Applying business process reengineering as a creative pedagogical method in logistics education: a packaging case study

Abstract

Business Process Reengineering (BPR) is a method of introducing radical changes in the area of business processes. The concept was first presented by Michael M. Hammer in 1990 and was published in the “Harvard Business Review” journal. The method is defined as a comprehensive redesign of business processes in a company. Since the Business Process Reengineering is becoming increasingly popular both in industry and in the academic environment, the article draws attention to the use of the BPR method in students education. The working hypothesis is as follows: “Teamwork among students develops creativity, influences knowledge, as well as social skills and preparation for professional life.” The aim of this article is to apply the reengineering method in the education of logistics engineering students using a selected example. The article also focuses on the role of teamwork in the educational process, which develops key social skills in the Internet era. To achieve this goal, the following research methods were used: qualitative – reengineering, auxiliary benchmarking method, and reference modeling (mapping). quantitative – testing of transport packaging using laboratory testers. Process mapping enabled the development of a logistics chain proposal for packaging. Students completed the task as part of teamwork. By working together, they created an environment conducive to the development of innovative ideas. Thanks to teamwork, which is crucial in solving problems using the reengineering method, students were able to identify a research niche, which they then analyzed in the practical part of the course in a packaging research laboratory. Working in teams, the students learned to cooperate and, using their skills, knowledge, and experience, achieved the goal set by the lecturer. They also understood what collective responsibility for work results means.