Purpose
The study is exploratory and aims to investigate students’ learning experience in a supply chain management (SCM) course at a university in Bahrain. The selected learning skills were cognitive, affective and interactive, whereas the adopted pedagogical tools were case analysis, evaluative essay and game exercise.
Design/methodology/approach
A questionnaire survey was distributed to undergraduate students enrolled in an SCM course at a university in Bahrain. Descriptive and inferential statistical analysis techniques were used. Inferential analysis tests were principal component analysis, Kruskal–Wallis analysis of variance and Dunn’s post hoc pairwise comparison test.
Findings
Results are inconclusive but revealed significant differences in students’ perceptions of learning skills among the adopted teaching methods. Significant differences in the perceived learning skills were found between the evaluative essay and the case analysis and between the report and the game exercise. The game exercise was the most useful technique in improving students’ interactive, cognitive and affective skills, followed by case analysis and evaluative essay.
Research limitations/implications
As the sample of this study consisted of students enrolled in a particular SCM course at a University in Bahrain, the small sample size may restrict the study’s conclusive findings.
Practical implications
It is recommended to establish an experiential or problem-based learning support unit to assist faculty in the planning, design and development of pedagogical and assessment tools.
Originality/value
The research findings are expected to help design, assess and enhance students’ learning experience in SCM and other business courses that adopt a process-based experiential learning perspective.
The Impact of Supply Chain Management in the Operations of a Passenger Rail Transport System: A Case Analysis of Passenger Rail Transport from 2009 to 2015
