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MS4122 Workshops on Logistics and Supply Chain Management
Part I
Course Duration : One Semester
Credit Units : 3
Level: B4
Medium of Instruction: English
Prerequisite(s) : Nil
Precursors(s) : MS3121 Fundamental of Business Logistics
Equivalent Course(s) : Nil
Exclusive Course(s) : Nil
Part II
Course Aims:
- provide students with in-depth knowledge so as to analyze and find solutions for major business challenges relating to logistics and supply chain management.
- expose students to business opportunities and recent developments in information technology in the field of logistics and supply chain management.
- examine the allocation of resources and best industry practices of logistics management across organizational boundaries throughout the supply chain.
Course Intended Learning Outcomes (CILOs)
Upon successful completion of this course, students should be able to:
| No. | CILOs | Weighting | | 1 | Recognize the importance of integrated supply chain management with respect to major functional activities, including product design, information systems, production planning & control, inventory management, warehouse management, forecasting, customer services and quality management. | 10% | | 2 | Identify the underlying technical and management requirements when implementing an integrated supply chain management system between a company and its network of suppliers, partners and customers. | 25% | | 3 | Explore and determine the major operational and management challenges faced in implementing an integrated supply chain management strategy from a global perspective. | 35% | | 4 | Demonstrate analytical and problem-solving skills to generate workable solutions to real-world problems in supply chain management. (Ability) | 30% |
Teaching and Learning Activities (TLAs)
(Indicative of likely activities and tasks designed to facilitate students’ achievement of the CILOs. Final details will be provided to students in their first week of attendance in this course)
This course will be structured as a series of three-hour workshops, once per week. Cases taken from real-world situations will be used for analysis. Students will be encouraged to develop their own research, critical thinking and communication skills through both short case discussions (in-class) and the completion of case-based assignments. Company visits will be arranged for students to gain an understanding of the ways in which the best practices are being carried out in the field.
Indicative of likely activities and tasks students will undertake to learn in this course. Final details will be provided to students at their first week of attendance in this course. | CILO No. | TLAs | Hours/week (if applicable) | | 1-3 | 1. Case studies Analysis
Students prepare for the reading of cases at home and analyze the case issues in class. Their findings are then prioritized and synthesized on an online discussion board. They are required to give solutions to the problem and make recommendations for implementing the solution. | 2 | | 1-4 | 2. Group discussion
Students work in groups to brainstorm ideas or discuss the answers to questions arising from case study problems. | 2 | | 1-4 | 3. Discussion sharing and presentation
Students in groups share and present conclusions of their findings and discussions to the class. Other students respond and critique the arguments / points of view. | 1 | | 1-4 | 4. Learning Portfolio Wiki
Students update the group wiki blog, which acts as their learning journal, and collect real life business case examples from the Internet to which they should apply the learned concepts and theories. | 2 | | 3,4 | 5. Company Visits
The lecturer organizes some out-of-class activities (subject to the availability of funding and schedules) such as company visits or field trips.
On site, their tasks are to observe and identify ways of enhancing some aspects of the company operation and to come up with feasible alternatives. | - | | 3,4 | 6. Conducting Research - In preparation for the company visit, students are required to conduct research on the background of the company and relevant information about the industry. They have to identify issues or opportunities they would like to learn more about such as logistics operations management, company development and industry trends.
- Students conduct research on some key concepts and terminologies found in the case studies.
| 2 | | 1-4 | 7. Reflective activities - Students reflect and report on their overall learning experiences gained from the course.
- Students write and compile the post-visit report in which they reflect on their learning from the visits and they relate their practical experience to theory.
| 1 |
Constructive Alignment of CILOs and TLAs
| | TLA 1 | TLA 2 | TLA 3 | TLA 4 | TLA 5 | TLA 6 | TLA 7 | | CILO 1 | ü | ü | ü | ü | | | ü | | CILO 2 | ü | ü | ü | ü | | | ü | | CILO 3 | ü | ü | ü | ü | ü | ü | ü | | CILO 4 | | ü | ü | ü | ü | ü | ü |
Assessment Tasks/Activities
(Indicative of likely activities and tasks designed to assess how well the students achieve the CILOs. Final details will be provided to students in their first week of attendance in this course)
| CILO No | Type of Assessment Tasks/Activities | Assessment Details | Weighting (if applicable) | | 1-4 | 1. Group Presentation | Students collaborate to formally present as a group their final discussion of case studies and their abilities to analyze and to solve business problems | 10% | | 1-4 | 2. In-class discussion (Online Discussion Forum) | Students own and develop an online discussion forum in which they identify, share and analyze ideas and practices based on the theories and analytical frameworks they have learned about each week. | 30% | | 3-4 | 3. Reflective Learning Blog | Towards the end of semester students write and reflect upon their learning experiences and challenges. | 5% | | 1-4 | 4. Learning Portfolio Wiki and research assignments | Students work together to produce a collaborative learning portfolio wiki. It logs all students’ learning processes and activities including the outcomes of their research; case questions and solutions to problems. | 25% | | 1-3 | 5. Case Quizzes | Case quizzes test students’ ability to determine requirements and identify challenges when implementing an integrated supply chain management system. | 20% | | 1-4 | 6. Post Visit Reports | Students write and compile a post-visit report in which they collect relevant industry data and discover how they can relate their practical experience to the theoretical concepts learned in the course. | 10% |
| | AT1 | AT2 | AT3 | AT4 | AT5 | AT6 | | CILO 1 | ü | ü | | ü | ü | ü | | CILO 2 | ü | ü | | ü | ü | ü | | CILO 3 | ü | ü | ü | ü | ü | ü | | CILO 4 | ü | ü | ü | ü | | ü |
Constructive Alignment of ILOs and Assessment Methods
NB: To excel in this course students must come prepared to contribute in engaging into group discussion in each session. All students are expected to review the assigned material and case studies before every class. Mobile phone use is banned during class sessions and non-compliance will result in a reduction in marks in the in-class discussion assessment.
Students are required to attain at least 80% of class attendance and participate in two company visits in order to pass the course.
Grading of Student Achievement :Refer to Grading of Courses in the Academic Regulations (Attachment) and to the Explanatory Notes.
AT1: Group and Individual Presentation
There are two parts to the presentation. Part one – Students in a group present the assigned research topics and their learning outcomes from one of the company visits. Part two – Individually students present and share their reflections on the overall learning experience in this course.
| Letter Grade | Grade Point | Grade Definitions | | A+
A
A- | 4.3
4.0
3.7 | Excellent: | Strong evidence of knowing how to apply their knowledge in logistics and supply chain management. | B+
B
B- | 3.3
3.0
2.7 | Good: | Evidence of knowing how to apply their knowledge in logistics and supply chain management. | C+
C
C- | 2.3
2.0
1.7 | Adequate: | Some evidence of knowing how to apply their knowledge in logistics and supply chain management. | | D | 1.0 | Marginal: | Sufficient familiarity with the subject matter to enable the student to progress without repeating the assignment. | | F | 0.0 | Failure: | Little evidence of familiarity with the subject matter. |
AT2: In-class discussion
| Letter Grade | Grade Point | Grade Definitions | | A+
A
A- | 4.3
4.0
3.7 | Excellent: | Strong evidence of showing familiarity with key concepts and definitions. Clearly and correctly structure most critical points and important contributions of the assigned questions or problems. Critically discuss issues and draw most relevant implications to apply daily life examples of issues. High participation and excellent presentation skills. | B+
B
B- | 3.3
3.0
2.7 | Good: | Evidence of showing familiarity with key concepts and definitions. Clearly and correctly state some critical points and contributions of the assigned questions or problems. Critically discuss issues and draw some relevant implications to apply daily life examples of issues. High participation and good presentation skills. | C+
C
C- | 2.3
2.0
1.7 | Adequate: | Evidence of showing adequate review of literature and key concepts. Understanding of the subject, ability to develop solutions to simple and basic problems in the assigned questions and problems. | | D | 1.0 | Marginal: | State a few critical points and marginal contributions of the assigned questions and problems. | | F | 0.0 | Failure: | State no critical points and no contributions of the assigned questions and problems. |
AT3: Reflective Learning Blog
| Letter Grade | Grade Point | Grade Definitions | | A+
A
A- | 4.3
4.0
3.7 | Excellent: | Strong evidence of developing an awareness of learning objectives and processes as well as the ability to reflect on learning progress. | B+
B
B- | 3.3
3.0
2.7 | Good: | Evidence of developing an awareness of learning objectives and processes as well as the ability to reflect on learning progress. | C+
C
C- | 2.3
2.0
1.7 | Adequate: | Some evidence of developing an awareness of learning objectives and processes as well as the ability to reflect on learning progress. | | D | 1.0 | Marginal: | Sufficient organization of their learning which marginally enable the student to progress without repeating the assignment. | | F | 0.0 | Failure: | Little or no evidence of ability to organize the learning and overall understanding of what the class is all about. |
AT4: Learning Portfolio Wiki and research assignments
| Letter Grade | Grade Point | Grade Definitions | | A+
A
A- | 4.3
4.0
3.7 | Excellent: | Strong evidence of knowing how to conduct problem-driven research and apply problem solving skills and critical thinking skills with their group members. High participation and engagement in the assigned activities and excellent presentation skills. Able to apply effective communication and reflective learning skills to pursue new knowledge and acquire new skills proactively to achieve lifelong learning and employability. | B+
B
B- | 3.3
3.0
2.7 | Good: | Evidence of knowing how to conduct problem-driven research and apply problem solving skills and critical thinking skills with their group members. High participation and engagement in the assigned activities and excellent presentation skills. Able to apply effective communication and reflective learning skills to pursue new knowledge and acquire new skills proactively to achieve lifelong learning and employability. | C+
C
C- | 2.3
2.0
1.7 | Adequate: | Some evidence of knowing how to conduct problem-driven research and apply problem solving skills and critical thinking skills with their group members. High participation and engagement in the assigned activities and excellent presentation skills. Able to apply effective communication and reflective learning skills to pursue new knowledge and acquire new skills proactively to achieve lifelong learning and employability. | | D | 1.0 | Marginal: | Sufficient familiarity with the subject matter to enable the student to progress without repeating the assessment. Low participation and engagement in the assigned activities and fair presentation skills. Able to apply marginal level of communication and reflective learning skills to pursue new knowledge and acquire new skills to achieve lifelong learning and employability. | | F | 0.0 | Failure: | Little or no evidence of familiarity with the subject matter. No or low participation and engagement in the assigned activities and poor presentation skills. No evidence to demonstrate communication and reflective learning skills to pursue new knowledge and new skills to achieve lifelong learning and employability. |
AT5: Case quizzes
| Letter Grade | Grade Point | Grade Definitions | | A+
A
A- | 4.3
4.0
3.7 | Excellent: | Strong evidence of understanding the key concepts and definitions of the learned subject; capacity to analyze and synthesize; superior grasp of subject matter; evidence of grasping extensive knowledge base from case studies. | B+
B
B- | 3.3
3.0
2.7 | Good: | Evidence of understanding the key concepts and definitions of the learned subject; capacity to analyze and synthesize; superior grasp of subject matter; evidence of grasping extensive knowledge base from case studies. | C+
C
C- | 2.3
2.0
1.7 | Adequate: | Some evidence of understanding the key concepts and definitions of the learned subject; capacity to analyze and synthesize; superior grasp of subject matter; evidence of grasping extensive knowledge base from case studies. | | D | 1.0 | Marginal: | Sufficient familiarity with the subject matter to enable the student to progress further. | | F | 0.0 | Failure: | Little evidence of familiarity with the subject matter; limited or irrelevant use of literature. |
AT6: Post Visit Reports
| Letter Grade | Grade Point | Grade Definitions | | A+
A
A- | 4.3
4.0
3.7 | Excellent: | Strong evidence of original thinking; good organization, capacity to relate the learning from company visits to the subject / content knowledge; strong evidence of extensive cognitive skills such as creative and critical thinking to identify impacts of the company visits as a university student, future professional and global citizen. | B+
B
B- | 3.3
3.0
2.7 | Good: | Evidence of original thinking; good organization, capacity to relate the learning from company visits to the subject / content knowledge; strong evidence of extensive cognitive skills such as creative and critical thinking to identify impacts of the company visits as a university student, future professional and global citizen. | C+
C
C- | 2.3
2.0
1.7 | Adequate: | Some evidence of original thinking; good organization, capacity to relate the learning from company visits to the subject / content knowledge; strong evidence of extensive cognitive skills such as creative and critical thinking to identify impacts of the company visits as a university student, future professional and global citizen. | | D | 1.0 | Marginal: | Marginal evidence of original thinking; good organization, capacity to relate the learning from company visits to the subject / content knowledge; strong evidence of extensive cognitive skills such as creative and critical thinking to identify impacts of the company visits as a university student, future professional and global citizen. | | F | 0.0 | Failure: | Little evidence of original thinking; good organization, capacity to relate the learning from company visits to the subject / content knowledge; strong evidence of extensive cognitive skills such as creative and critical thinking to identify impacts of the company visits as a university student, future professional and global citizen. | | I | Incomplete | A grade of incomplete may be granted (1) where there are extenuating circumstances that have prevented a student from completing required work, or attending the examination; (2) at the discretion of the Assessment Panel. Where an "I" grade is assigned, the Assessment Panel will approve a schedule for the completion of work, or a supplementary examination. An "I" grade will be converted into a "F" grade four weeks after the "I" grade is first reported to the Academic Regulations and Records Office, unless an alternative grade has been assigned. |
Part III
Keyword Syllabus:
What’s a business school case? Why do we use business cases? Bloom’s Taxonomy of Learning. Introduction to the short cycle and the long cycle case analysis process. Objectives of HB module learning strategy and planning. Discussion of assignments and assessment.
Process of launch of the biggest B2C e-commerce website in Japan and the roles of government in Japan for the growth of e-commerce. Create the awareness of factors to be considered when evaluating a new business model.
Supply chain goal incongruence, aligning incentives for supply chain efficiency, overcoming goal incongruence, cracking the bullwhip effect.
Traditionally weak members in the apparel industry uses IT to gain competitive advantages in the intensely competitive global marketplace. Evaluate the strategic considerations of an apparel manufacturer as it plans to transform its business.
Identify the underlying technical and management requirements of the implementation of an integrated supply chain management system among a company and its network of suppliers, partners and customers.
Supplier integration into new product development. Buyer-supplier relationship: co-operative versus confrontational, short-term versus long-term, one-off deal versus repetitive deals, etc.
E-supply chain strategy integrated into a company’s competitive strategy; underlying technical requirements of an e-supply chain; business process re-engineering and integration issues that form the broader picture of what implementation of an e-supply chain entails.
Strategic role of IT in shaping companies for the evolution of virtual supply chain management. How the supply chain of various companies is being integrated through inter-organization systems and how the Internet results are in benefits of virtual integration without ownership.
E-business strategies with the alignment of systems infrastructure and integrated business processes to leverage the synergy effect.
Related Links
Department of Management Sciences
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