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Business Supply Chain Learning Resources case study
Business Supply Chain Learning Resources case study
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Business Supply Chain Learning Resources case study
Assessment 2: Supply Chain Learning Resources List
Business Supply Chain Learning Resources case study
Identify and create a 3-5-page analysis of five resources to teach students key supply chain management concepts, trends, and issues.
Business Supply Chain Learning Resources case study
As the instructor for this MBA class, you must supply the reading materials for your students to understand the current trends and issues for supply chain management. What are professional informative articles, literature reviews, and empirical articles that are best suited to teach your material and why?
Business Supply Chain Learning Resources case study
Appropriate resources may include textbooks, scholarly research articles, reports on practitioner research, or videos.
Business Supply Chain Learning Resources case study
The key is selecting materials that are current, address the aspects of a topic you want to focus on, and are the appropriate level for your students. You should also be considering how the resources will fit together collectively to provide your students with a comprehensive view and understanding of what you are trying to teach.
Business Supply Chain Learning Resources case study
Reminder: Assessments in this course are designed to be completed in the order they are presented in the courseroom.
Business Supply Chain Learning Resources case study
OVERVIEW
For this assessment, you will research various resources to teach your MBA supply chain course, then select and analyze five resources relevant to your course content and objectives.
INSTRUCTIONS
Business Supply Chain Learning Resources case study
Review the resources from the Topic Exploration Quickstart Literature Guide: Global Operations & Supply Chain Management. This guide presents current and relevant scholarly, academic, and practitioner resources related to supply chain management. Your first step for this assessment is to select five appropriate resources that your MBA students would engage with to help learn the baseline supply chain management knowledge they need, as well as illustrate the three important current trends and issues that you have identified to teach your students (that is, which current trends or issues you discussed in your welcome video).
Business Supply Chain Learning Resources case study
As you are selecting the five resources, remember to consider:
Business Supply Chain Learning Resources case study
Relevance to the current trends, issues, and best practices related to supply chain management or foundational concepts and frameworks related to supply chain management.
Business Supply Chain Learning Resources case study
Relevance of information to the concepts you are planning to teach.
Variety of resource types:
Business Supply Chain Learning Resources case study
Have you selected a mix of textbook readings, peer-reviewed journal articles, professional practitioner articles, and/or multimedia?
Business Supply Chain Learning Resources case study
The planned use of the resource in the course and what objective it will specifically teach your MBA students.
The degree to which the resources fit with the adult learning framework, Bloom’s taxonomy, and personal teaching philosophy you are applying to your course.
Refer to your course readings when considering this item.
Business Supply Chain Learning Resources case study
Once you have identified your three resources, write a 3–5 page analysis in which you address the following within the context of the MBA course you are teaching:
Summarize the major takeaways of current trends and issues in supply change management and/or foundational supply chain management concepts and frameworks.
Synthesize how the selected resources illustrate the three selected current trends or issues in supply chain management to be taught in your MBA course.
Explain how the chosen resources are appropriate for your MBA students and supportive of the course objectives.
Reflect on the degree to which the resources and your planned use of them fit with the adult-learning framework and personal teaching philosophy you are applying to your course.
Additional Requirements
Business Supply Chain Learning Resources case study
As you complete your assessment, be sure your submission meets the following guidelines:
Written communication: Use error-free, doctoral-level writing, with original (non-plagiarized) content, logical phrasing, and accurate word choices.
APA formatting: Format all references and citations according to current APA style and formatting guidelines. Refer to the Academic Writer as needed.
Font and font size: Use a consistent, APA-compliant font, 12 points.
Business Supply Chain Learning Resources case study
Length: 3–5 double-spaced content pages plus a reference list.
Business Supply Chain Learning Resources case study
Recite: Use Recite to confirm that your in-text citations match the reference list at the end of your assessment and make any needed corrections before submitting your assessment.
File naming protocol: Follow the standard naming conventions for any files you upload. Refer to the DBA Submissions Requirements for details.
Scholarship: In addition to the five resources that you will be using to teach your MBA students, cite 1–4 resources as needed to support your application of adult learning frameworks as well as an analysis, synthesis, and explanation of how your five teaching resources will be used within the context of the MBA course you are envisioning. Overall, you should be citing 6–9 scholarly and professional practitioner resources.
Track changes requirement: When your assessment is returned from your faculty member, address any feedback and make appropriate revisions, making sure to use the Track Changes feature of Word to document your changes per the requirements in the DBA Submissions Requirements page on Campus.
COMPETENCIES MEASURED
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Develop written, electronic, visual, and oral communication to educate, guide, and advise diverse academic and professional audiences.
Write with proper grammar, usage, and APA format and style.
Write with logic, flow, structure, and content focus to cohesively, comprehensively, and clearly convey meaning.
Write with proper paragraph development, transitions, and academic tone.
Competency 2: Educate others to seek, access, evaluate, and validate the credibility and utility of business sources for global supply chains.
Summarize the major takeaways of current trends and issues in supply change management and/or foundational supply chain management concepts and frameworks.
Competency 3: Integrate adult learning frameworks to solve a problem faced by business learners in higher education.
Explain how chosen resources are appropriate for MBA students and the course objectives the resources will be supporting.
Competency 4: Create instructional plans to present a business course in managing supply chains across diverse cultures and legal systems.
Synthesize how selected resources illustrate the three selected current trends or issues in supply chain management being taught in an MBA course.
Competency 6: Develop a personal teaching philosophy for continuous improvements to teaching beliefs and self-awareness.
Reflect on the degree to which selected resources fit with the adult learning framework and personal teaching philosophy applied to an MBA course.
Resources: Supply Chain Management Models & Theories
Your students will need to learn key theories and models of supply chain management. To prepare you to teach supply chain management, we will examine these theories, beginning with the Theory of Constraints, which was introduced by Dr. Eliyahu Goldratt in 1984 and later developed by him and others. It is based on the premise that a chain is only as strong as its weakest link—the constraint—and that learning how to optimize and leverage that constraint is the key to achieving goals and, ultimately, profitability. Because constraints (or obstacles to achieving a goal) are the core of the theory, fundamental concepts are that (a) a goal must be clearly defined; and (b) constraints to achieving the goal must be identified. Constraints may be internal or external.
There are three main components and five goals that you must teach the MBA students:
Components
Rate of production.
Operational expense.
Inventory.
Goals
Identify the constraints or system of constraints.
Decide how to exploit the constraints.
Subordinate everything else in order to address Goals 1 and 2.
Alleviate the system’s constraints.
Stop everything if a constraint has been broken and start again. Do not let it build up to start another constraint.
The following resources will help you build your understanding of models and theories of supply chain management through the lens of its historical and contemporary definitions, models, and applications. Each resource is accompanied by a brief summary or excerpt of its abstract and/or introduction to help you frame your understanding before engaging with the resource.
Koss, J. P. (2021). How integrated is the supply chain? Beverage Industry, 112(1), 44.
Each phase of a supply chain is dependent on the next; if one fails, the system breaks down. This article discusses how integration is key to success of any supply chain.
Mentzer, J. T., DeWitt, W., Keebler, J. S., Min, S., Nix, N., Smith, C. D., & Zacharia, Z. G. (2001). Defining supply chain management. Journal of Business Logistics, 22(2), 1–26.
This article examines the historical research and concepts of supply chain management to present a unified definition and foundational conceptual model that informs contemporary supply chain management.
Sarmah, S. P. (2016). Supply chain management strategies for effective channel coordination [Video]. IGI Global.
This video explores several facets of supply chain coordination and managerial strategies for achieving an efficient and profitable supply chain. Highlighting essential concepts, practical examples, and theoretical perspectives of logistics and operations management, this video is an essential reference source for graduate-level students, business professionals, and researchers.
Worth, J., & Wilding, R. (2020). Route to net zero: A new supply chain model. Logistics & Transport Focus, 22(5), 36–38.
This article discusses what logisticians and others should do to make modal transfer an option for moving goods. The biggest single strategic decision logistics managers and professionals can make is to move the key facilities progressively to rail-connected locations, which enables cost—as well as carbon—to be taken out of the supply chain. It also examines key considerations for optimizing the proposed model.
Resources: Contemporary Supply Chain Management Concepts
These resources will help you identify and use appropriate course materials for your MBA students:
Brockhaus, S., Fawcett, S. E., Knemeyer, A. M., & Fawcett, A. M. (2019). How to become a supply chain rock star. Supply Chain Management Review, 23(2), 42–49.
This article examines the critical role that contemporary supply chain managers play in ensuring the success of supply chains.
Kassaneh, T. C., Bolisani, E., & Cegarra-Navarro, J. (2021). Knowledge management practices for sustainable supply chain management: A challenge for business education. Sustainability, 13(5), 2956–2970.
In recent decades, business competition has been increasingly among supply chains (SCs) rather than individual firms. Today, considering the challenges of environmental, social, and economic sustainability, it is becoming even more vital to coordinate and co-manage company resources, activities, and innovative efforts at the SC level. This article examines how key knowledge management practices can help to optimize supply chains.
Resources: Online Learning Concepts
These resources examine education concepts specifically focused on online learning and can help you plan how to use the materials you choose for your online MBA supply chain management course.
Choi, P., Harris, M. L., Ernstberger, K. W., Chris Cox, K., & Musgrove, C. F. (2019). An exploratory study on part-time MBA program choice factors and characteristics of part-time MBA students. Journal of Education for Business, 94(3), 139–147.
The authors present considerations related to MBA program design and student choice factors that educators should keep in mind when developing programs and curricula.
Palmer, F. (2020). The shift to e-learning solutions in a changing world. Logistics & Transport Focus, 22(8), 68.
This article discusses how e-learning solutions shift in a changing world and the need to adopt more accessible learning and professional development solutions.
Tanis, C. J. (2020). The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Research in Learning Technology, 28, 1–26.
Tanus analyzed survey results from post-secondary faculty and alumni to identify seven key principles of online education.
Resources: Teaching Models and Strategies for the Online Adult Business Educator
These resources can help you increase your understanding of various models and strategies that you can apply in developing curricula and materials for adult learners in business-related online courses and programs. Each resource is accompanied by a brief summary or excerpt of its abstract and/or introduction to help you frame your understanding before engaging with the resource.
Aisami, R. S. (2020). Chapter 1, The 5Ds model for planning and teaching online courses: Introduction and overview. In Utilizing a 5-Stage learning model for planning and teaching online courses: Emerging research and opportunities (pp. 1–13). IGI Global.
The 5Ds model for planning and teaching online could be leveraged when developing resources, lesson plans, and other materials that go into online courses.
Chuang, M. (2019). A web-based simulation game for teaching supply chain management. Management Teaching Review, 5(3), 265–274.
This article provides detailed implementation protocols for using a Web-based SCM game including game descriptions, classroom pedagogy, and simulation assessment.
Gaumaa, R., Anderson, L., & Zundel, M. (2018). What can managers learn online? Investigating possibilities for active understanding in the MBA classroom. Management Learning, 50(2), 226–244.
This article looks at ways to apply a community of inquiry model to drive engagement and learning in an online MBA course environment.
Kodzi, E. T. (2019). From design to delivery: Teaching supply chain management to IB majors. Journal of Teaching in International Business, 30(4), 342–372.
The design of specific courses in any curriculum must be purposeful in terms of what is taught, how it is taught, and how all the course components fit together. For a supply chain management course targeted at international business (IB) students, one key purpose is to understand how competitiveness is developed across the extended enterprise, rather than within the confines of individual companies. This “winning together” view helps foster capabilities for connectedness and cooperation in IB environments typically characterized by geographic dispersion and cultural dissimilarities.
Özelkan, E. C., & Rajamani, D. (2006). 5P framework for teaching and characterizing supply chains effectively [Conference paper]. IIE Annual Conference Proceedings, Norcross, 1–5.
The “five P’s” in the 5P framework are Products, Pain points, Performance measures, Physical structure, and Processes.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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