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Teaching Distribution Planning: A Problem-based Learning Approach
Abstract
Purpose
– The purpose of this paper is to present a problem-based learning (PBL) activity that uses a decision support system (DSS) to teach one of the most fundamental topics in distribution planning: vehicle routing.
Design/methodology/approach
– The authors describe their teaching experience in a logistics and supply chain management (LSCM) course. In the PBL activity proposed, students need to solve a typical vehicle routing case with no previous theoretical background taught. The paper is written as a teaching guide for other instructors, detailing how the activity may be carried out in class.
Findings
– The PBL activity involved students from the very beginning, challenging them to solve a rather complicated problem. Its acceptance was very positive according to the student feedback survey conducted after the activity. Only when struggling with the difficulties of the case proposed, did students really appreciate the potential value of a DSS for making better decisions. Moreover, this activity raised concerns about how DSSs must be adapted for implementation in every business scenario.
Originality/value
– Teaching logistics management goes beyond lecturing on elemental concepts and tools; it is also about applying this knowledge to manage things. Although several PBL initiatives have been reported to be successful in the field of LSCM, this one incorporates a web-based DSS. The main issue in PBL activities is finding authentic and representative problems to develop transferable skills, and currently most logistics problems are solved using DSS.
... Learning algorithms in programming entails students to solve programming problems using the computer and other tools, which collectively helps them to critically and logically analyze such problems. As such, it is, therefore, important for teachers and lecturers to determine and use effective teaching methods that can assist students develop strong problem-solving skills, which ultimately can help them to learn programming algorithms with better efficacy [31]. ...
... By contrast, most students in the control group did not answer this question, indicating that they lacked the thinking skills required to help them identify and use the elements of logic in generating the proper solution, which they should have done in the previous phase. The above findings are consistent with previous findings that show the use of appropriate problem-solving models, including the Polya Model, in the teaching and learning of computer programming can enhance students' understanding and improve their learning performances [2,18,31] As demonstrated in this study, the use of the Polya Model can assist students to think at the highest level of thinking, which can certainly help them to solve complex, difficult problems [7]. Likewise, the use of such of a model can help students to improve their problem-solving skills, which had been demonstrated in this study that showed students in the treatment group were able to perform the abstraction process in solving the problems. ...
... Collectively, the findings of this research suggest that the use of such a model is effective in enhancing students' problem-solving skills, which tends to concur with the recommendations made by other researchers [10,15,17]. The imperative to use the Polya Model has become more pressing of late, given that the learning of computer programming has been found to be extremely challenging [31,33]due to a lack of problem-solving skills among programming students [10,14]The findings of this study also revealed by tapping on HOTS students make connections between new knowledge and previous ones, thus allowing them to construct meaningful learning. Thus, we can conclude that the use of Polya Model adaptation helps students master programming skills and knowledge more quickly and meaningfully. ...
Many studies have shown that students with poor problem-solving skills are proneto failing programming courses. To help mitigate this problem, several problem-solvingmethods have been recommended, including the Polya Model. Therefore, this studyaims to determine the impact of this model on matriculation college students’performances in learning programming algorithms. A quasi-experimental study withpre-test post-test research design was conducted to assess the performances inprogramming algorithm among a group of 30 college students, who were selectedusing the random sampling method. They were assigned into an experimental groupand a control group who underwent an intervention treatment that lasted for sevenweeks on two groups of students: control and treatment. The experimental and controlgroups learned programming algorithms using the Polya Model and conventionalmethod, respectively. The research instrument used for the pre-test and post-testconsisted of six subjective questions with three levels of difficulty based on Bloom’staxonomy. Descriptive statistics and a series of t-tests were used to analyze the data.The results of the t-test showed that there was a significant difference in the meanscores of the post-test measurements between the two groups, which favored theexperimental group, especially for questions with a higher level of difficulty. This findingsuggests that the Polya Model is an effective problem-solving technique thatprogramming students need to learn to help improve their performances in learningprogramming algorithms at the collegiate level.
Keyword: Programming Algorithms, Programming, Polya Model, teaching and learning, HOTS, problem-solving skills
... PBL has positive implications in lectures that combine theory and practice, which can increase motivation to continue learning (Silva et al., 2018). PBL activities involve students to think about solutions to problems that are simple, challenging to very complex problems (Grasas & Ramalhinho, 2016). ...
... Silva et al., 2018) PBL is considered appropriate in improving students' critical and creative thinking skills in MIS courses learning. Because PBL will involve students to face real problems (Tortorella & Cauchick-Miguel, 2018) and train students to find solutions to problems faced starting from small, challenging to complex problems (Grasas & Ramalhinho, 2016). In addition, PBL is a learning method developed from active learning. ...
p style="text-align: justify;">The ability to think critically and creatively is essential for students to be able to face the challenges of the industrial revolution 4.0. Lectures must be designed to enhance students’ critical and creative thinking skills. This study aims to examine the implementation of problem-based learning in learning management information systems courses to improve students critical and creative thinking skills. The research design carried out was classroom action research. The subject in this study was students of Economics Education, Faculty of Economics, Universitas Negeri Semarang. The research was conducted in April-May 2019. The procedure for implementing class action research are two cycles (plan, action, observation, and reflection). The research data was taken by observation and interview methods. The data analysis method used is descriptive quantitative and qualitative methods. The results showed that two class action research cycles were well implemented. The application of the problem-based learning method can improve students’ critical and creative thinking skills. Students are able to solve a given case by doing the right analysis and being able to provide alternative solutions. Students consider the learning process to be more exciting and challenging. Students can express their opinions well in front of the class. The implication of this research is that lecturers can apply PBL with various combinations of learning strategies to improve students' critical and creative thinking skills.</p
... However, the software is only available in German, seems rather orientated on techniques and does not support all relevant aspects of logistical decision making. Another example is a web-based decision support system for vehicle routing problems developed by Grasas & Ramalhinho (Grasas & Ramalhinho, 2016). Embedded in a problem-based learning approach, the tool is intended "to better understand the solution method and to show students the need for decision-making software in complex problems" (Grasas & Ramalhinho, 2016, p. 389). ...
... This section is intended to illustrate how students can solve realistic case studies by using LogisticsLab. Both case studies have been used in courses at Bachelor level at several European universities, often using a problembased learning and teaching approach (Hung, 2011) (Grasas & Ramalhinho, 2016). ...
Logistical decision problems are a part of many courses in the field of logistics, management and operations research. It makes sense to illustrate these optimisation problems using case studies, which can be reproduced by students using suitable software. Often, solver add-ins in spreadsheets programs or general optimisation software are used, which on the one hand requires a high level of knowledge in Operations Research and on the other hand does not always allow an intuitive approach. This article describes the academic software LogisticsLab with which the distributors tie in with the idea of interactive decision support systems to systematically combine the experiences and intuitions of human decision-makers with the possibilities of computer-assisted modelling and optimisation of a wide range of logistical decisions.
... As a result, a gradual increase in the average scores obtained by the students in the project activities (from 6.77 to 8.24) was concomitant with a better evaluation of the course as a whole (90% and 97% for options "good" and "very good", respectively). Grasas and Ramalhinho (2016) presented a PBL project mixed with a decision support system (DSS) to teach Vehicle Routing. Students had to solve a typical vehicle routing case from the very beginning, challenging them to face a rather complicated problem. ...
... Often, the students organized their work in such a way that the individual contribution supplemented the work of the group, allowing them to develop a broad perspective of the issues related to the problem. The teacher's role in meetings was primarily to facilitate the learning process (Dochy et al., 2003;Grasas & Ramalhinho, 2016;Guimarães et al., 2016;Ribeiro, 2008). The motivation, transparency, and commitment of the authors before the students have also potentially contributed to their positive perception of PBL process and learning environment. ...
This research paper presents the outcomes of a change in the teaching and learning practices from a traditional lecture-based method to a Problem Based Learning (PBL) curriculum in the undergraduate Logistics & Transportation (L&T) course at the Federal University of Itajubá (UNIFEI), Brazil. Detailed PBL practices adoption and the perception by the students of the PBL process are explored in survey research using a mixed-methods approach. The data was collected in two subsequent semesters of the L&T course, with different PBL scenarios and students, gathering quantitative and qualitative data. It was demonstrated that aligned with the theory on PBL, the majority of the students, over 91%, appreciated the benefits of the PBL-based practices in all course dimensions, with a strong perception of L&T teaching and learning improvements. Researchers and faculty involved in university teaching and learning can use
PBL detailed practices, including problem scenarios and theoretical framework to design their own PBL classes to improve student learning and can also use the questionnaire structure and statistical tests for adoption in future implementations. The study is one of the few to provide a change in teaching and learning practices, associated with a valid and reliable two-stage survey covering the course concepts and learning objectives modelled by Factor Analysis, and, going beyond to provide PBL process impact and adaptations due to COVID-19 pandemic.
... Due to the rapid changes in SCM practice, not only companies, but also lecturers in higher education are challenged to train SCM talents. Therefore, over the years, research contributions have been developed regarding approaches for modern and practice-relevant SCM education (van Hoek 2001;Lutz and Birou 2013;Gibson et al. 2016;Grasas and Ramalhinho 2016;Camps 2017;Sun and Song 2018). In this context, van Hoek (2001) emphasizes the importance of more strongly integrating relevant topics from practice into courses as well as focusing on developing the research skills of talents. ...
... In this context, several studies, such as those of Sweeney et al. (2010) and Camps (2017), reveal that talents are more interested in the use of technology in SCM education since multimedia illustrations are considered as pleasant and improve understanding of supply chain issues (Sweeney et al. 2010;Camps 2017). It is therefore hardly surprising that SCM simulations and games have increasingly been used in teaching in recent years (Grasas and Ramalhinho 2016;Sweeney et al. 2010;Camps 2017). However, not only at universities, but also in in other fields, research projects in the area of machine learning (Silver et al. 2018), deep learning (LeCun et al. 2015, and the gamification of production and logistic processes (Warmelink et al. 2020) reveal that the influence of AI is increasing. ...
In the field of supply chain management (SCM), attracting and developing appropriate talent is critical for achieving most SCM goals, as extensive skills are necessary to do the job properly. In order to ensure that future‐proof talent can continue to emerge in this discipline, the role of SCM executives is extremely important. Although many studies have been conducted in the field of talent management (TM), the future role of SCM executives has been mostly neglected in research. The present empirical study addresses this gap, taking into consideration the fourth industrial revolution, as innovation in technology continues to drive significant changes in the SCM field. Aiming to investigate the extent to which increasing digitalization is influencing the future role of SCM executives, a Delphi study with 103 experts from industry, academics, and politics/associations was carried out. In order to identify meaningful topic clusters from the data, fuzzy c‐means clustering was used. From an actor‐network theory perspective, our results show that in some areas of TM, digitalization is leading to a strong fusion of SCM executives and digital technologies, as well as to a clear division of roles, in which either SCM leaders or technology will dominate in the future.
... Time constraints also result in incomplete coverage of topics, leaving gaps in students' understanding of such complex topics (Schmidt et al., 2015). While attempts to generate engagement through group projects, contests, and electronic textbooks have been made, the content still predominantly reflects the instructor's perspective and may not address industry requirements (Grasas & Ramalhinho, 2016;Trautrims et al., 2016). As a result, both PSM practitioners and students often find the curriculum lacking value (Fawcett & Rutner, 2014). ...
This paper examines the evolving demands of purchasing and supply management (PSM) education, especially in addressing topics that have gained prominence in global supply chains. One such topic is cultural awareness. However, despite its critical relevance in today's global landscape, the topic is often underrepresented in PSM curricula. This gap is further compounded by the unique learning preferences of Generation‐Z, who are less inclined toward traditional “reading and writing” methods, presenting additional challenges for educators in teaching such complex topics. This underscores the need for innovative teaching strategies that engage students and improve knowledge retention. We propose employing an Entertainment‐Education approach by integrating movies into PSM courses. We describe a specifically tailored activity for a PSM course that includes a movie available on an over‐the‐top platform implemented at two state universities in the United States. The outcomes from both universities offer evidence supporting the development of cultural understanding within the PSM domain among the students. Although numerous studies have demonstrated the effectiveness of movies as educational tools, our research is one of the first within the PSM domain to investigate their potential for cultivating cultural awareness, thereby paving the way for further research into the role of movies in PSM education.
... Both exercises use hypothetical locations and service areas. Similarly, Grasas and Ramalhinho (2016) offer an exercise where students learn about vehicle routing. While routing is a key distribution planning concept, the work uses a decision support system, rather than the center-of-gravity method, to plan the network. ...
Facility placement is of strategic importance to most organizations as a well‐placed distribution center minimizes delivery costs and reduces fulfillment lead times, thus improving customer service levels. Because organizations value the location planning process, this teaching brief offers an exercise that analyzes the planning process using the center‐of‐gravity algorithm, a service area map, and real‐world constraints. The objective of the exercise is to identify two locations within a service area that minimize total network distribution costs. Our exercise is intended to complement standard course content and support instructors developing curricula for undergraduate operations management and supply chain management courses. Student‐based survey results indicate that the assignment enhanced classroom engagement and helped students better understand the complexities of location planning.
... Real-world issues are used in the learning process as part of PBL to help students develop their critical thinking and problem-solving skills (Al-Fikry et al., 2018). Learning using PBL focuses on challenges where students can construct their own knowledge in order to formulate a temporary solution to a (simple to difficult) problem that involves logical intelligence, boldness, and active solutions with real-world scenarios (Grasas & Ramalhinho, 2016;Kardoyo, Nurkhin, Muhsin, & Pramusinto, 2020). Based on that, previous researchers found that using PBL in learning had a positive impact on students' success in learning, increasing motivation, developing critical thinking skills and problem solving. ...
At this time, online learning is commonplace, although there are still limitations. Needs analysis reveals that individual learning predominates and that cooperative learning is difficult to implement, despite its significance. Based on this, the purpose of this research is to develop a Cooperative-Problem Based Learning model to be used as a distance learning model in learning Indonesian for high school students. This type of research uses the Plomp Model for development (preliminary research; prototype stage; and assessment stage). This study uses a descriptive data analysis approach. The data was obtained based on the validation results that have been carried out in 2 ways, namely self-evaluation and expert validation. Validation was carried out using instruments in the form of a questionnaire and the results of the questionnaire analysis were analyzed using descriptive statistics. The results showed that the teaching materials produced were classified as very valid and could be tested on students. The results of the study show that a language learning model is needed that allows students to learn cooperatively in groups even when distance or online learning is used. In addition, the learning model must adapt to the demands of students and develop following the progress of science and technology. A possible alternative is the Cooperative-Problem-Based Learning approach.
... A number of authors in the area of SCM claim successful initiatives involving PBL (Grasas and Ramalhinho 2016). There is a long legacy of employing simulation training methodologies in enterprise management to construct micro-worlds in which students are highly engaged owing to the competitive nature of the games . ...
This qualitative research examines the effects of ERP (Enterprise Resource Planning) simulations, on the problem-solving skills of Information Systems (IS) and Supply Chain Management (SCM) students in Australian universities. The study emphasises the development of six core problem-solving skills: critical thinking, creativity, decision-making, teamwork, self-awareness, and resilience through simulations. The results, based on interviews conducted from ERPsim lab instructors, highlight ERPsim labs' transformational potential in encouraging holistic student growth, particularly in integrating theoretical understandings with real SCM issues. These laboratories are critical in demonstrating the real-world intricacies of supply chains, cementing their relevance in both IS and SCM courses. While acknowledging geographical and sample size constraints, the study proposes broadening research topics and including student perspectives. This paper reinforces the importance of experiential learning techniques in modern pedagogy, emphasising their tremendous impact on preparing students for varied professional landscapes. The paper concludes by emphasizing the necessity for integrating ERPsim in SCM education.
... This is often difficult to achieve in traditional classroom approaches, which are inherently divorced from context, or through 'on-the-job' training, which during busy and complex disruptions can create extra stress, confusion and delay. In contrast, problem-based, social learning and 'trial-and-error' experimentation approaches can provide opportunities for learners to practise desirable behaviours, such as sharing experiences and developing effective team-working skills [4][5][6]. Thus, the use of a gamified learning approach in this context (e.g., PIDD) has the potential to provide a synthetic low-risk problem-based learning environment that is both authentic and realistic enough to engage and educate subject matter experts (SMEs). ...
Managing passenger information during disruption (PIDD) is a significant factor in running effective and quick-to-recover rail operations. Disruptions are unpredictable, and their timely resolution is ultimately dependent on the expert knowledge of experienced frontline staff. The development of frontline employees by their employers usually takes the form of practice reviews and ‘on-the-job’ learning, while academic education majors on theoretical approaches and classroom-based teaching. This paper reports on a novel industry-funded project that has developed a serious game (the ‘Rail Disruption Game’) that combines theory and practice to better manage PIDD for frontline staff in a UK train operating company (TOC). It defines challenges and the development method for the Rail Disruption Game; it also incorporates developer and user feedback. This paper provides insight into how to design, make and deploy a serious game as part of a gamified management process.
... Berdasarkan penyelesaian kasus tersebut, mahasiswa dapat memperoleh pengalaman yang nantinya dapat diterapkan pada kehidupan nyata (Tortorella & Cauchick-Miguel, 2018). Pembelajaran menjadi lebih efektif karena dimulai dengan pengalaman yang konkret (Grasas & Ramalhinho, 2016). Pertanyaan, pengalaman, serta penyusunan konsep yang ditemukan dari penyelesaian permasalahan yang diberikan dosen diformulasikan sendiri oleh mahasiswa (Kardoyo et al., 2020). ...
In the learning process, lecturers must equip prospective graduates with various skills, such as the ability to think creatively which is much needed in the world of work as well as being an added value for prospective graduates. Besides that, it also forms prospective graduates who have a low level of procrastination. This study aims to find out the implementation of problem based learning on students' creative thinking skills and academic procrastination. This research is a quasi-experimental study with a one-group pretest-posttest design. The subjects of this study were 47 semester 1 students of the Ivet University Counseling Guidance study program. The data collection instruments used were creative thinking ability tests, academic procrastination questionnaires, and learning implementation observation sheets. Data analysis used statistical t test (partial) through the SPSS 21.0 program. Based on data analysis, a significance value of less than 0.025 (Sig < 0.025) was obtained so that Ho was rejected. Therefore, it can be concluded that there is an increase in creative thinking ability and a significant decrease in academic procrastination ability between before and after learning using the problem based learning model. _____________________________________________________________ Pada proses pembelajaan, dosen harus membekali calon lulusan dengan berbagai keterampilan, seperti kemampuan berpikir kreatif yang sangat dibutuhkan di dunia kerja serta menjadi nilai tambah bagi calon lulusan. Selain itu juga membentuk calon lulusan yang memiliki tingkat prokrastinasi yang rendah. Penelitian ini bertujuan untuk mengetahui mengetahui implementasi problem based learning terhadap kemampuan berpikir kreatif dan prokrastinasi akademik mahasiswa. Penelitian ini merupakan penelitian quasi eksperimen dengan one-group pretest-posttest design. Subjek penelitian ini yaitu 47 mahasiswa semester 1 program studi Bimbingan Konseling Universitas Ivet. Instrumen pengumpulan data yang digunakan yakni tes kemampuan berpikir kreatif, angket kuesioner prokrastinasi akademik, serta lembar observasi keterlaksanaan pembelajaran. Analisis data menggunakan statistic uji t (parsial) melalui program SPSS 21.0. Berdasarkan analisis data, diperoleh nilai signifikansi kurang dari 0,025 (Sig < 0,025) sehingga Ho ditolak. Oleh karena itu, dapat disimpulkan bahwa terjadi peningkatan kemampuan berpikir kreatif serta penurunan kemampuan prokrastinasi akademik yang signifikan antara sebelum dan sesudah pembelajaran menggunakan model problem based learning.
... García (2010) plantea que una buena planeación de los procesos de distribución de acuerdo con aplicaciones del mundo real, muestran un ahorro del 5% al 20% en el costo global del proceso de transporte, que a su vez representan del 10% al 20% del costo final de los bienes. Grasas & Ramalhinho (2016), exponen que resolver un VRP de manera óptima, incluso en su versión más simple, se vuelve muy complejo ya que el tamaño del problema aumenta. Dado que los métodos exactos solo pueden manejar hasta 50 o 75 clientes, se debe recurrir a enfoques heurísticos para problemas relativamente grandes. ...
En las empresas el proceso de transporte implica todas las etapas de producción y distribución de productos a clientes con ubicaciones dispersas geográficamente que impactan directamente en el costo de la operación y de los productos, abordándose problemas de enrutamiento de vehículos (VRP) que minimicen los costos de transporte. De acuerdo con lo anterior, se crea la actividad lúdica “Enruta tu ruta” como herramienta de aprendizaje, para dar a conocer y entender la resolución de problemas de ruteo. Para su desarrollo se siguieron tres fases, la primera es Aprendizaje, en donde se revisa el modelo matemático del problema; la segunda consiste en la Ejecución, que comprende los aspectos que intervienen en el desarrollo de la actividad lúdica y finaliza con el análisis y discusión en donde se obtiene retroalimentación de los participantes. Los resultados permiten comprobar la pertinencia y aceptación de la lúdica como herramienta de aprendizaje que promueve la apropiación de los factores que intervienen en la gestión logística de la distribución como ruteo, asignación de recursos, toma de decisiones, entre otros
... Focusing more on PBL in logistics education, it is worth noting that the specialty of logistics is closely related to the field of STEM (Science-Technology-Engineering-Mathematics) and Rüütmann (2019) points out that in order to support in-depth understanding, it is worthwhile to apply them in a balanced way to different teaching methods, including PBL. The application of PBL in logistics in particular is discussed, for example, by Grasas and Ramalhinho (2016), who note that logistics education must be approached from both theoretical and practical perspectives, which means that in addition to theory, knowledge must be applied in real-life situations. In order to achieve the latter, they consider it appropriate to use active learning methods, including PBL, as they help to bridge the gap between theory and practice (Grasas and Ramalhinho 2016). ...
ICL2021 was the 24th edition of the International Conference on Interactive Collaborative Learning and the 50th edition of the IGIP International Conference on Engineering Pedagogy.
This interdisciplinary conference aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences in Interactive Collaborative Learning and Engineering Pedagogy.
ICL2021 has been organized by Technische Universität Dresden and University of Applied Science Dresden, Germany, from September 22 to 24, 2021, as a hybrid event.
This year’s theme of the conference was “Mobility for Smart Cities and Regional Development – Challenges for Higher Education”.
... Through grouping, there is a competitive relationship among groups, which enhances the enthusiasm of students. There is a cooperative relationship among the members of the same group, which is conducive to improving the coordination ability, organizational ability and communication ability of students [10]. Students should submit different deliverables at different stages and present and explain the deliverables in class. ...
... The goal is a richer and longer-lasting learning experience than a lecture-based approach. Use of PBL helps students experience realistic cases and not just theoretical scenarios, forcing them to define problems and make proper decisions [7]. This approach shows strong support for a pedagogy's positive impact on student attitude, being more nurturing and enjoyable than traditional means [9]. ...
... The experience gained by students was more realistic and relevant [21]. And other researcher, [22] found there to be a positive effect of implementing PBL in studying logistics and supply chain management (LSCM). Other result indicates that PBL is an effective complementary method in lean manufacturing. ...
This study aims to examine the implementation of blended problem-based learning in introductory courses on accounting in order to improve stu-dents' critical and creative thinking skills and student learning outcomes. The research design carried out is classroom action research (CAR). The ob-ject in this study is Accounting Education students at the Faculty of Eco-nomics, Semarang State University. The research was conducted in Septem-ber-October 2019. The procedure for carrying out CAR consists of planning, implementing, observing and reflecting. CAR is implemented in two cycles. The research data has been gathered using documentation, observation and testing. For data analysis, quantitative and qualitative descriptive methods are used. The researchers have carried out two cycles with each cycle con-sisting of two lecture meetings. In the first cycle, researchers used Google classroom, mind mapping, online quizzes, and Instagram social media to improve interaction and the quality of lectures by applying blended prob-lem-based learning. Researchers focused on improving students' critical and creative thinking skills in the first cycle. The results showed that the stu-dents have good critical and creative thinking skills. In the second cycle, re-searchers still continued to use Google classroom and combined it with face-to-face lectures using "make a note" assignments and group discus-sions. Researchers took quantitative measurements to see the success of the treatment. The results showed that students were able to obtain better grades than before being given the treatment.
... That said, the success of any pedagogy is student engagement. This is particularly critical in simulations where instructors adopt the role of facilitator/coach and in some sense, give away the control of the teaching process (Grasas and Ramalhinho, 2016). While this study served to re-affirm the vast amount of positive research for simulations as an active-learning/experiential tool, it sought to shift the paradigm with respect to in-semester timing and goals. ...
Purpose
The purpose of this paper is to encourage the use of simulations early in a semester, rather than as a course capstone activity, in an effort to utilize simulations as a foundational experience. The intent is to support teaching and learning, as opposed to using simulations as a capstone assignment or assessment tool.
Design/methodology/approach
A comprehensive literature review synthesizing higher education business simulation effectivity and evaluation methods provides support for the analysis of 60 undergraduate supply chain management students and 96 surveys conducted over two years. The research question explores effectiveness based on the point of time during a semester a simulation was used.
Findings
The analysis of simulation effectiveness, based on the impact of course enjoyment and assistance with learning key course competencies, showed no significant differences for simulations used early in a semester or as an end-of-semester capstone event.
Practical implications
Simulations are effective tools regardless of when they are employed, but there may be significant benefits to using a simulation early in a semester by capitalizing on the tool’s inherent experiential learning functionality, active learning theory and the Kolb Experiential Learning Cycle. Early use of simulations provides common student experiences and creates a foundation for educators to develop a deeper understanding of course concepts. Additional instructor effort is needed to develop external, course specific student work to supplement and enhance the simulation experience. Early use also creates post-simulation debriefing benefits that may be precluded by the end-of-semester simulation events.
Originality/value
Evidence suggests that simulations are primarily utilized as course capstone events and/or serve as comprehensive tools to integrate/assess a semester’s worth of conceptual learning. This work fills a gap in the research concerning time frames within a semester when simulations are traditionally employed, presenting a paradigm shift toward early utilization.
... This is supported by several opinions from experts who state that the learning-based learning model focuses on students to solve a problem so that students will get new information or knowledge to learn and in the process the teacher as a facilitator to accompany students, and -encourage students to be active (Chen, Lin, and Chang, 2011;Asyari, Muhdhar, Susilo and Ibrohim, 2 016). In addition, Ramalhinho (2016) also added that PBL is very effective to be applied in the learning process because when the learning process takes place student learning discusses existing problem solving in everyday life by analyzing the problem fir st and providing solutions to the problem. ...
This study aims to find out the effectiveness of problem-based Learning (PBL)-based personnel administration e-book that can be accessed through website in smartphone or laptop and in order to find out the extent to which the e-book the result of learning students. The research method employed in this study was experiment research by comparing two classes of the class experiment and class control. Technique of analyzing data employed in this study was inferential statistic analysis through normality test and homogeneity, followed with prerequisite test with t-test. T-test was conducted by comparing posttest score of two basic competencies for experiment and control classes and the result of comparison shows that the analysis that had been conducted using t-test with tstatistic of 3.112 while ttable of 2.051, or tstatistic > ttable. It indicated that there was a relevant difference between experiment and control class values so that the students’ learning outcome in experimental class was better then the implementation problem-based learning (PBL)-based personnel administration learning e-book could improve the learning outcome of Vocational High School students
... Zabit (2010) asserts that the repetitive processes experienced by students in seeking solution for a problem allow them to acquire knowledge and skills and train them to be more effective in responding to problems. Along the same line of thinking, Grasas & Ramalhinho (2016) suggests that PBL trains students to be analytical since it provides students with the experience to deal with realistic issues that compels them to dig deep into the problems in order to look for answers. ...
Although issues of solid waste management are not purely technical, previous studies have
shown that the majority of local governments have traditionally attempted to analyse issues of solid
waste from a technical or technological perspective. However, based on the concept of Integrated
Solid Waste Management (ISWM), issues of solid waste management should not only be analysed
solely from a technological perspective since other aspects, like policies, need to be considered.
Although policies play an important role in providing sustainable solid waste management, analysing
issues of solid waste management from a policy perspective has been neglected. Therefore, the aim of
this paper is to highlight the aspect of policies and their role in the context of solid waste management.
Previous studies have shown that policy adequacy plays an important role towards achieving
sustainable solid waste management. However, there are limited studies focusing on analysing solid
waste management from the perspective of policy adequacy. In this study, the city of Kota Kinabalu,
Sabah was selected as a case study. Apart from secondary data, primary data obtained through
questionnaires and interviews were used in the process of data collection. Based on the findings, this
study found that existing solid waste management policies in Kota Kinabalu are still not adequate
... In Engineering Education, Problem-based Learning (PBL) has been considered an alternative to improve students' performance and to achieve the desired development of technical and transversal competencies (Alves et al., 2016;Fernandes et al., 2014). In the literature, there are numerous PBL applications in different domains of Production Engineering Education, such as: Mathematics, Sciences and Programming (Alves et al., 2016); Logistics (Grasas & Ramalhinho, 2016); Operations Management (Bamford et al., 2012;Mesquita et al., 2017;Vivas & Allada, 2006); Lean and Six Sigma (Kanigolla et al., 2014); Product Development (Jaeger et al., 2013); and Modeling and Simulation (Pereira et al., 2011). ...
Real-life applications during the teaching process are a desirable practice in simulation education. However, access to real cases imposes some difficulty in implement such practice, especially when the classes are large. This paper presents a teaching case for a computer simulation course in a production engineering undergraduate program. The motivation for the teaching case was to provide students with a realistic manufacturing case to stimulate the learning of simulation concepts and methods in the context of industrial engineering. The case considers a virtual factory of skateboards, which operations include parts manufacturing, final assembly and storage of raw materials, work-in-process and finished products. Students should model and simulate the factory, under push and pull production strategies, using any simulation software available in the laboratory. The teaching case, applied in the last two years, contributed to motivate and consolidate the students’ learning of discrete-event simulation. It proved to be a feasible alternative to the previous practice of letting students freely choose a case for their final project, while keeping the essence of project-based learning approach.
Logistische Entscheidungsprobleme sind Bestandteil vieler Lehrveranstaltungen in den Bereichen Logistik, Management und Operations Research. Es ist sinnvoll, diese Entscheidungsprobleme anhand von Fallstudien zu veranschaulichen, die von Studierenden mit geeigneter Software reproduziert und eigenständig gelöst werden können. Derartige Softwaresysteme müssen den größten Teil der in solchen Lehrveranstaltungen diskutierten Probleme abbilden und eine interaktive und intuitive Vorgehensweise bei der Problemlösung ermöglichen. Eine weitere wichtige Anforderung an solche Systeme besteht darin, die Studierenden bei der zeitaufwendigen Erfassung von Daten, wie z.B. der Koordinaten der Knoten eines logistischen Netzwerks sowie der Distanzen bzw. Fahrtzeiten, zu unterstützen. Weiterhin sollten logistische Entscheidungsunterstützungssysteme eine interaktive Darstellung des Problems und der zugehörigen Lösung in einer Karte ermöglichen. Diese Aspekte können durch die Integration von webbasierten Geoinformationssystemen, wie z.B. Google Maps oder OpenStreetMap, realisiert werden. Es
ist allerdings festzustellen, dass die Mehrzahl der aus inhaltlicher Sicht für Lehrveranstaltungen verwendbaren Softwaresysteme keine Geoinformationssysteme integriert hat. Diese fehlenden Funktionalitäten führten zur Motivation, die akademische Logistiksoftware LogisticsLab um OpenStreetMap-Funktionalitäten zu erweitern. Der vorliegende Beitrag stellt diese Integration und die dadurch verbesserten Möglichkeiten der Behandlung realistischer logistischer Entscheidungsprobleme in Lehrveranstaltungen vor. Mit der damit einhergehenden stärkeren Fokussierung auf das Verständnis und die Interpretation der Lösung des behandelten Problems kann auf interaktive und intuitive Weise ein besseres Verständnis für logistische Entscheidungen erlangt werden.
Over the last decade, there has been a gradual increase in the number of learners on Computer Science-based programmes, which in turn has led to a situation where educators have been teaching large classes. This is a challenge, as it can be difficult for educators to provide personalised support for each learner. The pandemic has only exasperated this further, given the online delivery of courses. The work in this paper describes the implementation of a pedagogic framework that was deployed during the delivery of a flrst-year web programming module. The motivation behind the development of this framework was driven by the need to facilitate an online learning environment for a large class, which adapted existing pedagogic approaches such as problem and project-based learning with the view to enabling learners to develop their problem-solving skills. In addition to this, an online lab co-ordination system was formulated to measure engagement and provide support to the learners.
This paper presents the role and outcomes of the problem-based learning methodology implementation in the Master’s program in Logistics and Supply Chain Management at Tallinn University of Technology, Estonia. The topic of the study was chosen in light of todays higher education being conducted using several different methods. One of the teaching methods that is gaining popularity is problem-based learning. Many master’s programs in logistics and supply chain management have incorporated PBL in their teaching approach. There is lack of relevant and up-to-date substantiated information on how to apply problem-based learning more effectively and specific analysed data of the problem-based learnings role and contribution. The aim of this paper is to provide the missing information. A combined survey for students and lecturers was used as the research strategy. The outputs of problem-based learning, the assessments of students and lecturers and the contribution of problem-based learning were determined. As a result, information is provided for more effective implementation of problem-based learning in the Master’s programs in Logistics and Supply Chain Management and the contribution of problem-based learning to the skills of graduates required in their future positions is evaluated.
Supply chain management students are introduced to a variety of modeling concepts. Yet learning facility location and capacity allocation modeling to the level of application and mastery proves difficult for the typical undergraduate business student. Spreadsheets facilitate the teaching of optimization modeling; however, providing feedback to students on spreadsheet assignments is an onerous and time-consuming task for instructors. In this teaching brief, a set of learning management system (LMS)-integrated spreadsheet exercises is presented which helps students learn spreadsheet modeling for the capacitated plant location problem. These exercises are also designed to reduce the instructor's grading burden while providing timely feedback and assessment of student performance. The effectiveness of the exercises is demonstrated by assessment data gathered from the LMS as well as postmodule student survey results.
This paper presents several experiences regarding Operations Research (OR) and Simulation education activities in three master programs, each of them offered at a different university. The paper discusses the importance of teaching these contents in most managerial and engineering masters. After a brief overview of existing related work, the paper provides some recommendations-based on our own teaching experiences-that instructors should keep in mind when designing OR/Simulation courses, either in traditional face-to-face as well as in pure online learning models. The case studies exposed here include students from business management, computer science, and aeronautical management degrees, respectively. For each type of student, different OR/Simulation tools are employed in the courses, ranging from easy-to-use optimization and simulation software to simulation-based algorithms developed from scratch using a programming language.
For healthcare systems that operate in large, geographically dispersed areas, the quality of the services provided requires the effective management of a complex transportation problem. We present a decision support system to help healthcare managers improve the delivery of biological samples collected from patients in hospitals and outpatient clinics to laboratories that perform tests on them. We develop an optimization model for supporting strategic decisions on the transport of samples and the assignment of work in a large healthcare network with geographically dispersed hospitals, clinics, and testing laboratories. We embed our model in a Web-based tool to provide planners with interactive functions, enabling them to explore solutions and interactively access data to facilitate the analysis of what-if scenarios. The tool proved invaluable in helping the Andalusian Healthcare System obtain significant improvements in efficiency, quality of service, and outsourcing costs.
Purpose
There presently is no comprehensive review which systematizes and summarizes the burgeoning body of logistics educational literature. The purpose of this paper is to provide a guide for both educators and practitioners to assess the history, current status, and future trends in logistics education in order to nurture advancement in logistics education.
Design/methodology/approach
This paper draws its conclusions based upon a literature review and categorizes the evolution of logistics education into three areas: defining curriculum, developing content and skills taught, and refining teaching methods.
Findings
Logistics education continues to benefit from strong ties to industry. Additionally, four principle macro‐environmental factors were discovered that impact the current status of logistics education: an increase in the number of logistics educational programs, limited supply of logistics‐trained faculty, changes to content requirements, and a changing teaching environment. Future research directions from the published literature are summarized.
Research limitations/implications
As current logistics programs continue to evolve and the number of logistics and supply chain management programs continue to increase in response to industry demand, this comprehensive review of the logistics literature may help serve as a benchmark for past and current practices in logistics education.
Practical implications
The early partnership between industry and education set the stage to help guide educators to evolve logistics education to address practitioner needs. Increased interest in logistics education and changing environmental factors suggest the need for continued collaboration to further logistics education.
Originality/value
The literature demonstrates successful dynamic behavior in response to dynamic industries. It highlights factors which may drive further evolution of logistics education and proposes areas impacted.
The article reports on the development of a collaborative learning method in two master’s level courses given as part of a logistics track within an international business degree programme. The method, termed the three-way interaction method (3WIM), combines traditional case teaching and problem-based learning through high intensity three-way interaction between student groups. The method involves one group taking the role of problem-solvers (presenters/consultants), another group taking the role of decision-makers (company executives/board of directors), while the third group evaluates the performance of the other two groups (skill development/quality improvement). As usual in collaborative learning, the 3WIM is student-driven, so the tutor takes on the role of a facilitator rather than the main disseminator of knowledge. Comparing the course evaluations of the previous approach to learning and the 3WIM, a statistically significant improvement was detected in satisfaction among students. What is more, the method solved other problems, such as increasing the intensity of the learning experience, reducing passenger tendencies and absences.
This paper describes a case study concerning the teaching of logistics in the Computers and Electrical Engineering degree at FEUP. The logistics course is taken in the last semester of the degree and there are no lectures given by the teachers. All the learning strategy is based upon the autonomous learning capacity of the students, following the widespread citation of Confucius, ‘I hear and I forget. I see and I remember. I do and I understand’. The students are organized in groups and their autonomous work is motivated by the presentation that each group leader has to give every other week. A discussion period follows each presentation, and can be used by the teachers to evaluate the involvement of each member of the group and to complement the presentation whenever necessary. All the students are leaders at least once. The leaders are responsible for the group management and must prepare for the ‘leaders’ meeting', where the presentation session is organized. Assessment is based both on the quality of the presentation and on the technical correctness and completeness in the way subjects are treated and on leadership skills. While the teachers evaluate the two first issues, peers evaluate leadership.
This paper presents several experiences regarding Operations Research (OR) and Simulation education activities in three master programs, each of them offered at a different university. The paper discusses the importance of teaching these contents in most managerial and engineering masters. After a brief overview of existing related work, the paper provides some recommendations-based on our own teaching experiences-that instructors should keep in mind when designing OR/Simulation courses, either in traditional face-to-face as well as in pure online learning models. The case studies exposed here include students from business management, computer science, and aeronautical management degrees, respectively. For each type of student, different OR/Simulation tools are employed in the courses, ranging from easy-to-use optimization and simulation software to simulation-based algorithms developed from scratch using a programming language.
Purpose
– The purpose of this paper is to describe the development and teaching of graduate courses providing in‐depth experiential learning employing commercial supply chain management software. The benefits of teaching such courses are described, the challenges in offering such courses are identified, and some solutions to overcome the challenges are offered.
Design/methodology/approach
– The experiences of the authors in developing and teaching supply chain management courses utilizing commercial software provided a basis for discussing the benefits and challenges associated with teaching students the management of modern supply chains using commercial decision‐support software.
Findings
– Incorporating commercial software in university programs presents a myriad of challenges and therefore is rarely done. However, providing students with in‐depth knowledge of commercial logistics and supply chain management software improves their understanding of supply chain issues and provides a key differentiator in the marketplace. Modeling real‐world supply chains using commercial software enhances student's education by providing relevant experiential exposure to real‐world problems and decision‐support tools.
Originality/value
– The observations of the authors in developing and teaching courses in supply chain management utilizing commercial software afford a unique viewpoint and roadmap for others regarding teaching supply chain management in academic environments.
Despite the growing interest in supply chain management (SCM), there is little literature on the abilities practicing logisticians need to work in a SCM world. This paper studies these SCM abilities using two complementary methods: survey research and qualitative research interviews (case studies). The surveys yielded importance ratings of 45 SCM skill areas and a three-factor skill model (interpersonal/managerial, quantitative/technological, and SCM core). Teamwork emerged as the skill area rated most important for SCM. Moreover, the case studies discovered additional critical skill areas for SCM such as gathering and sharing information. The interviews also enabled deeper understanding of skills within organizational contexts.
Studies in the psychology of individual choice have identified numerous cognitive and other bounds on human rationality, often producing systematic errors and biases. Yet for the most part models of aggregate phenomena in management science and economics are not consistent with such micro-empirical knowledge of individual decision-making. One explanation has been the difficulty of extending the experimental methods used to study individual decisions to aggregate, dynamic settings. This paper reports an experiment on the generation of macrodynamics from microstructure in a common managerial context. Subjects manage a simulated inventory distribution system which contains multiple actors, feedbacks, nonlinearities, and time delays. The interaction of individual decisions with the structure of the simulated firm produces aggregate dynamics which systematically diverge from optimal behavior. An anchoring and adjustment heuristic for stock management is proposed as a model of the subjects' decision processes. Econometric tests show the rule explains the subjects' behavior well. The estimation results identify several `misperceptions of feedback' which account for the poor performance of the subjects. In particular, subjects are shown to be insensitive to the feedbacks from their decisions to the environment. Finally, the generality of the results is considered and implications for behavioral theories of aggregate social and economic dynamics are explored.
There is a well established tradition of teaching operations management (OM) via various kinds of production game: real players making real decisions in a practical, albeit simulated, situation. Surprisingly, there has been much less conceptual reflection on the process and content of this approach to OM education, something this paper aims to begin to rectify. The first section clarifies terminology and defines the game concept in terms of a transformation process. The second section reviews the extant population of teaching games and deploys the conceptual model to generate a number of specific observations that underpin a discussion about the content and process of OM-related game playing. In the conclusions, particular attention is drawn to (1) the predominant content of OM-related games has not developed with the same emphasis as the taught subject with manufacturing planning and control still dominating (2) the tendency to produce complex OM games requiring IT support, and (3) the removal of competition in gaming in favour of facilitating experimentation by players. The paper finishes with a discussion of potential further work.
Supply chain management is critical since firms always confront the competition on their supply chain efficiency. This article discusses the trend in supply chain management by examining Web technologies that transform and streamline the supply chain management.
Traditionally, mechanical and manufacturing engineering degree courses have tended to place too much emphasis on theory, with too little application to the integration of real engineering problems. Further, students have tended to work on their own in tackling problems encountered, thus neglecting the important skill of working in a group and interpersonal communication skills. The authors present a model for a problem-based project, which aims at providing an opportunity for the students to work in groups on a real manufacturing problem and to simulate a situation as if they were employed in industry. A by-product of the project is that students have the opportunity to practise their oral and written communication skills. The problem-based learning aspect of the project is implemented through a design project that involves a typical consumer product. Assessment is an essential part of this integrated problem-based learning approach and this includes four important criteria: individual member assessment, group assessment, leader assessment and tutor assessment. The implementation results indicate that students find the approach more interesting and that it is an effective way of learning.
Purpose
The aim of this paper is to respond to calls for in‐depth studies of production and operations management (OM) teaching by providing an analysis of the relative effectiveness of a continuous problem‐based assessment and a traditional final exam assessment in OM.
Design/methodology/approach
An undergraduate OM module is used to assess how well a problem‐based assessment method performs against a more traditional final exam in terms of impact on student learning, student classification and feasibility. Quantitative data on student performance, feedback and satisfaction are used.
Findings
The analysis shows that the problem‐based assessment provides a better learning experience for the students, but is a worse classificatory of student results than the conventional exam. In terms of feasibility, problem‐based assessment can be a cost‐effective assessment method.
Research limitations/implications
This study analyses the assessment method used on one module for nine years; to increase the generalizability of the findings further research is needed with different modules and contexts.
Practical implications
This paper gives guidance to OM educators on how to improve assessment methods to achieve both improved learning effects as well as an accurate classification of student performance.
Originality/value
This study extends the literature on problem‐based learning to assessments and provides an empirical analysis of one such method. This study also provides detailed analysis of different assessment methods in OM based on longitudinal data.
As the focus of the teaching-learning process moves from teaching to learning, the need for a better understanding by teachers of the psychology of learning increases in relevance. Many studies have proved the differences between students' learning styles which leads to the need for different approaches to be adopted when teaching a subject. We offer a brief review of learning styles to show how games can be applied, particularly in operations management. It also proposes a taxonomy for games in operations management to finally focus on its application to DOSM - Didactic Operation Simulation Model. After formally defining DOSM, some practical models are shown. These experiments showed its effectiveness as an instructional technique to "teaching around the cycle".
This article describes an experiential simulation that teaches management principles for service organizations. This team-based simulation requires students to coordinate airline staff and suppliers to meet flight schedules and customer demand while maintaining profitability. The decisions in the simulation require students to develop an integrated approach to management, coordinating marketing, operations, managerial accounting, and organizational behavior decisions. Key lessons include (a) the importance of integrated decision making; (b) the challenges of service operations management, including managing capacity, matching capacity with demand, financial forecasting, and coordinating marketing and operations decisions; and (c) the complexities of team-based management.
This paper describes an Internet implementation of the Beer Distribution Game. Many teachers demonstrate the bullwhip effect that is often observed in supply chains by playing this game with their students. This implementation has the advantage of considerably reducing the time required to play the game.
Rapid changes in practice and further developments of research in logistics challenge educators to further upgrade their courses. This paper makes a case for a stronger focus on integrating hot topics and research skill development in logistics courses. Methods for improving market and professional relevance of courses, as well as, improve research skills of students are presented. Results from a market and literature survey of topics in logistics, used to identify market relevant topics, are presented. Approaches to research skill development are suggested, including in-company projects and mini-research projects. And most importantly, a case is presented of a course where market and research driven skill development was combined successfully. The format for the course is specified and evaluated.
Problem-based learning (PBL), widely employed in medical schools, has much to offer management education as well. This article presents a comparative analysis of PBL’s likely benefits for medical and management education. Its considerable value notwithstanding, researchers have argued that PBL does not develop medical students’ problem-solving skills. The article considers PBL’s likely effects on the problem-solving skills of business students and proposes an augmentation that should significantly improve student thinking.
This article develops a model of problem-based learning (PBL) and shows how PBL has been used for a decade in one graduate management program. PBL capitalizes on synergies among cognitive, affective, and behavioral learning. Although management education usually privileges cognitive learning, affective learning is equally important. By focusing on real-world problems, PBL helps students appreciate multiple perspectives, recognize nonrational elements of decision making, and confront ethical quandaries. Together, cognitive and affective learning underpin the essential third element: behavioral learning about how to implement plans, lead teams, resolve conflict, persuade others, and communicate with multiple constituencies. Specific examples of PBL projects illustrate this inter relationship.
With student, scholarly, and especially corporate interest in the study of logistics dramatically increasing, it is important for institutions of higher learning to act as quickly as possible to help meet this demand. In doing so, these institutions run into many roadblocks and challenges. This paper explores these and offers suggestions to minimize their effects.
This paper reports on how problem-based learning (PBL) was introduced in a lower level logistics and transportation course, and gives some preliminary results. This paper is not based on scientific methods and solid evidence but is a narrative of some experiences. Hopefully it serves to guide and motivate educators interested in trying a different learning and teaching method. PBL proves to be a successful teaching and learning approach for a lower level course in logistics and transportation. The approach also brings the industry and real life into the study environment in an integrated way. The students find the teaching method interesting and claim that it contributes to a greater knowledge in the field of logistics and transportation. The findings in this paper are more indicators than solid evidence, but the paper however also supports results from earlier studies in PBL.
Purpose
It is argued that problem‐based learning (PBL) is a valuable approach to teaching operations management, as it allows learners to apply their knowledge and skills in an environment that is close to real‐life. In fact, many simulations currently exist in the teaching of operations management. However, these simulations lack a connection to real‐life, as they are typically turn‐based and do not use real‐life IT support. The current paper seeks to address this issue by presenting an innovative pedagogical approach designed to provide learners with an authentic problem‐solving experience in operations management within an enterprise resource planning (ERP) system.
Design/methodology/approach
The paper proposes a simulation game called ERPsim whereby students must operate an enterprise in a simulated economic environment using in real time a real‐life ERP system, namely SAP. Based on a survey with instructors, it assesses the extent to which this proposed simulation is aligned with the five characteristics of the PBL approach.
Findings
Survey respondents confirm that significant improvements in student evaluations, learner motivation, attendance, and engagement, as well as increased learner competence with the technology can be achieved by using the proposed approach.
Practical implications
For more than five years this pedagogical approach has been used by more than 250 professors, lecturers, and professional trainers in over 160 universities worldwide. Between September 2009 and June 2011, more than 3,000 simulations games were played by over 16,000 university student teams.
Originality/value
Results and observations on using the proposed pedagogical approach are presented and compared to the main characteristics of the PBL approach (authenticity, ill structured problems, student‐centered, small group settings and facilitator dimensions).
Purpose
– The purpose of the study is to provide readers with an overall picture of contemporary logistics curricula from an international perspective.
Design/methodology/approach
– Comparative analyses of logistics education are performed among Europe, North America, and Asia, between developing nations and developed nations, and between continental nations and island nations.
Findings
– The findings of the study are of value in identifying additional educational needs of logistics professionals as well as in hiring new professionals.
Originality/value
– Little research has been done to understand contemporary logistics education in a comprehensive way. This paper is the first empirical study to use data available on the web sites of academic logistics programs to provide descriptive analyses of logistics courses offered at universities around the world.
This paper describes two case studies where problem-based learning (PBL) has been introduced to undergraduate civil engineering students in University College Dublin. PBL has recently been put in place in the penultimate and final year transport engineering classes in the civil engineering degree in University College Dublin. In this case study, the paper describes how PBL was introduced, the impacts of its introduction and the feedback received by students regarding PBL. PBL was introduced in these years to help students to become deep and active learners and to help them in the transition from passive note taker to researcher and lifelong learner.
In this study a business game is used as a vehicle for implementing decision support systems (DSS). Eighteen companies, consisting of ninety graduating M.B.A. students, participating in a business game were required to develop DSS and to report on the systems developed. Each of the eighteen companies developed a system of their own choosing, without external guidance. Individual questionnaires were later used to evaluate a number of relevant variables: use of systems, contribution of systems, association with systems and user satisfaction. Findings, compared with reported results of previous empirical study, exhibit differentiations in success of DSS between companies. This indicates the potential of using business games as an educational tool for teaching management information systems (MIS) and DSS.
In this paper, we describe our application of “problem-based learning” in the teaching of production/operations management. We describe a study of the effectiveness of this approach and present the results and analysis of this study. We provide a collection of our experiences in using this method and conclude with some general observations on its appropriateness to the teaching of production/operations management.
This paper discusses four experiments and experiences with the use of supply chain management software, in this case the CAPS Logistics software, at different levels of undergraduate and graduate education at the School of Industrial and Systems Engineering at the Georgia Institute of Technology. We hope that the readers will get an idea of the commitment and resources necessary to integrate supply chain software into the classroom as well as the potential rewards.
The rise of global markets and increasingly virtual companies has focused management attention on competition between supply chains. Many schools of management and engineering are adopting integrated curricula that prepare students to design and manage the resulting complex global web of material and information flows. In this paper, we examine the curricula used by many top engineering and graduate business schools for courses in supply chain management. We present a framework for supply chain management and highlight supporting material and pedagogy. We also classify popular supply chain case studies within our framework and provide useful References to recent business press treatment of these issues.
Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.
The vehicle routing problem has been widely studied in the literature, mainly because of the real world logistics and transportation problems related to it. In the present paper, a new two-stage exact approach for solving a real problem is shown, along with decision making software. In the first stage, all the feasible routes are generated by means of an implicit enumeration algorithm; afterwards, an integer programming model is designed to select in the second stage the optimum routes from the set of feasible routes. The integer model uses a number of 0–1 variables ranging from 2000 to 15,000 and gives optimum solutions in an average time of 60 seconds (for instances up to 60 clients). An interactive decision support system was also developed. The system was tested with a set of real instances and, in a worst-case scenario (up to 60 clients), the routes obtained ranged from a 7% to 12% reduction in the distance travelled and from a 9% to 11% reduction in operational costs.
This paper reports the results of a review of simulation applications published within peer-reviewed literature between 1997 and 2006 to provide an up-to-date picture of the role of simulation techniques within manufacturing and business. The review is characterised by three factors: wide coverage, broad scope of the simulation techniques, and a focus on real-world applications. A structured methodology was followed to narrow down the search from around 20,000 papers to 281. Results include interesting trends and patterns. For instance, although discrete event simulation is the most popular technique, it has lower stakeholder engagement than other techniques, such as system dynamics or gaming. This is highly correlated with modelling lead time and purpose. Considering application areas, modelling is mostly used in scheduling. Finally, this review shows an increasing interest in hybrid modelling as an approach to cope with complex enterprise-wide systems.
The Vehicle Routing Problem (VRP) was introduced 50 years ago by Dantzig and Ramser under the title “The Truck Dispatching Problem.” The study of the VRP has given rise to major developments in the fields of exact algorithms and heuristics. In particular, highly sophisticated exact mathematical programming decomposition algorithms and powerful metaheuristics for the VRP have been put forward in recent years. The purpose of this article is to provide a brief account of this development.
We designed a decision-support system for FRILAC Company in Navarre, Spain, to optimize its routes for delivering frozen products. FRILAC's logistics department had been organizing deliveries based on vehicle runs, but FRILAC deemed this process inaccurate and expensive. We suggested simplifying this procedure by creating a decision-support system (DSS). We had a twofold aim: to design a route builder geared specifically to the road network of the area and to integrate the DSS into the global management of the company. We achieved both objectives by constructing the DSS LOGDIS in Microsoft Access. LOGDIS, using Clarke and Wright's (1964) algorithm, designs routes that minimize distances traveled, shows final outcomes on screen, creates reports for vehicle drivers, and estimates route costs. FRILAC has successfully implemented the results, reaching an average cost saving of 10 percent.
The optimum routing of a fleet of trucks of varying capacities from a central depot to a number of delivery points may require a selection from a very large number of possible routes, if the number of delivery points is also large. This paper, after considering certain theoretical aspects of the problem, develops an iterative procedure that enables the rapid selection of an optimum or near-optimum route. It has been programmed for a digital computer but is also suitable for hand computation.
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