ERIC Number: EJ1057230
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Reference Count: N/A
To Use or Not to Use--ERP Resistance Is the Question: The Roles of Tacit Knowledge and Complexity
Freeze, Ronald D.; Schmidt, Pamela J.
Decision Sciences Journal of Innovative Education, v13 n2 p247-272 Apr 2015
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.
Descriptors: Management Systems, Resistance (Psychology), Experiential Learning, Interdisciplinary Approach, Knowledge Level, Student Surveys, Difficulty Level, Learning, Predictor Variables, Cooperation, Business, Student Evaluation
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A