Experiential Learning for Circular Operations Management in Higher Education

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

The paper deals with the topic of sustainability in learning and education in a special way. However, these are examples from practice, specifically related to one university, and represent a very modest case study. Also, the paper's methodology is rather stingy, given that it is based on a descriptive method. The reviewer believes that this work has a social contribution and that it needs to be reformulated and reworked - in terms of adopting a sustainable paid internship within higher education institutions, i.e. in terms of an unpaid internship to which students responded. The examined sample is small, so the reviewer suggests that the authors look more closely at concrete presentations of the results in terms of what has been done in the field of circular economy by students in practice, i.e. have they made concrete proposals for solving certain bottlenecks in the mentioned organizations? Also, the reviewer suggests that, on the basis of an adequate statistical analysis, it should be determined how much the students really improved their knowledge on the topic of the circular economy, before and after the practice. To determine what knowledge and grades were before entering practice, and then, based on tests, to determine success after the practice and analyze it. Otherwise, the paper carries a social value, without any special academic significance, and belongs more to a review article, because it includes the opinion of the students, as well as the steps taken in the application of practical work. I suggest that some stronger analysis be inserted, so that the paper carries an adequate academic contribution.

Author Response

Please find attached the answer.

Author Response File: Author Response.pdf

Reviewer 2 Report

Comments and Suggestions for Authors

This article provides a case study of an experiential learning course about circular economy. For courses that involve circular economy and sustainability, I think the case study can provide good implications. However, the authors can improve the manuscript in the following aspects.

The description of the university and the wine company should be plain and honest, without exaggerating promotion. Use third-party data to support. This part should be short since it is not of too much value for other university’s reference.

Section 4.2, The experiential learning-based learning experience, should be the key section of this study. The analysis of this section, however, is not as in-depth as the supplementary analyses of course/company descriptions and student feedback. I see a lack of activity details and concrete examples.

Section 4.3 is intended to prove the effectiveness of experiential learning. Reporting of the student survey results can be kept short. No need to use so many tables and space. Furthermore, the authors should answer the following: Except that experiential learning is effective, what contribution can this section make to our knowledge about course design? What specific strengths and weaknesses of this course design are shown, and how are these strengths and weaknesses achieved? Are there students’ comments about their concrete experiences and feedback on this course? Again, we need more concrete examples from the course arrangements to explain the findings.

Discussion of the findings should be enhanced and focus more on the implications for other similar courses.

 

Finally, I think there is no need to use abbreviations for the four stages of ILO.

Comments on the Quality of English Language

It reads OK to me.

Author Response

Please find attached the answer.

Author Response File: Author Response.pdf

Round 2

Reviewer 1 Report

Comments and Suggestions for Authors

After the revision, the manuscript is sufficiently improved to warrant publication in Sustainability.

Reviewer 2 Report

Comments and Suggestions for Authors

The authors addressed my concerns well. Just need to avoid unnecessary abbreviations such as CE, RO, etc. They are confusing to me.