Exploring Process, Enterprise Integration and E-business Concepts in the Classroom: The Case of petPRO

Journal of Information Systems Education, Fall 2004 by Hajnal, Catherine A, Riordan, Robert

3.2 Assignments and Classroom Activities

Table 2 outlines the series of activities that are covered over the course of the semester. The order of the list of activities reflects the order in which they are covered during the semester. In addition, the sequence walks the students through a progression of understanding first their individual functions followed by the interdependence among their functions (process-perspective). Given this interdependence, the next step is an introduction to the complexity of trying to make business decisions and share data using the rather crude method of Access databases and a corporate intranet site. While the students are generally impressed when all the pieces come together for this portion of the course, it is not uncommon for them to comment on how ineffective and inefficient that approach to data sharing seems to be.

In the final elements of the course, having now experienced frustration with trying to share information in an organization, the students are introduced to a new paradigm for information sharing and decision-making. Through the procurement process activity, the students are introduced to an enterprise system (SAP). They explore data sharing and information flows in the context of a cross-functional process and begin to appreciate the value of an enterprise strategy.

Each activity undertaken by the students is described briefly in table 2 along with the outputs expected from that activity. The activity may take place directly and entirely within the time allotted in a weekly class or it may require the students to follow-up outside of class either as a group assignment or in the labs. (see the table for specific indicators of C - in class, A - assignment, L - in lab, for each activity.)

Each section meets once a week for three hours. In most weekly sessions the first half of the class is spent covering the concepts in the textbook for that particular week. The second half of the session involves what is fondly referred to as a 'group hug'. During the group hug, students work in their groups on the activity at hand. The activity may require them to interface with other groups, including the senior management group (SMG). The groups may or may not do a brief report-out in that same week of what they have worked on in their group. Report-outs involve a brief two or three minute improvised presentation to the whole class of what the group has discussed and concluded during the classroom activity.

As part of the ongoing curriculum innovation, one of the most recently incorporated activities is the creation of a group portfolio. In the past there was no way to capture the discussion that occurred within the group hugs other than by the brief report-outs that occurred during class time. The purpose of the portfolio is to have a group log its 'group hug' discussions and in so doing, provide a mechanism to demonstrate how its understanding of its own function has progressed or changed over the course of the semester. The group hugs are logged online and are incorporated (hyperlinked) into the appropriate functional area website, which are visible to all members of the class. At the beginning of the semester, each functional area group identifies what it believes to be its roles and responsibilities within petPRO. As the groups start hearing more about the different functions and gain a process perspective, it is not uncommon for them to make changes to their roles and responsibilities.