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Defining Nanostores: Cybernetic Insights on Independent Grocery Micro-Retailers’ Identity and Transformations
(MDPI, 2025)
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Vilalta-Perdomo, Eliseo
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Herron, Rebecca Michell
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Mejía-Argueta, Christopher
Nanostores—micro, independent grocery retailers—are often defined overlooking their socioeconomic roles and relational significance in favour of their primary functional aspects. To close this gap, this study adopts a systemic perspective to examine how multiple stakeholders (owners, customers, and suppliers) shape nanostore identity. Accordingly, this study proposes a framework of X-Y-Z identity statements, along with the use of the TASCOI tool, to examine nanostore descriptions and map their roles, expectations, and transformation processes. This systemic framework, rooted in management cybernetics, enabled the collection and analysis of 168 survey responses from 34 stores in Mexico City. The results show that nanostore identities are varied and context-dependent, operating as grocery stores, family projects, community anchors, economic lifelines, and competitors. This diversity influences stakeholder engagement, resource utilisation, and operational decisions. Overall, this study provides a transferable framework for analysing micro-business identity and transformation, with implications for problem-solving, decision-making, and policy development. Future research should address the current limitations of this study, including its geographical cross-sectional design, limited sampling method, reliance on self-reported perceptions, and lack of generalisability to other populations. Future work will involve exploring other urban contexts, utilising longitudinal data, expanding the sample, and adopting a participatory research approach to gain a deeper understanding of identity dynamics and their implications for nanostore resilience and survivability. ©The authors ©MDPI ©Systems.
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Beyond the Counter: A Systemic Mapping of Nanostore Identities in Traditional, Informal Retail Through Multi-Dimensional Archetypes
(MDPI AG, 2025)
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Vilalta-Perdomo, Eliseo
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Mejía-Argueta, Christopher
This study examines the identity of nanostores—micro, independent grocery retailers—through a systemic, stakeholder-informed lens to promote their survivability and competitiveness. Moving beyond traditional operational descriptions, it introduces a multidimensional framework that examines what nanostores do (X), how they do it (Y), and why they matter (Z), which is complemented by the use of the TASCOI tool to produce identity statements. Based on survey data collection and a thematic analysis of nanostore stakeholder responses in Mexico City, the research categorises identity statements into six 2 × 2 matrices across four dimensions: operational, functional, relational, and adaptive. This analysis yields twenty-four archetypes that capture the diversity, complexity, and adaptability of nanostores. The findings reveal that nanostores are not a homogeneous category. They simultaneously exhibit characteristics of multiple archetypes, blending retail function, social embeddedness, and entrepreneurial adaptation. This study contributes to the nanostore and micro-enterprise literature by operationalising identity description and offers practical insights for supporting diverse shop types through context-sensitive policy and business strategies. While this study ensures internal validity and reliability through systematic coding and stakeholder feedback, it acknowledges limitations in its generalisability. Future research may build on this work through comparative studies, longitudinal tracking, and direct engagement with nanostore owners and their communities to further understand the dynamics of their identity and their resilience in evolving retail landscapes. ©The authors ©Systems ©MDPI.
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Introduction to Active Learning and Authentic Assessment: Concepts and Applications
(Emerald Publishing Limited, 2025)
Vilalta-Perdomo, Eliseo
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Scroccaro, Alessandra
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Michel-Villarreal, Rosario
This chapter describes the intentions and content of this handbook. This chapter also introduces the two main concepts addressed in this handbook: “Active learning” and “authentic assessment.” Concerning the latter concept, this chapter suggests a spectrum of authentic assessment, linked to different active learning approaches, from approaches highly immersive with real-world tasks to approaches with more simulated or contrived environments. This spectrum may help module designers identify which kind of active learning approach for authentic assessment would work better, considering the constraints, under which the module will operate, and the resources available. ©The authors ©Emerald.
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The Emerald Handbook of Active Learning For Authentic Assessment
(Emerald Publishing Limited, 2025)
Vilalta-Perdomo, Eliseo
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Scroccaro, Alessandra
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Michel-Villarreal, Rosario
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Eliseo Vilalta-Perdomo
Written by teachers for educators and researchers, The Emerald Handbook of Active Learning For Authentic Assessment presents a series of insights that teachers may use to conceive, design, execute, and develop active learning experiences for authentic assessment that will enrich students’ learning experiences. ©The authors ©Emerald.
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What Active Learning and Authentic Assessment in Higher Education Can Do for the World
(Emerald Publishing Limited, 2025)
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Vilalta-Perdomo, Eliseo
This chapter examines how active learning and authentic assessment can impact learners, society and the world. It advocates for extending traditional classroom pedagogies to real-world experiences, where students can become knowledge producers and problem solvers. In today's higher education, it is essential to equip students with skills to address contemporary challenges. Active learning fosters reflective and practical growth, while authentic assessment encourages engagement with realistic issues, self-directed learning and critical thinking. By placing students in real-world scenarios, these approaches enhance their learning outcome development and foster meaningful contributions to communities and society. This is a shift in learning from classroom spaces to real-world environments. Accordingly, this type of learning supports novel productive interactions for societal impact and community support beyond traditional academic mechanisms. This chapter discusses these concepts in light of the ideas presented in this book in previous sections. Overall, the different uses and applications of active learning for authentic assessment illustrate the link of active pedagogies with realistic learning scenarios and the production of a positive impact on learners and society. Future work could explore the long-term possibilities of these approaches on society and communities, investigating how these could be adapted across disciplines or scaled to larger educational contexts. ©The authors ©Emerald Publishing Limited.
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The resonance of Mike Jackson's work with the use of systems ideas in community operational research
(John Wiley and Sons Ltd., 2024)
Herron, Rebecca J. M.
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Mendiwelso Bendek, Zoraida
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Vilalta-Perdomo, Eliseo
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Weaver, Miles W.
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The body of work of Mike Jackson covers several major themes in OR/Systems Thinking and articulates key aspects of Critical Systems Thinking; with an interest throughout in applications to complex social challenges. In this paper, as a direct response to this Festschrift, and acknowledging his contribution to Community OR, five active UK-based researchers have engaged in their own process of community-based learning in order to articulate the ways Jackson's work resonates with their contemporary research and practice. The researchers used a variation of the Delphi method to reflect first on the ways that the body of work of Jackson resonated with their practice and research agendas. This produced a framework of ideas. Examples from the UK and overseas are then provided to illustrate these points. Ultimately, the researchers used these experiences and reflections to produce a series of statements for developing Community OR practice (and theory)—reflecting and extending Jackson's work. ©The authors ©John Wiley and Sons Ltd.
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Empowering Nanostores for Competitiveness and Sustainable Communities in Emerging Countries: A Generative Artificial Intelligence Strategy Ideation Process
(MDPI, 2024)
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Vilalta-Perdomo, Eliseo
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Michel-Villarreal, Rosario
This exploratory study investigates Generative Artificial Intelligence’s (GenAI) use in strategy ideation for nanostores—i.e., small independent grocery retailers—to enhance their competitiveness while contributing to community sustainability. Nanostores, particularly in emerging countries, face intense competition and rapidly changing trends. These stores adopt various strategies by leveraging their proximity to consumers in neighbourhoods, resulting in different business configurations. While the existing literature highlights the broader nanostores’ functions, there is limited research on how they may develop comprehensive strategies to face their challenges. By employing a thing ethnography methodology, this work proposes GenAI thing interviewing—i.e., with ChatGPT 3.5 and Microsoft Copilot—through incremental prompting to explore potential strategy ideation and practices. Key findings suggest GenAI conversations can aid shopkeepers in strategy ideation through human-like written language, aligning with small business dynamics and structures. This proposition results in a GenAI ideation framework for strategy generation and definition. Moreover, this technology can enhance nanostore competitiveness and sustainability impact by enacting improved strategy practices in stakeholder engagements. Accordingly, this work’s main contribution underscores a GenAI-enabled conversational approach to facilitate nanostores’ strategy ideation and embedding in everyday business operations. Future work must address the limitations and further investigate GenAI’s influence on human understanding and technological creation, strategy ideation, adoption, and usability in nanostores. ©The authors ©MDPI
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Using Generative Artificial Intelligence Tools to Explain and Enhance Experiential Learning for Authentic Assessment
(MDPI, 2024)
Vilalta-Perdomo, Eliseo
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Michel-Villarreal, Rosario
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Montesinos, Luis
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The emergence of generative artificial intelligence (GenAI) requires innovative educational environments to leverage this technology effectively to address concerns like academic integrity, plagiarism, and others. Additionally, higher education needs effective pedagogies to achieve intended learning outcomes. This emphasizes the need to redesign active learning experiences in the GenAI era. Authentic assessment and experiential learning are two possible meaningful alternatives in this context. Accordingly, this article investigates how GenAI can enhance teaching and learning by constructively addressing study situations beyond conventional learning approaches and cultivating high-order skills and knowledge acquisition. This study employs thing ethnography to examine GenAI tools’ integration with authentic assessment and experiential learning and explore implementation alternatives. The results reveal insights into creating human-centered and GenAI-enhanced learning experiences within a constructive alignment. Specific examples are also provided to guide their implementation. Our contributions extend beyond the traditional use of GenAI tools as mere agents-to-write or agents-to-answer questions to become agents-to-support experiential learning for authentic assessment. These findings underscore the transformative role of GenAI tools in enhancing teaching and learning efficacy and effectiveness. The limitations in treating GenAI tools as subjects in thing ethnography are acknowledged, with potential for future implementation evaluation. ©The authors, MDPI.
Scopus© Citations 31 18
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Digitalization of the Logistics Process in Short Food Supply Chains. An online Viable System Model application during the COVID-19 pandemic
(Springer, 2022)
Vilalta-Perdomo, Eliseo
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Michel-Villarreal, Rosario
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Rocío García Bustamante
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García Bustamante, Rocío
This paper reports an ongoing exercise concerning the design of a logistics App to support operations within Farmers’ Markets in Mexico. This exercise is part of a wider research agenda focused on ‘Supporting Alternative Food Networks’ (SAFeNET). This is a research agenda to conceive, build, implement, and develop better-informing decision-making processes that support effective and efficient AFNs (also known as Short Food Supply Chains) logistics operations in a digital environment, through smooth flows of goods and information among producers, AFNs coordinators, and consumers. This view calls for taking a systemic approach to help collectives of people to improve their autonomy and viability. Initial plans were to conduct this collaborative design exercise, using the Viable System Model (VSM) as a conversational tool. Accordingly, a series of face-to-face interviews and a focus group were planned. However, the lockdown due to COVID-19 forced researchers to abandon the face-to-face option and conduct the primary data collection online. The VSM intervention had to be adapted for its use on an online platform, in such a way that the platform would support knowledge building interactively, with a series of participants. This paper describes the format and visual appearance of the online VSM framework, its application, and the lessons learned through this exercise. Two points deserve to be highlighted: First, although the exercise outcome was very valuable for the next stage of the design, the participants’ capacity for collective and individual reflection during the workshop was limited. Second, participants continued adding comments via the adopted online visual collaboration platform after the workshop ended, showing an understanding of the process and commitment beyond the researchers’ expectations. The outcomes from this experiment are promissory, suggesting that online Systems Thinking interventions deserve further development. ©The authors, Springer.
Scopus© Citations 3 4
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Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT
(MDPI, 2023)
Michel-Villarreal, Rosario
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Vilalta-Perdomo, Eliseo
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Thierry-Aguilera, Ricardo
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Gerardou, Flor
ChatGPT is revolutionizing the field of higher education by leveraging deep learning models to generate human-like content. However, its integration into academic settings raises concerns regarding academic integrity, plagiarism detection, and the potential impact on critical thinking skills. This article presents a study that adopts a thing ethnography approach to understand ChatGPT’s perspective on the challenges and opportunities it represents for higher education. The research explores the potential benefits and limitations of ChatGPT, as well as mitigation strategies for addressing the identified challenges. Findings emphasize the urgent need for clear policies, guidelines, and frameworks to responsibly integrate ChatGPT in higher education. It also highlights the need for empirical research to understand user experiences and perceptions. The findings provide insights that can guide future research efforts in understanding the implications of ChatGPT and similar Artificial Intelligence (AI) systems in higher education. The study concludes by highlighting the importance of thing ethnography as an innovative approach for engaging with intelligent AI systems and calls for further research to explore best practices and strategies in utilizing Generative AI for educational purposes. ©The authors.
Scopus© Citations 195 32

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