Continuous innovation : problematizing the intersections and gaps between theory, practice and approaches to undergaduate leraning and teaching in operations management

While operations management has been conceptualised as an organisation function it is perhaps more appropriately conceived of as an activity. Reflecting the continued dominance of previous conceptualisations OM is principally taught from pedagogical perspectives where students are provided with insufficient opportunities to practice and apply empirical concepts and ideas. Additionally, OM has not been sufficiently interrogated from learning and teaching perspectives. Thus, from academic teacher perspectives the challenges and opportunities with providing tertiary learners with meaningful opportunities to engage with OM theories in applied experiential contexts are explored.