Lateral Thinking in the Process of Logistics Students’ Education Using the Example of the EOQ Model

Abstract

This paper explores the possibility of using lateral thinking to enhance student learning in higher education. Teams of students formed during classes using the „six think- ing hats” method, a concept developed by (de Bono, 1985), analyse a problem posed by the lecturer. This problem involves solving a commonly used economic rule considered in a deterministic environment, the so-called economic order quantity (EOQ) model. Students divided into research teams first solve the problem classically, using elements of differential calculus. In the next stage, they solve the problem using process analysis, re-engineering principles, and a computer application. The most important feature of this stage is the analysis of the problem, so to speak, from the end, i.e., from the definition of the goal, which is to determine the optimal order size of goods in the supply chain at minimum cost. The six thinking hats method is extremely helpful at this stage. The key benefits for students using this type of teaching are related to verifying previous thinking in solving the problem and adopting a creative approach to solving the task. Empirical studies confirm that this type of teaching increases the attractiveness of the class and the satisfaction of acquiring creative thinking skills and provides the satisfaction of solving a complex research problem in a team. Student surveys with a small sample (<30 students) confirmed those benefits. According to the compiled statistics, about 60% of the respondents believe that teamwork reduces the time needed to complete the task, while about 70% of students believe that teamwork teaches creative thinking, and the presented way of solving the problem can be used in practical activities of business entities. The current world situation and pandemic threats cause the suspension of classes for students. The method developed allows for distance learning, known as e-learning. Students form groups and connect via Skype. Using an online platform, they share lessons developed through the use of a thinking hat. The Excel spreadsheet used in the method allows solutions to be communicated online, making it easier for students to communicate at a distance. The developed method does not require complex e-learning applications and platforms. Students work at home using their private computer equipment and make the right decisions without much effort. With the threat of viral infection, it is crucial to focus on interesting activities without having to interact with the outside world.