Going beyond traditional approaches on industrial engineering education

Salinas-Navarro, David Ernesto; Mejía-Argueta, Christopher; Silva-Ovando, Agatha Clarice da; Garay-Rondero, Claudia Lizette

doi:10.1109/fie44824.2020.9273891

Cited by 13 publications

(8 citation statements)

References 26 publications

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“…The instructor has full ownership of the pedagogical design and explicitly incorporates experiential learning to enhance the learning experience under a specific purposive perspective (Kolb, 1984). Students carry out directed and independent reflective and practical individual and collaborative active work. The learning space is extended to consider learning activities outside the classroom within the city and small local businesses (Salinas-Navarro et al , 2020), and assessment methods are adapted to fit the educational purpose and authentic assessment (Wiggins, 2011). The learning experience produces a link to sustainability topics and recreates non-traditional applications for industrial engineering education.…”

Section: Results: Educational Innovation For Supply Chain Management ...mentioning

confidence: 99%

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Educational innovation in supply chain management and logistics for active learning in Latin America

Salinas-Navarro,

Pacheco-Velazquez,

Da Silva-Ovando

et al. 2023

JIEB

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Purpose This study aims to present a conceptual framework aimed at promoting educational innovation in supply chain management and logistics (SCM&L). The framework can help to design active learning experiences regarding student learning outcomes that tackle current challenges in the discipline. Emphasizing the significance of linking students’ learning to real-world scenarios, the framework enables reflective learning through hands-on engagement in a constructive alignment, overcoming existing pedagogical limitations in the field. Design/methodology/approach This study presents a qualitative research methodology that relies on the case study method. Three instances are presented to illustrate educational efforts of active learning in countries of Latin America, Bolivia, Mexico and Peru, linking real-world relevant situations to disciplinary teaching and learning. Findings The innovative learning experiences introduced in this study transform real-world SCM&L operations into distinctive educational opportunities. These experiences facilitate learning not only within traditional classrooms but also in urban areas of the Latin American region, enabling students to interact with educational partners in authentic settings to achieve their intended learning outcomes. These experiences are characterized by their focus on establishing meaningful connections between learning and local communities, businesses or specific contexts. Research limitations/implications The study recognizes various limitations of conceptual, methodological, execution-related and research process aspects. First, not all academics in the SCM&L discipline may universally acknowledge the importance of educational innovation and active learning experiences because of limited pedagogical awareness. Moreover, execution-related limitations arise from the demanding nature of incorporating active pedagogical approaches into courses, as they can be resource-intensive and time-consuming. Regarding research process limitations, the case study limits generalizability and broader inferences because of its particular views and locations, which require further investigation with other instances across other disciplines and geographical regions for validation. Practical implications The practical implementation of this framework within the MIT SCALE network for Latin America and the Caribbean (LAC) demonstrates its potential in meeting diverse academic and institutional expectations and providing educational benefits to students. Social implications The study makes a valuable contribution to prioritizing and coordinating pedagogical research by investigating the success of learning outcomes achieved through active and experiential implementations in various contexts. It provides inspiring examples of innovative learning experiences that can drive new developments not only within the LAC region but also in other areas, prompting a shift away from traditional educational approaches. Originality/value This research presents a conceptual framework, which is developed from the insights obtained in the three learning experiences to guide future efforts in SCM&L education. The findings demonstrate how to structure active learning experiences based on authentic assessment and illustrate the potential for increased cooperation among institutions in Latin America. It also promotes the recognition of novel SCM&L active learning experiences and highlights some of the benefits of this approach.

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Section: Results: Educational Innovation For Supply Chain Management ...mentioning

confidence: 99%

“…The learning space is extended to consider learning activities outside the classroom within the city and small local businesses (Salinas-Navarro et al , 2020), and assessment methods are adapted to fit the educational purpose and authentic assessment (Wiggins, 2011).…”

Section: Results: Educational Innovation For Supply Chain Management ...mentioning

confidence: 99%

Educational innovation in supply chain management and logistics for active learning in Latin America

Salinas-Navarro,

Pacheco-Velazquez,

Da Silva-Ovando

et al. 2023

JIEB

Self Cite

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“…The challenges presented in the previous section are widely discussed in the literature on both aspects: industrial market needs and pedagogic teaching considerations (Asseburg & Frey 2013;Kodzi 2019;Lutz et al, 2022;Niine & Koppel 2014;Salinas-Navarro et al, 2020;Sangpikul, 2017;Trautrims et al, 2016;Walden 2020). To overcome these issues, together with the ambition to make the course more attractive for students without giving up academic requirements, we decided to make some changes to the curriculum to make it more relevant and interesting.…”

Section: Coping With the Challengesmentioning

confidence: 99%

Developing an Academic Logistics Course Using the Action Research Approach

Talmor

Reshef

2022

IJHE

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Academic institutions that offer practical programs face several challenges, such as teaching heterogeneous classes, maintaining relevant and up-to-date syllabi, and competing with other institutions. These challenges are relevant to academic logistics programs as well. One way to tackle these challenges is through continuous improvement of teaching methods and course content. This article presents a process of developing and improving an introductory academic course in management and logistics for a Bachelor of Arts (BA) program using the action research approach. The study’s results encourage curriculum developers in academic institutions to view the curriculum and its creation as an ongoing process, and to explore varied ways to teach it. Our findings also highlight the value of a student-centred approach to academic teaching and curricula development that calls for acute awareness of potential variation in students' experience and abilities.

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“…Root causes of pandemics, like Covid-19, tied to issues such as deforestation and capitalist societies, underscore the interconnectedness between engineering pursuits and global challenges (Brancalion et al, 2020;Laster Pirtle, 2020). The pandemic's aftermath, characterized by heightened social inequalities, accentuates racial disparities in healthcare access and educational inequities (Abedi et al, 2020;Saavedra, 2020;Smith, 2020;van Dorn et al, 2020;Jung et al, 2021;Salinas-Navarro et al, 2022). In this context, engineering assumes a pivotal role in addressing systemic issues and necessitates a paradigm shift towards responsible and critical action.…”

Section: Introductionmentioning

confidence: 99%

Understanding community engagement from practice: a phenomenographic approach to engineering projects

Acero,

Ramirez-Cajiao,

Baillie

2024

Front. Educ.

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IntroductionEngineering professors involved in community projects strive to enhance engagement through a combination of social sciences and engineering methodologies. Recognizing the growing importance of critical methodologies, particularly those rooted in social justice and community design, researchers have explored their impact on fostering meaningful collaborations between engineers, students, and community partners.MethodsThis study employs a phenomenographic approach to explore how a cohort of engineering professors, students, and community members conceptualize their participation in community-engaged practices.ResultsOur findings reveal a nuanced outcome space comprising five distinct ways in which individuals perceive their community engagement: as interdisciplinary endeavors, addressing community issues, engaging in co-design, and addressing systemic barriers. These conceptual frameworks elucidate a progression in the depth of engineers’ involvement with the community, underscoring the significance of systems literacy and social justice in more intricate contexts.DiscussionThese results advocate for engineers to adopt an active membership approach, emphasizing collaboration, when working on engineering projects within communities, as opposed to adopting passive roles that may undermine the impact of community engagement.ConclusionIn conclusion, a deeper understanding of the varied conceptualizations of community engagement among engineering professors, students, and community members underscores the importance of adopting proactive roles and fostering collaborative approaches in community projects.

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Going beyond traditional approaches on industrial engineering education

Cited by 13 publications

References 26 publications

Educational innovation in supply chain management and logistics for active learning in Latin America

Educational innovation in supply chain management and logistics for active learning in Latin America

Developing an Academic Logistics Course Using the Action Research Approach

Understanding community engagement from practice: a phenomenographic approach to engineering projects

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