Salinas-Navarro, David Ernesto
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Salinas-Navarro, David Ernesto
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Salinas Navarro, David Ernesto
Translated Name
Salinas, David
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Salinas Navarro, David
Salinas Navarro, D. E.
Salinas Navarro, Ernesto
Salinas Navarro, E.
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57208908312

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Educational innovation in supply chain management and logistics for active learning in Latin America

2023 , Salinas-Navarro, David Ernesto , Pacheco-Velazquez, Ernesto , Da Silva Ovando, Agatha Clarice , Mejia-Argueta, Christopher , Chong, Mario

Purpose: This study aims to present a conceptual framework aimed at promoting educational innovation in supply chain management and logistics (SCM&L). The framework can help to design active learning experiences regarding student learning outcomes that tackle current challenges in the discipline. Emphasizing the significance of linking students’ learning to real-world scenarios, the framework enables reflective learning through hands-on engagement in a constructive alignment, overcoming existing pedagogical limitations in the field. Design/methodology/approach: This study presents a qualitative research methodology that relies on the case study method. Three instances are presented to illustrate educational efforts of active learning in countries of Latin America, Bolivia, Mexico and Peru, linking real-world relevant situations to disciplinary teaching and learning. Findings: The innovative learning experiences introduced in this study transform real-world SCM&L operations into distinctive educational opportunities. These experiences facilitate learning not only within traditional classrooms but also in urban areas of the Latin American region, enabling students to interact with educational partners in authentic settings to achieve their intended learning outcomes. These experiences are characterized by their focus on establishing meaningful connections between learning and local communities, businesses or specific contexts. Research limitations/implications: The study recognizes various limitations of conceptual, methodological, execution-related and research process aspects. First, not all academics in the SCM&L discipline may universally acknowledge the importance of educational innovation and active learning experiences because of limited pedagogical awareness. Moreover, execution-related limitations arise from the demanding nature of incorporating active pedagogical approaches into courses, as they can be resource-intensive and time-consuming. Regarding research process limitations, the case study limits generalizability and broader inferences because of its particular views and locations, which require further investigation with other instances across other disciplines and geographical regions for validation. Practical implications: The practical implementation of this framework within the MIT SCALE network for Latin America and the Caribbean (LAC) demonstrates its potential in meeting diverse academic and institutional expectations and providing educational benefits to students. Social implications: The study makes a valuable contribution to prioritizing and coordinating pedagogical research by investigating the success of learning outcomes achieved through active and experiential implementations in various contexts. It provides inspiring examples of innovative learning experiences that can drive new developments not only within the LAC region but also in other areas, prompting a shift away from traditional educational approaches. Originality/value: This research presents a conceptual framework, which is developed from the insights obtained in the three learning experiences to guide future efforts in SCM&L education. The findings demonstrate how to structure active learning experiences based on authentic assessment and illustrate the potential for increased cooperation among institutions in Latin America. It also promotes the recognition of novel SCM&L active learning experiences and highlights some of the benefits of this approach.

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Experiential Learning for Sustainability in Supply Chain Management Education

2022 , Salinas-Navarro, David Ernesto , Mejia-Argueta, Christopher , Montesinos, Luis , Rodriguez-Calvo, Ericka Z.

This work is about sustainability-related learning experiences for the discipline of supply chain management (SCM) in Higher Education. It arises from the need to motivate students with relevant and interesting activities to improve their learning performance. Higher Education must respond to dynamic demands to keep impactful topics for students, organizations, and society over time. This work addresses the relevance of contemporary challenges in real-world SCM situations concerning Sustainable Development Goals (SDGs). It also provides an actionable framework integrating experiential learning ideas, the ADDIE model for instructional design, the Triple Bottom Line for sustainability, the continuous improvement cycle, and the SDGs into an SCM model. In a case study, the article illustrates the use of this framework for instructional design in a learning experience from an undergraduate course in an Industrial and Systems Engineering program. The application describes the impact of food ecosystems on cities and communities during the COVID-19 crisis. The results suggest positive attainment levels in students’ learning outcomes and highly favorable opinions regarding learning relevance, interest, motivation, and the recommendation of the course. Therefore, this work contributes to SCM education by including sustainability-related challenges and disciplinary topics in novel instructional designs that will actively prepare future professionals and decision-makers. ©The authors, MDPI.

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Going beyond traditional approaches on industrial engineering education

2020 , Salinas-Navarro, David Ernesto , Mejia-Argueta, Christopher , Da Silva-Ovando, Agatha Clarice , Garay-Rondero, Claudia Lizette

This Research-to-Practice full paper refers to academic perspectives on educational innovation for industrial engineering education. Two common views prevail in educational innovation that turn into different results. One view refers to the use of pedagogical approaches to improve in-classroom students' learning. This is an operational perspective about teaching activities, instructional facilitation and the use of academic resources. The second view refers to educational value creation for students, educational partners, society and to improve the academic positioning of universities. However, both views complement each other and can articulate a holistic approach on educational innovation. To proceed in this direction, this work unfolds in three parts. First, a literature review illustrates the differences between the two complementary views. Second, a conceptual framework is provided to connect the two perspectives and guide further educational innovation efforts. Third, a descriptive and exploratory application case is offered to exemplify the framework at the MIT Supply Chain and Logistics Excellence (SCALE) Latin America Network for industrial engineering education. This work contributes to educational practice with a tool to reflect upon innovation efforts, identify instances and align initiatives with intended educational purposes. ©The authors, IEEE.

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