Abstract
Based upon a survey of 95 MBA students in a Business Process Management (BPM) course at a university in New England, this study reports the perceptions of students concerning the efficacy of process modeling as a learning tool. Depending on their majors, students were classified as (a) Information Technology (IT) majors and (b) Business majors. The fifteen variables explored in the survey were classified into three categories: (a) Process Analysis issues, (b) Course related issues, and (c) Organizational issues. Statistically significant differences are found on the value of simulation exercises as perceived by MBA students on five dimensions: (1) Analyzing Business Process Performance, (2) Modeling Business Processes, (3) High-level Process Mapping, (4) Understanding BPM Concepts, and (5) Grasping Process Control Issues. Implications of these differences for designing graduate level BPM courses in colleges of business administration are discussed in the paper. Keywords
Recommended Citation
Saraswat, Satya Prakash, "Perceptions of MBA Students on Business Process Modeling as a Learning Tool: An Empirical Investigation" (2012). AMCIS 2012 Proceedings. 8.
https://aisel.aisnet.org/amcis2012/proceedings/ISEducation/8
Perceptions of MBA Students on Business Process Modeling as a Learning Tool: An Empirical Investigation
Based upon a survey of 95 MBA students in a Business Process Management (BPM) course at a university in New England, this study reports the perceptions of students concerning the efficacy of process modeling as a learning tool. Depending on their majors, students were classified as (a) Information Technology (IT) majors and (b) Business majors. The fifteen variables explored in the survey were classified into three categories: (a) Process Analysis issues, (b) Course related issues, and (c) Organizational issues. Statistically significant differences are found on the value of simulation exercises as perceived by MBA students on five dimensions: (1) Analyzing Business Process Performance, (2) Modeling Business Processes, (3) High-level Process Mapping, (4) Understanding BPM Concepts, and (5) Grasping Process Control Issues. Implications of these differences for designing graduate level BPM courses in colleges of business administration are discussed in the paper. Keywords