Investigation methodology is a valuable skill among logistics practitioners, since a structured investigation is a prerequisite when entering change projects. Therefore, it is desired that logistics students learn investigation methodology during their studies. It is however not clear what investigation methodology is, which makes it difficult to teach the subject, and to evaluate the students’ learning. The purpose of this paper is to propose a framework for describing investigation methodology.
The framework was developed based on literature, and its validity was tested on a case university by the means of focus group discussions with logistics educators, and a questionnaire to 83 students at the end of their logistics studies.
The proposed framework consists of nine components considered important when describing a structured investigation methodology. The tests indicate that the proposed framework is valuable for describing and evaluating program and course curricula, as well as for evaluating students’ learning of investigation methodology.
The framework was tested on a single case. To reach more reliable findings, a wider range of logistics educational programmes should be studied.
This study is a starting point for research within investigation methodology, that can be of high relevance for how to design and conduct logistics education, which might lead to graduates better prepared for conducting investigations.
Research on pedagogical aspects related to logistics is sparsely addressed in research, and the role of investigation methodology is mostly ignored. This paper aims at putting investigation methodology on the ‘skill agenda’ for logistics education.