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Operations Management Curriculum Development Under Uncertain Situations: Lessons Learned From the Pandemic

Author

Listed:
  • Foteini Stavropoulou

    (Liverpool Business School, Liverpool L3 5UG, United Kingdom)

  • Hamidreza Panjehfouladgaran

    (Liverpool Business School, Liverpool L3 5UG, United Kingdom)

  • Misha Teimouri

    (Department of Communication, Faculty of Modern Languages and Communication, Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia)

Abstract

The COVID-19 pandemic caused a major disruption to higher education as face-to-face teaching had to shift to distance teaching overnight. In this paper, we describe the adaptation of an operations management undergraduate core module, taught to first-year students, from face-to-face delivery to emergency online delivery. In our online version, we used a mix of traditional and flipped classroom techniques. We adopted a “live” online lecture, where students were encouraged to interact with their instructors and ask questions, and flipped live online tutorials, where students and instructors discussed case studies. In addition, we used a web-based simulation game as a learning and assessment tool. After the simulation game was complete, we assessed our students using a reflective group presentation regarding the decisions they made throughout the game. Based on student feedback, the curriculum design and the module adaptations that we adopted for its emergency online delivery can be considered successful. In particular, students were satisfied with the module quality and structure. Following our experience from adapting our face-to-face module for emergency online delivery, we provide a framework for switching to emergency online teaching along with some useful insights and recommendations to operations management educators.

Suggested Citation

  • Foteini Stavropoulou & Hamidreza Panjehfouladgaran & Misha Teimouri, 2024. "Operations Management Curriculum Development Under Uncertain Situations: Lessons Learned From the Pandemic," INFORMS Transactions on Education, INFORMS, vol. 25(1), pages 41-54, September.
    • Handle: RePEc:inm:orited:v:25:y:2024:i:1:p:41-54
    DOI: 10.1287/ited.2022.0074
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    References listed on IDEAS

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    1. Brent Snider & Jaydeep Balakrishnan, 2013. "Lessons Learned from Implementing Web-Based Simulations to Teach Operations Management Concepts," INFORMS Transactions on Education, INFORMS, vol. 13(3), pages 152-161, May.
    2. Thomas C. Sharkey & Sarah G. Nurre, 2016. "Video Tutorials Within an Undergraduate Operations Research Course: Student Perception on Their Integration and Creating A Blended Learning Environment," INFORMS Transactions on Education, INFORMS, vol. 17(1), pages 1-12, September.
    3. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
    4. Julia Miyaoka, 2005. "Making Operations Management Fun: Littlefield Technologies," INFORMS Transactions on Education, INFORMS, vol. 5(2), pages 80-83, January.
    5. Samuel C. Wood, 2007. "Online Games to Teach Operations," INFORMS Transactions on Education, INFORMS, vol. 8(1), pages 3-9, September.
    6. Matthew J. Drake, 2019. "Teaching OR/MS with Cases: A Review and New Suggestions," INFORMS Transactions on Education, INFORMS, vol. 19(2), pages 57-66, January.
    7. Matthew D. Dean, 2020. "Using the Learning Assistant Model in an Undergraduate Business Analytics Course," INFORMS Transactions on Education, INFORMS, vol. 20(3), pages 125-133, May.
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