Abstract:

Purpose:
Globalisation and rapidly changing customer requirements are central challenges companies have to face these days. Logistics is a key element to meet these challenges and therefore to long-term business success. In recent years, the fast transforming logistics sector faces problems to attract and retain well-skilled employees. In addition, growing automation and interdisciplinary elements of logistical processes call for new and advanced skills of future employees. Thus, it is important that logistics topics are included in curricula of different school types and taught to students with high quality. This does not only increase the knowledge about logistics but also raises interest for a career in the sector at an early stage. At the moment, however, the competence for education in logistics is mainly located in the tertiary education sector. The paper analyses requirements for teaching logistics contents for different school types in order to find suitable ways of transferring knowledge to schools. The aim is to enable Secondary Academic Schools to offer excellent logistics education to their students.

Method:
The thesis of the paper states that the Austrian educational landscape is very heterogeneous, which is why a one-fits-all approach for knowledge transfer does not work, but tailor-made offers have to be made available. To reach the research objectives a qualitative approach was chosen. Prior to a curricula analysis appropriate criteria for the distinction are established (e.g. previous knowledge, other interrelated topics of the curriculum, school-autonomous priority-setting, school level). Subsequently, curricula at Austrian VET Colleges and Secondary Academic Schools are analysed with a focus on logistics related teaching contents. Based on similarities and differences appropriate methods for effective knowledge transfer are derived.

Findings:
Findings show a number of significant differences between the curricula studied. Based on the curricula analysis suitable types of knowledge transfer are assigned to different school types. Knowledge transfer types can be distinguished by the form of transfer (e.g. teaching materials, train-the-trainer, train-the-student, establish links to occupational area), as well as by the sort of content covered (e.g. general topics, advanced knowledge). Findings suggest that each school type requires an individual set of knowledge transfer types to facilitate an effective transfer of knowledge. For that reason modularized teaching materials, which can be combined and applied to various types of knowledge transfer, are the most appropriate way to impart logistical contents. Thus, a proper solution for the underlying research problem is an adaptable educational toolbox. Furthermore, this paper presents examples of how to put this recommendation into practice.

Practical implications and value:
The paper is of value to various stakeholders of logistics education, e.g. teaching staff, companies operating in logistics, and policy makers of the education system. Moreover, recommendations for further research - towards competence-based education in particular - are made.

Acknowledgements:
The results of this paper are based on work in the course of the project RETrans, funded by bmvit (Austrian Ministry for Transport, Innovation and Technology). Any opinions, findings, or recommendations expressed in this paper are those of the authors and do not necessarily reflect those of the cooperating partners.

Keywords:

Logistics education, Austria, Curricula Analysis, Secondary Academic Schools, knowledge transfer.