Document Type

Conference Paper

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Abstract

It is recognised that in today’s global competitive marketplace, where outsourcing continues to grow at an exponential rate, Logistics and Supply Chain Management (SCM) have grown in importance [1]. Research suggests that as logistics moves from being viewed as a stand alone discipline to one viewed as integrating the management of supply, the duties, managerial skills and knowledge of the Professional Logistician have changed [2] [3] . The challenge for logistics educators is to design and develop curricula, learning, teaching and assessment strategies that can support wide-ranging and integrative learning objectives. Research also states that universal logistics management skills must include people, analytical, communication, flexibility and computer skills [4]. This action research paper presents the second stage analysis of the teachers experience when designing and implementing a PBL strategy in a third year module of an undergraduate logistics degree programme, (paper one, [4]). The experience of the students is recorded in a post module survey. Problem based learning (PBL) requires the student to be self directed and responsible for their own learning as they seek to solve a ‘real life’ problem, within a group. Group dynamics, group assessment and interpersonal challenges which were noted by students in phase 1 [4] were addressed, however, project and group management are still problems. An important overall finding was the need for greater training for the students in PBL methods, as well as group work and project management. The research paper also identifies and analyses other constructively aligned learning and assessment strategies for use in the students final year. These strategies seek to integrate the three distinct SCM skill constructs, and enhance the student’s development of people, analytical and communication skills. The students experience is recorded in a learning log which they develop as they complete each of their assignments. This is submitted for analysis after they complete their exams.

DOI

https://doi.org/10.21427/D7F491

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