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Author: search.filters.author.Vilalta-Perdomo, EliseoHas files: Yes

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    Defining Nanostores: Cybernetic Insights on Independent Grocery Micro-Retailers’ Identity and Transformations
    (MDPI, 2025)
    ;
    Vilalta-Perdomo, Eliseo
    ;
    Herron, Rebecca Michell
    ;
    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)
    ;
    Vilalta-Perdomo, Eliseo
    ;
    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
    ;
    Scroccaro, Alessandra
    ;
    ;
    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
    ;
    Scroccaro, Alessandra
    ;
    ;
    Michel-Villarreal, Rosario
    ;
    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)
    ;
    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.