Supply chain management (SCM) is a discipline in the early stages of evolution. It has long been recognized that a discipline or branch of knowledge (e.g. SCM, chemistry) is defined through scientific inquiry, and the experiences of those practicing and researching in the discipline (Kaplan 1964;Popper 1959). New knowledge is constantly processed by those in the discipline to determine discipline definition; scope and boundaries; elements and functions; relationships between elements and functions; relationships with other disciplines; direction and evolution; and significance. As Robert Bartels (1976) stated, "In the development of a scientific discipline, those who make contributions to the body of thought reach stages where they consider the character of what they have done."
Reports the results of a survey of 41 US third-party logistics (3PL) firm practices for hiring entry-level managers. Reveals the recruiting, selection, and compensation methods used for 96 different positions and related compensation data (e.g. mean starting salary = US$34,358). Recommends that 3PL firms use the information to benchmark current practices and offers specific ideas to improve recruiting effectiveness. Also proposes research results-driven job search strategies for individuals seeking positions with 3PL firms.
PurposeCareer shifts and talent shortages in supply chain management (SCM) are evident at most occupation levels and need further attention and understanding. The purpose of this paper is to present factors that shape SCM career expectations, choices, and satisfaction and to advance career theory and research that is currently absent in SCM literature.Design/methodology/approachThis study administered open‐ended surveys to individuals educated and working in SCM to elicit the satisfaction and dissatisfaction that professionals derive from various aspects of their SCM careers. Resulting data were content analyzed and categorized into major themes representing career satisfiers (likes) and dissatisfiers (dislikes).FindingsThis exploratory study found evidence of traditional career components and the presences of objective and subjective components that transcend organizational boundaries. The results indicate an emergence of the boundaryless career concept in SCM, as the SCM career appears less dependent on a single employer. From the data emerged six major career satisfiers and seven major career dissatisfiers. Challenge is the most satisfying aspect of a SCM career. Challenge, however, may have limits, as the most dissatisfying aspect of a SCM career is the overload that can overwhelm a SCM professional in his or her career.Practical implicationsCareer satisfaction can be readily measured and categorized to explain SCM career expectations and choices that may lead to positive or negative work outcomes. Supply chain managers could utilize the information to understand employee perceptions and behaviors that may influence performance and to contend with disruptive career shifts and looming talent shortages in SCM.Originality/valueThis paper introduces contemporary career theory concepts and is a first of its kind in the field that explores attitudes and perceptions toward careers in SCM, as it focuses on career satisfiers and dissatisfiers described by SCM professionals.
Professional identity formation (PIF) within medical education is the multifaceted, individualized process through which students develop new ways of being in becoming physicians. Personal backgrounds, values, expectations, interests, goals, relationships, and role models can all influence PIF and may account for diversity of both experience and the active constructive process of professional formation. Guided reflection, including reflective writing, has been used to enhance awareness and meaning making within the PIF process for both students and medical educators and to shed light on what aspects of medical education are most constructive for healthy PIF. Student voices about the PIF process now emerging in the literature are often considered and interpreted by medical educators within qualitative studies or in broad theoretical overviews of PIF.In this Commentary, the authors present a chorus of individual student voices from along the medical education trajectory. Medical students (years 1-4) and a first-year resident in pediatrics respond to a variety of questions based on prevalent PIF themes extracted from the literature to reflect on their personal experiences of PIF. Topics queried included pretending in medical education, role of relationships, impact of formal and informal curricula on PIF (valuable aspects as well as suggestions for change), and navigating and developing interprofessional relationships and identities. This work aims to vividly illustrate the diverse and personal forces at play in individual students' PIF processes and to encourage future pedagogic efforts supporting healthy, integrated PIF in medical education.
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