VIETNAM NATIONAL UNIVERSITY HCMC

INTERNATIONAL UNIVERSITY
School of Industrial Engineering and Management

COURSE SYLLABUS
Course Name: PRINCIPLES OF LOGISTICS AND SUPPLY
CHAIN MANAGEMENT
Course Code: IS055IU

1. General information

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

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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 None
recommended
prerequisites
for joining the
course
Course Students will be provided with knowledge and skills of fundamental concepts,
objectives 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 Upon the successful completion of this course students will be able to:
learning Competency level Course learning outcome (CLO)
outcomes 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)
Fundamentals of Basics Definitions; The Supply 3 I
Logistics and Chain; Aims of Logistics
Supply Chain Activities Of Logistics; Important
Management of logistics; Growth of Logistics
Organizing Logistics; Current
trends; Current themes
Locating Facilities Importance of Location 6 I, T, U
Choosing The Geographic Region
Approaches to Location
Decisions
Network Models
Location Planning
Planning Resources Types Of Planning 6 I, T, U
Capacity Planning
Adjusting Capacity
Tactical Planning
Controlling Material Material Requirements Planning 6 I, T, U
Flow (MRP); Just-In-Time (JIT);
Achieving Just-In-Time
Operations
Midterm Exam
Procurement Aims of procurement 3 I, T, U
Organization of procurement
Choosing Suppliers; Qualified
suppliers; Procurement Cycle; e-
procurement
Inventory Reasons For Holding Stock; 6 I, T, U
Management Types of stock; Economic Order
Quantity (EOQ); Uncertain
Demand And Safety Stock
Warehouse & Purpose Of Warehouses; 6 I, T, U
Material Handling Activities Within A Warehouse;
Ownership; Layout; Materials
Handling; Packaging
Supply chain Beer game: bullwhip effect 3 I, T, U
coordination
Group project 6 U
presentation
Final Exam
Examination Multiple-choice questions, Answer questions
forms

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 Study and Attendance: A minimum attendance of 70 percent is compulsory for the class
examination sessions. Students will be assessed on the basis of their class participation.
requirements Questions and comments are strongly encouraged.
Assignments/Examination: Students must have more than 50/100 points overall to
pass this course.
Reading list [1] Logistics: An Introduction to Supply Chain Management, Donald Waters,
Palgrave Macmillan, 2003.
[2] Supply chain management: strategy, planning, and operation, 6th ed., S.
Chopra and P. Meindl, Prentice Hall, 2016.

2. Learning Outcomes Matrix (optional)

The relationship between Course Learning Outcomes (CLO) (1-4) and Program/Student
Learning Outcomes (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

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

Wee Topic CLO Assessments Learning activities Resources

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 k
Fundamentals of
Logistics and Supply Lecture presentation, Reading [1] ,
1 Chain Management CLO 1 in-class discussion [2]
Locating Facilities
Lecture presentation, Reading [1] ,
2-3 CLO 1,2 Quiz in-class discussion [2]
Planning Resources Reading [1] ,
Lecture presentation, [2]
4-5 CLO 1,2 Quiz in-class discussion
Controlling Material Lecture presentation, Reading [1] ,
6-7 Flow CLO 1, 2 Quiz in-class discussion [2]
8-9 Midterm
Procurement
Lecture presentation, Reading [1] ,
10 CLO 1 Quiz in-class discussion [2]
Inventory Management
11- Lecture presentation, Reading [1] ,
12 CLO 1,2 Quiz in-class discussion [2]
Warehouse &
13- Material Handling Lecture presentation, Reading [1] ,
14 CLO 1,2 Quiz in-class discussion [2]
Supply chain Playing games, in- Reading [1] ,
15 coordination CLO 1 class discussion [2]
16- Group project
17 presentation CLO 3
18 Final exam

4. Assessment plan

Assessment Type CLO1 CLO2 CLO3

In-class assignment Quiz Quiz
(10%) 60% Pass 60% Pass

Group
Group projects 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.

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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
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.

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
relevant information necessary seriously impeded by undetermined, and/ or clarification or
Explanation of issues for full understanding. omissions. backgrounds unknown. description.

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 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 tied to information Conclusion is
Conclusions and related tied to a range of (because information is inconsistently tied to
outcomes (consequences and information, including chosen to fit the desired some of the
implications) are logical and opposing viewpoints; conclusion); some information discussed;
Conclusions and reflect student’s informed related outcomes related outcomes related outcomes
related outcomes evaluation and ability to place (consequences and (consequences and (consequences and
(implications and evidence and perspectives implications) are identified implications) are implications) are
consequences) discussed in priority order. clearly. identified clearly. oversimplified.
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 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

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 speaker appears
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
credibility/ authority on presenter's credibility/ presenter's credibility/ the presenter's credibility/
Supporting 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: April 13th, 2022

Ho Chi Minh City, dd/mm/yyyy

Head of School of Industrial Engineering
and Management
(Signature)

Dr. Nguyen Van Hop