An analysis of logistics pedagogical literature

Abstract

PurposeThere presently is no comprehensive review which systematizes and summarizes the burgeoning body of logistics educational literature. The purpose of this paper is to provide a guide for both educators and practitioners to assess the history, current status, and future trends in logistics education in order to nurture advancement in logistics education.Design/methodology/approachThis paper draws its conclusions based upon a literature review and categorizes the evolution of logistics education into three areas: defining curriculum, developing content and skills taught, and refining teaching methods.FindingsLogistics education continues to benefit from strong ties to industry. Additionally, four principle macro‐environmental factors were discovered that impact the current status of logistics education: an increase in the number of logistics educational programs, limited supply of logistics‐trained faculty, changes to content requirements, and a changing teaching environment. Future research directions from the published literature are summarized.Research limitations/implicationsAs current logistics programs continue to evolve and the number of logistics and supply chain management programs continue to increase in response to industry demand, this comprehensive review of the logistics literature may help serve as a benchmark for past and current practices in logistics education.Practical implicationsThe early partnership between industry and education set the stage to help guide educators to evolve logistics education to address practitioner needs. Increased interest in logistics education and changing environmental factors suggest the need for continued collaboration to further logistics education.Originality/valueThe literature demonstrates successful dynamic behavior in response to dynamic industries. It highlights factors which may drive further evolution of logistics education and proposes areas impacted.