This year feels like being pushed into the “online teaching water” to learn to swim. And for many SCM educators and students, the teaching season is just around the corner. In their recent article (Online Learning Can Still Be Social), Mucharraz y Cano & Venuti (2020) talk about ten keys to building a supportive digital community of learners: (1) plan and establish community norms; (2) provide extra emotional support; (3) allocate a space for informal interaction; (4) employ the right tools to organize team activities; (5) take advantage of gamification and nudges; (6) stimulate the senses; (7) consider the crowd; (8) promote peer learning; (9) use humor to reduce tension; and (10) embrace art as a way of learning. What I like about this list is that it acknowledges that properly supporting teachers and learners during this challenging time involves addressing social aspects, not just the choice between Zoom and Teams.
Among the most interesting SCM articles I have recently read is Jack et al.’s (2018) recent study, titled Accounting, Performance Measurement and Fairness in UK Fresh Produce Supply Networks. Why I highlight this study here is because this is one of the rare interpretive studies related to SCM and it could therefore serve as a blueprint for those of us who struggle with the dominance of positivist studies in our discipline. The authors build on John Rawls’ theories of justice as fairness and apply it to the supply chain relationships between suppliers and supermarkets. They then ask three questions: First, “how performance measurement, risk management and communication of accounting information are used by intermediaries in an allegedly unfair commercial environment”. Second, “the extent to which the accounting and control practices observed support perceptions that suppliers in supermarket-dominated supply networks are treated unfairly”. And third, “what accounting and control practices would be indicative of fair commercial relationships?” I wish I could see more studies like this.
Jack, L., Florez-Lopez, R., & Ramon-Jeronimo, J.M. (2018). Accounting, Performance Measurement and Fairness in UK Fresh Produce Supply Networks. Accounting, Organizations and Society, 64, 17-30 https://doi.org/10.1016/j.aos.2017.12.005
There has recently been surge of interest in ecosystems as a distinct solution to the problem of inter‐firm coordination. Ecosystems play a particular role in sectors such as IT, telecommunications, video games, among others. In their recent SMJ article, Jacobides et al. (2018) define an ecosystem as “a set of actors with varying degrees of multilateral, nongeneric complementarities that are not fully hierarchically controlled”. From their research it becomes apparent why and when ecosystems emerge, and what makes them distinct from other governance forms, including markets, alliances, or hierarchically managed supply chains. An important difference between ecosystems and supply chains is that in supply chains “the hub (OEM, or buying firm) has hierarchical control—not by owning its suppliers, but by fully determining what is supplied and at what cost”, whereas ecosystems tend to be rather modular. The authors also reflect on “when we might expect to see ecosystems displace traditional market‐based arrangements or vertically integrated supply chains”.
Jacobides, M.G., Cennamo, C., & Gawer, A. (2018). Towards a theory of ecosystems. Strategic Management Journal, 39 (8), 2255-2276 https://doi.org/10.1002/smj.2904
The Guardian has just published an interesting opinion piece by van der Kolk, titled Business Education Helps Create a Culture where the Profit Justifies the Means. Herein, the author, who is a university teacher of accounting, writes: “We need to see a much stronger integration of ethical considerations into business education. This is how managers make real-life business decisions. This could be achieved through a discussion on the technics and ethics of transfer pricing in one and the same accounting class, using a case that highlights both aspects. Business education should also challenge its own underlying assumptions about human behaviour, and bring in other disciplines such as the humanities to help students think critically about business practices that are taken for granted.” The author makes an excellent case for accounting, but his arguments certainly also apply for other business disciplines, including supply chain and operations management. If that is the case, how should we change our ways of teaching?
What would supply chain management be without interorganizational relationships! Interorganizational relationships are always great, right? Maybe it is not that simple, if we look at a brand-new article by Oliveira & Lumineau, titled The Dark Side of Interorganizational Relationships: An Integrative Review and Research Agenda. What they mean by the “dark side” of interorganizational relationships are negative dimensions or, in their words, “damaging aspects” of such relationships, including detrimental outcomes, ill-intended behaviors or unethical practices. These aspects are driven by competence or integrity issues. Based on a review of the literature, the authors identified antecedents, ex-ante and ex-post moderators as well as consequences that are rooted in the country, industry, interorganizational relationship, partner and individual levels of analysis. The authors “not only discussed actionable research steps aimed at addressing lacunae in the current knowledge but also presented a research agenda to advance the theory on the dark side of IORs”. I am sure this piece will be inspiring also for many SCM researchers.
Oliveira, N. & Lumineau, F. (2018). The Dark Side of Interorganizational Relationships: An Integrative Review and Research Agenda. Journal of Management, https://doi.org/10.1177/0149206318804027
New research published in Science (Poore & Nemecek, 2018) analyzes land use in food supply chains. An astounding 3.1 billion ha reduction in land use could be possible by excluding animal products from current diets. That is an area equivalent to Australia + China + European Union + United States. The author also shows that animal products use about 83% of the world’s farmland and contribute about 57% of food’s different emissions, despite providing only 18% of our calories. These findings demonstrate that we need to shift from “company thinking” to “supply chain thinking” if we want to see the full picture.
Emerald has recently announced the winners of their 2018 Emerald Literati Network Awards for Excellence. Numerous SCM-related articles have received outstanding paper or highly commended awards, and might thus serve as excellent articles to read during summer. Several winning articles relate to external (Abdallah, Abdullah & Saleh, Fawcett et al. and Ralston, Richey & Grawe) and internal (Guo et al., Makepeace, Tatham & Wu and Roh et al.) supply chain relationships. Other articles are about risk management (Jahre, Min, Park & Ahn and Oliveira & Handfield) and resilience (Ali, Mahfouz & Arisha and Tukamuhabwa, Stevenson & Busby). Other winning articles deal with sustainability (Busse et al., Dubey, Gunasekaran & Papadopoulos and Ghani et al.), complexity (Gerschberger, Manuj & Freinberger and Sayed, Hendry & Bell), the Internet of things (Haddud et al. and Yan), disruptive innovation (Pérez, Dos Santos & Cambra-Fierro) and the human factor in SCM (Schorsch, Wallenburg & Wieland). Finally, McKinnon‘s article engages in the journal ranking debate, and our own methodological paper, Wieland et al., provides guidelines for scale purification.
The Guardian has recently published an interesting article with a provoking title: Why We Should Bulldoze the Business School. The author writes: “[In] the business school, both the explicit and hidden curriculums sing the same song. The things taught and the way that they are taught generally mean that the virtues of capitalist market managerialism are told and sold as if there were no other ways of seeing the world.” The author demands “an entirely new way of thinking about management, business and markets” and argues: “If we want those in power to become more responsible, then we must stop teaching students that heroic transformational leaders are the answer to every problem, or that the purpose of learning about taxation laws is to evade taxation, or that creating new desires is the purpose of marketing. In every case, the business school acts as an apologist, selling ideology as if it were science.” To what extent does that also apply for our SCM courses?