“…Immediately following the final simulation run, a questionnaire was administered that measures: (i) perceived learning-students' increased knowledge, increased capabilities, and satisfaction (Arbaugh & Rau, 2007); (ii) participation-the extent to which students engage in social interaction by showing interest in others' ideas, offering suggestions, and attending to other team members during learning exercises (Goel et al, 2010); (iii) organizational identification-a psychological state in which students' goals align with those of the supply chain team such that students feel responsible for the performance of the team (Mael & Ashforth, 1992); and (iv) control variables-section (dichotomous variables), undergraduate business major (dichotomous variable where the value of one indicates business major), months of professional experience, prior lean and six sigma knowledge, and motivation to learn LSS concepts (cf., Cabrera et al, 2001). Immediately following the final simulation run, a questionnaire was administered that measures: (i) perceived learning-students' increased knowledge, increased capabilities, and satisfaction (Arbaugh & Rau, 2007); (ii) participation-the extent to which students engage in social interaction by showing interest in others' ideas, offering suggestions, and attending to other team members during learning exercises (Goel et al, 2010); (iii) organizational identification-a psychological state in which students' goals align with those of the supply chain team such that students feel responsible for the performance of the team (Mael & Ashforth, 1992); and (iv) control variables-section (dichotomous variables), undergraduate business major (dichotomous variable where the value of one indicates business major), months of professional experience, prior lean and six sigma knowledge, and motivation to learn LSS concepts (cf., Cabrera et al, 2001).…”