Measuring the effectiveness of enterprise resource planning education on business process comprehension

This thesis was submitted for the degree of Doctor of Philosophy and was awarded by Brunel UniversityEnterprise Resource Planning Systems (ERP) are very large and complex software packages that run every aspect of an organization. Increasingly, ERP systems are used in higher education to teach business processes, essential knowledge for students competing in today’s business environment. Past research attempting to measure learning business processes with ERP has been inconclusive and lacking in rigor. This dissertation contains a comprehensive research study that uses a critical realist approach to measure business process learning from experiential ERP. Using a business simulation game as a proxy for understanding business processes, students from (1) a US undergraduate program in three separate classes, one using ERP experientially, and (2) two UK postgraduate programs, one experiencing ERP and one not, are assessed both quantitatively and qualitatively. The data analysis results in a causal mechanism for learning, complemented by a list that trigger or suppress that mechanism in particular cases. The results validate the efforts of those using ERP in the classroom, and reaffirm other educational business school endeavors, with educational implications as follows. First, before attempting to learn business processes, students must know about business in order to enable them to learn this complex topic. Second, experiencing ERP systems indeed helps students understand business processes, with a cohesive curriculum integrating ERP benefitting students the most and students at the postgraduate level learning more deeply. Third, students are using the knowledge gained in university classes to make business decisions. Fourth, students should be encouraged to use all information possible for making business decisions instead of relying on their personal understanding of today’s current market, relying on their own business intuition or work experience. Last, teaching methods may need to be adjusted for postgraduates, especially those coming into programs with significant work experience

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

BEYOND THE FIVE-MINUTE UNIVERSITY: IMPROVING LEARNING IN OUR MIS CLASSES

In a classic Saturday Night Live skit in the seventies, Don Novello, in character as Father Guido Sarducci, skewered higher education by proposing to open the Five Minute University. The institution would teach basic statements which students would parrot back, in effect achieving what they would have retained five years after graduation. The skit was a huge success for Novello, because it characterized the state of learning in higher education at that time. Over thirty years later, we seek to understand what is necessary for MIS students to truly learn and find that the discipline’s conceptualization of learning remains largely consistent with the practices mocked in the skit. Although academia’s main mission is to educate students, many faculty continue to rely on pedagogies that focus on memorization, and on assessments that focus on students parroting back answers. This essay explores the components of learning as outlined in Ambrose et al. 2010, applies them to MIS, and makes recommendations to the discipline for improving student learning

Developing a Framework to Understand Student Engagement, Team Dynamics, and Learning Outcomes Using ERPsim

The value of enterprise resource planning (ERP) systems to business organizations has long been recognized with their use being integrated into educational business curricula and training. ERPsim games incorporate live business simulations that enable students to learn about ERP concepts firsthand by working in teams and managing their own companies using SAP ERP software. Prior research has examined the use of ERPsim and learning outcomes, yet to date, there is little if any research that has explored the association of learning outcomes with student engagement and team dynamics, two areas that have continued to grow in importance in many business school programs. This research develops and tests a model to examine these relationships. Validated constructs and a validated survey instrument are created and verified. Study results indicate a positive association between student engagement, team dynamics, and learning outcomes. Results and implications are discussed, and recommendations for further research are presented

fMRI predictors of treatment outcome in pediatric anxiety disorders

A growing number of studies have found evidence that anxiety and depressive disorders are associated with atypical amygdala hyperactivation, which decreases with effective treatment. Interest has emerged in this phenomenon as a possible biological marker for individuals who are likely to benefit from tailored treatment approaches. The present study was designed to examine relationships between pre-treatment amygdala activity and treatment response in a sample of anxious children and adolescents. Participants, who were diagnosed predominantly with Generalized Anxiety Disorder (GAD), underwent functional magnetic resonance imaging (fMRI) scanning prior to treatment with fluoxetine or cognitive behavioral therapy (CBT). Results indicated significant negative associations between degree of left amygdala activation and measures of post-treatment symptom improvement in the group as a whole. Taken together with research on associations between adult amygdala activation and treatment response, these findings suggest that patients whose pre-treatment amygdala activity is the strongest may be particularly likely to respond well to such widely used treatments as selective serotonin reuptake inhibitor (SSRI) medications and CBT

Ventrolateral Prefrontal Cortex Activation and Attentional Bias in Response to Angry Faces in Adolescents with Generalized Anxiety Disorder

Objective: While adolescent anxiety disorders represent prevalent, debilitating conditions, few studies explore their brain physiology. Using event-related functional MRI (fMRI) and a behavioral measure of attention to angry faces, we evaluated differences in response between healthy adolescents and adolescents with generalized anxiety disorder (GAD). Method: In the primary trials of interest, 18 adolescents with GAD and 15 comparisons of equivalent age/gender/IQ viewed angry/neutral face pairs during fMRI acquisition. Following the presentation of each face pair, subjects pressed a button to a probe that was either on the same (congruent) or opposite (incongruent) side as the angry face. Reaction time differences between congruent and incongruent face-trials provided a measure of attention bias to angry faces. Results: Relative to controls, patients with GAD manifested greater right ventrolateral prefrontal cortex (VLPFC) activation to trials containing angry faces. Compared with controls, patients with GAD also showed greater attentional bias away from angry faces. VLPFC activation differences were independent of differences in attentional bias. Conclusions: Adolescents with GAD show greater right VLPFC activation and attentional bias away from angry faces than controls. Enhanced VLPFC engagement may directly relate to anxiety, or may regulate abnormal functioning in another region

A Developmental Examination of Amygdala Response to Facial Expressions

Several lines of evidence implicate the amygdala in face-emotion processing, particularly for fearful facial expressions. Related findings suggest that face-emotion processing engages the amygdala within an interconnected circuitry that can be studied using a functional-connectivity approach. Past work also underscores important functional changes in the amygdala during development. Taken together, prior research on amygdala function and development reveals a need for more work examining developmental changes in the amygdala’s response to fearful faces and in amygdala functional connectivity during face processing. The present study used event-related functional magnetic resonance imaging to compare 31 adolescents (9–17 years old) and 30 adults (21–40 years old) on activation to fearful faces in the amygdala and other regions implicated in face processing. Moreover, these data were used to compare patterns of amygdala functional connectivity in adolescents and adults. During passive viewing, adolescents demonstrated greater amygdala and fusiform activation to fearful faces than did adults. Functional connectivity analysis revealed stronger connectivity between the amygdala and the hippocampus in adults than in adolescents. Within each group, variability in age did not correlate with amygdala response, and sex-related developmental differences in amygdala response were not found. Eye movement data collected outside of the magnetic resonance imaging scanner using the same task suggested that developmental differences in amygdala activation were not attributable to differences in eye-gaze patterns. Amygdala hyperactivation in response to fearful faces may explain increased vulnerability to affective disorders in adolescence; stronger amygdala–hippocampus connectivity in adults than adolescents may reflect maturation in learning or habituation to facial expressions

Abnormal Attention Modulation of Fear Circuit Function in Pediatric Generalized Anxiety Disorder

1. Context. Considerable work implicates abnormal neural activation and disrupted attention to facial-threat cues in adult anxiety disorders. However, in pediatric anxiety, no research has examined attention modulation of neural response to threat cues. 2. Objective. To determine whether attention modulates amygdala and cortical responses to facial threat cues differentially in adolescents with generalized anxiety disorder (GAD) and healthy adolescents. 3. Design. Case-control study. 4. Setting. Government clinical research institute. 5. Participants. Adolescent volunteers, 15 with GAD and 20 diagnosis-free. 6. Main Outcome Measure(s). Blood oxygenation level-dependent (BOLD) signal, as measured via functional magnetic resonance imaging (fMRI). During fMRI scans, participants completed a face-emotion rating task that systematically manipulated attention. 7. Results. While attending to their own subjective fear, patients, but not controls, showed greater activation to fearful than to happy faces (small volume corrected p’s \u3c .05) in a distributed network including the amygdala, ventral PFC (vPFC), and anterior cingulate cortex (ACC). Right amygdala findings appeared particularly strong. Functional connectivity analyses demonstrated positive correlations among the amygdala, vPFC, and cingulate. 8. Conclusions. Findings provide the first evidence in juveniles that GAD-associated patterns of pathological fear-circuit activation are particularly evident during certain attention states. Specifically, fear-circuit hyperactivation occurred in an attention state involving focus on subjectively-experienced fear. These findings underscore the importance of attention and its interaction with emotion in shaping function of the adolescent human fear circuit

The transition to parenthood in obstetrics: Enhancing prenatal care for 2-generation impact

Obstetrics, the specialty overseeing infant and parent health before birth, could be expanded to address the interrelated areas of parents\u27 prenatal impact on children\u27s brain development and their own psychosocial needs during a time of immense change and neuroplasticity. Obstetrics is primed for the shift that is happening in pediatrics, which is moving from its traditional focus on physical health to a coordinated, whole-child, 2- or multigeneration approach. Pediatric care now includes developmental screening, parenting education, parent coaching, access to developmental specialists, brain-building caregiving skills, linkages to community resources, and tiered interventions with psychologists. Drawing on decades of developmental origins of health and disease research highlighting the prenatal beginnings of future health and new studies on the transition to parenthood describing adult development from pregnancy to early postpartum, we have proposed that, similar to pediatrics, the integration of education and intervention strategies into the prenatal care ecosystem should be tested for its potential to improve child cognitive and social-emotional development and parental mental health. Pediatric care programs can serve as models of change for the systematic development, testing and, incorporation of new content into prenatal care as universal, first-tier treatment and evidenced-based, triaged interventions according to the level of need. To promote optimal beginnings for the whole family, we have proposed an augmented prenatal care ecosystem that aligns with, and could build on, current major efforts to enhance perinatal care individualization through consideration of medical, social, and structural determinants of health

Common and specific amygdala-function perturbations in 2 depressed versus anxious adolescents

Context: Few studies directly compare amygdala function in depressive and anxiety disorders. 43 Data from longitudinal research emphasize the need for such studies in adolescents. 44 Objective: To compare amygdala response to varying attention and emotion conditions among 45 adolescents with Major Depressive Disorder (MDD) or anxiety disorders, relative to adolescents 46 with no psychopathology. 47 Design: Case-Control-Study. 48 Setting: Government Clinical Research Institute. 49 Participants: Eighty-seven adolescents matched on age, gender, intelligence, and social class: 26 50 with Major Depressive Disorder (MDD; 14 with and 12 without anxiety disorders), 16 with 51 anxiety disorders but no depression, and 45 with no psychopathology. 52 Main Outcome Measures: Blood oxygenated level dependent signal in the amygdala, measured 53 using event-related functional magnetic resonance imaging. During imaging, participants viewed 54 facial expressions (neutral, fearful, angry, happy) while attention was constrained (afraid, 55 hostility, nose width ratings) or unconstrained (passive-viewing). 56 Results: Left and right amygdala activation differed as a function of diagnosis, facial expression, 57 and attention-condition both when comorbid MDD/anxiety patients were included and excluded 58 (group-by-emotion-by-attention interactions: p-values≤.03). Focusing on fearful-face-viewing 59 events, anxiety and MDD patients both differed in amygdala responses from healthy participants 60 and from each other during passive-viewing. However, both MDD and anxiety patients, relative 61 to healthy participants, exhibited similar signs of amygdala hyper-activation to fearful faces when 62 rating subjectively experienced fear. 63 Conclusions: Adolescent MDD and anxiety disorders exhibit common and distinct functional 64 neural correlates during face processing. Attention modulates the degree to which common or 65 distinct amygdala perturbations manifest in these patient groups, relative to healthy peers