Analysis of higher educational offerings in operations management

Lutz, Heather; Birou, Laura; Kannan, Vijay R.

doi:10.1504/ijiome.2014.067553

Cited by 10 publications

(9 citation statements)

References 10 publications

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“…Even the description of categories such as “location,” “sourcing and supplier management,” “outsourcing and strategic alliances,” and “global issues,” which are at least tangentially related to risk management, included no mention of risk or disruptions. Subsequent studies that have reviewed course descriptions and syllabi (Lutz and Birou, 2013; Onar et al., 2013; Lutz et al., 2014) or pedagogical literature (Visich & Khumawala, 2006; Gravier & Farris, 2008) related to supply chain management or one of its constituent business functions also contain little if any explicit discussion of managing supply chain risks or disruptions in the list of common topics or skills addressed.…”

Section: The Current State Of Risk Management Within the Supply Chainmentioning

confidence: 99%

Teaching supply chain risk management in the COVID‐19 Age: A review and classroom exercise

Ferguson

Drake

2021

Decision Sci J Innov Edu

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The COVID‐19 pandemic has undoubtedly affected every corner of the world in 2020. It has also emphasized the importance of managing supply chain risk and developing an agile supply chain. Supply chain management instructors will likely want to introduce risk management concepts and strategies into their courses to raise their students' sensitivity to the impact of supply chain disruptions. Unfortunately there is currently a dearth of coverage of supply chain disruptions and risk management in the major supply chain management text books as well as in the broader library of supply chain management pedagogical research publications. To help to close this gap in the literature for instructors, we have developed a reading and set of related discussion questions and exercises that detail the causes of the shortage in toilet paper during the pandemic and short‐ and long‐term strategies to make the supply chain more resilient in the future. By focusing on a disruption students likely experienced first‐hand, they can develop a more nuanced understanding of the complexity and interconnectedness of supply chain functions in providing products and services to customers.

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Section: The Current State Of Risk Management Within the Supply Chainmentioning

confidence: 99%

Teaching supply chain risk management in the COVID‐19 Age: A review and classroom exercise

Ferguson

Drake

2021

Decision Sci J Innov Edu

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“…Table 1 shows the breakout of recent research on SCM education. As reflected in the table, recent research reveals a need for updating the framework to teach SCM to ensure that what is being taught is current and relevant to the needs of industry (Bak and Boulocher-Passet, 2013;Lutz and Birou, 2013;Lutz et al, 2014;Birou et al, 2016;Akalin et al, 2016;Gibson et al, 2016;Grogan and Morris, 2016;Walden, 2020).…”

Section: Talent Gapmentioning

confidence: 99%

Undergraduate supply chain management courses: content, coverage, assessment and gaps

Birou

Lutz

Walden

2021

SCM

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Purpose This paper aims to provide the results of a survey of supply chain management (SCM) courses in higher education. This research is unique because it represents the first large-scale study of undergraduate SCM course syllabi taught at universities. Design/methodology/approach The unit of analysis is an SCM syllabus. Content analysis was performed on each syllabus to identify the actual course coverage including requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides the input for a gap analysis between offerings in higher education and those needs identified by practitioners. Findings Data gathering efforts yielded a sample of 109 undergraduate courses representing 79 schools across North America. The aggregate number of topics covered in undergraduate courses totaled 120. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the coverage of supply chain courses and the needs identified by previous academic research. Originality/value This study is the first large-scale content analysis of undergraduate SCM course syllabi. The goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of SCM courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of SCM.

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“…Previous studies have examined the content of OM courses (Lutz, Birou, & Kannan, 2014) and provided a benchmark for curriculum coverage at the undergraduate level (Visich & Khumawala, 2006) and the MBA level (Johnson & Pyke, 2000; Sodhi, Son, & Tang, 2008). Unfortunately, as pointed out by Lutz, Birou, & Kannan (2014), studies on current OM course content and industry needs have become dated. Little effort was made to distinguish between core courses designed for all majors and courses designed specifically for OM/SCM majors.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Instructors have been frustrated by unengaged students (Flamm, Hoffman, Delgadillo, & Ewing, 2008; Visich & Khumawala, 2006). The OM/SCM course was often the first and only exposure to “issues associated with value creation via product‐service delivery systems” (Lutz, Birou, & Kannan, 2014, p. 301). We wanted to teach the course more effectively and efficiently.…”

Section: Introductionmentioning

confidence: 99%

Course Design Process to Create a Coordinated, Experiential, Integrated Core Operations Management Course for Business Majors

Hoefle

Ott

Scherpereel

et al. 2020

Decision Sci J Innov Edu

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We describe our process for transforming a traditional, core operations management/supply chain management (OM/SCM) course into an experiential, integrated, and coordinated course. We developed a vison to create a course that all business majors would find engaging and relevant and that faculty would teach consistently and at the same level of rigor. A primary result was three new learning outcomes that focused on concept integration across operations, the supply chain, and the business. We specifically focused on decision trade-offs and the effects of OM/SCM decisions on other parts of operations, the supply chain, and the business. The redesigned course has been implemented for three semesters. Our experiences offer new insights for redesigning and coordinating an OM/SCM core course and a process that can be implemented in other redesign efforts.

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Analysis of higher educational offerings in operations management

Cited by 10 publications

References 10 publications

Teaching supply chain risk management in the COVID‐19 Age: A review and classroom exercise

Teaching supply chain risk management in the COVID‐19 Age: A review and classroom exercise

Undergraduate supply chain management courses: content, coverage, assessment and gaps

Course Design Process to Create a Coordinated, Experiential, Integrated Core Operations Management Course for Business Majors

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