Project Flip: A Project Management Case/Exercise Experience

Heineke, Janelle; Meile, Larry C.; Liu, Linda Boardman; Davies, Jane

doi:10.1111/j.1540-4609.2009.00246.x

Cited by 12 publications

(9 citation statements)

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“…Recent research has criticized the lack of investigation of business model development and change, especially during the early phases (Frankenberger et al., ; Klang, Wallnöfer, & Hacklin, ). If business schools offered more learner‐centered instruction on BMI, students might be better prepared to develop, refine, validate, and filter business model ideas, particularly when they are future entrepreneurs or employees of large companies (Ancona, ; Hartman, Watts, & Treleven, ; Heineke, Meile, Liu, & Davies, ).…”

Section: Introductionmentioning

confidence: 99%

Early Phases of Business Model Innovation: An Ideation Experience Workshop in the Classroom

Hoveskog¹,

Halila²,

Danilovic³

2015

Decision Sci J Innov Edu

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As the mantra “innovate your business model or die” increases in popularity among practitioners and academics, so does the need for novel and feasible business models. In this article, we describe an ideation experience workshop, conducted in an undergraduate business course, in which students, guided by their lecturers and two industry representatives, developed business models in the early phases of a company's new blood alcohol level testing device. The students based their business models on the nine building blocks of a Business Model Canvas tool. The workshop confirmed that the three learning objectives were achieved as students acquired knowledge, created problem solutions, and presented results. The success of the workshop is attributable to the opportunity it gives students to work with an actual company, to experiment with business model innovation, and to learn from evaluators’ feedback.

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Section: Introductionmentioning

confidence: 99%

Early Phases of Business Model Innovation: An Ideation Experience Workshop in the Classroom

Hoveskog¹,

Halila²,

Danilovic³

2015

Decision Sci J Innov Edu

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“…Through this simulation, students are exposed to supply chain sustainability, risk management, and TCO while also experiencing and reflectively understanding the linkages between these important supply chain concepts. Finally, it illustrates an example of the perceived learning effectiveness enabled by using dice to simulate uncertainty for business students (similar to Heineke et al (2010)) while also providing a call from these students for the dice approach to be expanded in their education.…”

Section: Resultsmentioning

confidence: 99%

Game—Rolling the Dice on Global Supply Chain Sustainability: A Total Cost of Ownership Simulation

Cole

Snider

2020

INFORMS Transactions on Education

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Sustainability in management education is a potential solution to societal challenges, influencing students' worldviews and attitudes to contribute to a more profound social change. Through this innovative dice-based classroom simulation, students are exposed to supply chain sustainability, total cost of ownership (TCO), and risk management while also understanding their linkages through effective instructor debrief. Student teams compete by selecting sourcing options such as supplier location, transportation methods, and sustainability reputation from a menu, then see how their decisions fare as the product-line life cycle is simulated with a dice. The debrief facilitated by the instructor compares and contrasts results across the teams, generating insights into the interrelationships between supply chain sustainability choices, TCO, and risk management. Successfully conducted by multiple instructors, in multiple countries, and across all levels of management education (undergraduate, master of science, and executive master of business administration), survey results (n = 350) plus a pilot study (n = 31) confirm that this dice-based simulation accomplishes multiple learning objectives while also providing a highly engaging experiential learning classroom environment for this sample.

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“…If the level is actually more knowledge or insight instead of the suggested experience and ability, project based learning and simulation could be really distracting the students from what is taught as suggested (Heineke et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Exploring Project Management Education

Nijhuis

2017

Eur. j. soc. sci. educ. res.

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The object of this paper is to explore the actual practice in project management education in the Netherlands and compare it to reference institutions and recent literature. A little over 40% of the Higher Education institutions in the Netherlands mentions PM education in programs and/or courses. A total of 264 courses, minors and programs in the Netherlands found. In reference institutions 33 courses and programs are found and 36 publications deal with actual teaching of project management in Higher Education. Comparing these sources finds traditional methods of teaching and testing, a roughly comparable focus on subjects and an unsupported high claim of learning level, while the number of credits assigned to project management is relatively small. There is a strong focus on planning without execution, which is critiqued as is the promoted Project Based Learning.

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Project Flip: A Project Management Case/Exercise Experience

Cited by 12 publications

References 0 publications

Early Phases of Business Model Innovation: An Ideation Experience Workshop in the Classroom

Early Phases of Business Model Innovation: An Ideation Experience Workshop in the Classroom

Game—Rolling the Dice on Global Supply Chain Sustainability: A Total Cost of Ownership Simulation

Exploring Project Management Education

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