The Supply Chain Management Applied Learning Center: A university–industry collaboration

Benson, Gregory E.; Chau, Ngan N.

doi:10.1177/0950422219827188

Cited by 7 publications

(3 citation statements)

References 35 publications

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“…By giving students early exposure to industry challenges while at school, UIC initiatives may help accelerate their skill and knowledge development, enhancing their employability and subsequently retaining talent in the SCM field. We believe the collaborative framework used in this article can be deployed in a variety of academic contexts, provided that there are alignments in motivation across collaborating participants (Ankrah and Omar, 2015;Benson and Chau, 2019). • Poor effort in summarizing the proposed response actions into a concise, understandable plan.…”

Section: Discussionmentioning

confidence: 99%

University–industry collaboration: Enhancing students’ business acumen and aptitude through competitive SCM challenges

Benson

Chau

2021

Industry and Higher Education

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This article describes a collaborative process between a university’s Supply Chain Management (SCM) program and the business community supporting the program to bring about a student team–based case competition. The ideas used for the competition were based on actual challenges experienced and submitted by businesses, while the case narrative and supporting material, as well as the assessment rubric, were developed and written by the SCM program faculty. The implementation of the competition was originally designed to benefit students by helping them further develop and demonstrate their capabilities in the areas of business acumen, soft skills, critical thinking, and problem-solving to potential employers. Interestingly, this activity also provided unforeseen benefits to the original collaborating parties. The article discusses the immediate benefits resulting from the collaboration as well as its impact on future collaborative opportunities between SCM programs and businesses.

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Section: Discussionmentioning

confidence: 99%

University–industry collaboration: Enhancing students’ business acumen and aptitude through competitive SCM challenges

Benson

Chau

2021

Industry and Higher Education

Self Cite

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“…Examples of academic resources in this context include the Beer Game, the Gummy Bear Supply Chain Game, GOAL-LOST, Simula Games, the Supply Chain Game and the Fresh Connection (Sterman, 2001; Pacheco-Velazquez, 2022). These ludic games and online platforms aim to actively engage students in predefined scenarios for problem-solving and decision-making, allowing them to experience simplified real-world situations and develop both disciplinary and personal competencies (Benson and Chau, 2019; Kodzi, 2019). Others promote the use of experiential learning or learning by experience to improve students’ perceptions of learning benefits, develop professional skills and bridge the gap between graduates’ skills and employer expectations (Al-Shammari, 2022).…”

Section: Theoretical Backgroundmentioning

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

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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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“…Others stress the need to make advancements in developing appropriate skills and competencies to meet industrial requirements by reviewing teaching content and assessment methods, and identifying gaps for curriculum improvement [85]. Finally, SCM education should promote students' active participation and interaction in developing their learning outcomes [27,72,[86][87][88]. Therefore, learning relevance links to what to teach or learn and how to teach or learn.…”

Section: Experiential Learning In Scm Education For Sustainable Devel...mentioning

confidence: 99%

Experiential Learning for Sustainability in Supply Chain Management Education

et al. 2022

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This work is about sustainability-related learning experiences for the discipline of supply chain management (SCM) in Higher Education. It arises from the need to motivate students with relevant and interesting activities to improve their learning performance. Higher Education must respond to dynamic demands to keep impactful topics for students, organizations, and society over time. This work addresses the relevance of contemporary challenges in real-world SCM situations concerning Sustainable Development Goals (SDGs). It also provides an actionable framework integrating experiential learning ideas, the ADDIE model for instructional design, the Triple Bottom Line for sustainability, the continuous improvement cycle, and the SDGs into an SCM model. In a case study, the article illustrates the use of this framework for instructional design in a learning experience from an undergraduate course in an Industrial and Systems Engineering program. The application describes the impact of food ecosystems on cities and communities during the COVID-19 crisis. The results suggest positive attainment levels in students’ learning outcomes and highly favorable opinions regarding learning relevance, interest, motivation, and the recommendation of the course. Therefore, this work contributes to SCM education by including sustainability-related challenges and disciplinary topics in novel instructional designs that will actively prepare future professionals and decision-makers.

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The Supply Chain Management Applied Learning Center: A university–industry collaboration

Cited by 7 publications

References 35 publications

University–industry collaboration: Enhancing students’ business acumen and aptitude through competitive SCM challenges

University–industry collaboration: Enhancing students’ business acumen and aptitude through competitive SCM challenges

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

Experiential Learning for Sustainability in Supply Chain Management Education

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