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ERP based business learning environment as a boundary infrastructure in business learning

机译：基于ERP的业务学习环境作为业务学习的边界基础结构

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Business education has been criticized for being theoretical and distant from the dynamisms of the business life. To answer to this criticism, different types of experiential learning environments, such as manual role-plays, computer simulations, and enterprise resource planning (ERP) systems, have been used. In this paper, we study how a holistic learning environment, combining a practice enterprise model, an ERP system and a simulation, improves learning results and why. We present a mil-year long case study to compare the learning outcomes of the holistic learning environment with a manually-oriented practice enterprise model. Our findings indicate improvements on different domains of Bloom's taxonomy. We suggest that the improvements are due to the holistic learning environment acting as a boundary infrastructure where the practice enterprise model, the simulation and the ERP system are all different kinds of boundary objects. This boundary infrastructure functions as a point of interaction and communication, and enables the students and teachers to cross social, cultural and conceptual boundaries between different communities of practice, and importantly, between theory and practice.
机译：商业教育因其理论性和远离商业生活的活力而受到批评。为了应对这种批评，已使用了不同类型的体验式学习环境，例如手动角色扮演，计算机模拟和企业资源计划（ERP）系统。在本文中，我们研究了将实践企业模型，ERP系统和模拟相结合的整体学习环境如何改善学习效果以及原因。我们提出了一项长达数年的长期案例研究，以将整体学习环境的学习结果与以人工为导向的实践企业模型进行比较。我们的发现表明，在Bloom的分类法的不同领域都有改进。我们建议这些改进是由于整体学习环境充当了边界基础结构，其中实践企业模型，模拟和ERP系统都是不同种类的边界对象。这种边界基础设施充当了互动和交流的一个点，使学生和教师能够跨越不同实践社区之间，更重要的是理论与实践之间的社会，文化和概念边界。

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