VIETNAM NATIONAL UNIVERSITY HCMC

INTERNATIONAL UNIVERSITY
School of Industrial Engineering and Management

COURSE SYLLABUS
Course Name: E-LOGISTICS AND E-SUPPLY CHAIN
MANAGEMENT
Course Code: IS060IU

1. General information

Course This course introduces supply chain systems for e-commerce. Topics will cover
designation all aspects of an e-supply chain system from different e-commerce models and e-
supply chain structure, demand forecasting, e-procurement, customer
segmentation and e-CRM, e-logistics system design, e-manufacturing. E-
warehousing and e-fulfillment center, e-shipping and e-distribution system, and
some OR applications in e-supply chain problems.
Semester(s) in 1
which the
course is taught
Person Assoc. Prof. Nguyen Van Hop
responsible for
the course
Language English

Relation to Elective
curriculum
Teaching Lecture, lesson, project
methods
Workload (incl. (Estimated) Total workload:45
contact hours, Contact hours (please specify whether lecture, exercise, laboratory session, etc.): 42
self-study lecture hours
hours) Private study including examination preparation, specified in hours1: 3 hrs for project
presentation

Credit points 3

1
When calculating contact time, each contact hour is counted as a full hour because the organisation 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
recommended
prerequisites for
joining the
course
Course This course aims to provide for students:
objectives
• To understand the components of an e-supply chain system and how to
efficiently manage, coordinate, improve, or design/re-design the whole e-supply
chain system or its components;
• To discuss practical issues in e-supply chain management as well as the
solutions for such issues;
• To develop skill in applying a variety of techniques to solve e-logistics/supply
chain problems.
Course learning Upon the successful completion of this course students will be able to:
outcomes Competency Course learning outcome (CLO)
level
Knowledge CLO1. Understanding the e-business models and the
components of an e-supply chain system to support
running smoothly these business processes. It also helps
to address related problems of the e-supply chain systems.
Comparing the differences between the traditional supply
chain and the e-supply chain.
Skill CLO2. Indentify and quantify the benefits that e-supply
chain offers in comparison with traditional supply chain.
Integrated advanced knowledge and development to
address various issues in e-supply chain systems. Apply
diferent optimization and advanced techniques to solve
complex problems arisen in e-Business processes.
Attitude CLO3. Develop teamworking and professional skills in
handling privacy issues of processing big data and apply
ethical practices in the internet environment.

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Content The description of the contents should clearly indicate the weighting of the
content and the level.
Weight: lecture session (3 hours)
Teaching levels: I (Introduce); T (Teach); U (Utilize)

Topic Weight Level

Lecture 1: Introduction to supply chain
1 I, T, U
management in e-Business
Lecture 2: e-Business models 1 I, T, U

Lecture 3: Forecasting demand with big data 1 I, T, U

Lecture 4: e-Procurement 1 I, T, U

Lecture 5: e-CRM 2 I, T, U

Lecture 6: Manufacturing in the age of e-Business 1 I, T, U

Lecture 7: e-Logistics 2 I, T, U

Lecture 8: e-Warehousing and e-fulfillment center 2 I, T, U

Lecture 9: e-Distribution and e-shipping 2 I, T, U

Lecture 10: OR applications in e-supply chain 1 I, T, U

Examination Written Examination

forms
Study and Attendance: A minimum attendance of 80 percent is compulsory for the class sessions.
Students will be assessed on the basis of their class participation. Questions and
examination
comments are strongly encouraged.
requirements
Assignments/ Examination: Students must have more than 50/100 points overall to pass
this course.

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 Reading list Textbooks:
- Chaffey D. and Hemphill T., Digital business and E-Commerce management,
Pearson, 2019.
- Ross D. F., Introduction to E-Supply Chain Management: Engaging Technology
to Build Market – Winning Business Partnerships, St.Lucie Press, 2003. (e-book,
https://www.scribd.com/document/51582619/e-supply-chain-book)
- Wang Y. and Pettit S., E-logistics: Managing your digital supply chains for
competitive advantage, KoganPage, 2016.

References:
- Simchi-Levi D., Chen X., and Bramel J., The Logic of Logistics: Theory,
Algorithms, and Applications for Logistics Management. Springer Series in
Operations Research and Financial Engineering: 2014.
- Deborah L. Bayles, E-commerce Logistics and Fulfillment: Delivering the
Goods, Prentice Hall, 2001.
- Graham, D., Manikas, I., and Folinas, D., E-Logistics and E-Supply Chain
Management: Applications for Evolving Business, 1st edition, IGI Global, 2013.
- Adam Robinson, E-Commerce Logistics: Background & Considerations for
Manufacturers & Distributors, Cerasis, 2016, (e-book, www.
http://cerasis.com/category/e-books/)
- Janice Reynolds, Logistics and Fulfillment for E-Business: A Practical Guide to
Mastering Back Office Functions for Online Commerce.CMP Books, 2001
- Dave Chaffey, E-Business & E-Commerce Management: Strategy,
implementation, and practice, 5th ed. Harlow: Pearson Education Limited, 2011.
- Janice Reynolds, Logistics and Fulfillment for E-Business: A Practical Guide to
Mastering Back Office Functions for Online Commerce.CMP Books, 2001

2. Learning Outcomes Matrix (optional)

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

*
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

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 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

Lecture
Lecture 1: Introduction to supply chain Group forming.
1 1 Quiz/HW
management in e-Business Class discussion
Read book & lecture 2.
Lecture
2 Lecture 2: e-Business models 1 Quiz/HW Class discussion
Read book & lecture 3.
Lecture
Lecture 3: Forecasting demand with
3 1 Quiz/HW Class discussion
big data Read book & lecture 4.
Lecture
4&5 Lecture 4: e-Procurement 1 Quiz/HW Class discussion
Read book & lecture 5.
Lecture
6&7 Lecture 5: e-CRM 1, 2 Quiz/HW
Class discussion.
Midterm Written Exam
Lecture
Lecture 6: Manufacturing in the age of
8 1, 2 Quiz/HW Class discussion
e-Business
Read book & lecture 7.
Lecture
9 & 10 Lecture 7: e-Logistics 1, 2 Quiz/HW Class discussion
Read book & lecture8.
Lecture
Lecture 8: e-Warehousing and e-
11 & 12 1, 2 Quiz/HW Class discussion
fulfillment center
Read book & lecture 9.
Lecture
Lecture 9: e-Distribution and e-
13 1, 2 Quiz/HW Class discussion
shipping
Read book & lecture 10
Lecture
14 Lecture 10: OR applications in e-SCM 1,2 Quiz/HW
Class discussion
Group presentations
15 Project report and presentation 2,3 Project
Class discussion
Final exam Written Exam

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4. Assessment plan

Assessment Type CLO1 CLO2 CLO3

Quizzes and homework (15%) 60%Pass 100% Pass

60%Pass

Project (15%) 60%Pass 60%Pass 100% Pass

Midterm Exam (30%) 60%Pass 60%Pass 90% Pass

Final Exam (40%) 60%Pass 60%Pass 90% 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 Semester Project Report
Student: …………………………….. HW/Assignment: ……………….
Date: ………………………………… Evaluator: ………………………
Max. Score Comments
Part 1. Problem (25%)
Criterion 1: Problem Statement 10
Criterion 2: Objectives of Study 5
Criterion 3: Scope and Limitations 5
Criterion 4: Literature Review 5
Part 2. Proposed System Design and Solution (40%)
Criterion 1: Proposed System 10
Criterion 2: Proposed Solution 15
Criterion 3: New Contribution 15
Part 3. Results and Validation (35%)
Criterion 1: Results 15
Criterion 2: Validation 20
TOTAL SCORE 100

5.2. Holistic rubric

Holistic rubric for evaluating the entire document, e.g., exercises/quizzes/HW
Scor Description
e
Demonstrates complete understanding of the problem. All requirements of task are included in
5 response

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

included.

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 Demonstrates partial understanding of the problem. Most requirements of task are included.
3
Demonstrates little understanding of the problem. Many requirements of task are missing.
2
Demonstrates no understanding of the problem.
1
No response/task not attempted
0
Note: this rubric is also used to evaluate questions in an exam.

5.3. Analytic rubric

Critical thinking value rubric for evaluating questions in exams:

Capstone Milestone Benchmark
4 3 2 1
Issue/ problem to be
Issue/ problem to be considered critically is
Issue/ problem to be considered critically is stated but description
considered critically is stated stated, described, and leaves some terms Issue/ problem to be
clearly and described clarified so that undefined, ambiguities considered critically is
comprehensively, delivering all understanding is not unexplored, boundaries stated without
Explanation of relevant information necessary seriously impeded by undetermined, and/ or clarification or
issues for full understanding. omissions. backgrounds unknown. description.

Information is taken
from source(s) with
some interpretation/
Information is taken from Information is taken from evaluation, but not
source(s) with enough source(s) with enough enough to develop a Information is taken
Evidence interpretation/ evaluation to interpretation/ evaluation coherent analysis or from source(s) without
Selecting and using develop a comprehensive to develop a coherent synthesis. Viewpoints of any interpretation/
information to analysis or synthesis. analysis or synthesis. experts are taken as evaluation. Viewpoints
investigate a point of Viewpoints of experts are Viewpoints of experts are mostly fact, with little of experts are taken as
view or conclusion questioned thoroughly. subject to questioning. questioning. fact, without question.
Shows an emerging
Questions some awareness of present
assumptions. Identifies assumptions
Thoroughly (systematically several relevant contexts (sometimes labels
and methodically) analyzes when presenting a assertions as
own and others' assumptions Identifies own and others' position. May be more assumptions). Begins
and carefully evaluates the assumptions and several aware of others' to identify some
Influence of context relevance of contexts when relevant contexts when assumptions than one's contexts when
and assumptions presenting a position. presenting a position. own (or vice versa). presenting a position.
Specific position (perspective,
thesis/ hypothesis) is
imaginative, taking into Specific position
account the complexities of an (perspective,
issue. Limits of position thesis/hypothesis) takes
(perspective, thesis/ into account the
hypothesis) are acknowledged. complexities of an issue. Specific position Specific position
Others' points of view are Others' points of view are (perspective, thesis/ (perspective, thesis/
Student's position synthesized within position acknowledged within hypothesis) hypothesis) is stated,
(perspective, (perspective, thesis/ position (perspective, acknowledges different but is simplistic and
thesis/hypothesis) hypothesis). thesis/ hypothesis). sides of an issue. obvious.
Conclusion is logically Conclusion is logically Conclusion is
Conclusions and related tied to a range of tied to information inconsistently tied to
outcomes (consequences and information, including (because information is some of the
implications) are logical and opposing viewpoints; chosen to fit the desired information discussed;
Conclusions and reflect student’s informed related outcomes conclusion); some related outcomes
related outcomes evaluation and ability to place (consequences and related outcomes (consequences and
(implications and evidence and perspectives implications) are identified (consequences and implications) are
consequences) discussed in priority order. clearly. implications) are oversimplified.

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 identified clearly.
Source: Association of American Colleges and Universities

Oral communication value rubric for evaluating presentation tasks:

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

6. Date revised: 10/5/2022

Ho Chi Minh City, 20/05/2022
Dean of IEM School

Assoc.Prof. Dr. Nguyen Van Hop

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