An exploratory study of experiential learning in teaching a supply chain management course in an emerging market economy

Abstract

Purpose The study is exploratory and aims to investigate students’ learning experience in a supply chain management (SCM) course at a university in Bahrain. The selected learning skills were cognitive, affective and interactive, whereas the adopted pedagogical tools were case analysis, evaluative essay and game exercise. Design/methodology/approach A questionnaire survey was distributed to undergraduate students enrolled in an SCM course at a university in Bahrain. Descriptive and inferential statistical analysis techniques were used. Inferential analysis tests were principal component analysis, Kruskal–Wallis analysis of variance and Dunn’s post hoc pairwise comparison test. Findings Results are inconclusive but revealed significant differences in students’ perceptions of learning skills among the adopted teaching methods. Significant differences in the perceived learning skills were found between the evaluative essay and the case analysis and between the report and the game exercise. The game exercise was the most useful technique in improving students’ interactive, cognitive and affective skills, followed by case analysis and evaluative essay. Research limitations/implications As the sample of this study consisted of students enrolled in a particular SCM course at a University in Bahrain, the small sample size may restrict the study’s conclusive findings. Practical implications It is recommended to establish an experiential or problem-based learning support unit to assist faculty in the planning, design and development of pedagogical and assessment tools. Originality/value The research findings are expected to help design, assess and enhance students’ learning experience in SCM and other business courses that adopt a process-based experiential learning perspective.

Gamification in Supply Chain Management (SCM) education: a practical experience with the Beer Game

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Educational innovation in supply chain management and logistics for active learning in Latin America

“…These ludic games and online platforms aim to actively engage students in predefined scenarios for problem-solving and decision-making, allowing them to experience simplified real-world situations and develop both disciplinary and personal competencies (Benson and Chau, 2019; Kodzi, 2019). Others promote the use of experiential learning or learning by experience to improve students’ perceptions of learning benefits, develop professional skills and bridge the gap between graduates’ skills and employer expectations (Al-Shammari, 2022). Overall, it is claimed that active learning in SCM&L education enhances student engagement and interaction, leading to improved academic performance (Freeman et al , 2014).…”

Experiences in Online Teaching of Supply Chain Management course

“…Folinas et al (2020) Highlighted use of simulation in Teaching Key Supply Chain Management Concepts 11. Al-Shammari (2021) An exploratory study on students' learning experience in a Proceedings of the 2 nd India International Conference on Industrial Engineering and Operations Management Warangal, Telangana, August 16-18, 2022 ©IEOM Society International supply chain management course at a Bahrain university emphasizing cognitive, affective and interactive skills 12. Birou et al (2022) Issues such as content, coverage, assessment, and gaps were analyzed regarding undergraduate courses on SCM 13.…”