Logistics education research in Southeast Asia
| Author | Country | Scope | Objective | Methodology | Findings |
|---|---|---|---|---|---|
| Sha'ari and Lahad (2022) | Malaysia | Module-specific of an undergraduate program at a public institution | To investigate how simulation-based mobile learning can enhance the learning experience of logistics students | Quantitative survey | The use of simulation-based mobile learning is highly relevant and appropriate for improving logistics education |
| Dwiyanti et al. (2021) | Indonesia | Logistic engineering vocational school | To establish the competence of vocational education graduates in the logistics industry based on industry demands | Literature review | The study recommends that vocational education graduates acquire industry-relevant soft skills and hands-on experience |
| Schinckus and Nguyen (2022) | Vietnam | Professional program at a private institution | To develop a real-life environment for teaching logistics management that emphasised bridging theory and practice | Qualitative case study | The use of a real-life-based teaching method can contribute to authentic learning |
| Sari et al. (2020) | Indonesia | Multiple universities | To determine effective and competitive strategies for tertiary institutions to produce industry-ready graduates | Structured Interview | Industry linkages and cooperation, foreign university collaboration, and training certification are strategies that can support the sustainability of higher education |
| Prapinit et al. (2019) | Thailand | Public primary schools | To examine the interest in logistics education among high school seniors | Mix method | There is a demand for logistics higher education to meet the workforce demand in the sector |
| Thai and Yeo (2015) | Singapore | Logistics professional in maritime sector | To propose and validate a competency framework for professionals in container shipping logistics, encompassing business, logistics, and management competencies | Mix method | Logistics professionals perceived the competencies proposed in this framework as important for their work performance |
| Pei, Daud, and Jonathan (2012) | Malaysia | Undergraduate program at a private university | To analyse the impact of knowledge, skills, and talent on logistics internship programs | Quantitative survey | Students' knowledge and skills do not affect a logistics internship program, but the talent created from such a program does |
| Thai et al. (2012) | Singapore | Logistics managers competencies | To identify the core skills and abilities that logistics managers must possess | Quantitative survey | Management-related competencies were perceived as more important than business and logistics competencies |
| Dimailig and Jeong (2010) | The Philippines | Transportation education in a higher education institution | To compare curriculum designs and delivery methodologies for maritime transportation education | Qualitative content analysis | The curriculum designs and delivery methods of the two institutions are different but there are similarities in the core maritime courses |
| Author | Country | Scope | Objective | Methodology | Findings |
|---|---|---|---|---|---|
| Malaysia | Module-specific of an undergraduate program at a public institution | To investigate how simulation-based mobile learning can enhance the learning experience of logistics students | Quantitative survey | The use of simulation-based mobile learning is highly relevant and appropriate for improving logistics education | |
| Indonesia | Logistic engineering vocational school | To establish the competence of vocational education graduates in the logistics industry based on industry demands | Literature review | The study recommends that vocational education graduates acquire industry-relevant soft skills and hands-on experience | |
| Vietnam | Professional program at a private institution | To develop a real-life environment for teaching logistics management that emphasised bridging theory and practice | Qualitative case study | The use of a real-life-based teaching method can contribute to authentic learning | |
| Indonesia | Multiple universities | To determine effective and competitive strategies for tertiary institutions to produce industry-ready graduates | Structured Interview | Industry linkages and cooperation, foreign university collaboration, and training certification are strategies that can support the sustainability of higher education | |
| Thailand | Public primary schools | To examine the interest in logistics education among high school seniors | Mix method | There is a demand for logistics higher education to meet the workforce demand in the sector | |
| Singapore | Logistics professional in maritime sector | To propose and validate a competency framework for professionals in container shipping logistics, encompassing business, logistics, and management competencies | Mix method | Logistics professionals perceived the competencies proposed in this framework as important for their work performance | |
| Malaysia | Undergraduate program at a private university | To analyse the impact of knowledge, skills, and talent on logistics internship programs | Quantitative survey | Students' knowledge and skills do not affect a logistics internship program, but the talent created from such a program does | |
| Singapore | Logistics managers competencies | To identify the core skills and abilities that logistics managers must possess | Quantitative survey | Management-related competencies were perceived as more important than business and logistics competencies | |
| The Philippines | Transportation education in a higher education institution | To compare curriculum designs and delivery methodologies for maritime transportation education | Qualitative content analysis | The curriculum designs and delivery methods of the two institutions are different but there are similarities in the core maritime courses |
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