Forthcoming and Online First Articles

International Journal of Information and Operations Management Education

International Journal of Information and Operations Management Education (IJIOME)

Forthcoming articles have been peer-reviewed and accepted for publication 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 Articles will not be published until the final proofs are validated by their authors.

Forthcoming articles must be purchased for the purposes of research, teaching and private study only. These articles can be cited using the expression "in press". For example: Smith, J. (in press). Article Title. Journal Title.

Articles marked with this shopping trolley icon are available for purchase - click on the icon to send an email request to purchase.

Online First articles are published online here, before they appear in a journal issue. Online First articles are fully citeable, complete with a DOI. They can be cited, read, and downloaded. Online First articles are published as Open Access (OA) articles to make the latest research available as early as possible.

Open AccessArticles marked with this Open Access icon are Online First articles. They are freely available and openly accessible to all without any restriction except the ones stated in their respective CC licenses.

Register for our alerting service, which notifies you by email when new issues are published online.

We also offer which provide timely updates of tables of contents, newly published articles and calls for papers.

International Journal of Information and Operations Management Education (2 papers in press)

Regular Issues

  • An integrated framework for the alignment of stakeholder expectations with student learning outcomes   Order a copy of this article
    by Gangaraju Vanteddu 
    Abstract: In this paper, two hypothetical frameworks are proposed through the application of quality function deployment (QFD) to integrate the current institutional level and program level student learning focus areas with the relevant institutional and program specific stakeholder expectations. A generic skillset proficiency expected of all the graduating students at the institutional level by the stakeholders is considered in the first QFD application example and a program specific knowledge proficiency expected at the program level by the stakeholders is considered in the second QFD application example. Operations management major/option is considered for illustration purposes at the program level. In addition, an assurance of learning based approach rooted in continuous improvement philosophy is proposed to align the stakeholder expectations with the relevant student learning outcomes at different learning tiers.
    Keywords: stakeholder expectations; student learning; quality function deployment; QFD; assurance of learning; AoL; operations management.
    DOI: 10.1504/IJIOME.2022.10051624
  • Exploring business students’ Perry cognitive development position and implications at teaching universities in the USA   Order a copy of this article
    by Harm-Jan Steenhuis, Lindsey A. Gibson, Tolga Ulusemre 
    Abstract: In the context of US universities where student evaluations of teaching play an important role in the retention and promotion of faculty, it is important to understand what a student expects in the classroom. This study took the perspective of Perrys cognitive development scheme with the following research question: what is the Perry level of cognitive development of business students? An established survey was used at two different universities. It was found that the median was position 3, and that there was large variation in three dimensions. First is the variation across program levels. Second, there was variation across universities. This becomes an issue when instructors move to a different university and questions the possibility to transfer best practices. Third, variation was found within a specific program level. This means that instructors are faced with students who, from a cognitive perspective, have different demands which are unlikely to be simultaneously met.
    Keywords: cognitive development; Perry scheme; business students; learning environment.
    DOI: 10.1504/IJIOME.2023.10057155