Systems Thinking Skills Research Articles

Using the Learning Cycle Approach in Designing the Instruction of e-Marketing and its Effectiveness on Developing Systemic Thinking Skills and Motivation to Learn among Commercial Secondary School Students

This aim of this research was to use the learning cycle approach in designing e-marketing subject and measure its effectiveness on developing systemic thinking skills and learning motivation among commercial secondary school students. To achieve this purpose, the researcher used a mixed approach of experimental and developmental research methodology. The researcher developed a systemic thinking skills test and a learning motivation scale. The researcher also developed a learning unit on the principles and concepts of emarketing to be used with students of Commercial Secondary Schools. These tools were applied on a sample consisted of 60 students from the commercial secondary schools during the 2011/2012 academic year. The results of this research revealed that the designed instruction based on the learning cycle approach has a statistical and a practical significance on developing systemic thinking skills and learning motivation among commercial secondary school students. Based on these results, a set of educational recommendations and suggestions were proposed.

Systems-thinking skills exhibited by UiTM Sarawak Diploma students in solving non-routine problems

It is hypothesized that systems thinking can play a leading role in facilitating the attainment of important problem-solving skills especially in the context of solving ill-defined problems involving uncertainties and dynamic complexities. As part of an initial effort to determine if there is any basis for saying so, this exploratory study seeks to investigate the systems-thinking skills that are exhibited by two hundred thirty-three UiTM Sarawak Diploma students in solving non-routine problems. Moreover, it also aims to investigate the influence of three demographic factors, that is, gender, Gugusan and Cumulative Grade Point Average (CGPA) on systems-thinking skills. A framework for categorizing systems-thinking skills was developed to measure these aforementioned skills as the respondents solved four non-routine problems. This study used the survey research design to gather data through apaper-and-pencil test and questionnaire. Four performance tasks were used to measure these skills. Following that, the performance of each respondent was calculated based on an analytical scoring rubric for the identified systems thinking skills. Both descriptive and inferential data analysis were carried out. Findings indicated that the respondents score poorly in systems-thinking performance. The mean score for systems thinking was found to be only 11.76 out of a possible 50. With regard to the three preselected demographic factors, it was found that systems-thinking skills show no dependency with respect to gender (t = .202, P > .05) but was found to be dependent upon Gugusan (F = 4.500, P<.05) andCGPA (F = 5.554, P < .05). The limitations of this study were also discussed. The findings have implications of great importance in the teaching of systems thinking to students. The study ended with some suggestions for future research.

Salessoft, Inc. (D): Simulation Model--Managing the Sales-Transaction Process and Competition

The attached materials present screenshots of the SalesSoft simulation model created to accompany the SalesSoft, Inc (C) case Managing the Sales-Transaction Process and Competition, UVA-OM-1341. Students can prepare by using their systems-thinking skills after reading the (C) case. The goal of the simulation learning experience is to decide on the settings for each variable, quarter by quarter, in a way that achieves revenue, profit, and customer satisfaction targets. The simulation model can be obtained from Professor Landel at no charge.

Online Games to Teach Operations

Free AccessAboutSectionsView PDF ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail Go to SectionFree Access HomeINFORMS Transactions on EducationVol. 8, No. 1 Online Games to Teach OperationsSamuel C. WoodSamuel C. WoodPublished Online:1 Sep 2007https://doi.org/10.1287/ited.8.1.3 Previous Back to Top Next FiguresReferencesRelatedInformationCited ByMixed‐integer linear programming optimization for the Supply Chain Game18 June 2021 | Decision Sciences Journal of Innovative Education, Vol. 19, No. 4An Assessment of Individuals’ Systems Thinking Skills via Immersive Virtual Reality Complex System Scenarios7 June 2021 | Systems, Vol. 9, No. 2Enhancing student understanding of networks using experiential learningOrganization Management Journal, Vol. 17, No. 4/5An Educational Game with Dragons’ Den Experiences for Supply Chain Management TrainingYan Feng, Jean-François Audy, Mikael Rönnqvist, Sophie D’Amours30 March 2020 | INFORMS Transactions on Education, Vol. 21, No. 1A Learning Curve‐Based Assembly Game12 November 2019 | Decision Sciences Journal of Innovative Education, Vol. 17, No. 4A Multipart Project Planning and Tracking Exercise8 May 2019 | Decision Sciences Journal of Innovative Education, Vol. 17, No. 2Game—A Carbon Emissions GameIan D. Frommer, Robert W. Day12 July 2017 | INFORMS Transactions on Education, Vol. 18, No. 1Teaching distribution planning: a problem-based learning approachThe International Journal of Logistics Management, Vol. 27, No. 2Improving Undergraduate Student Performance on the Littlefield SimulationMaureen P. Lojo27 January 2016 | INFORMS Transactions on Education, Vol. 16, No. 2Using simulation as a teaching tool in an introductory operations management courseGame—The Hotel Game: Pricing Simulations with Opaque and Transparent ChannelsFlorencia Jaureguiberry, Mariano Tappata29 September 2015 | INFORMS Transactions on Education, Vol. 16, No. 1Learning in the Fast Lane: The Freeway Game7 July 2015 | Decision Sciences Journal of Innovative Education, Vol. 13, No. 3Improving Instructional Simulation With Structural Debriefing26 February 2015 | Simulation & Gaming, Vol. 46, No. 3-4Game—The Zu Zitter Game: A Course-Long Tool for Teaching Operations ManagementChristopher P. Wright5 May 2015 | INFORMS Transactions on Education, Vol. 15, No. 3Game—The Dressing Change GameAnita L Tucker, Cindy Lefton13 January 2015 | INFORMS Transactions on Education, Vol. 15, No. 2Teaching Integer Programming Starting From an Energy Supply GameJeroen Beliën, Jan Colpaert, Liesje De Boeck, Johan Eyckmans, Wouter Leirens, 1 May 2013 | INFORMS Transactions on Education, Vol. 13, No. 3Lessons Learned from Implementing Web-Based Simulations to Teach Operations Management ConceptsBrent Snider, Jaydeep Balakrishnan, 1 May 2013 | INFORMS Transactions on Education, Vol. 13, No. 3An Educational Game in Collaborative LogisticsSophie D'Amours, Mikael Rönnqvist, 1 January 2013 | INFORMS Transactions on Education, Vol. 13, No. 2Analytics, Pedagogy and the Pass the Pigs GameMichael F. Gorman, 1 September 2012 | INFORMS Transactions on Education, Vol. 13, No. 1Project-Based ORMS Education15 October 2012An Educational Game in Collaborative Logistics Volume 8, Issue 1September 2007Pages 1-54 Article Information Metrics Downloaded 837 times in the past 12 months Information Published Online:September 01, 2007 Copyright © 2007, INFORMSCite asSamuel C. Wood, (2007) Online Games to Teach Operations. INFORMS Transactions on Education 8(1):3-9. https://doi.org/10.1287/ited.8.1.3Keywordsonline gamestaxonomyinsight gamesanalysis gamescapstone gamesPDF download

Facilitating Systemic Thinking in Business Classes

ABSTRACTThis article identifies and describes three dimensions of systemic thinking—thinking holistically, thinking dynamically, and thinking in terms of feedback loops. We contend that within the field of business a significant amount of attention has been paid to holistic thinking, but relatively little to the other two dimensions. In addition, we present evidence that managers will need to more fully develop systemic thinking skills as business systems become even more interdependent in the 21st century. Tools are presented that can be used in any area of business to help students develop their systemic thinking skills and gain better insights in their respective fields of study. Examples of how to introduce and use these tools in the classroom are also provided.

Students' misconception about energy-yielding metabolism: glucose as the sole metabolic fuel.

Energy-yielding metabolism is a subject that is particularly important, because energy production is a fundamental requirement for cells even though they execute many other processes simultaneously. An integrated view of metabolism is essential for understanding how the whole organism functions,