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The state of production and operations management (P/OM) teaching in United Arab Emirates universities

The state of production and operations management (P/OM) teaching in United Arab Emirates... Purpose – The purpose of this paper is to investigate the state of production and operations management (P/OM) teaching in universities in the United Arab Emirates (UAE) in terms of course characteristics, objectives, content, adopted textbooks, didactic materials, teaching faculty, teaching methods, assessment tools, and course requisites. Design/methodology/approach – Due to the exploratory nature of this study and the small population surveyed, the author employed descriptive statistical analysis such as frequencies, percentages, means, and standard deviations. Findings – The results show that in the majority of UAE universities offering P/OM as a college‐requirement course, it is being taught by highly qualified and well‐trained teaching faculty. The main objectives of P/OM courses are: teaching students how to analyse and understand situations from an operations perspective; understanding the links between strategy, production, capacity and core competencies; and preparing students to be able to understand how supply chains work, including the ability to forecast production levels. More emphasis is placed upon operational and tactical issues rather than on strategic issues. The most common assessment methods used in P/OM courses were found to be theoretical examinations with questions, student projects, practical examinations, and class participation. The most frequently covered topics in P/OM courses in UAE universities include competitiveness, strategy, productivity, strategic capacity planning for products and services, supply chain management, forecasting, introduction to operations management, product and service design, and management of quality. Lecturing is the main teaching method used in P/OM courses. The main didactic materials used were found to be textbooks, manuals of problems/solution and case studies, class notes taken by students, and externally produced software. Research limitations/implications – This study has a number of limitations. For example, it is based mainly on a questionnaire as a tool of data collection. Questionnaires have a number of drawbacks which might affect the results of the study. In addition, the study is based only on the viewpoint of teaching faculty rather than students. Nevertheless, the implications of the study for course developers, instructors, and managers are discussed. Originality/value – The paper is the first to assess P/OM teaching in UAE universities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education, Business and Society: Contemporary Middle Eastern Issues Emerald Publishing

The state of production and operations management (P/OM) teaching in United Arab Emirates universities

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Publisher
Emerald Publishing
Copyright
Copyright © 2012 Emerald Group Publishing Limited. All rights reserved.
ISSN
1753-7983
DOI
10.1108/17537981211251151
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to investigate the state of production and operations management (P/OM) teaching in universities in the United Arab Emirates (UAE) in terms of course characteristics, objectives, content, adopted textbooks, didactic materials, teaching faculty, teaching methods, assessment tools, and course requisites. Design/methodology/approach – Due to the exploratory nature of this study and the small population surveyed, the author employed descriptive statistical analysis such as frequencies, percentages, means, and standard deviations. Findings – The results show that in the majority of UAE universities offering P/OM as a college‐requirement course, it is being taught by highly qualified and well‐trained teaching faculty. The main objectives of P/OM courses are: teaching students how to analyse and understand situations from an operations perspective; understanding the links between strategy, production, capacity and core competencies; and preparing students to be able to understand how supply chains work, including the ability to forecast production levels. More emphasis is placed upon operational and tactical issues rather than on strategic issues. The most common assessment methods used in P/OM courses were found to be theoretical examinations with questions, student projects, practical examinations, and class participation. The most frequently covered topics in P/OM courses in UAE universities include competitiveness, strategy, productivity, strategic capacity planning for products and services, supply chain management, forecasting, introduction to operations management, product and service design, and management of quality. Lecturing is the main teaching method used in P/OM courses. The main didactic materials used were found to be textbooks, manuals of problems/solution and case studies, class notes taken by students, and externally produced software. Research limitations/implications – This study has a number of limitations. For example, it is based mainly on a questionnaire as a tool of data collection. Questionnaires have a number of drawbacks which might affect the results of the study. In addition, the study is based only on the viewpoint of teaching faculty rather than students. Nevertheless, the implications of the study for course developers, instructors, and managers are discussed. Originality/value – The paper is the first to assess P/OM teaching in UAE universities.

Journal

Education, Business and Society: Contemporary Middle Eastern IssuesEmerald Publishing

Published: Jul 13, 2012

Keywords: United Arab Emirates; Universities; Curricula; Business education; Operations management; Production management; Course assessment

References