Teaching and learning of industry 4.0: expectations, drivers, and barriers from a knowledge management perspective

Tortorella, Guilherme Luz; Miguel, Paulo Augusto Cauchick; Frazzon, Enzo Morosini; Staudacher, Alberto Portioli; Kumar, Maneesh

doi:10.1080/14778238.2022.2088418

Cited by 2 publications

(1 citation statement)

References 97 publications

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“…Therefore, in preparing students to be the future SC 4.0 mangers there is a clear need to ensure that the pedagogy and curriculum they go through will be able to take them beyond current linear and deterministic thinking, capture the evolving nature of SC as well as explain the distributive and integrated nature of these systems. Many of the current SC management instructional resources lack the capability to engage with these challenges due to their reliance on mainly passing on a body of knowledge to the students in a classical static manner (Tortorellaa et al ., 2022; Vilalta-Perdomo et al ., 2022).…”

Section: Introductionmentioning

confidence: 99%

Going from 2D to 3D in supply chain 4.0 education: an LSP approach

Deif

2023

IJIEOM

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PurposeThis study aims at investigating the impact of using Lego Serious Play (LSP) on the effectiveness of teaching supply chain (SC) 4.0 in higher education by going from a traditional 2D approach to a 3D one. LSP in this study is explored as a gamification pedagogical approach that taps into the connection between hands and brain to inspire and engage students to build 3D models using metaphors and storytelling.Design/methodology/approachAn empirical study was conducted among 50 students (over two terms) who were enrolled in a SC 4.0 course and used LSP in their final project that focused on digital SC design. Two questionnaires were designed (one after the standard LSP workshop and the other upon completion of the project) to solicit feedback with respect to how LSP helped students to better understand SC 4.0 topics and fulfill their project. The results were analyzed using Bloom’s taxonomy as well as other pedagogical framework to understand the positive impact of LSP at the cognitive, motivation and social levels.FindingsResults showed that using LSP can enhance the teaching of various SC principles and technologies beyond the abstract point of view (2D) through offering the students an opportunity to apply these principles and technologies in a futuristic project using a hands-on 3D approach. The LSP approach demonstrated its ability to help students navigate through both lower order thinking skills (LOTS) and higher order thinking skills (HOTS) in a meaningful and playful manner. Finally, improving the design skills for students was clear using LSP as it unleashes imagination and taps into internal knowledge together with collective inputs.Research limitations/implicationsThe reliance on one case study can be a limitation regarding the generalization of the proposed results. This limitation is attenuated by the representativeness of the case study analyzed. Furthermore, the presented work should encourage future analyses as well as expanding the implementation of LSP to other SC 4.0 teaching contexts and applications.Originality/valueThis paper contributes to the very few literatures regarding using gamification in SC education and specifically how LSP methodology can be adopted in teaching SCM 4.0.

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Section: Introductionmentioning

confidence: 99%

Going from 2D to 3D in supply chain 4.0 education: an LSP approach

Deif

2023

IJIEOM

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Digital knowledge management in agile self-tuning organisations: a multiple case study

Centobelli,

Cerchione,

Oropallo

et al. 2024

JKM

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Purpose Given the evolution that knowledge management (KM) has undergone since the advent of the digital transition, the purpose of this paper is to evaluate how KM processes have changed as a result of agile organisations’ adoption of digital technologies. Design/methodology/approach Years have passed since the onset of the fourth industrial revolution, and the technologies unique to this revolution have permeated every organisation to varying degrees. Whether organisations have been at the forefront of technological innovation or have had to adapt to much more advanced digitised processes, they have had to change how they manage operations internally and with the remainder of the supply chain they serve. These changes have been much more significant for agile organisations, which rely heavily on digital systems and have strong supplier and customer interactions. Due to the large amount of data generated, these organisations are referred to as knowledge-intensive businesses, and as a result, their KM processes are of the utmost importance. For this reason, a multiple case study with a grounded theory approach has been implemented to carry out a field analysis. Findings The results show that Industry 4.0 technological advances can be included in the scientific debate on KM and agile innovation, given the effects that such technologies have on organisations. Originality/value In today’s increasingly connected world, these findings have the potential to generate significant economic value by improving coordination and collaboration in KM processes.

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Teaching and learning of industry 4.0: expectations, drivers, and barriers from a knowledge management perspective

Cited by 2 publications

References 97 publications

Going from 2D to 3D in supply chain 4.0 education: an LSP approach

Going from 2D to 3D in supply chain 4.0 education: an LSP approach

Digital knowledge management in agile self-tuning organisations: a multiple case study

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