Advanced Research Methods

1. Education for sustainable
development in
humanitarian logistics
Muhammad Khan
Department of Management Sciences, Abdul Wali Khan University Mardan,
Mardan, Pakistan
Muhammad Sarmad
Riphah School of Leadership, Riphah International University, Islamabad, Pakistan
Sami Ullah
Department of Economics, University of Peshawar, Peshawar, Pakistan, and
Junghan Bae
International Economics and Business, Yeungnam University,
Gyeongsan, Republic of Korea
Abstract
Purpose – As humanitarian logistics (HL) functions in complicated, changing and ambiguous situations, all
people, particularly the educated youth, have to know how to control the situation and assist victims, which are
best achieved through formal education and training. Teaching at university has been extensively used in the
context of business logistics. However, education in HL is a poorly researched field and, consequently, this
article explores education for sustainable development in HL. The study addresses the following research
question: How the teaching of HL at university can help to increase HL performance (HLP) and to reduce
suffering.
Design/methodology/approach – A covariance-based structure equation modeling (CB-SEM) is
implemented on the basis of confirmatory factor analysis.
Findings – The results show that the association between the explanatory variables and the dependent
variable (HLP) is mediated by sustainability, and that the teaching of HL at university plays a vital role in
enhancing HLP and is therefore a very suitable approach for sustainable development in HL. This direct
approach is creative, informative and productive practice for both students and teachers.
Originality/value – In spite of the growing number of activities and courses in supply chain and logistics
education, no study, to the best of our knowledge, has empirically analyzed the critical topic of whether or not
education can bring sustainable development in HL. In order to save lives and reduce the suffering of victims,
this study attempts to fill this gap.
Keywords Humanitarian logistics, Education, University, Sustainable development, Performance, Structure
equation modeling, Pakistan
Paper type Research paper
1. Introduction
Due to the increasing intensity and frequency of both natural and manmade disasters, the
consequent human suffering has increased. In the last few years, around 20 million people in
emerging countries have been affected by climate-related hazards (Maikhuri et al., 2017;
Anparasan and Lejeune, 2017; Khan et al., 2019c). Between 1998 and 2017 natural disasters
killed almost 1.3 million people, affected more than 4.4 billion and economic losses occurred
Education in
humanitarian
logistics
The authors would also like to show their gratitude to the Editor of the journal. The authors thank 2
“anonymous” reviewers for their so-called insights. The authors are also immensely grateful for their
invaluable comments to improve the manuscript. Although any errors are the authors own and should
not tarnish the reputations of these esteemed persons.
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/2042-6747.htm
Received 31 March 2020
Revised 3 July 2020
24 July 2020
Accepted 27 July 2020
Journal of Humanitarian Logistics
and Supply Chain Management
© Emerald Publishing Limited
2042-6747
DOI 10.1108/JHLSCM-03-2020-0022

2. about 2,908bn US$ (Wallemacq, 2018a). Fortunately, in 2017 the effect of natural disasters
was considerably lower than the last 10 years average. Anyhow, in term of assets lost it is the
second most costly year in the last 10 years, the first one is the year of 2011 (Wallemacq,
2018b). In addition, in 2018 worldwide, the recorded disaster events were 315, casualties
occurred 11,804 deaths, affected more than 68 million persons whereas assets losses were
almost 131.7bn US$. In addition, the most affected region was Asia continent (CRED
CFROTEOD, 2019). Similarly, in 2019 around the world, there were 396 natural disasters
occurred, killed around 11,755 people, affected 95 million, and while assets losses in total
around 130bn US$. It shows that the number of disasters in 2019 was greater than the
average of the last 10 years as were 343 disaster events recorded in The Emergency Events
Database (EM-DAT). On the basis of region, Asia was the most affected continent with 40%
of all disaster occurrence, accounting for 45% of the total casualties and other 74% of the
population affected by disasters worldwide in 2019 (CRED CFROTEOD, 2020). Moreover,
from 1970 to 2010, around 980,000 casualties occurred in South Asia and more than that were
seriously affected, while assets losses totaled almost 105bn US$. A total of 1,333 major
disasters were recorded (Ahmed, 2013; Khan et al., 2019c).
In South Asia, Pakistan frequently faces both natural and manmade disasters, with both
sudden and slow onset. Since its independence, except wars with the neighbor country India,
Pakistan was the main ally in the war against extremism led by the United States, the country
lost around 50 million civilians and approximately six million security force persons. In 2013,
5,379, in 2014, 5,496, in 2015, 3,682, in 2016, 1830, and in 2017, 924 individuals were martyred
in Pakistan in radical attacks (Gillani et al., 2020). On the other hand, the impact of natural
disasters on Pakistan can be determined from the fact that from 1993 to 2002 around 6,037
and 8,989,631 people were killed and affected, respectively (Khan, 2007). Haris et al. (2019)
pointed out that between 2000 and 2018 Pakistan was placed in the 4th position on the list of
countries to lose 73,338 persons consequently of 15 earthquake disasters. From 2010 flooding,
Pakistan lost almost 5.8% of GDP, while affecting 20 million individuals (Cheema et al., 2016).
Similarly, from 2010, floods have occurred every year in Pakistan killed 1,229 people only in
June 2015 (Debarati et al., 2016). Furthermore, Pakistan has different climatic zones ranging
from the mountains to the desert along with the Arabian Sea. Therefore, between 1971 and
2001 the coastal areas of Pakistan were hit by 14 cyclones. Besides, most of the country’s land
area is frequently subject to monsoon rains, humidity storms, cloudburst storms, heatwaves
and drought. Along with flooding, the country is located on an 850-km-long geological fault
line, which has caused many earthquakes from 1935 to 2015 (Cheema et al., 2016; Khan et al.,
2020b) whereas around 280 people died from October earthquake in 2015 and affected more
than 1.5 million Pakistanis (Debarati et al., 2016).
The magnitude and frequency of disaster affects can be different among victims,
depending on people’s financial position, aid they receive and education of the people in the
area affected (Sawada and Takasaki, 2017). Natural and man-made disasters place extreme
pressure on the governmental and nongovernmental organizations to provide relief aid.
Growing disaster damages need countries to manage the losses more efficiently and
proactively (Raschky and Chantarat, 2020). Therefore, humanitarian logistics (HL) is one of
the main activities following a disaster and plays a central part in the success of disaster relief
operation (DRO). However, humanitarian organizations (HOs) have not yet recognized or
defined this reality (Bealt et al., 2016). Furthermore, HOs do not retain an appropriate number
of expert staff members in their teams and also do not provide appropriate HL training (Bealt
et al., 2016). This shows that HL maintains the lowest position within HOs, despite being a
process that can lead to the success or failure of DRO (Khan et al., 2019a, b, c, 2020a; Nurmala
et al., 2017a). The contribution and cost of logistics amount to almost 80% of the DRO
(Thomas, 2003).
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3. Correct and clear information of the disaster-prone area and knowledge transfer is the key
to HL performance (HLP) (Behl and Dutta, 2020), but it can be lost due to staff changes within
any organization (Dubey et al., 2016). Besides, numerous logisticians are not proficient in
logistics and often are volunteers who want to help afflicts and generally they have no
professional HL education. Employee turnover (Dubey et al., 2016) and lack of professional
logisticians can hinder the HL processes; nevertheless the affected need instant help. This
unfortunate industry of disaster creates risk and opportunity for people, especially young
people aged from 20 to 35 years. Given this reality, it is particularly significant for teachers to
make sure that the present generation of students graduate with skills that can prepare them
to support the victims of the disaster, along with the ability to be flexible and practical.
Therefore, the preferred way is that the youth should have elementary information of HL in
order to start work in the relief operation at the disaster site. Whereas learning through
courses plays a significant role in changing one’s viewpoint or attitude (Chen and Ho, 2020).
Similarly, the teaching of HL can enhance HLP by involving educated volunteers in the
disaster prone area (Goffnett et al., 2013). Therefore, it can be argued that the teaching of HL
can prepare students to become professional in the field because professional logisticians are
rare, especially in the case of Pakistan and other developing countries.
The HL literature broadly conceptualizes the education/training of HL in multiple ways.
Stuns and Heaslip (2019) explored the effectiveness of HL training for the Red Cross
Emergency Response Unit using quantitative data collected in a field survey. More
importantly, Lu et al. (2013) explained four learning mechanisms theoretically. In addition,
B€
olsche et al. (2013) presented invaluable insights of education and skill in HL on multiple
levels on the basis of European education framework. Similarly, Lu et al. (2013) focused on
disaster preparedness education of medical students. Furthermore, Khan et al. (2020b) used a
theoretical model for the teaching of HL at university, to explain the importance of an HL
course for students and teachers; however, this study did not prove it statistically. As
mentioned, in the literature, professional HL education is lacking in the current educational
system of Pakistan. Therefore, the teaching of HL is being realized. Anyhow, to fill this gap,
the present study expands on the foundation developed by Khan et al. (2020b) to ensure that
HL curricula at university can help to save lives, reduce human suffering and bring
sustainable development by overcoming the problem of lack of expert logisticians and high
employee turnover through volunteers and professional humanitarian logisticians as
produced by universities.
As discussed, the effect of education on HLP has hence remained unexplored statistically.
Henceforth, this study attempts to make a small contribution to fill the above mentioned gap
by focusing on the teaching of HL at university. The study has three primary objectives: (1) to
statistically investigate the mutual relationships among the variables of the model proposed,
(2) to enhance our understanding about HL and to promote HL knowledge in society,
particularly among universities students and (3) to advance learning concerning HL for
sustainable development and helping the victims. More specifically, the study addresses the
following research question: How the teaching of HL in universities can help to enhance HLP to
save lives. To attain the study objectives, this research implements CB-SEM on the basis of
CFA through the SmartPLS package.
This study framework indicates that HLP occurs through sustainable learning of HL,
which in turn occurs through the proposed variables of the teaching of HL at university. The
important contributions of the article are as follows. Along with the provision of HL education
for sustainable DRO, the article provides an opportunity to train students through the
important skills and capabilities to become active logisticians in the unfortunately growing
industry of disaster as characterized by an environment of uncertainty, complexity and
urgency. Students can gain exposure to HL concepts and the knowledge of how to be effective
logisticians. In addition, the primary rationale for the teaching of HL at university is to assist
Education in
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4. afflicts through educated youth as they have an understanding of HLP and also to increase
students’ employability to work with HOs and the National and Local Disaster Management
Authority of Pakistan. The findings of this article will contribute to the discussion around the
complex and challenging issue of teaching HL at university, which will increase not only
research and development (R&D) opportunities but also help in skills, career building and
information sharing that can further enhance HLP through sustainable learning. The results
have theoretical contributions for HL and pave the way for further advances in relief
operation. Research gaps are identified, and recommendations are given for further studies to
enhance HLP.
The study is organized as follows. Part 2 discusses the theoretical model and hypotheses
development. Part 3 describes the study methodology. Part 4 indicates the analysis and
findings of the research. Part 5 discusses the contributions and limitations of the study
followed by the research conclusion.
2. Theoretical model and hypotheses development
A possible way to overcome the huge gap between short-term relief and sustainable
development is to start the teaching of HL. HL activities encompass procurement, carriage,
tracking, custom approval, warehousing and last mile distribution (Thomas, 2003). The in-
country operation includes the basic logistics activities ranging from procurement at the
disaster start point to the last mile distribution of relief items, covering all logistics
activities in the country affected (Lu et al., 2013). There must be balance between speed,
accuracy and cost with regard to the goods, type, quantity and delivery following a
disaster (Van Wassenhove, 2006). Currently HL is not attracting full training concentration
even though it can cause the success or failure of any DRO. Some HOs wish to train and
educate their employees but they do not know where and how to do it. Besides, in the
absence of the teaching of HL, educated youth participate in the relief distribution without
any proper understanding (B€
olsche et al., 2013). Therefore, more planning regarding the
transparent distribution of relief items, logistics skills development, in-kind relief items,
etc. is needed.
Sustainability is perceived based on cultural, economic and environmental factors
(Kuhlman and Farrington, 2010). The UN 2030 Agenda for sustainability aimed to take
action in the area which is critically important for humans. Leaders around the world
agreed on this strategy to utilize the resources and to improve the world. In this regard,
education is therefore recognized as the central activity for sustainable development,
which is also discussed in the UNESCO educational conference. Furthermore, sustainable
growth in HL requires the societies’ transformation, where educational activity can be
perceived as a theme of the transformation and is a vital driving force. For effective and
sustainable HL, it is the responsibility of everyone to gain the important knowledge
regarding HL, where they can advance their capabilities, creativities, self-reliance and
ability to work as a team member. The required capability and self-reliance are imperative
for logisticians. The role of proficiencies has been known in the context of higher
education in supporting and empowering logisticians, where education is acknowledged
as one of the key aspects of the change toward sustainability (Dlouh
a and
Posp
ı
silov
a, 2018).
The education of HL is a demanding task, as each relief response is different around the
globe (Stuns and Heaslip, 2019). Therefore, humanitarian education is vital at university for
sustainable operation at disaster sites. Proper experience and education in the humanitarian
side can improve the search for a suitable response (Aguilar and Retamal, 2009). The teaching
of HL aims to educate students and other stakeholders regarding HL. Teaching can provide
up-to-date information with a focus on some specific issues and topics because the curricula
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5. can be easily updated (Ahmad et al., 2018). Along with volunteer work, HL students can
publish research papers, where stakeholders of disaster can implement it for sustainable
relief operations (Goffnett et al., 2013).
The foundation of the theoretical model of the present study is grounded on human
capital theory (HCT). HCT was first presented by Becker (1962) and Rosen (1976) who
found that the set of skills and capabilities embedded in individuals can be increased with
education and training. Every worker accumulates human capital which should increase in
the marketplace as they bring more effectiveness and expertise to their job tasks. A
worker’s market value should increase theoretically with the increase in his/her degree of
training and education he/she receives. A worker’s formal education degree or training
certificate acts as a signal of his/her skills and productivity aside from his/her actual
embedded human capital (Spence, 1978). In recent years, HCT has emerged as a powerful
explanation of how education is applied effectively for sustainable development and to
gain competitive advantage.
The HCT highlights the significance of formal education in different sectors. In addition, the
concept of trainability based on HCT also suggests that a formal school or college graduate can
learn from training quickly, as already adopted in manufacturing and development sectors.
Simultaneously, an organization can provide training at cheaper cost and can educate its
employees more easily because of the above properties (Tachibanaki, 2011). Educated and
trained people can use machines and other modern resources skillfully. Also, their decision
power increases and they can decidequickly when an uncertain situation arises or inthe field or
during work. Both education and training socialize people to function effectively and efficiently
in society and economy because schooling and training motivate people to be cooperative and
patient, and to take responsibility and roles in leadership, etc. This idea does not describe the
economic value of education and training but emphasizes the mental and social well-being of an
individual, which are likely to raise a group’s productivity, especially in the case of HL. In other
words, it is useful in modern society where team production is common, and concerned with an
organizational explanation (Tachibanaki, 2011).
Bahr (2014) explored the potential differentiated returns across 23 educational fields and
found positive returns for more technical and practical fields like engineering, construction
and nursing, etc. and negative returns for more theoretical fields. Heaslip et al. (2018) found
that the humanitarian settings tended to concentrate on the significance of education in terms
of accomplishing their objectives efficiently and timely. Therefore, the subject of HL which
will bring a positive return to its teaching in school and colleges. Bahr (2014) also concluded
that some noncredentialed students had larger returns than credentialed students; the
difference was due to the coursework taken by the student. Hence, it can be argued that HL
education may help to bring sustainable development in humanitarian settings. In addition,
any organization hiring and utilizing educated logisticians will enhance the sustainable
development of the organization. Based on HCT, it can therefore be argued that RD, skill
building, career building and information sharing playing significant roles in bringing
sustainability in humanitarian setting and can further enhance HLP.
In view of the specific features stated above, six variables (Karunasena and Amaratunga,
2016; Abidi et al., 2015; B€
olsche et al., 2013; Khan et al., 2020b) should be measured as playing
an important role in education for sustainable development in HL (Figure 1): research and
development (RD) (Karunasena and Amaratunga, 2016), career building (Rapado-Castro
et al., 2015; Raabe et al., 2007), skill building (Karunasena and Amaratunga, 2016; Dlouh
a and
Posp
ı
silov
a, 2018), information sharing (Abidi et al., 2015), sustainability (Karunasena and
Amaratunga, 2016; Dlouh
a and Posp
ı
silov
a, 2018) and HLP (B€
olsche et al., 2013). These six
variables are differentiated from other HL variables, because these concepts are so vital in
education. Academics and practitioners have to implement their own policies concerning
Education in
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6. actions aimed at enhancing these concepts, as it is important to urge their practitioners to
adopt such practices.
2.1 Research development (RD)
The platform for RD is possible through the teaching of HL at university which is vital for
effective HL. In other words, the teaching of HL can enhance RD capacities to provide
opportunities for HL sustainability. This is especially related to increasing interest in RD
within universities, because most universities have sufficient funds for RD regarding
publication of papers and conducting awareness programs to develop a culture related to HL.
That may change the attitude of students and teachers toward the response to any disaster
by applying a scientific approach instead of a conventional one (Karunasena and
Amaratunga, 2016). Hence, it can be argued that continual RD activities in humanitarian
settings can bring sustainability in the HL process. In addition, Goffnett et al. (2013) stated
that the practice at the disaster site voluntarily may enable students and faculty members to
explore sustainable HL through RD. About the role of sustainability in the connection
between RD; thus, it can be hypothesized that:
H1. RD is positively related to sustainability.
2.2 Skill building
Skills basically refer to the acquired ability of a person to perform an exact activities or tasks
more effectively on the basis of training and education (Rajakaruna et al., 2017). Social
cognitive theory describes psychosocial functioning in terms of a triadic mutual relationship.
In the relationship model, personal factors such as self-confidence and environmental events
all function as interrelating elements that impact each other bidirectionally. This involves
increasing competency through mastery modeling (formal education), strengthening
persons’ belief in their skills so they make better utilization of their talents and increasing
self-motivation through goal systems. The people can apply their new skills in the
organization to bring success. Also, human competencies need skills to improve the
functioning of the organization (Bandura, 1988). Dubey et al. (2018) stated that accurate skill
can help the organization by itself in a situation where there is uncertain environment. In
addition, Karunasena and Amaratunga (2016) stated that the teaching of HL is the primary
source that can increase skills building of those involved. Similarly, Bandura (1988) stated
Figure 1.
Study framework
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7. that formal education teaches general instructions and tactics for dealing with multiple
situations instead of merely specific response. In term of humanitarianism, HL mostly has a
lower priority within HOs, whereas about 40% waste is occurred (Bealt et al., 2016) due to a
number of reasons including lack of expert logisticians (Heaslip and Barber, 2014) and
employee turnover (Nurmala et al., 2017b). Therefore, based on the proceeding discussion, it
can be argued that the implementation of formal education can increase skills and confidence
building in group tasks and interactions that can solve the problems of expert logisticians
and employee turnover, which can bring sustainability in the HL process; hence, it can be
proposed that:
H2. Skill building is positively related to sustainability.
2.3 Career building
The key issues of career management in the work organizations comprise career planning
and employment issues and components related to managing work and coping with stress
during work career. Vuori et al. (2012) found that better career building can bring competitive
advantages inside work organizations. Hence, different interventions such as formal
education, training, etc. have been established for developing career building (Sosik and
Godshalk, 2000). Similarly, Raabe et al. (2007) stated that career building requires a great level
of personal initiative, including getting the highest level of formal education and training. On
the basis of social learning theory (Bandura and Walters, 1977), formal HL education would
seem to provide a useful target for intervention and sustainable development in HOs. This is
because, in other settings based on social learning theory, careers building (mental health and
career outcomes) programs have been successful during stressful situations and for
sustainable development (Caplan et al., 1989; Vuori et al., 2008). The urgency, complexity and
uncertainty in humanitarian setting is a common phenomenon (Khan et al., 2019c). Therefore,
employees are greatly expected to keep up with the needs of their works and to continue their
progressively longer careers vigorously and well-motivated. Similarly, Vuori et al. (2012)
indicated that those who are well prepared and spiritually ready to manage their careers are
also ready to deal with the ever changing circumstances, to adjust to their work environment
and to make plans for achieving settled goals and to maintain their employability for
sustainable HL operation. Therefore, relying on the previous findings, this study argues that
career building of the actors involved in DRO will have a positive effect on sustainability in
HL process. Hence, it can be proposed that:
H3. Career building is positively related to sustainability.
2.4 Information sharing
HL subjects can provide ways for proper interaction and accurate information sharing of the
disaster-prone area, which is the key to sustainability in DRO. Also, uncertainty is one of the
key characteristics of DRO, which directly affects information sharing. The presence of
withholding information in logistics leads to a problem called the bullwhip effect (Lee et al.,
1997), whereas information sharing can bring sustainability in SC. In addition, sustainable
HL has a great effect on saving lives, reducing people suffering and contributing to growth
(Yigitbasioglu, 2010). Likewise, the combination of sustainable development and HL
management was also recommended by Stenson (2006). In addition, the achievement of
sustainable performance depends on information sharing (Haavisto and Kov
acs, 2014)
supported by game theory (Xu and Beamon, 2006) and organizational information processing
theory (OIPT) (Ataseven et al., 2020). Game theory is a real quantitative technique to
investigate the strategic behavior between at least the two actors involved in the process and
their actions are interactive. Moreover, OIPT sheds light on the relationships between HL and
Education in
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8. sustainable development in this extremely uncertain setting. Similar to Ataseven et al. (2020),
this study proposes that the information sharing capability of the organization becomes
extremely critical in an uncertain situation (Galbraith, 1973). Every organization needs not
only internal but also external information for smooth functioning (Thompson, 1967). In order
to enhance the information sharing capability to cope with the problems caused by an
extremely uncertain environment, organizations apply managerial approaches with the
stated aim of bringing sustainability in the HL process. Furthermore, Kapucu et al. (2013)
found that continuous operation was the key element of sustainability, whereas challenges
can be solved through the best managerial theories based on information sharing. Therefore,
based on proceeding findings, it can be argued that information sharing can further help to
bring sustainability in HL, which was hypothesized in this study as follows:
H4. Information sharing is positively related to sustainability.
2.5 Sustainability
Donors are the most important stakeholders with the greatest power in relief operations
(Khan et al., 2019a). Hence, they are ready to exercise their power to pressurize the HOs for
sustainability in the HL efforts (Tomasini and Van Wassenhove, 2009; Ataseven et al., 2020).
Sustainability is a very new and less clarified stream in the field of HL. However,
sustainability awareness are imperative and a matter of interest for researchers and
practitioners. In HL, sustainability goals are related to saving lives, reducing people suffering
and also contributing to the developmental phase of the disaster (Haavisto and Kov
acs, 2014;
Haavisto and Kovacs, 2013). Similarly, in the business field, stakeholders are increasingly
pressurizing the firms to adopt a sustainability approach (Kassinis and Vafeas, 2006; Correia,
2019). Sustainable behavior contributes to a firm’s returns by increasing revenue and staff
output, decreasing energy, water, waste, materials expenses, turnover and risks (Willard,
2012), and lowering volatility of their stock prices and positive financial returns through
market value and customer satisfaction. In addition, a lack of sustainable behavior leads to a
high risk and lack of customer satisfaction (Correia, 2019). As stated by Haavisto and Kovacs
(2013), the main difference between companies and HOs is that companies make profit for
their shareholders whereas HOs work to save lives, reduce the suffering of people and
contribute to development. All of these goals are linked with sustainability. Therefore, it
could be argued that sustainability are no longer a choice but are very important in
humanitarian settings. Instead of a burden, they are critical for saving lives, decreasing the
suffering of people and for development. Hence, it can be proposed that:
H5. Sustainability are more likely to enhance HLP.
3. Research design and methodology
3.1 Survey instrument development
On the basis of previous assumptions, the authors used an online questionnaire created in
Google drive, to test the reliability, discriminate validity, goodness of fit and psychometrical
soundness of the hypothesized model. Henceforth, the measurement indicators were selected
on the basis of a thorough review of the present literature and recommendations by experts in
the field. The study model included one dependent, one mediate and four independent
variables adopted from Khan et al. (2020b). Among the constructs of the study, RD was
measured by five items adopted from Chiesa et al. (2009), Stahl et al. (2019), Lau et al. (2018)
and B€
olsche et al. (2013), career building by five items adopted from Lau et al. (2018), skill
building by five items adopted from Lau et al. (2018) and B€
olsche et al. (2013), information
sharing by five items adopted from Lau et al. (2018) and B€
olsche et al. (2013), sustainability by
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9. five items adopted from Karunasena and Amaratunga (2016) and B€
olsche et al. (2013), and
HLP by five items adopted from B€
olsche et al. (2013).
Altogether the questionnaire had 30 items that were rated by the respondents on a 5-point
Likert scale (a score of 1 represents “Never, Strongly disagree, not probable and very untrue
of what I believe,” whereas, a score of 5 denotes “Always, Strongly agree, Very probable and
Very true of what I believe”. As using coarser scale points is convenient for the respondents to
read out the complete scale list and to answer on a specific issue (Nurunnabi and Kamrul
Islam, 2012; Elbeck, 1987). In addition, using the 5-point scale is unstable and inconsistent as
compared to a finer scale (Smith et al., 2008). Every scale point has advantages and
disadvantages, but this is beyond the scope of the article. The items as a whole are based on
present measurements and studies in English language (see Table A1). Very small changes
were made when appropriate in the present context. After the questionnaire was drafted, it
was reviewed by some expert professors and managers from the relevant field. Based on their
comments the questionnaire was modified to indicate correctly the context of education for
sustainable development in HL. After a pilot test, small changes were made to the
questionnaire to prepare it for data collection.
3.2 Sample collection
To test the study hypothesizes, the online questionnaire was distributed and shared among
business administration teachers, students and HO professionals from Pakistan. Along with
national background of the author, Pakistan was selected due to number of reasons. In
Pakistan there are variety of individuals, cultures, customs and physiographies. Moreover,
Pakistan has a range of vast landscapes and environment, huge rivers, deserts and
productive plains, bushy jungles and high mountains; therefore, the study finding can be
generalized. On the other hand, unfortunately, Pakistan is a good receiver of both types of
disasters. In HL and social protections and in emergency response, the government and HOs
face challenges which are similar to other developing countries. Also, Pakistan has a very
long history of refugees from Afghanistan; therefore, other countries can benefit from the
study findings. Finally, along with various kinds of universities (public, private), IHOs, HOs
under the umbrella of UN, and local HOs are working in Pakistan.
The authors identified the basic information of the respondents with the help of the
university sites and HOs https://reliefweb.int/organizations and https://pakngos.com.pk/
ngos databases. Furthermore, some respondents were contacted through different social
networks such as facebook messenger, LinkedIn etc. The questionnaire (demographic
section) confirmed the required education of the respondents for the survey. If they did not
have the required education then their responses were not included in the survey. It was
deployed to ensure the widest likely range of feedback and to support the generalizability of
the research findings.
3.3 Data collection
The online questionnaire was distributed along with a brief introductory note regarding the
purpose of the data collection that was attached. The respondents chose to remain
anonymous; therefore, their names will be kept confidential and will not be published. A
“critical suggested minimum sample size” is 200 for the SEM as this is considered to offer an
appropriate statistical power for data examination (Hoelter, 1983; Sivo et al., 2006). Out of 380
questionnaires sent out, 290 responses were obtained. After excluding inappropriate
responses, 207 remained as the valid sample for evaluation.
Followed the study of Armstrong and Overton (1977), bias response was compared with
earlier responses (first and last 30%) and assumed that the late respondents are similar to
nonrespondents (Armstrong and Overton, 1977). The study found no statistical dissimilarity
Education in
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10. for each item and p 0.25 was observed for all measurement items. Therefore, nonresponse
bias was not a major concern in this study.
The set of formative indicators allow scholars to measure a multiple indicators and
multiple causes (MIMIC) model (Bollen and Davis, 2009; Diamantopoulos and Winklhofer,
2001) to evaluate the external and internal validity of formative constructs. On the other hand,
the set of reflective constructs scholars can evaluate item loadings and evaluate different
measures of construct reliability and validity (Peng and Lai, 2012). Relying on the previous
literature, as the study model is reflective using CB-SEM. Also, this study used modified
scales from the literature, applied CFA to check convergent validity and discriminant validity
(Dubey et al., 2018; Chen and Paulraj, 2004). Therefore, multiple measures were applied to test
the items’ reliability, validity, GoF and psychometrical soundness. Pearson’s coefficients
were estimated through adjusted and unadjusted R square (R2
). For reliability, Cronbach’s
alpha and the composite reliability (CR) were used. Factor loading and average variance
extracted (AVE) were used to measure convergent validity. The Fornell–Larcker criterion
and Heterotrait-Monotrait Ratio (HTMT) were used to assess discriminant validity. SRMR,
NFI and d_ULS, d_G and Chi-Square were applied for measuring GoF. (Q2
) r Stone–Geisser
indicator was applied to examine the predictive validity. Multicollinearity was estimated by
the variance inflation factor (VIF). Lastly, t-test was used for measuring the psychometrical
soundness of the study model. The CB-SEM method comprises six constructs and 30
reflective measured parameters (items).
As in all application of statistics, it is not a matter of a method being “good” or “bad”, but
rather it is a matter of well understanding what the technique is. In the last decade, CB-SEM
was the superior method for measuring complex relationship between indicators and latent
variables. In realty, until around 2010, there were far more studies used CB-SEM rather than
partial least-square SEM (PLS-SEM). Currently, the number of research studies using PLS-
SEM are incredibly increasing as compare to CB-SEM (Hair et al., 2019). Hair et al. (2016) and
Garson (2016) stated that CB-SEM is used especially in the primary social sciences much more
widely than PLS-SEM. PLS method has several characteristics, therefore, leads to use in
various fields including operations management for path analyses with latent variables. As
these variables are generally conceptualized as factors in SEM. Despite these characteristics,
PLS methods has a key problem: unlike CB-SEM, they do not deal with factors, but with
composites, and intrinsically do not completely account for measurement error. It further
leads to biased parameters, whereas CB-SEM shares the property of statistical reliability
(Kock, 2019). In general, PLS-SEM is favored as a predictive technique, whereas CB-SEM is
preferred when the purpose of research is confirmatory modeling. In addition, CB-SEM has
superior statistical technique for reflective models, whereas in formative models, PLS-SEM
can be used (Garson, 2016; Henseler et al., 2012). Moreover, the key difference between CB-
SEM and PLS-SEM is that CB-SEM is based on common factors variances whereas PLS
considers overall variances. Furthermore, CB-SEM is based on CFA and PLS-SEM is based
on principal component analysis (Peng and Lai, 2012). PLS-SEM does not use GoF measures,
which are a significant feature of CB-SEM (Garson, 2016). Similarly, CB-SEM is mostly used
for validation of established theory and to assess model parameters that reduce the
differences between the observed sample covariance matrixes. The model of common factor
includes for analysis only common variance in the data and removes the specific variance and
the error variance from the analysis before examining the theoretical model. The only
limitation of the CB-SEM method is the removal of specific variance that could justifiably be
applied to predict the dependent variables in the theoretical model (Hair et al., 2017). In
addition, PLS modeling uses mostly validated scales composed of multiple items which
enhance reliability and model performance rather than single-item measures. Nevertheless,
item reliability is not a problem as it may be supposed that measurement is without error or
close to it. Correspondingly, single-item variables can lead to identification and convergence
JHLSCM

11. issues in CB-SEM (Garson, 2016). In contrast, in CB-SEM, the global scalar function is applied
on the basis of most GoF measures, thereby minimizing the residuals reflecting the variation
between the observed and the implied model covariance matrices. This advantage of CB-SEM
is a major reason it is ideal for confirmatory research. The CFA used in CB-SEM pursues
optimal factors which reproduce the covariation among the variables. Estimations of
parameter tend to be very accurate in CB-SEM instead of PLS-SEM (Hair et al., 2016). Relying
on the prevailing discussion of the previous literature, as the study model is reflective based
on CFA, without single items for any construct, the authors decided to use CB-SEM rather
than PLS-SEM. Moreover, De Winter and Dodou (2016) described that results from CFA and
PCA were usually comparable and that there is no basis to propose that either method is more
perfect. There are some arguments in favor of and against every approach; anyhow this is
beyond the scope of the study.
4. Analysis and results
After adopting a conceptual model, the indicators were turned into measurable variables.
This research explores how the adopted variables of HL education lead to a measurement of
sustainability that further enhance HLP. It was vital that the items were properly and
accurately applied in a similar context by all respondents so that the constructs matched with
the study objectives (validity). Thus, the questions were included in term of factors and
significance in the questionnaire. Gender, age, position and qualification were collected
and the information was analyzed after screening for normality. Similarly, missing and
inappropriate responses were discarded from the dataset as per the criteria. The remaining
207 responses with 30 items were analyzed for SEM. A two-step approach was used including
checking the reliability and validity with CFA (see Table A1). For SEM, different GoF indexes
were applied with SmartPLS software for this reflective model (Garson, 2016).
4.1 Descriptive statistics
All questionnaire measures, instructions and exercises were conducted in Pakistan.
Participants were 207 professionals from HOs, teachers and students from KPK Pakistan.
A total of 72.5% respondents were male and the majority (50.2%) were aged from 25 to 34
years. A total of 46.9% respondents were MBA/MS/MPhil and the remaining were PhD and
Bachelor/BBA degree holders. Mean, Std. deviation and variance were also identified, as seen
in Table A2.
4.2 Assessment of measurement model
4.2.1 Adjusted and unadjusted R square. The first measure is Pearson’s coefficients R square
(R2
), which is used to assess the variance of the mediating and response variables. In this
study R2
and adjusted R2
values were very close at 0.572 and 0.564 for sustainability,
respectively, and HLP values were 0.479 and 0.476, respectively (Table A3). Consequently,
the values indicate a large effect size and a good fit model (Cohen, 1988).
4.2.2 Reliability of the measurement model. Cronbach’s alpha measures the internal
consistency reliability of a construct. In the present study, Cronbach’s alpha was above 0.70,
which shows a good fit model (Hair et al., 2009) and demonstrates a high reliability, as seen in
Table A3 and Figure 2.
On the other hand, CR is a more lenient reliability criterion and has the same cut off ≥0.70
as for Cronbach’s alpha (Chin, 1998; Henseler et al., 2015). The present study model had higher
CR values for all variables than the recommended value of ≥0.70 (Chin, 1998). Hence the
model is well fit in terms of reliability (see Table A3 and Figure 3).
Education in
humanitarian
logistics

12. Figure 2.
Reliability with the
values of
cronbach’s alpha
JHLSCM

13. Figure 3.
Reliability with the
values of composite
reliability
Education in
humanitarian
logistics

14. 4.2.3 Validity of the measurement model. Cronbach’s alpha and CR cannot confirm the
validity of the construct; thus a construct may not be valid without being reliable (Neuman,
1994). Hence convergent and discriminant validity must be analyzed. In this study all
constructs surpassed ≥0.70, the minimum cut-off score for factor loadings, and AVE for all
constructs were ≥0.50 (Chin, 1998), representing no problem with convergent validity, as
summarized in Table A3 and Figure 4.
After the measurement model was assessed by discriminant validity, it can be used if a
latent variable accounts for more variance in its related indicator variables than it shares with
other constructs in the similar model (Fornell and Larcker, 1981). Based on the Fornell–
Larcker criterion, no problem with discriminant validity was found (Hair et al., 2017) (see
Table A4). In contrast, for discriminant validity, Voorhees et al. (2016) the preferred measure
is HTMT for CB-SEM.
Therefore, the HTMT ratio was applied to the correlation approach, which is more
appropriate than the other approaches in measuring discriminant validity. In the present
study, the HTMT criterion had a cut-off score of ≤0.85 (Henseler et al., 2015) and all constructs
were less than the cut-off value; thereby demonstrating no problem with discriminant
validity, as seen in Figure 5.
4.2.4 Goodness of fit (GoF) of measurement model. The second phase is to measure the
model fit of the SEM. GoF in CB-SEM is good for a causal model and to test the five
hypotheses. Model GoF replicates how well the proposed model among the indicators
produces the covariance matrix and also compares the hypothesized model with the real
information. If the associations are consistent with each other, the model can be considered
well fit. There are approximately 24 fit indexes that have been equally preferred (Klem, 2000).
As per the proposed model quality, various fit indexes were used through SmartPLS.
The standardized root mean square residual (SRMR) can be used for absolute fit indices,
as it replicates the average magnitude of variances. A lower value of SRMR indicates a good
fit. In this study the score of SRMR was 0.08 [114] (Table A5). Hence on the absolute fit
indices’ parameter, the study model provides a good fit (Henseler, 2017). The d_ULS and d_G
are measures that quantify how strongly the structured model correlation matrix differs from
the model-estimated correlation matrix. Lower d-ULS and d_G values indicated a good fit
model. As seen in Table A5, the observed values of d-ULS and d_G were 2.219 and 0.867,
respectively, which were lower than the estimated model values of 3.087 and 0.902,
respectively, which further indicates that the model is well fit (Henseler, 2017).
Next, NFI was measured for this model. NFI values of ≥0.9 indicate the best fit. The big
limitation of this index is that if the model is more complex, the value will be high and vice
versa. The value was 0.714, which is above the estimated threshold level (0.707), indicating a
good fit model. Finally, chi-square test is the only inferential statistic in SEM used for GoF.
This test compares the theoretical model with the empirical one. In addition, it is important to
have a large sample size to increase the precision of construct estimation. The chi-square
value of 981.219 (Table A5) was very close to the estimated model value of 1007.352, which
also showed that the model is a good fit in absolute fit indices (Iacobucci, 2010).
4.2.5 Multicollinearity in reflective models. Since thedatawerecollected from a singlesource,
multicollinearity was analyzed (Podsakoff et al., 2003). A rule of thumb is that multicollinearity
can arise when the VIF coefficient is greater than 4.00, although some researchers have used
5.00 or 10.00 as a cut-off (Hair et al., 2010). In this study, multicollinearity was analyzed through
VIF inSmartPLS. The results show (TableA5) that eachitemhad a VIFvalue less than 3,which
confirmed the absence of any multicollinearity between the variables (explanatory and
response) that may have led to problems in analyzing the CFA result.
4.2.6 Predictive accuracy’ criteria (estimation with blindfolding). For cross validity
strategy, the validated redundancy and communality constructs and indicators in reflective
model blindfolding approach, also known as Stone-Geisser (Q2
), can be used. The (Q2
)
JHLSCM

15. Figure 4.
Convergent validity
with the AVE values
Education in
humanitarian
logistics

16. Figure 5.
Discriminant validity
analysis
through HTMT
JHLSCM

17. measures how closely the model approaches its projected position. The values of a well fit
model are always around 1, which indicates authenticity without errors (Ringle et al., 2014).
The Q2
values in the present research (Table A7) were 0.292 and 0.331 for sustainability and
for HLP, respectively, which denote a high effect size and well fit model (Cohen, 1988).
4.2.7 Psychometrical soundness of the study model. In this research, both CB-SEM and CFA
were implemented. The CFA results are presented in Table A2. The 30 items containing six
variables satisfied the reliability and validity criteria, along with GoF of SEM. Furthermore,
the study model parameters were evaluated through t-statistics with bootstrapping
procedure of 5,000 samples following the recommended SmartPLS defaults (Hair et al.,
2016) in order to prove the significance of the psychometrical soundness. t-value is clearly
above the minimum threshold of 1.96 (p 0.05) (Hair et al., 2016) for the five hypotheses of the
study model, whereas one variable (RD) is insignificant, as seen in Figure 6 and Table A8.
Hence, the HO was accepted in all cases except for RD.
4.3 Summary
The statistical analyses show that the model fits the data well and that every parameter of the
model was accurately interpreted. As the framework was theoretically specified based on the
study data, each round of the model was tested statistically. CFA was applied for measuring
the reliability and validity, as shown in Table A3. After the CFA confirmation, different fit
indexes were applied to measure SEM. All constructs of the hypothesized model showed high
reliability and validity. For the path analysis, Student t-test and p-value were applied to
measure the psychometrical soundness of the model. All five study hypotheses were
significant at t-test ≥ 1.96 and p 0.05, except for the RD construct.
5. Discussion
HL is the activities and structures that are elaborated to mobilize individuals, resources and
skills and knowledge to assist victims of disaster. Successful HL decreases the number of
causalities, recognizes the urgent needs of the survivors, provides help for sustainability, and
decreases the victims’ vulnerability within the minimum amount of cost, time and resources.
Hence, the study aimed to investigate whether education can play a role in sustainable
development in HL. As noted above, a special kind of education relevant to soft skills
enhancement is lacking in the current educational system. Research papers that have focused
on HL education have mainly focused on education from different angles. For example,
B€
olsche et al. (2013) concentrated on the enhancement and development of skills and
competencies for international education programs. Similarly, Lu et al. (2013) proposed 4
(hiring, doing, observing and searching) learning techniques for logisticians to gain
knowledge, as an applied organization learning theory. Goffnett et al. (2013) examined the
literature on HL and service-learning and assessed the combination of concepts. Aguilar and
Retamal (2009) focused on the learning in disasters and the support to manage the outcomes
that natural and man-made disasters have in child development. Gallas (2003) and Aguilar
and Retamal (2009) indicated that the integration of recreational and learning activities offers
good experiences that in turn leads to an opportunity for all students to spread their
knowledge of the globe and to spread their new knowledge properly. Fuzzy rule-based
learning techniques were used by Rodr
ıguez et al. (2011) to help HL policymakers to evaluate
the loss occurring after a disaster struck with uncertain and incomplete data. As mentioned,
logistics play an imperative role in DRO. Still, a number of HOs ignore this importance
(Kov
acs and Spens, 2007) and even at university the subject of HL is not taught academically
in Pakistan. Therefore, the study is different from the previous published work, although the
study follows the previous work (Alfalla Luque and Machuca, 2003; Goffnett et al., 2013;
Education in
humanitarian
logistics

18. Figure 6.
Psychometric
soundness of the
measurement model
with the
t-statistic value
JHLSCM

19. Khan et al., 2020b) to empirically evaluate the study framework with the stated intention of
starting the teaching of HL at university in Pakistan.
The approach will enable the students to learn the real situation of HL and to help the
people of the disaster-prone area through their university learning. In addition, the course
provides opportunities to study the broader scope of HL issues and challenges of both natural
and man-made disasters, as well as sudden- and slow-onset disasters. It shows that the course
has a broader scope which covers HL, humanitarian relief, disasters challenges and issues
and solutions. The knowledge in the course provides a standard methodology to the students
which they can apply once they enter into the job market.
As shown in the literature, the teaching of HL at university brings sustainable
development in HLP, offers RD opportunities and develops students’ skills of HL, which in
turn raise their employability in the unfortunate industry of disasters. Skills of logistics
further enhance the professional career of the students. In addition, an HL course can help in
the collection of useful information following a disaster, which is vital for HLP.
5.1 Contributions to theory
In this study, human capital theory (HCT) was employed, to investigate whether the teaching
of HL can bring sustainable development in HLP. Based on the study results, it could be
argued that the present study offers some useful theoretical contributions. Firstly, there is an
agreement in the literature that skill building is one of the factors can introduce sustainability
into an organization based on cognitive theory. To date, little is known about how skills
building can bring sustainability in humanitarian settings. Bandura (1988) stated that for
proper utilization of competency in an organization skill is needed. Thus, the empirical results
of the present study clearly suggest that skills building greatly increase sustainability in
logistics in term of disaster through solving the problem of expert logisticians and employee
turnover. Secondly, the study results have further widened the authors’ understanding
regarding career building and sustainability. This work empirically tested the points raised
by the researchers based on social learning theory (Bandura and Walters, 1977). The study
results show that career building can bring sustainability in humanitarian settings. Thirdly,
Altay and Labonte (2014) and Dubey et al. (2020) found that logistics in humanitarian context
are very dynamic. Consequently, sustainability may often be challenging. Therefore,
increasing information sharing may induce sustainable development in HL settings. Thus,
the results of this study suggest that HL education offers a way to enhance knowledge
sharing in the HL process and further bring sustainability. These findings clearly support
game theory (Haavisto and Kov
acs, 2014) in the humanitarian context. Finally, this article
further tested the arguments made by Willard (2012) in the commercial context that
sustainable behavior contributes to enhance firm performance. This study refined these
arguments empirically in the HL context, that sustainable behavior can save lives, reduce the
suffering of people and contribute to the developmental phases of disaster. These finding
further confirm the argument of Correia (2019) related to sustainability in terms of HL as
sustainable development can bring positive change in HLP.
5.2 Practical implications
This research repeats the points raised by Dubey et al. (2020) that are relevant to how
empirical investigation increases managerial processes. In short, the study provides
guidelines to enhance the managerial decision process. The practical aim of this research is to
offer guidelines to managers involved in HL efforts who are facing the issues of lack of expert
logisticians and employee turnover and who are looking for sustainable development in HL.
In an effort to provide this direction, the study has been grounded in theory and has used
Education in
humanitarian
logistics

20. survey data to test the study hypotheses. Therefore, the study has tried to answer the
following questions that mostly confuse managers involved in DRO. Such as how can the
teaching of HL at university help to increase HLP? Or how can education bring sustainability
in humanitarian settings? No previous study has yet empirically analyzed the critical topic of
whether or not the teaching of HL can bring sustainable development in HLP. By conducting
an information-driven survey based on theory, the study results provide some robust
findings that provide motivating directions to the policymakers and manager involved in
DRO because the participation and cost of logistics account for almost 80% in DRO (Thomas,
2003). Thomas and Mizushima (2005) indicated that “there is a lack of professionalization of
the logistics function. Therefore, HL education for sustainable development is imperative. In
addition, the stakeholders face the dilemma of determining to what level the teaching of HL at
university can help to bring sustainable development in HL. Thus, the present empirical
results provide evidence that education not only enhances the level of information sharing
but also develops skill and career building. Moreover, HL education may help to improve
sustainable development in HL efforts. Thus, it could be argued that based on HL education,
HOs can overcome the problems of expert logisticians and employee turnover through
students who have experienced or studied HL at university. Similarly, HOs gained
satisfaction from assisting students to explore the process of aiding those in need.
Furthermore, HOs can provide high service and minimize waste at low cost through volunteer
students. These steps can further save lives, reduce human suffering and bring sustainable
development in HL settings.
5.3 Limitations
Despite the interesting insights provided by this research, the following potential limitations
of the study must be considered when examining the effect of the research findings. The
research findings are limited to the questionnaire survey conducted in Pakistan with a small
sample size of 207 respondents, which is generally considered suitable. Anyhow, in the
context of developed countries with a larger population such as the USA and China, which are
struck by disasters more often, this method can therefore reduce the results’ reliability,
restrict the generalizability of the results and possibly introduce biases. Therefore, future
research may replicate the survey in developed countries, with large sample size and/or with
mixed techniques in order to enrich the study findings. Similarly, this study was carried out in
a South Asian country, where the educational, societal and cultural systems different from
other regions. Hence, it may be fruitful to further test the study framework outside of this
region and compare/contrast the results. Second, the results examined HL education at
university and primary data were collected from students, teachers and other professionals in
the HL field. Feedback was not incorporated from other stakeholders such as victims, donors,
governments, military, etc. Hence, it should be considered in future work. The response rate
from professionals was lower than that from students and academics, which may have
impacted on the study findings. Third, RD did not indicate a positive impact on
sustainability in terms of HL. Even though the present theory supports the positive
association of RD with sustainability, future study needs to use a longitudinal design
between RD and sustainability in terms of HLP. Finally, the present research developed a
platform for future researchers to explore empirically the influence of growing levels of
sustainability on HLP more scientifically, by treating sustainability as a continuous (instead
of dichotomous) variable.
Despite these gaps, the research results supported the conclusion that there is a
signification relationship between HL education at university and a range of disaster-relevant
issues in order to assist in disaster-prone areas.
JHLSCM

21. 6. Conclusion
The HL field is comparatively new and HLP is crucial as it can save lives and decrease the
suffering of survivors. Effective training and formal education of logisticians, which are the
best possible ways to achieve this, can be achieved through the teaching of HL at university,
as confirmed by the present study findings, with further benefits of sustainable operation and
HLP. More specifically, the results showed that the study predictive variables (Figure 1) are
mediated by sustainability in HLP. In addition, the outcomes of the study contribute
meaningfully by offering HOs and all other stakeholders with procedures for determining the
imperative factors that increase HLP. These stakeholders are continuously looking for
strategies to assist afflicts. The present research offers HOs with procedures to govern the
crucial aspects for enhancing HO performance through HL education. In addition to some
academic contributions, the important finding from the paper is that it demonstrates an
encouraging productive learning experience with extra guidelines for exploration that may
transform lives. Although the research findings are subject to some limitations, they offer a
basis for further studies in a variety of settings to explore systematically the roles of the
teaching of HL at university in HLP. In summary, the data examined in the present research
were collected from a survey of academics and students from universities and professionals
of HOs in Pakistan.
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27. Appendix 1
S/
No. Constructs and items References
Research and development
1 The Humanitarian Logistics Course can enhance students’ interest in
research and development in Humanitarian Logistics Sector, through
the use of various teaching methods/practices
Lau et al. (2018)
2 The course can increase students’ creativity, learning ability, knowledge
development and responsible practice/s in research and development
3 Through the Humanitarian Logistics Course, students can plan their
staff requirement, placement and development
B€
olsche et al. (2013)
4 The concerned course can give an opportunity to the students to receive
proper training
Chiesa et al. (2009, Stahl
et al. (2019)
5 It can reduce research and development risks and uncertainty
(uncertainty is the difference between the information needed to
effectively perform HL activities and the actual available information)
Chiesa et al. (2009)
Career building
1 I want to be associated with my country’s humanitarian logistics sector Lau et al. (2018)
2 There is a higher chance for me to get a better job in the humanitarian
logistics industry, after my graduation
3 I have a great interest in the course, since the human capital in this sector
is deficient, and the intensity and frequency of disasters is constantly
increasing
4 This program/course is helpful in every professional unit associated/
related with humanitarian logistics industry
5 It can create employment opportunities through an increase in
humanitarian logistics units
Skill building
1 The Humanitarian Logistics Course can provide branch specific
knowledge, practical experience/s and the required ability for their
successful implementation
B€
olsche et al. (2013)
2 It can connect theoretical knowledge with practical application/s Lau et al. (2018)
3 It can increase students’ professional competence, flexibility,
adaptability and pro-activity
4 It can successfully transmit job-specific-skills to the students, since it
helps in making the students more confident and flexible to acquire the
required change/s
5 The students can perform humanitarian logistics activities
systematically, after graduation; since it enhances their managerial and
decision making abilities
Information sharing
1 The course can provide me with updated information related to the
industry’s development
Lau et al. (2018)
2 In general, program outcomes can fit-in with my initial expectations of
information sharing
(continued)
Table A1.
Construct
operationalization
Education in
humanitarian
logistics

28. S/
No. Constructs and items References
3 The course can offer me with better communicative and rhetorical
abilities
B€
olsche et al. (2013)
4 It can provide me, not only with the ability to lead negotiations but also
to efficiently clarify the concerned point of view
5 The Humanitarian Logistics Course can help me build up networks of/
with people within the industry
Lau et al. (2018)
Sustainability
1 The course can enhance consideration/s for the incorporation of
sustainable concepts in humanitarian logistics practices
Karunasena and
Amaratunga (2016)
2 The course can bring continuous and sustainable formal procedures for
the monitoring and evaluation of implemented projects
3 The course can overcome continuous and sustainable ambiguities in the
prevalent Solid Humanitarian Logistics practices and policies with
responsible authority
4 It can provide experience/s of practical situations and the skill/s to
handle rapid change, in low information and complex environments,
along with Human Resource Management skills
B€
olsche et al. (2013)
5 Through the course of Humanitarian Logistics, the on-going issue of
employee turn-over can be controlled
Humanitarian logistics performance
1 Through the course of Humanitarian Logistics, the students can plan
and control procurement and logistic activities
B€
olsche et al. (2013)
2 The course can provide a platform to the students to perform and lead
complex professional or vocational activities and projects, individually
3 Through the Humanitarian Logistics course, students can familiarize
with the processes involved in the relief of the needy victims, after a
disaster
4 Through the Humanitarian Logistics Course, students can handle
occupational risks responsibly
5 This course can help in increasing the number of professional volunteer
logisticians and participants
Table A1.
Variable
Classification of
variables Valid Frequency Percentage Mean
Std.
Deviation Variance
Gender Male
Female
207 150
57
72.5
27.5
1.72464 0.447780 0.201
Age 18–24 years
25–34 years
35–44 years
45 years or older
207 47
104
44
11
22.7
50.2
21.3
5.3
3.08 0.817 0.668
Qualification PhD
MBA
MA/MSc
BBA
Bachelor’s degree
207 60
71
26
27
23
29.0
34.3
12.6
13.0
11.1
2.43 1.205 1.451
Position Student
Teacher
Researcher
Professional
207 68
37
46
56
32.9
17.9
22.2
27.1
2.43 1.327 1.761
Table A2.
Demographic
information
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29. R
square
R square
adjusted
Cronbach’s
alpha
Composite
reliability AVE
Research and development 0.865 0.849 0.650
Skill building 0.862 0.889 0.642
Career building 0.845 0.864 0.610
Information sharing 0.816 0.876 0.574
Sustainability 0.544 0.543 0.843 0.856 0.610
Humanitarian logistics
performance
0.471 0.465 0.867 0.886 0.654
Note(s): AVE 5 Average variance extracted
CB SUS HLP IS RD SB
Career building 0.750
Sustainability 0.609 0.739
Humanitarian logistics performance 0.609 0.692 0.781
Information sharing 0.603 0.650 0.596 0.765
Research and development 0.626 0.603 0.580 0.588 0.729
Skill building 0.612 0.689 0.626 0.659 0.703 0.785
Note(s): CB5 Career building, SUS 5 Sustainability, HLP 5 Humanitarian logistics performance,
IS 5 Information sharing, RD 5 Research and development, SB5 Skill building
Saturated model Estimated model
SRMR 0.069 0.081
d_ULS 2.219 3.087
d_G 0.867 0.902
Chi-square 981.219 1007.352
NFI 0.714 0.707
Note(s): SRMR 5 Standardized root mean square residual, d_ULS 5 The unweighted least squares
discrepancy, d_G 5 geodesic discrepancy, NFI 5 Normed fit index
VIF VIF VIF VIF VIF VIF
RD1 1.688 SB1 2.046 CB1 1.748 IS1 2.455 SUS1 1.713 HLP1 2.448
RD2 1.568 SB2 2.281 CB2 1.667 IS2 2.447 SUS2 2.153 HLP2 2.664
RD3 1.759 SB3 2.516 CB3 1.837 IS3 1.979 SUS3 2.514 HLP3 2.899
RD4 1.906 SB4 1.655 CB4 2.737 IS4 1.925 SUS4 2.305 HLP4 2.077
RD5 1.556 SB5 1.668 CB5 2.295 IS5 1.431 SUS5 1.803 HLP5 1.919
Note(s): RD 5 Research and development, SB 5 Skill building CB 5 Career building, IS 5 Information
sharing, SUS 5 Sustainability, HLP 5 Humanitarian logistics performance
Table A3.
Adjustment quality for
the SEM model
Table A4.
Discriminant validity
with the Fornell–
Larcker criterion
values
Table A5.
Fit summary
Table A6.
Statistics variance
inflation factor (VIF)
analyses
Education in
humanitarian
logistics

30. Corresponding authors
Junghan Bae can be contacted at: jhbae@ynu.ac.kr and Muhammad Khan can be contacted at:
muhammadkhan@awkum.edu.pk
For instructions on how to order reprints of this article, please visit our website:
www.emeraldgrouppublishing.com/licensing/reprints.htm
Or contact us for further details: permissions@emeraldinsight.com
Construct cross-validated redundancy
SSO SSE Q2
(51-SSE/SSO)
Research and development 1695.000 1695.000
Skill building 1695.000 1695.000
Career building 1695.000 1695.000
Information sharing 1695.000 1695.000
Sustainability 1695.000 1199.598 0.292
Humanitarian logistics performance 1695.000 1134.281 0.331
Path coefficients
Mean, STDEV, t-values, p-values
Original
sample (O)
Sample
mean (M)
Standard
deviation
(STDEV)
t statistics
(jO/STDEVj) p-values Supported?
RD
- SUS (H1)
0.049 0.047 0.063 0.786 0.432 No
SB - SUS
(H2)
0.308 0.310 0.050 6.125 0.000 Yes
CB - SUS
(H3)
0.194 0.194 0.058 3.341 0.001 Yes
IS - SUS
(H4)
0.237 0.240 0.061 3.914 0.000 Yes
SUS - HLP
(H5)
0.738 0.739 0.039 19.046 0.000 Yes
Note(s): RD 5 Research and development, SB 5 Skill building, CB 5 Career building, IS 5 Information
sharing, SUS 5 Sustainability, HLP 5 Humanitarian logistics performance
Table A7.
The indicators of the
predictive validity (Q2
)
r Stone–Geisser
indicator
Table A8.
Summary of the
findings supportive of
the study hypotheses
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