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The development and application of the A4 game for Teaching POM courses

The development and application of the A4 game for Teaching POM courses. Hongyi Sun Department of MEEM Teaching/Research: Engineering management Creativity, innovation, entrepreneurship Team work and communication. Background & problem. HK students shy away from POM

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The development and application of the A4 game for Teaching POM courses

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  1. The development and application of the A4 game for Teaching POM courses Hongyi Sun Department of MEEM Teaching/Research: Engineering management Creativity, innovation, entrepreneurship Team work and communication

  2. Background & problem • HK students shy away from POM • POM is complicated with technical issues • Far from reality: no labs for POM • IT simulation: virtual not reality • Can only visit, but no chance to practice, • Management Game • Fewer POM games: >1000s vs <100 • A few POM very complicated

  3. Expected delivery: A simple, physical, cheap A4 game for MRP, JIT • A simple game • Cheaper physical process (paper work) • Environmental friendly (A4 paper) • Student involvement • HANDS-On experience in a physical environment for the purpose of practice

  4. The design of A4 game

  5. Self-assessment (a GE xxxx, Teamwork and Communication) • Student assessment • Quantitative survey • Qualitative comments • Peer review in paper to conference/journal • Analysis of all feedback and further development: future projects

  6. Future impact: Learning byinvolvement • Tell me and I will forget (50%) • Show me and I will remember (50%) • Involveme and I will understand • Step back and I will act • 学而时习之，不亦说乎？ • 告诉我，我会忘记； • 演示给我，我可能会记住； • 但让我参与其中，我就会理解了。 • 老师让开，我来行动！

  7. Homunculus (身体对大脑的感知比例）

  8. Future impact: Involve students by games • Action-based Learning by involved in games • Principle  participation practice • (lecturing) (games) (Game, discussions) Team work communication Ownership Decision making Hands-on experience

  9. Future expectation/plan • ERG: supporting longer and larger projects • Professional education:SES Report 2010 • Training for a specific job/profession, 4.29 /7 • Discussed your career plans and ambitions with a lecturer/tutor 1.87 / 4 • Research Question: • Does our professional education really influence professional intention of our students?

  10. TPB Why (objective) Self-interest Entrepreneurial intention (EI) of students What (CILO) Who (role model) Social norm Self-efficacy How (TLA) Figure 1 A conceptual model linking GE, OBTL and EI by TPB An empirical research on the impact of education on entrepreneurial intention GE 2304 Planned Behavior Theory (PBT) Implications for teaching GE 2304

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