Increasing Interest in Operations Management
2003-2004 Academic Year Summary Report
Karl Knapp
Instructor
Miller School of Business
Department of Information Systems and Operations Management
April 30, 2004
Background
My goal for the 2003-2004 academic year was to increase the level of interest in the operations
management major. Increased interest should lead to an increase in the number of operations
management majors, which are critically low.
The main vehicle used to attain this goal were the six sections of MGT 351 – operations
management taught in the Fall 2003 and Spring 2004 semesters. A secondary vehicle was the
‘connections’ program for operations management that I coordinated.
Theoretical Framework
The main approach to the problem was based on prior research conducted at Ball State on
learning styles. This prior study (Knapp, 1993) measured the learning styles of 134 business
majors and 34 non-business majors at Ball State. The study is based on Kolb’s experiential
learning style theory (1976), using a simplified learning style inventory (LSI) instrument. The
results of the study provide support for the hypothesis that business majors favor concrete
learning styles. The Accommodator (n=39) and Diverger styles (n=27) (both concrete) are
significantly favored over the Converger (n=6) and Assimilator (n=7) styles (both abstract
conceptualization).
Hypotheses
The design of the course is based on the hypothesis that a class taught using a concrete
experiential learning tool will increase the level of interest in operations management.
Methodology
Based on the preference for concrete learning styles of teaching, a course simulation was created
enabling students to utilize and experience operations management concepts learned in class.
The simulation is based on the familiar metaphor of a chain of pizza restaurants.
A very large and complex multi-competitor, single market economic model was constructed
using Microsoft Excel. The economic model provides a variety of inputs based on operations
management concepts taught throughout the year. For example, the course section on break-even
analysis provides the tools for the students to make decisions about building additional stores.
Additional operations choices become available following the completion of each chapter (a full
discussion of the simulation will be presented in an upcoming article). In each case, groups of
students utilize the techniques and concepts learned in the chapter to make informed decisions.
Process simulation software (SimQuick) is also used to support the exercise.
Instrument
A pre- and post-course survey was conducted. This survey measures the level of interest in
operations management before and after the operations management course. The survey also
measures a variety of perceptions about the simulation exercise.
Population
205 students in six sections of MGT 351 (Operations Management) at Ball State University
participated in the survey. 260 students were enrolled, yielding a response rate of 78.8%. Of
these students, 65.4% are male and 34.6% are female. Most are traditional age (94.1% < 23 years
of age) full time (97.1%) students. The majority of the students work either full-time (7.3%) or
part-time (60.5%).
A breakdown of the students’ academic major area of study:
Majoring in:
Accounting
Marketing
Finance
Entrepreneurship
Human Resources
Business Administration
BIT
Management
Risk Management
MIS
Operations Management
Economics
IS
International Business
Sales
Business Education
Other or Unreported
Number
45
37
19
13
12
12
10
8
7
6
3
2
2
2
1
1
25
Percentage
22.0%
18.0%
9.3%
6.3%
5.9%
5.9%
4.9%
3.9%
3.4%
2.9%
1.5%
1.0%
1.0%
1.0%
0.5%
0.5%
12.2%
Results
Variables Under Study
The main variable under study is the interest level in operations management, before and after
the operations management course. The results on the aggregate level are as follows:
Interested in OM before MGT 351
Interested in OM after MGT 351
Change in percentage
Strongly
Disagree
6.3%
1.5%
(4.9%)
Disagree
Neutral
Agree
27.8%
8.8%
(19.0%)
43.9%
34.1%
(9.8%)
17.1%
46.3%
29.3%
Interested in OM (before MGT 351)
Strongly Agree
5%
Strongly
Agree
4.9%
9.3%
4.4%
Interested in OM (after MGT 351)
Strongly Disagree
6%
Strongly Agree
9%
Strongly Disagree
1%
Disagree
9%
Agree
17%
Disagree
28%
Neutral
34%
Agree
47%
Neutral
44%
A two-sample test of mean shows that the shift in average interest level (2.86 before to 3.53
after) in operations management was positive and statistically significant at the .05 level (t=7.6,
204 degrees of freedom, p=0.000000000001).
On an individual basis there are nine possible values of the shift in interest. They range from a
decrease of four levels (from strongly agree to strongly disagree) to an increase of four levels
(from strongly disagree to strongly agree). Individual shifts in perception were as follows:
Shift in Interest
Decreased 4 levels
Decreased 3 levels
Decreased 2 levels
Decreased 1 level
Stayed the same
Increased 1 level
Increased 2 levels
Increased 3 levels
Increased 4 levels
Number
0
0
1
15
80
76
23
8
2
Percent
0.0%
0.0%
0.5%
7.3%
39.0%
37.1%
11.2%
3.9%
1.0%
Shift in Interest in Operations Management
45.00%
39.02%
40.00%
37.07%
35.00%
30.00%
25.00%
20.00%
15.00%
11.22%
10.00%
7.32%
3.90%
5.00%
0.00%
0.00%
0.00%
0.49%
0.98%
Decreased 4 Decreased 3 Decreased 2 Decreased 1 Stayed the Increased 1 Increased 2 Increased 3 Increased 4
levels
levels
levels
level
same
level
levels
levels
levels
The feedback focused on the semester long pizza simulation reveals the following data:
The pizza simulation…
improved my understanding of OM concepts
improved my understanding of OM techniques
piqued my interest in OM
was fun
helped develop group decision-making skills
is recommended for other OM classes
needs to be improved
Strongly Disagree Neutral Agree Strongly
Disagree
Agree
1.0%
4.9%
17.1% 64.9%
12.2%
0.5%
5.4%
17.1% 65.4%
11.7%
1.0%
12.2%
35.6% 36.6%
14.6%
0.5%
1.5%
5.9% 48.3%
43.4%
1.0%
6.8%
14.6% 61.0%
16.6%
0.5%
2.0%
10.2% 50.7%
36.6%
2.4%
18.5%
38.5% 36.1%
3.9%
Analysis and Discussion
On the basis of the significant improvement in the interest level in operations management, I was
able to achieve at least some of the results desired at the beginning of the 2003-2004 academic
year. The percentage of students responding favorably to an interest in operations management
(either agreeing or strongly agreeing) more than doubled from 22% to 56%. Over half the
students (53%) increased their interest in operations management by at least one level.
The pizza simulation was a major contributor to this success, with over three-quarters of the
respondents positive that the simulation improved their understanding of operations
management.
While I have confirmed that four students have changed majors to operations management as a
result of the class, this is a lower number than what was hoped. Because MGT 351 occurs later in
the business curriculum, the change is much harder for students to make without delaying
graduation. Yet, overall, I consider the efforts of the past year a success.
References
Knapp, K. (2003). An Empirical Comparison of the Learning Styles of Business and NonBusiness Majors Using Kolb’s Experiential Learning Theory. Proceedings of the Delta Pi
Epsilon National Conference, November 21, 2003.
Kolb, D. A. (1976). Learning style inventory: technical manual. Boston: McBer.