Recent struggles with ERP systems $($Kanaracus$,2010)$ highlight that teaching ERP skills is still very relevant today. Previous

research suggests that knowledge of ERP concepts is more important than skills with any particular ERP package $($Strong et

al$.,2006).$ However, a review of published studies in JISE shows a bias towards commercial ERP solutions $($like SAP$).$ This

gives the impression of high entry barriers to teach hands$-$on ERP skills. We suggest the use of freely available open source

solution OpenERP, as an alternative for teaching hands$-$on ERP concepts. This provides numerous schools an avenue to

teach hands$-$on component without the need for significant resource commitment. Our experiences from a simple role$-$playing

exercise and related hands$-$on component using OpenERP are discussed. In conclusion, we make an important contribution

by providing details and experiences with using a free ERP solution OpenERP.

Keywords: Enterprise resource planning $($ERP$),$ Experiential learning & education, Instructional pedagogy, Computer

assisted education, Course development models, Team projects

$1.$ INTRODUCTION

As organizations face increasing global competition,

organizations have no choice but to become more effective.

Enterprise Resource Planning $($ERP$)$ systems provide one

solution by providing management a better understanding

and transparency of their business operations and have

become the mainstay of practically every organization

$($Watson and Stewart, $2004,$ Winkelmann and Leyh, $2010).$

Accordingly, it is important for IS programs to consider ERP

course$($s$)$ in their offering.

Teaching hands$-$on ERP skills is important for several

reasons. First, learning ERP is identified as an important IT

skill $($Kim$,$ Hsu and Stern, $2006).$ Organizations need users

who are savvy to utilize ERP systems in their daily tasks.

Despite this requirement, most of the students in higher

education rarely come across enterprise systems $($Strong$,$

Fedorowicz, Sager, Stewart and Watson, $2006).$ Recent

failures of ERP projects indicate that imparting ERP

knowledge and skills are still required and important

$($Kanaracus$,2010).$

Second, advances in pedagogical approaches place

emphasis on active learning or learning$-$by$-$doing.

Pedagogical approaches based solely on lectures are

criticized as these approaches make students passive learners

$($Bok$,1986).$ Not only has the active learning gained

prominence among educators and researchers, it is also

argued that students seek opportunities where they can apply

their knowledge to simulate realistic situations $($Auster and

Wylie, $2006).$

Given the focus on active learning, initial growth and

access to technology is viewed as an aid in enabling

educators to achieve this objective. For example, the use of

computer$-$mediated learning is known to be superior to

traditional instructional modes $($Alavi$,1994).$ We argue that

IS courses are uniquely poised to utilize technology to

actively teach the interaction between business and

technology domains. This is amplified in the case of ERP as

undergraduate students rarely have overall picture of the

business operations. Most of them are focused on their area

of concentration $($be it Finance, Marketing, Accounting etc.$).$

Given this academic background, the concepts of ERP are

hard to grasp as the curriculum is still based on functional

learning, but the ERP focuses on integration across the

departments.

Educators can alleviate this problem by actually showing

the students the cross$-$functional processes. For example, the

students can easily relate to sales or purchase processes. In

these processes, the students can be made aware of different

units that play a role from warehouse, sales & marketing,

accounting etc. It would be most beneficial if the students

can see how events created in one unit initiate events for

other units.

To achieve this objective of actually using ERP requires

collaboration with industry. Several big firms $($for example,

SAP, Microsoft etc.$)$ provide academic or university

alliance programs that are described as win$-$win solutions for

both the firms and universities $($Corbitt and Matthews, $2009).$ what is the purpose of this writing paper