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2. ENGINEERING AND TECHNOLOGY, Transport engineering, 5.2 ECONOMICS AND BUSINESS, Business and Management., 5.3 EDUCATIONAL SCIENCES, *training, *pedagogy
Research findings suggest that a supply chain manager's job is complex and multidimensional, requiring both general management and logistics/supply chain specific knowledge, competencies and skills. The challenge for logistics educators is to design and develop curricula, teaching and assessment methodologies that can support wide-ranging and integrative learning objectives, which include team, people, project management and technological skills. Problem based learning (PBL) draws heavily on andragogical principles, requiring the student to be self directed and responsible for their own learning as they seek to solve a ‘real life’ problem, within a group. The paper presents the analysis of the teachers experience of designing and implementing the PBL strategy in a third year module of an undergraduate logistics degree programme. The experience of the students is recorded in a post module survey. Group dynamics and interpersonal challenges were noted by students. Group assessment in particular was highlighted. Group sizes were also explored and large groups were found to be less effective. An important overall finding was the need for greater training for the students in PBL methods.
Farrell, M.: Analysis of a Pilot Implementation of Problem Based Learning Strategy for a Logistics Undergraduate Education Programme, INTED Conference, Valencia, 2008.