Abstract
ERP systems have become so widespread that they are difficult to ignore, if academics want their teaching and research to be relevant. Moreover, ERP systems provide a rich environment for classroom learning and students have a high interest in ERP courses because of the strong demand in the marketplace for ERP knowledge and skills. While there are many advantages to using ERP systems in the IS business school curriculum, there are also several pitfalls. In particular, ERP's complexity results in a steep learning curve and high dependence on resources and support. This study assesses the congruence with five theoretical learning models of using SAP R/3 both in training centers and in a business school classroom. Finally, two lessons learned offer a start in capturing best practices for ERP effectiveness in the classroom.
Recommended Citation
Scott, Judy, "ERP Effectiveness in the Classroom: Assessing Congruence with Theoretical Learning Models" (1999). AMCIS 1999 Proceedings. 274.
https://aisel.aisnet.org/amcis1999/274