This generic qualitative inquiry research study investigated the effectiveness of self-directed learning and experiential learning theory on the business process modeling notation (BPMN) learning process and subsequent development of business process models. The goal was to analyze the experiences of participants’ individual learning processes for acquiring BPMN knowledge. The research study sought to answer, “How do experiential and self-directed learning approaches to BPMN affect business process model development?” The generic qualitative inquiry examined 13 participants’ responses from semi-structured interview questions. The semi-structured interview questions required participants to reflect and describe their learning process. The data analysis was completed using an inductive thematic analysis with a constant comparison method to identify themes from the codes. The self-directed learning processes, experiential learning, and key success factors themes emerged as the study’s participants described their learning process for BPMN and factors that affected the development of business process models using BPMN. The findings of this study add the BPMN self-directed learner’s mental model and BPMN experiential learning mental model that enable BPMN practitioners to understand the influences and factors of the adult learning process and how the creation of BPMN knowledge occurs for the purpose of developing business process models with BPMN.
|Commitee:||McConnaughey, Cheryl, Robinson, Gary|
|Department:||School of Business and Technology|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 78/08(E), Dissertation Abstracts International|
|Subjects:||Business administration, Education, Business education|
|Keywords:||Adult learning theory, Business process improvement, Business process management, Business process redesign, Process modeling|
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