Abstract: This paper proposes a Project-based team instruction methodology with open-ended projects to teach students critical analysis, design and implementation steps of developing Robotic Process Automation (RPA) for information systems. The use of project-based learning is appropriate for teaching RPA analysis and design with lean Six Sigma tools because of its experimental approach and documentation of logical steps needed to learn how to implement RPA successfully. The approach systematically documents work currently performed and defines future actions of the process while ensuring significant benefits are achieved with the RPA enhanced process. This methodology is important because the application of RPA is not commonly taught in Management Information System (MIS) programs. MIS students may not understand the significance of combined methodology, RPA tool, and usefulness of RPA until they enter the workforce where RPA is rapidly becoming available and easier to implement. The lecture sessions and exercises are valuable because it is easy to communicate the value of RPA in terms of time, quality, volume of transactions, etc. using Lean Six Sigma analytic approaches. The exercises involve hands on activities to make this learning experience interesting for students to readily associate the theoretical process improvement agreement and visualize the practical value of RPA enhanced projects. The sessions require limited prior knowledge of these subjects. This paper presents a project-based methodology and design approach focusing on development of RPAs. The projects deliver significant ant and tangible benefits to organizations and engage students in key activities of the analysis, design and development process from a low code-no code perspective.
Download this article: ISEDJ - V21 N2 Page 56.pdf
Recommended Citation: Money, W., Mew, L., (2023). A Proposed Methodology to Teach Robotic Process Automation Analysis, Design and Development by Combining Project Based Learning and Lean Six Sigma. Information Systems Education Journal21(2) pp 56-68. http://ISEDJ.org/2023-2/ ISSN : ISSN: 1545-679X. A preliminary version appears in The Proceedings of EDSIGCON 2022