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Student Reactions to the Field Consulting Capstone Course in Operations Management at the University of Dayton

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  • Michael F. Gorman

    (School of Business Administration, University of Dayton, Dayton, Ohio 45419)

Abstract

The University of Dayton's operations management major offers a unique capstone opportunity for students to apply theory in a live consulting project that addresses real problems of live clients. Projects require students to apply a broad spectrum of skills learned in the major, including, but not limited to, optimization, simulation, and statistical analysis, and apply techniques from business improvement programs such as lean, Six Sigma, and reengineering. As a result, students gain valuable experience applying technical skills in a live environment. This paper, a companion to The University of Dayton Operations Management Capstone Course: Undergraduate Student Field Consulting Applies Theory to Practice , which explores client reactions, presents the student perspectives on the risks and benefits of a course based on field consulting projects. Quantitative and qualitative student reaction to the course are reported from three sources: course evaluations at the time it was taken, a retrospective of the four-year experience upon graduation, and a survey that captures graduate reflections on the course up to seven years after completion of the course. Despite the inherent risks of offering a capstone based on field work, students find the experience both of tremendous practical value and of high academic rigor.

Suggested Citation

  • Michael F. Gorman, 2011. "Student Reactions to the Field Consulting Capstone Course in Operations Management at the University of Dayton," Interfaces, INFORMS, vol. 41(6), pages 564-577, December.
    • Handle: RePEc:inm:orinte:v:41:y:2011:i:6:p:564-577
    DOI: 10.1287/inte.1110.0567
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    References listed on IDEAS

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    1. Thomas A. Grossman, 2002. "Student Consulting Projects Benefit Faculty and Industry," Interfaces, INFORMS, vol. 32(2), pages 42-48, April.
    2. Michael F. Gorman, 2010. "The University of Dayton Operations Management Capstone Course: Undergraduate Student Field Consulting Applies Theory to Practice," Interfaces, INFORMS, vol. 40(6), pages 432-443, December.
    3. B. Curtis Eaves, 1997. "Learning the Practice of Operations Research," Interfaces, INFORMS, vol. 27(5), pages 104-115, October.
    4. Sanjay L. Ahire, 2001. "Linking Operations Management Students Directly to the Real World," Interfaces, INFORMS, vol. 31(5), pages 104-120, October.
    5. Peter J. Regan, 2006. "Professional Decision Modeling: Practitioner as Professor," Interfaces, INFORMS, vol. 36(2), pages 142-149, April.
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    Cited by:

    1. Robert B. Handfield & Steven A. Edwards & Jeffrey S. Stonebraker, 2011. "NC State's Supply Chain Resource Cooperative Educates in the Real World," Interfaces, INFORMS, vol. 41(6), pages 548-563, December.
    2. Michael Francis Gorman, 2023. "Case Article—Blending Statistics, Optimization, and Simulation in a Multiphase Case," INFORMS Transactions on Education, INFORMS, vol. 23(3), pages 173-176, May.
    3. Aaron Babier & Craig Fernandes & Ian Yihang Zhu, 2023. "Advising Student-Driven Analytics Projects: A Summary of Experiences and Lessons Learned," INFORMS Transactions on Education, INFORMS, vol. 23(2), pages 121-135, January.
    4. Michael F. Gorman, 2023. "Case Article—Louisiana Branch Lines," INFORMS Transactions on Education, INFORMS, vol. 23(3), pages 139-143, May.
    5. Michael F. Gorman, 2018. "A Survey of Research in Field-Based Education: A Summary of Process, Best Practices, and Lessons Learned," INFORMS Transactions on Education, INFORMS, vol. 18(3), pages 145-161, May.
    6. Andrew Bowers & Melissa R. Bowers & Nana Bryan & Paolo Letizia & Spencer Murphy, 2023. "Forming Student Teams to Incorporate Soft Skills and Commonality of Schedule," Interfaces, INFORMS, vol. 53(2), pages 111-127, March.

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