Purpose
The purpose of this paper is to provide a detailed framework of goals, processes and solutions that can serve as a starting point for instructors in designing their own student-managed investment fund (SMIF) course experience that is relevant for all undergraduate business majors.
Design/methodology/approach
The design is suitable for a wide audience without prior equity investment expertise, lead to equity portfolio management competency and concentrate heavily on the understanding of the elements of a competitive business model. One noteworthy aspect of the proposed pedagogy is that it does not require a text, uses only real-world resources and is flexible in its execution.
Findings
The proposed pedagogy has achieved long-term success by consistently exceeding performance expectations.
Originality/value
According to the extant literature, many SMIFs are restricted to only a few students, develop skills unevenly across class participants, or are not formally organized or executed. There is a lack of in-depth and specific resources available in the extant literature to assist course designers in an SMIF design and execution. This manuscript fills this void by providing a detailed framework of goals, processes and solutions that can serve as a starting point for instructors in designing their own SMIF course experience.
Managing supply chain relationships or working with suppliers to meet the goal of waste reduction are essential functions for successful businesses. There are several disruption risks associated in supply chains, of which few can argue that the disruption of communication, especially product identification and data capture, is the most important potential bottlenecks. It is important in a lean environment to identify potentially disruptive supply chain events for each node in the network. The use of RFID and related IT-intensive technologies can greatly aid management in its quest for more robust and agile supply chains, especially in an offshoring/outsourcing environment.
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