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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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Designing experiential learning activities with generative artificial intelligence tools for authentic assessment
(Emerald, 2024)
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Vilalta-Perdomo, Eliseo
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Michel-Villarreal, Rosario
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Montesinos, Luis
Purpose: This article investigates the application of generative artificial intelligence (GenAI) in experiential learning for authentic assessment in higher education. Recognized for its human-like content generation, GenAI has garnered widespread interest, raising concerns regarding its reliability, ethical considerations and overall impact. The purpose of this study is to explore the transformative capabilities and limitations of GenAI for experiential learning. Design/methodology/approach: The study uses “thing ethnography” and “incremental prompting” to delve into the perspectives of ChatGPT 3.5, a prominent GenAI model. Through semi-structured interviews, the research prompts ChatGPT 3.5 on critical aspects such as conceptual clarity, integration of GenAI in educational settings and practical applications within the context of authentic assessment. The design examines GenAI’s potential contributions to reflective thinking, hands-on learning and genuine assessments, emphasizing the importance of responsible use. Findings: The findings underscore GenAI’s potential to enhance experiential learning in higher education. Specifically, the research highlights GenAI’s capacity to contribute to reflective thinking, hands-on learning experiences and the facilitation of genuine assessments. Notably, the study emphasizes the significance of responsible use in harnessing the capabilities of GenAI for educational purposes. Originality/value: This research showcases the application of GenAI in operations management education, specifically within lean health care. The study offers insights into its capabilities by exploring the practical implications of GenAI in a specific educational domain through thing ethnography and incremental prompting. Additionally, the article proposes future research directions, contributing to the originality of the work and opening avenues for further exploration in the integration of GenAI in education. ©The authors, Emerald Group Publishing.
Scopus© Citations 7 21
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Experiential Learning for Circular Operations Management in Higher Education
(MDPI, 2024)
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González de la Cruz, José Rubén
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Vilalta-Perdomo, Eliseo
This research-to-practice article delves into novel learning experiences for operations management education, involving the circular economy and experiential learning. Higher Education academics are required to develop effective learning that actively and impactfully helps nurture in students the essential competency to face sustainable development demands. In operations management education, one possibility is to integrate real-world circular economy challenges into learning activities that address issues concerning solid waste generation in business processes and operations. This type of innovative learning experience involves both conceptual understanding and practical implementation. Accordingly, experiential learning is considered a suitable pedagogy for this purpose in this work because of its hands-on applications, critical thinking, and active engagement. To illustrate this proposition, this paper presents a case study concerning an operations management undergraduate course at a Mexican university. The case study indicates how to translate a situation of solid waste generation in a business into relevant disciplinary experiential learning. The results show that students regarded the learning experience as motivating, interesting, and relevant while widely accomplishing their learning objectives. However, limitations did exist regarding experiential learning, the methodological approach, data collection, and implementation challenges. Future work points to the need for further learning experiences and to improve research reliability, transferability, and validity. ©2024 MDPI (Basel, Switzerland) unless otherwise stated.
Scopus© Citations 4 37 1

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