Enterprise Research Teaching Aids

Project Summary

Organizations today have become process-focused, linking product development and order fulfillment across functions and across the globe. Integrated Enterprise Systems (ES) support this process orientation through cross-functional software applications built upon a common database. The goal of this project, supported by the National Science Foundation (Grant No. 0442394) was to create ES and process-oriented learning experiences to introduce undergraduate students to enterprise-wide process thinking.

Teaching Materials

We created six modules that examine the types of data and processes that are included in an enterprise system (ES), which are implemented in Microsoft Dynamics. These modules provide a foundation for students to understand the various functions in an enterprise system. Each module is framed as a hand-on laboratory that can be completed in about one hour. The modules are standalone, and can be used as an introduction to ES features. The modules are available for classroom use, by clicking on the links below:

As part of the project, we also developed an integrated business case, which introduces a process framework for thinking about organizational decisions. The case includes two decision-making scenarios, which encourage students to think about how ES data and processes might be used to support decisions.

Please contact a member of the research team if you plan to use a module in your class, are interested in learning more about the case, or have questions about the project.

Project Results

We developed a framework for teaching enterprise decision-making using enterprise decision-making modules linked together through a common case scenario, which is described in:

Strong, D. M., S. A. Johnson, and J. J. Mistry, 'Integrating Enterprise Decision-Making Modules into Undergraduate Management and Industrial Engineering Curricula', Journal of Information Systems Education, Special Issue on Enterprise Resource Education, Vol. 15, No. 3, Fall 2004, pp. 301-313.

We used two methods to evaluate student learning, including (1) measures based on student coursework and (2) changes in the magnitude and strength of students' self-efficacy, i.e., their assessment of their ability to perform tasks. We focused on the modules addressing ES support of business processes, which included the production planning and budgeting modules. Relative to controls, we found that students' knowledge about functional area topics increased with the use of ES-based modules; their self-efficacy related to the technology also improved.

Our assessment results are discussed in:

Mistry, J., D. Strong, and S. Johnson, "The Use of ERP-Based Exercises in Management Curricula", IADIS International Journal on Computer Science and Information Systems, p. 20, vol. 4, No. 3, 2009.

Johnson, S. A., D. M. Strong, J. J. Mistry, 'Integrating Enterprise Decision-Making Modules into Industrial Engineering Curricula', Proceedings of the 2006 ASEE Annual Conference, Chicago, IL, June 18-21, 2006.

* This material is based upon work supported by the National Science Foundation under Grant No. 0442394. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.