# Rethinking purchasing and supply management education for sustainability and innovation challenges: Crafting a future-ready competency-based curriculum design

Klaas Stek, Katia Picaud-Bello, Volker Koch, Thomas Johnsen

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Klaas Stek, Katia Picaud-Bello, Volker Koch, Thomas Johnsen. Rethinking purchasing and supply management education for sustainability and innovation challenges: Crafting a future-ready competency-based curriculum design. Journal of Purchasing and Supply Management, 2025, 31 (2), pp.100974. 10.1016/j.pursup.2024.100974. hal-05090809

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Submitted on 30 May 2025

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(Bals et al., 2019; Hoidn, 2017). HEI educators and management need to adopt a more comprehensive approach to address the diverse demands of PSM competencies, which go beyond traditional knowledge, theory, and professional skills to include interpersonal skills and intrapersonal attitudes (Bals et al., 2019; Kelly et al., 2020).

Nevertheless, current PSM curricula at HEIs often overlook intended learning outcomes related to interpersonal skills and intrapersonal attitudes. This gap identified in the US by Sodhi et al. (2008) has been reconfirmed for the US and Europe more recently (e.g. Birou et al., 2022; Birou et al., 2016; Lutz et al., 2022; Project PERFECT, 2016; Wong et al., 2014). Educators at HEIs face challenges adapting their teaching approaches to address these advanced competencies (Laker and Powell, 2011). An explanation is that teaching and assessment methods for interpersonal skills and intrapersonal attitudes - such as holistic supply chain thinking, entrepreneurial insight, leadership, creative problem-solving, curiosity and strategic thinking - differ significantly from those used for traditional book knowledge, theory and professional skills (Biggs, 1996; Delamare-Le Deist and Winterton, 2005).

In the literature, competence is defined differently in different contexts. “The concept of competence or competency (‘competence’ generally refers to functional areas and ‘competency’ to behavioural areas, but usage is inconsistent)” (Delamare-Le Deist and Winterton, 2005, p. 27). Most of the literature on *competencies* or *competences* is associated with content, knowledge processing (know-what, know-why and know-how), and terms such as skills, values, attitudes, and motivation. Notably, the literature associates competencies with the learning and development of individuals in education and training (Delamare-Le Deist and Winterton, 2005). Hereafter, the terms *competency* and *competencies* are applied regarding the definition of Delamare-Le Deist and Winterton (2005).

Our study addresses the essential challenge for HEI's educators of equipping PSM graduates as future PSM professionals with new competencies consisting of knowledge, theory, professional and interpersonal skills and intrapersonal attitudes to tackle sustainability and innovation challenges effectively (Beske-Janssen et al., 2023; Campion et al., 2011).

Consequently, we pose the following critical research question.

RQ: How can PSM educators incorporate new competencies in their PSM courses to address sustainability and innovation challenges effectively?

To delve into this inquiry, we provide HEI educators with an innovative educational PSM competency-based curriculum design and online available materials presented in a freely accessible massive open online course (MOOC). The competency-based approach aims to increase the relevance of HEIs in meeting the needs of the labour market and societal development (Brauer et al., 2021; Mulder et al., 2009).

Our research builds on the new competencies identified by empirical research involving World Cafés sessions, Delphi study, and interviews with senior PSM professionals in an earlier phase of a European Strategic Partnership Erasmus + project reported in Beske-Janssen et al. (2023)<fnref n="1" /> (hereafter: “the project”). The project’s main objective is to prepare students to acquire future PSM competencies to develop innovative and sustainable solutions. We report on the final stages of the project and focus on the constructive alignment and student-centred methods adopted to incorporate the new competencies into PSM education, addressing the challenges of innovation and sustainability.

The rationale for our research is that educators adapt their PSM

courses to focus on student-centred approaches. This can be achieved using the competency-based curriculum design outlined in this paper and a freely accessible MOOC. The MOOC was created to assist students in navigating the overall module-based course design or to study individual self-contained modules. It offers HEI educators a range of materials to incorporate into their lectures, such as presentations, teaching videos, quizzes, group exercises, links to books and academic articles, internet resources including videos, case studies, and suggestions for role plays. HEI educators can use the materials offline or in a blended learning setting (Feitosa de Moura et al., 2021).

The online availability of the project’s learning materials was a requirement set by the financer. While the MOOC is useful for independent learners aiming to develop their PSM competencies, it is recommended that these competencies are best developed in a group setting facilitated by an HEI lecturer, where group dynamics can enhance learning outcomes.

Subsequent sections provide a review of PSM and competency literature in the context of innovation and sustainability, a discussion on the constructive alignment of intended learning outcomes, learning activities, and assessment methods, and the presentation and discussion of the designed course and MOOC. We offer recommendations for shaping the next generation of PSM professionals, empowering them to confront the evolving landscape of sustainability and innovation. As a result, we contribute to the growing body of literature on developing pioneering educational programs in PSM, ensuring students are well-prepared for their future roles.

## 2. Literature review

### 2.1. Incorporating PSM competencies for sustainability and innovation

Recognising the paradigm shift in supply chain management (SCM), which reframes supply chains as dynamic, socially ecological systems (Wieland, 2021), lays the foundation for a transformative understanding. This shift goes beyond traditional cost-effectiveness pursuits to emphasise the interconnectedness of supply chains with broader contextual environments. As supply chains evolve into vulnerable yet impactful systems, this perspective becomes pivotal in understanding the changing dynamics of PSM (Beske-Janssen et al., 2023; Wieland, 2021).

As central actors in managing external resources, PSM professionals navigate the complexities of environmental, ethical, and economic considerations within a transformed supply chain landscape (Miemczyk et al., 2012). This navigating role becomes apparent when engaging early in new product development (NPD) and innovation. Early PSM professionals’ involvement in NPD necessitates close internal and external communication, particularly with R&D, marketing, operations, and suppliers, to ensure consistent innovation outcomes (Legenvre and Gualandris, 2018; Picaud-Bello et al., 2019). Effective co-creation with suppliers requires interdisciplinary work, advanced technical skills, and active participation in product development processes (Von der Gracht et al., 2016).

Beske-Janssen et al. (2023) focused on the intersection of PSM competencies, innovation and sustainability and published a framework of new and required PSM competencies contributing to sustainability, innovation, and both innovation and sustainability. The framework of Beske-Janssen et al. (2023) is further described and used to outline the focus of our study towards a competency-based curriculum design for PSM in sustainability and innovation.

Through a comprehensive Delphi study, Beske-Janssen et al. (2023) identified vital PSM skills and competencies related to innovation-sourcing or sustainable procurement, which are crucial for future PSM professionals, as shown in the Venn diagram in Fig. 1; the intersection displays competencies for combined procurement of innovation and sustainability, referred to as *holistic procurement competencies*. With these competencies, PSM professionals can address sustainability

<footnote n="1">¹ The author teams of Beske-Janssen et al. (2023) and our study differ with one author being part of both teams. Whereas Beske-Janssen et al. (2023) focused on which competencies would apply in the intersection of innovation-sourcing of sustainable solutions, our study concentrates on how to train PSM graduates the competencies applicable for innovation-sourcing of sustainable solutions.</footnote>
<figure><img src="image_2.png" /><figcaption>Fig. 1. PSM competencies contributing to sustainability, innovation, and both innovation and sustainability (Beske-Janssen et al., 2023, p. 100847).</figcaption></figure>

challenges by developing creative and innovative solutions to transform financially driven into sustainability-driven supply chain business models. Sustainable purchasing thinking aims to reduce harm, while holistic competencies are required to eliminate harm (Beske-Janssen et al., 2023).

Beske-Janssen et al. (2023) highlight several essential PSM competencies that contribute specifically to innovation. These include analytical skills necessary for evaluating complex procurement decisions and strategies. Cross-functional teamwork is also emphasised, as procurement professionals must collaborate across various departments to drive innovation. Managing relationships with external stakeholders is another critical competency, enabling procurement teams to engage with suppliers and partners to foster new ideas and approaches. Holistic supply chain thinking is highlighted to ensure that innovation is considered across the entire supply chain rather than in isolated segments. Additionally, leadership and communication skills are vital for motivating teams and ensuring that innovative ideas are effectively communicated and implemented. Finally, risk management and strategic thinking are critical competencies for navigating the uncertainties and complexities that often accompany innovation in procurement.

For procurement activities that focus on sustainability, Beske-Janssen et al. (2023) point to several competencies that overlap with those required for innovation. Analytical skills remain essential, as procurement professionals must assess the environmental and social impacts of their sourcing decisions. Communication skills are also critical in sustainability contexts, particularly when engaging with both internal and external stakeholders to align on sustainability goals. Similar to innovation-focused procurement, cross-functional teamwork and external stakeholder relationship management are highlighted as essential. In addition, holistic supply chain thinking ensures that sustainability is integrated throughout the entire supply chain. Risk management and strategic thinking are once again identified as crucial competencies, as sustainable procurement often involves balancing long-term environmental and social considerations with short-term business needs. Despite the increasing prominence of digitalisation in procurement, Beske-Janssen et al. (2023) observe that digitalisation skills are not as critical as selecting and applying appropriate digital tools. Instead, interpersonal skills, such as communication, are regarded as more valuable in this context.

The PSM competencies that overlap and contribute to innovation and sustainability, referred to as holistic procurement competencies, include creativity and curiosity. These skills are crucial for generating new ideas and approaches that simultaneously address the dual goals of innovation and sustainability (Picaud-Bello et al., 2023). Cross-functional teamwork and external stakeholder relationship management are again emphasised, underscoring the importance of collaboration between departments and external partners. Holistic supply chain thinking continues to play a pivotal role in ensuring that both innovation and sustainability are considered across the entire supply chain. Leadership skills are essential for driving organisational change in both areas, and risk management remains a core competency for managing the uncertainties inherent in both innovative and sustainable procurement strategies. Finally, strategic thinking is highlighted as a critical competency for aligning procurement decisions with broader organisational goals related to both innovation and sustainability (Beske-Janssen et al., 2023).

Although digital transformation continues to reshape procurement, Beske-Janssen et al. (2023) suggest that higher-value procurement tasks increasingly require analytical, critical, and holistic supply chain thinking. These competencies are considered essential across all levels of procurement professionals, as procurement operates in an increasingly interconnected global economy where sustainability is becoming a central concern (Beske-Janssen et al., 2023). In addition, procurement teams need to extend their focus beyond first-tier suppliers to explore opportunities for co-developing innovative solutions with external stakeholders (Legenvre and Gualandris, 2018). In this context, external stakeholder relationship management and cross-functional teamwork are particularly critical, as they facilitate the orchestration of complex systems and interactions between supply chain stakeholders while considering both innovation and sustainability (Beske-Janssen et al., 2023).

Building on these identified competencies and exploring how these can be effectively integrated into PSM education becomes crucial. The following section delves into the design of competency-based courses that align with the demands of sustainability and innovation in procurement.
## 2.2. Balanced competency sets for PSM courses in sustainability and innovation

Beske-Janssen et al. (2023) provided a comprehensive framework of competencies that future PSM professionals will require to navigate the dual challenges of innovation and sustainability. These competencies, particularly those that are holistic, are essential for transforming procurement practices to align with the demands of a sustainable and innovation-driven global economy. The need to integrate interpersonal and intrapersonal competencies in competency-based curriculum design in HEIs aligns with some significant findings expressing their importance over knowledge (Tiberius and Weyland, 2024). Substantial levels of interpersonal and intrapersonal competencies are fundamental for PSM professionals to carry out professional tasks (Stek and Schiele, 2021).

However, HEIs have been acknowledged for the absence of intended learning outcomes related to interpersonal skills and intrapersonal attitudes at European and US HEIs (e.g. Birou et al., 2022; Birou et al., 2016; Lutz et al., 2022; Project PERFECT, 2016; Sodhi et al., 2008; Wong et al., 2014). HEI educators struggle to effectively integrate competencies into their programme curricula since developing interpersonal skills and intrapersonal attitudes is more intricate than transferring knowledge and professional skills (Feisel et al., 2011; Laker and Powell, 2011; Mulder et al., 2009; Stek, 2022).

When developing a course, it is crucial to ensure that the intended learning outcomes are aligned with the curriculum's objectives, teaching activities, and assessment methods (Biggs, 2011). Identifying critical competencies is a crucial step in competency-based curriculum design, as it ensures that the learning outcomes prepare students for their future careers while meeting academic goals and real-world demands (Bals et al., 2019; Stek, 2022). Involving expert stakeholders in HEI curriculum development is essential for bringing fresh perspectives and current insights. Curricula should balance theoretical foundations and practical application to nurture intrapersonal attitudes, such as creativity and entrepreneurship (Tiberius and Weyland, 2024). However, education experts often overlook consulting practitioners who can facilitate experiential learning for developing competencies in both classroom and real-life settings (Tiberius and Weyland, 2024).

Experiential learning is where individuals gain knowledge, professional and interpersonal skills, and intrapersonal attitudes through direct experience and reflection. It emphasises learning by doing, where students engage in hands-on activities, real-world tasks, or simulations, allowing them to apply theoretical knowledge in practical situations. This approach helps develop problem-solving, critical thinking, and decision-making skills. Experiential learning is often used in internships, fieldwork, and group projects (Tiberius and Weyland, 2024).

Balanced competency sets are essential for sustainability and innovation PSM courses at HEIs, as synthesising knowledge and competencies leads to more well-rounded professionals. Such courses can offer adequate methods to integrate these competencies, as they foster a creative, problem-solving mindset that aligns with the more extensive goals of PSM in sustainability and innovation (Beske-Janssen et al., 2023). Here, several approaches that regard balanced skillsets in a competency-based curriculum design are discussed.

With constructive alignment in teaching and learning, professional and personal competencies can be better facilitated by creating meaning with learning activities such as learning-by-doing, discussing case studies, and using project-based learning methods (Biggs, 1996). When combined with student-focused methods like problem-based learning, introducing case studies can effectively engage students, spark interest, enhance understanding, and build skills to tackle complex issues (Stek, 2022; Volpe, 2015). Introducing stakeholders or practitioners as problem owners and case study providers has advantages. This learning activity can improve students' learning and create better insights than text and case books (Crossan et al., 2013).

The project-based learning approach emphasises the completion of

projects to attain learning outcomes and technical proficiency in relevant areas (Kolb, 2014). It integrates interdisciplinary projects, fostering teamwork and effective communication (Stek, 2022). Flexible learning pathways enable personalised learning and participation in real-world projects. Design thinking methodology facilitates structured problem-solving and creative thinking. Holistic assessment methods target technical competencies, communication, teamwork, problem-solving, entrepreneurial insight, and creativity skills (Martin and Godonoga, 2020).

Assessment also plays a crucial role in balanced competency sets. Holistic assessment methods target competency sets by evaluating technical competencies, communication, teamwork, problem-solving, entrepreneurial insight and creativity skills. Rubrics, formative or structured grading systems can be applied to assess competencies, incentivising students to develop all necessary competencies instead of focusing on grades alone (Stek, 2022). Moreover, continuous feedback and reflection are crucial for tracking progress, identifying areas for improvement, and promoting continuous learning and development (Morris et al., 2021).

Curricula for higher education should meet the requirements of both a solid theoretical foundation and a practical orientation (Tiberius and Weyland, 2024). However, a comprehensive approach such as a balanced competency set is required to foster the development of knowledge, professional and interpersonal skills, and intrapersonal attitudes necessary for complex and challenging work environments. Balanced competencies in a PSM course might help students develop the cross-functional competencies required to become competent, resilient and responsible professionals. Technical subject-related knowledge is necessary but can only be effectively applied by developing interpersonal skills and intrapersonal competencies (Laker and Powell, 2011; Stek and Schiele, 2021).

Despite the interest in the competency-based approach and balanced competency challenges that have grown in theoretical and technical pedagogical applications, learning outcomes and competencies in learning models do not always align with the curriculum design (Brauer et al., 2021). Therefore, we address the essential challenge for HEI's educators of integrating the new competencies of knowledge, theory, professional and interpersonal skills and intrapersonal attitudes by establishing new intended learning outcomes, pedagogical methods, and assessments aligned with the course objectives and teaching strategies combined with a MOOC.

Incorporating interpersonal skills and intrapersonal attitudes into a MOOC is challenging. Research has indicated that while MOOCs are effective tools for knowledge dissemination, their capacity to foster the development of interpersonal skills and intrapersonal attitudes remains limited (Kovács, 2021). This is primarily due to the lack of face-to-face interaction and dynamic group work, which are crucial for personal development (Laker and Powell, 2011; Walker et al., 2009). Blended learning models, which integrate online and in-person learning activities, offer a more promising pathway for achieving the educational goals of competency-based programs in PSM. These models allow students to benefit from the flexibility of MOOCs while engaging in collaborative learning environments that foster essential personal development in teamwork or leadership (Feitosa de Moura et al., 2021).

# 3. Methodology

## 3.1. Design of the research project

This research builds on the outcomes in an earlier phase of the project, i.e. a European Strategic Partnership Erasmus+ project reported by Beske-Janssen et al. (2023) to support PSM HEI educators in addressing challenges related to innovative sustainability to prepare their students to acquire future PSM competencies to develop innovative and sustainable solutions. Two project research objectives were created: (1) to identify the future PSM competencies and (2) to transfer the
identified future PSM competencies to a new module-based course PSM design. A multi-method research was chosen to reach the research objectives since the research involved different phases, each investigating various aspects of the situation and requiring other appropriate methods (Borekci et al., 2014; Mingers, 2001; Remus and Wiener, 2010).

Fig. 2² provides an overview of the project research design; each objective comprises two phases. Thus, four research phases were conducted. The future PSM competencies were identified in the first and second phases. The first phase aimed to develop a *state-of-the-art analysis of PSM competencies* as a guidance tool in designing the module-based course, as published by Picaud-Bello et al. (2023). The literature review and job advertisement analysis revealed the need for adequate innovation and sustainability PSM competencies. It became clear that a limited number of academic papers deal with the overlap of PSM, innovation and sustainability. Although the topic of PSM competencies has been covered considerably in the PSM literature, there is limited research on PSM competencies for innovation, sustainability, or a combination of both. The results also demonstrated a lack of consensus regarding the job title in the different European countries and the content expected in the innovation and sustainability purchaser role (Picaud-Bello et al., 2023).

In the second phase, the *empirical analysis of future PSM competencies* started with a World Café, i.e. an expert panel session, followed by a Delphi study. The World Café involved 16 international experts discussing perspectives on competencies required for PSM to contribute to sustainability and innovation. Based on this session's outcomes, a Delphi study was used to explore future skills in the PSM competencies framework as envisioned by senior PSM professionals. Follow-up interviews were conducted to collect feedback on the emerging framework (Beske-Janssen et al., 2023; MacCarthy and Atthirawong, 2003).

In the third phase, the *constructive alignment for a PSM course in innovation and sustainability*, the identified future PSM competencies were transferred to a new module-based course design in innovation and sustainability PSM outlined in the appendices. The outcomes of the second phase provided a framework for PSM competencies in innovation and sustainability (Beske-Janssen et al., 2023), which was used as guidance and tool support for designing the module-based course in the project's third phase. In addition to the framework, constructive alignment was applied to create a module-based course based on future PSM skills identified in the previous two research phases.

The course design process involved planning, course development, and execution phases. Following Biggs (1996), constructive alignment for a student-centred pedagogical approach was applied throughout the process. Incorporating constructive alignment involves aligning intended learning outcomes, didactical learning activities and assessment methods (Biggs, 1996).

The fourth phase involved the development of a *massive open online course (MOOC) regarding PSM in innovation and sustainability* to provide HEI educators with a variety of teaching resources for their classes, including multiple lecture slide decks, instructional videos, quizzes, group exercises, book and academic article references, links to online videos, case studies, and recommendations for blame role-playing activities.

The MOOC is a student-centred digital space with learning materials for educators and individual students. The online availability of learning materials was a requirement set by the project financer. In the project application, a MOOC was proposed to the financer, which approved the funding. The course design in the project's third phase was used to develop a MOOC as an example of an online course in PSM for innovation and sustainability (Project PERISCOPE, 2022). The combination of Phase 3 and 4 outcomes facilitates HEI educators with tools to

enhance the development of new competencies.

Concluding, this research focuses on the third and fourth research phases related to the PSM module-based course design and MOOC development, as shown in Fig. 2.

## 3.2. The PSM module-based course design and MOOC development

We aim to address the research question of how PSM educators can incorporate new competencies in their PSM courses to address sustainability and innovation challenges effectively. Based on the first two project phases, the identified PSM competencies and skills were integrated to provide a comprehensive foundation for designing a 5-ECTS PSM course for innovation and sustainability.

Constructive alignment and student-centred methods were adopted to incorporate the required new competencies into the new PSM module-based course. The concept of constructive alignment integrates two perspectives based on constructivist learning theory and instructional design literature. Constructivism focuses on how learners create meaning through activities, influencing teaching methods and assessment practices. Instructional design, on the other hand, emphasises aligning course learning objectives with how student performance is assessed (Biggs, 1996).

Constructivism is the foundation for designing instructional objectives (Biggs, 1996). These objectives reflect high cognitive performance levels, with didactical teaching activities selected to promote such outcomes and assessment methods used to measure and report student achievements. De Houwer et al. (2013) describe learning as *ontogenetic adaptation*, referring to behavioural changes in response to consistent environmental patterns.

Fig. 1 was applied to plan the design of the PSM module-based course. Therefore, the MOOC's development follows a structured process based on the PSM competencies contributing to sustainability and innovation, as displayed in Table 1 in the following section. The project lead, responsible for the course design, assigned the various project members from five European universities and business schools to develop the eleven modules, including the *Train the Trainer* module, based on the required competencies to be developed, as shown in Table 1. Per module, a description of the rationale, the learning goal, the intended learning outcomes, the competencies to be trained, the learning activities, and the assessment methods are given. The project members are all qualified educators and are assigned as full professor (n = 2), associate professor (n = 3) or assistant professor (n = 3).

In line with Gonzalez et al. (2008), who applied Quality Function Deployment (QFD) to design an SCM curriculum, we used some QFD principles by integrating stakeholder feedback at multiple stages of the course and MOOC development. Similar to QFD's focus on translating stakeholders' needs into specific design elements, we collected input and feedback from various sources, such as students, industry professionals, and educational specialists. This feedback was used to continuously refine and improve the course structure, content, and assessments, ensuring alignment with the intended learning outcomes and the competencies needed in PSM.

The modules have been produced with the four-eyes principle. Researchers from at least two different project members were responsible for the design of a module. The entire course design has been evaluated by the complete team and the project's advisory board, i.e. colleagues in another Erasmus + project with a similar course design and another content focus. Based on the adjusted course design, the MOOC materials were produced. The course and the MOOC material have been tested and evaluated with international students in physical lectures on campus and refined through workshops with educational specialists in the project's final phase. This iterative process ensured refinement and alignment with the course's overarching objectives.

The intended learning outcomes, learning activities, and assessment methods were aligned to the identified PSM competencies framework to enhance student learning outcomes. The course design structure

<footnote n="2">² The third and fourth phases are the focus of our study. The third phase regards the design of the curriculum, and the MOOC developed in the fourth phase provides online available educational materials.</footnote>
PSM competencies and skills identification

PSM module-based course design and development

<figure><img src="image_3.png" /><figcaption>Fig. 2. Overall project research design (figure developed by the authors).</figcaption></figure>

<table><caption>**Table 1**

Course design for Purchasing in Innovation and Sustainability (5 ECTS).</caption><thead><tr><th></th><th></th></tr></thead><tbody><tr><td>Modules for "Purchasing in Innovation" (MPI) (2 ECTS)</td><td><ul><li>MPI 1 Innovation Management</li><li>MPI 2 Supplier involvement in innovation</li><li>MPI 3 Purchasing contribution to innovation</li><li>MPI 4 Partnering with start-ups for sourcing innovation</li></ul></td></tr><tr><td>Competencies: Creativity and curiosity, critical thinking, cross-functional teamwork, digitalisation skills, holistic supply chain thinking, leadership and communication, strategic thinking, and stakeholder relationship management.</td><td></td></tr><tr><td>Modules "Sustainability Purchasing" (MSP) (2 ECTS)</td><td><ul><li>MSP 1 Ecological & Sustainability in Procurement</li><li>MSP 2 Sustainable Sourcing</li><li>MSP 3 Accountability in Supply Chain</li><li>MSP 4 Circular supply chain</li></ul></td></tr><tr><td>Competencies: Analytical skills, cross-functional teamwork, holistic supply chain thinking, legal compliance skills, negotiation skills, risk management, and stakeholder relationship management</td><td></td></tr><tr><td>Modules "Purchasing in Innovation and Sustainability" (MISP) (1 ECTS)</td><td><ul><li>MISP 2 Innovative and sustainable purchasing and supply management</li><li>MISP 1 Achieving sustainability through purchasing innovation</li></ul></td></tr><tr><td>Competencies: analytical skills, cross-functional teamwork, critical thinking, digitalisation skills, holistic supply chain thinking, risk management, stakeholders' relationship management, and strategic thinking.</td><td></td></tr><tr><td>Module "Train the Trainer"</td><td>Instruction on how to incorporate transferable skills in higher education courses and how to include challenge-based learning</td></tr></tbody></table>

Note: More detailed descriptions of each module are included in the appendices.

includes an introductory course, modules on PSM innovation and sustainable PSM, modules combining both, and a closing lecture. The developed PSM MOOC aims to provide accessible, flexible, and high-quality education on sustainability and innovation in supply chain management to learners worldwide.

The *Train the Trainer* component is part of the MOOC materials to integrate interpersonal skills and intrapersonal attitudes into intended learning outcomes such as creativity, curiosity, and critical thinking, which differ from traditional cognitive-focused didactics and assessments. Upon completion, educators will be able to align these skills with appropriate teaching methods and assessments, use project-based learning for student-centred education, introduce real-life cases, and assess the development of these skills. Through a spoken slide deck, the module addresses the educational shift from teacher-centred approaches to more effective, student-centred methods that foster long-term retention of knowledge and skills.

# 4. Course design and integration of PSM competencies

## 4.1. Incorporating PSM competencies in innovation and sustainability into the module-based course

Table 1 displays the course design that formed the basis of the MOOC development. The course design consists of an introduction module, four modules on PSM innovation, four modules on sustainable PSM, two modules combining PSM in innovation and sustainability, a closing lecture, and an instruction entitled *Train the Trainer*. More detailed descriptions of each module are included in the appendices.

The introduction module aims to provide an overview and familiarise participants with the course structure, intended learning outcomes, learning activities, and assessment methods. The role of the lecturer as the course instructor is to introduce the topic of PSM in innovation and sustainability, highlight vital global challenges and
discuss the project results that informed the course's design. The course design allows participants to interact with each other, introducing themselves and discussing their motivation for taking the course.

The four modules in *Modules Purchasing in Innovation (MPI)* aim to provide participants with the competencies to analyse problems and design solutions in innovation sourcing processes. The module introduces *Managing innovation, Early Supplier involvement in New Product Development, Purchasing Contribution to Innovation Exploration, and Partnering with Start-ups for Sourcing Innovation*.

The four modules in *Modules Sustainable Purchasing (MSP)* introduce the concept of sustainable sourcing and discuss the environmental and social challenges associated with unsustainable sourcing practices. The MSP modules cover the *Ecological and Social Challenges to Procurement*, followed by *Sustainable Sourcing, Accountability in Supply Chain and Circular Supply Chain*.

The two *Purchasing in Innovation and Sustainability (MISP)* modules introduce *Achieving Sustainability through Purchasing Innovation and Purchasing in Innovation and Sustainability*. The idea is that students evaluate the benefit of combining sustainability and innovation goals, justify the decision, and understand options to integrate PSM and innovation in the sourcing process.

The concluding module aims to summarise the course's key take-aways and allow participants to reflect on their learning. The instructor will recapitulate the course's intended learning outcomes and highlight how these outcomes align with the PSM preliminary findings: PSM competencies needed for innovation and sustainability. Finally, participants will be encouraged to share their feedback on the course.

The *Train the Trainer* module instructs educators on delivering the course content to their students for intended learning outcomes, learning activities, and assessment methods regarding knowledge and theory, professional skills, interpersonal skills, and intrapersonal attitudes. Educators are encouraged to integrate the free-of-cost, online available MOOC materials and course design structure into their study programs and select the modules that fit their courses at the master's level. Additional insights are provided, such as instructing students to think holistically and "out-of-the-box" and introducing real-life case studies to supplement the course content. These cases are designed to develop students' interpersonal skills and intrapersonal attitudes.

In sum, the course aims to equip students with knowledge, professional and interpersonal skills, and intrapersonal attitudes to address the challenges of PSM in innovation and sustainability practices. Using *Beske-Janssen et al.'s (2023)* framework (see Fig. 2), the course's structure was designed to provide the essential foundation knowledge and competencies for sustainability and innovation context, practical tools and strategies for sustainability and stakeholder management. Students can learn, reflect, and apply their expertise to sustainable and innovation-sourcing practices in real-life cases through the different modules and didactical approaches. The end-to-end assessment measures will ensure that participants are competent and graduate with a strong command of PSM in innovation and sustainable management practices.

## 4.2. Incorporating constructive alignment for a student-centred approach for the module-based course

Constructive alignment is adapted as a student-centred pedagogical approach that aligns intended learning outcomes for either knowledge (and theory), professional or interpersonal skills or intrapersonal attitudes with appropriate didactic learning activities and assessment methods (Biggs, 2011; Campion et al., 2011). The applied methodology adheres to the didactic approach, explicitly tailored for designing competence-oriented education in academic contexts.

### 4.2.1. Intended learning outcomes

The intended learning outcomes are the cornerstones for developing the PSM module-based course. The PSM competencies in the innovation

and sustainability framework illustrated in Fig. 2 provided intended learning outcomes regarding analytical skills, communication skills, creativity and curiosity, cross-functional teamwork, external stakeholder relationship management, leadership skills, risk management, strategic thinking, and holistic supply chain thinking. Table 1 shows the interconnection between competencies and topics related to innovation management, PSM's contribution to innovation, supplier involvement in NPD, partnering with start-ups for sourcing innovation, ecological and social challenges to PSM, accountability in supply chain, sustainable sourcing, circular supply chain and achieving sustainability through PSM innovation. A summary of the intended learning outcomes derived from Figs. 1 and 2 is presented in Table 2.

Implementing the constructive alignment approach has translated the theoretical framework into actionable steps to enhance the learning experience. The first component involved formulating clear and targeted intended learning outcomes. Drawing inspiration from Gronlund (2006), these intended learning outcomes were crafted to be specific, measurable, and directly relevant to students' future professional success. They served as a roadmap, guiding students on the competencies they were expected to acquire throughout the course (see Table 1 and the appendices for detailed objectives). To create specific and measurable intended learning outcomes, Anderson and Krathwohl (2021) modified Bloom's (1956) taxonomy, which includes six levels of cognitive skills using verbs: Remember, Understand, Apply, Analyse, Evaluate, and Create.

The intended learning outcomes reveal that after completing the course, students should demonstrate an understanding of how technological innovations can impact the economy and society, emphasising the ability to comprehend and articulate the effects of technological advancements on economic and societal structures. They should be able to describe and assess early supplier involvement practices and tools in NPD, such as describing these and evaluating their effectiveness in the NPD process. The students are expected to determine the critical stages of PSM's role in innovation and the managerial tools utilised in NPD, requiring a critical assessment of the stages and tools in PSM and their contributions to innovation. Additionally, students will discuss the organisational challenges associated with each stage of PSM's involvement in technical innovation, mainly when sourcing from start-ups is involved. This outcome emphasises the analysis and discussion of challenges in different stages of PSM, particularly in start-up sourcing scenarios.

Another outcome is to critically reflect on global warming as one of the planetary boundaries and explore supply chain actions related to this issue, such as identifying relevant supply chain strategies to address this issue. Moreover, students should also explain sustainability risks linked to different sourcing situations and demonstrate the ability to manage these risks effectively. This outcome involves understanding sustainability risks in sourcing and applying strategies to manage these risks effectively.

After the course, students will also be able to demonstrate an understanding of the company within its extended business environment and stakeholder theory, particularly in implementing actions that enhance accountability. This outcome focuses on understanding the broader business environment and applying stakeholder theory to improve accountability. Lastly, students should be able to describe and apply circular supply chain strategies to specific company contexts, such as defining and using them in practical company contexts.

The development of the didactic concept was structured to embed project-based learning, holistic assessments, online elements and playful interaction concepts into the module-based course. A holistic approach is pursued, developing learning goal-oriented, self-contained modules. These modules are then integrated into a comprehensive course concept, leveraging didactic learning paths to refine the design further. This component explains integrating the module-based course into participating institutions' study programs. It specifies participant limitations, orchestrates collaboration processes, plans in-person and self-directed
<caption>**Table 2**
- Overview of crucial intended learning outcomes.</caption>

Intended learning outcomes
After completing the course, the students are able to ...

* demonstrate an understanding of how technological innovations can impact various sectors of the economy and society.

* describe and assess Early Supplier Involvement practices and tools in NPD.

* evaluate the critical stages of PSM's role in innovation and the managerial tools utilised in NPD.

* discuss the managerial challenges associated with each stage of PSM's involvement in technical innovation, mainly when sourcing from start-ups is involved.

* engage in critical reflection on global warming as one of the planetary boundaries and explore supply chain actions related to this issue.

* explain sustainability risks linked to different sourcing situations and demonstrate the ability to manage these risks effectively.

* demonstrate an understanding of the company within its extended business environment and stakeholder theory, particularly in implementing actions that enhance accountability.

* describe various circular supply chain strategies and apply them to specific company contexts.

Note: the intended learning outcomes are derived from the Delphi study findings by Beske-Janssen et al. (2023).

study phases, and defines examination forms.

### 4.2.2. Learning activities

The learning activities and didactical approaches were aligned with the established intended learning outcomes. This design incorporated self-contained modules, fostering independent learning and aligning seamlessly with the intended learning outcomes. Pedagogical and didactical approaches, such as project-based learning, were employed to prioritise competencies mentioned in Fig. 2, all directly contributing to meeting the professional needs of the students (Kolb, 2014). This approach also underscored the significance of cross-functional competencies alongside technical skills (Schon, 1983).

The course design includes ten modules with specific learning activities to enhance students' understanding and skills in managerial practices, innovation, and sustainability in supply chain management. Educators might not replace their physical PSM lectures entirely with the MOOC but are encouraged to innovate their courses and to choose from the free-of-cost MOOC materials consisting of lecture slide decks, teaching videos, quizzes, group exercises, case studies and book recommendations (available as a supplementary via the publisher and Project PERISCOPE, 2022).

The first module, *Managing Innovation*, focuses on various strategic approaches to innovation management and technological advancements. This module employs materials included in the MOOC, such as lecture slide decks, teaching videos, quizzes, group exercises, and book recommendations to facilitate learning. Internet links to videos showcasing technological innovations are provided. Students are tasked with selecting an innovation to discuss and develop a new business model for supply chain management. These activities aim to cultivate curiosity, cross-functional teamwork, and digital skills.

The module *Supplier Involvement in New Product Development* delves into the involvement of suppliers in product innovations and the associated managerial processes and tools. MOOC materials include lecture slide decks, teaching videos, quizzes, case studies, and academic article recommendations. Case studies illustrate how companies manage the challenges of supplier involvement in NPD, prompting students to answer related questions and critically analyse these practices. This module focuses on developing curiosity, risk management and analytical skills.

The *Purchasing's Contribution to Innovation* module evaluates the stages of purchasing involvement in the innovation process and the necessary managerial tools. Through the MOOC's lecture slide decks, teaching videos, case studies, quizzes, internet links, and academic article recommendations, students explore how procurement can adapt its organisation, processes, and buyers' skills to improve its contribution to innovation. Students learn about various information systems and processes that facilitate innovation across supply networks or assist in patent searches using advanced AI-based techniques. This module emphasises curiosity, digital skills, and strategic thinking.

*Partnering with Start-ups for Sourcing Innovation* is a module addressing the managerial challenges at each stage of purchasing's involvement in technical innovation, mainly when sourcing from start-ups. The

module uses the MOOC's lecture slide decks, teaching videos, case studies, quizzes, internet links, and academic article recommendations. Case studies illustrate how companies adapt to the new role of purchasing for innovation scouting in the supply network, highlighting the inadequacy of traditional supplier sourcing approaches. Activities in this module aim to enhance external stakeholder relationship management skills, cross-functional teamwork, and strategic thinking.

The module *Ecological and Social Challenges to Procurement* encourages critical reflection on global warming and supply chain actions. This module includes the MOOC's lecture slide decks, teaching videos, quizzes, blame role play, internet links, and academic article recommendations. Learning activities focus on discussing essential climate science research and its implications for global supply chains. Short group discussions based on teacher-raised questions and illustrative videos deepen the content. Students develop holistic supply chain thinking, cross-functional teamwork, and curiosity.

The *Sustainable Sourcing* module explores sustainability risks in different sourcing situations and management strategies. Materials for learning activities comprise the MOOC's lecture slide decks, teaching videos, quizzes, real case studies and academic article recommendations. Students critically analyse and respond to questions related to a specific case, gaining insights into managing supplier sustainability compliance risks. The module aims to build skills in risk management, cross-functional teamwork, analytical skills, and strategic thinking.

*Stakeholder Relationship Management and Accountability in the Supply Chain* covers accountability and stakeholder engagement to enhance and manage accountability. The module suggests the MOOC's lecture slide decks, teaching videos, quizzes, case studies, short video clips, and academic article recommendations. Students apply their knowledge to a case study with solutions provided in a brief description video. Academic literature discussions include works by Freeman (2010) and Mitchell et al. (1997). This module focuses on holistic supply chain thinking, external stakeholder relationship management, analytical skills, communication skills, and cross-functional teamwork.

*Circular Supply Chain* focuses on understanding and applying circular supply chain strategies to specific company contexts. Learning activity materials include the MOOC's lecture slide decks, teaching videos, quizzes, case studies, internet links to YouTube videos, and PDF articles. Students engage in group work to discuss how a selected company could transition from a linear to a circular supply chain, with results presented and discussed in class. The module aims to develop holistic supply chain and strategic thinking skills.

*Achieving Sustainability through Purchasing Innovation* highlights the benefits of combining purchasing innovation and sustainability goals. Activities in this module include lecture slide decks, teaching videos, quizzes, and academic article recommendations from the MOOC. Students learn to justify the decision to integrate sustainability and innovation in the sourcing process, fostering cross-functional teamwork, strategic thinking, and risk management skills.

*Purchasing in Innovation and Sustainability* provides real-life examples of purchasing practices in innovation and sustainability. The module refers to the MOOC that includes an interview video with quizzes, which
can be used in class discussions. Students analyse the strategic decisions contributing to a company's innovation and sustainability goals. This module emphasises holistic supply chain thinking, curiosity, cross-functional teamwork, and strategic thinking.

Through these diverse and comprehensive learning activities, students gain practical knowledge, professional and interpersonal skills and intrapersonal attitudes to address contemporary sustainability challenges in supply chain management.

### 4.2.3. Assessment methods

The course employs various assessment methods across its modules to evaluate students' understanding and application of managerial practices, innovation strategies, and sustainability principles in supply chain management. These methods include written exams, academic writing assignments, self-reflection, and case study presentations, each tailored to measure intended learning outcomes within the modules, maintaining alignment with the didactical learning activities and assessment methods (Biggs, 1996).

Written exams are used in every module to assess students' theoretical understanding and knowledge. In *Managing Innovation*, exams test students on definitions and types of innovation, factors affecting the innovation process, and the application of strategic approaches and upcoming technologies. For *Supplier Involvement in New Product Development*, exams evaluate whether students understand the critical components of supplier involvement in technical innovations and the necessary adaptations for effective engagement in NPD. In *Purchasing's Contribution to Innovation*, exams measure students' ability to analyse the maturity of purchasing organisations and understand procurement's evolving role in innovation. Similarly, in *Partnering with Start-ups for Sourcing Innovation*, written exams assess students' comprehension of managerial challenges in sourcing innovations from start-ups.

Academic writing assignments are another assessment method across the modules. In *Managing Innovation*, these assignments allow students to delve deeper into strategic approaches and technological innovations. In *Supplier Involvement in New Product Development*, assignments critically analyse supplier involvement practices. For *Purchasing's Contribution to Innovation*, students explore information systems and processes that facilitate innovation. In *Partnering with Start-ups for Sourcing Innovation*, assignments examine the adaptation of purchasing roles for innovation scouting. Modules such as *Ecological and Social Challenges to Procurement, Sustainable Sourcing, Stakeholder Relationship Management and Accountability in Supply Chain, Circular Supply Chain, Achieving Sustainability through Purchasing Innovation, and Purchasing in Innovation and Sustainability* use academic writing to evaluate students' ability to address complex issues like global warming, sustainability risks, stakeholder engagement, circular strategies, and real-life purchasing practices.

Self-reflections are employed in several modules to encourage students to introspect and critically assess their learning and its application. In *Managing Innovation*, self-reflection focuses on personal growth in understanding and applying innovation strategies. For *Purchasing's Contribution to Innovation*, reflections help students gauge their ability to contribute to procurement processes. In *Partnering with Start-ups for Sourcing Innovation*, self-reflections target students' understanding of sourcing from non-traditional suppliers. The modules *Ecological and Social Challenges to Procurement, Sustainable Sourcing, Stakeholder Relationship Management and Accountability in Supply Chain, Circular Supply Chain, Achieving Sustainability through Purchasing Innovation, and Purchasing in Innovation and Sustainability* also incorporate self-reflection to help students critically evaluate their grasp of sustainability challenges, sourcing strategies, stakeholder relationships, and circular economy principles.

Case study presentations are a practical assessment method to evaluate students' ability to apply theoretical knowledge to real-world scenarios. In *Managing Innovation*, case studies focus on developing new business models based on selected innovations. For *Supplier Involvement*

in *New Product Development*, presentations involve analysing managerial practices and supplier engagement. In *Purchasing's Contribution to Innovation*, students present on organisational adaptations and processes that facilitate innovation. *Partnering with Start-ups for Sourcing Innovation* requires students to present strategies for scouting innovations from start-ups. *Ecological and Social Challenges to Procurement* uses case studies to examine the impact of supply chain decisions on emissions and environmental challenges. In *Sustainable Sourcing*, students analyse and respond to questions related to a company's case. *Stakeholder Relationship Management and Accountability in Supply Chain* involves case studies on stakeholder theory and frameworks. *Circular Supply Chain* includes group work on transitioning companies from linear to circular supply chains, with results presented and discussed in class. *Achieving Sustainability through Purchasing Innovation and Purchasing in Innovation and Sustainability* feature case studies that explore integrating sustainability and innovation goals and real-life purchasing practices in collaboration with stakeholders.

Through these diverse assessment methods, students are evaluated on their theoretical understanding, practical application, critical analysis, and strategic thinking across all modules, ensuring a comprehensive learning experience.

## 5. Discussion and implications

### 5.1. Incorporating new competencies into a PSM course and a MOOC

Our study aims to address the research question: *How can PSM educators incorporate new competencies in their PSM courses to address sustainability and innovation challenges effectively?* By developing an innovative, module-based course design and a MOOC, we sought to provide HEI educators with pedagogical tools and teaching materials to adapt their PSM courses to incorporate new competencies in innovation and sustainability. Multiple stakeholders, such as educators, PSM professionals, and students, have been involved in designing and testing the competency-based course.

In this study, we contributed to PSM education by offering a structured framework for integrating new competencies, particularly those related to sustainability and innovation. By applying constructive alignment and student-centred learning, we provided PSM educators with a straightforward approach to aligning learning outcomes, activities, and assessments with evolving workplace demands. Our approach facilitates a cohesive course structure that connects learning outcomes with required competencies for innovation and sustainability. This method promotes the inclusion of interpersonal and intrapersonal competencies alongside traditional knowledge and professional skills.

We emphasised the importance of interpersonal skills and intrapersonal attitudes, such as communication, leadership, creative problem-solving, and strategic and holistic supply chain thinking, which are essential for addressing sustainability challenges in procurement. Our findings highlight the need for PSM education to extend beyond technical skills and focus on developing these personal competencies.

The MOOC format was selected to enhance the accessibility of learning materials for both educators and individual learners. However, developing interpersonal skills and fostering intrapersonal attitudes within an online environment presents challenges. To address the limitations of MOOCs in nurturing these skills, we propose blended learning models as a viable solution. This approach merges the flexibility of online content with interactive elements that promote collaboration and personal skills development. By engaging industry professionals in the curriculum design, we ensured that our competency-based approach remains practical and aligned with the needs of the future workforce.

Research indicates that MOOCs often struggle to foster the complex social interactions needed to effectively develop these competencies (Feitosa de Moura et al., 2021; Kovács, 2021). MOOCs are particularly well-suited for disseminating traditional knowledge but may not provide the necessary group dynamics to practice competencies such as
teamwork, leadership, or different modes of thinking. Blended learning models, which combine online content with face-to-face interactions, can help overcome this limitation. These models retain the flexibility of MOOCs while offering the social interaction and collaboration crucial for soft skill development (Kovács, 2021).

Despite the growing global demand for interpersonal skills and intrapersonal attitudes in business and engineering, research has shown that MOOCs remain underutilised for personal development. While MOOCs have the potential to foster interpersonal skills and intrapersonal attitudes, their current use for this purpose is limited, highlighting the need for more targeted approaches to leveraging MOOCs in this area (Kovács, 2021).

We recommend that HEI educators integrate collaborative activities and group projects within MOOCs to address the challenges of fostering interpersonal and intrapersonal competencies online. Facilitating group dynamics can help simulate interpersonal interactions in face-to-face learning environments, as outlined by Walker et al. (2009). Including face-to-face meetings and other forms of communication between participants can help build a sense of community among learners, thus improving engagement and motivation. Face-to-face meetings allow for a more personal and interactive learning experience than online-only programs, which can enhance the quality of the training and lead to better outcomes (Walker et al., 2009).

Additionally, incorporating interactive elements that enable students to practice personal competencies in a more dynamic, engaging way is crucial. Our MOOC provides a communication forum functionality to foster ongoing communication between participants, enabling them to continue learning and sharing knowledge long after the conclusion of the training program. These factors can all contribute to strengthening interpersonal skills among participants and promoting a more collaborative learning environment (Walker et al., 2009).

Given the rapid advancements in educational technologies and the potential shift toward more hybrid teaching models, future updates to course formats will be essential. While MOOCs are effective for knowledge dissemination, the next step involves integrating elements that support the development of interpersonal skills and intrapersonal attitudes in a more immersive learning environment.

Our study reports that combining constructive alignment with student-centred approaches could offer a robust framework for incorporating new PSM competencies towards sustainability and innovation challenges. This methodology could advance PSM education by engaging industry professionals alongside students and applying competency-based learning. We anticipate that this study will further stimulate discussion on developing a comprehensive framework for embedding new PSM competencies by adopting constructive alignment.

## 5.2. Practical educational implications

Responsible educators, programme managers, and directors at HEIs should adopt a strategy to develop well-rounded PSM competencies. Transcending knowledge and professional skills, they must foster personal competencies such as creative problem-solving, holistic supply chain and strategic thinking aiming for comprehensive sustainability impact assessment across the entire supply chain (Beske-Janssen et al., 2023).

We provide several implications directly linked to the course design on managerial practices, innovation, and sustainability in PSM. Firstly, the course enhances practical knowledge by equipping students with essential skills in managing innovation, supplier involvement, and addressing sustainability challenges in supply chains. This hands-on approach ensures students are well-prepared to handle real-world scenarios effectively.

Regarding integration into existing educational programmes, the various online MOOC materials can complement or replace traditional educational materials. Programme managers and directors could incorporate the MOOC as a supplementary module, enriching the

curriculum by providing additional perspectives and in-depth knowledge on innovation management, supplier involvement, and sustainability. It can also replace traditional classroom-based modules, particularly those covering similar content, which can benefit programmes looking to modernise their curriculum or offer more flexible learning options.

Educators can use the MOOC materials as part of a blended learning strategy, combining online content with face-to-face instruction to enhance the learning experience. The MOOC materials can also be offered as a specialised elective within broader programmes such as business administration, supply chain management, or industrial engineering, allowing students to tailor their education to their interests and career goals.

Even if not formally integrated into the curriculum, educators can recommend the MOOC as supplementary material, providing additional resources for independent students who wish to delve deeper into specific areas of interest. The flexibility and accessibility of the MOOC's online format allow students to learn at their own pace and from any location, making it an attractive option for a broad audience, including working professionals and international students. Moreover, the MOOC could also serve in non-accredited courses such as in-company training.

Ultimately, the flexibility and comprehensive content of the MOOC make it a valuable addition to educational programmes, ensuring that students are well-prepared to meet the PSM challenges. The decision to incorporate this course should be guided by the programme's goals, the students' needs, and the industry's evolving demands.

## 5.3. Societal implications

Sustainability has expanded PSM's role beyond cost savings to include value creation through environmental, social, and economic practices. For instance, due to the recent corporate sustainable supply chain rules and regulations, PSM professionals increasingly must integrate sustainability into supplier relationships and procurement strategies (Beske-Janssen et al., 2023). Innovation also plays a critical role in enhancing PSM's efficiency and strategic alignment by introducing new technologies and methods for improving processes and supplier collaboration, further boosting its relevance and value within organisations (Knight et al., 2022).

We highlighted significant societal implications intrinsically linked to the presented course design and MOOC materials concerning managerial practices, innovation, and sustainability in PSM. The course promotes environmental sustainability by educating students on innovative sustainable practices within supply chains. By focusing on contemporary issues such as global warming, circular supply chains, and sustainability risks, the course prepares students to make informed decisions that minimise environmental impact.

Further, the course encourages social responsibility by highlighting the importance of ethical considerations in supply chain management. Through modules on stakeholder relationship management and sustainable sourcing, students learn to navigate the complexities of global supply chains while ensuring compliance with ethical standards. This emphasis on ethical practices fosters fair labour practices, promotes human rights, and facilitates supply chain activities that do not harm communities or exploit vulnerable populations.

Moreover, the course prepares students to tackle complex societal challenges by emphasising interdisciplinary skill development such as strategic thinking, cross-functional teamwork, and risk management. These skills are crucial for addressing multifaceted environmental, social, and economic issues. Graduates of this programme are thus well-equipped to contribute to sustainable development goals and to drive positive societal change through their professional and personal actions.
# 6. Conclusions, limitations and future research

## 6.1. Conclusions

We explored how PSM educators can effectively integrate new competencies into their courses to address sustainability and innovation challenges. This need arises from a gap between the competencies sought by employers and policymakers and the learning outcomes currently prioritised by HEIs, particularly in interpersonal skills and intrapersonal attitudes.

By applying the competency framework of Beske-Janssen et al. (2023), which includes knowledge, professional skills, interpersonal skills, and intrapersonal attitudes, we aligned intended learning outcomes, activities, and assessments through student-centred approaches and constructive alignment. This method ensures a cohesive and effective integration of these competencies into the curriculum.

Our research, part of a European Strategic Partnership Erasmus + project, involved collaboration between HEI educators, PSM professionals, and students. The active role of PSM professionals in course development, as emphasised in previous literature (Tiberius and Weyland, 2024), was crucial. This partnership led to the creation a comprehensive MOOC with contributions from nine European HEIs, offering current and relevant course content, learning materials, and assessment tools. The course addresses the pressing sustainability challenges faced by global supply chains, where PSM professionals play a vital role (Bals et al., 2019; Beske-Janssen et al., 2023).

This free-of-cost online course design and the MOOC materials equip students with the competencies to navigate contemporary PSM challenges, such as innovation management, supplier engagement, and sustainability. Interactive, real-world learning activities also promote critical skills like cross-functional teamwork, strategic thinking, and ethical decision-making.

The course provides a clear structure across three categories of learning outcomes: knowledge and theory, professional and interpersonal skills, and intrapersonal attitudes, each linked to specific learning activities and assessments. Interactive lectures focus on theory, while case studies and experiential learning build professional and interpersonal skills. Workshops, role-playing, and storytelling help students develop interpersonal skills and intrapersonal attitudes. Assessments include exams for knowledge, case reports and presentations for skills, and self-reflection reports for intrapersonal development.

By fostering curiosity, adaptability, and a commitment to lifelong learning, this course design is essential for preparing students to meet the dynamic demands of PSM. It offers flexibility for educators to integrate these materials into existing programmes, whether as supplements, replacements, or electives, and the online format increases accessibility for diverse learners, including working professionals.

Ultimately, the course design and MOOC materials on PSM's managerial practices, innovation, and sustainability carry significant societal implications. They promote environmental sustainability, social responsibility, and economic resilience, all while ensuring accessibility in education. This course empowers students to contribute to a more sustainable, ethical, and equitable world by equipping them with the competencies to tackle complex societal challenges.

Cultivating interpersonal skills and intrapersonal attitudes, such as communication, leadership, teamwork, creative problem-solving, and diverse thinking modes, positions PSM professionals as contributors to organisational success and critical drivers of positive societal change. These competencies, embedded within educational frameworks, prepare professionals to navigate the complexities of a globalized world and extend their influence beyond organisational boundaries, aligning with the broader societal expectations identified by Wieland (2021).

## 6.2. Limitations and future research opportunities

Our research has several limitations. Firstly, the presented course

design and MOOC will require periodic updates to remain relevant as PSM challenges in innovation and sustainability evolve due to changes in regulations, geopolitical dynamics, and technological advancements. Educators are encouraged to adapt the course content to incorporate these developments.

Secondly, the transferability of specific competencies through MOOC training is limited. Interpersonal abilities, intrapersonal attitudes, and holistic thinking are best developed in a traditional HEI setting that allows direct interaction among students and educators. Face-to-face engagement fosters collaboration, meaningful discussions, and immediate feedback, which are essential for developing social and communication skills. While online courses offer flexibility, they may lack the interactive experiences necessary for holistic personal and professional growth.

Additionally, the data collection focused primarily on EU-based experts, which may limit the applicability of the course design and MOOC across different continents and cultural contexts. The research does not sufficiently address how cultural differences might influence the competencies required for various roles, suggesting a need for further investigation to enhance the findings' practicality (Stek et al., 2022).

The course is designed for master's programmes and may not be suitable for bachelor's education, as it assumes prior knowledge of PSM. The outcomes of Project PERFECT, which includes resources such as White Papers and an introductory MOOC on basic PSM knowledge, can provide valuable introductory material for learners (Project PERFECT, 2018).

Moreover, this research does not address the challenges educators face in transitioning from traditional, lecture-based teaching to student-centred methodologies. Educators may experience guilt during this transition, as the shift involves guiding students rather than directly imparting knowledge (Anthony and Kadir, 2012).

Future research should explore the moderating role of the PSM function in facilitating interactions between internal and external stakeholders. Investigating the absorptive capabilities of PSM, particularly regarding the integration of innovations from suppliers, presents a promising avenue for further inquiry.

While we discussed the importance of interpersonal skills and intrapersonal attitude development, we might not have fully addressed the complexity of this challenge. Additional research and resources are needed to guide educators through this terrain. The influence of AI on PSM and higher education remains unclear (Hannan and Liu, 2023). Future studies should focus on the co-evolution of digital skills and personal competencies, prioritising the understanding and application of digital tools alongside critical reflections on the data generated in PSM contexts.

### CRediT authorship contribution statement

**Klaas Stek:** Writing – review & editing, Writing – original draft, Supervision, Resources, Project administration, Methodology, Investigation, Funding acquisition, Conceptualization. **Katia Picaud-Bello:** Writing – review & editing, Writing – original draft, Supervision, Project administration, Methodology, Funding acquisition, Conceptualization. **Volker Koch:** Writing – review & editing, Writing – original draft, Validation, Supervision, Methodology, Formal analysis, Conceptualization. **Thomas Johnsen:** Writing – review & editing, Supervision.

### Declaration of competing interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

### Acknowledgements

The creation of these resources has been (partially) funded by the
# Appendix A. Supplementary data

Supplementary data to this article can be found online at https://doi.org/10.1016/j.pursup.2024.100974.

# Appendices.

## MPI 1 Managing Innovation

<table><tr><td>Learning goal</td><td>At the end of this module, participants should be able to understand different strategic approaches to innovation management and processes and how technological innovations might affect them.</td></tr><tr><td>Intended learning outcomes</td><td><ul><li>Explain the definitions and different types of innovation.</li><li>Explain which factors can affect the innovation process.</li><li>Apply the different strategic approaches of innovation management.</li><li>Apply knowledge of upcoming technologies, how they work, and in which fields they can be implemented.</li></ul></td></tr><tr><td>Competencies</td><td>Curiosity, cross-functional teamwork, and digitalisation skills.</td></tr><tr><td>Learning activities</td><td>The MOOC (Project PERISCOPE, 2022) contains a lecture slide deck, teaching videos, quizzes, group exercises, and book recommendations. Internet links to videos are shown during the presentation to illustrate some technical innovations. Students are then asked to select one of these innovations or to choose another innovation to use as a starting point to discuss a new business model for supply chain management.</td></tr><tr><td>Assessment methods</td><td>Possible assessment methods are written exams, academic writing assignments, self-reflections and case study presentations.</td></tr><tr><td>Description</td><td>Why is innovation important to a company?<br/>Unforeseen challenges are inevitable in business. Innovation can help companies stay ahead of the curve and grow their company in the process. Innovating allows companies to adapt and overcome the challenges of change. Innovation fosters organizational and economic growth, enabling companies to distinguish their business from others and separate businesses from their competition. Different contemporary technological innovations are discussed based on the latest edition of Gartner's Hype Cycle and DHL's Trend Radar. This could include innovations such as machine learning, self-driving vehicles, drones, blockchain, and 3D printing.</td></tr></table>

## MPI 2 Supplier Involvement in New Product Development

<table><tr><td>Learning goal</td><td>At the end of this module, participants should be able to understand the involvement of suppliers in product innovations and describe supplier involvement in managerial processes and the tools applied in companies.</td></tr><tr><td>Intended learning outcomes</td><td><ul><li>Explain the critical ingredients of supplier involvement in NPD's contribution to technical innovations</li><li>Identify different types of adaptation needed to facilitate supplier involvement in NPD</li></ul></td></tr><tr><td>Competencies</td><td>Curiosity, risk management and analytical skills.</td></tr><tr><td>Learning activities</td><td>The MOOC (Project PERISCOPE, 2022) contains a lecture slide deck, teaching videos, quizzes, case studies, and academic article recommendations. This module includes case studies illustrating how companies use managerial practices seen in videos and how they manage challenges in implementing supplier involvement in NPD. Students should answer questions related to the case study and critically analyse supplier involvement practices.</td></tr><tr><td>Assessment methods</td><td>Possible assessment methods are written exams, academic writing assignments and case study presentations.</td></tr><tr><td>Description</td><td>NPD time and cost can be reduced significantly through ESI. Exploring some practical models and tools for assessing and implementing ESI.</td></tr></table>

## MPI 3 Purchasing's contribution to innovation

<table><tr><td>Learning goal</td><td>At the end of this module, participants should be able to evaluate the main stages of purchasing involvement in the innovation process and managerial tools.</td></tr><tr><td>Intended learning outcomes</td><td><ul><li>Infuse curiosity about the new role purchasing plays in sourcing innovation from the supply network.</li><li>Critically analyse the maturity of a purchasing organisation</li></ul></td></tr><tr><td>Competencies</td><td>Curiosity, digital skills, and strategic thinking.</td></tr><tr><td>Learning activities</td><td>The MOOC (Project PERISCOPE, 2022) contains a lecture slide deck, teaching videos, case studies, quizzes, internet links and academic article recommendations. This module includes case studies illustrating how procurement must adapt its organisation, the process, and buyers' skills to improve its contribution to innovation activities. Students will learn and discover various information systems and processes to facilitate innovation across supply networks or help search for a specific patent building on advanced AI-based techniques.</td></tr><tr><td>Assessment methods</td><td>Possible assessment methods are written exams, academic writing assignments, self-reflections and case study presentations.</td></tr><tr><td>Description</td><td>We discuss the meaning of purchasing's contribution to innovation and explore how procurement can add value to a company beyond making cost savings, especially by contributing to innovation. One of the specific intended learning outcomes of this module is to explain the new role purchasing plays in sourcing innovation</td></tr></table>

## MPI 4 Partnering with starts-ups for sourcing innovation

<table><tr><td>Learning goal</td><td>At the end of this module, participants should be able to discuss managerial challenges at each stage of purchasing's involvement in technical innovation when sourcing from start-ups is concerned.</td></tr><tr><td>Intended learning outcomes</td><td><ul><li>Infuse curiosity about the new role purchasing plays in sourcing from start-ups.</li><li>Strategically analyse the maturity of a purchasing organisation</li></ul></td></tr></table>

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<table><tr><td>Learning goal</td><td>At the end of this module, participants should be able to discuss managerial challenges at each stage of purchasing's involvement in technical innovation when sourcing from start-ups is concerned.</td></tr><tr><td>Competencies</td><td><ul><li>External stakeholder relationship management, cross-functional teamwork, and strategic thinking.</li></ul></td></tr><tr><td>Learning activities</td><td>The MOOC (Project PERISCOPES, 2022) contains a lecture slide deck, teaching videos, case studies, quizzes, internet links and academic article recommendations. This module includes case studies that illustrate how companies adapt to the new role of purchasing to scout innovations in the supply network. Traditional approaches to source suppliers are no longer valid when sourcing innovations from start-ups concerned.</td></tr><tr><td>Assessment methods</td><td>Possible assessment methods are written exams, academic writing assignments, self-reflections and case study presentations.</td></tr><tr><td>Description</td><td>This module gives an overview of the buyer-start-up relationship, which is asymmetric by nature. It is considered a new type of relationship, requiring buying firms to adapt conventional supplier management processes and practices to achieve the desired relationship outcomes. The importance of sourcing innovative technologies and knowledge from suppliers is well-established. A more recent challenge concerns how to scout innovations from non-traditional suppliers, including suppliers from outside existing supply networks. In this context, sourcing from innovative start-up companies is emerging as an opportunity; however, it presents new challenges and new ways of managing the sourcing process.</td></tr></table>

## MSP1 Ecological and social challenges to procurement

<table><tr><td>Learning goal</td><td>At the end of this module, participants should be able to critically reflect on global warming as one of the planetary boundaries and supply chain actions.</td></tr><tr><td>Intended learning outcomes</td><td><ul><li>Explain (basic level) global warming as one of the planetary boundaries</li><li>Explain the contradictory goals between material growth and planetary boundaries, with a focus on our heating planet</li><li>Explain how emissions contribute to global heating and the consequences thereof for the survival of humankind</li><li>Explain the importance of sustainability in the supply chain (scope 3)</li><li>Discuss how supply chain decisions can contribute to harmful emissions</li><li>Discuss how supply chain activities are an essential source of ecological and social challenges</li></ul></td></tr><tr><td>Competencies</td><td>Holistic Supply Chain Thinking, Cross-functional teamwork, and Curiosity</td></tr><tr><td>Learning activities</td><td>The MOOC (Project PERISCOPES, 2022) contains a lecture slide deck, teaching videos, quizzes, group exercises, blame role play, internet links and academic article recommendations. The learning activities mainly focus on discussing essential research results from climate science, putting them in the context of global supply chains. This includes short group discussions based on questions raised by the teacher and short videos that illustrate and deepen the content.</td></tr><tr><td>Assessment methods</td><td>Possible assessment methods are written exams, academic writing assignments, self-reflections and case study presentations.</td></tr><tr><td>Description</td><td>Climate science has often been excluded from management courses. A short overview of climate science is provided to students in this module to fill this gap. This includes planetary boundaries, tipping points, and carbon budgets. Essential figures are presented (e.g., emission, temperature, and sea-ice-level curves). The module ends by demonstrating how different supply chain processes contribute to the emission of greenhouse gasses.</td></tr></table>

## MSP2 Sustainable sourcing

<table><tr><td>Learning goal</td><td>At the end of this module, students should be able to explain the sustainability risks associated with different sourcing situations and how to manage these.</td></tr><tr><td>Intended learning outcomes</td><td><ul><li>Identify the drivers of sustainability sourcing</li><li>Evaluate how to manage supplier sustainability compliance risks through supplier monitoring</li><li>Analyse different sourcing situations from a sustainability risk management perspective and develop appropriate strategies for managing these</li></ul></td></tr><tr><td>Competencies</td><td>Risk Management, cross-functional teamwork, analytical skills, and strategic thinking</td></tr><tr><td>Learning activities</td><td>This module builds on a combination of learning material, including a lecture slide deck, teaching videos, quizzes, case studies, short video clips and academic article recommendations. The case study focuses on the Danone company. Students critically analyse and respond to questions related to the Danone RESPECT program.</td></tr><tr><td>Assessment methods</td><td>Possible assessment methods are written exams, academic writing assignments, self-reflections and case study presentations.</td></tr><tr><td>Description</td><td>This module examines sourcing as part of purchasing and supply management. The module takes a sustainability perspective on sourcing, evaluating environmental and social sustainability risks associated with different sourcing strategies. The module examines how sustainability risks are affected by global sourcing strategies and what managers can do to mitigate these.</td></tr></table>

## MSP3 Stakeholder Relationship Management and Accountability in Supply Chain

<table><tr><td>Learning goal</td><td>At the end of this module, participants should be able to define accountability and to whom companies should be accountable in the business environment. Moreover, they will understand how to engage with stakeholders to enhance and manage accountability</td></tr><tr><td>Intended learning outcomes</td><td><ul><li>Describe the interlinkages between companies' actions and the extended business environment</li><li>Understand the stakeholder theory and frameworks to identify and classify relevant stakeholder groups</li><li>Collaborate with stakeholders to enhance accountability</li></ul></td></tr><tr><td>Competencies</td><td>Holistic supply chain thinking, External stakeholder relationship management, analytical skills, communication skills, cross-functional teamwork</td></tr><tr><td>Learning activities</td><td>This module builds on a combination of learning material, including a lecture slide deck, teaching videos, quizzes, case studies, short video clips and academic article recommendations. Application case: Students apply their knowledge to a case with the solution provided in a brief description video. Academic literature to be included: Freeman (2010): Managing for stakeholders: Trade-offs or value creation; Mitchell et al. (1997): Toward a Theory of Stakeholder Identification and Salience</td></tr><tr><td>Assessment methods</td><td>Possible assessment methods are written exams, academic writing assignments, self-reflections and case study presentations.</td></tr><tr><td>Description</td><td>The module will introduce the various standards, certificates, and auditing schemes which enable procurement professionals to make informed decisions about materials, suppliers, and product selections. These include FSC, RSPO, ISO 14000, CO2 Neutral label, etc. Among others, this module will also cover the development process of a certificate, a critical reflection on certificates in general, and indications on assessing individual certificates in terms of their potential for creating higher accountability in the supply chain or being misused for greenwashing.</td></tr></table>
## MSP4 Circular supply chain

<table><tr><td>Learning goal</td><td>At the end of the course, students can understand different circular supply chain strategies and apply them to specific company situations and contexts.</td></tr><tr><td>Intended learning outcomes</td><td><ul><li>Explain the core principles of the circular economy</li><li>Explain how the circular economy can be implemented</li><li>Explain the different strategies in the R-Framework</li><li>Identify different circular strategies in the supply chain</li></ul></td></tr><tr><td>Competencies</td><td>Holistic supply chain and strategic thinking</td></tr><tr><td>Learning activities</td><td>The MOOC (Project PERISCOPE, 2022) contains a lecture slide deck, teaching videos, quizzes, case studies, and three internet links to YouTube videos. (timing of videos), PDF articles.<br>Application to a specific case in group work: The students are then asked to discuss how a selected company could shift from a linear to a circular supply chain. Discussion of results: The results are then presented and discussed in class.</td></tr><tr><td>Assessment methods</td><td>Possible assessment methods are written exams, academic writing assignments, self-reflections and case study presentations.</td></tr><tr><td>Description</td><td>Circular approaches are often reduced to "recycling", but circularity is much more! This module presents the core principles of the circular economy, how the transition from a linear economy towards a circular economy can be implemented, and its application to specific company situations. The different strategies of the R-framework are described, and the differences between the linear and circular supply chains are explained. Furthermore, critical questions regarding purchasing a circular supply chain are discussed.</td></tr></table>

## MISP 1 Achieving sustainability through purchasing innovation

<table><tr><td>Learning goal</td><td>At the end of this module, participants should be able to understand the benefits of combining purchasing innovation and sustainability goals.</td></tr><tr><td>Intended learning outcomes</td><td><ul><li>Evaluate the benefit of combining sustainability and innovation goals (justify the decision)</li><li>Understand options to integrate purchasing and innovation in the sourcing process (explain ideas and concepts)</li></ul></td></tr><tr><td>Competencies</td><td>Cross-functional teamwork, strategic thinking, and risk management.</td></tr><tr><td>Learning activities</td><td>The MOOC (Project PERISCOPE, 2022) contains a lecture slide deck, teaching videos, quizzes, and academic article recommendations.</td></tr><tr><td>Assessment methods</td><td>Possible assessment methods are written exams, academic writing assignments, self-reflections and case study presentations.</td></tr><tr><td>Description</td><td>Evaluate the benefit of combining sustainability and innovation goals (justify the decision) and understand options for integrating purchasing and innovation in the sourcing process (explain ideas and concepts).</td></tr></table>

## MISP 2 Purchasing in innovation and sustainability

<table><tr><td>Learning goal</td><td>At the end of this module, participants should be able to describe real-life examples related to purchasing practices in innovation and sustainability.</td></tr><tr><td>Intended learning outcomes</td><td><ul><li>Illustrate the involvement of purchasing in innovation and sustainability with a real-life example</li><li>Explain a company's actual situation and challenges faced regarding implementing PSM actions that enhance sustainability in collaboration with stakeholders</li></ul></td></tr><tr><td>Competencies</td><td>Holistic supply chain thinking, curiosity, cross-functional teamwork, and strategic thinking</td></tr><tr><td>Learning activities</td><td>The MOOC contains an interview video with quizzes. The interview video could also be used in class to discuss the purchasing and supply management practices and strategic decisions contributing to Manitou's innovation and sustainability goals.</td></tr><tr><td>Assessment methods</td><td>Possible assessment methods are written exams, academic writing assignments, self-reflections and case study presentations.</td></tr><tr><td>Description</td><td>This module introduces a practical example of the involvement of MPI and sustainability projects from a purchasing manager professional and expert. Emmanuel Galliot from Manitou explains how purchasing managers in Manitou contribute to the innovation and sustainability requirements of the company. He answers questions in various lessons available via this MOOC, such as: "How does purchasing contribute to innovation sourcing in Manitou?" and "How is sustainability implemented in Manitou's purchasing processes?"</td></tr></table>

## Train the Trainer – Transferable skills

<table><tr><td>Learning goal</td><td>This module trains educators to apply transferable skills (i.e. interpersonal skills and intrapersonal attitudes or "soft skills") to intended learning outcomes. The PERISCOPE project proposes several transferable skills. Intended learning outcomes: creativity, curiosity, critical thinking, holistic thinking, and strategic thinking. These skills deviate from cognitive Intended learning outcomes' didactics and assessments. The lecturer will learn to apply transferable skills.</td></tr><tr><td>Intended learning outcomes</td><td><p>By successful completion of the module, the student (i.e. the lecturer) will be able to demonstrate:</p><ul><li>to design the constructive alignment of transferable skills, appropriate didactics, and assessments</li><li>to apply project-based learning techniques for student-centred education</li><li>to successfully introduce real-life cases from practice</li><li>to assess transferable skills development</li></ul></td></tr><tr><td>Learning activities</td><td>This module will instruct the lecturer via a spoken slide deck movie.</td></tr><tr><td>Description</td><td>Educational literature shows educators often choose classical, teacher-centred approaches to transfer knowledge. However, student-centred approaches are much more efficient. The student has to convert knowledge and professional skills into long-term memory, part of the sub-conscience. It is also the case for intrapersonal attitudes such as ways of thinking, creativity, and other attitudes.</td></tr></table>

## Data availability

No data was used for the research described in the article.
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