Exploring quantitative skills provision in European logistics and supply chain education

Paper presented at 20th ISL, 5th – 8th July 2015, Bologna Italy Abstract: Logistics comprises functional ‘stop’ and ‘go’ activities such as warehousing, inventory management and transport, and logistics strategy has focussed on making these activities more efficient, effective and relevant (Grant, 2012). Techniques for doing so require quantitative skills for logistical system design and analysis and hence logisticians should possess a degree of quantitative skills to undertake these tasks. The broader concept of supply chain management (SCM) includes developing and managing relationships with stakeholders, internally and externally, along the supply chain– such stakeholders include shareholders, employees, customers, suppliers and possibly even competitors in collaborative opportunities. Accordingly, both logisticians and supply chain managers should also embrace ‘softer’ management and less quantitative skills in order to achieve these functions. However, this is not to say that both types of skills are not required at all levels

LSS, a problem solving skill for graduates and SMEs: Case Study of investigation in a UK Business School curriculum

Purpose - This research aims to investigate the feasibility of a systematic Lean Six Sigma (LSS) education through the curriculum of business schools to respond to the existing gap between the graduate’s expectation of employability and skill requirements by the Small and Medium Sized Enterprises (SMEs). Design/approach/methodology - One UK business school has been used as a case study to conduct an extensive module and programme review followed by a semi-structured interview with the potentially suitable core and programme-specific module leaders and also the comparative Analysis between content of these modules and the existing LSS high-street training themes. Findings – The result revealed a high potential of the existing modules in the business schools equivalent to the private sector training providers to increase the level of LSS problem solving knowledge and skill for all graduates and improve their employability and productivity for the SMEs. Practical implications/limitations – This research has been carried out in a single UK–based Business School through a qualitative approach. A further in-depth analysis in a broader scale is required to investigate the practical implications in a better way. Originality/Value – The result of this study highlights the role of LSS to reduce the knowledge and skill gap between the business schools as the source of the explicit knowledge, graduates as the knowledge and skill bearer, and SMEs as the knowledge and skill users

B2C Mass Customization in the Classroom

The purpose of this article is to describe an internet-based mass customization assignment in Operations Management/Supply Chain Management classes where students utilize the Web site of a company that offers a customized product. Students evaluate the user interface, judge the value proposition of the product they demonstrate, and discuss issues of product design, process design and scheduling, inventory management, Supply Chain Management, marketing, and competitors. The students learn about mass customization from both the producer\u27s perspective and the consumer\u27s perspective. Through their own research and the class presentations students are able to develop a better understanding of the implementation requirements and challenges of mass customization. The assignment is highly interactive and has been successfully used in Operations Management and Supply Chain Management courses at under-graduate and graduate levels and at multiple universities. In addition, practitioners interested in implementing a mass customization process can use the assignment as a brainstorming or benchmarking exercise

Operations Management Curricula: Literature Review and Analysis

A review and analysis of studies on the interface between Operations Management (OM) academicians and industry practitioners indicate the existence of a persistent gap between what is being taught and what is relevant to practitioners in their daily jobs. The majority of practitioner studies have been directed at upper management levels, yet academia typically educates students for entry level or management trainee (undergraduate) and mid-management (MBA) positions. A recurring finding was that academicians prefer to teach quantitative techniques while practitioners favor qualitative concepts. The OM curricula literature shows some disagreements between academicians concerning subject matter, and a wide variety of teaching opinions. This paper provides an extensive analytical review of OM curricula literature along with their respective authors’ conclusions. From this analysis we suggest a customer-focused business plan to close the gap between industry and academia. This plan can be modified to account for faculty teaching and research interests, local industry requirements and institution specific factors such as class sizes and resources

Practitioner Perceptions of the A3 Method for Process Improvement in Health Care

The focus of this article is to present students’ perceptions of the recently developed A3 method, a structured problem-solving approach based on lean concepts and tools that have been adapted to the health care environment. The students were all employees of a large health care provider and were enrolled in a customized health care executive MBA Program. Each student was required to complete an individual A3 Project in order to improve a process at the department for which they worked. At the end of the semester the students presented their A3 projects to their peers who voted on the best projects. A survey measuring perceptions of the A3 method for problem solving in health care was administered and from it we present propositions for A3 implementation. These propositions are applicable both to health care practitioners and to academic researchers

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

Lost, Dysfunctional or Evolving? A View of Business Schools from Silicon Valley

Recent articles have rekindled discussions around the direction and relevance of US business schools. The two main viewpoints are distinct but equally critical. On one hand, business schools are considered overly focused on “scientific research” and having lost their connection to “real world” and management issues. On the other hand, schools are considered “dysfunctionally” focused on media rankings and short-term superficial marketing fixes. Our study of educational opportunities and workforce development in Silicon Valley suggests a different viewpoint. We agree that both approaches correctly identify the challenge of preparing managers in globalized world. However, we believe they misdiagnose the cause of the failure. Rather than being lost or dysfunctional, we believe business programs — like the firms and students they serve — are in the process of evolving to meet a shifting global and local environment. Our findings indicate that business schools face structural, content, and program shifts. Educationally, business programs continue to be seen as doing a good job of educating their students in core functional areas and processes. However, they do less well in teaching their graduates interpersonal skills, real-time decision-making, recognition of contexts, and integration across functional areas. These are increasingly the skills demanded by the global business environment. Even more challenging is meeting the demand for both sets of skills within very specialized fields like technology management. Structurally, new types of students and learning demands are placing stresses on traditional full-time two-year programs and their business models. Women and minority groups increasingly form the majority of the future student population, with distinct needs and demands for part-time and executive education. This shift is also evident in demands for life-long learning and engagement as opposed to a fixed, one-shot program experiences. These challenges require business schools to build upon what they do well, while innovating to serve new business and student needs.management education; Silicon Valley; globalization; technology

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

LSS, a problem solving skill for graduates and SMEs: Case Study of investigation in a UK Business School curriculum

Purpose - This research aims to investigate the feasibility of a systematic Lean Six Sigma (LSS) education through the curriculum of business schools to respond to the existing gap between the graduate’s expectation of employability and skill requirements by the Small and Medium Sized Enterprises (SMEs). Design/approach/methodology - One UK business school has been used as a case study to conduct an extensive module and programme review followed by a semi-structured interview with the potentially suitable core and programme-specific module leaders and also the comparative Analysis between content of these modules and the existing LSS high-street training themes. Findings – The result revealed a high potential of the existing modules in the business schools equivalent to the private sector training providers to increase the level of LSS problem solving knowledge and skill for all graduates and improve their employability and productivity for the SMEs. Practical implications/limitations – This research has been carried out in a single UK–based Business School through a qualitative approach. A further in-depth analysis in a broader scale is required to investigate the practical implications in a better way. Originality/Value – The result of this study highlights the role of LSS to reduce the knowledge and skill gap between the business schools as the source of the explicit knowledge, graduates as the knowledge and skill bearer, and SMEs as the knowledge and skill users