UNIVERSITY COLLEGE DUBLIN

Bachelor of Business Studies (BBS) Singapore

Supply Chain Management (BMGT3006S)

STUDY GUIDE

BBS 63 PT Singapore

Copyright Mar 2024

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Author: Mogan Swamy (2024)

This manual was prepared for University College Dublin as a comprehensive support for
students completing the above-mentioned Degree programme.

© This publication may not be reproduced, in whole or in part without permission from
University College Dublin.

Module Co-ordinator: Mogan Swamy

Email: [email protected]

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 TABLE OF CONTENTS

PAGE

WELCOME MESSAGE

1. INTRODUCTION
a. Background details
b. Module aims
c. Programme Goals

2. MODULE OUTLINE
a. Module learning outcomes
b. Themes and topics
c. Learning materials

3. MODULE DELIVERY SCHEDULE

a. Session arrangements
b. Student engagement
c. Office hours arrangements

4. ASSESSMENT DETAILS
a. Assignments
b. Module assessment components
i. Continuous Assessment
ii. Examination

5. GRADING
a. University grading policy
b. Grade descriptors for assessment components

6. CONCLUDING COMMENTS

APPENDICES

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WELCOME MESSAGE

As coordinator of the Supply Chain Management module, I wish to welcome you to the
module. To operate effectively within the Global Business World, an understanding of the
theory and management of the business’s supply chain is essential. This module is designed
to deepen your interest and expertise in Logistics and Supply Chain Management and the
Study Guide is designed to support your learning. While much of the focus is on knowledge
acquisition, attention is also given to enhancing and developing your professional and
personal skills and competencies. To successfully complete this module, several learning
activities are to be completed (prior to, and during the bloc sessions) which should provide
enjoyment and fun and facilitate the attainment of the module learning outcomes.

Should you require clarification on any matter pertaining to the module, please do not
hesitate to contact me.

Mogan Swamy

Module Coordinator, BMGT3006S

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PART 1: INTRODUCTION

This Study Guide is designed to provide you with details of this module; the learning
outcomes; plus, delivery and assessment arrangements. The Study Guide consists of 6
parts.

Part 1 gives background details to the subject area are provided and the broad aims of the
module are set out.

Part 2 consists of the module outline. In this part the (a) module learning outcomes, (b) the
themes and topics to be explored are explained along with the (c) learning supports to be
used.

Part 3 gives details of the module delivery arrangements. It sets out the session
arrangements and the expectations in relation to your prior preparation and student
engagement.

Part 4 provides details of the assessment techniques used in this module explaining the
assessment components, their rationale.

Part 5 explains the UCD grading policy and grade descriptors drawing on the university
document are given for each assessment component (i) Assignment 1, (ii) Assignment 2 and
(iii) Examination.

Part 6 presents the concluding comments.

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Accessing Brightspace Live Zoom Classes
This module will be wholly delivered via UCD’s integrated Zoom classroom.
This is accessible via brightspace.ucd.ie under “BMGT3006S-Supply Chain
Management-2023/24 Summer”.

Please always login using your UCD email address and your name. Your name should be
visible to the lecturer and other students to facilitate collaboration.
Please join your online session no later than five minutes before the advised time of your
session.

Engagement tools on Collaborate

Throughout the online sessions for this module, you will be frequently asked to engage with
both your lecturer, and with your fellow students.
The lecturer may send you into breakout groups and you discuss some class content in
smaller groups before your findings are discussed with the whole class. You may use the
“Share Screen” function (if enabled) to show some summary points of the breakout group
discussions.

If you select “Chat,” a chat window will open and you can communicate with the whole class
or with your lecturer. If you would like to send a private message to your lecturer, please
select your lecturer’s name instead of everyone.

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By clicking on “Reactions”, another menu will open. This menu allows you to raise your hand
if you have a question or would like to comment. If you see a hand icon in the left upper
corner of your screen, your hand is currently raised. You can lower your hand by clicking on
this icon a second time. The lecturer can also lower your hand.

When you join a Zoom session, you will be muted, and your camera is turned off. But for
better engagement in the class, it is advised to keep your camera turned on. Please only
unmute yourself if you would like to speak to avoid background noises. You can change your
audio and video setting by clicking the small arrow beside the “Unmute” or “Start Video”
icon.

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Background Details

The Supply Chain Management Course is one of the the modules under the Logistics
Pathway. This module focuses on the study of business relationships between a company,
its suppliers and its customers. Students develop in-depth knowledge of the entire flow of the
end-to-end supply chain, from raw materials to finished products. A special emphasis is
placed in information and supply flow through the value chain and the management of
relationships.

The module can also serve as an introduction to other Logistics Pathway subjects such as
Operation Management, Global Logistics and Supply Chain Planning and Control where
specific in-depth supply chain processes and mathematical models will be discussed.

Module Aims

The aim of this module is to provide students with an overview of the theory and practice of
Supply Chain Management. It takes a process approach in that it provides a guiding
framework in helping to understand the decisions involved in designing a supply chain
strategy.

This module focuses on the theoretical and practical aspects of SCM, and its role in
enhancing customer fulfilment. It discusses the critical issues involved in supply chain
design, and examines bridges to supply chain integration and collaboration.

The module draws on student prior learning or work experience and combines insights from
strategy, international trade and investment theory, human resource management and other
areas.

The assessment tasks for this module have been designed with this in mind as detailed later
in the study guide.

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Programme Goals

Programme Code: BBS63 (Sg)

Programme Title: Bachelor of Business Studies

Pathway: Logistics and Supply Chain Management

Programme Goals Programme Learning Programme Learning

Outcomes Outcome Assessed

1) Programme Goal 1: Programme Learning Outcome Exam – Essay Question

1a:
Informed Thinkers:
Our graduates will be Explain current theoretical
knowledgeable on underpinnings of business, the
management theory management of organisations and
and will be able to supply chains.
apply this theory to
business problems Programme Learning Outcome Exam – Essay Question
(Knowledge). 1b:

Apply appropriate methods, tools,

and techniques for identifying,
analysing and resolving business
problems within functional and
across functional business areas
of the supply chain.

2) Programme Goal 2: Programme Learning Outcome 2a Continuous Assessment

Communication, Prepare a short business

Analytical and Critical presentation (written and/or oral)
Thinking Skills: Our on a current business issue.
graduates will have
well developed skills Programme Learning Outcome Continuous Assessment
of communication, 2b:
analysis and critical
Analyse specific business case
thinking (Skills and
studies or problems and formulate
Competencies).
a report detailing the issues and
recommended actions.

Programme Learning Outcome Continuous Assessment

2c:

Conduct secondary research on

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 logistics-related issues and report
on the findings and draw
appropriate conclusions.

3) Programme Goal 3: Programme Learning Outcome Continuous Assessment

3a:
Personal and
Professional Develop collaborative learning
Development: Our and team-work skills by engaging
graduates will in module-related team activities.
demonstrate a
commitment to Programme Learning Outcome Continuous Assessment
personal and 3b:
professional excellence
Demonstrate capacity for problem
and development
solving collaboratively and
(Skills, Competencies
individually.
and Attitudes).

4) Programme Goal 3: Programme Learning Outcome Exam and Continuous

3a: Assessment
Ethical Awareness:
Our graduates will Demonstrate an awareness of
demonstrate an ethical values and business issues
awareness of ethical concerning the advancement of
issues in business and the broader societal ‘good’.
their impact on society
(Attitudes). Programme Learning Outcome Exam and Continuous
3b: Assessment

Illustrate an understanding of how

business decisions might
influence society and the wider
community at large.

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PART 2: MODULE OUTLINE

Module Title: Supply Chain Management

Module Code: BMGT3006S

No. of ECTS: 10

Module Learning Outcomes

 Critically appraise and evaluate any supply chain;

 Demonstrate strategically and critically on the role of supply chains;
 Describe and discuss how supply chain management supports the development and
execution of a company’s winning competitive strategy;

On completing this module, students will be expected to be able to:

 Build a Strategic Framework to Analyse Supply Chains.

 Design the Supply Chain Network.
 Plan and Coordinate Demand and Supply in a Supply Chain.
 Manage Cross-Functional Drivers in a Supply Chain.
 Understand the Use of Informational Technology in a Supply Chain.

Module Text: Wisner, J.D. (2023) Principles of Supply Chain Management: A Balanced
Approach, 6th edition, Cengage. ISBN 9788000039947

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Themes and Topics

1. Supply Chain Management and Competitive Strategy

a. The Objective of a Supply Chain

b. Achieving Strategic Fit
c. Drivers of Supply Chain Performance

2. Designing the Supply Chain

a. Factors Influencing Network Design Decisions

b. Framework for Network Design Decisions
c. Risk Management in Supply Chains

3. Planning and Coordinating Demand and Supply in a Supply Chain

a. Demand Forecasting in a Supply Chain

b. Aggregate Planning in a Supply Chain
c. Coordinating in a Supply Chain

4. Managing Cross-Functional Drivers in a Supply Chain

a. Sourcing Decisions in a Supply Chain

b. Pricing and Revenue Management in a Supply Chain
c. Sustainability in the Supply Chain

5. Information Technology in the Supply Chain

a. The Role of IT in a Supply Chain

b. The Supply Chain IT Framework
c. The Future of IT in the Supply Chain

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Learning Materials

For this module, please read the assigned chapters in the prescribed text and the additional
readings assigned (see list below).

1. Ohmae, K. (1989). Managing in a borderless world. Harvard Business Review, 3(4),

60-64.
2. Drucker, P.F. (1994). The theory of the business. Harvard Business Review, 72(5),
95-104.
3. Prahalad, C.K., & Hamel, G. (1990). The core competence of the corporation.
Harvard Business Review, 68(3), 79-91.
4. Fisher, M.J. Hammond, W. Obermeyer, and A. Raman. ‘Making Supply Meet
Demand in an Uncertain World.’ Harvard Business Review (May – June 1994): 83-
93
5. Quayle, M. ‘Purchasing and Supply Chain Management’. Information Management,
19, no.1/2 (2006): 1-3
6. Mejza, M.C. and J.D. Wisner. ’The Scope and Span of Supply Chain Management.’
International Journal of Logistics Management, 12, no.2 (2001): 37:55
7. Ohmae, K. ‘The Global Logic of Strategic Alliances.’ Harvard Business Review
(March – April 1989): 143 – 52
8. Han, B., S.K. Chen and M. Ebrahimpour. ‘The Impact of ISO 9000 on TQM and
Business Performance.’ The Journal of Business and Economic Studies, 13, no. 2
(fall 2007): (1:25 pages)
9. Giunipero, L. and D. Percy, ‘World Class Purchasing Skills: An Empirical
Investigation.’ Journal of Supply Chain Management, 36, no. 4 (2000): 4-13.

Students completing this module are expected to participate in session discussions and
learning activities and be familiar with recent developments in the business world. To
facilitate this, the following source material is useful

 The Economist
 The Wall Street Journal
 Fortune
 Business Week
 The Financial Times

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PART 3: MODULE DELIVERY SCHEDULE

The module delivery relies on students’ ability to engage in prior preparation, to seek
confirmation and clarification as appropriate and to be actively engaged during the sessions.

Session Arrangements

Each student is expected to attend and be prepared for all sessions. Table 1 below outlines
the structure for the sessions (8 May 2024 – 4 Dec 2023).

Table 1: Module Delivery Schedule – themes, readings, cases

No. Theme /Topic Text chapters Case / exercise

articles/
title Readings*

1 Lecture 1 – 8 May 2024 Chapters 1, 2, 3 As shown below.

2 Lecture 2 – 13 May 2024 Chapters 4, 5, 6

3 Lecture 3 – 14 May 2024 Chapters 7, 8 As shown below.

4 Lecture 4 – 15 May 2024 Chapters 9, 10

5 Lecture 5 – 16 May 2024 Chapters 11, 12 As shown below.

6 Lecture 6 – 19 June 2024 Chapters 13, 14 Revision

* Some chapters in the text are assigned for more than one theme.

Date & Time of Topics Readings

commencement of
Online Session

Lecture 1

Lesson 1: Supply Chain Management Defined Chapter 1

Day 1 MCQ to class (Principles of Supply
Chain Management)
Lesson 2: Foundations of Supply Chain Management
Questions posed on chat bubble inviting students to
8 May 2024 respond.

Lesson 3: Trends in Supply Chain Management

Randomly break class into groups, for them to discuss,
and checking to see their answers.
Lecture 2 Chapter 2
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 Lesson 1: Purchasing Process Case Study: Keeping
MCQ to class Up the Curve, page 54
Day 1
Lesson 2: Sourcing Decisions
Questions posed to class, inviting students to respond.

8 May 2024 Lesson 3: Supplier Selection/Case Study

Randomly break class into groups, for them to discuss,
and checking to see their answers

Lecture 3 Chapter 3

Lesson 1: Developing Supplier Relationships

Day 1 MCQ to class

Lesson 2: Supplier Evaluation and Certification

Questions posed to class, inviting students to respond.
8 May 2024

Lesson 3: Supplier Relationship Management

Randomly break class into groups, for them to discuss,
and checking to see their answers.
Lecture 4 Chapter 4

Lesson 1: Ethical & Sustainable Sourcing Defined Case Study: Walmart’s

MCQ to class Food Sustainability
Initiative, page 118
Day 2 Lesson 2: Developing Sustainable Sourcing Strategies
Questions posed to class, inviting students to respond.

Lesson 3: Benchmarking Successful Sourcing

13 May 2024
Practices/Case Study
Randomly break class into groups, for them to discuss,
and checking to see their answers

Lecture 5 Chapter 5

Lesson 1: Demand Forecasting

Day 2 MCQ to class

Lesson 2: Forecasting Techniques

Questions posed to class, inviting students to respond.
13 May 2024
Lesson 3: Collaborative Planning, Forecasting and
Replenishment
Randomly break class into groups, for them to discuss,
and checking to see their answers.
Lecture 6 Chapter 6

Lesson 1: Operations Planning Case Study: Accurate

MCQ to class Forecasting at Nestle
Day 2 Improves Customer
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 Lesson 2: Materials Requirements Plan Service, page 168
Questions posed to class, inviting students to respond.

Lesson 3: Capacity Planning/Case Study

13 May 2024 Randomly break class into groups, for them to discuss,
and checking to see their answers

Lecture 1 Chapter 7

Lesson 1: Inventory Management

MCQ to class

Day 3 Lesson 2: Concepts and Tools of Inventory

Management
Questions posed to class, inviting students to respond.
14 May 2024
Lesson 3: Inventory Models
Randomly break class into groups, for them to discuss,
and checking to see their answers

Lecture 2 Chapter 8

Lesson 1: Process Management Case Study: Warner

MCQ to class Electric’s World Class
Day 3 Lean Production Plant,
Lesson 2: Elements of Lean page 285
Questions posed to class, inviting students to respond.

14 May 2024 Lesson 3: Six Sigma and Supply Chain

Management/Case Study
Randomly break class into groups, for them to discuss,
and checking to see their answers

Lecture 1 Chapter 9

Lesson 1: Logistics
Day 4 MCQ to class

Lesson 2: The Role of Logistics

Questions posed to class, inviting students to respond.
15 May 2024
Lesson 3: Impact of Logistics on the Supply Chain
Randomly break class into groups, for them to discuss,
and checking to see their answers

Day 4 Lecture 2 Chapter 10

Lesson 1: Customer Relationship Management Case Study: Domino’s

MCQ to class Pizza Wins Over New
15 May 2024 Fans, page 388

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 Lesson 2: Designing and Implementing CRM
Questions posed to class, inviting students to respond.

Lesson 3: Trends in CRM/Case Study

Randomly break class into groups, for them to discuss,
and checking to see their answers

Lecture 1 Chapter 11

Lesson 1: Global Location Decisions Case Study: Amazon’s

MCQ to class Global Logistics
Day 5 Facilities Network, page
Lesson 2: Critical Location Factors 414
Questions posed to class, inviting students to respond.

16 May 2024 Lesson 3: Facility Location Techniques/Case Study

Randomly break class into groups, for them to discuss,
and checking to see their answers

Lecture 2 Chapter 12

Lesson 1: Service Response Logistics Case Study: Mexpress

MCQ to class International Creates
Day 5 Quick Cross-Border
Lesson 2: Supply Chain Management in Service Service, page 450
Questions posed to class, inviting students to respond.

16 May 2024 Lesson 3: Concerns of Service Response

Logistics/Case Study
Randomly break class into groups, for them to discuss,
and checking to see their answers

Lecture 1 Chapter 13

Lesson 1: Supply Chain Process Integration Assignment Discussion

Day 6 MCQ to class

Lesson 2: Obstacles to Process Integration

Questions posed on chat bubble inviting students to
19 June 2024 respond.

Lesson 3: Supply Chain Risk and Security/Assignment

Randomly break class into groups, for them to discuss,
and checking to see their answers
Day 6 Lecture 2 Chapter 14

Lesson 1: Performance Measurement Along Supply Revision

Chains
19 June 2024 MCQ to class

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 Lesson 2: The Balanced Scorecard
Questions posed on chat bubble inviting students to
respond.

Lesson 3: Revision
Questions posed on chat bubble inviting students to
respond.

Preparation Required in Advance of Sessions / Seminars

In addition to Assignment 1, you are expected to have read the following topics in advance
of meeting the module coordinator / course lecturer at the seminars: Chapters 1 and 2 of the
assigned text.

BBS modules are 10 ECTS, and the workload should reflect that fact. It is essential to set
out the schedule so that you can plan your learning activities, especially those who are
aiming to balance study and work demands.

The readings detailed above have been assigned and students are expected to be fully
familiar with them. These readings are an important learning source and supplement the
session and text materials.

Student Engagement

During the sessions, students are expected to be able to discuss issues arising from the
assigned chapters and readings for the topics as scheduled above.

Session participation is a vital element in the design of this module. Therefore, all students
are expected to engage in class discussion and debate in order to facilitate the formation of
their critical judgements.

To support your learning, Power-Point slides will be available which (on certain occasions)
may need to be upgraded / modified during or following the sessions depending on the
issues raised.

Office Hours Arrangements

I will be available for 30 minutes after each lecture should you wish to meet me individually
to discuss any aspect of this module.

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Recording Class Sessions
Students are asked to be aware that lecturers provide suitable class material to support
student learning. We are aware that some students on occasion may like to record class
sessions. Where this is the case, permission MUST be sought to record the session.
This is to make not only the lecturer aware and ask their permission out of courtesy but to
ensure classmates are also happy to be recorded. We are grateful for your full support in this
regard.

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PART 4: ASSESSMENT DETAILS

This module has two assessment components with specific weightings and marks awarded
totalling 1001. The purpose of each assessment is as follows:

 The Assignment aims to focus your learning by ensuring understanding of business

structures and theories. You will be asked to evaluate business entities and display your
ability to apply it to real situations through a variety of assessment strategies. Continuous
Assessment is intended to promote inter-active learning through group work while
assessing your understanding of the theory and its’ academic versus practical
applications. Continuous Assessment has been designed so that you will be assessed
through multiple assessment types. These assessments may come in the form of a
report, class participation, group work or any alternative combination.
 The Examination is the formal examination which aims to get insights on your
understanding of issues (theory and practice) addressed in the module.

Students are expected to complete all assignments ensuring that they are submitted by the
specified date. All submissions must be typed, be well laid out, written in an academic style
with appropriate headings (introduction, main part and concluding comments) and sections.
Please ensure that all submissions are entirely your own work – for UCD’s policy on
plagiarism click on the link below (please see Appendix 2 for further information on
Plagiarism and the policy on the Late Submission of Coursework):
https://www.ucd.ie/governance/resources/policypage-plagiarismpolicy/

The weighting assigned for each component is shown in Table 2 below. (I = Individual; G =
Team)

Table 2 – Assessment Components

Assessment components Weighting Individual /Team

1. Assignment 40% I
2. Examination 60% I

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Module Assessment Components

In the following pages, further details of each assessment component are presented along
with expectations in relation to prior preparation and completion.

Assignment

The Assignment is worth 40% of the overall grade of module. This assessment is in the form
of an individual report, around 2000 words. The expectation and assessment of the
assignment is based on the idea that the student would undertake the following activities:

 Explain the purpose of the author or the article, ‘The 7 Principles of SCM’.
 Identify the key question that the author is trying to address, and the information that
the author has used or presupposed to support his arguments.
 Evaluate the inferences, or the conclusions that the author comes to, and presents in
the article. Essentially, find out what is the author’s line of reasoning, and the main
assumptions underlying the author’s thinking.
 Pursue the logical implications of the author’s position, and state the usefulness of
the article to topic, for both theory and practice.

The intent of the assignment is for the students to show knowledge and understanding of the
subject matter, thereby helping them to develop an ability to develop a framework to lucidly
explain the decisions involved in designing a supply chain strategy. There is also the added
ability to deal or substantiate any statements, or recommendations, with appropriate
references and bibliography. In successfully achieving these stated tasks, it is hoped that the
student has met the programme goals of 2, 3 and 4.

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Table 2B – Assignment Deadline Summary

Continuous Assessment Date Assignment Due

Deadline

Assignment 30 June 2024

Examination 14 July 2024

The Assignment must be submitted in via BrightSpace. It is the student’s responsibility to

retain a copy of any submitted assessment/project work. Please read the Grade
Descriptors in the Assignment 1 Grade Descriptor table.

Examination: (60%)
The examination will focus on module themes and the material covered in the text, cases,
assigned readings, videos and class discussions. For this, students are expected to
demonstrate their understanding of theory and practice addressed throughout the module.
The examination question format will be designed to allow you show your understanding of
the topics discussed and also reveal your learning (new and prior). More specific guidelines
regarding the examination paper format and questions will be provided during the final
session.

Students will have the opportunity to ask questions about its design and style and be
advised the type of answers expected.

A recent past examination paper is included in Appendix 4 of this Study Guide, please be
prepared for slightly different style of question.

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PART 5: GRADING

This section of the Study Guide provides students with details of the UCD grading system
and also explains criterion referenced grading (UCD Policy). Under criterion referenced
grading, students are graded on the quality of their work without reference to other students
(norm referenced). For instance, the submission that meets the required guidelines in terms
of writing style, analysis, description and / or summary will be awarded according to the
standards set out. All students’ work is graded to indicate the standard attained using the
criterion referenced approach.

Table 3: UCD Grading System

Module Grades
Module Grade
Description
Grade Point
A+ 4.2
A 4.0 Excellent
A- 3.8
B+ 3.6
B 3.4 Very Good
B- 3.2
C+ 3.0
C 2.8 Good
C- 2.6
D+ 2.4
D 2.2 Acceptable
D- 2.0
FM+ 0.0
FM 0.0 Fail
FM- 0.0
No grade - work submitted
NM 0.0
did not merit a grade
No work was submitted by
the student or the student
ABS 0.0
was absent from the
assessment
More specific grade descriptors are set out for your assessment components in the following
pages. Table 4 below provides descriptors for Assignment 1 – please read them prior to
submitting your work.

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 Table 4: Grade Descriptors –Assignment

Grade Additional criteria more relevant to module levels 3 and 4

in the categories of analysis, synthesis and evaluation

An exceptionally deep and systematic engagement with the assessment task,

A+ with consistently impressive demonstration of a comprehensive mastery of the
subject matter and discerning judgement, reflecting
 a deep and broad knowledge and highly-developed critical insight, as well
as effective synthesis of extensive reading
 a critical comprehensive and perceptive appreciation of the relevant
literature or theoretical, technical or professional framework
 an exceptional ability to organize, analyze and succinctly present arguments
fluently and lucidly with a high level of critical analysis, supported by very
convincingly deployed evidence, citation or quotation
 a highly-developed capacity for original, creative and logical thinking

A deep and systematic engagement with the assessment task, with

A consistently impressive demonstration of a comprehensive mastery of
the subject matter, reflecting
 a deep and broad knowledge and critical insight as well as extensive
reading
 a critical and comprehensive appreciation of the relevant literature or
theoretical, technical or professional framework
 an exceptional ability to organize, analyze and present arguments
fluently and lucidly with a high level of critical analysis, amply supported
by evidence, citation or quotation;
 a substantial capacity for original, creative and logical thinking

A substantial engagement with the assessment task, demonstrating

B
 a thorough familiarity with the relevant literature or theoretical, technical
or professional framework
 well-developed capacity to analyze issues, organize material, present
arguments clearly and cogently well supported by evidence, citation or
quotation
 some original insights and capacity for creative and logical thinking

An intellectually competent and factually sound answer with, marked by

C
 evidence of a reasonable familiarity with the relevant literature or
theoretical, technical or professional framework
 good developed arguments, but more statements of ideas
 arguments or statements adequately but not well supported by
evidence, citation or quotation
 some critical awareness and analytical qualities
 some evidence of capacity for original and logical thinking

24
 An acceptable level of intellectual engagement with the as task showing
D
 some familiarity with the relevant literature or theoretical, technical or
professional framework
 mostly statements of ideas, with limited development of argument
 limited use of evidence, citation or quotation
 limited critical awareness displayed
 limited evidence of capacity for original and logical thinking

The minimum acceptable level of intellectual engagement the

D- assessment task with
 the minimum acceptable appreciation of the relevant literature or
theoretical, technical or professional framework
 ideas largely expressed as statements, with little or no developed or
structured argument
 minimum acceptable use of evidence, citation or quotation
 little or no analysis or critical awareness displayed or is only partially
successful
 little or no demonstrated capacity for original and logical thinking

An unacceptable level of intellectual engagement with the assessment task, with

 no appreciation of the relevant literature or theoretical, technical or
FM professional framework
 no developed or structured argument
 no use of evidence, citation or quotation
 no analysis or critical awareness displayed or is only partially successful
no demonstrated capacity for original and logical thinking

NB All students are advised to read the UCD Business School Code of Practice for
Team work – see Appendix 1.

25
PART 6: CONCLUDING COMMENTS
This Study Guide is designed to assist and guide your learning for this module. It is
important that you read it regularly and do so in conjunction with the core text, the assigned
readings and session materials. Should you need clarification on issues covered, please let
me know during the seminar sessions.

I hope you enjoy the module and wish you good luck with the rest of your study and for the
future.

Mogan Swamy

Mar 2024

26
APPENDIX 1: GROUP WORK – BEST PRACTICE GUIDELINES FOR
STUDENTS 2018/19

1. Rationale for group work:

There are many reasons for using group work as part of a learning or assessment strategy –
e.g. enhancing peer learning, creating a participative learning environment, encouraging
debate and discussion, promoting social interaction, and developing students’ teamwork
skills (e.g. negotiation, delegation and leadership).

2. Group formation:
Groups may be allowed to self-form or they may be constituted through some form of
random assignment. In the latter case, the assignment process may be structured to
achieve some diversity within groups – for instance across areas such as ability, cultural
background and gender – or on the basis of class attendance.

3. Managing the group:

a) The onus is on the group to ensure that individual members fully contribute to the
completion of the assigned task.
b) Students must familiarise themselves with the College of Business teamwork model –
https://qsblc.ucd.ie/videos/the-college-of-business-teamwork-model/
c) Effectively managing the group process and addressing challenges encountered
throughout the process is part of developing collaborative skills.
d) Groups must agree basic ground rules around communication procedures, performance
targets, arranging and organising meetings, maintaining records of group activity,
progress reports, solving problems, finalising the project and signing off on the final
product. The group should also, at an early stage in the process, discuss issues around
equity and fairness.
e) Groups should draw up a team agreement and set milestones to use as moments for the
group to review and identify emerging issues and assess progress.
27
f) Groups should assign roles to each member (such as leader, convener, facilitator,
editor).
g) Groups should maintain minutes of meetings, work plans etc.
h) Individual members should maintain a journal of their own contribution.

4. Assessment of group work:

a) The assessment of group work may involve the assessment of the ‘product’ of group
work (i.e. the content covered by the group work activity and assessed by the module
coordinator) and/or the assessment of the group work ‘process’ (i.e. participation in the
group and assessed by group members).
b) An individual assessment component (e.g. peer evaluation, individual reporting) may be
included.
c) Where group work contributes to a module grade, members will be awarded a grade that
accurately reflects their contribution to the completion of the task. To address the
problem of ‘free-riders’ within a group, differential grading may be applied by the Module
Coordinator.

5. Dealing with problems within groups:

a) Any student who is concerned about a member’s contribution to the group’s work must
firstly communicate this to the group members. It can be helpful for the student to
communicate this concern in writing to the rest of the group. The group must strive to
resolve the problem within the group.
b) The removal of a group member’s name from the cover page of a piece of coursework
can only be done with the advance approval of the Module Coordinator.
c) If a group member believes that his/her concerns have not been satisfactorily addressed
within the group, the matter should be brought to the attention of the Module Coordinator
in a timely manner. The Module Coordinator may request that this concern be raised
with him/her in writing.
d) Group problems cannot be solved retrospectively by the Module Coordinator.

6. Additional Resources:
UCD College of Business #LearningInsights: Collaboration and Group work video resources:
https://qsblc.ucd.ie/channels/#learning-insights

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APPENDIX 3: Two Important Documents

You are advised to read the following important documents before you commence your
studies on this module:

1. Guidelines for the Late Submission of Coursework

This document provides a detailed outline of the rules and regulations surrounding the
presentation, submission and marking of assignments. The guidelines provided must be
adhered at all times to avoid an unnecessary loss of marks. Further details on

http://www.ucd.ie/governance/resources/policypage-latesubmissionofcoursework/

2. A Briefing Document for Students on Academic Integrity and Plagiarism.

The University understands plagiarism to be the inclusion of another person’s writings or
ideas or works, in any formally presented work (including essays, theses, examinations,
projects, laboratory reports, oral, poster or slide presentations) which form part of the
assessment requirements for a module or programme of study, without due
acknowledgement either wholly or in part of the original source of the material through
appropriate citation. Further details please go to
http://libguides.ucd.ie/academicintegrity

Plagiarism is a form of academic dishonesty. In any assignment, plagiarism means that

you have presented information or ideas belonging to someone else falsely as being your
own original thoughts on a subject.

All assessments/projects submitted must be the result of your own work.

The following statement must be included on the cover page of all assignments
submitted:
I declare that all materials included in this essay/report/project/dissertation is the end
result of my own work and that due acknowledgement have been given in the
bibliography and references to ALL sources be they printed, electronic or personal.

Signed: Student name/s, student number

Date:

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APPENDIX 4

Note to Students: Providing a copy of this paper does not signify that future
papers will follow the exact same format.

SUMMER TRIMESTER EXAMINATION - 2020

Academic Year - 2020/21

BACHELOR OF SCIENCE BBS31 - Full-Time

BMGT3006S
Supply Chain Management

Professor John Hopkins

Professor Federica Pazzaglia
Dr Eamonn Ambrose
Mogan Swamy*

Time Allowed: 5 Hours (Online Exam)

Instructions for Candidates

Please answer any THREE (3) out of five (5) questions.
Submission must be in PDF/Word format. The name of the file should be <Module Title in
short form_UCD Student ID> e.g. BS_18000000.

 You are required to upload your answer file to Brightspace by XXXX.

 You are only allowed to upload ONE file.
 There is only one submission chance. Make sure to upload the correct file.
 The submission folder will close at XXXX sharp. No extension will be
given.
 Non-submission will result in an ABS grade for the exam.

To upload your answer file, go to “Assessment – Assignment” of the respective module and
you will then see an exam submission link. Click into the submission link to upload your file.
In the exceptional circumstances where you face a major technical issues and are unable to
upload your exam answers to Brightspace, you can email your file on this single occasion

30
to [email protected] before XXXX. Please also take a screenshot of the technical
error prompted to you and email it to inform your programme manager.

Providing a copy of this exam paper does not signify that future exam apers will
follow the exact same format

Mini Case Study

This is an excerpt of an article published in the Logistics Bureau on 25 May

2019

Starbucks, the coffee-shop giant, is one of the most successful worldwide

brands. However, during 2007 and 2008, Starbucks leadership began to have
severe doubts about the company’s ability to supply its 16,700 outlets. At that
time, sales were falling; at the same time, supply chain costs rose by more than
$75 million.

When the supply chain executive team began investigating the rising costs and
supply chain performance issues, they found that service was indeed falling
short of expectations. Findings included the following problems:

 Fewer than 50% of outlet deliveries were arriving on time;

 Several poor outsourcing decisions had led to excessive 3PL expenses;
 The supply chain had evolved, rather than grown by design, and had
become unnecessarily complex

Starbucks’ leadership had three main objectives in mind to achieve improved

performance and supply chain cost reduction. These were to:

1. Reorganize the supply chain;

2. Reduce cost to serve;
3. Lay the groundwork for future capability in the supply chain;

To meet these objectives, Starbucks divided all its supply chain functions into
three main groups, known as ‘plan’, ‘make’ and ‘deliver’. It also opened a new
production facility, bringing the total number of U.S. plants to four. Next, the
company set about terminating partnerships with all but its most effective 3PL
partners. It then began managing the remaining partners via a weekly
scorecard system, aligned with renewed service level agreements. By the time
Starbucks had completed its transformation program, it had saved more than
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$500 million over the course of 2009 and 2010, of which a large proportion
came out of the supply chain.

Question 1

In reorganizing the supply chain, Starbucks divided all its supply chain functions
into three main groups, known as ‘plan’, ‘make’ and ‘deliver’. What is
Starbucks’ purpose for doing this? How would you then proceed with this
purpose? Discuss (20 marks).

Question 2

Starbucks’ supply chain is market-driven, in that its supply chain is designed

around the needs of the customer. In that sense, how could the company
identify customer’s service needs? Explain (20 marks).

Question 3

One of Starbucks major objective is to reduce cost to serve. Suggest to the

company how it could implement an effective costing process of its products,
for its retail outlets (20 marks).

Question 4

Starbucks prefers to own each of its own locations. At the end of 2019, it had
about 31,300 stores worldwide. But these locations are also at the center of a
complex web of interconnected and interrelated, yet independent entities.
What are the challenges that Starbucks could face by becoming increasingly
demand-driven at its retail locations? Discuss (20 marks).

Question 5

The Covid-19 pandemic has brought supply chain vulnerability into focus.
Discuss the main sources of risk to Starbucks business disruptions in its supply
chain network (20 marks).

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