Enterprise Systems (ES) integration into academic curriculum
across multiple campuses of a leading Academic Institution in the
UAE
Dr. Vishwesh L. Akre Dr. Amala. Rajan
Higher Colleges of Higher Colleges of
Technology, Technology,
Dubai Women's Campus, Dubai Women's Campus,
vakre@hct.ac.ae arajan@hct.ac.ae
Abstract
Enterprise Systems such as Enterprise Resource
Planning (ERP), Customer Relationship
Management (CRM) and Supply Chain
Management (SCM) can be regarded as the most
innovative developments in modern day information
systems. Leading Enterprise systems such as SAP,
Oracle, Sage, Microsoft etc. With high adoption of
these Enterprise systems, it is no longer sufficient for
a new graduate to have knowledge of an academic
subject as increasingly it is necessary for students to
gain those skills which will enhance their prospects
of employment. In order to bridge this gap,
Universities and Technical Institutes to incorporate
training on enterprise systems technology with
curriculum of related courses. A leading Academic
Institution in the United Arab Emirates (UAE) has
established an initiative to ensure that each of its
students engages with hands-on skills and has
embedded this within the academic curriculum for all
disciplines under its " Learning By Doing ( L BO)"
strategy. The integration project was conceptualized
after thorough Literature Review, followed by
meticulous planning, implementation and validation
phases. The objective of the paper is to illustrate a
successful model of experiential learning through
design of a curriculum that is enriched through the
hands-on experience gained by students working on
a leading Enterprise System (ES) system - SAP.
Keywords
Enterprise Resource Planning (ERP), Supply Chain
Management (SCM), Customer Relationship
Management (CRM), Enterprise Systems (ESs), SAP,
Learning By Doing ( LBO), Enterprise Information
Systems (EISs), Experiential Learning
Introduction
Enterprise Systems are commercial software
packages that promise the seamless integration of
all the information flowing through the organization -
financial & accounting information, customer
information, supply & logistics information [1 8] [5].
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Dr. Nasser Nasseri
Higher Colleges of Technology,
Dubai Women's Campus,
nnassiri@hct.ac.ae
One of the most pervasive organizational change
activities in the last decade or so has been the
implementation of enterprise-wide information
technologies, such as enterprise resource planning
(ERP) systems, that account for 30 percent of all major
change activities in organizations today [1 5]. Some
estimates suggest that ERP adoption is as high as 75
percent among medium to large manufacturing
.
companies, 60 percent among service companies, and
up to 80 percent among Fortune 500 firms [1 5].
These trends predict an immense requirement of
talented employees who are skilled in the use of
Enteprise Systems (ESs). To fulfill this industry
requirements, Universities should try to incorporate
training to their students on hands-on skills on Enterprise
Systems (ESs). This research paper depicts the
!mplementtion of the SAP Enterprise Systems (ES)
Integrated Into the curriculum of a leading Academic
Institution in the UAE. The integration project was
conceptualized after thorough Literature Review,
followed by meticulous planning, implementation and
validation phases. The objective of the paper is to
illustrate a successful model of experiential learning
through design of a curriculum that is enriched through
the hands-on experience gained by students working on
a leading Enterprise System (ES) system - SAP.
Literature Review
The huge emergence of Enterprise Systems (ESs) has
been fueled by the global economy and the development
of industrial informatics in both manufacturing and
service industries [5]. A growing number of enterprises
worldwide have adopted ES, such as Enterprise
Resource Planning (ERP), to run their businesses
instead of using functional information systems that were
previously used for partial functional integration within
many industrial organizations [5].
!he adoption of ES system in an organization requires
Intese efforts, focusing on both technological and
business themes of implementation [1 ]. The reason is
aparntly the high upfront cost of ES as well as the high
.
sWitching costs In case original choice was incorrect and
the company may have to go for another ES
implementation without recovering costs of the previous
installation.
90
 Topmost choices for the ES include SAP, Oracle,
Sage, Microsoft etc. As per Forbes [4], SAP enjoys
25% market share, followed by Oracle 1 3%, Sage,
6%, Infor 6% and Microsoft 5%. SAP maintains a
presence in all kinds of organizations such as:
automotive, consumer products, chemical,
manufacturing, oil and gas, high-tech
pharmaceutical, and communications [1 0].
The market for people who can work with these
Enterprise Systems (ES), implement these systems,
and understand how these systems transform
organizations is strong, and growing [24]. Many
consulting firms recruit from graduate and
undergraduate programs at Universities around the
world to fill sizable gaps in their ERP consulting staff
[25].
Universities should try to nurture their students with
necessary skills to make them as employable as
possible. As per Fallows and Stevens [7],
employability skills include the following abilities: the
retrieval and handling of information; communication
and presentation; planning and problem solving; and
social development and interaction. Teaching
hands-on skills in technology builds students'
abilities such as retrieval and handling of
information, problem solving, planning and
presentation.
The design, delivery, and outcomes of a course on
enterprise integration should attempt to provide
education to the young business manager regarding
the process of adoption and exploitation of an ERP
or enterprise-wide software system [6]. Such a
course should have a mix of "business-centric" and
technology-oriented instructions so that it contains a
management component based on readings and
discussion, and a hands-on laboratory component in
which students individually configure a firm [6].
The partnership between an ERP vendor and
universities may be beneficial for both parties
involved, but requires careful management to
overcome the challenges [21 ]. The impact of
reoranizing ERP subject matter into existing
curncula can pose several special challenges posed
to faculty [24]. Gable [8] suggests examining the
influence of factors like the pervasiveness of the
ERP packages in the world/regional/local market,
the anticipated longevity of the inherent technology,
and market demand for related expertise on
research and curriculum.
The perceived challenges for such integrations is the
extremely high investments required for procuring
the Enterprise systems, proper curriculum design
balancing the instructions with appropriate business
centric and technological oriented learning
outcomes. Other challenges such as technical
support and technical training of the faculty members
also need to be overcome successfully.
CFP1304J-ART 978-1-4799-2425-7
Another significant barrier to the use of ERP systems in
universities and the perceived need for students to gain
"hands-on" experience to master the concepts inherent
in these types of systems is the heavy cost of procuring
these enterprise systems [27]. Yet another challenge is
lack of text books that focus on Enterprise System (ES)
tools from academic teaching perspective [2].
Managing ES is typically comprehensive and complex.
As the frequency of upgrades and innovations from one
software release to the next characterizes the rapidly
evolving nature of these IS solutions [1 9, 20]. Because
of the frequency of changes in the functionality within the
system, it is often difficult for the lecturer to stay abreast
of these changes and to understand the implications of
these changes to business practice, as well as research
and education [1 9, 20]. Vendor support can be a very
good to overcome such situations.
Access to ERP software systems and collaboration with
their vendors provide tertiary educational institutions
with effective and novel means for exposing students to
valuable business and business systems concepts [1 3].
The SAP University Alliance Program in Australia is an
example of a strategic alliance between a number of
Universities and an ERP vendor [1 0]. As part of its
University Alliance, SAP provides approximately $2.5
million worth of its product and technical and
professional support for the integration of SAP into the
curriculum [1 0].
Other significant practices for Enterprise System (ES)
integration include - expansion of the curriculum to
enhance the depth of the SAP skills, more guest lectures
to bring real-world experiences into the class room,
integrated project that requires application of conceptual
as well as technical (software) skills of students, more
case studies that deal with post-implementation issues,
better alignment of this course curriculum with other pre
requisite courses, and improvement in the knowledge of
academic staff and their access to students, as per
research carried out by Seethamraju [24].
Research Methodology
From the previous sections, we can say that Enterprise
Systems have got a global acceptance by the medium to
large scale organizations. There is a huge requirement
of trained professionals in such organization to
implement, maintain and effectively use such Enterprise
systems for their organizational needs of information
retrieval, process improvements, and collaboration on
intra and inter organizational levels, and for problem
solving & decision making. It is very important for
Universities to leverage the use of Enterprise Systems in
thir classrooms to equip their students with necessary
skills and make them job ready. This research paper
presents a unique project of Enterprise Systems
integration into the curriculum of a leading academic
institution in the UAE.
91
 The Literature review was used as a foundation for 8. Seamless integration of Enterprise System (ES)
planning this project. The idea was to gain insights across multiple campuses of the Institution.
into the perspectives of other Universities that had
implemented similar type of integrations. Initial Next section is the Research Design Phase, where a
phase of the research was to conduct the literature strategic plan was created to overcome the drawbacks
review to lay foundation of the research framework of the ES integration approach at the same time to fortify
though identification of the drivers and barriers. The the strengths of the same.
next phase was to create a plan to leverage the
drivers and overcome the barriers. Two subsequent Research Design
phases were to implement the plan and validate the As seen from above section, 5 drivers were identified
findings respectively. and 8 barriers were identified pertaining to academic
On basis of Literature Review, drivers and barriers integration of Enterprise Systems (ES). The chair of the
of Enterprise systems integration into curriculum Computer and Information Science department created
were identified as follows:- a project team for planning and implementation of the
Drivers Enterprise System (ES) Integration into the curriculum of
I. The increasing popularity of Enterprise Systems the undergraduate program which majored in Business
in the Global Corporate scene. Solutions. The project team created the following plan :-
2. The current gap in the market with respect to the 1. Identify appropriate Enterprise System(ES)
availability of highly skilled Enterprise System 2. Identify the Vendor to provide technical support
professionals. 3. Train the Trainers
3. Courses at Universities which have potential of 4. Identify a pilot course
Enterprise System integration. 5. Implement the integration for a pilot course across
4. Enterprise System integration in University campuses
curriculum is not as mature as other technology 6. Validate results of the Pilot integration project
integrations such as software development and
hardware and networking. This presents first
Enterprise System (ES) integration
mover advantage to Universities which pioneer
in this field.
This section takes the project plan created in the
5. Possibility of alliance with Enterprise System
Research Design phase and explains the
vendors.
implementation details of the same. It discusses the
Barriers
various structured processes undertaken by the project
1. Choosing an Enterprise System (ES) that is the
team to successfully implement SAP integration into the
market leader and which would offer more
course curriculum.
employment opportunities for the students in the
long run.
1 Identify appropriate Enterprise System(ES)
2. High cost of procuring and maintaining the
To research and identify the proper Enterprise System
Enterprise System (ES).
(ES) that would add value to the curriculum and make
3. Difficulty in creating the right learning outcomes
students more interested in the technology at the same
in the curriculum for the integration.
time make them more employable. Another aim was to
4. Need to create curriculum with proper mix of
find a way to make the technology implementation more
business-centric and technology-oriented
affordable and within the budget of the department.
instructions to make the integration more
Many organizations have implemented ERP systems in
effective.
the UAE to obtain the expected benefits, with SAP,
5. Lack of text books and material pertaining to
Oracle and JD Edwards being the popular choices [1 7].
Enterprise Systems integration in curriculum.
Many of the alumni of the department were working in
6. Lack of proper vendors to support the
high posts in Ministries and Public Sector organizations.
implementation of Enterprise systems into the
Telephonic interviews were taken from the selected
curriculum.
sample few alumni and the results confirmed with the
7. Technical training for faculty is needed as most
literature findings and SAP and Oracle emerged as the
faculty have not been exposed to Enterprise
top two Enterprise Systems (ESs) in Government sector
systems.
as well as Public Sector corporates of the UAE. Also,
As seen from the above discussion, 5 drivers and 7
Internationally, as per Forbes [4], SAP enjoys 25%
barriers were identified through Literature Review.
market share, followed by Oracle 1 3%, Sage, 6%, Infor
However there was another barrier that was
6% and Microsoft 5%. The team decided to narrow down
pertaining to the academic institution itself. This was
the selection of the Enterprise System to SAP.
that there were 1 8 branches across the country and
the Top management placed very high value on
common course delivery and assessments. Hence
the integration of Enterprise System (ES) had to be
done across all campuses and not only in a single
campus. Hence 8th barrier is listed as follows:-

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 2 Identify the Vendor to provide support
SAP Middle East and North Africa (MENA), was
founded in 2007 with head office in Dubai and is
recognized as one of the fastest growing markets for
SAP globally and is a key investment area for the
company [23]. The company's dedication to
promoting the interest of the region and up-skilling
local talent is part of SAP's Education offerings and
Academies which have been developed to fast-track
enablement and deepen SAP expertise for new
graduates and professionals respectively [23]. SAP
MENA today has over 20 universities from across
the region that are part of its University Alliances
program, which provides university faculty members
with the tools and resources needed to teach
students how technology can enable integrated
business processes and strategic thinking - and
gives students the skills to add immediate value to
the market place [23].
This SAP University Alliances program was
considered as a strategic asset by the project team
as it apparently enabled two birds to be hit by one
stone - a vendor that provided technical support and
also helped in training the faculty to gain hands-on
skills to use the software. In fact this program
enabled the team to drastically cut down the total
cost for procurement of the SAP software.
Apparently there was no need to buy the SAP
software. As per the agreement signed between the
Institute and the University Alliances program, the
students and faculty could get access to the latest
SAP software through web access to the SAP
Enterprise Server maintained at Magdeburg,
Germany. The cost of the agreement was less than
5% of the cost of buying the SAP Enterprise server
and this is because SAP UA is a nonprofit initiative
of the SAP in order to build a sustainable and skilled
workforce ready to take challenging assignments on
SAP implementations globally.
With its University Alliances (UA) Program, SAP
encourages a practical and future-oriented
education by enabling worldwide access to the
newest SAP technology [24]. The SAP UA team
provided a SAP ERP 6.0 GUI software that had to be
installed onto the computer systems to be used by
faculty and students. This GUI interacts with the SAP
ERP 6.0 server hosted at Magdeburg campus in
Germany.
The server IP addresses of each of the Institute's
Campuses were validated by SAP UA team so that
users could be scaled up and down as per course
enrollments, without any intimation to the SAP UA.
The faculty and students could access the SAP
system hosted by the Magdeburg server through this
locally installed SAP GUI on their respective
machines.
CFP1304J-ART 978-1-4799-2425-7
3. Train the Trainer
After the issue of access to SAP system was resolved,
the project team's next task was to find a way in which
cross campus faculty would be provided adequate
training on hands-on skills of using the SAP ERP
software.
The SAP MENA and the SAP UA Team provided a
helping hand in this and arranged for a week long
workshop by an expert SAP instructor from Jordan.
During this training, the faculty was provided with
instruction and demonstration of the SAP software on a
real life organization Global Bike Inc. The workshop
included case studies pertaining to Global Bike Inc. on
various SAP modules such as - Materials Management
(MM), Production Planning & Execution (PP), Controlling
Case Study Product Costing (CO-PC), Controlling Case
Study Cost Center Accounting (CO-CCA) and Human
Capital Management ( HCM). This was an enriching
experience for the faculty as they not only gained
confidence on SAP skills but also acquired the right
techniques to train the students. In addition, the SAP
trainer gave teaching material to be shared with students
too.
4. Identify a Pilot Course
For successful integration of Enterprise System (ES) into
an academic syllabus, the design, delivery, and
outcomes of the course should attempt to provide
education to student about the process of adoption and
exploitation of an ERP or enterprise-wide software
system [6]. Such a course should have a mix of
"business-centric" and technology-oriented instructions
so that it contains a management component based on
readings and discussion, and a hands-on laboratory
component in which students individually configure a
firm [6]. Taking this into consideration, the project team
identified a course "Information Management Systems"
which had the right mix of business topics and
technology focus. After careful analysis and deliberation,
this course was chosen as the pilot course for ES
integration.
5. Implement the integration for a pilot course
across campuses
A core team of faculty members teaching the Course
Information Management Systems at each of the 8
campuses campus was formed. A project kick-off was
meeting arranged at a central campus. This cross
campus faculty team made modifications to the course
in such a way that the learning outcomes were kept
intact but aligned to the hands-on laboratory sessions on
SAP ERP.
L01 : Explain the importance of Decision Support
Systems (DSS) and Enterprise Resource Planning
(ERP) in a business environment
L02: Explain the importance of Customer Relation
Management (CRM) in a business environment
L03: Using DSS, CRM, and ERP appropriately select
case studies to show the benefits of such systems
toward management decision making in a business
environment
93
 The Information Management Systems course has Table 2 Tech mca" I Problems Log Data
the following four learning outcomes :- Month Number Resolved Resolved
L04: Compare and contrast selected DSS, ERP, (201 3) of Locally through
and CRM systems that are available in the market Problems SA PUA
The team decided to align learning outcomes - L01 rorted
and L03 with the hands-on laboratory sessions on February 14 12 02
SAP ERP. It was further decided to include following March 16 10 06
SAP ERP modules for the course:- April 38 29 09
Sales Management May 06 06 -
Material Management June 02 02 -
Production management Total 76 59 17
Financial Management 6. Validate results o f the Pilot integration prolect
It is decided that in the first eight weeks teachers will The course - Information Management Systems was
cover the theory of ERP and explain the business taught at 8 campuses of the Institute in the semester
process to the students. After that student will be February 2013 to June 2013.
introduced to the SAP ERP system where they can As discussed in previous point, the faculty team had
do hand on exercises. decided to conduct a Lab Exam as the Final Assessment
These 8 campuses were situated in different for the course which constituted of 30% overall
geographic regions of the United Arab Emirates weightage. There was a huge flooding in Magdeburg,
(UAE). The course was taken by both male and Germany on June 10th 2013
female students. In the Institute there are separate ( http://www.bbc.co.uk/news/world-europe-22835154) and
branches for male students and female students. their servers were down for nearly 3 days. Fortunately,
The following table depicts the gender-wise the exams scheduled at the HCT campuses were in the
distribution of the students in different UAE regions:- week of 16th June to 20th June 2013. Hence, there were
Table 1 Student Demograplh"ICS
no hiccups reported during the exams.
Region Number of students The project team decided to solicit feedback from
Male Female teachers involved in course delivery of the course
Abu Dhabi 19 36 Information Management Systems. Some feedbacks are
Dubai - 21 tabulated as follows:-
Fujairah - 34 Table 3 Faculty Feedback on Pilot SA P interation
Ras AI Khaimah 51 39 Feedback
Ruwais - 10 I strongly feel that SAP has been instrumental in
Shariah 17 29 the course in several ways. Firstly, students have
Total 87 1 69 had a firm insight of what it's like to deploy
complex and multiple modules based on core
As seen from above table, 256 students from 8 business functionalities. This understanding and
campuses situated in 6 regions of the UAE took the knowledge, I feel has been a key factor in terms of
course Information Management Systems in the enhancing students learning-outcomes of ERP
Spring Semester - February to June 2013. The and IS integration. Secondly, getting through
students were taught the four learning outcomes of these modules and exercises have been
the course. As planned, hands-on training was challenging and yet for a lot of students it's been
conducted on SAP ERP. extremely exciting and a truly rewarding
It was not always a smooth sail for as far as this experience.
course - Enterprise System is concerned. There My students enjoy using SAP to learn more about
were many startup issues such as - student account the actual workings of an HRIS. The can see the
locked due to incorrect password attempts, access way the database is built and then used to enable
problems to SAP Enterprise server in Magdeburg, them to perform HR functions that would normally
The SAP technical administrator logged all these take a lot longer. I have used the cases that were
problems and tried to resolve them in a timely on the website (with small modifications) but I can
manner. Some problems were resolved locally see the value of designing cases that build on the
whereas for some problems, the technical support existing ones. I have some students who
team from SAP UA Magdeburg was approached by intuitively understand the system and they have
creating a ticket from their portal. been able to help some of the other students
The following table 2 illustrates the details of the otherwise it can be a pretty steep learning curve.
technical problems logged by the technical As seen from the above table, the faculty were qUite
administrator. As seen from the above table, 76 positive about the SAP integration into their course. They
problems were reported in the period February 2013 felt that it was a step in the right direction to get their
to June 2013, out of which 78% (approx.) were students exposed to such high end systems.
resolved locally whereas the more severe ones were
resolved through help of the SAP UA Technical
support team.

CFP1304J-ART 978-1-4799-2425-7 94
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