Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30127
Business Skills Laboratory in Action: Combining a Practice Enterprise Model and an ERP-Simulation to a Comprehensive Business Learning Environment

Authors: Karoliina Nisula, Samuli Pekkola

Abstract:

Business education has been criticized for being too theoretical and distant from business life. Different types of experiential learning environments ranging from manual role-play to computer simulations and enterprise resource planning (ERP) systems have been used to introduce the realistic and practical experience into business learning. Each of these learning environments approaches business learning from a different perspective. The implementations tend to be individual exercises supplementing the traditional courses. We suggest combining them into a business skills laboratory resembling an actual workplace. In this paper, we present a concrete implementation of an ERP-supported business learning environment that is used throughout the first year undergraduate business curriculum. We validate the implementation by evaluating the learning outcomes through the different domains of Bloom’s taxonomy. We use the role-play oriented practice enterprise model as a comparison group. Our findings indicate that using the ERP simulation improves the poor and average students’ lower-level cognitive learning. On the affective domain, the ERP-simulation appears to enhance motivation to learn as well as perceived acquisition of practical hands-on skills.

Keywords: Business simulations, experiential learning, ERP systems, learning environments.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1132359

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 473

References:


[1] W. G. Bennis, and J. O’Toole, “How Business Schools Lost Their Way,” Harvard Business Review, vol. 82, no. 3, pp. 96-104, 2004.
[2] H. Mintzberg, Managers Not MBAs. London: Pearson Education, 2004.
[3] J. Pfeffer, and C.T. Fong, “The End of Business Schools? Less Success than Meets the Eye,” Academy of Management Learning and Education, 1(1), pp. 78-95. 2002.
[4] S. M., Datar, D. A. Garvin, and P. G. Cullen, “Rethinking the MBA: Business Education at a Crossroads,” Journal of Management Development, vol. 30, no. 5, pp. 451-462, 2011.
[5] R. Chia, “The Nature of Knowledge in Business Schools,” Academy of Management Learning and Education, vol. 7, no. 4, pp. 471-486, 2008.
[6] A. Woods, and C. Dennis, “What do UK Small and Medium sized Enterprises Think about Employing Graduates?” Journal of Small Business and Enterprise Development, vol. 16, no. 4, pp. 642-659, 2009.
[7] E. Sheppard, S. Minocha, and D. Hristov, “Practice Weeks @ Bedfordshire: An Innovative Response to Criticisms of Management Education,” The International Journal of Management Education, vol. 13, pp. 106-117, 2015.
[8] D. A. Kolb, Experiential learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall, 1984.
[9] M. A. Govekar, and M. Rishi, “Service learning: Bringing real-world education into the B-school classroom”, Journal of Education for Business, vol. 83, no. 1, pp. 3-10, 2007.
[10] P. McCarthy, and H. McCarthy, “When case studies are not enough: integrating Experiential Learning into Business Curricula,” The Journal of Education for Business, vol. 81, no. 4, pp. 201-204, 2006.
[11] B. K. Blaylock, J.L. McDaniel, C.F. Falk, F. Hollandsworth and J. M. Kopf, “A Borrowed Approach for a More Effective Business Education,” Journal of Management Education, vol. 33, no. 5, pp. 577-595, 2009.
[12] F. Gramlinger, “The Advantages and Disadvantages of Learning and Teaching in a Practice Firm,” In: R.H. Mulder and P.F.E. Sloane (Eds). New Approaches to Vocational Education in Europe: the Construction of Complex Learning-teaching Arrangements, Oxford: Symposium-Books, 2004, pp. 83-92.
[13] U. Ask, G. Juell-Skielse, J. Magnusson, D. Olsen, and T. Päivärinta, “Enterprise Systems as Vehicles of Pedagogic Innovation - Enterprise System Inclusion in Higher Education,” in Proceedings of the 5th International Conference on Enterprise Systems, Accounting and Logistics, Crete Island, Greece, 2008.
[14] R. Ayyagari, “Hands-on ERP Learning: Using OpenERP®, an Alternative to SAP®,” Journal of Information Systems Education, vol. 22, no. 2, pp. 123-134, 2011.
[15] E. Monk, and M. Lycett, “Measuring Business Process Learning with Enterprise Resource Planning Systems to Improve the Value
 of Education,” Education of Information Technologies, vol. 21, pp. 747-768, 2016.
[16] D. R. Krathwohl, “A Revision of Bloom's Taxonomy: An Overview,” Theory into Practice, vol. 41, no. 4, pp. 212-218, 2002.
[17] P. H. Anderson, and L. Lawton, “Business Simulations and Cognitive Learning: Developments, Desires, and Future Directions,” Simulation and Gaming, vol. 40, no. 2, pp. 193-216, 2009.
[18] L. W. Anderson, D. R. Krathwohl, P. W. Airasian, K. A. Cruikshank, R. E. Mayer, P. R. Pintrich, and M. C. Wittrock, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Loman, Inc, 2001.
[19] D. R. Krathwohl, B. S. Bloom, and B. B. Masia, Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: The Affective Domain. New York: David McKay, 1964.
[20] B. J. Simpson, “The Classification of Educational Objectives: Psychomotor Domain,” Illinois Journal of Home Economics, vol. 10, no. 4, pp. 110-114. 1966.
[21] R. S. Grabinger, and J. C. Dunlap, Rich Environments for Active Learning. Association for Learning Technology Journal, 3(2), pp. 5-34, 1995.
[22] Europen-Pen International. “What is a Practice Enterprise,” Retrieved from http://www.penworldwide.org/practiceenterprise.html November 8, 2016.
[23] A. Borgese, A. “Virtual Enterprise: Transforming Entrepreneurship Education,” Journal of Instructional Pedagogies, vol. 6, pp. 1-8, 2011.
[24] M. Collan, and J. Kallio-Gerlander, “Educating Multi-disciplinary Student Groups in Entrepreneurship: Lessons Learned from a Practice Enterprise Project.” Proceedings of the FINPIN Conference. Lahti, Finland: Lahden ammattikorkeakoulu, 2007.
[25] L. Tampieri, “The Network of Ties in a Practice Firm for the Education to Entrepreneurship - the Case of Perting Ltd.,” Procedia - Social and Behavioral Sciences, vol. 116, pp. 1073-1082, 2014.
[26] E. Riebenbauer, and M. Stock, “Förderung unternehmerischen Denkens und Handelns in der universitären Übungsfirma,” Zeitschrift für Hochschulentwicklung, vol. 10, no. 3, pp. 129-140. 2015.
[27] J. Santos, J. Students' Perceptions of the Practice Firms Network Learning Environment in Brazil: A Phenomenographic Approach. Doctoral dissertation. Lancaster University, United Kingdom. Retrieved 2.3.2017 from http://eprints.lancs.ac.uk/61558/1/Santos.pdf, 2008.
[28] B. Greimel-Fuhrmann, “Entwicklung von Akzeptanz und Motivation für das Arbeiten in der Übungsfirma,” Berufs- und Wirtschaftspädagogik online, vol. 10, pp. 1-17, 2006.
[29] G. Neuweg, “Ein Lernort eigener Prägung? 20 Jahren Übungsfirmen an Österreichs kaufmännischen Vollzeitschulen,” Berufs- und Wirtschaftspädagogik online, vol. 10, pp. 1-16, 2014.
[30] K. Nisula, and S. Pekkola, “ERP-based Simulation as a Learning Environment for SME Business,” The International Journal of Management Education, vol. 10, no. 1, pp. 39-49, 2012.
[31] F. Gramlinger, “Kompetenzerwerb im österreichischen beruflichen Bildungswesen am Beispiel der kaufmännischen Vollzeitschulen,” In Ertl, H. und P. Sloane (Hrsg.), Kompetenzerwerb in der Berufsbildung: Erwerb und Transfer von Kompetenzen aus dem internationaler Perspektive, Paderborn: Eusl, 2005, pp. 82-101.
[32] T. Deissinger, “Making Schools Practical - Practice Firms and Their Function in the Full-time Vocational School System in Germany,” Education and Training, vol. 49, no. 5,
pp. 364-379, 2007.
[33] T. Deissinger, and M. Ruf, “Der Schulversuch ‘Kaufmännisches Berufskolleg mit Übungsfirma’ im Kontext des novellierten Berufsbildungsgesetzes,” Zeitschrift für Berufs- und Wirtschaftspädagogik, vol. 103, pp. 345-365, 2007.
[34] A. Glombitza, “A Blended Practice-enterprise Course for Language Learning in an International Business Community,” Journal of e-Learning and Knowledge Society, vol. 8, no. 3, pp. 67-77, 2012.
[35] R. Graziano, “The Virtual Enterprise Simulation: Students’ Perceptions of an Experiential, Active Learning Strategy for Business and Career Education,” Unpublished doctoral dissertation, Hofstra University, New York, 2003.
[36] P. Krauskopf, and J. Frei, “Eine (Fach-)Kompetenzmatrix als Instrument für die Weiterentwicklung des Übungsfirmenunterrichts - eine wertvolle Hilfe zur Stärkung der Fachkompetenzen von Schüler/innen,” Wissenplus – Österreichische Zeitschrift für Berufsbildung. Vol. 5–11/12, pp. 39-43, 2012.
[37] G. Neuweg and A. Pfatschbacher, “Was wir aus Schulzeugnissen über den Charakter der Übungsfirmenarbeit lernen können - Eine empirische Untersuchung zur Leistungsbeurteilung im Übungsfirmenunterricht an kaufmännischen Vollzeitschulen in Österreich,” Wissenplus - Österreichische Zeitschrift für Berufsbildung, vol. 31, no. 5, pp. 21-25, 2013.
[38] A. Borgese, “At Risk Students and Virtual Enterprise,” Tourism and Hospitality Simulations in Applied and Academic Learning, Eric Database number: ED469902. 2001.
[39] E. Clarke, “Learning Outcomes from Business Simulation Exercises,” Education and Training, vol. 51, no. 5/6, pp. 448-459, 2009.
[40] K. R. Goosen, R. Jensen, and R. Wells, “Purpose and learning benefits of simulations: a design and development perspective,” Simulation and Gaming, vol. 32, no. 1, pp. 21–39, 2001.
[41] T. Lainema, and P. Makkonen, “Applying constructivist approach to educational business games: case REALGAME,” Simulation and Gaming, vol. 34, no. 1, pp. 131–149, 2003.
[42] A. J. Faria, D. Hutchinson, W. J. Wellington, and S. Gold, “Developments in business gaming: a review of the past 40 years,” Simulation and Gaming, vol. 40, no. 4, pp. 464–487, 2009.
[43] L. Fowler, “Active Learning: an Empirical Study of the Use of Simulation Games in the Introductory Financial Accounting Class,” Academy of Educational Leadership Learning, vol. 10, no. 3, pp. 93-103, 2006.
[44] J. Washbush, and J.J. Gosen, “An Exploration of Game-derived Learning in Total Enterprise Simulations,” Simulation and Gaming, vol. 32, no. 3, pp. 281-296. 2001.
[45] L. Palmunen, E. Pelto, A. Paalumäki, and T. Lainema, “Formation of Novice Business Students’ Mental Models through Simulation Gaming,” Simulation and Gaming, vol. 44, no. 6, pp. 846-868, 2013.
[46] L. Davidovitch, A. Parush, and A. Shtub, “Simulation-based Learning: the Learning–forgetting–relearning Process and Impact of Learning History,” Computers and Education, vol. 50, pp. 866–880, 2008.
[47] P. A. Langley, and J. D. W. Morecroft, “Performance and Learning in a Simulation of Oil Industry Dynamics”, European Journal of Operational Research, vol. 155, no. 3, pp. 715-732, 2004.
[48] J. Oilhager, and F. Persson, “Simulating Production and Inventory Control Systems: a Learning Approach to Operational Excellence,” Production Planning and Control, vol. 17, no. 2, pp. 113-127, 2006.
[49] F. Pasin, and H. Giroux, “The Impact of a Simulation Game on Operations Management Education,” Computers and Education, vol. 57, pp. 1240-1254, 2011.
[50] P. Thavikulwat, “Life Span as the Measure of Performance and Learning in a Business Gaming Simulation,” Simulation and Gaming, vol. 43, no. 2, pp. 236-256, 2012.
[51] J. David, H. Maccracken, and P. Reckers, “Integrating Technology and Business Process Analysis into Introductory Accounting Courses,” Issues in Accounting Education, vol. 18, no. 4, pp. 417-425, 2003.
[52] P. Hawking, S. Foster, and P. Bassett, “An Applied Approach to Teaching HR Concepts Using an ERP System,” Proceedings of Informing Science and IT Education Conference, Cork, Ireland. European Journal of Operational Research, vol. 155, pp. 715-732, 2002.
[53] U. Ruhi, “An Experiential Learning Pedagogical Framework for Enterprise Systems Education in Business Schools,” The International Journal of Management Education, vol. 14, no. 2, pp. 198-211, 2016.
[54] R. Seethamraju, “Enterprise Systems (ES) Software in Business School Curriculum. Evaluation of Design and Delivery,” Journal of Information Systems Education, vol. 18, no. 1, pp. 69-83, 2007.
[55] M. E. Shoemaker, “What Marketing Students Need to Know about Enterprise Resource Planning (ERP) Systems,” Marketing Education Review, vol. 13, no. 2, pp. 69-77, 2003.
[56] M. Springer, S. Ross, and N. Humann, “Integrating ERP across the Curriculum: a Phased, Three-tiered Approach,” Issues in Information Systems, vol. VIII, no. 1, pp. 84-90, 2007.
[57] D. M. Strong, J. Fedorowicz, J. Sager, G. Stewart, and E. Watson, “Teaching with Enterprise Systems,” Communications of AIS, vol. 17, pp. 2-49, 2006.
[58] C. H. Davis, and J. Comeau, “Enterprise Integration in Business Education: Design and Outcomes of a Capstone ERP-based Undergraduate E-business Management Course,” Journal of Information Systems Education, vol. 15, no. 3, pp. 287-300, 2004.
[59] M. Bradford, B.S. Vijayaraman, and A. Chandra, “The Status of ERP integration in Business School Curricula: Results of a Survey of Business Schools”, Communications of AIS, vol. 12, pp. 437–456, 2003.
[60] T. P. Cronan, P-M. Léger, J. Robert, G. Babin, and P. Charland, “Comparing Objective Measures and Perceptions of Cognitive Learning in an ERP simulation Game: a Research Note,” Simulation and Gaming, vol. 43, no. 4, pp. 461-480, 2012.
[61] C. Legner, T. Estier, H. Avdiji, and T. Boillat, “Designing Capstone Courses in Management Education: Knowledge Activation and Integration Using and ERP-based Simulation Game,” in Thirty Fourth International Conference on Information Systems, December 2013.
[62] R. Seethamraju, “Enhancing Student Learning of Enterprise Integration and Business Process Orientation through an ERP Business Simulation Game,” Journal of Information Systems Education, vol. 22, no. 1, pp. 19-29, 2011.
[63] J.H. Noguera, and E.F. Watson, “Effectiveness of Using an Enterprise System to Teach Process-centered Concepts in Business Education,” Journal of Enterprise Information Management, vol. 17, no. 1, pp. 56-74, 2004.
[64] T. Rienzo, and B. Han, “Does ERP Hands-on Experience Help Students Learning Business Process Concepts?” Decision Sciences Journal of Innovative Education, vol. 9, no. 2, pp. 177-207, 2011.
[65] L. Chen, A. Keys, and D. Gaber, “How Does ERPSim Influence Students' Perceived Learning Outcomes in an Information Systems Course? An empirical study,” Journal of Information Systems Education, vol. 26, no. 2, pp. 135-146. 2015.
[66] P. Charland, P-M. Léger, T. P. Cronan and J. Robert, “Developing and Assessing ERP Competencies: Basic and Complex Knowledge,” Journal of Computer Information Systems, vol. 56, no. 1, pp. 31-39, 2016.
[67] H. Anderson, and L. Lawton, “Assessing Student Performance on a Business Simulation Exercise,” Developments in Business Simulation and Experiential Exercises, vol. 15, pp. 241-245, 1998.
[68] R. Sharda, et al., #Foundation for the Study of Computer-supported Collaborative Learning Requiring Immersive Presence,” Journal of Management Infonrmation Systems, vol. 20, no. 4, pp. 31-63, 2004.