A Knowledge Network and Mobilisation Framework for Lean Supply Chain Decisions in Agri-Food Industry

Copyright ©2017 IGI Global. Reproduced with permission from IGI Global. All rights, including translation into other languages reserved by the publisher. No part of this article may be reproduced or used in any form or by any means without written permission from the publisher, except for noncommercial, educational use including classroom teaching purposes.Making the right decisions for food supply chain is extremely important towards achieving sustainability in agricultural businesses. This paper explores that knowledge sharing to support food supply chain decisions to achieve lean performance (i.e. to reduce/eliminate non-value-adding activities, or “waste” in lean term). The focus of the paper is on defining new knowledge networks and mobilisation approaches to address the network and community nature of current supply chains. Based on critical analysis of the state-of-the-art in the topic area, a knowledge network and mobilisation framework for lean supply chain management has been developed. The framework has then been evaluated using a case study from the food supply chain. Analytic Hierarchy Process (AHP) has been used to incorporate expert's view on the defined knowledge networks and mobilisation approaches with respect to their contribution to achieving various lean performance objectives. The results from the work have a number of implications for current knowledge management and supply chain management in theory and in practice.Peer reviewe

Testing Strategies to Enhance Online Student Collaboration in a Problem-Based Learning Activity

Most units of learning are being offered flexibly, either using distance education or online facilities, and often with asynchronous computer-mediated communication or online discussions. The use of asynchronous computer-mediated communication is believed to offer students the opportunity to communicate independently of time and place, and to ask questions, state opinions and offer advice when transferring interactive learning activities to an online environment. This chapter uses an action research framework to examine the quantity and nature of student engagement in a problem-based learning activity as a consequence of placing face-to-face instruction on and practice in problem-based learning prior to using asynchronous computer-mediated communication. The effectiveness of early placement of a 4-day residential component to improve student collaboration in the online problem-based learning activity was tested against six years (2001-2006) of electronically-archived online discussions in a 13-week, under- or post-graduate tertiary-level natural science unit