Operations Management represents a crucial discipline intersecting engineering and business, dedicated to refining processes, optimizing resources, and streamlining systems to elevate overall efficiency and productivity. Traditionally, this course has been delivered through lecture-based classes heavily grounded in mathematical models encompassing forecasting, inventory management, scheduling and operations planning, material requirements planning, and manufacturing resource planning. In pursuit of elevating the students' active learning and knowledge retention, we introduced PBL as an innovative pedagogical strategy. This paper begins with a review of the literature on PBL in engineering education and operations management, highlighting its benefits in fostering critical thinking, teamwork, and real-world problem-solving skills. It also addresses the challenges associated with implementing PBL in this context.
The methodology section outlines the design and execution of the PBL approach, results demonstrate the students’ performance in the projects, and discusses the findings of the active learning outcomes. In conclusion, this paper underscores the significance of PBL as an effective instructional method for Operations Management education, lessons learned, and potential future research directions in PBL.
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