TY - GEN
T1 - Opportunities for gamified learning in purchasing and supply management education
AU - Kelly, Stephen
AU - Vangorp, Peter
AU - Stek, Klaas
AU - Delke, Vincent
N1 - Funding Information:
This research is part of Project PERSIST (project-persist.eu), co-funded by the Erasmus+ Programme of the European Union with project number 2019-1-NL01-KA203-060501.
Publisher Copyright:
© 2020 Dechema e.V.. All rights reserved.
PY - 2020/9/24
Y1 - 2020/9/24
N2 - Gamification has been used in a wide variety of subject-specific education contexts. Examples of such usage in the Supply Chain Management (SCM) context include the oft-played beer distribution game, developed by MIT Sloan School of Management (Forrester, 1961), which simulates the coordination of typical problems in supply chain processes, promoting information sharing and collaboration throughout a supply chain (Sterman, 1984). Purchasing and Supply Management (PSM), a subset of this wider SCM area, focuses on the direct relationships between organisational buyers and suppliers, covering aspects such as establishing trust, identifying and selecting suitable suppliers, managing supplier performance and the overall relationship. A systematic review of the PSM gamified learning literature establishes that there has been limited research to date and that which there is tends to focus on quantitative representations of managing overall supply and demand, using wider SCM elements. This suggests that there are opportunities to gamify PSM learning, in particular focusing on the human element in PSM and developing soft skills, as strong buyer-supplier relationships can generate significant benefits to both parties. To provide a more focused PSM contribution, a second systematic literature review distils the relevant principles, techniques and processes to inform the development of two gamified PSM learning activities. Negotiation and supplier relationship management rely heavily on personal interactions and are both seen as key activities at different stages of the PSM process. The development of the two gamified learning activities is strengthened by being underpinned by a synthesis of the literature review's key findings, ensuring they are domain-meaningful abstractions of reality, contain rewards and rankings based on clear objectives and have appealing gameplay. It is hoped that this paper provides a platform for future domain specific PSM research and will be of use to educators in this field in developing their own gamified learning.
AB - Gamification has been used in a wide variety of subject-specific education contexts. Examples of such usage in the Supply Chain Management (SCM) context include the oft-played beer distribution game, developed by MIT Sloan School of Management (Forrester, 1961), which simulates the coordination of typical problems in supply chain processes, promoting information sharing and collaboration throughout a supply chain (Sterman, 1984). Purchasing and Supply Management (PSM), a subset of this wider SCM area, focuses on the direct relationships between organisational buyers and suppliers, covering aspects such as establishing trust, identifying and selecting suitable suppliers, managing supplier performance and the overall relationship. A systematic review of the PSM gamified learning literature establishes that there has been limited research to date and that which there is tends to focus on quantitative representations of managing overall supply and demand, using wider SCM elements. This suggests that there are opportunities to gamify PSM learning, in particular focusing on the human element in PSM and developing soft skills, as strong buyer-supplier relationships can generate significant benefits to both parties. To provide a more focused PSM contribution, a second systematic literature review distils the relevant principles, techniques and processes to inform the development of two gamified PSM learning activities. Negotiation and supplier relationship management rely heavily on personal interactions and are both seen as key activities at different stages of the PSM process. The development of the two gamified learning activities is strengthened by being underpinned by a synthesis of the literature review's key findings, ensuring they are domain-meaningful abstractions of reality, contain rewards and rankings based on clear objectives and have appealing gameplay. It is hoped that this paper provides a platform for future domain specific PSM research and will be of use to educators in this field in developing their own gamified learning.
KW - Decision tree
KW - Education
KW - Game elements
KW - Purchasing and Supply Management
UR - http://www.scopus.com/inward/record.url?scp=85097783402&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85097783402&partnerID=8YFLogxK
U2 - 10.34190/GBL.20.149
DO - 10.34190/GBL.20.149
M3 - Conference proceeding (ISBN)
AN - SCOPUS:85097783402
T3 - Proceedings of the 14th International Conference on Game Based Learning, ECGBL 2020
SP - 295
EP - 304
BT - Proceedings of the 14th International Conference on Game Based Learning, ECGBL 2020
A2 - Fotaris, Panagiotis
PB - Dechema e.V.
T2 - 14th European Conference on Game Based Learning, ECGBL 2020
Y2 - 24 September 2020 through 25 September 2020
ER -