International Journal of Physical Distribution & Logistics Management

Richard F. Poist; Carl A. Scheraga; Janjaap Semeijn

2001 International Journal of Physical Distribution & Logistics Management

doi: 10.1108/09600030110402941

This study reports and analyzes a questionnaire administered to US and European logistics managers soliciting their perceptions regarding changes in background and skill preferences for logistics managers operating in the new European Union environment. The combined sample of respondents appeared to indicate the importance of being a manager first and a functional/technical specialist second. While no statistically significant differences between the two subgroups were found with regard to background preferences, there were eight statistically significant differences between the two subgroups with regard to preferred skill requirements in the contemporary environment. Possible explanations for this phenomenon are suggested. Finally, implications of the survey findings for employers, practitioners, educators, and students are discussed.

Remko I. van Hoek

2001 International Journal of Physical Distribution & Logistics Management

doi: 10.1108/EUM0000000005906

Rapid changes in practice and further developments of research in logistics challenge educators to further upgrade their courses. This paper makes a case for a stronger focus on integrating hot topics and research skill development in logistics courses. Methods for improving market and professional relevance of courses, as well as, improve research skills of students are presented. Results from a market and literature survey of topics in logistics, used to identify market relevant topics, are presented. Approaches to research skill development are suggested, including in‐company projects and mini‐research projects. And most importantly, a case is presented of a course where market and research driven skill development was combined successfully. The format for the course is specified and evaluated.

Bruce G. Ferrin; Robert Landeros; Robert F. Reck

2001 International Journal of Physical Distribution & Logistics Management

doi: 10.1108/EUM0000000005905

Outlines the total quality management approach used to develop and sustain an undergraduate curriculum in supply management. Illustrates the importance of identifying the primary customer, and using the customer's needs as the foundation for a curriculum. Examines the importance of empowering faculty and students to create leadership and advance the curriculum. Finally, discusses ways in which faculty, students and business leaders use these three elements to improve the curriculum.

Sveinn Vidar Gudmundsson; Jan Nijhuis

2001 International Journal of Physical Distribution & Logistics Management

doi: 10.1108/EUM0000000005907

The article reports on the development of a collaborative learning method in two master’s level courses given as part of a logistics track within an international business degree programme. The method, termed the three‐way interaction method (3WIM), combines traditional case teaching and problem‐based learning through high intensity three‐way interaction between student groups. The method involves one group taking the role of problem‐solvers (presenters/consultants), another group taking the role of decision‐makers (company executives/board of directors), while the third group evaluates the performance of the other two groups (skill development/quality improvement). As usual in collaborative learning, the 3WIM is student‐driven, so the tutor takes on the role of a facilitator rather than the main disseminator of knowledge. Comparing the course evaluations of the previous approach to learning and the 3WIM, a statistically significant improvement was detected in satisfaction among students. What is more, the method solved other problems, such as increasing the intensity of the learning experience, reducing passenger tendencies and absences.

Vidar Alvarstein; Liv Karen Johannesen

2001 International Journal of Physical Distribution & Logistics Management

doi: 10.1108/09600030110402978

This paper reports on how problem‐based learning (PBL) was introduced in a lower level logistics and transportation course, and gives some preliminary results. This paper is not based on scientific methods and solid evidence but is a narrative of some experiences. Hopefully it serves to guide and motivate educators interested in trying a different learning and teaching method. PBL proves to be a successful teaching and learning approach for a lower level course in logistics and transportation. The approach also brings the industry and real life into the study environment in an integrated way. The students find the teaching method interesting and claim that it contributes to a greater knowledge in the field of logistics and transportation. The findings in this paper are more indicators than solid evidence, but the paper however also supports results from earlier studies in PBL.

David Bruce Grant

2001 International Journal of Physical Distribution & Logistics Management

doi: 10.1108/09600030110402987

This paper describes the use of seminar or block formats in delivering logistics and services marketing courses as pilot projects at the University of Calgary. The students attending the courses completed questionnaires regarding their pre‐course expectations, post‐course perceptions, and overall course satisfaction in order to gauge the effectiveness and impact of the block format. The students were quite satisfied with the block format in both courses and the author considers a good learning experience took place. The use of block formats is recommended as a way to deliver courses that have benefits for both students and lecturers and provide a distinct competitive advantage for the institution.

Britta Gammelgaard

2001 International Journal of Physical Distribution & Logistics Management

doi: 10.1108/09600030110402996

Doctoral education is usually considered to be a one‐to‐one learning situation with the professor on one side of the table and the doctoral student on the other. With the joint‐Nordic PhD program in logistics, founded in 1997‐1998 by a network of senior scholars from business schools and universities throughout the Nordic countries, doctoral students are now part of a learning network comprising other doctoral students and senior researchers. One of the program’s purposes is to establish doctoral courses in logistics to improve and secure the quality of research. So far, two courses have been completed: “Logistics in a philosophy of science perspective” and “Methods in logistics research”. The student response to the initiative has been very positive. The Nordic Research Academy (NorFA) and the participating universities have supported the program financially.