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Author: Shrestha, Pratiksha Title: Assessing the Impact of Applied Learning Courses in the Careers of the
Recent Graduates of University of Wisconsin-Stout The accompanying research report is submitted to the University of Wisconsin-Stout, Graduate School in partial
completion of the requirements for the
Graduate Degree/ Major: MS Technology Management
Research Adviser: James Keyes, Ph.D.
Submission Term/Year: Spring, 2012
Number of Pages: 49
Style Manual Used: American Psychological Association, 6th edition
I understand that this research report must be officially approved by the Graduate School and that an electronic copy of the approved version will be made available through the University Library website
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My research adviser has approved the content and quality of this paper. STUDENT:
NAME Pratiksha Shrestha DATE: 5/15/2012
ADVISER: (Committee Chair if MS Plan A or EdS Thesis or Field Project/Problem):
NAME James Keyes DATE: 5/15/2012
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Shrestha, Pratiksha. Assessing the Impact of Applied Learning Courses in the
Careers of the Recent Graduates of University of Wisconsin-Stout
Abstract
The study was performed to assess the impact of applied learning courses “Lean
Enterprise” and “Resource Planning Practicum” in the careers of students that recently graduated
from the University of Wisconsin-Stout. The study was targeted to the students who completed
the applied learning courses while majoring in Engineering Technology, Supply Chain
Management, Business and Masters of Science in Technology Management programs. The scope
of the study was to gather data from students that graduated between the years 2007 and 2011.
After the review and approval of the Institutional Review Board (IRB) at University of
Wisconsin-Stout, a research-based survey was sent to 203 graduates to collect the quantitative
data required for the study. The data was used to analyze the impacts of applied learning courses
on the career of the recently graduated students.
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Acknowledgments
Hereby, I would like to take this opportunity to express my gratitude to all of my
instructors that have made my pursuit of this Masters Degree such a wonderful journey. I would
also like to express my special thanks to my research advisor, Dr. James Keyes for the
continuous support and advice. I would like to thank my family for supporting me and helping
me in every possible way to balance my school course work and family life.
4
Table of Contents
…………………………………………………………………………………………………Page
Abstract ........................................................................................................................................... 2
List of Tables .................................................................................................................................. 6
Chapter I: Introduction .................................................................................................................... 7
Statement of the Problem .................................................................................................... 8
Purpose of the Study ........................................................................................................... 8
Assumptions of the Study ................................................................................................... 9
Definition of Terms............................................................................................................. 9
Limitations of the Study.................................................................................................... 10
Summary ........................................................................................................................... 11
Chapter II: Literature Review ....................................................................................................... 12
Hands on Student Learning ............................................................................................... 12
Applied Student Research ................................................................................................. 13
Teaching Lean Six Sigma ................................................................................................. 13
Teaching APICS Material ................................................................................................. 15
Taking APICS Exams as Part of Course Requirement ..................................................... 16
Applied Learning .............................................................................................................. 18
Applied Learning Courses at UW-Stout ........................................................................... 19
Impacts of Applied Learning ............................................................................................ 19
Enhancing Student Learning ............................................................................................. 21
Summary ........................................................................................................................... 22
Chapter III: Methodology ............................................................................................................. 23
5
Subject Selection and Description .................................................................................... 23
Instrumentation ................................................................................................................. 23
Data Collection Procedures ............................................................................................... 24
Data Analysis .................................................................................................................... 26
Limitations ........................................................................................................................ 26
Summary ........................................................................................................................... 27
Chapter IV: Results ....................................................................................................................... 28
Data Analysis .................................................................................................................... 28
Utilization of Lean ............................................................................................................ 32
Summary ........................................................................................................................... 34
Chapter V: Discussion .................................................................................................................. 36
Limitations ........................................................................................................................ 36
Conclusions ....................................................................................................................... 36
Recommendations ............................................................................................................. 38
Summary ........................................................................................................................... 38
References ..................................................................................................................................... 40
Appendix A: Survey Invitation ..................................................................................................... 43
Appendix B: IRB Exemption ........................................................................................................ 44
Appendix C: Survey Results ......................................................................................................... 45
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List of Tables
Table 1: Impact of Lean Enterprise (INMGT 440) has had on your preparation for your present
position……………………………………………………………………………………...........29
Table 2: Impact of Resource Planning Practicum (INMGT 405) has had on your present position.
……………………………………………………………………………………........................29
Table 3: How do you judge your knowledge of lean techniques as compared to your peers? .....30
Table 4: How do you judge your knowledge of APICS (American Production and Inventory
Control Society) related material as compared to your peers at your work? ……........................31
Table 5: How do you feel Applied Learning has prepared for employment? ……......................31
Table 6: Are you employed right now? ……................................................................................32
Table 7: UW-Stout has prepared you well for the use of Lean at your work. ……......................32
Table 8: UW-Stout has prepared you well for the use of APICS (American Production and
Inventory Control Society) at your work…………………………………….……......................33
Table 9: Do you use Lean as a strategy in your organization? …….............................................34
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Chapter I: Introduction
University of Wisconsin-Stout (UW-Stout) is a polytechnic University striving to provide
a hands-on minds-on education to the students in order to prepare them for a bright future.
Chancellor of UW-Stout, Charles W. Sorensen introduces UW-Stout as a “comprehensive,
career-focused polytechnic University where students, faculty and staff use applied learning,
scientific theory and research to solve real-world problems, grow the state economy and serve
society” (University of Wisconsin-Stout, 2011.a).
There are various career-focused applied learning courses provided at UW-Stout in order
to maintain its designation as a polytechnic college. Two of those courses are Lean Enterprise
and Resource Planning Practicum. These courses are offered to undergraduate and graduate
level students majoring in MS (Masters of Science) in Technology Management and Operations
and Supply Management, BS (Bachelors of Science) in Business Administration, Engineering
Technology and Supply Chain Management. (University of Wisconsin-Stout, 2011.b).
According to the course description of Lean Enterprise, the objective of the course is to
provide the students with the knowledge of “Principles of lean techniques, justification of lean
systems, how lean systems are scheduled, and cost analysis of a lean environment” (University
of Wisconsin-Stout, 2010.c). Businesses of the twenty-first century strive for excellence in
operations and process management in order to sustain their presence in a globally competitive
environment. This provides an ample amount of career and advancement opportunities to the
students who have knowledge about Lean Enterprise. Along with the knowledge about the
operations and process management, students can also take the Resource Planning Practicum
course which prepares them for industry certifications.
8
The objective of Resource Planning Practicum is to provide students with “specific skills
in managerial techniques for planning, scheduling and controlling resources in manufacturing
and service organizations. (It) focuses on the first two of the five required APICS (The
Association for Operations Management) exams that lead to certification as a Certified in
Production and Inventory Manager (CPIM)” (University of Wisconsin-Stout, 2010.d).
Statement of the Problem
The courses provided to the students during their undergraduate and graduate studies
should have some beneficial impact for the students’ career path and future. If the courses do not
provide any benefit, it would just be a waste of time, money and resources for the students,
faculty and University as a whole. It is important to analyze the impact of the courses provided
to be able to prove the necessity of providing such courses; however there is not a lot of research
work and data available about the impact of the applied learning courses on the career path of the
students who have taken those courses.
This study was targeted to the past undergraduate and graduate level students majoring in
Engineering Technology, Business, Supply Chain Management, Technology Management
programs that graduated within 2007 and 2011. The study focused on the students who have
completed the Lean Enterprise and Resource Planning Practicum courses during their study at
UW-Stout. The study was conducted in an attempt to understand the impact that applied
learning courses have had on the careers of recent graduates of UW-Stout.
Purpose of the Study
The main purpose of the study was to evaluate the impact of Lean Enterprise and
Resource Planning Practicum courses in the careers of graduated students who have taken those
courses. The courses are offered to students in Engineering Technology, Business, Supply Chain
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Management and Technology Management and Operations and Supply Chain Management
programs. The study was conducted to collect quantitative data to evaluate the effectiveness of
offering the courses at UW-Stout.
Assumptions of the Study
The study assumes that:
1. All the students taking the courses are either already employed or seeking employment in
the operation management field.
2. The survey correspondents have some knowledge about their organization’s operations
and process management strategy.
3. The graduated students have updated their most recent contact information on UW-
Stout’s database.
Definition of Terms
Applied Courses. University of Missouri defines Applied Courses as “one focused on
the personal practice of the subject matter. Applied courses are typically found in Music, Art,
Physical Education, and preparation for certain vocations and are ordinarily used as elective
credits toward graduation rather than General Education credits” (University of Missouri, 2008).
Lean. Lean Manufacturing is technique in a business organization which helps to cut the
lead time and eliminate waste, achieving high quality, low cost and customer satisfaction which
leads the business to success. “Lean manufacturing believes that customers should only pay the
value or service of the product not the mistake the organization makes. It changed the view point
of manufacturers to think from the customer’s point of view” (Badurdeen, 2008).
Six Sigma. Gosnick and Vujica define Six Sigma as “a methodology and set of tools
which help us to reduce quality problems to less than 3.4 defects per million or better” (Gosnik
10
& Vujica, 2010, p. 206). Six Sigma has gained its popularity in the manufacturing and
production environment because of its proven success in Motorola, General Electric and other
large companies. In the past, defects were part of any system. Companies viewed defects as
something that cannot be avoided. Carlivati points out in his article Six Sigma: A New Path to
Perfection (Carlivati, 2007, p. 25) that Motorola was the first company to implement Six Sigma
in the 1980s, followed by companies like General Electric. In an attempt to minimize the defects
in products, Motorola borrowed the idea of Kaizen from Japan. With the continuous
improvement in process they successfully introduced a new quality tool called Six Sigma.
APICS. In an article, author Sheila Storm defines APICS as “The Educational Society
for Resource Management” (Storm, 2002, p. 19). She writes, “APICS, formerly known as the
American Production and Inventory Control Society, is a national not-for-profit educational
organization” (Storm, 2002, p. 19). APICS is a source of “superior training, internationally
recognized certifications, comprehensive resources, and worldwide network of accomplished
industry professionals” (APICS, 2011). APICS website also lists various benefits of being a
member of APICS. Both members and non-members can get certified through APICS, but, being
a member provides benefits such as low training costs, discounted certification fees and constant
network with other professionals in the field (APICS, 2011).
Resource Planning. Business Dictionary defines resource plan as “Detailed summary of
all types of resources (equipment, finance, personnel, time, etc.) required (in order) to complete a
specific task, such as product development” (Business Dictionary, 2011).
Limitations of the Study
The study has the following limitations:
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1. The scope of the study is limited to the past undergraduate and graduate level students
that have taken the “Lean Enterprise” and “Resource Planning Practicum” courses at
UW-Stout.
2. The recently graduated students may or may not be employed or seeking employment in
the operations and process management field.
3. The survey participation and completion is not mandatory for the recently graduated
students.
4. Answering each of the questions on the survey is voluntary.
5. The participants should know the operational strategy of the organization if they are
employed in the field.
6. The survey is confidential and the data that could affect the privacy of the correspondents
will not be provided to the third party.
Summary
UW-Stout provides applied learning courses such as Lean Enterprise and Resource
Planning Practicum focused in providing the students with knowledge in lean techniques and
resource planning and management. Due to the competitive market, businesses are continuously
thriving to improve the quality while keeping the cost low. There is a huge demand of employees
that have knowledge about the process and quality improvement techniques. The courses taught
at UW-Stout provide a great opportunity for the students to gain the knowledge and experience
to succeed in their careers. This research studies the impact of those courses in the career path of
the students. The next chapter deals with the literature review of the courses related to APICS,
lean, resource practicum and other forms of learning opportunities including other Universities
that provide the courses, training institutes and online training services.
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Chapter II: Literature Review
Hands on Student Learning
The Master’s of Science in Operations and Supply Management (MSOSM) website
features some of the best reasons to join the MSOSM program at UW-Stout. The site also lists
one of the reasons as “(MSOSM) follows UW-Stout’s hands-on, minds-on active learning
philosophy” (University of Wisconsin-Stout, 2011.e). The philosophy behind the hands-on
learning is to combine the theoretical knowledge learned by the students in the class room with
the practical knowledge that relates to real world experiences as stated by Chancellor Sorensen in
his article that UW-Stout, “embraces a ‘hands-on, minds-on’ educational philosophy that blends
theory and practice in the classroom and encourages cooperation with business and industry on
‘real-world’ projects that enrich the educational experience for students” (University of
Wisconsin-Stout, 2007.f).
As with any organization striving for success, UW-Stout also has a set mission and vision
statement. Chancellor Sorensen (University of Wisconsin-Stout, 2007.g) states the mission of
UW-Stout as:
University of Wisconsin-Stout, as a special mission institution, serves a unique role in the
University of Wisconsin System. UW-Stout is characterized by a distinctive array of
programs leading to professional careers focused on the needs of society. These
programs are presented through an approach to learning which involves combining
theory, practice and experimentation. Extending this special mission into the future
requires that instruction, research and public service programs be adapted and modified
as the needs of society change.
13
In order to accommodate the growing competitive career market for the students, UW-
Stout has incorporated a hands-on learning philosophy. The motto of UW-Stout is to provide
“hands-on, minds-on” learning. UW-Stout encourages students to gain cooperative experiences
with business and industry on real world projects that provides them with an opportunity to gain
hands-on learning experience. Because of the wide array of science and technology related
programs and the hands-on learning experience provided, UW-Stout has been designated as
Wisconsin’s Polytechnic University.
Applied Student Research
Godin cites Anthony’s taxonomy for the definition of applied research as a research that,
“applies existing knowledge to problems involved in the creation of a new product or process,
including work required to evaluate possible uses” (Godin, 2006, p. 61). Godin also states that
there are three general categories of student research namely, basic research, applied research
and experimental development research.
In their book Managing Research, Development and Innovation, Jain, Triandis, & Weick
write, “Applied Research is directed toward gaining knowledge or understanding to determine
the means by which a specific, recognized need may be met” (Jain, Triandis, & Weick, 2010, p.
7).
Teaching Lean Six Sigma
Chen and Wang (2010) describe Lean Management as an approach to remove waste by
reducing costs in the overall production process, in operations within that process, and in the
utilization of production labor. In simple terms, Six Sigma provides an error-free process while
Lean provides a waste-free service.
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Lean Six Sigma is a concept of combining Lean management with Six Sigma
methodology to achieve a process that will ascertain minimum-to-no delay and error in process.
According to Chen and Wang (2010), LSS (Lean Six Sigma) for service is a business
improvement methodology that maximizes shareholder value by achieving the fastest rate of
improvement in customer satisfaction, cost, quality, process speed and invested capital (Chen &
Wang, 2010).
There are many organizations that teach Six Sigma and prepare the students for the Six
Sigma certification. One of those organizations is American Society for Quality (ASQ). ASQ
provides training for Six Sigma Green Belt, Yellow Belt, Black Belt Master Back Belt and
various other quality related certifications (ASQ, 2011). There are some web based training sites
that teach Lean Six Sigma online. Aveta Business Institute is one of many organizations that
provide online Six Sigma training. Some other organizations are 6sigma.us, Expert Training,
More Steam, Quality America, and Accenture.
There are also some Universities that provide the Lean Six Sigma as not-for-credit
courses. Some of the Universities that provide the training are Villanova University, Kent State
University, North Carolina State University, University of Michigan, University of Texas Dallas,
Georgia State University, Missouri State University, University of St. Thomas, University of
Washington Tacoma, Purdue University and SSD Global University.
Most of the Universities have an option to take the classes online. Also, most of the
Universities provide company specific training; however, none of them were found to provide
degrees related to Lean Six Sigma. The courses were found to be short term training courses
rather than long term degree related courses. The duration ranged from a few days to weeks.
15
The price ranges varied from ninety-nine dollars for online trainings to three thousand and five
hundred dollars for University trainings in a classroom setting.
Teaching APICS Material
Anne Bond Emrich, author for Grand Rapids Business Journal, points out in one of her
articles about APICS, that APICS trainings have been mistaken for being programs that are only
for manufacturing companies. Daniel Braun, the interviewee and an APICS instructor for the
article says he would like to see organizations of any size to come to APICS and learn how to
make their businesses run better (Emrich, 2002). He also states that “any kind of manufacturing,
distribution or service industry can benefit from APICS training. (APICS) offers internationally
recognized certification programs and individual and organizational education programs”
(Emrich, 2002). Specifically it offers fundamentals of Materials and Operations management,
which covers CPIM (Certified in Production and Inventory Management) and CIRM (Certified
in Integrated Resource Management) programs among which CPIM is the most popular
(Emrich, 2002). Daniel Braun is one of the many APICS instructors that are professionals
working or consulting in the field and are certified (Emrich, 2002). APICS trainings that usually
run from eight to twelve weeks are held either at APICS locations or online; however, some big
companies and major employers like Steelcase and Bentler Automotive prefer in-house
instruction (Emrich, 2002). Being an APICS member in various student chapters in Universities
like Grand Valley State University and Ferris State University provides the benefit of
internships, jobs and cost savings for trainings as compared to non members who are also
allowed to take the courses, but at a higher price (Emrich, 2002).
Sheila Storm, for inside Tucson Business, shares information about APICS courses in her
article, the APICS courses are accredited by some Universities like Pima Community College
16
and are taught at Universities like Southern Arizona Institute of Advanced Technology and can
be taken by APICS members and non-members, without being obliged to get membership, but at
a higher price rate (Storm, 2002, p. 19). Storm writes that the CPIM program has five courses
which run nine to twelve weeks each and offers review for individuals who want to become
certified and learn about what other industries are doing, new techniques or techniques that have
worked for years, just in-time inventory, purchasing, material resource planning or supply chain
management (Storm, 2002, p. 19).
APICS provides some information about the medium of trainings on their FAQ page. “It
(APICS Certification Exam Training) is offered in three learning options—self-directed,
instructor-led, or corporate group. Instructor-led courses are offered through the APICS network
of local chapters, international partners, colleges and Universities, and corporations” (APICS,
2011).
Taking APICS Exams as Part of Course Requirement
APICS also provides some information about the CSCP and CPIM certifications on the
FAQ section of their website. “The APICS CPIM program is divided into five process-oriented
topics to provide participants with the best possible educational assessment and knowledge base”
(APICS, 2011). As for the APICS CSCP program APICS FAQ page states that it “takes a broad
view of operations, extending beyond internal operations to encompass the entire supply chain—
from supplier, through the company, to the end consumer” (APICS, 2011).
APICS also provides a general exam structure for the exams. “Most APICS CPIM exams
consist of 75 multiple-choice questions (60 operational questions and 15 pretest questions). The
Basics of Supply Chain Management exam has 105 questions (80 operational questions and 25
pretest questions).” As for the CSCP exam it “consists of 175 multiple-choice questions (150
17
operational questions and 25 pretest questions). The pretest questions do not contribute to your
total score but are necessary for research purposes” (APICS, 2011).
The CSCP exam candidates are allowed a total of four hours of test time while each of
the CPIM test modules is three hours long per module. (APICS, 2011) APICS also shares the
score range for both exams. The pass score for all the exams is 300 on a range of The APICS
265–330 for CPIM and 200-350 for CSCP (APICS, 2011).
Like Southern Arizona Institute of Advanced Technology, University of Wisconsin-Stout
provides the Resource Planning and Materials Management Practicum course for both
undergraduate and graduate students. According to one of the graduate bulletins the courses
offered at UW-Stout aim to “provide students with specific skills in managerial techniques for
planning, scheduling and controlling resources in manufacturing and service organizations. It
focuses on the first two of the five required APICS exams that lead to certification as a Certified
in Production and Inventory Manager (CPIM)” (University of Wisconsin-Stout, 2010.d).
By taking APICS exams as a part of course requirement, students can get accredited for
the course as well as progress in the certification path. APICS exams, as a part of course
requirement, help students to better understand the field and give an opportunity to excel at work
as well.
There are many privately owned e-learning firms that develop and sell test preparation
software to people taking the CPIM and/or CSCP exams all over the world like Professional Test
Pro (Professional Test Pro, 2011) and Mometrix Media LLC (Mometrix Media LLC). They also
provide some information about the certification and exam on their website. Pearson VUE
delivers the CPIM and CSCP certification exams for APICS (Pearson VUE, 2011).
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Applied Learning
According to author Jennifer Jones, “Applied learning involves learning outside of the
classroom, in the workplace. In these models of applied learning, students have hands-on
experiences that allow them to directly apply the theories they study in college” (Jones, 1994).
The students learn this theoretical aspect of the subject matter while they are in the class. In
order to learn the subject matter in a hands-on way, it is very important that they perform the
tasks they learn outside the classroom, in the workplace.
The Board of Education for the city of New York defines applied learning as the process
in which students are expected to come up with a solution for a problem without any specific
plan or rules, bringing out their productivity as they learn to utilize their skill, information and
effort (Board of Education of the City of New York, 2001). While learning the theory can help
students understand concepts of the subject matter, performing hands-on exercises helps them
learn it in detail and utilize their skills in a real world environment. This provides the students
with the ability to solve a problem by using their knowledge, skills and abilities. The ability to
solve problem could be highly beneficial to them in their careers.
The California Department of Education defines applied learning as “a process of
integrating one or more subject matter content areas (disciplines) under study with authentic
(personal, home, career, community, society) learning experiences” (California Department of
Education, 1995). The applied learning can happen in various settings and environments like
home, work, community, society. Applied learning provides the students with authentic learning
experience that can help them succeed in their career goals. Applied learning does not have to be
course specific. It could be related to either one specific course or can be related to more than
one subject matter combined together.
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Applied Learning Courses at UW-Stout
Lean Enterprise and Resource Planning Practicum courses are among the applied
learning courses provided at the undergraduate and graduate level by University of Wisconsin
Stout. Applied learning courses help students to be active, build confidence, manage tasks, and
use information. It helps them not only inside the classroom but outside in the work field.
Lean is a process which is focused on producing more products at less time, consuming
less resources and less waste. The course provided by the University focuses on providing the
students with the knowledge of “Principles of lean techniques, justification of lean systems, how
lean systems are scheduled, and cost analysis of a lean environment” (University of Wisconsin-
Stout, 2010.c).
Resource Planning Practicum prepares students to understand the area of supply chain
such as inventory management and production control and prepares them to work in any
manufacturing, distribution or service. This course focuses on the first two of the five
required APICS exams that lead to certification as a Certified in Production and
Inventory Manager (CPIM) (University of Wisconsin-Stout, 2010.d).
CPIM is both an educational and professional certification which helps students to gain
knowledge and work efficiently.
Impacts of Applied Learning
California department of Education states that performance outside the school plays a
vital role in a student’s career development. Applied learning must be embedded in the teaching
and learning process, rather than “delivered” throughout a student’s career out of context. It
must be dynamic, rich with information about student capabilities, potentials and progress, and
career preparation. It must be motivating to students, teachers, administrators, community
20
individuals, and involve business and industry representatives (California Department of
Education, 1995).
Applied learning courses are very important to help students overcome the challenges and
fear of starting a new job after graduation. There are various beneficial impacts of applied
learning as pointed out by author Jennifer Jones in her article Applied Learning. Jones writes,
“The combination of work and study helps students to become self-directed and to operate in
new self-awareness” (Jones, 1994). Jones provides an example of a senior student who quickly
learns that to succeed in the applied learning experience it is vital to have great problem-solving
skills, effective communication and team work. The experience will enable the students to
analyze their strengths and weaknesses (Jones, 1994). To be able to decide on the career path, it
is very important for the students to be able to analyze their strengths and weaknesses in the field
they choose to pursue. With the real world experience and the evaluation from mentor and
supervisors, the students get an idea of their abilities in the field.
Jones also presents applied learning as a tool of career counseling as it “helps students to
test career choices before graduation and provide valuable information for self-assessment,
clarifying goals, and identifying issues that may become barriers to a chosen field” (Jones,
1994). In a tough economic condition and competitive job market it is very helpful if students
can find out their abilities in the field early on before they graduate. It can also act as a way to
learn about the organization and avoid going through the initial trainings before joining the
organization as a new professional.
The next benefit that Jones talks about is educational benefit. She claims that, “whether it
is cooperative education or an internship, a properly structured program can provide exciting
opportunities for learning. Students become participant observers” (Jones, 1994).
21
Enhancing Student Learning
Enhancing student learning is a very important thing and it can be done through
formative assessment and assessment for learning.
Formative assessments tend to focus on academic achievement standards, providing
results that reveal which standards students are or are not mastering. By identifying this
information, formative assessments help teachers refine instructional programs in ways
that enhance student success. However, assessment for learning doesn't ask who is and
isn't meeting standards. Rather, it asks how each student is doing on her or his journey
up the scaffolding leading to each standard. It provides this information to students in
terms that they can understand, in order to support their decision making through levels
of proficiency leading to success (Stiggins & Chappuis, 2008).
In formative assessment there are exams or quizzes more frequently which show the
individual learning level of each students, whereas assessment for learning helps both students
and teacher to work on any area they need to improve. Teacher can guide and give feedback to
students on what they are working on and what needs to be improved while students can benefit
form that in their learning process. Teachers can enhance the student learning in many ways
such as making sure they know the goal intended to achieve form the learning material, giving
feedback and pointing out the strengths and weaknesses, guiding and giving instruction to
improve the work, and teaching them to keep track of their achievements etc.
According to Kuh and Schuh, “Enhancing student learning can be done through various
methods such as providing (a) leadership role in classrooms, participate in class/online
discussions or activities, promoting student opportunities and rewarding” (Kuh & Schuh, 1991).
Learning from the text and courses only provides a theoretical aspect of the matter to be taught.
22
Various activities performed inside or outside class that could enhance the student learning
provides the students with better understanding of the subject matter.
“There should be an understanding between teacher and students, they should participate
in class activities and create the learning environment supporting each other socially,
emotionally and intellectually” (A. Love & P. Love, 2003). The activities should be planned so
that it is interesting to both students and the teacher. Higher interest level will increase the
participation of the students and hence the learning as a whole.
Summary
This chapter provided a review of literature on topics such as hands on student learning,
applied student research, teaching lean Six Sigma, teaching APICS material, taking APICS
exams as part of course requirement, applied learning, applied learning courses at UW-Stout,
impacts of applied learning, enhancing student learning. This chapter also reviewed other
institutions and Universities that teach applied learning courses, APICS related materials and
about lean and quality management. The next chapter details the methodology used for the
research along with the scope selection, instrumentation, procedures used for data collection and
a brief information about the survey used to collect the information required for the research.
23
Chapter III: Methodology
This research was conducted in order to collect the data about the impact of Lean
Enterprise and Resource Planning Practicum in the career path of the graduated students who
have taken these courses. A survey was prepared with nine questions. The survey was emailed
to 203 undergraduate and graduate level students in Engineering Technology, Business, Supply
Chain Management and Technology Management programs that graduated between 2007 and
2011.
The study was conducted in an attempt to understand the impact that applied learning
courses have had on this sub-set of graduated students of UW-Stout and if these types of courses
should be offered to future students. This chapter includes subject selection and description,
instrumentation, data collection procedures, data analysis, limitations and a summary.
Subject Selection and Description
To find out the impact of Lean Enterprise and Resource Planning Practicum courses the
study was done with the group of the recently graduated undergraduate and graduate level
students majoring in Engineering Technology, Business, Supply Chain Management, and
Technology Management programs from the University of Wisconsin-Stout from the years 2007
to 2011. These students had taken applied learning courses while attending UW-Stout.
Instrumentation
The survey was developed in order to investigate the impact of applied learning courses
Lean Enterprise and Resource Planning Practicum on students of UW-Stout. The
instrumentation was designed to find out the impact of applied learning courses had on the career
of the student. It was also important to judge the knowledge of applied courses at work with the
24
peers so as to find the difference in quality of work. It was equally important to know if the
companies use a lean strategy.
Data Collection Procedures
Data collection was done through the online survey which was sent to 203 recently
graduated students of UW-Stout. The list of students and their contact information were
obtained from Alumni Association of UW-Stout. The survey was voluntary and confidential
which contained nine questions. The questions for the survey were carefully crafted with the
help of research advisor Dr. James Keyes and were approved by IRB (Institutional Review
Board) at UW-Stout. The online survey was prepared and sent to the students using the
Qualtrics tool provided by UW-Stout and with the help of Joel Mueller, Qualtrics Technician at
UW-Stout. The options in the survey tool were carefully configured to maintain the privacy of
the survey participants. Since the survey was confidential, the name of participants and the
activities relating to it was not shared. When the data collection procedure was done and
conclusion was made the information relating to the survey participants was destroyed. The
students could take the survey or reject it according to their wish there was no compulsion for
them to complete the survey. Once the survey period was over the data collected was
downloaded with the help of Susan Greene, Institutional Planner in Planning, Assessment,
Research and Quality Office at UW-Stout.
Survey Questionnaire Explanation
The following questions were included in the survey.
Impact of Lean Enterprise (INMGT 440) has had on your preparation for your
present position.
25
Lean Enterprise is one of the applied learning courses. This question was asked to get
responses specific to the impact of Lean Enterprise course on the career of the survey
participants.
Impact of Resource Planning Practicum (INMGT 405) has had on your present
position.
Resource Planning Practicum is another applied learning course. This question was
asked to get responses specific to the impact of the resource planning practicum coursework on
the career of the survey participants.
How do you judge your knowledge of lean techniques as compared to your peers?
This question was asked in order to quantify the level of knowledge the student acquired
as a result of taking the applied learning courses as compared to their peers.
How do you judge your knowledge of APICS related material as compared to your
peers at your work?
APICS materials prepare students for the quality related certifications. The certifications
are not the part of the course requirement but the knowledge gained from the materials used to
prepare for the certification should have a beneficial impact in the level of knowledge of the
students as compared to their peers. This question was asked to find out how knowledgeable the
graduated students are about the APICS related material.
How do you feel Applied Learning has prepared you or employment?
This question was asked in order to quantify how prepared the students feel at their new
job as a result of the applied learning courses they underwent while at UW-Stout.
Are you employed right now?
This question was to verify the employment status of the students.
26
UW Stout has prepared you well for the use of Lean at your work.
This question was asked to find out if the recently graduated students were well prepared
by UW-Stout for the use of lean at their place of employment.
UW Stout has prepared you well for the use of APICS at your work.
This question was asked to get the yes/no response from the students to find out if they
were well prepared by UW-Stout for the use of APICS knowledge at their place of employment.
Do you use Lean as a strategy in your organization?
This question was asked in order to verify the nature of work the students do at their job
and see if they use Lean strategy or not.
Data Analysis
The research was conducted in order to investigate the impact of applied learning courses
on the graduate students of UW-Stout. Analysis was done by reviewing the data collected from
the survey on fields such as:
If the applied learning courses have been helpful to the graduate student of UW-Stout at
their place of employment or not.
If the organization uses lean strategy or not.
If they feel there is a difference in knowledge in terms of applied learning courses with
their peers or not.
If the applied learning courses have prepared them for the job or not.
Limitations
The survey was limited in scope to the recently graduated undergraduate and graduate
level students majoring in Engineering Technology, Business, Supply Chain Management,
Technology Management programs between 2007 and 2011. The study was conducted in an
27
attempt to understand the impact that applied learning courses have had on recent graduates of
UW-Stout. The participation is voluntary and confidential. The information regarding
participants will not be shared with the third party. The participants should know the operational
strategies of the company.
Summary
An online survey was made in order to collect the data from the UW-Stout graduates
regarding the impact of applied learning courses. It is important to know if the courses helped
the recently graduated students in their job and the organization as a whole and how the courses
can be improved at UW-Stout to benefit the current and future students. The next chapter
discusses about the results of the survey. Questions from the survey and the responses received
are listed along with the individual analysis of the responses and a final overall analysis of the
survey.
28
Chapter IV: Results
This chapter describes the results for those nine online-survey question set which was
sent to the recent UW-Stout graduates in Engineering Technology, Business, Supply Chain
Management, Technology Management programs between 2007 and 2011. The main purpose of
the survey was to find out if the Applied Learning Courses have helped the UW-Stout graduates
in their careers and how useful it has been to them, in order to recommend any changes or
improvement in the course offerings. The questions in the survey such as “Do you use lean as a
strategy in your organization?” and “Are you employed right now?” were very essential to this
survey to find out the impact of Applied Learning Courses and its importance. The response to
the question “How do you judge your knowledge of lean techniques and APICS related material
as compared to your peers?” also reflects the capability of the one in comparison to the other
coworkers having little to no knowledge in lean techniques and supply chain. As most of the
companies are trying to use lean nowadays it’s very important to have the knowledge about it.
The survey results helped to determine the impact of Applied Learning Courses in the career of
recent graduates of UW-Stout and if any changes or improvements or adjustments to the course
structures and offerings needed to be made. Overall the majority of positive responses to the
questions showed that UW-Stout has well prepared the students in lean and APICS related
advanced learning courses.
Data Analysis
The first question was “Impact of Lean Enterprise (INMGT 440) has had on your
preparation for your present position.” This question helped to clear if the provided course had
been helpful. 79% of the respondents reported that the impact wash high or above, while 21%
were neutral or low.
29
Table 1
Impact of Lean Enterprise (INMGT 440) has had on your preparation for your present position.
Response Frequency(N=43) Percentage
Very High 12 28%
High 22 51%
Neutral 7 16%
Low 0 0%
Very Low 2 5%
Total 43 100%
Table 2
Impact of Resource Planning Practicum (INMGT 405) has had on your present position.
The second question was similar to the first one. “Impact of Resource Planning
Practicum (INMGT 405) has had on your present position.” 72% of the respondents said the
impact was high or above, while 28% were neutral or low.
Response Frequency(N=42) Percentage
Very High 10 24%
High 20 48%
Neutral 9 21%
Low 0 0%
Very Low 3 7%
Total 42 100%
30
Table 3 How do you judge your knowledge of lean techniques as compared to your peers?
Response Frequency(N=43) Percentage
Very High 11 26%
High 25 58%
Neutral 7 16%
Low 0 0%
Very Low 0 0%
Total 43 100%
The third question was to judge the knowledge of lean techniques of Stout graduates as
compared to their peers. This not only shows the capability and confidence of the students at
work but also shows the importance of such courses in the University and it’s improvement for
more benefit. 84% of the respondents said that their knowledge in lean techniques is high or
above in comparison to other peers while 16% percent of the responses were neutral. The
response showed that the UW-Stout graduates have higher knowledge of lean techniques than
their peers.
The fourth question is similar to the third one, the Stout graduates were asked to judge
the knowledge of APICS (American Production and Inventory Control Society) related material
as compared to your peers at your work. In this case the result was not as satisfactory as above
questions as only 61% responded high or above while 32% said neutral and 7% said low. A
significant number of correspondents were neutral.
31
Table 4
How do you judge your knowledge of APICS (American Production and Inventory Control
Society) related material as compared to your peers at your work?
Response Frequency(N=41) Percentage
Very High 12 29%
High 13 32%
Neutral 13 32%
Low 2 5%
Very Low 1 2%
Total 41 100%
Table 5
How do you feel Applied Learning has prepared for employment?
Response Frequency(N=43) Percentage
Very High 17 40%
High 23 53%
Neutral 3 7%
Low 0 0%
Very Low 0 0%
Total 43 100%
In fifth question while being asked” How do you feel Applied Learning has prepared for
employment?” 93% of the correspondents responded with high or above and above while 7%
32
were neutral. This shows that the Applied Learning courses have a significant effect in the
preparation of the graduated students in their current employment.
Table 6
Are you employed right now?
Response Frequency(N=42) Percentage
Yes 35 83%
No 7 17%
Total 42 100%
Students when asked about “Are you employed right now?”, in the sixth question and the
result in Figure 1 shows 83% students said they are employed where as 17% said they are not.
Utilization of Lean
Table 7
UW-Stout has prepared you well for the use of Lean at your work.
Response Frequency(N=42) Percentage
Strongly Agree 13 31%
Agree 26 62%
Neither Agree nor Disagree 3 7%
Disagree 0 0%
Strongly Disagree 0 0%
Total 42 100%
The survey also reflected one of the main concerns of this project which was asked in
seventh question “UW Stout has prepared you well for the use of Lean at your work.” This
33
would show if the Applied Learning Courses at UW-Stout have helped students to increase their
knowledge in the field of lean and if they can or are using lean at their place of employment.
This not only shows the number of students using lean at work but also shows the number of
companies or demand of lean in the market.
Data in table 7 shows that 93% of the students are prepared for the use of Lean at their
wok, while 7% were neutral. Most of the graduated students agree that UW-Stout has well
prepared them for using lean at work.
Table 8 UW-Stout has prepared you well for the use of APICS (American Production and Inventory
Control Society) at your work.
Response Frequency(N=42) Percentage
Strongly Agree 10 24%
Agree 20 48%
Neither Agree nor Disagree 9 21%
Disagree 2 5%
Strongly Disagree 1 2%
Total 42 100%
Students were asked in eighth question if “UW Stout has prepared you well for the use of
APICS at your work.” In order to know the impact of that course it was necessary to find out if
it had prepared students at their place of employment. The result in Table 7 showed that 72% of
the students agreed it had helped while 21% were neutral and 5% disagreed with 2% of them
strongly disagreed.
34
Table 9
Do you use Lean as a strategy in your organization?
Response Frequency(N=40) Percentage
Yes 34 85%
No 6 15%
Total 40 100%
In the ninth question similar question was asked in the survey “Do you use Lean as a
strategy in your organization?” In Figure 2, it showed if the organizations used Lean as strategy
in the organization. The result shows that 85% of the graduated students agree while 15%
disagree that they use Lean as a strategy in their organization.
Summary
The responses of the survey questions helped better understand the impact of the applied
learning courses on the graduated students and their career paths. Overall about 80% of the
responses were positive and showed that the applied learning courses provided at UW-Stout have
helped the students prepare for their careers and are beneficial for them. The data from the
responses to the APICS related questions have shown that the students could be provided better
knowledge about APICS related material. Also, the response to the ninth question showed that
most of the graduated students use lean as the strategy for management at their work. Nowadays
companies are going lean and having the knowledge about the APICS materials is also equally
important in business. Thus, after analyzing the result of survey it can be said that UW-Stout has
prepared the graduate students and made them competitive in terms of knowledge in Lean and
APICS related materials in comparison to their peers at work. The next chapter discusses about
35
the overall findings of the research along with the recommendations, conclusion and further
research opportunities.
36
Chapter V: Discussion
In order to find out the impact of Applied Learning Courses such as Lean Enterprise and
Resource Planning Practicum on careers of recent graduates majoring in Engineering
Technology, Business, Supply Chain Management, Technology Management programs between
2007 and 2011 at UW-Stout, an online survey was conducted. The research study was
performed to determine if UW-Stout should improve its Applied Learning Courses and to find
out the impact on the student as a whole in their career or work.
Limitations
The online survey was limited to the recently graduated undergraduate and graduate level
students of UW-Stout majoring in Engineering Technology, Business, Supply Chain
Management, Technology Management programs between 2007 and 2011. The participation
was voluntary and confidential. The information regarding participants will not be shared with
the third party.
Conclusions
Looking at the response from the first question, the majority of the respondents have said
that the Lean Enterprise course has helped them in preparing for their careers, so it is assumed
that this course has played vital role in graduated student’s career.
The response to the second question shows that the Resource Planning Practicum course
has helped them in preparing for the careers, so it is assumed that this course has had a positive
impact.
Looking at the majority of the response for the third question it can be concluded the lean
techniques taught at the University is very important and are beneficial to those students at work
37
and that students are leaving UW-Stout with more lean knowledge than their peers from other
educational backgrounds.
The response to the fourth question shows that the APICS related course needs to be
improved either by engaging students in some practical work or by giving them more
illustrations. This might open new doors to further the research as to how more students could
gain better knowledge about APICS related materials.
From the majority of response for the fifth question, it can be concluded that Applied
Learning has prepared the students for employment. The knowledge that they have gained while
attending UW-Stout can be utilized in both personal and professional lives.
The highly positive response to the sixth question shows that the percentage of employed
students is very high than that of unemployed students so we can say that Engineering
Technology, Business, Supply Chain Management, Technology Management programs have
demand in job market and they can apply the knowledge of Applied Learning Courses in the
work place as well.
The high majority of positive response for the seventh question shows that UW-Stout has
well prepared the students for use of lean at their workplace. More than 90% of the students
responded that the lean courses provided at UW-Stout prepared them well for use of lean.
According to the response to the eighth question, high majority of students responded that UW-
Stout has prepared them well for the use of APICS at their work.
As for the ninth question, a high majority of the respondents responded that they use lean
as a strategy in their organization. This shows the importance of teaching lean related applied
learning courses so that the students are prepared for their prospective job market.
38
Overall the results show that the applied learning courses provided at UW-Stout have a
positive impact on the students and their careers. The courses and the materials are of good
quality; however there is some room for improvement when it comes to knowledge about
APICS. A large number of responses related to the questions about APICS show that students
do not have enough knowledge and information about APICS. Having the students get more
familiar with APICS, their certifications and the network of professionals could broaden the
horizon of success for the students. Having a local organization and encouraging the students to
be a member of such organization could help in the process of sharing knowledge within the
campus.
Recommendations
This research was focused on the past students who had taken the applied learning
courses at UW-Stout. In order to get a deeper view of the impact of applied learning courses, the
current students could be surveyed about the quality of instructors and the materials used to teach
the courses. The responses can then be analyzed to see how well the instructors are doing in
teaching the courses. After all, the students that are currently taking the courses or have recently
taken the courses are likely to know more about the current structure and quality of the courses.
Summary
The online survey on “Assessing the Impact of Applied Learning Courses in the Careers
of the Recent Graduates of University of Wisconsin-Stout” was conducted with the approval of
Institutional Review Board (IRB). It was a confidential and voluntary survey which was
conducted between 2007 and 2011 undergraduate and graduate level students in Engineering
Technology, Business Supply Chain Management, and Technology Management and MS OSM
programs. The purpose of the survey was to understand the impact of applied learning courses
39
such as Lean Enterprise and Resource Planning Practicum have had on the previous graduates
and if those types of courses should be available or added in the course content in future.
After the survey was completed a detailed analysis of the responses to each of the survey
questions was performed. The majority of the responses showed a positive result. It cleared that
the applied learning courses have played a vital role in the careers of graduates of UW-Stout and
is equally important to the current and prospective students. The impact analysis of applied
learning courses can also be performed using other survey tools such as instructor analysis and
course material or curriculum analysis in order to research about necessary revisions that might
be needed to make the applied learning courses and the curriculum better for the current and
prospective students. The current students can also be surveyed and analyzed about the quality of
the course itself as they are passing through these courses. Prospective students may be surveyed
for their expectations from these courses and to learn about their level of knowledge about the
materials.
40
References
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Jain, R., Triandis, H. C., & Weick, C. W. (2010). Managing Research, Development and
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Retrieved November 19, 2011, from Mo-Media: http://www.mo-media.com/cpim/
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Storm, S. (2002). Courses Offer 'Commonality'. Manufacturing Trends, 19.
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University of Wisconsin-Stout. (2011.b). General Information. p. 2.
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Appendix A: Survey Invitation
Greetings Fellow Stout Alum: My name is Pratiksha Shrestha and I am currently pursuing a graduate degree at UW-Stout. I am researching “Impact of Applied Learning Courses in the Career of Recent Graduates of University of Wisconsin- Stout”. Even if your organization does not currently use Lean and Resource Planning there are questions in the survey for you as well. This survey will take less than 5 minutes, which will allow post-secondary institutions, such as Stout, to improve their educational priorities based on your input into this research, so please participate now. You can double-click on the provided link to complete the survey or you can copy & paste the link into your Internet browser to connect to the survey. Your participation in this study is entirely voluntary. You may choose not to participate without any adverse consequences to you. If you complete the survey I will provide you with the results of my research, just email for a copy at the completion of the research. This survey will terminate in 15 days so your quick action is vital to this research. Feel free to contact me at (715) 529-1498 cell or by email at [email protected]. Any ideas or suggestions regarding my research are welcome. Thank you for your valuable time. Go Blue Devils!
44
Appendix B: IRB Exemption
October 27, 2011 Pratiksha Shrestha UW-Stout Title: “Assessing the Impact of Applied Learning Courses in the Careers of the Recent Graduates
of University of Wisconsin-Stout” Subject: Protection of Human Subjects Dear Pratiksha, In accordance with Federal Regulations, your project, “Assessing the Impact of Applied Learning Courses in the Careers of the Recent Graduates of University of Wisconsin-Stout” was reviewed on October 25, 2011, by a member of the Institutional Review Board and was approved under Expedited Review through October 24, 2012. If your project involves administration of a survey or interview, please copy and paste the following message to the top of your survey/interview form before dissemination: If you are conducting an online survey/interview, please copy and paste the following message to the top of the form: “This research has been approved by the UW-Stout IRB as required by the Code of Federal regulations Title 45 Part 46.” Thank you for your cooperation with the IRB and best wishes with your project. Should you have any questions regarding this letter or need further assistance, please contact the IRB office at 715-232-1126 or email [email protected]. Sincerely,
Susan Foxwell Research Administrator and Human Protections Administrator, UW-Stout Institutional Review Board for the Protection of Human Subjects in Research (IRB) *NOTE: This is the only notice you will receive – no paper copy will be sent.
45
Appendix C: Survey Results
1. Impact of Lean Enterprise (INMGT 440) has had on your preparation for your present position.
# Answer
Response % 1 Very High
12 28% 2 High
22 51% 3 Neutral
7 16% 4 Low
0 0% 5 Very Low
2 5%
Total 43 100% Statistic Value Min Value 1 Max Value 5 Mean 2.02 Variance 0.88 Standard Deviation 0.94 Total Responses 43 2. Impact of Resource Planning Practicum (INMGT 405) has had on your present position.
# Answer
Response % 1 Very High
10 24% 2 High
20 48% 3 Neutral
9 21% 4 Low
0 0% 5 Very Low
3 7%
Total 42 100%
46
Statistic Value Min Value 1 Max Value 5 Mean 2.19 Variance 1.08 Standard Deviation 1.04 Total Responses 42 3. How do you judge your knowledge of lean techniques as compared to your peers?
# Answer
Response % 1 Very High
11 26% 2 High
25 58% 3 Neutral
7 16% 4 Low
0 0% 5 Very Low
0 0%
Total 43 100% Statistic Value Min Value 1 Max Value 3 Mean 1.91 Variance 0.42 Standard Deviation 0.65 Total Responses 43 4. How do you judge your knowledge of APICS (American Production and Inventory Control Society) related material as compared to your peers at your work?
# Answer
Response % 1 Very High
12 29% 2 High
13 32%
3 Neutral
13 32% 4 Low
2 5% 5 Very Low
1 2%
Total 41 100%
47
Statistic Value Min Value 1 Max Value 5 Mean 2.20 Variance 1.01 Standard Deviation 1.01 Total Responses 41 5. How do you feel Applied Learning has prepared for employment?
# Answer
Response % 1 Very High
17 40% 2 High
23 53% 3 Neutral
3 7% 4 Low
0 0% 5 Very Low
0 0%
Total 43 100% Statistic Value Min Value 1 Max Value 3 Mean 1.67 Variance 0.37 Standard Deviation 0.61 Total Responses 43 6. Are you employed right now?
# Answer
Response % 1 Yes
35 83% 2 No
7 17%
Total 42 100%
48
Statistic Value Min Value 1 Max Value 2 Mean 1.17 Variance 0.14 Standard Deviation 0.38 Total Responses 42 7. UW-Stout has prepared you well for the use of Lean at your work.
# Answer
Response %
1 Strongly Agree
13 31%
2 Agree
26 62%
3 Neither Agree nor Disagree
3 7%
4 Disagree
0 0%
5 Strongly Disagree
0 0%
Total 42 100% Statistic Value Min Value 1 Max Value 3 Mean 1.76 Variance 0.33 Standard Deviation 0.58 Total Responses 42
49
8. UW-Stout has prepared you well for the use of APICS (American Production and Inventory Control Society) at your work.
# Answer
Response %
1 Strongly Agree
10 24%
2 Agree
20 48%
3 Neither Agree nor Disagree
9 21%
4 Disagree
2 5%
5 Strongly Disagree
1 2%
Total 42 100% Statistic Value Min Value 1 Max Value 5 Mean 2.14 Variance 0.86 Standard Deviation 0.93 Total Responses 42 9. Do you use Lean as a strategy in your organization?
# Answer
Response % 1 Yes
34 85% 2 No
6 15%
Total 40 100% Statistic Value Min Value 1 Max Value 2 Mean 1.15 Variance 0.13 Standard Deviation 0.36 Total Responses 40
