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The objective of the interdisciplinary project which takes place during the last period of the semester (approximately 7 weeks) is:
· To provide the student with broad and practical knowledge about logistics and supply chain management through a practical and theoretical project in the mentor company/own company or other company.
· To let the student use some of the acquired knowledge from the course, GP1, and other relevant knowledge (own search) in a problem oriented project.
· To train the student to put the acquired theoretical and/or practical knowledge into perspective in the project.
· To further strengthen the student's capabilities in project oriented teamwork in a company compared to previous projects TVP1, TVP2, CRP3 and CRP4.
· To gain practical knowledge about describing and defining a logistic problem within a set of problems, planning and solving this problem within a given time period in a close and binding collaboration with the supervisor, in order for the project to contain a well documented and usable solution. Fields within logistics could be
o Material flow
o Information flow
o Order processing
o Production management
o Inventory management
o Transport management
o Outsourcing
· To enable the student to give an account of this knowledge, use this knowledge in the terms of the issues related to the project as well as to formulate an account of the knowledge in a scientific way on completion of the project.
· To increase the exchange of values and knowledge between education and profession/industry.
The subject for the project is chosen by the student/s, but it has to be approved by AU-IBT. AU-IBT assigns a guidance teacher for the project.
The overall subject area for CRP5 can be described as a general logistic task where further development of the process-related skills, work methods and practice of acquired theories are stimulated through:
· Project oriented teamwork in a company
· Project management
· Project writing
o Way of presenting problem
o Selection of method of investigation
o Analysis and presentation of findings
o Drawing up possible solutions
o Evaluation and prioritization of solutions
o Conclusion
· Self-tuition of relevant scientific knowledge
Development of the student's independent project management skills and skills in independent learning in a problem oriented project. Learning how to find optimal solutions for practical logistic problems - preferably in cooperation with the project company, should further develop the student's professional skills within the field of logistics. Focus areas for acquiring personal competencies are:
TVP1, TVP2, CRP3 and CRP4 must all have been passed by the student. Concurrently the student must attend the course GP1.
Poul Erik Borg (main responsible).
The course is a combination of the following:
Project-/problem-oriented teaching
Self-study
Presentation
Consultation: Consultation up to a limit of 8 hours per project can be arranged with the guidance teacher in question. Time to visit company and time for preparation included.
- Achieving Success Through Social Capital, Baker, (2000), Jossey-Bass, p.75 - 86.
- Social Capital - Its origins and applications in modern sociology, Portes (1998), Department of Sociology, Princeton University.
- An Interaction Approach in International Marketing and purchasing and Industrial Goods, Wiley, P 10-27. (1982, IMP-group.
- Organizational Learning in Supplier Networks, Lane, in handbook of Organizational Learning and Knowledge, (2001)
- Analysing Business Relationships in developing relationships in Business Network, Haakansson et al. (1995), London Rutledge.
- The evolution of key account relationships
- Managing Supplier Involvement in Product Development, Wynstra et al. (2001), European Management Journal.
- Purchasing and commodity strategy development, Monczka, 1999, Chapter 6, page 166 - 196
- Understand what customers value, James C. Anderson & James A. Narus, Harvard Business Review, November-December, 1998
- Measuring Customer-Perceived Value in Business Markets, Wolfgang Ulaga & Samir Chacour, Industrial Marketing Management, 30, 2001
- Making Mass Customization work, Joseph Pine II, Bart Victor, Andrew. C. Boynton, Harvard Business Review, September-October, 1993
- Supply Chain postponement and speculation strategies: How to choose the right strategy, Janus D. Pagh & Martha C. Cooper, Journal of Business Logistics, Vol. 19, No. 2, 1998
- The fall and rise of strategic planning, Mintzberg, (1994), Harvard Business Review.
- Determining the boundaries of the firm, chapter 7 in Supply Network Management,
- Competence and learning, Hamel, (1991), Strategic Management Journal.
- How should companies interact, Haakansson et al. (2001), journal of Business Research
- Strategic alliance success, Whipple, et al. (2000), journal of Supply Chain Management.
- Leadership that gets results, Goleman, (2000), Harvard Business Review.
- Blue oceans strategy, Kim et al., Harvard Business Review, October 2004
Same as teaching material
Project-/problem-oriented teaching 10 %
Self-study 85 %
Presentation 5 %
Consultation: Consultation up to a limit of 8 hours per project can be arranged with the guidance teacher in question. Time to visit company and time for preparation included.
Programme Level
Word Analyze - is able to structure and use the concept (4)
Excel Analyze - is able to structure and use the concept (4)
MS Project Analyze - is able to structure and use the concept (4)
The individual mark according to the Danish 7-step scale must be at least 02 or above. Students getting a mark below 02 must prepare a new project.
The project can only be recommended for approval if it complies with the following formal rules:
Delivery during the last week of the semester according to specific agreement consists of 3 copies and 1 CD each including project report, management report, process report, enclosures and possible supplements. Subsequently the student has to forward one of these copies to the company.
Project report: Not to exceed 50 standard pages including figures.
Management report: Not to exceed 7 standard pages including figures
A standard page is defined with:
· Margins top/bottom: 2,5
· Margins left/right: 2,5
· Font size: 12
· Spacing: 1,5
Main focal points for the individual discussion on the complete project report are the documented and usable solution/s and the possibilities for implementation.
Evaluation of the submitted project reports will follow these guidelines:
Project report
The project report is evaluated on to what extent the student or students have given an account of the relevant theoretical aspects in relation to the problem/s to be solved. As a minimum four scientific articles must have been used in the project. In addition, it will be evaluated on to what extent the student or students have succeeded in communicating clearly solutions and action plans in a professional way. Economic considerations must cover the total economy for implementation.
Emphasis will also be laid on the student's or students' ability to work structured and to explain suggestions for solving the problem, including the ability to incorporate internal as well as external knowledge internally and externally in relation to the company.
Management report
The management report is evaluated on the extent to which the student or group has succeeded in extracting relevant aspects from the project report to lay the correct groundwork for the responsible persons in the project company to make the right decisions.
The process report
The process report is evaluated on the extent to which the student or students are able to reflect on the cooperation with the company, including the ability to reflect on the communication with the company and the educational aspects of the cooperation. Finally the report will be evaluated on its reflections about the project management including project aim, planning and following-up.
· The student must be able to give an account of the acquired knowledge within the subject area by cumulatively to
· demonstrate adequate knowledge of literary approaches to the subject
· demonstrate wider and more detailed knowledge of literary approaches to the subject
· demonstrate systematised and comparative knowledge of literary approaches to the subject
· discuss the strengths and weaknesses of each individual approach and its arguments on a literary, systematic basis
· discuss the strengths and weaknesses of each individual approach and its arguments on a not necessarily literary, systematic basis.
· In addition, the student must be able to use own acquired knowledge within the subject area by cumulatively to
· demonstrate adequate knowledge of single literary approaches to issues related to the subject (adequate to be able to identify, term and paraphrase)
· demonstrate wider and more detailed knowledge of literary approaches to issues related to the subject (wider and more detailed to be able to identify, term and paraphrase)
· demonstrate systematised and comparative knowledge of literary approaches to issues related to the subject (to be able to describe, list)
· discuss the strengths and weaknesses of different literary approaches for solving issues and their solution contribution in a literary way (to be able to understand, explain, analyse, use)
· think out, discuss and argue independently for approaches to issues and/or demonstrate independent formation of hypothesis, concept and model in a not necessarily literary way (to be able to generate, theorise, form hypotheses, reflect, put into perspective).
· Finally, the student must be able to formulate the knowledge within the subject area by cumulatively to
· give an account of knowledge and use of knowledge in an easily understandable way
· give an account of knowledge and use of knowledge in a well-structured way and with good efficiency (only include content which is relevant to the subject)
give an account of knowledge and use of knowledge in a clear and explicit didactic, explanation- and/or comprehension-oriented with metacommunication when necessary and well-placed. Is able to apply scientific standard modes of expression adapted to - or developed in relation to the subject and the task.
Project report incl. oral defence.
External examiner.
The evaluation and examination is based upon an individual presentation of the project and a discussion on the complete project report including management report, process report, enclosures and possible supplements. The exam is individual.
If more students have worked together and created a joint project report a list stating the contributions per student must accompany the project. There is a maximum of 2 students from the same mentor company for one report. The oral defence may be introduced by a shared presentation of the project. This presentation is non-mandatory and does not count in the evaluation and examination. When delivering the project students have to notify whether a shared presentation is delivered or not.
The marking will involve a cumulative evaluation of the whole report and the oral examination. At the oral examination, if more than one student have prepared the report, each student is evaluated on his/her contribution to the prepared report.
Each individual student will be given an individual mark according to the Danish 7-step scale following the guidelines for evaluation.
