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This study aims to advance current knowledge on resilient and sustainable short food supply chains, by identifying sustainability practices and resilience capabilities and how these interact.

Empirical data were collected from three cases via 16 semi-structured interviews. This methodological choice answers a call to develop more case studies to better understand perspectives on sustainable and resilient supply chains. Thematic analysis was used for data analysis.

Sustainability practices may positively enhance the resilience of short food supply chains, and vice versa. Specifically, social sustainability practices are perceived as enablers of resilience capabilities, and production practices can have a positive or negative impact on resilience capabilities.

This research addresses an important gap in the current short food supply chains literature, by looking at sustainability and resilience in an integrated way for the first time. The proposed working hypotheses and conceptual framework illustrate the complex relationship between social, economic and environmental sustainability and five resilience capabilities within short food supply chains.

The purpose of this study is to explore food producers' motivations and challenges whilst participating in short food supply chains (SFSCs). This paper compares findings with previous literature and investigates the topic in the context of producers' motivations.

The paper includes a literature review concerning producers' motivations to engage in SFSCs. A case study was designed to investigate motivations underlying producers' engagement in SFSCs, as well as the challenges that they face. Semi-structured interviews were conducted in a farmers' market located in Mexico. Thematic analysis is used to identify the principal issues for producers'. Propositions based on findings are presented.

Findings suggest that small, large, part-time and full-time producers are willing to engage with farmers' markets for diverse primary economic and non-economic motivations. Individual and collective challenges were also identified.

This research helps to explain producers' motivations and challenges within SFSCs in an under-researched context, namely a focus on producers' and in the Global South.

This chapter explores the key role of industry partners in the adoption of challenge-based learning (CBL) in higher education institutions (HEIs). Considering that one defining feature of CBL is the use of real-world challenges situated within an authentic real-world context or scenario, partnerships that include students, academics, and industry partners are often established. These partnerships usually involve students, academics, and industry partners working together to define challenges, create and implement solutions, and provide feedback. Existing CBL literature has largely focused on the evaluation of challenges and benefits for students and academics, including disciplinary knowledge acquisition and the development of competencies and soft skills. Nevertheless, little attention has been paid to the expected input from industry partners, as well as their perceptions and benefits that they can gain from CBL partnerships. Thus, the focus of this chapter is on discussing industry partners' perceptions of the practical challenges, as well as potential opportunities that can translate into benefits, stemming from CBL partnerships. Based on empirical evidence, the chapter summarizes the current challenges of CBL within the context of HEIs. We discuss industry partners' perceptions of the practical challenges and the potential opportunities emerging from the CBL partnership, and whether these translate into benefits. We consider the practicalities of working across academia, industry, and government on the implementation of CBL, and the lessons for HEIs seeking to develop CBL activities to support innovation in their regions.

In this chapter, we show how to use challenge-based learning (CBL) in Operations Management (OM) education, with a focus on Industry 4.0 technologies. CBL is a cutting-edge educational approach that integrates traditional learning modules (theory and practice) to real-life challenges that require solutions. The UoL4.0 Challenge is an initiative that implements CBL in an English university. In there, an OM module was designed to provide the necessary theoretical and practical knowledge to solve challenges concerning digital technology implementations within real organizations. This chapter explores the effectiveness of UoL4.0 Challenge in providing opportunities for experiential learning and evaluates the appropriateness of CBL to develop twenty-first-century skills. Results suggest that the proposed CBL approach is an experiential learning approach that may increase students' understanding of OM in real-life settings and can be conducive to students' development of twenty-first-century skills, including critical thinking, communication, collaboration, and creativity.

As the International Organization for Standardization (ISO) has stated in their original definition of quality (ISO 8402:1994), quality is “the totality of characteristics of an entity that bear on its ability to satisfy stated and implied needs.” The authors consequently believe that not only learning from challenges – the relevant entity – should be intended as a task aimed to satisfy the needs of both challenged learners and challenged businesses, but also that not all the entity's needs are stated from the beginning of the process.

These were the methodological assumptions of a workshop on destination management held from October 2020 to February 2021 in the frame of tourism studies at the University of Bergamo. Though the workshop was entirely run through digital channels in a time of pandemic, it successfully provided five destination management organizations (DMOs) and an association among hosts in the Bergamo Alps with a variety of digital communication products.

The workshop was special in terms of satisfaction expressed by participants as well as the involved DMOs. The participants' deliveries became active components of the destinations' policies. A professional video came as a welcome addition.

Implied needs which the workshop came across – namely, doubts on the reliability of tourism data, cooperation among local actors, prerequisites in building a new website, the role of food and recipes in promoting a destination identity, best practices in guiding guests through planned itineraries, and the role of a city administration in controlling overtourism – were identified while researching and producing.

This chapter analyzes the way in which challenge-based learning (CBL) is conceptualized and used in a private university in Puebla, Mexico, to promote social innovation. The university has recently changed its educational model, incorporating more integrative teaching and learning methodologies. The university has considered the 2030 Sustainable Development Goals (SDGs), especially the first goal to end poverty and the 10th regarding reducing inequality. These goals are relevant because the university is located in the state of Puebla, which has ranked fifth in the country (out of 32) in terms of poverty, especially in rural areas, where 58% of the population is living in poverty or extreme poverty conditions (CONEVAL, 2018). An example of a successful CBL project will be presented, showing how students have worked with their professors, community experts, and other stakeholders. In 2020, the university was recognized by the Times Higher Education World University Ranking as the number one university in Mexico to fight poverty based on the United Nations SDGs because of its CBL activities and social projects. Through these projects, students, administrators, and professors put into practice and develop different skills such as teamwork, analysis, facing new realities, innovating to design solutions to the problems in their environment, and beyond.

Finance courses are major offerings in UK business schools, at various levels. Seldom do these courses move beyond theoretical modeling and textbook approaches. This is corroborated by the paltry literature on challenge-based learning (CBL) in the finance arena.

In this chapter, we describe the experience of implementing an investment fund designed by experienced members of staff and set up and run by students in one of the UK business schools in 2018. The seed capital of the Fund was donated by a variety of sources and has enabled students to use this as a jump start for their investment skills. The ethos of the Fund is not to teach students just how to invest but to put students in a real-life investment setting where they deal with the running of day-to-day activities of managing investments through a practical framework. In doing so they discover, adapt, and apply theoretical models to funds while preparing performance reports. Students have been successful in getting jobs by demonstrating their involvement, and the Fund has put them in touch with investment banks and future employers. The functioning of the Fund is analyzed in this chapter.

The chapter suggests the practical steps involved in setting up such a schema of CBL, which might aid other higher education institutions and promote entrepreneurial, creative, and team building activity.

Challenge-based learning (CBL) is assumed to be particularly relevant in training future teachers, as an active learning approach, centered on the student, based on the resolution of scientific/societal challenges in interdisciplinary teams, with external partners, and over three stages (involving, investigating, and act).

The global aim of the “Form@tive – train future teachers to teach children through CBL” project is to promote active learning based on challenges, integrating different curricular units (CUs) of a course, through CBL. The Form@tive project has concluded the first cycle of implementation in early 2021, in two stages, the first in the context of a Degree in Basic Education in the academic year 2019/2020 and the second stage in three educational professional master's degrees. The results of the monitoring process of the first cycle of implementation state, among other aspects, the need: (1) of better communication between the teachers of the different CUs involved; (2) for the solutions developed to be actually implemented (not implemented due to the pandemic situation); (3) to be provided a more individualized orientation (a dedicated tutor for each group); (4) of less demand on teaching load (overload of tasks requested simultaneously); (5) to be developed not only during a semester but along the academic year; and (6) to also include the Technology and Arts filed, since it could benefit the creation of more innovative and appealing resources and presentations, among others. Recommendations for training future teachers to teach children through CBL are, thus, presented and discussed in this chapter.