Supply Chain Management Directors’ Conference
Experiential Learning in SCM Education
Dave Malenfant,
TCU Neeley School of Business
March 25, 2016
Center for Supply Chain Innovation
Experiential Learning At TCU Supply Chain Education
• TCU SCM Program designed for “active” or
“experiential” learning in both undergraduate and
graduate
• Three programs have proven to be effective.
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Links Simulation*
Supply Chain Executive Apprenticeship Program
Experiential trip to Vietnam and Hong Kong (MS)
Experiential trip to China (Undergraduate)
*LINKS a trademark of Dr. Randall Chapman
Center for Supply Chain Innovation
Links Simulation
•
Goal is to improve your firm’s overall financial, operating and marketing performance by
making decisions within the integrated Supply Chain
•
Simulation firms manage procurement, manufacturing, distribution and warehousing,
transportation, service, generate demand, forecasting, information technology, and
research studies.
Experiential Learning
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Present the results to a Board of Directors at the end of the Simulation Game (typically 8
weeks) – The Board is composed of Supply Chain Executives and professionals from
Local Companies
•
Teams have 15 minutes to present the results of their firm relative to the industry,
benchmark metrics, and other teams.
•
Must answer probing insightful questions during the presentation. This requires the
students to thing “on their feet” and defend their supply chain strategy and
decision
Center for Supply Chain Innovation
Supply Chain Executive Apprenticeship Program
Approximately 8 years old, the top 10% supply chain students were selected through a rigorous
interview process by the Faculty Advisor and representatives from the sponsor company.
Together, we designed a two-semester accredited course:
First Semester:
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Identify and map a supply chain for the sponsor company.
•
Interview all key stakeholders in the integrated supply chain
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Deliverable is a presentation to the company executives at the end of the semester showing the mapped supply
chain with recommendations for improvement.
Second Semester:
• Identify, plan, and execute a project as agreed by the students, Faculty Advisor, and the sponsor company.
• Deliverable is a presentation to the project stakeholders and company executives on the findings and
recommendations. The end result is of value to the company and the improvements are implemented resulting
in a tangible benefit to the company.
Center for Supply Chain Innovation
Supply Chain Executive Apprenticeship Program
Unique Experiential Learning
•
Students must prepare own questions for interviews
•
Begin to understand the dynamics of an international business
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Begin to understand the relationships between departments and functions
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Learn the impact of data on projects
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Politics of the organization
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Breadth of the supply chain
Center for Supply Chain Innovation
Experiential Trip for Master Students
This year, an international trip to Vietnam and
Hong Kong
Pre-Trip classes
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Understanding the culture
Global Business Sourcing
Case Study – “Selling Ready to Drink Tea” in Southeast Asia
Global Business and Stability
Second Case study
Pre-Trip Assignments
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•
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Presentation on Vietnam/China business issues
Briefs on Companies to be visited
Individual case analysis on Vietnam’s embrace of ICT (information &
communications technologies)
Center for Supply Chain Innovation
Experiential Trip for Master Students
Experiential Learning
• Group project video journal of comparative analysis
• Highlighted different supply chains
• Understanding of contrast between different countries
and business environment
• Out of “comfort zone” – most have never traveled to
Asia
• Global Business perspective
Center for Supply Chain Innovation
Experiential Trip for Undergraduate Students
Past 8 years have been taking undergraduate students
to China: “Global Supply Chain Management”
Pre-Trip classes
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Understanding the culture
Supply Chain implication in sourcing from China
China: Doing Business in the Middle Kingdom
Global Business and Stability
Import, Export, and INCO terms
Case studies
Guest Lecture Director of Asian Studies
In-Country
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Company visits in Shanghai
Company visits in Beijing
Cultural visits
Visit to village barefoot Doctor and hiking the Great Wall!
Center for Supply Chain Innovation
Experiential Trip for Master Students
Experiential Learning
• Group project video journal of comparative analysis
• Highlighted different supply chains
• Understanding of contrast between different countries
and business environment
• Out of “comfort zone” – most have never traveled to
Asia
• Global Business perspective
Center for Supply Chain Innovation
Supply Chain Management Directors’ Conference
Experiential Learning in SCM Education
Questions?
Dave Malenfant,
TCU Neeley School of Business
March 25, 2016
Center for Supply Chain Innovation
‘Supply Chain – Marketing Shark Tank’
Experiential Lab Game in Interdisciplinary
Business Education: Qualitative and
Quantitative Analyses
Anshu Saxena Arora
Associate Professor of Marketing,
Savannah State University
Amit Arora
Assistant Professor of Logistics / SCM,
Savannah State University
The 5th Annual SCM Directors’ Conference, Boston, MA
March 23-25, 2016
Agenda
• Motivation
• Teaching Innovation Objectives
• SC-Marketing Shark Tank Strategic Experiential Game
• Analysis and Results
• Discussion
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Motivation
• Challenge for academia to teach the
subjects of marketing / advertising
and SCM, and sensitize students
(from different backgrounds and
subject interest areas) about the
interaction between the areas of
SCM and marketing.
• Inter-disciplinary.
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Motivation
• Academic training of students
graduating from Historically Black
Colleges and Universities (HBCUs)
is often perceived as insufficient by
Predominantly White Institutions
(PWIs) (Joseph, 2012; Kim and Conrad, 2006).
• Cross-cultural.
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Five-Phased Approach
•
•
1
2
3
Evaluate
Learners
Team
Formulation &
Research
Buyer-Supplier
Interaction
FSLSM
Learning Styles
CORD
Teaching Styles
•
•
•
•
•
•
Client teams
Ad Agency
Creatives
Media
Production
Assign
responsibilities
& research
• Advertising
conceptualization
• Develop ad work
• Teams’
interaction
• Team dynamics –
overcoming
challenges
4
Go Live
(consumer)
• Presentation to
target consumer
• Team work
evaluation
• Team ranking by
consumers and
judges
5
Teaching
Effectiveness
• Qualitative and
Quantitative
SC-Marketing
evaluation
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Phase 1: Evaluate Learners
• We used the Felder-Silverman model and Index of Learning
Styles (Felder & Silverman, 1988) because students can selfadminister this questionnaire at no cost.
• In addition, the four learning style dimensions are numerically
coded and easily quantified for analysis.
• Index of Learning Styles has been validated (Zwyno, 2003),
(Litzinger, Lee, Wise, & Felder, 2005), (Felder & Spurlin, 2005)
and used in this research study.
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Learning Styles
Active
Reflective
Sensing
Intuitive
Visual
Verbal
Sequential
Global
Very strong preference
Fairly well balanced
Moderate preference
Phase 2: Team Formulation & Research
Creative
Boutique
Ad
Agency
Media
Specialist
Industry
Client
• TV media ads
• Print ads
• Social media
ads
Consumers
Production
Company
Tier 2
Tier 1
Suppliers
Buyer
Output
End user
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Phase 3: Communication, Negotiation
& Collaboration
Creative
Boutique
Ad
Agency
Media
Specialist
Industry
Client
Production
Company
Tier 2
Tier 1
Suppliers
Buyer
Advertising Development and Conceptualization; Teams’
Interactions, Collaboration, Trust, Relationship Building, Team
Dynamics and Overcoming Team Challenges
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Phase 4: Implementation – Go Live
Industry
Client
Buyer
• TV media ads
• Print ads
• Social media
ads
Output
Consumers
End user
Advertising Presentations to target consumers (audience);
Team work evaluation; Team ranking by consumers and judges
Phase 5: Data Analysis
• Data source: Qualitative feedback regarding learning outcomes
collected from students at the end of exercise.
• Sample size = 161 students.
• Student feedback consisted of three categories:
– Team experience (3 questions).
– Team effectiveness (5 questions).
– Overall feedback (2 questions).
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Phase 5: Sample
Males
Females
TOTAL
75
86
161
Learning
Style
Ethnicity
African-Americans
79
Caucasians
70
Asians
10
Hispanics
2
TOTAL
161
Males
(%)
Females
(%)
ActiveReflective
38
24
SensingIntuitive
26
43
VerbalVisual
53
45
SequentialGlobal
33
35
Preferred
Teaching Style
Applied
concept
Enactive
processing
Understanding
learning
Co-op
groups
%age
40
41
40
54
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Questionnaire
• Team Experience
– What did you learn while designing creative and media strategy for the
client?
– What did you learn while presenting creative and media strategy for the
client?
– What did you learn from other teams’ creative and media presentations?
• Team Effectiveness
– What was the biggest challenge involved in the SC-Mark project?
– What was particularly effective in your team’s work on creative and
media strategy?
– What was particularly effective in your team’s delivery on creative and
media strategy?
– What was effective regarding your team, especially in terms of winning
approval of clients and customers?
– What was effective regarding the other teams, especially in terms of
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winning approval of clients and customers?
Questionnaire
• Overall Feedback
– What was the most intriguing and effective part of your SC-Mark project?
– How did your SC-Mark work help you to better understand the two
subject areas – Advertising and Supply Chain Management?
Structured content analysis for this research
project focused on overall student learning
outcomes (322 statements)
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Sample Statements
• “One of the more difficult aspects of advertising supply chain management is
trying to understand the full capabilities of your business partners and/or
suppliers”
• “Nothing can replace face-to-face communication; by fostering personal
relationships with both customers and suppliers, the entire supply chain
process will be embraced by all”
• “If you maintain your advertising supply chain metrics and lessons learned
from the past, you’ll avoid making partnership errors with both suppliers
(business partners) and clients”
• “We understood the concept of CPFR – Collaborative Planning, Forecasting
and Replenishment. CPFR creates a win–win scenario, tying the client and
agency together so that their goals are compatible”
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Research Method
• Structured content analysis methodology to analyze student
feedback statements.
• This methodology has been used in SC and communications
literature (e.g., Montabon et al. 2007; Tate et al. 2010; Hofer et al. 2012).
• Centering Resonance Analysis (CRA) technique using
Crawdad software.
• CRA relies not just on frequency count of words in text but also
on inter-connectedness of text based on network analysis
(McPhee et al. 2002; Hofer et al. 2012).
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Research Method
𝐼𝑖𝑇 = influence of a word i in text T
𝑔𝑗𝑘 = number of shortest paths connecting jth and kth words
(𝑖 )
𝑔𝑗𝑘 = number of those paths containing word i
N = numbers of words in the network
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Word Network Map
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Themes and Associated Words
Supply Chain
supply
0.11615
chain
0.16448
value
0.09697
supplier
0.04727
resource
0.02062
planning
0.01653
goal
0.0159
delivery
0.01519
revenue
0.0124
management0.00949
inventory
0.00875
issue
0.00927
able
0.00903
Buyer Supplier
Relationship
Consumer focus and
orientation
Advertising and SC
Risk Management
partner
0.19132
collaboration0.15322
client
0.10088
agency
0.08022
collaborative0.02581
party
0.01712
situation
0.01287
relationship 0.00782
information
0.10858
customer
0.0679
network
0.02459
communication0.02132
data
0.01768
commitment 0.01703
process
0.0161
consumer
0.00826
marketplace 0.00813
win-win
0.00797
advertising 0.07796
cpfr
0.06404
capability
0.06136
result
0.04835
cost
0.02894
group
0.02825
difficult
0.02263
competitive 0.02045
application 0.01762
challenge
0.01727
change
0.01646
sale
0.0159
time
0.01389
incentive
0.01372
effort
0.01258
performance0.00653
effect
0.01035
element
0.0103
technology 0.0098
forecasting 0.00683
ad
0.00584
initiative
0.0056
lesson
0.00557
term
0.00521
price
0.00826
Community focus
(learners &
institutional focus)
business
company
organization
staff
benefit
good
great
big
service
common
industry
community
beneficial
right
economy
0.11931
0.05076
0.04716
0.01801
0.01775
0.01726
0.01575
0.01181
0.01113
0.01109
0.01073
0.00837
0.00826
0.00621
0.00503
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Average Theme Values
Buyer –
Supplier
Relationship
Supply Chain
Consumer
focus and
orientation
0.074
0.042
0.030
Community
focus
(learners and
institutional
focus)
Advertising
and SC Risk
Management
0.024
0.022
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Gear
Do you have the Best Gear?
TM
Mobile Application
Thank You!
Anshu Saxena Arora
Associate Professor of Marketing,
Savannah State University
aroraa@savannahstate.edu
Amit Arora
Assistant Professor of Logistics / SCM,
Savannah State University
aroraam@savannahstate.edu
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