Browsing by Autor "Agatha Clarice da Silva-Ovando"

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Design a challenge-based learning model for higher education, an application in a beverage company
(2022) Agatha Clarice da Silva-Ovando; Oscar Saúl Olivares Quintana; David Ernesto Salinas-Navarro; Mario Chong
As the students’ profile and the industry’s expectations change over time, universities must adopt learning methodologies to deliver more suitable graduates to the labor market. The Universidad Privada Boliviana (UPB) has been developing experiential learning practices by implementing challenge-based learning (CBL) to enrich undergraduates’ curricula. One example reflected in the CBL experiences developed by Taquiña Brewery, one of the five breweries of the Cervecería Boliviana Nacional (CBN), and the Industrial and Systems Engineering Department of the UPB between 2018 and 2019. As a result, the students widely accepted the methodology, and academics from all disciplines were trained to replicate CBL experiences in their classrooms. While 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 contributes to the exemplification of innovative approaches to enhance the teaching and learning of Supply Chain Management and Logistics.
Designing Competitive Nanostore Networks for Enhanced Food Accessibility: Insights from a Competitive Facility Location Model
(Multidisciplinary Digital Publishing Institute, 2025) Agatha Clarice da Silva-Ovando; Daniela Granados-Rivera; Gonzalo Mejía; Christopher Mejía‐Argueta; Edgar Gutiérrez-Franco
Background: Access to healthy food in emerging-economy cities is challenged by last-mile constraints and poor infrastructure. Aligned with the UN SDGs on Zero Hunger and Sustainable Cities, this study examines how a strategically located nanostores network can help close these gaps while fostering local resilience. Focusing on Colombia’s Sabana Centro region, we designed a nanostore network that maximizes spatial coverage, proximity, and affordability. Methods: A competitive facility-location model combined with a discrete choice model captures consumer heterogeneity in price and location preferences. Results: Results show that locating nanostores in peripheral rather than central areas improves equity: the proposed network meets about 65,400 kg of weekly demand—51% fruit, 36% vegetables, 13% tubers—representing 16% of total regional demand and reaching underserved municipalities. This is notable given that existing nanostores already satisfy roughly 37% of household needs. Conclusions: By linking consumer behavior with sustainable spatial planning, the research offers both theoretical insight and practical tools for equitable distribution. Future work should evaluate supportive policies and supply chain innovations to secure nanostores’ long-term viability and community impact.
Developing a sustainability culture in LATAM: a case study of a strategic inter-university alliance
(2022) M. Ileana Ruiz-Cantisani; Teresa Brandi; Heidi Romero; Agatha Clarice da Silva-Ovando; Denisse I. Lopez-Ruiz; Jocabed Becerra Soliz
The last two years the environment has shown us the strong connection between countries, companies and people, and has demonstrated the importance of the supply chain: as an impact on the environment, as well as its impact on economic, social and health stability. Developing a sustainability culture in the day-to-day practices of business, educational institutions, government and society has become global objectives, such as the Sustainable Development Goals. In particular, in higher education institutions, the commitment to develop a culture of sustainability plays a dual role: educational and sustainable practices as an internal community, and an external role in promoting this culture in society. The purpose is to share the case study of an alliance of universities in LATAM, which seeks to create awareness of a sustainable culture in the industry through an efficient supply chain using a survey that is applied annually in LATAM countries with its respective report of results, and how this initiative promotes a culture of sustainability in the professors and students involved in the project. The methodology has 3 phases: a) Description of the alliance between universities and the initiative that unites them, b) instruments such as surveys and reflections of students and professors participating in the project, and c) the analysis and reflections of the main learnings. The participation of students and professors from 13 universities in 10 countries, offers us a motivation in strengthening this culture of sustainability from a strategic collaborative work between universities, it is observed with hope the development of this culture, for the impact on the environment and the welfare of society, through these practices of linkage, research and development for the common well-being.
Educational innovation in supply chain management and logistics for active learning in Latin America
(Emerald Publishing Limited, 2023) David Ernesto Salinas-Navarro; Ernesto Pacheco-Velázquez; Agatha Clarice da Silva-Ovando; Christopher Mejía‐Argueta; Mario Chong
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.
EXPERIENTIAL LEARNING AS A METHODOLOGY TO ENGAGE EDUCATIONAL INITIATIVES TO OPERATIONAL PROBLEMATICS IN MICRO COMPANIES
(2022) Patricia Huanca Cortez; Agatha Clarice da Silva-Ovando
One of the largest gaps about the superior educational system in Bolivia has been that undergraduate students enter the job market unready to face the complex reality and dynamic environment that companies have. Traditional methodologies in classroom establishes roles where the professor gives the student specific content to be learnt in the class and later applied in a fictional scenario. However, students may not see clearly how to take the content from lectures to a real context. Therefore, it is important to implement methodologies that bring students and teachers out of their comfort zone and allow them to analyse real companies’ problems, proposing solutions and developing competences that are relevant to reality. On the other hand, from big to small companies, face different concerns daily: Efficiency, productivity, customer service, among others. Many of those issues may be trivial, however, routine usually blind the decision-maker to identify and seek for solutions. With the help of a fresh perspective provided by higher education students, companies would be able to identify, display resources and attention to small routinary problems. The implementation of experiential learning methods, such as Challenge-based learning, is an important alternative for both universities and companies due it offers a win-win relationship between them with direct and clear benefits and advantages. This paper gives special attention to micro companies, which are often beyond the scope of industrial and educational innovation activities, due to lack of interest, knowledge, or the preconception that because of having simpler processes, these businesses should not be given attention to.
Experiential Learning Labs for the Post-COVID-19 Pandemic Era
(Multidisciplinary Digital Publishing Institute, 2024) David Ernesto Salinas-Navarro; Agatha Clarice da Silva-Ovando; Jaime Alberto Palma-Mendoza
The post-pandemic era shaped by COVID-19 has compelled universities to reimagine their learning experiences, adapting to new educational requirements and heightened expectations. However, this transformation brings forth novel pedagogical requirements and learning limitations. In today’s educational landscape, learners seek active and relevant learning experiences that seamlessly integrate interactivity, crisis awareness, and global challenges tied to a resilience and sustainability perspective. To address this imperative, our work introduces an experiential learning lab to articulate Kolb’s experiential learning cycle and authentic assessment principles. By incorporating real-world events as study scenarios, higher-order skill challenges, and self-regulated learning in alignment with reflective and practical activities, we aim to enhance students’ engagement and learning relevance. To illustrate practical implementation, we propose a case study methodology regarding an experiential learning lab for operations management education. Specifically, we delve into a case study centred around the Social Lab for Sustainable Logistics, involving a circular economy challenge as a learning experience during the post-COVID-19 pandemic. Preliminary results indicate that the experiential learning lab helped to create the learning experience in alignment with intended learning outcomes. However, further instances of such learning experiences are necessary to explore the contribution and applicability of the lab across diverse settings and disciplines.
From Talk to Action: A Diagnosis of Drivers of Sustainable Logistics Practices in LATAM, a Collaborative Study Between Industry and Academia
(Springer Nature, 2025) Teresa Brandi; Heidi Romero; Agatha Clarice da Silva-Ovando; M. Ileana Ruiz-Cantisani; Jocabed Becerra Soliz; Leonardo Fuentes Pereira
Abstract Supply chains are estimated to produce more than 50% of the world’s CO 2 (World Economic Forum, 2020). As climate change becomes more evident, raising awareness about sustainable supply chains is becoming a priority. This study focuses on the survey results on sustainable supply chains conducted in 2022 through a collaboration between universities in Latin America. More than a dozen universities collected a sample of over 400 surveys across ten countries. We applied the Partial Least Squares (PLS) regression model to respond to how the combination of a set of drivers and the characteristics of a company influence the level of commitment to sustainability, measured in terms of their existing measures, practices, and policies. As a result, we identified the level of understanding of sustainability for companies of different sizes and sectors and the drivers of businesses to design, implement, and control the outcomes of sustainable practices in their operations.
Going beyond traditional approaches on industrial engineering education
(2020) David Ernesto Salinas-Navarro; Christopher Mejía‐Argueta; Agatha Clarice da Silva-Ovando; Claudia Lizette Garay-Rondero
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.
Implementation of a Challenge-Based Learning Model for Higher Education Under a Modular Education System: A Case Study
(Institute of Electrical and Electronics Engineers, 2024) Agatha Clarice da Silva-Ovando; Oscar Saúl Olivares Quintana; David Ernesto Salinas-Navarro; Mario Chong
As 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.
Inter-cities Model Proposal for Potato’s Last Mile Logistics: Case Study in Bogotá, Colombia and Cochabamba, Bolivia
(Springer International Publishing, 2023) Camilo Ernesto Bejarano Cubillos; Juan David Chavarrio Rojas; Valentina Gama Gutiérrez; Loredana Angélica Orellana Delgadillo; Paola Andrea Ospina Baracaldo; María Alejandra Rojas Trigo; Agatha Clarice da Silva-Ovando; Gonzalo Mejía
Nanostore Sourcing Challenges and Opportunities in Latin America: Three Case Studies in Bolivia, Mexico, and Peru
(2026) Agatha Clarice da Silva-Ovando; David Ernesto Salinas Navarro; Mario Chong; Pedro Rafael Amado Miranda; Mariana Moyano
Panel: Focus on Women Engineering - Toward the Next Generation
(2023) Carolina Del Camen Díaz Hernani; Mylene Talledo Copello; Nicole Pillaca Lizana; Agatha Clarice da Silva-Ovando; Ana Luna; Soledad Espezúa Llerena; Celfia Obregón; Carmen García Bueno
Women in engineering promote diversity and inclusivity, essential to the future of the engineering profession and humanity's growth. To enforce the next generation of engineers, we organize this panel focusing on the following: First, encourage young girls to explore engineering and science. These initiatives help to increase girls' confidence in their abilities to succeed in these fields. Second, implement policies and programs that promote gender equality and support women engineers. Third, highlight the achievements and contributions of women engineers to inspire future generations. Ultimately, by focusing on women in engineering and creating a more inclusive environment, we can ensure that the engineering profession continues to grow and innovate in the years to come.
(Re-)shaping learning experiences in supply chain management and logistics education under disruptive uncertain situations
(Frontiers Media, 2024) David Ernesto Salinas-Navarro; Ernesto Pacheco-Velázquez; Agatha Clarice da Silva-Ovando
Introduction Disruptive uncertain events often necessitate universities to abruptly shift from face-to-face to remote online learning, posing challenges to instructional quality and learning outcomes. Remote online instruction may lack social interaction, educational resources, and practical activities, hindering effective learning. Methods This study presents an experiential learning framework designed to foster active learning experiences amidst disruptive uncertain events. The framework incorporates such events as study situations to enhance student motivation and engagement. A methodology for designing learning experiences is proposed, with a focus on incorporating real-world disruptions into educational settings. Results A case study is presented, detailing the implementation of the framework in supply chain management and logistics education at a private university in Bolivia, amidst the COVID-19 pandemic. Results indicate that the novel learning experience positively impacted student motivation and engagement, facilitating the achievement of learning outcomes. Discussion The initial implementation suggests that the novel learning experience positively impacted student motivation and engagement while achieving their intended learning outcomes. However, further instances of utilizing the proposed framework are necessary to ascertain its generalizability and effectiveness across diverse contexts and situations. Identifying similarities or invariances will help validate the applicability of this approach in different educational settings affected by disruptive uncertain events.
Reflexiones desde la práctica docente: experiencias de aprendizaje para la educación en ingeniería industrial en la pospandemia
(Universidad del Pacifico, 2022) David Ernesto Salinas-Navarro; Agatha Clarice da Silva-Ovando; Christopher Mejía‐Argueta; Mario Chong
Este trabajo explora los cambios necesarios en la práctica de la educación superior en la disciplina de Ingeniería Industrial y sus programas académicos afines con una perspectiva a futuro, motivado por las limitaciones y retos impuestos por la pandemia del COVID-19. Desde el inicio, se buscó dar continuidad a la educación de los estudiantes con experiencias de aprendizaje activo, vivencial, centrado en el estudiante, y que sean relevantes para desarrollar sus competencias, a pesar de su interacción remota y las frecuentes carencias tecnológicas y de recursos educativos. En este sentido, este documento presenta iniciativas que ejemplifican este esfuerzo dentro de la #NOMBRE_RED en Latinoamérica (#RED), liderada por el #Universidad_1. Estas iniciativas refieren experiencias de aprendizaje en universidades de Bolivia, México y Perú que han buscado mantener el aprendizaje activo en el contexto de la pandemia, con un vínculo hacia los desafíos contemporáneos de las organizaciones, las comunidades y la sociedad en general en la que viven inmersos los estudiantes. Las iniciativas permitieron, como principal contribución de este trabajo, proponer un esquema conceptual para guiar el diseño y reflexión de experiencias de aprendizaje con una perspectiva post pandemia, articulando seis dimensiones de la innovación y liderazgo educativo para la educación superior: entorno, impacto y vinculación, modelos educativos y cadena de valor, estrategias educativas, formatos de enseñanza, infraestructura y recursos de aprendizaje, acreditaciones y evaluación del aprendizaje.
Simulating continuance and resilience: an agent-based model for nanostores operations
(Associação Brasileira de Engenharia de Produção, 2024) Agatha Clarice da Silva-Ovando; Gonzalo Mejía; Christopher Mejía‐Argueta; Daniela Granados-Rivera; Dayana Nicol Yugar Quiroz; Mario Chong
Paper aims This study investigates the nanostores' endurance in serving underserved regions in developing countries. The research explores how various competing retail formats influence market choice and demand. We used data from a survey conducted in Sabana Centro, Colombia, in this study. Originality We believe this is the first study examining the nanostores' resilience in serving emerging markets under this novel hybrid technique. Research method We propose a multi-agent-based model mimicking nanostore survival and resilience in a competitive market. Household agents use a discrete choice model to select their preferred retail format for household purchases based on location, price, and service levels. Considering supply breakdowns, we tested the outcoming model under different disruption scenarios. Main findings Results indicated nanostores' great resiliency in competitive markets, specifically in peripheral areas, which are usually neglected by other retail formats. This suggests that this retail format can strategically complement household supply in underserved areas, displaying the importance of supporting these channels and generating tools that improve their performance in the market. Implications for theory and practice Theoretically, we aim to improve the understanding of households' decision-making process when buying food. Practically, a multi-agent-based model simulating end customers and sellers offers insights into future interventions and their impacts on the retail landscape and various supply chain stakeholders.
Sustainable Logistics and Operations Design: Sustainable Practices for Emerging Countries - Perspective of the Situation in Bolivia
(2021) Agatha Clarice da Silva-Ovando; Jocabed Becerra-Soliz
Understanding the Behavior of the Low-Income Population When Purchasing Fruits and Vegetables. Case Study of Cochabamba (Cercado) - Bolivia
(2021) Agatha Clarice da Silva-Ovando; Carla Andrea Ocampo-Terceros
Vulnerable Regions Distribution of Packed Fresh Food Using Mobile Markets
(Springer Nature, 2023) Carla Andrea Ocampo-Terceros; Agatha Clarice da Silva-Ovando; Manuel Jesús Peña-Cárdenas; Mario Chong
Workshop: Learning experiences for educational leadership and innovation in engineering education
(2023) David Ernesto Salinas-Navarro; Agatha Clarice da Silva-Ovando; Mario Chong
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.