Time bucket size and lot-splitting approach

We address the problem of lot splitting for various time bucket lengths in MRP systems. Two approaches for lot splitting can be applied: either use the same (equal) or a variable number of subbatches. Equal subbatching strategies have logistical and computational advantages. Literature states that variable batching strategies are only marginal better. However, these results do not take into account the sensitivity for changes in time bucket length. Managers have reduced time bucket lengths in planning systems. We examine the sensitivity of lot splitting for these changes. Our study reveals that it is not cost-effective to disregard time bucket length when deciding on the number of subbatches. Using the same number of subbatches per time bucket for all products results in substantial cost-differences, where the magnitude is affected by the discontinuity of the total cost curve. For a given time bucket length, a cost difference with a variable number of subbatches per operation of only 2.1% can be obtained if an appropriate, equal number of subbatches for each product can be found. Other equal subbatching strategies show much larger cost differences on average, ranging from 4-11%. In order to obtain these results, a new variable subbatch heuristic has been designed.

Design of a Period Batch Control planning system for cellular manufacturing

Thesis 1 Introduction 2 Relationships between cells 3 Period Batch Control 4 Design factors for basic unicycle PBC systems 5 Models and methods for determining a period length P 6 Modelling the trade-off between N and P 7 Determining a configuration of the PBC system 8 Co- ordination between cells and PBC system design 9 Conclusions and further research Appendices: Short case descriptionsProduction planning Operations management

Bottom-up curriculum innovation through grants for lecturers

The aim of this case study is to evaluate the bottom-up approach of curriculum innovation in higher education through the implementation of Teaching Innovation Grants (TIGs). Through the TIGs, lecturers were granted hours to innovate their course. Of the 81 applications, 52 were granted. The TIGs were implemented in BSc and MSc courses on topics in economics and business. Each grant touched upon one or more of the educational themes - (1) internationalization, diversity &amp; inclusion, (2) ethics, responsibility &amp; sustainability, (3) digital business &amp; data science, (4) employability, and (5) active &amp; blended learning - the faculty board has formulated as ambitions for improving and renewing what and how we teach in our degree programs. Overall, the TIGs has facilitated lecturers in innovating their teaching. They perceived the workload as manageable, but intensive. Support by teaching assistants and/or educationalist was an important factor for a successful implementation.</p

Academic staff on their engagement with curriculum internationalisation:an organisational change perspective

Studies about curriculum internationalisation in higher education frequently report poor academic staff engagement hindering implementation in practice. However, such research does not consider the organisational context in which academics operate. This research applies an organisational change perspective to explore how the context affects the process of engagement and implementation and what to change (content). In a comparative case study of four disciplinary contexts in a West-European university from 2012 to 2020, we disclose the perceptions and experiences of twenty-nine academic staff through in-depth interviews. The academics explain how multiple contextual tensions and inadequate resource management complicate their engagement with curriculum internationalisation. Still, they also reveal evidence of many achievements and strong individual drivers with curriculum internationalisation. Our findings show how disciplinary contextual influences and dynamics create specific perceptions and experiences of curriculum internationalisation in each study programme. This article presents a comprehensive framework of organisational change to explain and facilitate academic staff engagement with curriculum internationalisation in disciplinary communities.</p

Students' experiences with learning mergers and acquisition skills in a multi-disciplinary learning community

The aim of this paper is to evaluate the implementation of an extra-curricular multi-disciplinary, multi-level Learning Community (LC) on Mergers and Acquisition (M&amp;A) of Small-Medium-sized Enterprises (SMEs). This LC was developed according to established guiding principles, namely the theme extends beyond the theme of the regular courses, and it should attract both BSc and MSc students of different disciplines, and enhances students’ professional preparation and employability. The LC consisted of 8 meetings of 2 hours and one meeting for a whole day during a full semester. During the whole day, students played a game in which they had to purchase a company using all acquired knowledge and skills. In the guest lectures offered, students discussed different aspects of M&amp;A with professionals within the field. The LC is evaluated by students on e.g. the content of the LC, what they have learned, the social aspect and guidance, and what could be improved. Overall, the students appreciated the content and structure of the LCs, especially the game, the guest lectures, and the fact that they worked together with students of different disciplines.Ossevoort, M.; Tavenier, D.; Riezebos, J. (2020). Students' experiences with learning mergers and acquisition skills in a multi-disciplinary learning community. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):343-351. https://doi.org/10.4995/HEAd20.2020.11053OCS34335130-05-202

Evaluation of learning communities: principles to guide practice

[EN] The aim of this paper is to evaluate the implementation of extra-curricular learning communities (LCs) that are open for all students at the faculty of Economics and Business. The LCs were developed using established guiding principles that included the choice of the theme, the educational concept, and the scheduling. During 5 semesters, 37 LCs, of which 17 unique LCs, were executed. According to the guiding priniciples, the themes extended beyond themes of regular courses and attracted both BSc and MSc students from different degree programs. Furthermore, the theme enhanced students’ professional preparation and employability. The combination of insight from practice with theory was positively evaluated. Despite the guiding principle, half of the LCs were topic-based instead of project-based. Since students strongly agreed that all LCs were a good learning experience, we have modified this guiding principle. Most points of improvement given by the students concerned the scheduling. They missed the structure they have during regular courses. Especially in the beginning of the LC they want to have more meetings to get a head start. Overall, great commitment of lecturers as well as students led to a successful realisation of these multi-disciplinary, extra-curricular and multi-level LCs.Ossevoort, M.; Riezebos, J. (2019). Evaluation of learning communities: principles to guide practice. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1069-1077. https://doi.org/10.4995/HEAD19.2019.9255OCS1069107