On the relationship between modes of learning and graduates' success in the field - the case of a logistics program: A necessary condition analysis

Abstract

Purpose

Drawing on theory and previous empirical findings, we attempted to shed some light on the relationship between modes of learning – both In-person and Online – and the successful placement of graduates within supply chains. We asked whether the mode of learning – whether remote learning or on-campus learning affects graduates' success in the field. Of interest are four logistics content areas of learning: knowledge of specific supply chain course content, mastery of related industry technology, exposure to logistics driven hard and soft skills and the extent to which such education is sufficient and necessary for meeting individual firms’ needs across supply chains.

Design and methodology

Data concerning these variables were collected from 219 recent logistics and supply chain program graduates at a southeastern university, and from 82 of their immediate logistics certified managers. We employed Necessary Condition Analysis for testing necessity conditions amongst our variables.

Findings

Findings suggest that a high level of knowledge in logistics-specific education content and mastery of logistic related technology - that were studied in-person rather than online - emerged as statistically significant conditions for graduates' success in the supply chain field. Surprisingly, identifiable hard and soft skills being taught that could help ensure successful graduates’ placement in their firms were found to be statistically insignificant conditions. None of the corresponding program variables that were studied online have emerged as statistically significant. Online learning as a mode of delivery appears to be a weak measure of overall student learning. Remote learning, in NCA terms, emerged as a poor necessary condition, and thus as a less relevant criterion for job placement in the logistics field. Our findings, although mixed, help ascertain and illuminate some facets of the academic-practitioner model suggesting, in part, a few necessary conditions that are still critical for aligning course content with the need in the field. Theoretical, practical, as well as methodological contributions are discussed, along with possible limitations and future research directions.

Originality/value

Our findings help ascertain and illuminate facets of the academic-practitioner model, and the critical alignment between its dual parts.