The teaching of linear programming in different disciplines and in different countries

This paper discusses an online survey of linear programming (LP) lecturers in four countries in various disciplines. The study uses Biglan’s [1, 2] classification of disciplines to show that courses in hard-pure and hard-applied subjects were more likely to teach theoretical aspects of linear programming whilst the hard-applied and soft-applied subjects looked more at the application. Further, the soft-applied disciplines were more likely to utilize software during the teaching of the topic. Also, US lecturers were more likely to teach theoretical aspects of LP whilst the UK lecturers were more likely to use common software such as spreadsheets rather than dedicated LP or maths software

Future Directions Of Management Science And Operations Management In Business School Curricula

The fields of Management Science (MS) and Operations Management (OM) have co-existed in business school curricula for over a half century. This paper examines five trends that point toward a bright future for Operations Management in the business curriculum. These trends include an increasing emphasis on global competition, the growth of the supply chain as a competitive weapon, more participation from the Operations function in formulating business strategies, the continued dominance of the service sector over the manufacturing sector in developed economies, and increasing demand for general management skills over technical skills for business school graduates. The de-emphasis on technical skills and the fact that MS techniques have been subsumed into other functional areas indicates that the future of Management Science in the business curriculum may not be as bright

Using an Excel Extension for Selecting the Probability Distribution of Empirical Data

Teaching the steps required for determining the probability distributions of uncertain variables using empirical data is an important part of quantitative and decision analysis courses in business and economics. This paper introduces the concept of distribution fitting of empirical data through and example using an Excel add-in tool

Deconstructing the re-invention of operations management

Purpose: The purpose is to provide an intellectual history of Operations Management, particularly noting recent developments and its underlying continuity with earlier systems and thinking. Operations Management as a discipline identifies its “modern” incarnation as dating from the 1960s when it became more rigorous and managerially focused. This re-invention constructed a “narrative” that the profession still follows, yet a critical perspective reveals significant, though under-appreciated continuity with earlier theory and practice. Design/methodology/approach: This paper presents a comprehensive literature review and comparative analysis of historic developments in management and academia. Findings: In the early 1900s, F. W. Taylor’s Shop Management established Operation Management, but its main component, Scientific Management, had stagnated by the 1950s. At that point, the rise of Management Science both reinvigorated Operations Management and threatened it with a competing new discipline. To compete Operations Management then modernized by redefining itself, reasserting its interest in several areas and co-opting Operational Research tools for those. It also contracted, withdrawing from areas considered vocational, or more suited to Industrial Engineering. Research limitations/implications: This historical overview shows the critical importance of drawing research agenda from practical managerial concerns. Practical implications: Practitioners benefit from the intellectual rigor that academics provide and a historical perspective shows that the relationship has been mutually beneficial. Social implications: The disciplines of Operations Management, Operations Research and Industrial Engineering are complementary and competitive in addressing many problems that transcend their boundaries, and use common ideas and techniques. The demands of “academic rigor” have had a deleterious effect on the practical managerial relevance of these disciplines. Originality/value: A long-term, cross-disciplinary perspective provides a unique understanding of the research interests and practical orientations of these disciplines

Research in operations management teaching: Trends and challenges

[EN] Purpose: The objective is to analyse research in Operations Management (OM) teaching published in high impact journals in the area in order to examine trends and set future challenges. Design/methodology/approach: A bibliometric study was carried out of 45 of the main JCR OM and Management journals for the 1995-2010 period. The 129 articles identified on research in OM teaching were analysed. Findings: There is a dearth of articles on teaching in the main OM and Management journals. Sixty-two point two percent of the journals analysed have not published any and the remainder (17) have devoted only 0.4% of all their publications to this subject area. Descriptive and theoretical/conceptual studies that address teaching innovations dominate. One of the challenges identified that should be highlighted is the need to develop quality empirical studies that enable the real impact of teaching methodologies on improving student performance (in all its different aspects) to be known. Research limitations: The analysis was restricted to 45 of the most important OM and Management journals on the basis of prior studies. This sample can be considered to be representative given the objectives of the study. Practical implications: Researchers in teaching in OM are provided with an analysis of published studies which will enable them to steer future research according to the results and challenges set. Teachers of OM are provided with a selection of articles that can help them to develop their teaching strategy. Companies will be affected to the extent that they properly train future managers. Originality/value: Innovation in teaching is the basis for the improved training and skilling up of students and future company managers. No previous research has been done that examines publications in teaching in OM and Management journals and valorises this major field of study.[ES] Objeto: El objetivo planteado es analizar la investigación en docencia en Dirección de Operaciones (DO) publicada en revistas de alto impacto del área, con objeto de estudiar tendencias y establecer futuros retos. Diseño/metodología/enfoque: Se ha realizado un estudio bibliométrico en 45 de las principales revistas JCR de DO y Management para el periodo 1995-2010. Los 129 artículos identificados sobre investigación en docencia en DO han sido analizados. Aportaciones y resultados: Existe una escasez de artículos sobre docencia en las principales revistas de DO y Management. El 62.2% de las revistas analizadas no han publicado ninguno, y las restantes (17) han dedicado tan solo el 0.4% del total de sus publicaciones a esta temática. Predominan los trabajos descriptivos y teóricos/conceptuales, en los que se abordan innovaciones docentes. Entre los retos identificados destacar la necesidad de desarrollar trabajos empíricos de calidad que permitan conocer el impacto real de las metodologías docentes en la mejora del rendimiento del alumno (en sus diferentes vertientes). Limitaciones: El análisis se ha restringido a 45 de las revistas más importantes de DO y Management basándonos en trabajos previos. Esta muestra puede considerarse representativa dados los objetivos del estudio planteado. Implicaciones prácticas: Los investigadores en docencia en DO reciben un análisis los trabajos publicados que les permitirá orientar sus futuras investigaciones en función de los resultados y retos planteados. A los docentes de DO se les ofrece una selección de artículos que pueden ayudarle en el desarrollo de su estrategia formativa. Las empresas se beneficiarán de este trabajo en la medida de que nuestros resultados pueden ayudar a que se ofrezca al mercado laboral directivos mejor formados. Valor añadido: La innovación en docencia es la base para la mejora de la formación y de la capacitación que obtengan los alumnos y futuros gestores de empresa. No se habían realizado investigaciones previas que estudiaran las publicaciones sobre docencia en revistas de DO y Management y pusieran en valor este importante campo de estudio.Medina López, C.; Alfalla Luque, R.; Marín García, JA. (2011). La investigación en docencia en dirección de operaciones: Tendencias y retos. Intangible Capital. 7(2):507-548. doi:10.3926/ic.2011.v7n2.p507-548S5075487

International Accreditation and the Standards of US Regional Accrediting Agencies

In addition to accrediting American colleges and universities that enroll over 20 million students a year, the US regional accrediting agencies also accredit international institutions. Existing research on international accreditation has not previously investigated the impact that international activity might have on the standards used by US regional accreditors. Examining the changes in accreditation standards from 2000 to 2017, relative to regional accreditation agencies’ international activity over the same period, this research found that international activity is associated with changes in accreditation standards. In particular, international accreditation was found to be associated with the content of accreditation standards pertaining to curriculum and education, faculty and instructional staff, students, and a small number of additional topics pertaining to institutional operations. In some topics, international accreditation was found to be associated with isomorphism across regional accrediting agencies, while in others areas, this study found that international activity was associated with increased diversity among accreditation standards. This variation suggests that the relationship between international accreditation and accreditation standards is complex and warrants further research

Students' approaches to mathematical tasks using software as a black-box, glass-box or open-box

Three mathematical software modes are investigated in this thesis: black-box software showing no mathematical steps; glass-box software showing the intermediate mathematical steps; and open-box software showing and allowing interaction at the intermediate mathematical steps. The glass-box and open-box software modes are often recommended over the black-box software to help understanding but there is limited research comparing all three. This research investigated students' performance and their approaches to solving three mathematical task types when assigned to the software boxes. Three approaches that students may undertake when solving the tasks were investigated: students' processing levels, their software exploration and their self-explanations. The effect of mathematics confidence on students' approaches and performance was also considered. Thirty-eight students were randomly assigned to one of the software boxes in an experimental design where all audio and video data were collected via a web-conference remote observation method. The students were asked to think-aloud whilst they solved three task types. The three task types were classified based on the level of conceptual and procedural knowledge needed for solving: mechanical tasks required procedural knowledge, interpretive tasks required conceptual knowledge; and constructive tasks used both conceptual and procedural knowledge. The results indicated that the relationship between students' approaches and performance varied with the software box. Students using the black-box software explored more for the constructive tasks than the students in the glass-box and open-box software. These black-box software students also performed better on the constructive tasks, particularly those with higher mathematics confidence. The open-box software appeared to encourage more mathematical explanations whilst the glass-box software encouraged more real-life explanations. Mathematically confident students were best able to appropriate the black-box software for their conceptual understanding. The glass-box software or open-box software appeared to be useful for helping students with procedural understanding and familiarity with mathematical terms