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Purpose
The purpose of this paper is to propose a comprehensive methodology and a problem-specific model for the configuration of the optimal strategic supplier portfolio in terms of traditional, performance-related objectives and sustainability targets.
Design/methodology/approach
To bridge the research gap, i.e., to align strategic supplier portfolio selection with corporate sustainability targets, a hybrid model of the analytic network process (ANP) and goal programming (GP) is developed. To validate the model, a case example is presented and managerial feedback is collected.
Findings
By enabling the integration of sustainability targets into strategic supplier portfolio configuration, the hybrid ANP-GP model contributes to research in the area of sustainable supply chain management. Results indicate that simplifying the model by omitting one or more details may lead to unfortunate actions.
Research limitations/implications
The model has been applied using a case example in the automotive industry. To strengthen the findings, it should be examined under other terms as well.
Practical implications
Integrating economic, environmental, and social targets into strategic supplier portfolio configuration reduces supply risks and promotes the achievement of the sustainability goals of the purchasing company.
Social implications
Strategic supplier selection counts among the decisions that have an impact on the environment and society for several years. Configuring economically rational, environmentally friendly, and socially responsible supplier bases supports worldwide efforts towards sustainable development.
Originality/value
Although sustainable supplier selection has gained importance in recent years, this is the first time that a comprehensive model for the determination of the optimal strategic supplier portfolio in terms of performance-related objectives and sustainability targets has been proposed.
This research quantifies the impact that regular road traffic congestion has on the CO2 emissions of a real-world distribution network, and it studies the consequences when the number of distribution centers changes. For this purpose, this study makes use of a network model allowing for a detailed representation of all relevant transport operations, including production flows between factories and distribution centers, line haul shipments between distribution centers and customers, and round/delivery trips between transshipment points and retailer locations for the last mile. The processed trip and traffic information does not rely on standard traffic data collection approaches, such as interviews, in situ technologies, or floating car data, but the road traffic data are retrieved from an online navigation service, such as Bing Maps, Google Maps, Inrix, Here, and TomTom. This study proves that online navigation services may considerably contribute to future research projects analyzing CO2 sensitivities and greenhouse gas cutting opportunities in logistics networks.
The European Norm EN 16258 was published in 2012 to provide a common methodology for the calculation and declaration of energy consumption and greenhouse gas emissions related to any transport operation. The objective was to offer a pragmatic and scientifically-acceptable approach that allows a wide group of users to prepare standardized, accurate, credible, comparable, and verifiable energy consumption and emission declarations. However, in its current form, EN 16258 contains gaps and ambiguities, and leaves room for interpretation, which makes comparisons of supply chains difficult. This research aims to overcome the shortcomings in the domain of allocating emissions from road freight transport operations to single shipments. Based on a discussion of emission drivers and the results of numerical experiments comparing the allocation vectors created by the EN 16258 allocation rules with those generated by the Shapley value, which is claimed to be the benchmark, ‘distance’ is identified as the single most useful unit for bridging the trade-off between accuracy and simplicity better than the other recommended allocation schemes. Thus, this paper claims that future versions of EN 16258 should only allow the allocation unit ‘distance.’ This will promote the accurateness, simplicity, consistency, transparency, and comparability of emission declarations.
Based on numerous studies showing that testing studied material can improve long-term retention more than restudying the same material, it is often suggested that the number of tests in education should be increased to enhance knowledge acquisition. However, testing in real-life educational settings often entails a high degree of extrinsic motivation of learners due to the common practice of placing important consequences on the outcome of a test. Such an effect on the motivation of learners may undermine the beneficial effects of testing on long-term memory because it has been shown that extrinsic motivation can reduce the quality of learning. To examine this issue, participants learned foreign language vocabulary words, followed by an immediate test in which one-third of the words were tested and one-third restudied. To manipulate extrinsic motivation during immediate testing, participants received either monetary reward contingent on test performance or no reward. After 1 week, memory for all words was tested. In the immediate test, reward reduced correct recall and increased commission errors, indicating that reward reduced the number of items that can benefit from successful retrieval. The results in the delayed test revealed that reward additionally reduced the gain received from successful retrieval because memory for initially successfully retrieved words was lower in the reward condition. However, testing was still more effective than restudying under reward conditions because reward undermined long-term memory for concurrently restudied material as well. These findings indicate that providing performance–contingent reward in a test can undermine long-term knowledge acquisition.
In adults, testing can enhance subsequent learning by reducing interference from the tested information. Here, we examined this forward effect of testing in children. Younger and older elementary school children and adult controls studied four lists of items in anticipation of a final cumulative recall test. Following presentation of each of the first three lists, participants were immediately tested on the respective list, or the list was re-presented for additional study. Results revealed that, compared to additional study, immediate testing of Lists 1–3 enhanced memory for the subsequently studied List 4 in adults and older elementary school children, but not in younger elementary school children. The findings indicate that the forward effect of testing is a relatively late-maturing phenomenon that develops over middle childhood and is still inefficient in the early elementary school years. Together with the results of other recent studies, these findings point to a more general problem in young children in combating interference.
In two experiments, we examined the competition dependence of retrieval-induced forgetting (RIF) in motor memory. Participants learned sequential finger movements as responses to letter stimuli. The learning phase comprised two parts. In both parts, half of the motor sequences were to be executed at one of two locations (the left or right side of a keyboard) by pressing the corresponding response keys. Retrieval practice of half of the motor sequences at one location induced forgetting of the nonpracticed motor sequences at that location. However, RIF was prevented in Experiment 1 when retrieval practice took place before the nonpracticed items had even been encoded. In Experiment 2, RIF was prevented by intentionally forgetting the nonpracticed motor sequences prior to retrieval practice. These results suggest that precluding competition by related items during retrieval practice precluded them from being affected by RIF. The present findings support an inhibitory account and speak against the alternative assumptions that associative blocking or a mental context change causes RIF.
Previous developmental work has indicated that animacy is a foundational ontogenetic category that is given priority already early in life. Here, we investigated whether such priority is also present in children’s episodic memory, examining whether young children show enhanced retention of animacy-related information. Kindergartners and younger and older elementary school children were presented with fictitious (non)words (e.g., BULA, LAFE) paired with properties characteristic of humans (e.g., “likes music”), (nonhuman) animals (e.g., “builds nests”), and inanimate things (e.g., “has four edges”) and were asked to rate the animacy status of each nonword. After a retention interval, a surprise recognition test for the nonwords was administered. We found enhanced recognition of nonwords paired with human and animal properties compared with (the same) nonwords paired with inanimate properties. The size of this animacy advantage was comparable across age groups, suggesting developmental invariance of the advantage over the age range examined (i.e., 4–11 years). The results support a functional–evolutionary view on memory, suggesting that already young children’s memory is “tuned” to process and retain animacy.