MSc in Global Supply Chain and Logistics Management

Transcription

1 MSc in Global Supply Chain and Logistics Management Course Handbook 2016/ Entry Table of Contents Introduction... 2 Course Outline... 3 Course Structure... 3 Modules and Convenors... 3 Syllabus... 3 Assessment... 4 Course Aims... 4 Learning Outcomes... 5 Assessment and Academic Progress... 6 Formal Documentation... 6 Library... 7 PG Assessment Criteria... 8 Transferring to a Different Course Contact Details Student Life Centre Student Charter 11 Information in this handbook may be subject to change. This version is correct as of August

2 Introduction This handbook summarises the most important aspects of practice and procedure in the management of the department of Business and Management s Postgraduate taught courses, and is designed to provide you with: a clear outline of what you should expect in the management of your degree course; a clear indication of what is expected of you during your time in Business and Management; a convenient source of information about the mechanics of some of the more common administrative procedures used during a student s progress from admission to examination. Message from the Head of Department Welcome to the University of Sussex. I hope that you will enjoy studying with us and that you will learn a lot that will be of use to you moving forward. The modules that you will be taking will be taught by nationally and internationally recognised scholars from around the world and by our network of successful local practitioners. This will enable you to learn about both the theory and practice of your chosen area of study. You should find your studies challenging at Sussex but hopefully also rewarding as they prepare you to make an impact in whatever you choose to do after you complete your degree. You will also be studying with students from different backgrounds and there is a wealth of opportunity to interact with other students on the Sussex campus. I hope that you will take the opportunity to interact with people who are different to yourself and so develop your social skills, so important in global businesses today. I wish you every success in your studies in the Department of Business and Management at Sussex. Prof. Sue Newell Head of Department and Director of Studies Message from the Course Convenor You are embarking on a programme which has been tailor made for supply chain and logistics professionals. The course will introduce you to the tools and techniques of supply chain and logistics management and will demonstrate how these can be used within organisations. There will be a distinct practitioner element to this course with a series of visits and guest lectures which are designed to stimulate your thinking and to allow you to apply academic study to the very real problems that businesses face on a day to day basis. I wish you well on this CIPS and CILTaccredited course and look forward to welcoming you in September. Dr Des Doran Course Convenor 2

3 Course Outline Course Structure This course has been constructed to provide you with a clear understanding of how organisations operate in a connected world. With this in mind, the course covers areas which we feel are critical to your development as a supply chain or logistics professional. The course is accredited by the Chartered Institute of Purchasing and Supply (CIPS), the leading supply chain body in the UK and Europe. When you successfully complete the course, you are entitled to submit for full member of CIPS and to use the letters MCIPS after your name. Modules and Convenors You will study four modules in the first term, five modules in the second term and one module and work on your Research Project through the third term. There is a Personal and Professional Development module you will work on throughout the year. Each module carries 15 or 30 credits; therefore you will study a total of 180 credits through the year. Each module is organised by a module convenor a member of faculty who designs and delivers the module, and manages the assessments. Module material (including a handbook and lecture slides) is provided by the convenor on the Study Direct site. Assessments are held in the same teaching block in which the module is delivered for coursework, but in the formal assessment block before the start of the next term, for exams. Syllabus Term Status Modules Credits Core Supply Chain Management (718N1) 15 Autumn Core Logistics Management (747N1) 15 Core Managing Operations and Quality (745N1) 15 Core Essentials of Procurement (719N1) 15 Core Research Methods for GSCM (725N1) 15 Core Supply Chain Information Systems (936N1) 15 Spring Core Supply Chain Modelling (773N1) 15 Core Management of Negotiation (749N1) 15 Core Managing Complex Projects, Products & Systems (890N1) 15 Summer Core Research Project Management (756N1) 30 Year Core Personal and Professional Development (714N1) (this module is spread over 3 terms) 15 3

4 Assessment Modes of Assessment A variety of assessment modes are used to develop and test different types of knowledge, skills and aptitudes. The assessment modes have been approved to test the course and module learning outcomes. Written submissions usually form an integral part of assessment at all levels. Written submissions include essays, reports, logs etc as appropriate to the module and the skills that you are being expected to develop. Examinations usually focus more on your ability to use your knowledge of the subject, rather than simply testing your memory for facts. Feedback is provided to support you in future assessments. Unseen Examinations Unseen examinations are typically used to assess your level of knowledge and/or understanding of the discipline without the support of textbooks, notes or internet resources, unless these have been specifically permitted by the examination rubric. When, in accordance with the academic judgement of the School, an unseen exam has been approved for a module to assess competence standards, learning outcomes and any accreditation requirements, an alternative mode may not be approved as a Reasonable Adjustment for a student registered with the Student Support Unit. Course Aims The MSc Global Supply Chain and Logistics Management is aimed at postgraduate students who wish to gain a contemporary and forward-looking perspective on approaches to the world of supply chain and logistics management. Managers need a skill-set to enable them to react to the changing world and a vision to interpret the next step for their organisation. In preparing for these challenges, this programme provides an in-depth in the following areas: To further develop the career of supply chain managers through giving the opportunity to apply new knowledge to their chosen areas of the supply chain; Give students the opportunity to develop a high level strategic awareness of the whole supply chain and apply new knowledge to inform and develop supply chain management strategy; Apply relevant systems modelling techniques to real supply chain operations for an in depth understanding of current scenarios and development of significant systems/process improvement (e.g. warehouse movements, movement of goods across the supply chain); Provide a blended delivery, PG programme with theory, sufficient variety, practical problem solving and rigour to enable students to innovate and improve success within supply chain/logistics; Provide an intellectually challenging, postgraduate learning opportunity that enhances students confidence and potential as senior and strategic managers within the sector; Develop ability to apply knowledge and understanding of specific supply chain topics systematically and creatively to inform, develop and apply operational improvement strategies within the supply chain/logistics sector; 4

5 Develop relevant transferable professional and cognitive skills to enable students to make a valuable contribution to their current and future employment; and Support individual participants' endeavours for personal self-development and life-long learning. The overall purpose is to provide a vocationally relevant and academically challenging programme in the broad areas of supply chain and logistics management. Learning Outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills and qualities in the following areas: Skills Area Learning Outcomes Knowledge and Understanding To determine the key elements within an organisation which impact its operational effectiveness. The different contexts of supply chain and logistics management. Select appropriate methodologies and application of theory to investigate supply chain/logistics scenarios, problems or issues. Undertake a significant piece of independent research. The learning through reflection on practice and experience skill is assessed through the use of PDP. Intellectual Skills Critical analysis and evaluation of theoretical frameworks, and application to an organisational context. Critical evaluation of changes/improvements to services and/products and processes and how these impact on the internal and external operations, and the overall success of an organisation. Apply methods and techniques for identifying improvement opportunities within an organisation and its supply chain and logistics provision. Identify relevant organisational information and knowledge, make analysis and evaluate options for business improvement. Evaluation techniques to critically evaluate, synthesise and quantify information relating to complex organisations and to support decision making. Adopt a self-critical and reflective approach to learning. 5

6 Practical Skills Apply business improvement methodologies to the supply chain/logistics environment. A critical awareness of current and potential future issues and considerations for effective management of the supply chain and logistics function on a national and global basis. Research into specific supply chain/logistics management issues and present findings in an appropriate manner. Identify supply chain and logistics corporate social responsibilities, including opportunities for improving sustainability and ethical performance. Transferable Skills Qualitative and quantitative data research and analysis skills. Techniques for evaluating business process and systems. Communication skills, including listening and presentation skills; oral and written communication using a range of media. Assessment and Academic Progress An external examiner, who is a senior academic in another educational institution, reviews all assessed work that contributes to the degree award. Reports on all submitted and assessed work by the external examiner are presented to the meeting of the Progression and Award Board, usually in October or November each year. Much information is available on the university website regarding how to study, how you will be assessed, and how your degree is classified and awarded. Writing well and avoiding academic misconduct Plagiarism, collusion, and cheating in exams are all forms of academic misconduct which the University takes very seriously. Every year, some students commit academic misconduct unintentionally because they did not know what was expected of them. The consequences for committing academic misconduct can be severe, so it is important that you familiarise yourself with what it is and how to avoid it. The University s Skills Hub site gives advice on writing well, including hints and tips on how to avoid making serious mistakes. You will also find helpful guides to referencing properly and improving your critical writing skills. Make use of the resources there. If you are dealing with difficult circumstances, such as illness or bereavement, do not try to rush your work or hand in something which may be in breach of the rules. Instead you should seek confidential advice from the Student Life Centre. The full University rules on academic misconduct are set out in the Examination and Assessment Regulations Handbook. Formal Documentation The definitive source of information on regulatory matters associated with assessment and classification is published by the Academic Office, and is available here: 6

7 Examination and Assessment Handbook for Postgraduate Students This is a version of the handbook used by exam board members when making progression and classification decisions. It describes the regulations in formal terms. Library The library has a vast collection of books to support your study. It also gives you access to over 30,000 online journals and 50,000 e-books. To help you find what you need, we have a powerful discovery tool called Library Search. It will provide you with full-text access to our journals and e- books, as well as giving you shelfmarks for our print books and DVDs, to help you to locate them in the library. Our website will link you to Library Search, along with many other pieces of useful information: As well as Library Search, the library also has a large number of databases and digital archives specific to Business and Management. To help you find these databases and other resources, we have listed them in our Subject Guide: The library uses an online reading list system for your course materials. You will usually access your reading list from your Study Direct module page, but you can also search for your reading list here: We run regular workshops and training sessions to help you find and use the library s resources, carry out effective literature searches and understand how to cite and reference your sources. We also offer online support through our InfoSuss tutorial, which takes you through searching techniques, as well as providing an easy referencing guide: Support for a wide range of skills, including library and research skills, can be accessed via the Skills Hub. It brings together all the workshops, web resources and services at Sussex that can help you with your academic development: 7

8 PG Assessment Criteria When grading all modes of assessment the marker will refer to the following generic criteria. More specific criteria may be provided for particular modules. Category Mark Check List Description High Distinction 80 + High level of reflective learning Advanced knowledge of subject area Critically reflects on established literature and theory Evidence of extensive or intensive and appropriate data collection and analysis Well researched, written and argued in a compelling manner Extensive research-level references New insights emerging from reading research or student s own experiences The work demonstrates a mastery of the subject that goes well beyond basic reading to critically explore alternative perspectives The argument presented is well developed, complete and coherent, and is written in a compelling manner Perhaps most importantly, an 80+ piece of work is characterised by a spark of creativity, or by new ideas and insights that emerge from the student s reading and experience Distinction High level of reflective learning Excellent knowledge of subject area Extensive and appropriate use of literature Evidence of extensive or intensive and appropriate data collection and analysis Well argued Arrives at innovative understanding Merit High level of reflective learning Good knowledge of subject area Uses a range of texts not just text books and including refereed journals Evidence of appropriate data collection and analysis Logically structured and argued Demonstrates learning from the project The work demonstrates excellent understanding of the subject that has been gained through a thorough critical analysis of themes and issues It draws effectively on the relevant literature and concepts to build a comprehensive and cohesive argument Work graded at 70 and above is characterised by persuasive reasoning backed up by appropriate illustrative examples The work demonstrates proficient understanding of the subject gained from working with key sources Major themes and debates in the extant literature are recognised and are at least referred to if not taken up completely throughout the project 8

9 Category Mark Check List Description Pass Achieves reflective learning Shows understanding of most of the issues relating to the subject Uses texts and some journals Evidence of appropriate data collection and analysis but these are at the most basic level The arguments developed in the project, the language used and the writing style are competent but are somewhat incomplete in places Marginal Fail There is a credible, if poor, attempt at all components of the project Achieves reflective learning but does not grasp any wider perspective of the subject Has read some texts but not really understood the concepts Investigation and analysis falls short of pass standard, but could be raised to this standard if the student applies sufficient time and effort to revise their work The arguments developed in the project, the language used and the writing style are not competent or incomplete Fail 0 44 Fails to achieve reflective learning A major problem in one or more significant areas: literature, methodology, language, etc. Lack of sufficient reading Fails to extend beyond concepts and readings already taught and examined elsewhere Poorly designed and superficial analysis Argument is incoherent and/or inconsistent The work demonstrates a basic competence in the subject It draws on some relevant literature, but provides only a limited critical analysis of this material Examples are used, but without a critical, analytical context The arguments presented have some gaps Work of this grade is characterised by sufficient coverage of the subject, but unsophisticated understanding and analysis The work demonstrates only a limited degree of competence in the subject It has some sense of academic debate and/or rational argument There is a tendency towards reportage rather than any form of interpretation Work of this grade is characterised by just acceptable comprehension in all elements, but the work could be improved to achieve a pass grade if the student puts in sufficient effort The work demonstrates a lack of understanding of the subject There are significant gaps in the interpretation of literature and relevant concepts, and the reasoning presented is flawed, inconsistent, contradictory, or incoherent Unacceptable work is characterised by incompleteness and inadequate comprehension 9

10 Transferring to a Different Course We hope that you will be happy with your initial choice of degree, but a small minority of students will wish to transfer to another degree. If your chosen new degree is offered by another school then it is less likely that you will be able to transfer. However, if you wish to choose an alternative degree from amongst those offered by the Business and Management Department, then this may be possible, but the change must be completed by Friday 30 th September If you wish to consider transferring to a new degree, please make an appointment with your academic advisor to discuss the options available, as soon as you can. Contact Details You should also keep in touch with your academic advisor, and contact the Student Life Centre for help with any personal issues you face. Your course convenor should be able to help you find an answer to any questions you have during your studies. Other useful contacts: Course Convenor & Academic Advisor Dr Des Doran D.Doran@sussex.ac.uk (01273) Director of Studies & Head of Department Prof. Sue Newell Sue.Newell@sussex.ac.uk (01273) Business and Management Postgraduate Course Co-ordinators Miss Rebecca Renvoize pg-bam@sussex.ac.uk (01273) Miss Sophie Buitenhuis S.Buitenhuis@sussex.ac.uk (01273) Student Life Centre The Student Life Centre (SLC) offers information and advice to all Sussex students. Their aim is to help you to gain the best university experience you can, whatever your circumstances, by ensuring if you run into problems you get appropriate guidance and support. The SLC is based on the first floor of Bramber House and is open from 9.00 am 5.00 pm every weekday. You can drop in to see them, call (01273) , studentlifecentre@sussex.ac.uk or make an appointment just go onto your Sussex Direct site, click on your Study tab and then on Student Life Centre. Amongst the many issues the SLC can help you with are: Personal concerns affecting study progress or well-being; Funding and finance including scholarships, bursaries and hardship funds; Sources of help to improve academic performance identifying obstacles to learning; 10

11 Understanding university systems and regulations in relation to assessment, services, complaints, conduct, and discipline; Progression, intermission and withdrawal processes - discussion and support; Referrals to other professional services on campus; Mitigating evidence help. Student Charter Students agree to take responsibility for their own learning and actively engage with all their modules. This will help to ensure that students not only focus on the content of modules but also the skills elements that are integrated into all classes. What this means is set out below. Faculty will endeavour to provide a supportive learning environment to help students engage with their modules. If a student is unable to fulfil one of their responsibilities they must inform their teacher. If the student fails to do this, the teacher will initially try and work with the student to resolve the lack of engagement. However, if a student continues not to meet their responsibilities then a teacher can ask the student to leave a particular session, where the lack of engagement is assessed as affecting the learning environment. By enrolling as a student at Sussex, you are therefore agreeing to the following: Student responsibilities: 1. Students are expected to undertake independent study for all modules; (remembering that a 15 credit module is equivalent to 150 hours of study, of which a maximum of 33 hours happens in the classroom) 2. Students should not talk (unless discussion is requested) during lectures 3. Students should only use computers or mobile phones during teaching sessions for work-related purposes 4. Students should come to class prepared to listen, take notes and ask and answer questions 5. When students attend a seminar or workshop they must have done any pre-reading that is assigned 6. Students should arrive for class on time 7. If students have to miss a session, they should their teacher to explain their absence either in advance or within 24 hours of the session 8. Students must make an appointment with their academic advisor at least once a year otherwise s/he will not write a reference other than to confirm grades 9. Students should complete all individual assessments themselves or note any help that they have received (including proof-reading) 10. Freeriding in groups is not fair. Students should prioritize any group project work that they have, to ensure that they contribute their fair share otherwise their peer group is entitled to identify the lack of effort of individual members 11. Students have a responsibility to check (and respond as necessary) to their University at least once a day during term time; not reading an is not an excuse for missing a deadline. 12. The university is responsible for ensuring that staff, students and visitors to the University of Sussex are treated with fairness, dignity and respect. Students are also expected to take on this approach, and treat their peers, tutors and other university staff with kindness and respect. 11