Experiential Learning for Sustainability in Supply Chain Management Education
Name
sustainability-14-13133.pdf
Size
1.27 MB
Format
Adobe PDF
Checksum (MD5)
3bd5ebd195135c0edda9800178843ff8
Author(s)
Salinas-Navarro, David Ernesto
Mejia-Argueta, Christopher
Montesinos, Luis
Rodriguez-Calvo, Ericka Z.
Date Issued
October 13, 2022
Publisher
Multidisciplinary Digital Publishing Institute
Citation
Sustainability 14 (20): 13133 (2022)
Version
Final published version
Abstract
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.
MIT Department
Massachusetts Institute of Technology. Center for Transportation & Logistics
Terms of Use
Creative Commons Attribution
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.3390/su142013133
