Operationm

Theoretical Framework The main approach to the problem was based on prior research conducted at Ball State on learning styles. This prior study (Knapp, 1993) measured the learning styles of 134 business majors and 34 non-business majors at Ball State. The study is based on Kolb’s experiential learning style theory (1976), using a simplified learning style inventory (LSI) instrument. The results of the study provide support for the hypothesis that business majors favor concrete learning styles. The Accommodator (n=39) and Diverger styles (n=27) (both concrete) are significantly favored over the Converger (n=6) and Assimilator (n=7) styles (both abstract conceptualization). Hypotheses The design of the course is based on the hypothesis that a class taught using a concrete experiential learning tool will increase the level of interest in operations management. Methodology Based on the preference for concrete learning styles of teaching, a course simulation was created enabling students to utilize and experience operations management concepts learned in class. The simulation is based on the familiar metaphor of a chain of pizza restaurants. A very large and complex multi-competitor, single market economic model was constructed using Microsoft Excel. The economic model provides a variety of inputs based on operations management concepts taught throughout the year. For example, the course section on break-even analysis provides the tools for the students to make decisions about building additional stores. Additional operations choices become available following the completion of each chapter (a full discussion of the simulation will be presented in an upcoming article). In each case, groups of students utilize the techniques and concepts learned in the chapter to make informed decisions. Process simulation software (SimQuick) is also used to support the exercise. Instrument A pre- and post-course survey was conducted. This survey measures the level of interest in operations management before and after the operations management course. The survey also measures a variety of perceptions about the simulation exercise. Population 205 students in six sections of MGT 351 (Operations Management) at Ball State University participated in the survey. 260 students were enrolled, yielding a response rate of 78.8%. Of these students, 65.4% are male and 34.6% are female. Most are traditional age (94.1% < 23 years of age) full time (97.1%) students. The majority of the students work either full-time (7.3%) or part-time (60.5%). A breakdown of the students’ academic major area of study: Results Variables Under Study The main variable under study is the interest level in operations management, before and after the operations management course. The results on the aggregate level are as follows: Strongly Disagree Disagree Neutral Agree Strongly Agree Interested in OM before MGT 351 6.3% 27.8% 43.9% 17.1% 4.9% Interested in OM after MGT 351 1.5% 8.8% 34.1% 46.3% 9.3% Change in percentage (4.9%) (19.0%) (9.8%) 29.3% 4.4% A two-sample test of mean shows that the shift in average interest level (2.86 before to 3.53 after) in operations management was positive and statistically significant at the .05 level (t=7.6, 204 degrees of freedom, p=0.000000000001). On an individual basis there are nine possible values of the shift in interest. They range from a decrease of four levels (from strongly agree to strongly disagree) to an increase of four levels (from strongly disagree to strongly agree). Individual shifts in perception were as follows: Shift in Interest Number Percent Decreased 4 levels 0 0.0% Decreased 3 levels 0 0.0% Decreased 2 levels 1 0.5% Decreased 1 level 15 7.3% Stayed the same 80 39.0% Increased 1 level 76 37.1% Increased 2 levels 23 11.2% Increased 3 levels 8 3.9% Increased 4 levels 2 1.0% The feedback focused on the semester long pizza simulation reveals the following data: The pizza simulation… Strongly Disagree Disagree Neutral Agree Strongly Agree improved my understanding of OM concepts 1.0% 4.9% 17.1% 64.9% 12.2% improved my understanding of OM techniques 0.5% 5.4% 17.1% 65.4% 11.7% piqued my interest in OM 1.0% 12.2% 35.6% 36.6% 14.6% was fun 0.5% 1.5% 5.9% 48.3% 43.4% helped develop group decision-making skills 1.0% 6.8% 14.6% 61.0% 16.6% is recommended for other OM classes 0.5% 2.0% 10.2% 50.7% 36.6% needs to be improved 2.4% 18.5% 38.5% 36.1% 3.9%