Operations Management Outside of the Classroom: An Experiential Approach to Teaching Enabled by Online Learning

Authors

Kristen A. Sosulski, New York UniversityFollow
Harry G. Chernoff, New York UniversityFollow

Abstract

This paper describes the design of an experiential approach to teaching operations management (OM) at New York University Stern School of Business. OM students study the design and management of the supply side of business, including how products are produced and how services are supplied. The course discussed in this paper is unique in that students learn operations while visiting real companies and organizations. The foundational concepts are not taught in classroom lectures, but through video minilectures, demonstrations, group work sessions, and practice problems that are available online and can be accessed at any time. This allows for classroom time to be spent interacting with OM leaders in companies throughout NYC. The city becomes the classroom, and students witness the OM processes of real companies through direct onsite observation and discussions with field experts and professionals as well as with their own peers.

Author Biography

Kristen Sosulski is an associate professor of information, operations, and management sciences at New York University’s Stern School of Business and the current director for the Stern Center for Innovation in Teaching and Learning. Professor Sosulski received her doctorate in communications, computing, and technology in education from Columbia University and her BS from NYU Stern School of Business in information systems. She teaches MBA and executive courses in data visualization, R programming, and operations management. Professor Sosulski is the coauthor of Essentials of Online Course Design: A Standards-Based Guide and The Savvy Student’s Guide to Online Learning.

Recommended Citation

Sosulski, K. A., & Chernoff, H. G. (2015). Operations Management Outside of the Classroom: An Experiential Approach to Teaching Enabled by Online Learning. Occasional Paper Series, (34). DOI: https://doi.org/10.58295/2375-3668.1006