The purpose of this paper is to take a professional service operation (PSO) perspective to reconceptualise a persistent pedagogical dilemma of teaching large classes into a process design challenge. This enables developing a solution that reduces labour intensity and improves the customisation of teaching.
This work is based on a single-case analysis of an undergraduate operations management course taught at a UK-based global top-50 business school. The research process follows the design science approach where a prior course design is analysed and a redesign is presented, refined and tested using data on student satisfaction.
The course redesign is based on the flipped learning pedagogy, and uses a combination of process analysis and educational science perspectives. The redesign seems to provide the benefits to students without increasing labour intensity. The developed six-step systematic approach should reduce the labour intensity of university-level teaching operations, while providing additional possibilities for customisable in-class active learning.
The empirical findings from the single-case design cannot be directly generalised to other contexts. However, the developed six-step systematic approach for redesigning the university-level teaching process should be applicable to other teaching operations to drive value creation and improve processes.
This study shows how the resource-constrained value creation of teaching operations can be improved systematically using process analysis perspectives. The work also scrutinises the flipped learning pedagogy from a PSO perspective and shows its benefits for improving teaching operations compared to traditional lecturing.
The author would like to thank the colleagues, Dr Mark Johnson, Professor Chris Voss, Dr Haley Beer, Dr Rhian Silvestro and Dr Sriram Narayanan, who provided crucial feedback to improve earlier versions of the paper. In addition, the author received invaluable constructive feedback from a number of anonymous reviewers in the peer review process. The author would like to thank the wonderful Teaching and Learning Support team at Warwick Business School, led by Ray Irving. The team contributed to the amazing technological support, and particularly the author would like to thank Maria Walker. Finally, a big thank to the colleagues, Dr Mark Johnson and Dr Mehmet Chakkol, who played a major part in carrying out the original changes to the course design reported in this paper. This research is partly funded by Emil Aaltonen Foundation, whose support is gratefully acknowledged.
Finne, M. (2018), "Improving university teaching: a professional service operation perspective", International Journal of Operations & Production Management, Vol. 38 No. 9, pp. 1765-1795. https://doi.org/10.1108/IJOPM-12-2016-0729Download as .RIS
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