The Impact of Learning Modality, Academic Performance, and Demographics on Self-Perceived Mastery of Supply Chain Employee Competencies
Article
Austin, LC, Miyazaki, AD. (2026). The Impact of Learning Modality, Academic Performance, and Demographics on Self-Perceived Mastery of Supply Chain Employee Competencies
. 65(2), 10.1002/tjo3.70020
Austin, LC, Miyazaki, AD. (2026). The Impact of Learning Modality, Academic Performance, and Demographics on Self-Perceived Mastery of Supply Chain Employee Competencies
. 65(2), 10.1002/tjo3.70020
Employee self-perceived competencies have been shown to affect numerous facets of employment, such as employee career mobility, willingness to learn, and job satisfaction, yet little is known about the contributors to these self-perceptions in logistics/supply chain management (L/SCM) employees. Using data from 339 employees who graduated within the last 5 years from L/SCM programs, we explore the impact of learning modality (online vs. face-to-face), academic performance, age, and gender on employee self-perceptions of functional logistics knowledge, logistics-related technology skills, and managerially relevant soft skills. Findings reveal that for employees in logistics management roles, face-to-face learning (vs. online learning) enhanced self-perceived soft skills but had no significant impact on logistics knowledge or technology skills. Conversely, employees in logistician roles reported higher self-perceived competencies across all areas when learning face-to-face. For employees in both roles, academic performance positively influenced knowledge and technology skills but not soft skills, while age differentially affected competencies across roles. The results underscore the need for L/SCM programs to optimize learning across modalities and integrate soft skills training to better prepare graduates for diverse professional challenges.
