Vietnam National University – Ho Chi Minh City

International University
School of Industrial Engineering and Management

COURSE SYLLABUS
Course Code
BA022IU

Course Name
LOGISTICS AND SUPPLY CHAIN
MANAGEMENT

August 2022

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 VIETNAM NATIONAL UNIVERSITY HCMC
INTERNATIONAL UNIVERSITY
School of Industrial Engineering and Management

COURSE SYLLABUS
Course Name: LOGISTICS AND SUPPLY CHAIN
MANAGEMENT
Course Code: BA022IU
1. General information

Course designation This is an introductory course to Logistics and supply chain management
(LSCM). It provides an overview of fundamental concepts, business
processes and models/tools. This course combines LSCM business
knowledge with analytical thinking and pinpoints the role of LSCM relative
to other business disciplines. It serves as a roadmap to more in-depth courses
on related topics.
Semester(s) in which 1
the course is taught
Person responsible Dr. Nguyen Hang Giang Anh
for the course
Language English
Relation to Compulsory
curriculum
Teaching methods Lecture, lesson, project.
Workload (incl. (Estimated) Total workload: 70
contact hours, self- Contact hours (please specify whether lecture, exercise, laboratory session,
study hours) etc.): 45
Private study including examination preparation, specified in hours1: 25
Credit points 3

1
When calculating contact time, each contact hour is counted as a full hour because the organization of the
schedule, moving from room to room, and individual questions to lecturers after the class, all mean that about 60
minutes should be counted.

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Required and None
recommended
prerequisites for
joining the course
Course objectives Students will be provided with knowledge and skills of fundamental
concepts, business processes and basic models/tools to solve problems in
different stages of Logistics & SCM. Students will be able to apply the real-
world concepts discussed upon entering the workforce and will be better
prepared to succeed in their careers.
Course learning Upon the successful completion of this course students will be able to:
outcomes
Competency Course learning outcome (CLO)
level
Knowledge CLO1. Students will be able to understand the key
concepts of Logistics and Supply Chain Management
(LSCM) from global, economic, environmental and
societal aspects.
Skill CLO2. Students will be able to identify, formulate, and
solve LSCM problems by applying principles of
LSCM with mathematical knowledge.
Attitude CLO3. Students will have positive attitude in both self-
learning and group work, especially working in groups
solving LSCM problems.

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Content The description of the contents should clearly indicate the weighting of the
content and the level.
Weight: lecture and practice session
Teaching levels: I (Introduce); T (Teach); U (Utilize)
Topic Content Weight Level
(hour)
Basics definitions of Supply 3 I
Fundamentals of
Chain Management; Objectives
Logistics and
and elements of SCM
Supply Chain
Activities of Logistics, Important
Management
elements of logistics, Aims of
Logistics;
Current trends; Current themes of
SCM and Logistics.

Locating Importance of Location; 6 I, T, U

Facilities Choosing the Geographic
Region;
Approaches to Location
Decisions;
Network Models;
Location Planning;
Total cost integration –
Transportation economics.
Planning Types of Planning; 6 I, T, U
Resources Capacity Planning;
Adjusting Capacity;
Tactical Planning;
Demand forecasting, Forecasting
techniques, Forecasting accuracy.

Material Requirements Planning 6 I, T, U

Controlling
(MRP);
Material Flow
Just-In-Time (JIT);
Achieving JIT operations;
Process management: Lean & 6-
sigma.

Midterm Exam
Procurement Aims of procurement; 3 I, T, U
Organization of procurement;
Choosing Suppliers;
Qualified suppliers;
Procurement cycle,
E-procurement;
Supplier relationship;
Customer relationship;
Relationship management.

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 Inventory Reasons for Holding Stock; 3 I, T, U
Management Types of stock;
Economic Order Quantity
(EOQ); Uncertain Demand and
Safety Stock.

Purpose of warehouses; 6 I, T, U
Warehouse &
Activities within a warehouse;
Material Handling
Ownership;
Layout;
Materials handling;
Packaging
Warehouse decisions
Primary & Secondary warehouse
operation;
Operational assessment;
Performance 3
Financial assessment;
measurement &
Transportation modal structure,
Transportation specialized transport service.
Supply chain Beer game: bullwhip effect 3 I, T, U
coordination
Group project 6 U
presentation
Final Exam
Examination forms Multiple-choice questions, True/False questions, Answer questions.
Study and • Attendance: Students will be assessed on the basis of their class
examination participation. Questions and comments are strongly encouraged.
requirements • Assignments/Examination: Students must have more than 50/100 points
overall to pass this course.
Textbook list [1] Logistics: An Introduction to Supply Chain Management, Donald Waters,
Palgrave Macmillan, 2003.
[2] Supply Chain Logistics Management. Fifth Edition. International Edition.
New York: McGraw-Hill. Donald, B. J., David, C. J., Bixby, C. M. & John,
B. C, 2013.
[3] Principles of supply chain management: A balanced approach. Wisner, J.
D., Tan, K.-C. & Leong, G. K, 2014.

2. Learning Outcomes Matrix (optional)

The relationship between Course Learning Outcomes (CLO) (1-3) and Program/Student Learning
Outcomes (PLO/SLO) (1-7) is shown in the following table:
PLO/SLO
CLO 1 2 3 4 5 6 7
1 x
2 x
3 x

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 ABET Student Outcomes
Criteria for Accrediting Engineering Programs, 2020-2021
1. An ability to identify, formulate, and solve complex engineering problems by
applying principles of engineering, science, and mathematics.
2. An ability to apply engineering design to produce solutions that meet specified
needs with consideration of public health, safety, and welfare, as well as global,
cultural, social, environmental, and economic factors.
3. An ability to communicate effectively with a range of audiences.
4. An ability to recognize ethical and professional responsibilities in engineering
situations and make informed judgments, which must consider the impact of
engineering solutions in global, economic, environmental, and societal contexts.
5. An ability to function effectively on a team whose members together provide
leadership, create a collaborative and inclusive environment, establish goals, plan
tasks, and meet objectives.
6. An ability to develop and conduct appropriate experimentation, analyze and
interpret data, and use engineering judgment to draw conclusions.
7. An ability to acquire and apply new knowledge as needed, using appropriate
learning strategies.

3. Planned learning activities and teaching methods

Week Topic CLO Assessments Learning activities Resources

Course Introduction CLO 1

1

Fundamentals of Lecture presentation, Reading [1], [3],

2 Logistics and Supply CLO 1 in-class discussion and Teaching
Chain Management Material Slides

Lecture presentation, Reading [1], [2]

3-4 Locating Facilities CLO 1, 2 Quiz in-class discussion and Teaching
Material Slides

Lecture presentation, Reading [1], [3]

5-6 Planning Resources CLO 1, 2 Quiz in-class discussion and Teaching
Material Slides

Lecture presentation, Reading [1], [3]

Controlling Material
7-8 CLO 1, 2 Quiz in-class discussion and Teaching
Flow Material Slides
9 Midterm
Reading
Lecture presentation, [1], [2], [3] and
10 Procurement CLO 1,2 Quiz Teaching
in-class discussion
Material Slides

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 Reading
Inventory Lecture presentation, [1], [2], [3] and
11-12 CLO 1,2 Quiz Teaching
Management in-class discussion
Material Slides
Reading [1], [2]
Warehouse & Lecture presentation,
13-14 CLO 1,2 Quiz and Teaching
Material Handling in-class discussion Material Slides
Reading [1], [2]
Supply Chain Playing games, in- and Teaching
15 CLO 1
Coordination class discussion Material Slides

Group Project
16-17 CLO 3
Presentation
18 Final exam

4. Assessment plan

Assessment Type CLO1 CLO2 CLO3

In-class assignment Quiz Quiz
(10%) 60% Pass 60% Pass
Group projects Group project
(20%) 80% Pass

Midterm exam (30%) 60% Pass 60% Pass

Final exam (40%) 60% Pass 60% Pass

Note: %Pass: Target that % of students having scores greater than 50 out of 100.

5. Rubrics (optional)
5.1. Grading checklist

Grading checklist for Written Reports

Student: …………………………….. HW/Assignment: ……………….
Date: ………………………………… Evaluator: ………………………
Max. Score Comments
Technical content (60%)
Abstract clearly identifies purpose and summarizes principal 10
content
Introduction demonstrates thorough knowledge of relevant 15
background and prior work
Analysis and discussion demonstrate good subject mastery 30

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 Summary and conclusions appropriate and complete 5
Organization (10%)
Distinct introduction, body, conclusions 5
Content clearly and logically organized, good transitions 5
Presentation (20%)
Correct spelling, grammar, and syntax 10
Clear and easy to read 10
Quality of Layout and Graphics (10%) 10
TOTAL SCORE 100

5.2. Holistic rubric

Holistic rubric for evaluating the entire document, e.g., exercises/quizzes/HW

Score Description

5 Demonstrates complete understanding of the problem. All requirements of task are included in
response

4 Demonstrates considerable understanding of the problem. All requirements of task are

included.

3 Demonstrates partial understanding of the problem. Most requirements of task are included.

2 Demonstrates little understanding of the problem. Many requirements of task are missing.

1 Demonstrates no understanding of the problem.

0 No response/task not attempted

Note: this rubric is also used to evaluate questions in an exam.

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5.3. Analytic rubric
Critical thinking value rubric for evaluating questions in exams:
Capstone Milestone Benchmark
4 3 2 1
Explanation of Issue/ problem to be considered Issue/ problem to be Issue/ problem to be Issue/ problem to be
issues critically is stated clearly and considered critically is considered critically is considered critically is
described comprehensively, stated, described, and stated but description stated without
delivering all relevant clarified so that leaves some terms clarification or
information necessary for full understanding is not undefined, ambiguities description.
understanding. seriously impeded by unexplored, boundaries
omissions. undetermined, and/ or
backgrounds unknown.
Evidence Information is taken from Information is taken from Information is taken Information is taken
Selecting and using source(s) with enough source(s) with enough from source(s) with from source(s) without
information to interpretation/ evaluation to interpretation/ evaluation some interpretation/ any interpretation/
investigate a point of develop a comprehensive to develop a coherent evaluation, but not evaluation. Viewpoints
view or conclusion analysis or synthesis. analysis or synthesis. enough to develop a of experts are taken as
Viewpoints of experts are Viewpoints of experts are coherent analysis or fact, without question.
questioned thoroughly. subject to questioning. synthesis. Viewpoints of
experts are taken as
mostly fact, with little
questioning.

Influence of context Thoroughly (systematically and Identifies own and others' Questions some Shows an emerging
and assumptions methodically) analyzes own assumptions and several assumptions. Identifies awareness of present
and others' assumptions and relevant contexts when several relevant contexts assumptions
carefully evaluates the presenting a position. when presenting a (sometimes labels
relevance of contexts when position. May be more assertions as
presenting a position. aware of others' assumptions). Begins
assumptions than one's to identify some
own (or vice versa). contexts when
presenting a position.
Student's position Specific position (perspective, Specific position Specific position Specific position
(perspective, thesis/ hypothesis) is (perspective, (perspective, thesis/ (perspective, thesis/
thesis/hypothesis) imaginative, taking into thesis/hypothesis) takes hypothesis) hypothesis) is stated,
account the complexities of an into account the acknowledges different but is simplistic and
issue. Limits of position complexities of an issue. sides of an issue. obvious.
(perspective, thesis/ Others' points of view are
hypothesis) are acknowledged. acknowledged within
Others' points of view are position (perspective,
synthesized within position thesis/ hypothesis).
(perspective, thesis/
hypothesis).
Conclusions and Conclusions and related Conclusion is logically tied Conclusion is logically Conclusion is
related outcomes outcomes (consequences and to a range of information, tied to information inconsistently tied to
(implications and implications) are logical and including opposing (because information is some of the
consequences) reflect student’s informed viewpoints; related chosen to fit the desired information discussed;
evaluation and ability to place outcomes (consequences conclusion); some related outcomes
evidence and perspectives and implications) are related outcomes (consequences and
discussed in priority order. identified clearly. (consequences and implications) are
implications) are oversimplified.
identified clearly.
Source: Association of American Colleges and Universities

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Oral communication value rubric for evaluating presentation tasks:
Capstone Milestone Benchmark
4 3 2 1
Organization Organizational pattern Organizational pattern Organizational pattern Organizational pattern
(specific introduction and (specific introduction and (specific introduction and (specific introduction and
conclusion, sequenced conclusion, sequenced conclusion, sequenced conclusion, sequenced
material within the body, material within the body, material within the body, material within the body,
and transitions) is clearly and transitions) is clearly and transitions) is and transitions) is not
and consistently and consistently intermittently observable observable within the
observable and is skillful observable within the within the presentation. presentation.
and makes the content of presentation.
the presentation cohesive.
Language Language choices are Language choices are Language choices are Language choices are
imaginative, memorable, thoughtful and generally mundane and unclear and minimally
and compelling, and support the effectiveness commonplace and support the effectiveness of
enhance the effectiveness of the presentation. partially support the the presentation. Language
of the presentation. Language in presentation effectiveness of the in presentation is not
Language in presentation is appropriate to audience. presentation. Language in appropriate to audience.
is appropriate to audience. presentation is
appropriate to audience.
Delivery Delivery techniques Delivery techniques Delivery techniques Delivery techniques
(posture, gesture, eye (posture, gesture, eye (posture, gesture, eye (posture, gesture, eye
contact, and vocal contact, and vocal contact, and vocal contact, and vocal
expressiveness) make the expressiveness) make the expressiveness) make the expressiveness) detract
presentation compelling, presentation interesting, presentation from the understandability
and speaker appears and speaker appears understandable, and of the presentation, and
polished and confident. comfortable. speaker appears tentative. speaker appears
uncomfortable.
Supporting A variety of types of Supporting materials Supporting materials Insufficient supporting
Material supporting materials (explanations, examples, (explanations, examples, materials (explanations,
(explanations, examples, illustrations, statistics, illustrations, statistics, examples, illustrations,
illustrations, statistics, analogies, quotations analogies, quotations statistics, analogies,
analogies, quotations from from relevant authorities) from relevant authorities) quotations from relevant
relevant authorities) make make appropriate make appropriate authorities) make reference
appropriate reference to reference to information reference to information to information or analysis
information or analysis or analysis that generally or analysis that partially that minimally supports the
that significantly supports supports the presentation supports the presentation presentation or establishes
the presentation or or establishes the or establishes the the presenter's credibility/
establishes the presenter's presenter's credibility/ presenter's credibility/ authority on the topic.
credibility/ authority on authority on the topic. authority on the topic.
the topic.
Central Message Central message is Central message is clear Central message is Central message can be
compelling (precisely and consistent with the basically understandable deduced but is not
stated, appropriately supporting material. but is not often repeated explicitly stated in the
repeated, memorable, and and is not memorable. presentation.
strongly supported.)
Source: Association of American Colleges and Universities

6. Date revised: August 24th, 2022

Ho Chi Minh City, dd/mm/yyyy
Head of School of Industrial Engineering
and Management
(Signature)

Dr. Nguyen Van Hop

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