Browsing by Autor "David Ernesto Salinas-Navarro"

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A Framework for Educational Innovation in Logistics and Supply Chain Management, a Research Agenda
(2022) David Ernesto Salinas-Navarro; Agatha Clarice Da Silva Ovando; Christopher Mejía‐Argueta; Mario Chong
This work presents a conceptual framework for educational innovation within Logistics and Supply Chain Management (LSCM) to develop relevant learning experiences in the discipline. Nowadays, education is shifting from traditional passive approaches in which students listen and see into active settings involving learn-by-doing real-life experiences to develop appropriate competencies. LSCM educational innovation commonly refers to fragmented aspects such as the appropriateness of contents or specific teaching methods; however, the educational model transformation has little attention and the recognition of a high pertinent and engaging learning. Therefore, we presented a comprehensive framework for educational innovation to define a structure of educational components to recreate active learning experiences. Finally, we described the implementation of this framework, the progression within the MIT SCALE Network in Latin America, and insights for future work.
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.
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 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.
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.
(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.
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.