Course Specification MSc Supply Chain Management and Logistics * (MSCML)

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1 LEEDS BECKETT UNIVERSIT Course Specification MSc Supply Chain Management and Logistics * (MSCML) *As part of our usual academic processes, all of our courses are reviewed to ensure that quality is maintained. Amends identified by this process are usually minor and for this course, that process will be completed in March Information in this document represents the most recent course content (for entry 16/17) and we will notify you of any changes.

2 Course Specification MSc Supply Chain Management & Logistics Faculty: School: Faculty of Business & Law Strategy, Marketing & Communication Overview and Aims This MSc Course has successfully recruited Home and International students over last four years and is one of 30 Higher Education providers to secure dual accreditation from the two major professional bodies in the field of supply chain, purchasing and logistics management. The market review showed clearly that MSc Supply Chain management and Logistics was recognised in a much larger range of international markets and a widely used term for this critical business subject. The opportunity was hence taken during re-validation of the course to focus on international markets and to refresh the international nature of the course and review the curriculum in the light of professional and academic developments. Background and philosophy The effective optimisation and management of supply chains including the associated logistics is recognised as a key contributor to sustained competitive advantage. In an increasingly interconnected commercial global economy organisations in all markets must compete in complex supply networks in order to survive and prosper. To succeed in this role the supply chain management function must develop and exploit purchasing and supply chain concepts for effectiveness and efficiency whilst at the same time directly contributing to the overall organisational strategy. For practitioners to be effective they must develop and manage a range of different relationships both within the organisation and with external partners across the range of supply chain and logistics management activities. The course provides the underpinning knowledge of supply chain and logistics theory and the application of this to the complex global and international contexts. External context Internationally there is a great deal of interest in the field. The high profile of the subject area globally has been achieved partly through the efforts of Chartered Institute of Purchasing and Supply and the Chartered Institute of Logistics and Transport. The membership of these bodies has been expanding rapidly. Course Aims The MSc in Supply Chain Management Course Aims are as follows:

3 1. To provide students with a programme of advanced and challenging study in the field of Supply chain management and logistics which allows them to build upon existing qualifications and experience in seeking continual professional development. 2. The course thus seeks to enhance student personal and interpersonal competencies, intellectual skills and self-motivation through a process involving problem solving, mutual support, participative learning and the completion of a major individual piece of work. 3. To provide students with knowledge and skills to help organisations to develop and exploit purchasing and supply chain concepts for effectiveness and efficiency whilst at the same time directly contributing to the overall organisational strategy. 4. To help practitioners to develop and manage a range of different relationships both within the organisation and with external partners across the range of supply chain and logistics management activities in complex global and international contexts. Course Learning Outcomes On completion of the course students will be able to: 1 Demonstrate a critical, ethical and reflective approach to their professional/subject/work domain 2 Critically evaluate, synthesise and apply advanced and contemporary theories and techniques to a range of complex and open-ended issues, problems and situations. 3 Apply with a degree of creativity and sophistication, intellectual, transferable and subject/professional skills to a range of complex and open-ended business problems and situations 4 Evaluate and apply with due regard to ethical considerations, research methodologies relevant to their area of study. 5 Make informed judgements in the absence of complete data. 6 Learn in teams and independently and accept responsibility for subsequent career and continuing professional development 7 Demonstrate originality in the application of theory and techniques, drawn from earlier studies, through the production of a significant piece of high level independent work.

4 Course Structure Level 7 All taught modules are worth 20 credits except Dissertation which is weighted at 60 credits. None of the modules have prerequisites so students can join the course in either Semester 1 or Semester 2 September or January respectively. The course design enables students to take corporate strategy in their first semester to help those without a primarily business background, and allows students the option. Semester 1 Corporate Strategy Core () Semester 2 Green Supply Chain Management Core () Business Process and Operations Management Procurement, Contracts and Strategic Sourcing Applied Logistics and Inventory management Optional module N Dissertation (60 credits) Options - Advanced Project & Risk Management - Corporate Finance - Financial Economics - International Marketing: Emerging Markets - International Environment of Business - International Trade and Law - Leadership & Management Development - Management of International Finance - Management People & Organisations - Contemporary Marketing - Strategic Management of International Enterprises Learning and Teaching Details relating to contact hours and other key information sets (KIS) are available on the course page of our Online Prospectus on our website. Learning and Teaching Approaches The teaching and learning strategy to be used by each module is given in each module specification. These illustrate that a variety of methods will be used. The students themselves are an important resource for the route and will be encouraged to share their experience and knowledge. The role of staff is seen more as facilitators than lecturers. Discussions and activities will help develop skills of group working, problem solving and communicating. Opportunities to use these competencies will be provided through the

5 route, in particular there is an expectation that these will be demonstrated within assessments and the final integrative consultancy project. The emphasis is on learning the ways efficient companies work and also looking at companies that fail so that case material which is current and beneficial in a practical sense is relayed to students and critically discussed as to its applicability for other organisations. There is high emphasis on debating in class on issues and teaching is not always tutor led with experience of students from various backgrounds and nationalities in many cases serves as a starting point for a resourceful debate. The result of the process is to create managers who are able to identify critical area of their business and how interventions can be made to increase the effectiveness of the organisation. MSc SCML is geared toward cross functional team based working approach which is a change from the previously functional based management. Over the course students will engage, learn, clarify, and be equipped with problem solving approaches to progress through their careers towards a higher management position. Learning and Teaching Activities Students are encouraged to participate in a range of group and individual activities including group discussion and individual activities / research / case study analysis. Guided reading is encouraged throughout. Corporate strategy emphasises the importance of the strategic direction of the organisation and how it can be formulated and implemented effectively so that organisations can benefit from it. Further students will be able to gain knowledge of companies who have been successful in strategy in different areas and some who haven t so that it helps understand its implications Use of the Virtual Learning Environment The virtual learning environment is an integral part of the course. Each module has its own site containing copies of learning and teaching materials and online learning activities. Students can access course information, receive announcements, assessments and communicate with each other and staff via and discussion boards. Blackboard is mainly used as a repository of materials and sources, but the course may engage in other activities when possible. Use of Blended Learning N/A

6 Assessment Strategy Assessment covers a range of tasks appropriate to the learning outcomes and the development of contextualised learning and which are appropriate to the subject area and practice. Assessment tasks are varied in order to give students an opportunity to develop a range of skills, and include exams, coursework, presentations and others. The full range of assessment methods is mapped below. A rationale for the use of the particular method of assessment is presented in each module specification. Each assessment tests the learning outcome of the module and ensures alignment with University taxonomy and FHEQ (2001, revised 2008) expectations. Within each module students are presented with opportunities for formative feedback to enhance their understanding and develop the knowledge and skills toward summative assessment. The course team under the guidance of the course leader liaises to ensure appropriate timing of the assessment. Feedback opportunities are in line with University procedures. Feedback on Assessed Coursework Within each module students are presented with opportunities for formative feedback to enhance their understanding and develop the knowledge and skills toward summative assessment. All feedback will be given to students within a 3 or 4-week timeframe from the students submitting their assignments. Module Assessment Methods The following table is indicative mapping of the assessment strategy and methods that will be employed within the programme s core modules. Module Titles Level 7 Applied Logistics and Inventory Management Business Process and Operations Management Core () Assignment Examination 100 Corporate Strategy 70 / 30 Presentation Dissertation

7 Dissertation 20/80 Green Supply Chain Management Procurement, contracts and strategic sourcing 100 Postgraduate Employability and Professional Context Market and Demand for the course Overall the Business and Management education market in the UK remains very buoyant, with annual student number increases of over 10% for the last five years for postgraduate education with circa 70,000 students studying full and part-time in academic year 2008/9 (HESA, 2010). Additionally the interest of international students in UK education remains strong, with over 63,000 non-uk students studying Business and Management awards in academic year 2008/9 (HESA, 2010). The demand for Business and Management education is also driven by employment prospects and the UK remains a strong employment market for foreign nationals. Market intelligence from the International office and agents suggests that recruitment to the original award MSc Purchasing and Logistics was hampered because of the name of the course. Reference to supply chain management which is the alternative, often interchangeable, name for this field would have significantly aided attractiveness of the course to international students where this term is the definitive term used. Current market analysis of all the significant HE and competitors [15] for this market provides substantiating evidence for this with only one minor competitor [London Met] using purchasing in the title. All other providers bar one use Supply Chain Management in the course title, and the number of these indicates the strength and potential of the market, but also a potential market niche compared to the competitive environment for general business and management courses, especially for international students. The previous version of the course was targeted equally at international and national students, but this derivative is primarily targeted at the existing and emerging international markets, with any UK students being viewed as a welcome addition. The Main international target markets are South East Asia South Asia Middle East Africa Favourable response has been gathered from agents from these markets as to the award and name change. Most of the competitors offer limited [e.g. 2 from 3] or undefined option choices, which the exception of one other who offer a smaller core, but with a wider choice but from a narrow field relating to the supply chain field. Many of the direct competitors offer core/option modules which include more business orientated modules such as

8 finance and marketing. Hence our clearly defined wide ranging choice of options (from other cores) should be a marketable distinctiveness for the course, and could provide some market advantage. Analysis of the modules across competitors shows some have more modules with smaller credit points, and that while content is, similar our module names from the purchasing and logistics course need revising to align with the commonly used market terminology, clarity and purpose, and to help indicate comparative subject breadth with competitors. The detailed analysis and proposed changes are shown in the competitor analysis pack. The module specifications will not have to be significantly changed, only the names and possible revision of some indicative content and context. It is envisaged that CIPS and CILTS members will be able to apply for previously agreed standard accreditation [MSc Purchasing and Logistics] of prior learning and hence exemption from some core modules and a reduced fee. This has proved attractive in the previous incarnation of the course to some UK part time and full time students. In the new course design a prospective student who had MCIPS and completed the CIPS level 7 qualifications could complete a research methods and a work based Dissertation for a Masters qualification. Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and where relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA web site at We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the Framework for Higher Education Qualifications (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.

9 No. Detail of modification Date Effective V1.3 H7 Corporate Strategy, introduction of 2nd assessment component, new weightings 30:70 Global Supply Chain Management replaced by Green Supply Chain Management. Second assessment component added to Corporate Strategy Minor modifications FAQSC 04/05/2016. Effective from 16-17

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