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This study investigates whether corporate sustainability capability (CSC) along with project management maturity (PMM) based capability contribute to perceived organizational success. It also studies how this contribution varies by project type employed in the organization.

The research is based on survey data collected from 66 managers of mostly small service businesses. The survey instrument consisted of a four-part questionnaire with 41 indicators focusing on CSC, maturity in project management knowledge areas and perceived internal and external organizational success. The SEM methodology, GLM (General Linear Model), and ANOVA are used for the analysis of the causal relationship among the indicators. The moderating effect of Project Type is analyzed using the Multi Group Analysis.

The findings demonstrate the impact of the successful integration of corporate sustainability and organizational PMM efforts on organizational success. Project management capability strengthens the effects of sustainability efforts, specifically in economic and social sustainability. Moreover, project type ranging from derivative to breakthrough moderates this effect.

The findings demonstrate the strategic importance of corporate sustainability and its integration with organizational project management, valuing project sustainability management.

The study shows the importance of project management and sustainability capabilities for organizations in managing projects and developing vision, policy, and guidance with stakeholders, leading to organizational success.

This study reveals most success is achieved by maturity in stakeholder management, time, quality, communication and human resource management areas, economic and social sustainability capabilities demonstrated by platform and breakthrough projects.

The purpose of this paper is to present an integrated model of didactic, practice and interdisciplinary service learning in healthcare education, and determine the students’ perceptions on the benefits of this integration.

A pre and post survey design was utilized to examine health professions students’ perspectives with respect to learning outcomes relevant to professional benefits of a service learning capstone. The surveys consisted of 36 items for measuring the interdisciplinary course characteristics and perceived benefits of the integrated approach. The required interdisciplinary (used interchangeably with interprofessional) course was constructed as an integrated didactic, practice interdisciplinary service learning model. The sample consisted of undergraduate students (n=53) who completed the interdisciplinary senior seminar capstone course taught by one faculty member in one of three course sections. Structural equation modeling based on partial least squares was used to analyze the significance of constructs. Students’ reflections on interdisciplinary service learning were also collected and summarized.

The study demonstrated the significance of interdisciplinary course and team preparation on perceived professional benefits and positive community service learning experience.

Further studies are needed and being pursued to address practitioners’ perceptions of interdisciplinary education. To fully complete the assessment of interdisciplinary education, longitudinal studies must be pursued with graduates and their employers. A larger sample size could be used to repeat this study.

The model employed in this study may be utilized as a component of practice education and clinical practice to address accreditation requirements, quality patient-centred care, and engaging students in valuing interprofessionalism and service.

This study presents an integrated model of didactic, practice and interdisciplinary service learning in health professions education, and demonstrates the benefits of the model with health profession students’ perceptions of interprofessional education (IPE). This study contributes to professional learning research as the impact of IPE has been questionable due to lack of rigorous evidence.

The effects of cellular manufacturing (CM) on increased delivery speed and resource utilization along with its interaction with volume, mix, routing, and labor flexibilities are not clear for manufacturers and supply chain managers. Aims to focus on this.

Based on real data from a US screen‐printing company, a simulation model is designed to determine the influence of volume, mix, routing and labor flexibilities in presence of volatile demand. Simulation of one and two cell configuration is compared with job shop to determine the shortest delivery and highest utilization.

As volume flexibility increases, delivery is faster in presence of CM compared to job shop. Furthermore, added routing flexibility results in 70 percent shorter lead time with low volume flexibility, and 85 percent shorter lead time with high volume flexibility. Additionally, in the two‐cell design, assignment of fewer, but more multi‐skilled workers shared between cells results in higher utilization and lower lead time.

This study contributes to the manufacturing research by revealing the benefits of CM, and the importance of volume, routing, and labor flexibilities reacting quickly to volatile demand in today's dispersed manufacturing environment. Also, this study demonstrates that labor allocation is equally important in manufacturing cells as the equipment and part decisions are.

The findings provide manufacturers a guideline on how to best set up CM and operational flexibilities to respond faster to volatile demand. The simulation model is successful in showing that cells and manufacturing flexibilities are strong enablers of faster delivery lead time and higher resource utilization.

Self‐directed work teams are seen as an important mechanism for dealing with today's complex and rapidly changing business environment. Team learning is an attempt to prepare students to real‐world experiences. But, not all teamwork is effective. This paper aims to examine the influence of learning style preferences on team learning performance.

The Grasha‐Riechmann Student Learning Style Scales (GRSLSS) is used to assess the learning style preferences of business students enrolled in an operations management class.

Students were found to be collaborative learners. Students' collaborative orientation complements participation and helps students to compete, which in turn increases team performance. In addition, influence of learning style varies with educational experience, gender and major. Graduate students showed to be collaborative and independent learners. As such, while personal model and formal authority teaching styles fit best undergraduates' learning preferences, at the graduate level, instructor' role changes to facilitator and delegator.

Provides evidence that learning style preferences are valuable for engaging learners in various collaborative activities and for designing successful diverse teams.

It is argued that problem‐based learning (PBL) is a valuable approach to teaching operations management, as it allows learners to apply their knowledge and skills in an environment that is close to real‐life. In fact, many simulations currently exist in the teaching of operations management. However, these simulations lack a connection to real‐life, as they are typically turn‐based and do not use real‐life IT support. The current paper seeks to address this issue by presenting an innovative pedagogical approach designed to provide learners with an authentic problem‐solving experience in operations management within an enterprise resource planning (ERP) system.

The paper proposes a simulation game called ERPsim whereby students must operate an enterprise in a simulated economic environment using in real time a real‐life ERP system, namely SAP. Based on a survey with instructors, it assesses the extent to which this proposed simulation is aligned with the five characteristics of the PBL approach.

Survey respondents confirm that significant improvements in student evaluations, learner motivation, attendance, and engagement, as well as increased learner competence with the technology can be achieved by using the proposed approach.

For more than five years this pedagogical approach has been used by more than 250 professors, lecturers, and professional trainers in over 160 universities worldwide. Between September 2009 and June 2011, more than 3,000 simulations games were played by over 16,000 university student teams.

Results and observations on using the proposed pedagogical approach are presented and compared to the main characteristics of the PBL approach (authenticity, ill structured problems, student‐centered, small group settings and facilitator dimensions).