ABSTRACT
Lean thinking is a methodology employed initially by manufacturing organizations such as Toyota and New Balance that aims to increase customer value whilst also maintaining a low level of waste. The Lean thinking tools and techniques employed in the manufacturing sector can also be transferred to other sectors and significantly improve the service or product, such as public sector organizations or Higher Education Institutions (HEI). In the current education climate, due to the pandemic (SARS-CoV-2, COVID-19), the majority of HEIs have moved to an online or hybrid teaching and learning environment. This has developed the principle that Lean thinking can be deployed in educational methods and techniques to greatly increase the level of student engagement and the efficiency of learning. The following study outlines the key waste sources found in three types of teaching-learning environments (face to face, online and hybrid) and provides practical implications to counter the non-value-added issues. The data for this study were gathered through a questionnaire from final year undergraduate engineering students. The results indicate that online teaching had the greatest effect on student engagement, based on the identification and weighted values of non-value-added issues. The study highlights the key Lean wastes within online, hybrid and face to face teaching, and provides key examples within the stated Lean waste to provide solutions to improve student engagement. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Due to the dynamic nature of the food supply chain system, food supply management could suffer because of, and be interrupted by, unforeseen events. Considering the perishable nature of fresh food products and their short life cycle, fresh food companies feel immense pressure to adopt an efficient and proactive risk management system. The risk management aspects within the food supply chains have been addressed in several studies. However, only a few studies focus on the complex interactions between the various types of risks impacting food supply chain functionality and dynamic feedback effects, which can generate a reliable risk management system. This paper strives to contribute to this evident research gap by adopting a system dynamics modelling approach to generate a systemic risk management model. The system dynamics model serves as the basis for the simulation of risk index values and can be explored in future work to further analyse the dynamic risk’s effect on the food supply chain system’s behaviour. According to a literature review of published research from 2017 to 2021, nine different risks across the food supply chain were identified as a subsection of the major risk categories: macro-level and operational risks. Following this stage, two of the risk groups identified first were integrated with a developed system dynamics model to conduct this research and to evaluate the interaction between the risks and the functionality of the three main dairy supply chain processes: production, logistics, and retailing. The key findings drawn from this paper can be beneficial for enhancing managerial discernment regarding the critical role of system dynamics models for analysing various types of risks across the food supply chain process and improving its efficiency.
ABSTRACT
Lean thinking is a methodology employed initially by manufacturing organizations such as Toyota and New Balance that aims to increase customer value whilst also maintaining a low level of waste. The Lean thinking tools and techniques employed in the manufacturing sector can also be transferred to other sectors and significantly improve the service or product, such as public sector organizations or Higher Education Institutions (HEI). In the current education climate, due to the pandemic (SARS-CoV-2, COVID-19), the majority of HEIs have moved to an online or hybrid teaching and learning environment. This has developed the principle that Lean thinking can be deployed in educational methods and techniques to greatly increase the level of student engagement and the efficiency of learning. The following study outlines the key waste sources found in three types of teaching-learning environments (face to face, online and hybrid) and provides practical implications to counter the non-value-added issues. The data for this study were gathered through a questionnaire from final year undergraduate engineering students. The results indicate that online teaching had the greatest effect on student engagement, based on the identification and weighted values of non-value-added issues. The study highlights the key Lean wastes within online, hybrid and face to face teaching, and provides key examples within the stated Lean waste to provide solutions to improve student engagement.