Forthcoming articles

 


International Journal of Information and Operations Management Education

 

These articles have been peer-reviewed and accepted for publication in IJIOME, but are pending final changes, are not yet published and may not appear here in their final order of publication until they are assigned to issues. Therefore, the content conforms to our standards but the presentation (e.g. typesetting and proof-reading) is not necessarily up to the Inderscience standard. Additionally, titles, authors, abstracts and keywords may change before publication. Articles will not be published until the final proofs are validated by their authors.

 

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International Journal of Information and Operations Management Education (5 papers in press)

 

Regular Issues

 

  • Using Cooperative Learning Teams to Improve Exam Scores in the Introduction to Operations Management Class   Order a copy of this article
    by Jason Triche, Phillip Flamm 
    Abstract: The introduction to operations management course is a historically difficult course for students. The novelty of the topics, quantitative rigor, and difficult concepts makes this course challenging for students. To combat this problem, we implemented a unique cooperative learning program over two different semesters at an AACSB accredited business school. Although the cooperative learning program was voluntary, forty-one percent of the students participated in the program. Exam scores were measured for students who participated in weekly learning groups versus those students who did not participate. The findings show that students who participated in the weekly cooperative learning groups scored significantly better than non-attended students on all three exam across two semesters. The positive outcomes are numerous including higher pass rates for the course, students learning to work in groups, and fewer students visiting office hours during the semester.
    Keywords: Cooperative Learning; Student Groups; Operations Management; Improving Exam Scores.

  • Member-Sponsored Projects: A Case Study in a Graduate Operations Management Course   Order a copy of this article
    by Alan Jin, Lifang Wu, Margaret Cunningham, Mina Lee 
    Abstract: Client-sponsored projects are recognized as a powerful experiential learning tool in business education. However, instructors tend to avoid them due to a number of major obstacles. In order to overcome the shortcomings of traditional client-sponsored projects, we introduce a different type of client-sponsored project: member-sponsored group operations projects using a group member as the client. This article describes the structure of this project and how it was implemented in an MBA Operations Management core course, and explains its distinctive features and strengths in comparison to traditional client-sponsored projects, from the instructors perspective. The projects completed by the students, as well as the post-project face-to-face interviews with students, revealed that this pedagogical tool captures the nuances of immersion into an actual business environment. The projects enhanced students learning and have major advantages, compared with traditional client-sponsored projects. This article concludes with the limitations of the study, implications for instructors, and suggestions for future research.
    Keywords: operations management; group projects; client-sponsored projects; client; pedagogical tool; graduate class; MBA; advantages.

  • SUGGESTIONS ON EXECUTIVE EDUCATION PEDAGOGY APPROACHES   Order a copy of this article
    by Ray Qing Cao, Vicky Ching Gu 
    Abstract: Universities are increasingly offering executive education courses (Lubeck, et al., 2016). It is not uncommon for executive clients seeking such education to desire substantial control of course content. An important part of the course content in executive education is the pedagogy selected by educators for their students. Executive education research has shown aligning executive education content to the needs of business organizations is an essential ingredient for successful executive education programs. To implement a customer or client focused strategy, faculty and administrators should learn what type of pedagogy executives prefer for these courses. A survey of 218 executives who had taken executive education courses at universities was used to collect preferential information as a basis for an empirical analysis to answer two research questions: (1) Is the current use of pedagogical approaches in university executive education consistent with the preferences of executives? (2) What specific executive educational pedagogical approaches are currently preferred by executives?
    Keywords: Executive education; information technology; online teaching.

  • Matching Effort to Challenge in Interdisciplinary Graduate Program Development for Data Analytics The Use of Business Process Modeling to Ameliorate Planning Bottlenecks   Order a copy of this article
    by Cem Canel, Jesse Smith, Ann Stapleton 
    Abstract: The need for business process modeling in higher education is increasing as the complexity of degree programs grows to accommodate new fields in the business market. This is evidenced in the field of data analytics, which is interdisciplinary in nature and severely lacking in professional talent. This paper explores the T-shaped skills desired by businesses seeking graduates with an analytics degree and the challenges that universities face when developing interdisciplinary programs. We apply business process modeling in a university setting by mapping out the current processes involved with starting and sustaining a new graduate degree program. Through this approach, a roadmap is developed as a tool for university domain experts, which highlights areas of inefficiency that can be further streamlined to allow improved flexibility and evaluation of all graduate programs.
    Keywords: business process modeling; graduate program development; university program approval; interdisciplinary graduate program.

  • Continuous innovation: interrogating the intersections and gaps between theory and practice for enhanced undergraduate learning and teaching in operations management   Order a copy of this article
    by Michelle O'Shea, Hilal Hurriyet 
    Abstract: To ensure that graduates are adequately prepared for the demands of rapidly changing industry and labour market contexts tertiary institutions need to engage in a process of continuous curriculum renewal and innovation. Using operations management (OM) teaching practice as a case study this paper explores the tensions and gaps between the pedagogical approaches underpinning dominant approaches to tertiary teaching and contemporary operations management practice. Drawing on the extant literature, academic teacher perspectives and student feedback the challenges and opportunities associated with providing tertiary learners with meaningful opportunities to engage with and test OM theories in authentic applied contexts are illuminated and explored. The conclusions and recommendations offered are valuable as OM has characteristically been taught from pedagogical perspectives where students are provided with insufficient curriculum opportunities to practically apply empirical concepts and ideas. This research can provide a foundation from which tertiary educators and degree programs can benefit by contributing to a culture where continuous innovation in curriculum and design and practice is better enabled and valued.
    Keywords: Operations management; research and practice; teaching operations management through experiential learning and teaching frameworks; operations management curriculum renewal and innovation.