Business Process Management in the Classroom

Business Process Management in the Classroom

Ashwini Sarvepalli (Georgia College & State University, Milledgeville, GA, USA) and Joy Godin (Georgia College & State University, Milledgeville, GA, USA)
Copyright: © 2017 |Pages: 12
DOI: 10.4018/JCIT.2017040102
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Organizations are increasingly adopting Business Process Management (BPM) approaches growing the need for BPM expertise in the industry (Bandara et al., 2010). This has resulted in growing demand for college graduates who have a thorough knowledge of business processes (Lee, 2008). Hadidi (2014) pointed out that development of courses and programs in BPM area has received huge consideration in academia during recent times. This paper presents a classroom activities for teaching Business Process Management using a paper-based simulation game conducted as part of an undergraduate IS course. The paper discusses various class activities involved such as execution of the simulation game, creation of graphical representations of processes followed in the game, and creation of Business Process models using Microsoft Visio software. A post-test survey was conducted to evaluate the understanding of BPM concepts learned and analyze the effectiveness of the simulation game. The paper concludes with recommendations for future research.
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Literature Review

Teaching Business Process Management

Several authors have stressed the importance of teaching BPM in graduate business schools (Bandara et al., 2010; Hadidi, 2014; Lee, 2008; Hawking, McCarthy, & Stein, 2004) and the need to integrate business processes concepts and their task dependencies in ERP training (Pellerin & Hadaya, 2008; Kang & Santhanam, 2003; Shtub 2001). Léger (2006) pointed out that teaching the business concepts that are underlying ERP systems is difficult because many students lack experience to relate to these concepts. Since the academic world is more focused on functional expertise rather than an integrated multidisciplinary approach, it is difficult to structure a curriculum for the purpose of BPM (Bandara, et, al., 2010). On the other hand, traditional methods are not found to be suitable for teaching and learning ERP systems and their underlying business processes (Adelsberger et al., 1999). Seethamraju (2008) found that students’ ability to develop a deeper understanding of integrated business processes and utilize it in decision-making was limited when traditional teaching methods were used and argued that innovative models are necessary in order to improve effective learning of these concepts.

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