Graduate Student Project: Operations Management Product Plan

References

• Adler, R., & Milne, M. (1997). A day of active learning: An accounting educator's symposium. Accounting Education, 6, 273-280.
   Google Scholar
• Ahire, S. (2001). Linking operations management students directly to the real world. Interfaces, 31, 104-120.
   Google Scholar
• Amo, T., Hershey, F., & Friedman, L. (2000). Three methods to engage students in the introductory statistics course: Humor, active learning, and relevant examples. Proceedings of the Decision Sciences Institute, 1, 218-222.
   Google Scholar
• Arnold, P., & Khurana, A. (1998). Design and delivery of the undergraduate business program at Boston University: A cross-functional, team learning approach. Decision Line, 29, 4-7.
   Google Scholar
• Ashraf, M. (2004). A critical look at the use of group projects as a pedagogical tool. Journal of Education for Business, 79, 213-216.
   Google Scholar
• Ballou, R. H. (2004) Business logistics management. Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Bliss, R. T., & Potter, M. E. (2000). Integrating the undergraduate business curriculum: The case of Babson College. Journal of Business Education, 1, 1-13.
   Google Scholar
• Bredemier, M. E., & Greenblat, C. S. (1981). The educational effectiveness of simulation games: A synthesis of findings in simulation and games. Simulation and Games, 12, 307-333.
   Google Scholar
• Cardozo, R., Durfee, W., Ardichvili, A., Iaizzo, P., Mallick, D., Bar-Cohen, A, et al. (2002). Perspective: Experiential education in new product design and business development. Journal of Product Innovation Management, 19, 4-17.
   Google Scholar
• Cox, J., & Walker, E. (2005). Increasing student interest and comprehension of production planning and control and operations performance measurement concepts using a production line game. Journal of Management Education, 29, 489-511.
   Google Scholar
• Cutright, K., & Perotti, V. (2000). Instructional innovation in the Ohio University College of Business core curriculum. Decision Sciences Institute 2000 Proceedings, 1, 10-12.
   Google Scholar
• Darian, J. C., & Coopersmith, L. (2001). Integrated marketing and operations team projects: Learning the importance of cross-functional cooperation. Journal of Marketing Education, 23, 128-135.
   Google Scholar
• Davis, B., & Miller, T. (1996). Job preparation for the 21st century: A group project learning model to teach basic workplace skills. Journal of Education for Business, 72, 69-73.
   Google Scholar
• Ehie, I. (2001). Using "live" project teams in an introductory production and operations management course. Decision Sciences Institute 2001 Proceedings [CD], 299-301.
   Google Scholar
• Foggin, J. (1992). Meeting customer needs. Survey of Business, 28, 6-12.
   Google Scholar
• Gupta, A., Inlow, N., Jones, K., & Whitehouse, F. (2001). Integration of business core courses. Decision Sciences Institute 2001 Proceedings, 1, 382-3824.
   Google Scholar
• Hazen, M. (1988). Learning how to learn: An experiment in dialogue. Organizational Behavior Teaching Review, 12, 72-85.
   Google Scholar
• Hendry, C. (1996). Understanding and creating whole organizational change through learning theory. Human Relations, 49, 621-641.
   Google Scholar
• Hill, A. (1997). Business schools show they can learn to adapt. Puget Sound Business Journal, 17(45), 1-2.
   Google Scholar
• Jacobs, F. R. (2003). E-OPS game. Retrieved on July 1, 2003, from http://jacobs.indiana.edu/egames.html
   Google Scholar
• Klassen, K. J. (2000). Adapting group projects to be successful in dissimilar student bodies. Decision Sciences Institute 2000 Proceedings, 1, 291-293.
   Google Scholar
• Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Kopczak, L. R., & Fransoo, J. C. (2000). Teaching supply chain management through global projects with global project teams. Production and Operations Management, 9, 91.
   Google Scholar
• Lawrence, B., & Stading, G. (2000). Habitat for Humanity: Logistics theory meets practice. Decision Sciences Institute 2000 Proceedings, 1, 259-261.
   Google Scholar
• Livingstone, D., & Lynch, K. (2000). Group project work and student-centred active learning: Two different experiences. Studies in Higher Education, 25, 325-345.
   Google Scholar
• Mockler, R. (1997). How to learn how to learn: An innovative approach to nurturing professional growth. 1997 Proceedings of the Decision Sciences Institute, 1, 109-111.
   Google Scholar
• Muckstadt, J., & Jackson, P. (1995). Llenroc plastics: Market-driven integration of manufacturing and distribution systems (Technical Report No. 898). New York: Cornell University, School of Operations Research and Industrial Engineering.
   Google Scholar
• O'Connor, G., & Messler, R., Jr. (2001). A truly multidisciplinary experiment in teaching new product development: Lessons learned. Journal of the Academy of Business Education, 2, 72-86.
   Google Scholar
• Peckman, L. (1997, November). Inventory management: Supply chain planning shows the way. APICS-Performance Advantage, 6-8
   Google Scholar
• Polito, T., Kros, J., & Watson, K. (2004). Improving operations management concept recollection via the Zarco Experiential Learning Activity. Journal of Education for Business, 79, 283-286.
   Google Scholar
• Ranney, F., & McNeilly, K. (1996). International business writing projects: Learning content through process. Business Communication Quarterly, 59, 9-26.
   Google Scholar
• Ritzman, L., & Krajewski, L. (2003). Foundations of operations management. New York: Prentice Hall.
   Google Scholar
• Sampson, S. (2000). Student-produced video tours of service industries. Decision Sciences Institute 2000 Proceedings, 1, 4-6.
   Google Scholar
• Satzler, L., & Sheu, C. (2002). Facilitating learning in large operations management classes using integrated Lego projects. Production and Inventory Management Journal, 43, 72-77.
   Google Scholar
• Sherrell, D. L., & Burns, A. C. (1982). An empirical test of microcomputer simulations as an alternative for the teaching of a marketing topic. In B. J. Walker, W. O. Bearden, W. R. Darden, P. E. Murphy, J. R. Nevin, & J. C. Olson, et al. (Eds.), 1982 Educators Conference Proceedings (pp. 122-126). Chicago: American Marketing Association.
   Google Scholar
• Sterman, J. (1995). The Beer Distribution Game. In J. Heineke, & L. Meile (Eds.), Games and exercises for operations management: Handson learning activities for basic concepts and tools (pp. 101-111). Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Verderber, K., & Serey, T. (1996). Managing in-class projects: Setting them up to succeed. Journal of Management Education, 20, 23-38.
   Google Scholar
• Walters, G. A., & Marks, S. E. (1981). Experiential learning and change: Theory, design, and practice. New York: Wiley.
   Google Scholar
• Weinstein, L., Castellano, J., & Roehm, H. (2001). Incorporating quality improvement tools in an MBA quality management class. Decision Sciences Institute 2001 Proceedings, 1, 1156-1158.
   Google Scholar
• Weiss, H. (2000). DS for Windows Version 2.1 [Computer software manual]. Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Wiltse, E. (2002). Correlates of college students' use of instructors' comments. Journalism & Mass Communication Educator, 57, 126-138.
   Google Scholar
• Winter, J., Neal, J., & Waner, K. (1995). Group writing versus individual writing: Is there a difference in achievement? Journal of Education for Business, 71, 78.
   Google Scholar
• Wright, R., & Ammar, S. (1997). We played OPM games and won! 1997 Decision Sciences Institute Proceedings, 1, 75-77.
   Google Scholar