Using Concept Maps in Teaching Operations Management Courses

Abstract

Teaching quantitative subjects such as operations management (OM) can be quite challenging. In this article, we present a novel approach that uses simplified concept maps for teaching OM. This application of concept maps was investigated to determine if it helps students to answer questions and to solve OM problems more effectively. Our study used a controlled experimental design with students divided into two groups, one taught using concept maps and another group taught using traditional techniques. Student learning was measured with pre‐ and posttests consisting of both multiple‐choice and constructed‐response items. The performance of the two groups was compared using an independent samples t‐test and analysis of covariance to control for the covariate “pretest.” The results indicate that use of simplified concept mapping significantly improved student learning of OM course material. We therefore recommend its adoption as an active‐learning pedagogical technique that can lead to positive change in the OM classroom.

STIB: The Systemic Thinking Inventory for Business

“…This is a challenge for business leaders who are charged with identifying which elements of a situation are the most pressing and in need of attention [14]. Organizations facing complex decision making situations can employ techniques such as chunking and specialization [17] or mapping to visually represent the variables in a situation [18,19]. Modeling helps individuals conceptualize the system they are trying to understand.…”

How the design and complexity of concept maps influence cognitive learning processes

“…In this context, concept maps find wide application in several learning topics. For instance, they are used in chemistry (Talbert et al, 2020 ), operations management (Essila et al, 2021 ), and pharmacy courses (Carr-Lopez et al, 2014 ).…”