Search results

Companies using production of small batches, with a large number of products made in a number of variants, often have a high level of work in progress. Much has been published recently about production flow groups and balancing of flow to solve the problems experienced in these companies and production flow groups seem to be regarded as a panacea. This means that the cost of fixed assets for this type of industry will increase, but less capital will be tied up in products and work in progress. Assesses whether production flow groups are in reality the optimal way of organizing batch production and gives some assistance in the design of systems for batch production in order to achieve shorter lead times and decreased costs. The results of case studies show that there is not a single solution to the problems, although a large number of advantages are realized. Compared to the traditional way of organizing production this way of operating breaks down the organization into small units, adapts the production organization to prevailing conditions and unites the different parts into a functioning whole, together with the planning function.

Demonstrates the importance of planning systems and indicates which planning systems are suitable for which purpose. Focuses on batch production in short series and reports on results from three cases, where the planning function has been adapted to the existing production organization in the companies studied; it is shown which planning systems are used for different needs. The frame of reference builds on earlier theories concerning different types of planning systems and their advantages and disadvantages. It is clear from this frame of reference that the primary function of a planning system is to support and execute the production of products in such a way that the best overall performance is achieved. The variables that have the greatest influence on the choice of a planning system are type of organization, layout/material flow, set‐up times and frequency of deliveries. Shows that the choice of which system to use must be made according to the result of the analysis of variables and their interaction. Thus there is a need for more than one planning system within companies in a particular industry.

Creating suitable learning conditions in university classrooms continues to be a topical issue in higher education. The above means that a continued search for innovative teaching and learning strategies in universities remains a priority issue. The study therefore investigated conditions that facilitate the effective implementation of cooperative learning (CL) as well as how CL influences the academic performance of students in universities in Zimbabwe.

The research adopted a quantitative research approach located in the descriptive research design. A sample of 341 undergraduate students selected using a simple random sampling strategy from a sample frame of 701 undergraduate students participated in the study. The study first used a pre-test and later, a post-test to determine the initial and end of semester (EOS) academic performance levels of students, respectively, on a Calculus 1 course. A self-constructed structured questionnaire was also used for data collection on the views of students towards the use of CL with particular reference to the 5 dimensions of positive interdependence (PDI), promotive interaction (PI), individual and group accountability (IGA), social and interpersonal skills (SS) and group processing (GP). The questionnaire was validated using confirmatory factor analysis. Structural equation modelling was used to test proposed relationships. A total of 341 questionnaires were administered through an email survey. Of the total, 149 completed questionnaires were received from the students, giving a return rate of 43.7%.

The results showed that positive interdependence, promotive interaction, social and interpersonal skills, individual and group accountability as well as group processing were important antecedents to the effective implementation of CL in universities. The results further showed that CL plays a significant role in improving the academic performance of university students; hence, academic performance was viewed as a significant consequence of CL.

This is the first study on the application of CL to enhance the academic performance of university students in the context of Zimbabwe. As a result, caution should be exercised when generalising the results as more studies to either confirm or disconfirm these results in the context of Zimbabwe may still be required.

These results have implications on policy and practice with regards to active teaching strategies in universities. With regards to practice, the results demonstrated that the use of group activities that allow students to share knowledge and support each other while the teacher plays a facilitating role is important for enhancing students' academic performance. With regards to policy, the results showed that universities can enhance the academic performance of students if policies that promote student-centered teaching and learning approaches to ensure that teaching in universities is more student-led than lecturer-led are developed.

While many studies have been conducted in other contexts, to establish the influence of CL on the academic performance of university students, there is no known study on the influence of CL that has been conducted in the context of Zimbabwean universities. The results of this study therefore are an eye opener on the role of CL in enhancing the academic performance of students in Zimbabwean universities.