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Organisational Viability in Artisan Dairy Short Food Supply Chains: A Cybernetic Diagnosis Using the Viable System Model
(MDPI AG, 2026)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
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Michel-Villarreal, Rosario
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Cho, Ah-Reum
Short food supply chains (SFSCs) for artisan dairy products promote rural development, cultural preservation, and consumer trust but face challenges not found in mainstream chains. This study focuses on queso Tenate, a traditional cow-milk cheese from central Mexico, and examines how its SFSC organisational structure influences its capacity to ensure food safety, quality consistency, market delivery, and viability. Using a single-case exploratory design, the study applies the Viable System Model (VSM) as a diagnostic framework to map systemic functions within an artisan dairy enterprise. Data were collected through VSM-informed interviews and observations of production and retail practices. The findings show that food safety, quality performance, and market delivery reliability are structurally mediated by systemic coherence, not product characteristics alone. While strong relational coordination and shared identity sustain viability, several functions—particularly coordination, audit, and intelligence—remain person-dependent. This study identifies structural implications for strengthening regulatory coordination and monitoring practices without undermining relational management or artisan identity. The primary contributions are as follows: (i) extending SFSC research through a systemic diagnosis of an artisan dairy chain in an emerging economy; (ii) linking VSM-based organisational study to food safety, quality consistency, and market performance; and (iii) positioning VSM as a conversational tool for SFSC viability. Limitations include the single-case design, reliance on qualitative data, and absence of longitudinal measurements. Future research should compare VSM applications across multiple SFSCs, integrate quantitative analyses, and explore its use as a management tool. The study highlights the role of systemic coherence in ensuring SFSC sustainability and cultural embeddedness. © The authors © MDPI.
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Integrating Generative AI into Live Case Studies for Experiential Learning in Operations Management
(MDPI AG, 2025)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
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Palma-Mendoza, Jaime Alberto
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Carlos-Arroyo, Martina
This research-to-practice study examines how Generative Artificial Intelligence (GenAI) can be integrated into live case studies to enhance experiential learning in higher education. It explores GenAI’s potential as an agent to learn with scaffolding reflection and engagement and addresses gaps in existing applications that often focus narrowly on content generation. To explore GenAI’s agentive potential, the methodology illustrates this approach in a UK postgraduate operations management module. Students engaged in a live case study of a local ethnic restaurant to refine its business model and operations. The data sources used to examine students’ results included module materials, outputs, and feedback surveys. Thematic analysis was employed to assess how GenAI facilitated experiential learning. The findings suggest that GenAI integration facilitated exploration, reflection, conceptualisation, and experimentation. Students reported that the activity was engaging and relevant, facilitating critical decision-making and understanding of operations management. However, the outcomes varied according to GenAI literacy and student participation. Although GenAI-enriched learning is beneficial, human agency and contextual knowledge remain crucial. Overall, this study integrates GenAI as a cognitive partner throughout Kolb’s ELC. This study offers a transferable framework for active learning, illustrating how technology can enhance critical and reflective learning in authentic educational contexts. However, limitations include uneven student participation and engagement, resource constraints, overreliance on artificial intelligence outputs, differentiated impact on learning outcomes, and a single-case report, which must be addressed before the framework can be scaled up. Future research should test this through multi-case studies while developing GenAI literacy, measuring GenAI impact, and implementing ethical practices in the field. ©Los autores ©MDPI.
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Declaring Worldviews in SSM for Sustainability & Community Learning
(Springer Science and Business Media LLC, 2026)
Weaver, Miles W.
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Herron, Rebecca J. M.
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Pokorna, Kamila
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Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
For over fifty years, Soft Systems ideas and the Soft Systems Methodology (SSM) have played a pivotal role in understanding various problem situations and initiating action. Often tackling the grandest challenges of our time, SSM will retain continued relevance in helping decision-makers address sustainability challenges within organisations and their communities. In this paper, we are concerned with the meaningful co-creation of sustainable value through community-based learning using SSM. More specifically, recognising that a sustainability paradigm, characterised by the need to create a just and safe space for humanity to thrive within the means of a living planet (as called for by Raworth, 2017), is often marginalised or overlooked. This paradigm presents us with an ethical imperative, complex and messy challenges/issues, and a set of ideals (articulated in the United Nations Sustainable Development Goals) that are significantly off track. This paper employs a variation of the Delphi method, drawing on the authors’ collective interest and experience in applying SSM in communities, to propose a double-loop learning cycle to explore the underlying assumptions of our worldviews and mental models within communities. We suggest that an SSM learning cycle can be enhanced by initiating conversations on relevant models for sustainability (such as Doughnut Economics, UN SDGs, and the principles for a Circular Economy), to find common ground for triggering new learning. This idea is contextualised and proposed as the value(s)-action gap phenomenon, which can help explain the difference between an individual, an organisation, and/or a community's intention(s) and their actual action(s).In doing so, find common ground, shift to higher levels of systems consciousness from an ego-centric to an ecosystem level of awareness, engage communities, and take an intergenerational perspective. We suggest that incorporating a double-loop learning cycle into SSM can support organisations and their communities in putting shared values into meaningful action. ©The authors ©Springer.
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Defining Nanostores: Cybernetic Insights on Independent Grocery Micro-Retailers’ Identity and Transformations
(MDPI, 2025)
Salinas-Navarro, David Ernesto
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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)
Salinas-Navarro, David Ernesto
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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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Salinas-Navarro, David Ernesto
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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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Salinas-Navarro, David Ernesto
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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)
Salinas-Navarro, David Ernesto
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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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