Salinas-Navarro, David Ernesto
Main Affiliation
Preferred name
Salinas-Navarro, David Ernesto
Official Name
Salinas Navarro, David Ernesto
ORCID
0000-0002-7919-4885 
Scopus Author ID
57208908312
54 results
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Item type:Publication, Declaring Worldviews in SSM for Sustainability & Community Learning(Springer Science and Business Media LLC, 2026); Vilalta-Perdomo, EliseoFor 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Defining Nanostores: Cybernetic Insights on Independent Grocery Micro-Retailers’ Identity and Transformations(MDPI, 2025); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, What Active Learning and Authentic Assessment in Higher Education Can Do for the WorldThis 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Integrating Generative AI into Live Case Studies for Experiential Learning in Operations Management(MDPI AG, 2025); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Introduction to Active Learning and Authentic Assessment: Concepts and Applications(Emerald Publishing Limited, 2025); Michel-Villarreal, RosarioThis 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Live Case Studies in Industrial Engineering Education for Experiential Learning and Authentic Assessment(MDPI AG, 2026-03-25); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Emerald Handbook of Active Learning For Authentic Assessment(Emerald Publishing Limited, 2025); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Implementation of a Challenge-Based Learning Model for Higher Education Under a Modular Education System: A Case Study(IEEE, 2024); Chong, MarioAs student profiles and industry expectations modify, universities must advance learning methodologies to deliver more suitable graduates to the labor market. The Universidad Privada Boliviana (UPB) has developed experiential learning practices by implementing challenge-based learning (CBL) to enrich undergraduate curricula. One example of the CBL experiences was developed by the Taquiña Brewery, one of the five breweries of the Cervecería Boliviana Nacional (CBN), for the Industrial and Systems Engineering Department of the UPB between 2018 and 2019. As a result, students widely accepted the methodology, and academics from all disciplines in the university were trained to replicate CBL experiences in their classrooms. Moreover, the CBN found the opportunity to hire new talent, receive a fresh perspective on recurrent operational issues, and find new ideas based on theoretical concepts. This work exemplifies innovative approaches to enhance teaching and learning in supply chain management and logistics education. ©The authors ©IEEE.6 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The resonance of Mike Jackson's work with the use of systems ideas in community operational research(John Wiley and Sons Ltd., 2024)17 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Empowering Nanostores for Competitiveness and Sustainable Communities in Emerging Countries: A Generative Artificial Intelligence Strategy Ideation ProcessThis 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 ©MDPI17