Please note this module descriptor is indicative of the structure of this course and may be subject to change.
The aim of this module is to define key terms and introduce conceptual frameworks for managing supply chains. It will revuiew the evolution of logistics and supply chain management over the past 30 years anmd explore the relationship between logistics/supply chain management (SCM) and other management functions. It will also examine the objectives of logistics/ supply chain management and ways of measuring its performance.
Performance measurement in logistics and supply chain management
By the end of this module, students should be able to:
1. appreciate the contribution that managing supply chains can make at corporate and national economic levels
2. demonstrate a sound grasp of the principles and theories underpinning the formulation of logistics strategy
3. understand the inter-relationship between logistics and related business functions
4. recognise the differing logistical perspectives of producers, retailers and logistics providers
Marks for each individual student in group work will be adjusted based on the individual student’s overall contribution. The approximate equivalent word count contribution per individual for the group work is 500 words (reflected in approximately 3 minutes presentation). Please note that is only an approximation and may vary depending on the number of individuals per group.
A course map contains a list of the individual study units, called modules, that you study to complete your course. Some modules are compulsory, but you can sometimes choose modules outside your core area of study which interest you.
A module is a self-contained, individual unit of study. The module descriptor provides various details about the module including who the module tutor is, what you will be studying, how you will be assessed and what you will have learned once you have completed the module.
Course maps and module descriptors from previous years can be found in the Course Resources Archive.
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