Increasing students’ skills in operations management classes: Cumbuca Method as teaching-learning strategy

Muniz, Jorge; Rodrigues, José de Souza; Assis, Alice; Oliveira, Francisca Clara de Paula; Franco, Bruno Chaves; Maciel, Fabricio Gomes

doi:10.1590/0104-530X1172-15

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Original Article • Gest. Prod. 24 (4) • Oct-Dec 2017 • https://doi.org/10.1590/0104-530X1172-15 copy

Increasing students’ skills in operations management classes: Cumbuca Method as teaching-learning strategy

A influência do Método da Cumbuca no estímulo à leitura dos estudantes de engenharia: análise da aplicação na disciplina de gestão de produção

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This paper analyses the use of the Cumbuca Method as a teaching strategy to develop reading skills in engineering students. Despite their importance, reading skills are little stimulated in engineering undergraduate courses. Teamwork, communication, organization and exposure of ideas, time management are also important skills to new employees. The Cumbuca Method was created to disseminate quality concepts among company employees, by discussing text related to a given topic of interest. This analysis is based on a qualitative approach involving a sample of 200 engineering undergraduates from Operations Management discipline at a public University in the State of Sao Paulo, Brazil. The results showed that the use of this teaching strategy inducted improvements to regular reading and debate among students.

Keywords:
Reading; Operations management; Undergraduation; Teaching strategy

Forms of learning	Impacts
Deep	a) well-structured knowledge base b) appropriate motivational context c) learning activity d) interaction between the students and the teacher
Superficial	a) high workload b) high number of contact hours in class c) excessive amount of course material d) loss of opportunity to explore in-depth content e) gaps in the choice of objects of study and failure to adopt study methods f) an evaluation system that causes fear and anxiety

Field	Engagement is promoted by	Weaknesses	Ways to promote it engagement
Natural Sciences and Engineering	• Understanding based on quantitative rationality • Collaborative study • Performance in technical components	• Reward for carrying out the required activities (not for creativity) • Low initiative outside the required activities • Low interest in connecting ideas • Low interaction between teachers and students	Encourage: • Class interaction • Collaborative work activities • Presentations, debates and discussions
Social Sciences and Humanities	• Understanding based on expression and interpretation • Interest in the idea (greater than in its application) • Oral sharing on the interpretations observed in a topic • Interaction and discussion	Reward students: • By verbal aptitude (less by depth of study) • Do more than required because of the interest in the subject	Encourage collaborative learning

Universidade Federal de São Carlos Departamento de Engenharia de Produção , Caixa Postal 676 , 13.565-905 São Carlos SP Brazil, Tel.: +55 16 3351 8471 - São Carlos - SP - Brazil
E-mail: gp@dep.ufscar.br

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[1] Source: Adapted from Ellis et al. (2008)Ellis, R. A., Goodyear, P., Calvo, R. A., & Prosser, M. (2008). Engineering students’ conceptions of and approaches to learning through discussions in face-to-face and online contexts. Learning and Instruction, 18(3), 267-282. http://dx.doi.org/10.1016/j.learninstruc.2007.06.001.
http://dx.doi.org/10.1016/j.learninstruc... and Gibbs (1992 apud Kember et al., 2008Kember, D., Leung, D. P., & McNaught, C. (2008). A workshop activity to demonstrate that approaches to learning are influenced by the teaching and learning environment. Active Learning in Higher Education, 9(1), 43-56. http://dx.doi.org/10.1177/1469787407086745.
http://dx.doi.org/10.1177/14697874070867... ).