Teaching Supply Chain Management: A Qualitative and Quantitative Approach to Developing a Supply Chain Management Education Framework

Walden, Joe

doi:10.18374/jims-18-3.4

Cited by 3 publications

(9 citation statements)

References 14 publications

(23 reference statements)

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“…Sinha et al (2016) also addressed the gaps between the topics being taught and the talent requirements identified by SCM employers. Similar studies identified these gaps in the education process (Jordan and Bak, 2016;Walden, 2018). Sinha et al (2016) also addressed the connection between the growing complexity of skills needed in SCM careers and the education process to provide these skills to university students while discussing the topics that are over supplied and under supplied in supply chain education.…”

Section: Talent Gapmentioning

confidence: 94%

Section: Talent Gapmentioning

confidence: 99%

“…The review of recent research also reflects a need to update curricula (Closs and Stank, 1999;Messina and Zimmerman, 2018;Walden, 2018). Messina and Zimmerman (2018) and Walden (2018) proposed changes to course curricula to update the skills being taught, as well as adding materials from other disciplines such as marketing to the course development and teaching process. They also established a need to incorporate emerging skills and concepts into courses to ensure that graduates are prepared for entering the work force to help fill the supply chain talent gap (Messina and Zimmerman, 2018;Walden, 2018).…”

Section: Talent Gapmentioning

confidence: 99%

“…Messina and Zimmerman (2018) and Walden (2018) proposed changes to course curricula to update the skills being taught, as well as adding materials from other disciplines such as marketing to the course development and teaching process. They also established a need to incorporate emerging skills and concepts into courses to ensure that graduates are prepared for entering the work force to help fill the supply chain talent gap (Messina and Zimmerman, 2018;Walden, 2018). Sinha et al (2016) took this line of reasoning one step further by linking the need to learn emerging concepts to the growing talent shortage.…”

Section: Talent Gapmentioning

confidence: 99%

“…However, there is evidence that there is a growing gap between educational offerings and industry needs. This is further complicated by the dynamic nature of the supply chain and universities' ability to respond with varying degrees of effectiveness (Fawcett and Rutner, 2014;Jordan and Bak, 2016;Sinha et al, 2016;Walden, 2018). Dubey and Gunasekaran's (2015) research focused on what should be included in academic curricula aimed at developing supply chain leaders and how it should be taught, without focusing on the needs of the industry.…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate supply chain management courses: content, coverage, assessment and gaps

Birou

Lutz

Walden

2021

SCM

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Purpose This paper aims to provide the results of a survey of supply chain management (SCM) courses in higher education. This research is unique because it represents the first large-scale study of undergraduate SCM course syllabi taught at universities. Design/methodology/approach The unit of analysis is an SCM syllabus. Content analysis was performed on each syllabus to identify the actual course coverage including requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides the input for a gap analysis between offerings in higher education and those needs identified by practitioners. Findings Data gathering efforts yielded a sample of 109 undergraduate courses representing 79 schools across North America. The aggregate number of topics covered in undergraduate courses totaled 120. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the coverage of supply chain courses and the needs identified by previous academic research. Originality/value This study is the first large-scale content analysis of undergraduate SCM course syllabi. The goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of SCM courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of SCM.

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Section: Talent Gapmentioning

confidence: 94%

Section: Talent Gapmentioning

confidence: 99%

Section: Talent Gapmentioning

confidence: 99%

Section: Talent Gapmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Undergraduate supply chain management courses: content, coverage, assessment and gaps

Birou

Lutz

Walden

2021

SCM

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Faculty-Led Program: Food and Beverage Supply Chain – from the first mile to the last mile

McGrath,

Chong,

Rodríguez-Serra

2024

JIEB

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Purpose This study aims to present a Faculty-Led Program applied in two contrasting countries, the USA and Peru, focused on the supply chain management of food and beverages to demonstrate its benefits in human capital development. This Faculty-Led Program provides valuable opportunities to acquire skills and knowledge in foreign environments. Design/methodology/approach Students from Universidad del Pacífico and Rochester Institute of Technology were exposed to the food and beverages industry in Lima and New York. The theory will be presented to justify the program’s positive impact on the human development of the participating countries and empirical evidence of training capabilities that it allowed, according to the theoretical framework proposed by (Braskamp et al., 2009), to identify dimensions of learning. The study was based on primary data collected from 20 students from Universidad del Pacífico through a participant observation approach, retrieving a final essay project and the students’ testimonies at the end of the program implemented in other similar studies in Peru (Simone, 2021). The data were categorized into three domains and then summarized to provide key insights. In this case, the methodology is qualitative, but the data were also subjected to statistical analysis. Findings The results suggest that knowledge of the value chain of food and beverages obtained in this program was successfully consolidated. The learning outcomes from this method were obtained through students’ projects aimed to share the learned global practices with the industry and were materialized in three domains: the cognitive domain, with students recognizing and valuing cultural aspects; the interpersonal domain, students learned from social interactions with stakeholders; and the intrapersonal domain, students showed high acceptance of US culture within the course context, though their affect toward it was more potent than toward their own culture. These domains allowed students to assess how such international experience impacted their learning in more than just the academic outcome. Research limitations/implications The study relies on self-reported subjective methods in the short term since it summarizes students’ perspectives, expressed in a final written essay, regarding three main dimensions of learning. Besides, the process assesses the improvement of those dimensions through a participant observation approach and collecting testimonies. More objective, comparable outcomes could be achieved in the medium term by evaluating the participants’ performance in the business world. Originality/value This paper presents a conclusive application of the Faculty-Led Program, which exposed students to the diverse food and beverage industry in Lima and New York, providing valuable insights through field studies and allowing them to experience both cultures and different realities. They recognized technological advancements and delays applicable to both countries, benefiting future managers and planners in workforce development. The firsthand experience taught students practical skills and perspectives for effective industry management. To the best of the author’s knowledge, this is the first research in Peru focused on a short-term study abroad program based on the food and beverage supply chain industry to identify its value and contribution to a more holistic human capital development.

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Survey of graduate supply chain courses: content, coverage and gaps

Lutz

Birou

Walden

2021

SCM

Self Cite

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PurposeThis paper aims to provide the results of a survey of courses dedicated to the field of supply chain management in higher education. This research is unique because it represents the first large-scale study of graduate supply chain management courses taught at universities globally. Design/methodology/approachContent analysis was performed on each syllabus to identify the actual course content: requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides input for a gap analysis between offerings in higher education and those needs identified by practitioners. FindingsData gathering efforts yielded a sample of 112 graduate courses representing 61 schools across the world. The aggregate number of topics covered in graduate courses totaled 114. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the supply chain management course content and the needs identified by APICS Supply Chain Manager Competency Model (2014). Originality/valueThe goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of supply chain management courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of supply chain management.

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Teaching Supply Chain Management: A Qualitative and Quantitative Approach to Developing a Supply Chain Management Education Framework

Abstract: Education and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Education, Doctorate

Cited by 3 publications

References 14 publications

Undergraduate supply chain management courses: content, coverage, assessment and gaps

Undergraduate supply chain management courses: content, coverage, assessment and gaps

Faculty-Led Program: Food and Beverage Supply Chain – from the first mile to the last mile

Survey of graduate supply chain courses: content, coverage and gaps

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