Logistics education: a look at the current state of the art and science

Abstract

Purpose -This paper aims to provide the results of a large-scale survey of courses dedicated to the field of logistics in higher education. This research is unique because it represents the first large-scale study of both undergraduate and graduate logistics courses. Design/methodology/approach -Content analysis was performed on each syllabus to identify the actual course coverage: requirements, pedagogy and content emphasis. Content analysis is a descriptive approach to categorize data and the results may be limited by the categorizations used in analysis. This aggregated information was utilized to compare historical research findings in this area with the current skills identified as important for career success. These data provide input for gap analysis between offerings in higher education and those needs identified by practitioners. Findings -Data gathering efforts yielded a sample of 118 logistics courses representing 77 schools and six different countries. The aggregate number of topics covered in undergraduate courses totalled 95, while graduate courses covered 81 different topics. The primary evaluation techniques include the traditional exams, projects and homework. Details regarding learning objectives and grading schema are provided along with a gap analysis between the coverage of logistics courses and the needs identified by practitioners. Originality/value -The goal is to use these data as a means of continuous improvement in the quality and value of the educational experience. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of logistics courses and curricula in academia as well as training and development by professionals in the field of logistics.

The growing scale and scope of the supply chain: a reflection on supply chain graduate skills

“…Hence, the integration between supply chain topic areas is necessary to ensure students understand the linkages and its relation to the workplace (Bak and Boloucher-Passet, 2013). As supply chains have moved towards increasing integration and coordination between members, managerial talent in the coordination of these services and enhanced communication skills are seen as being more essential than the ability and understanding of 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 y C h a i n M a n a g e m e n t : a n I n t e r n a t i o n a l J o u 6 basic operational activities (Sheffi and Klaus, 1997;Mangan et al, 2001;Lutz and Birou, 2013). Communication skills are of key importance driven by mobile technology such as video conferencing and other media technology to formulate process models and exchange ideas.…”

Analysing Challenges of Teaching Supply Chain Management in Higher Education Institutions

“…Nowadays, students are required to understand the dynamics of online retailing and its operational activities (Lutz and Birou, 2013). Additionally, they are given options to learn collaboratively in an online setting (Trautrims et al, 2016).…”

“…In recent years, management education has become "less and less relevant to practitioners" (Bennis and O'Toole, 2005: 98). In a study 118 syllabi of logistics courses in six different countries, Lutz and Birou, (2013) found that majority of classes adopt a traditional research-oriented approach to logistics education. SCM practitioners do not perceive a clear connection between curriculum quality and academic research (Fawcett and Rutner, 2014).…”

Research on the teaching system of undergraduate logistics management major based on the concept of sustainable development

“…在物流管理教学体系的设置方面，一些学者提出了不同的看法。Lutz和 Birou针对6个不 同国家77个学校的118门物流课程进行分析，首次大规模的研究了本科和研究生物流课程，本 科课程涵盖的最常见的主题包括：物流管理导论、运输管理、库存管理、客户服务、信息技 术、物流、仓储、网络设计、物料搬运、供应链管理组织等 [4] 。Wu和Huang等从实践者的角 度对台湾的全球物流管理课程进行分析认为，为了应对全球化，要求学生能够进行整合、从 国际视角进行分析、财务绩效分析、维持好的商业和客户关系、具备较强的人际交往能力、 保持健康和了解法律法规。 [5] Wong 和Grant认为，本科物流课程有三个主要目标：全面的理 解物流各项活动，培养分析和解决各种物流问题的能力，获得物流领域专业知识的机会。 [6] 现在越来越多的公司关注物流和供应链的运作和优化，物流管理专业结合企业需求和学 科发展的情况，在对学生的理论知识和实践能力培养方面，应该重点突出"厚基础、宽口径、 强能力、高素质"的培养目标。物流管理专业应用型管理人才在系统地掌握管理、经济、法律 等知识的基础上，应掌握物流管理所需的各项核心知识和能力，尤其是创新能力、创业能力、 深入研究解决物流问题的能力、领导能力以及具备高度的社会责任感。 鼓励学生积极参与学术科研、学术竞赛、社会实践，以及各类创新创业活动。例如，参 与"工业4.0"智能工厂研究，物流的干线、支线领域、落地环节和管控环节的创业研究以及"互 联网+智能物流"的研究等；同时，参与"挑战杯"、"互联网+"大学生创新创业大赛、"创青春" 创业实践挑战赛和大学生创新创业计划项目等赛事，各项比赛和活动可转换为课程学分，提 高学生的创新创业意识和能力。…”