Skills frameworks: A focus on supply chains

Mageto, Joash; Luke, Rose

doi:10.4102/jtscm.v14i0.458

Cited by 18 publications

(19 citation statements)

References 34 publications

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“…Knowledge areas not emphasized by job ads were added to this analysis in a structured format with developing a business process model from relevant literature. We also developed a conceptual model for supply chain managers' competences in sustainability based on previous competence frameworks [44][45][46][47]. The outputs received from text mining and semantic-based text analytics were interpreted in the light of our model.…”

Section: Discussionmentioning

confidence: 99%

“…This paper uses the domain of green supply chain management to show how sustainability competences can be integrated into higher education curricula to meet labor market requirements. Corresponding competence frameworks [44][45][46][47][48][49] were used to elaborate our version. First of all, the frameworks of Brundiers [45] and MacDonald [48] were aligned.…”

Section: Competence Framework In Supply Chain Managementmentioning

confidence: 99%

“…In the second step, the framework of Mageto and Luke [44] was selected to align with the version of Brundiers [45]. It was created to supply chain managers based on literature reviews in that data were obtained by content analysis [44]. In this step, competences in sustainability and for supply chain managers were merged.…”

Section: Competence Framework In Supply Chain Managementmentioning

confidence: 99%

“…At the end, a conceptual model (an ontology) was chosen to add more special aspects to this framework (see in Table 1). [44][45][46][47]. In the first column, G stands for general, and SCM stands for supply chain manager, which means that the current competency is related to the specific occupation only or is generally expected.…”

Section: Competence Framework In Supply Chain Managementmentioning

confidence: 99%

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Competence-Oriented, Data-Driven Approach for Sustainable Development in University-Level Education

2021

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Higher education has a number of key roles to play in accelerating progress toward sustainability goals. It has a responsibility to provide and teach curricula that are tailored to labor market needs, to help change people’s attitudes and motivation toward sustainability, and to reduce inequalities between different students. Course leaders and developers of curricula should monitor and assess these needs in order to improve their curricula from time to time. In the present work, we describe a data-driven approach based on text-mining techniques to identify the competences required for a given position based on job advertisements. To demonstrate the usefulness of our suggested method, the supply chain management occupation was selected as the supply chain is a constantly changing domain that is highly affected by green activities and initiatives, and the COVID-19 pandemic strongly influenced this sector, as well. This data-driven process allowed the identification of required soft and hard skills contained in job descriptions. However, it was found that some important concepts of green supply chain management, such as repair and refurbishment, were only marginally mentioned in the job advertisements. Therefore, in addition to labor market expectations, a business process model from relevant green supply chain management literature was developed to complement the required competences. The given new techniques can support the paradigm shift toward sustainable development and help curriculum developers and decision makers assess labor market needs in the area of sustainability skills and competences. The given result can serve as an input of outcome-based training development to design learning objective-based teaching materials.

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Section: Discussionmentioning

confidence: 99%

Section: Competence Framework In Supply Chain Managementmentioning

confidence: 99%

Section: Competence Framework In Supply Chain Managementmentioning

confidence: 99%

Section: Competence Framework In Supply Chain Managementmentioning

confidence: 99%

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Competence-Oriented, Data-Driven Approach for Sustainable Development in University-Level Education

2021

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“…Several studies have considered service quality in higher education, however, searches through several databases, including SCOPUS, ScienceDirect, EBSCOHost and SABINET using the terms "quality", "supply chain" and "education" have revealed few related studies. The "quality" term was dropped and the results indicate that the majority of research relates to curriculum development and the identification of skills to incorporate in supply chain education (Mageto & Luke, 2020;Purnomo, et al, 2020;Luke & Heyns, 2019;Colicchia, et al, 2018;Lorentz, Töyli, Solakivi & Ojala, 2013;Gonzalez et al, 2008;Sauber et al, 2008). Others highlight the importance of supply chain education (Erturgut & Soysekerci, 2011), building specific skills into supply chain education (Pekkanen, et al, 2020), tools for supply chain education (Holweg & Bicheno, 2002), and educational content development for modern supply chains (Li, 2020).…”

Section: Related Workmentioning

confidence: 99%

Investigating the Quality of University Education: A Focus on Supply Chain Management

Mageto

Luke

Heyns

2020

IJLTER

Self Cite

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While the quality of higher education has received attention from researchers globally, its focus has been mainly on universities in 'developed country' contexts. There has been limited research on the quality of higher education in African universities, and even less that has focused on the discipline of supply chain management. In this paper, the quality of supply chain education of five universities in Kenya is investigated using a SERVPERF model. Data were collected through a structured questionnaire administered to 781 students enrolled for a supply chain management qualification. The data were analysed through confirmatory factor analysis and one-way analysis of variance. The findings are fourfold: (1) the service quality of supply chain education is at medium level in terms of the SERVPERF metrics; (2) four dimensions were identified by students as the most important aspects of service quality: course-centeredness, academic and support staff helpfulness, service excellence and learning facilities; (3) a four-factor SERVPERF model of supply chain service quality is developed and (4) service quality was significantly different across the selected universities. Although the service quality was rated at a medium level overall, the variability in quality across universities should alert educators and management to the need for a coordinated effort to improve particular aspects of students' learning experiences. The study contributes to the body of knowledge by establishing that SERVPERF is a four-factor model in the higher education sector.

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Maritime Logistics for the Next Decade: Challenges, Opportunities and Required Skills

Hussein

Song²

2022

Global Logistics and Supply Chain Strategies for the 2020s

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Skills frameworks: A focus on supply chains

Cited by 18 publications

References 34 publications

Competence-Oriented, Data-Driven Approach for Sustainable Development in University-Level Education

Competence-Oriented, Data-Driven Approach for Sustainable Development in University-Level Education

Investigating the Quality of University Education: A Focus on Supply Chain Management

Maritime Logistics for the Next Decade: Challenges, Opportunities and Required Skills

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