Decision Making in an Integrated Business Process Context: Learning Using an ERP Simulation Game

Cronan, Timothy Paul; Douglas, David; Alnuaimi, Omar; Schmidt, Pamela J.

doi:10.1111/j.1540-4609.2011.00303.x

Cited by 35 publications

(28 citation statements)

References 9 publications

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“…Recent innovations in business education seek to improve business process knowledge growth using real-time business simulations utilizing hands-on ERP usage ͑Léger 2006; Cronan et al 2011͒. Business process knowledge is a part of the core knowledge base supporting ERP knowledge.…”

Section: Introductionmentioning

confidence: 99%

A Review of ERP Research: A Future Agenda for Accounting Information Systems

Grabski

Leech

Schmidt

2011

Journal of Information Systems

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267

195

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ERP systems are typically the largest, most complex, and most demanding information systems implemented by firms, representing a major departure from the individual and departmental information systems prevalent in the past. Firms and individuals are extensively impacted, and many problematic issues remain to be researched. ERP and related integrated technologies are a transformative force on the accounting profession. As the nature of business evolves, accounting expertise is being called on to make broader contributions such as reporting on nonfinancial measures, auditing information systems, implementing management controls within information systems, and providing management consulting services. This review of ERP research is drawn from an extensive examination of the breadth of ERP-related literature without constraints as to a narrow timeframe or limited journal list, although particular attention is directed to the leading journals in information systems and accounting information systems. Early research consisted of descriptive studies of firms implementing ERP systems. Then researchers started to address other research questions about the factors that lead to successful implementations: the need for change management and expanded forms of user education, whether the financial benefit outweighed the cost, and whether the issues are different depending on organizational type and cultural factors. This research encouraged the development of several major ERP research areas: ͑1͒ critical success factors, ͑2͒ the organizational impact, and ͑3͒ the economic impact of ERP systems. We use this taxonomy to establish ͑1͒ what we know, ͑2͒ what we need, and ͑3͒ where we are going in ERP research. The objective of this review isThe authors are indebted to Roger Debreceny for his considerable guidance and support during the review process.Additional resources for this paper are available online through the American Accounting Association's electronic publications system at: http://aaapubs.org/. Subscribers should use their usernames and passwords for entry into the system where the online resources can be reviewed and printed. If you are a subscriber to the Journal of Information Systems and have any trouble accessing this material, then please contact the AAA headquarters office at info@aaahq.org or ͑941͒ 921-7747. 37to synthesize the extant ERP research reported without regard to publication domain and make this readily available to accounting researchers. We organize key ERP research by topics of interest in accounting, and map ERP topics onto existing accounting information systems research areas. An emphasis is placed on topics important to accounting, including ͑but not limited to͒ the risk management and auditing of ERP systems, regulatory issues, the internal and external economic impacts of ERP systems, extensions needed in ERP systems for XBRL, for interorganizational support, and for the design of management control systems.

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Section: Introductionmentioning

confidence: 99%

A Review of ERP Research: A Future Agenda for Accounting Information Systems

Grabski

Leech

Schmidt

2011

Journal of Information Systems

Self Cite

267

195

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“…In fact, alread y 15 plus years ago, virtually all business schools used sim ulations of som e sort in their curricula (Faria, 1998;Faria, et al, 2009). Ed ucators are typically very enthusiastic about the various benefits of using sim ulations in their teaching, and ind eed , evid ence suggests that stud ents perceive sim u lations as highly m otivating and engaging task environm ents (Cronan et al, 2011). Surprisingly, how ev er, research 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 …”

Section: Methodsmentioning

confidence: 99%

“…With regard to the form er, one m ajor issue is that quite a few stud ies that report positive effects on learning d o not em ploy stud y d esigns that w ould allow such conclusions. Many stud ies, for instance, lack a control group (e.g., Ad obor & Daneshfar, 2006;Cronan et al, 2011;Chung, et al, 2001;H ung, 2008;Qud rat-Ullah, 2010), w hich challenges the valid ity of claim s that reported perform ance increases can in fact be attributed to the use of the particular sim ulation. Another challenge is am biguity in w hat constitutes an ind icator of learning success.…”

Section: Micro-worlds As Learning Toolsmentioning

confidence: 99%

A problem shared is learning doubled: Deliberative processing in dyads improves learning in complex dynamic decision-making tasks

Beckmann

Birney

et al. 2015

Computers in Human Behavior

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(2015) 'A problem shared is learning doubled : deliberative processing in dyads improves learning in complex dynamic decision-making tasks.', Computers in human behaviour., 48 . pp. 654-662. Further information on publisher's website:http://dx.doi.org/10. 1016/j.chb.2015.01.052 Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Computers in Human Behavior. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be re ected in this document. Changes may have been made to this work since it was submitted for publication. A de nitive version was subsequently published in Computers in Human Behavior, 48, July 2015, 10.1016/j.chb.2015.01.052. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. This article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting and proofreading process, which might lead to differences between this version and the version of record.Beckmann, N., Beckmann, J. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 Abstract Whilst m icro-w orld s or sim ulations have increasingly been used in higher ed ucation settings, stud ents d o not alw ays benefit as expected from these learning opportunities. By using an experim ental-control group d esign w e tested the effectiveness of structu ring the task environment so as to encourage learners to approach sim ulations m ore system atically. Seventy -one professionals w ho participated in a postgrad uate-level m anagem ent program w orked on a m anagem ent sim ulation either ind ivid ually (n = 35) or in d yad s (n = 36) w hile exploring the sim ulation (exploration phase). Peer interactions in the shared learning cond ition w ere structured so that learners w ere encouraged to em ploy hypothesis-testing strategies. All participants then com pleted the sim ulation again ind ivid ually so as to d em onstrate w hat they had learned (perform ance phase). Baseline m easures of cognitive ability and personality w ere also collected . Learners w ho explored the sim ulation in the shared learning cond ition outperform ed their co unterparts w ho explored the sim ulation ind ivid ually. A sim p le m anipulation of th...

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“…The construct business process knowledge refers to the understanding of cross‐functional, interconnected business processes. This is part of the core set of multidisciplinary knowledge needed for an individual to operate effectively in a modern integrated enterprise (Cronan et al., ; Jacobs & Weston, ). Businesses seek success based on executing processes which are closely coordinated and optimized across functional departments.…”

Section: Hypothesesmentioning

confidence: 99%

To Use or Not to Use—ERP Resistance is the Question: The Roles of Tacit Knowledge and Complexity

Freeze

Schmidt

2015

Decision Sci J Innov Edu

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Enterprise Resource Planning (ERP) systems in business environments demand multidisciplinary understanding and collaboration between functional departments. The traditional educational paradigm isolates the learning of each functional discipline as if business people operated in functional isolation. ERP system value can only be realized by collaborating across business functions. Integral to the success of ERP use is the tacit or unconscious understanding of the concepts underlying business processes and the dynamic interplay of collaborating business functions. Resistance to ERP systems often occur due to the high complexity of these business processes. This study describes an experiment in ERP based on an immersive experiential learning environment using the leading commercial ERP system to create a realistic and dynamic business situation. Multidisciplinary knowledge is measured by multiple methods of self‐reported and knowledge structure assessment. Survey measures of both declarative and tacit knowledge are used to assess student learning, and standard measures assess perceived resistance to ERP use. Results show perceived complexity to be a parsimonious predictor of resistance to ERP use. Findings further support the importance of assessing tacit knowledge (gained from conceptual experiential learning), and demonstrates avenues to create a highly effective multidisciplinary learning program.

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Decision Making in an Integrated Business Process Context: Learning Using an ERP Simulation Game

Cited by 35 publications

References 9 publications

A Review of ERP Research: A Future Agenda for Accounting Information Systems

A Review of ERP Research: A Future Agenda for Accounting Information Systems

A problem shared is learning doubled: Deliberative processing in dyads improves learning in complex dynamic decision-making tasks

To Use or Not to Use—ERP Resistance is the Question: The Roles of Tacit Knowledge and Complexity

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