, they should be nurtured and developed through the active encouragement of experimentation, exploration, and communication between team members

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

Technology readiness in enterprise resource planning gamification to improve student learning outcomes

In online learning, students often experience problems related to the use of technology. One of them is enterprise resource planning (ERP) technology. Therefore, this study aimed to analyze the technology readiness index (TRI) to measure the extent to which students’ readiness for ERP gamification. This research targets students who use ERP gamification during management information systems and accounting information systems courses. The technique of determining the sample is using a census. So that all the population is used as a sample of 153 students in Indonesia, then analyzed using TRI. Through TRI analysis using SEM PLS, most students studying ERP gamification have a medium readiness index. The findings of this research showed that students are very close to technology, so they have a strong adoption of technology. Most students have an explorer character where they are enthusiastic and have high curiosity about learning ERP gamification. Pioneers who need a little encouragement from external parties to adopt ERP gamification. However, typical skeptics should be given a concrete example of the benefits of using ERP in learning. This research is also a benchmark for developing technology-based learning media according to the characteristics of students who are intended for technology in higher education

BPIsim: A Hands-On Simulation to Teach Cash-to-Cash Manufacturing Operating Cycle Processes in a Purchasing, Operations, and Supply Chain Management Context

This paper presents a hands-on simulation that is conducted in an introductory integrated supply chain management course using enterprise resource planning concepts associated with the Cash-to-Cash Manufacturing Operating Cycle. More specifically, this activity simulates the activities in the procure-to-pay, plan-to-produce, and order-to-cash business processes to provide participants the opportunity to learn integration of key business processes in a purchasing, operations, and supply chain management context. The hands-on simulation is called Business Process Integration Simulation, or BPIsim. Participants collaborate on a five-member supply chain team comprised of an end-user, a distributor/dealer, a manufacturer (OEM), and two suppliers. While partaking in the simulation, participants actively experience the exchange of tangible resources (e.g., preprinted documents; prop cash money; packaging; and component, raw, semi-finished, finished, and trading goods inventories, etc.) and construct tangible products for the benefit of the customer. When the simulation is complete, the participants will have learned major ERP concepts and the five major activities associated with plan, source, make, deliver, and return management processes that are prominently highlighted in the seminal Supply Chain Operations Reference (SCOR) Model. Quantitative and qualitative data indicate that the hands-on simulation is not only intuitive, engaging, and fun, but also a highly-effective experiential learning activity to improve understanding of key business processes that span across five key supply chain members

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;

A Cross-Functional Systems Project in an IS Capstone Course

Information systems (IS) practitioners must regularly work cross-functionally with business users when implementing enterprise systems. However, most IS higher education is not truly cross-functional in nature with students typically relying on instructors or even themselves to represent user requirements. To address this gap, we describe an ambitious multi-course project that paired students from an operations management class as business users with students from an undergraduate IS capstone course as systems developers to build an enterprise resource planning (ERP) application. In doing so, we attempted to emulate the critical success factors typically encountered in realistic cross-functional systems projects as identified in existing literature, including top management support, team interaction, communication, project management, and training. We analyze post-project debriefings combined with structural modeling of student survey data to reveal moderate realization of these success factors. We also highlight opportunities for replicating and improving the project as well as review important feedback for our entire IS program