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The purpose of this paper is to review the food supply chain management (FSCM) in terms of systems and implementations so that observations and lessons from this research could be useful for academia and industrial practitioners in the future.

A systematical and hierarchical framework is proposed in this paper to review the literature. Categorizations and classifications are identified to organize this paper.

This paper reviews total 192 articles related to the data-driven systems for FSCM. Currently, there is a dramatic increase of research papers related to this topic. Looking at the general interests on FSCM, research on this topic can be expected to increase in the future.

This paper only selected limited number of papers which are published in leading journals or with high citations. For simplicity without generality, key findings and observations are significant from this research.

Some ideas from this paper could be expanded into other possible domains so that involved parties are able to be inspired for enriching the FSCM. Future implementations are useful for practitioners to conduct IT-based solutions for FSCM.

As the increasing of digital devices in FSCM, large number of data will be used for decision-makings. Data-driven systems for FSCM will be the future for a more sustainable food supply chain.

This is the first attempt to provide a comprehensive review on FSCM from the view of data-driven IT systems.

Few resources exist to incorporate principles of modular approach to course design. This research aimed to help instructors by presenting principles for practical and empirically informed modular course design in engineering education.

In the first phase, a systematic literature review was completed to identify categories addressing a modular course design. Search and screening procedures resulted in 33 qualifying articles describing the development of a modular course. In the second phase, 6 expert interviews were conducted to elaborate on the identified categories.

Guided by the interview results and the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) course design model, the categories were compiled into six design principles. To present the design principles in relation to the guiding principles of modular approach, an overarching conceptual model was developed.

Here, we present our innovation; a foundation for an evidence-based systematic approach to modular course design. Implications have value for supporting flexibility and autonomy in learning.