Teaching system dynamics and discrete event simulation together: a case study
Teaching system dynamics and discrete event simulation together: a case study
System dynamics (SD) and discrete event simulation (DES) follow two quite different modeling philosophies and can bring very different but, nevertheless, complimentary insights in understanding the same ‘real world’ problem. Thus, learning SD and DES approaches requires students to absorb different modeling philosophies usually through specific and distinct courses. We run a course where we teach model conceptualization for SD and DES in parallel and, then, the technical training on SD and DES software in sequential order. The ability of students to assimilate, and then put into practice both modeling approaches, was evaluated using simulation-based problems. While we found evidence that students can master both simulation techniques, we observed that they were better able to develop skills at representing the tangible characteristics of systems, the realm of DES, rather than conceptualizing the intangible properties of systems such as feedback processes, the realm of SD. Suggestions and reflections on teaching both simulation methods together are proposed
517-527
Hoad, Kathryn
54db2444-f75b-4c4a-8f20-72ba9de33a45
Kunc, Martin
0b254052-f9f5-49f9-ac0b-148c257ba412
Hoad, Kathryn
54db2444-f75b-4c4a-8f20-72ba9de33a45
Kunc, Martin
0b254052-f9f5-49f9-ac0b-148c257ba412
Hoad, Kathryn and Kunc, Martin
(2018)
Teaching system dynamics and discrete event simulation together: a case study.
Journal of the Operational Research Society, 69 (4), .
(doi:10.1057/s41274-017-0234-3).
Abstract
System dynamics (SD) and discrete event simulation (DES) follow two quite different modeling philosophies and can bring very different but, nevertheless, complimentary insights in understanding the same ‘real world’ problem. Thus, learning SD and DES approaches requires students to absorb different modeling philosophies usually through specific and distinct courses. We run a course where we teach model conceptualization for SD and DES in parallel and, then, the technical training on SD and DES software in sequential order. The ability of students to assimilate, and then put into practice both modeling approaches, was evaluated using simulation-based problems. While we found evidence that students can master both simulation techniques, we observed that they were better able to develop skills at representing the tangible characteristics of systems, the realm of DES, rather than conceptualizing the intangible properties of systems such as feedback processes, the realm of SD. Suggestions and reflections on teaching both simulation methods together are proposed
This record has no associated files available for download.
More information
Accepted/In Press date: 4 April 2017
e-pub ahead of print date: 12 January 2018
Identifiers
Local EPrints ID: 427494
URI: http://eprints.soton.ac.uk/id/eprint/427494
ISSN: 0160-5682
PURE UUID: c68dddef-c892-4bb3-8172-9811d8ce1b06
Catalogue record
Date deposited: 21 Jan 2019 17:30
Last modified: 16 Mar 2024 04:39
Export record
Altmetrics
Contributors
Author:
Kathryn Hoad
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics
