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This case study addresses a number of common transportation management issues. It provides an opportunity to analyse historical freight payment data in order to reduce transportation costs and improve customer service, allowing students to utilise real freight payment data and order shipment history data to make recommendations that have strategic implications for both cost and service performance.

The logistics and supply chain management discipline has evolved dramatically over the past generation. The rapid pace of change has challenged education providers – e.g., universities, professional associations, and publications – to remain relevant to various stakeholders. Relying on an open systems design perspective, the purpose of this paper is to assess how well organizations use constrained resources (personnel, dollars, time, etc.) to meet customers’ educational needs.

To examine how well educational providers are meeting stakeholder goals, universities, associations, and publications are examined across time by multiple surveys to determine if they are keeping pace in the changing business world.

The paper identifies two gaps. First, stakeholders report a growing gap between the offerings of existing education providers and their educational needs. Second, the gap between academic and practitioner perceptions is growing. Importantly, some organizations and universities are doing a better job of responding to changing educational requirements. Finally, a shift to SCM is further complicating the educational process.

This study makes two primary contributions. First, it identifies important changes in the logistics and supply chain education market. Second, it provides updated rankings of the perceptions of academics and practitioners regarding three education providers: professional organizations, universities, and publications. This insight enables logistics and supply chain thought leaders to evaluate how they can enhance education resources and thus remain relevant in a rapidly changing and increasingly tumultuous marketplace.

Most logistics professionals and academics agree that logistics is an essential function within business. Furthermore, there has been a trend over the last few years to consider logistics as a process that creates value. While the terms value and value‐added have experienced popular usage, they are neither clearly defined nor accurately measured. A primary goal of this article is to clarify these definitions, in the context of how value is created by logistics. Based on empirical research, definitions of value and value‐added are suggested that are founded upon and related to the perspectives of practicing managers. Following a brief literature review, details are provided about the objectives and methodology of the research that was conducted. Last, managerial implications and the key messages for both logistics managers and researchers are presented.

Over the past decade, there have been a number of studies that examined either shipper or carrier selection and evaluation factors. However, there has been little comparison between how these two groups perceive these factors with regard to their partners. This study examines the similarities and differences with the rankings of factors between shipper and carrier groups. Furthermore, the results highlight the various levels of satisfaction between the two groups.

In the behavioural science areas of psychology and consumer behaviour, the means‐end value hierarchy model has often been applied to understand individuals’ values structures ‐ in particular, the value of a company’s product/ service offering to its customers. Applying the means‐end value hierarchy model in a logistics context, logistics customer value can be thought of as a higher‐order evaluative standard for customers’ satisfaction and service quality evaluation processes. As such, it is important for a firm to know what its customers value when seeking to build a competitive advantage. Attempts to advance our understanding of logistics customer value through the application of the means‐end value hierarchy model to logistics. More specifically, investigates the customer value of logistics service in a business‐to‐business setting using the means‐end value hierarchy model. Uses focus group interview data for developing the customer value hierarchy.

This paper aims to look at the relative position of thought leadership between the areas of military and civilian logisticians.

The paper provides a theoretical framework in an exploratory study using the literature to evaluate the constraints on the military side of logistics thought.

The discussion identifies challenges that may preclude military logistics thought from becoming the leaders for the foreseeable future.

The paper provides an examination of the changing role between military and civilian logistics that has not been carefully examined since just after the Gulf War in 1991.

One challenge facing the digitalized workplace is communication control, especially emotion regulation in which individuals try to manage their emotional experiences and/or expressions during organizational communication. Extant research largely focused on the facilitating role of a few media features (e.g. fewer symbol sets). This study seeks to provide a deeper understanding of media features that individuals, as receivers of negative emotions expressed by communication partners, could leverage to support regulating negative emotional communication in the workplace.

This study used qualitative research methods to identify media features that support regulating negative emotional communication at work. Data were collected using interviews and was analyzed using directed content analysis in which media features discussed in media synchronicity theory (MST) were used as the initial coding schema but the researcher was open to media features that do not fit with MST.

In addition to media features (and capabilities) discussed in MST, this study identified five additional media features (i.e. message broadcasting, message blocking, receiving specification, recipient specification and compartmentalization) and two underlying media capabilities (i.e. transmission control capability and participant control capability) that may support regulating negative emotional communication. Two major mechanisms (i.e. reducing or eliminating emotion regulation workload, and providing prerequisites or removing obstacles for emotion regulation) via which media features support emotion regulation were also identified.

This paper provides a more comprehensive understanding regarding communication media features that may support emotion regulation in particular and communication control in general. Findings of this study contribute to several literatures and may also transfer to other similar contexts.

The Ghanaian construction industry implemented the concepts of value management (VM). Despite this implementation, the practice has not been totally utilized to an acceptable level for the industry to enjoy optimum benefits of the services concerned with applying VM The introduction gave an insight into what the subject is and diving into other matters related. The historical relevance and adoption level in this construction level indicated some of the reasons for the perception of some professionals in or against VM. VM processes were discussed, and the benefits they bring to project management led to more understanding of the phases involved to have a wider scope for VM in construction. VM techniques and strategies explicitly showcased solutions to perceived challenges associated with the practice of VM in buildings.

The purpose of this paper is to describe an assessment design for the Developing Librarian training program. The Developing Librarian training program created by and for librarians and professional staff in the Humanities and History division is a two-year training program to acquire new skills and methodologies to support the digital humanities. The program is based on the assumption that learning must happen in context; therefore the training is project based with all participants engaged in building a digital humanities research site as a team. This approach enables participants to learn about new tools in a sustained manner that parallels the way humanities researchers are likely to use them.

In order to measure the success of achieving this goal, program designers defined three objectives: learn tools and methods that support the emerging research needs and trends in the humanities; create a more interesting and engaging work environment for librarians and professional staff; and engage effectively with the humanities research community across the University. Three methods/instruments were: Explicit Self-Reflections to assess what participants learned in each training unit; the Utrecht Work Engagement Scale to measure how participants feel about their work before and after the training program; and the Skill Set, Knowledge and Attitude Assessment to be administered at completion to measure the effectiveness of the training program as a whole.

At the time of writing, the Developing Librarian Project is mid-way to completion, and implementation of the assessment plan is ongoing. Based on these self-reports, there is evidence that the training program has been effective, and participants have been successful in meeting most of the learning objectives identified in the units completed. While self-assessment of knowledge and skills may have its limitations, this technique is proving adequate and efficient for achieving the program’s goals. This method encourages experimentation and establishes failure as an important aspect of the learning process.

An assessment approach such as this does not measure the impact of training and development on digital humanities research, but initiates a valuable process, highlighting skills gaps at the individual, and organizational levels. These data are important for identifying and implementing appropriate training opportunities for librarians supporting emergent research activities and for understanding what skills and professional preparation are needed for new staff recruited into the organization.

A successful training program should be benchmarked, evaluated in a substantive and systematic way, and improved continuously. A formal assessment plan, directly tied to clearly articulated objectives, helps assure that such a program is effectively evaluated, iteratively developed, and successfully implemented. The Developing Librarian Project provides a useful model of how an academic library can leverage assessment and evaluation processes to identify skills gaps and training needs and generate actionable data for improving staff learning.