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ERIC Number: EJ1221273
Record Type: Journal
Publication Date: 2019-Apr
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2158-2440
EISSN: N/A
Teaching Operations Planning at the Undergraduate Level
Leseure, Michel
SAGE Open, v9 n2 Apr 2019
It is often challenging to make decisions about how to teach planning within an undergraduate operations management module. This article defines and compares the two standard options available to instructors: (a) the traditional "technical" approach or (b) the "conceptual" or "conversational" approach. Through a reflective action research methodology, this article examines modules taught with both approaches. From a learning theory standpoint, the conclusion is that the technical approach does a good job of staging learning in manageable chunks, but students rarely end up with an insightful understanding of planning systems. The conceptual approach offers more opportunities for learning, but these opportunities can only be taken advantage of if students engage and have enough knowledge prerequisites. To overcome the limitations of these two approaches, this article describes a more robust active learning approach based on using substitute experiences.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A