Salinas-Navarro, David Ernesto

Main Affiliation

Facultad de Ingeniería - CampCM

Preferred name

Official Name

Salinas Navarro, David Ernesto

ORCID

0000-0002-7919-4885

Scopus Author ID

57208908312

Now showing 1 - 10 of 61

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Expanding the Concept of Learning Spaces for Industrial Engineering Education
(IEEE, 2019)
Salinas-Navarro, David Ernesto
;
Rodriguez Calvo, Ericka Zulema
;
Garay Rondero, Claudia Lizette
A common problem in higher education consists of students not recognizing relevance in their studies for realworld applications and their future professional careers. This commonly refers to a lack of connection of learning contents and activities with pertinent real-life situations and the type of educational model in which students are immersed. This difficulty might be approached by incorporating learning experiences into the learning process expanding the concept of learning spaces beyond the common idea of locations where learning occurs. A method is presented to design learning spaces from this perspective making an adaptation of the Soft Systems Methodology (SSM). Two instances of learning spaces for Industrial Engineering education are presented to exemplify the use of the method. ©The authors, IEEE.
7Scopus© Citations 18
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Learning Experiences about Food Supply Chains Disruptions over the Covid-19 Pandemic in Metropolis of Latin America
(2021)
Salinas-Navarro, David Ernesto
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Alanis-Uribe, Alejandra
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Da Silva-Ovando, Agatha Clarice
The COVID-19 pandemic changed education by disrupting activities and interactions among all stakeholders. However, this event also opened new possibilities, as in higher education, to explore the future implications of the pandemic for learning purposes. One possibility is about the study of supply chains where delivery times and product quality were affected during the sanitary emergency. One essential category of goods strongly affected is food concerning availability, accessibility, and affordability because of physical limitations, mandatory ordinances, or deficient infrastructure. This situation interrupted supply chains affecting food provision and procurement across different social groups and locations, especially in disadvantaged or poor communities or countries. Accordingly, this work explores, from the perspective of Industrial Engineering education, the effects of the pandemic on food supply as relevant learning experiences about relevant contemporary issues. Learning experiences can refer to present difficulties in food supply during the pandemic; however, other possibilities might exist to improve food security in the future. Thus, a study of the pandemic situation in Latin America has been implemented about food supply. An online survey using internet social networks helped to collect data about people's profiles, consumption preferences, and shifts in food demand and supply over the pandemic in the two main conurbations of Mexico and Bolivia. Data analysis studied the impact on distinct age groups, locations, and income levels. Results explore consequences in the food provision because of increasing delivery times, shortages, and price rises. These findings can help to conceptualize learning experiences to strengthen food security in urban areas. ©The authors, Proquest.
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Challenge-Based Learning for Active Learning in Industrial Engineering Education
(Emerald Publishing Limited, 2025)
Palma-Mendoza, Jaime A.
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Salinas-Navarro, David Ernesto
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Arana-Solares, Ivan A.
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Franco-Herrera, Froylan
This chapter delves into the design of active learning activities for competence development in industrial engineering students through challenge-based learning (CBL). A learning challenge, as a purposeful experience, is proposed to expose students to real-world situations through experiential learning (EL). Around a challenge, tutors and students collaborate with an organization as an educational partner to develop alternative solutions in line with their intended learning outcomes. A case study is presented to exemplify the development of active learning activities within a CBL and EL framework that supports authentic assessment (AA) in a group of industrial engineering aggregated courses at Tecnologico de Monterrey in Mexico. The learning challenge provides promising results for the satisfactory development of student competences and the AA of their learning outcomes. However, limitations do exist concerning difficulties in the design and implementation process, which require further work. ©The authors ©Emerald.
23 21Scopus© Citations 3
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Workshop: Learning experiences for educational leadership and innovation in engineering education
(IEEE, 2023)
Da Silva-Ovando, Agatha Clarice
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Chong, Mario
;
Salinas-Navarro, David Ernesto
Higher education requires responding to contemporary challenges and future trends that face humanity by equipping students with new skills that allow for their personal and professional development. Therefore, universities should promote educational leadership and innovation to enrich learning experiences with novel methods and approaches that advance the education they provide. This workshop offers a framework for reflecting upon and identifying those aspects that can help (re) shape learning experiences in these terms. Participants will conduct discussions about their views on current challenges, learning experiences, educational leadership, and innovation, and find alternatives to advance engineering education in delivering high-impact value to students, organizations, and societies in general. ©The authors, IEEE.
10
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Gamification and Self-Directed Learning
(DECHEMA, 2020)
Pacheco, Ernesto
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Palma, Jaime
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Salinas-Navarro, David Ernesto
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Arana, Ivan
Gamification is a learning technique that transfers game mechanics to the educational environment in order to achieve better learning results, change participants' attitudes towards the learning process, develop knowledge and student skills. One of the advantages of using gamification is that motivates students to investigate and design strategies in order to achieve a better performance in the game. There are many studies that highlight the different benefits of using gamification in the classroom, among some of these benefits gamification improves student participation, motivation and commitment, encourages more collaboration between students, increases content understanding, among others. On the other hand, it is necessary to understand that the paradigm of employers has changed. Companies today need more flexible people, with different skills, with the ability to "learn to learn". This skill is essential to cope with the complexity of interactions that people frequently face. This is why many companies prefer to have employees who manage their time and achieve results independently (without the direction of supervisors, trainers, or educators). Day by day it is more important that people develop the ability to acquire new skills, new knowledge and self-management. For the past two years, with other colleagues in the logistics area at our university, we have worked on designing a course based on an online game called Logistic Simulator (or LOST, for short). The intention of the game is that students can acquire knowledge in an easy and fun way. To improve their performance in the game, they must investigate and learn different topics of the course on their own, and even investigate content that is not found within the syllabus. This study aims to point out how gamification influences the student's perception of self-directed learning. The study shows that students significantly change their perception of some of the areas related to their participation and the degree of responsibility they have for their own learning, in particular, students improve their abilities in the search for information, autonomy and self-management. ©The authors, ProQuest.
12Scopus© Citations 2
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Developing and Assessing Engineering Competencies at Experiential Learning Spaces
(IEEE, 2019)
Garay-Rondero, Claudia Lizette
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Rodriguez Calvo, Ericka Zulema
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Salinas-Navarro, David Ernesto
This Innovative Practice Work in Progress Paper presents a contemporary proposal for engineering competencies assessment research in higher education practice, geared to pedagogy scholars, engineering faculty, recruiters and accreditation institutions, among others. This research work builds a breakthrough practice to assess disciplinary competencies within the context of a Challenge-Based Learning and Experiential Learning, in which students learn through getting involve and taking action in real manufacturing problems, creating and implementing sustainable solutions for Engineering concerns. The study presents a state of art review of Competency-based Education; then the competencies assessment methodology proposal and their experimentation approach is described by means of a specific case of study in an experiential and challenged based learning, for exemplification. Finally, implications, future work and conclusions are offered in relation to the main contributions of this work. The main intention for the methodology presented in this work is to deliver value-added feedback to students to help them in their future engineering practice as professionals and the individual blossoming of their behaviors', attitudes and values, extending with this approach the practices described in this paper to pedagogical research and educational practice from others practitioners. ©IEEE, The authors.
7Scopus© Citations 18
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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.
21 12Scopus© Citations 2
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Live Case Studies in Industrial Engineering Education for Experiential Learning and Authentic Assessment
(MDPI AG, 2026)
Salinas-Navarro, David Ernesto
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Palma-Mendoza, Jaime Alberto
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Da Silva-Ovando, Agatha Clarice
Live case studies are widely used in higher education to support active learning; however, their pedagogical potential is often limited by weak integration with learning theories and assessments. This research-to-practice study examines the systematic design of live case studies by integrating Kolb’s experiential learning cycle (ELC) and authentic assessment (AA) principles. This paper presents a framework that conceptualises live cases as the learning context, ELC as the learning process, and AA as evaluative logic. The framework is illustrated through a case study of an undergraduate Quality Management module in industrial engineering at a Mexican university, involving 31 final-year students. The study is design-oriented and illustrative, aiming to demonstrate framework enactment rather than evaluating causal effectiveness. Using a case study methodology, the instructional design and enactment were documented using the ADDIE model. Data were obtained from educational artefacts, assessment results, and student feedback surveys. The findings suggest that aligning teaching and assessment activities with the ELC stages and the AA principles effectively supports learning trajectories. This support covers experience, reflection, conceptualisation, and application. Live case studies enabled the integration of multiple assessment methods around shared organisational problems and supported personalised learning through students’ case selection. This study contributes a design logic and operational framework for distributing authentic assessment across Kolb’s experiential learning stages within live case pedagogy. Rather than offering statistical generalisation, the framework serves as a foundation for adaptation and research, emphasising transferability across disciplines, educational levels, and delivery modes. Limitations are acknowledged regarding the conceptual scope, methodological design, and empirical context. © The authors © MDPI.
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Educational innovation in supply chain management and logistics for active learning in Latin America
(Emerald, 2023)
Salinas-Navarro, David Ernesto
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Pacheco-Velazquez, Ernesto
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Da Silva-Ovando, Agatha Clarice
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Mejia-Argueta, Christopher
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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.
10Scopus© Citations 15
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Integrating Value Creation and Core Technology Infrastructure into Cybernetic Governance in Short Food Supply Chains: The Case of Queso Tenate in Mexico
(MDPI AG, 2026)
Salinas-Navarro, David Ernesto
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Vilalta-Perdomo, Eliseo
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Ramírez Gutiérrez, Ana Gabriela
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Michel-Villarreal, Rosario
Short food supply chains (SFSCs) have gained attention as mechanisms for strengthening local food systems and enhancing producer value. However, many SFSCs involving traditional artisan dairy products struggle to remain viable in competitive markets characterised by industrial production and weak market positioning. This study examines the viability of the SFSC for queso tenate, a traditional artisan cheese from central Mexico, through a cybernetic perspective using the Viable System Model (VSM) and the Viplan method. Accordingly, an integrative framework is proposed that combines cybernetic organisational design with a value chain perspective and a core infrastructure of food technology practices. The SFSC is analysed through the focal enterprise as the primary coordination and integration point for production, coordination, control, intelligence, and governance functions. The analysis incorporates technical and managerial activities, including food technology practices, production operations, and market-related processes. Using the Viplan method, the study represents systemic functions within the SFSC. The results identify structural weaknesses affecting viability, including fragmented coordination, limited technological validation, and insufficient market differentiation. The findings suggest that the configuration of systemic functions, as defined by the VSM, may be associated with organisational conditions shaping system functioning in traditional artisan food systems. The proposed framework provides a structured basis for diagnosing areas where viability may be strengthened. Limitations are acknowledged regarding the conceptual approach, the single-case study design, and the generalisability of the results. Future research may extend this work by examining diverse traditional cheese supply chains, exploring viability across multiple recursion levels, strengthening core infrastructure and market development activities, and incorporating stakeholders’ perspectives within SFSCs. © The authors © MDPI.

Salinas-Navarro, David Ernesto

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