Simulation education has been a significant facet of university curricula, both in industrial eng... more Simulation education has been a significant facet of university curricula, both in industrial engineering and in business management, for many years. Indeed, the importance of simulation education to both these curricula approximately coincides with the accessibility of simulation analyses via skillful programming in computer languages on mainframes and significantly precedes the availability of desktop computers and their specialized, largely point-&-click software tools. The simulation educator, whether teaching within a college of engineering (and most likely the sub-discipline of industrial engineering) or within a college of business or management, has various valuable opportunities to emphasize the reliance of simulation upon prerequisite and concurrent course work. Likewise, educators in related disciplines have opportunities to stress the usefulness of material taught in their courses to simulation analyses. When fully exploited, these cross-fertilization opportunities enhance collegiality, student motivation, and retention and integration of important concepts and techniques. In this paper, we explain these opportunities, particularly with respect to statistical concepts, computer analysis and programming skills, industrial engineering and managerial observations, and interpersonal and teamwork skills. Broadly stated, we undertake the examination of both “how the simulation educator can support the educator of related disciplines,” and the converse “how the educator of disciplines related to simulation can support the instructor of simulation.”
Simulation education has been a significant facet of university curricula, both in industrial eng... more Simulation education has been a significant facet of university curricula, both in industrial engineering and in business management, for many years. Indeed, the importance of simulation education to both these curricula approximately coincides with the accessibility of simulation analyses via skillful programming in computer languages on mainframes and significantly precedes the availability of desktop computers and their specialized, largely point-&-click software tools. The simulation educator, whether teaching within a college of engineering (and most likely the sub-discipline of industrial engineering) or within a college of business or management, has various valuable opportunities to emphasize the reliance of simulation upon prerequisite and concurrent course work. Likewise, educators in related disciplines have opportunities to stress the usefulness of material taught in their courses to simulation analyses. When fully exploited, these cross-fertilization opportunities enhance collegiality, student motivation, and retention and integration of important concepts and techniques. In this paper, we explain these opportunities, particularly with respect to statistical concepts, computer analysis and programming skills, industrial engineering and managerial observations, and interpersonal and teamwork skills. Broadly stated, we undertake the examination of both “how the simulation educator can support the educator of related disciplines,” and the converse “how the educator of disciplines related to simulation can support the instructor of simulation.”
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Papers by Ruohonen Toni
simulation education to both these curricula approximately coincides with the accessibility of simulation analyses via skillful programming in computer languages on mainframes and
significantly precedes the availability of desktop computers and their specialized, largely point-&-click software tools. The simulation educator, whether teaching within a college of
engineering (and most likely the sub-discipline of industrial engineering) or within a college of business or management, has various valuable opportunities to emphasize the reliance of
simulation upon prerequisite and concurrent course work. Likewise, educators in related disciplines have opportunities to stress the usefulness of material taught in their courses to
simulation analyses. When fully exploited, these cross-fertilization opportunities enhance collegiality, student motivation, and retention and integration of important concepts and techniques. In this paper, we explain these opportunities, particularly with respect to statistical concepts, computer analysis and programming skills, industrial engineering and managerial observations, and interpersonal and teamwork skills. Broadly stated, we undertake the examination of both “how the simulation educator can support the educator of related disciplines,” and the converse “how the educator of disciplines related to simulation can support the instructor of simulation.”
simulation education to both these curricula approximately coincides with the accessibility of simulation analyses via skillful programming in computer languages on mainframes and
significantly precedes the availability of desktop computers and their specialized, largely point-&-click software tools. The simulation educator, whether teaching within a college of
engineering (and most likely the sub-discipline of industrial engineering) or within a college of business or management, has various valuable opportunities to emphasize the reliance of
simulation upon prerequisite and concurrent course work. Likewise, educators in related disciplines have opportunities to stress the usefulness of material taught in their courses to
simulation analyses. When fully exploited, these cross-fertilization opportunities enhance collegiality, student motivation, and retention and integration of important concepts and techniques. In this paper, we explain these opportunities, particularly with respect to statistical concepts, computer analysis and programming skills, industrial engineering and managerial observations, and interpersonal and teamwork skills. Broadly stated, we undertake the examination of both “how the simulation educator can support the educator of related disciplines,” and the converse “how the educator of disciplines related to simulation can support the instructor of simulation.”