MANAGING SUSTAINABLE AND ETHICAL SUPPLY CHAINS - 2023/4
Module code: MANM549
This module will enable students to evaluate the role and nature of supply chain management strategies in meeting the objectives of retail, service and industrial organisations in an ethical and sustainable fashion. Students will become familiar with the specific management approaches to meet the product and service criteria set by customers and these approaches will integrate theory and practice from operations management, ethical decision making and sustainable supply chain management. The module is designed to explore the technical and commercial environment that dictates the supply chain management approach adopted by retailers, service firms and manufacturing businesses in local and international arenas and will also It will also encompass the wider social and geopolitical influences that are increasingly important in the design and management of supply chains which must increasingly deliver value responsively, equitably, and responsibly.
Surrey Business School
COLE Rosie (SBS)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 84
Lecture Hours: 22
Seminar Hours: 11
Guided Learning: 11
Captured Content: 22
Prerequisites / Co-requisites
Indicative content includes Analysis and application of concepts: customer value, generic supply chain strategies, supply chain integration & performance digital supply chains. Analysis and application of concepts: supply chain risk, sustainable production, reverse logistics, circular economy. Analysis and application of concepts: Servitisation and service supply chains. Analysis and application of concepts: Ethics in organisational decision making, ethical supply chain management, sustainable procurement.
|Unit of assessment
|Oral exam or presentation
¿ Individual Coursework 60%, ¿ Individual oral type examination or presentation 40%
The assessment strategy is designed to provide students with the opportunity to demonstrate their mastery of the learning outcomes both through their contribution to teamwork and individually. The assessment is based on the integrative collaborative project that students engage in during the guided group project work sessions and showcases students' subject-specific knowledge and cognitive skills as well as their practical ability to apply their learning to complex problems and tasks in the relevant domain of professional practice.
Thus, the summative assessment for this module consists of:
- Group report based on a collaborative project requiring data collection, analysis and interpretation to arrive at evidence-based conclusions and recommendations A group interview on the process and outcomes of the assigned project.
Formative assessment Formative feedback
is offered on an ongoing basis during seminars/group discussions, active learning sessions and tutorials. This may be done face to face or online. Feedback Formative feedback is offered on an ongoing basis during seminars/group discussions, active learning sessions and project tutorials, which may be done face to face or online (synchronously). Summative feedback is provided in writing separately for each of the elements of assessment. Formative assessments: the use of group work and case studies in seminar sessions will be to assist students in determining their knowledge of the concepts and aid the lecturer in focusing on areas requiring further support. The case study work will aid the development and formative assessment of critical awareness. Verbal feedback in tutorials and case study reviews (following work conducted as part of guided learning) will be used to assess development of knowledge and understanding. Feedback: Assignment tutorials support students in their project work through systematic review of progress, discussion and formative feedback from an academic tutor. These may be run face-to-face or online (synchronously).
- Develop a critical understanding of the forms, structures, systems, processes, and technologies that allow supply chains to contribute to organisational value, growth, and profitability in a sustainable fashion.
- Provide concepts, tools and frameworks that can be applied for the analysis and management of sustainable and ethically sound supply chains as part of a broader organisational strategy.
- Explore current issues and trends in the sustainable and ethical management of supply chains.
|Critically evaluate the merits and drawbacks of various theories and models central to our understanding of the management of sustainable supply chains for a range of business types
|Analyse and apply existing frameworks and concepts relevant to the ethical, operational, and strategic challenges facing supply chain management.
|Appraise the complexity and trade-offs involved in managing ethical, sustainable supply chains on a local, national, and global scale.
|Critically appraise the wider social implications of supply chain management decisions and their impacts.
|Critically discuss current developments and suggest and interpret emerging trends in sustainable supply chain management.
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to combine research-informed academic content with applied learning through project work.
Learning and teaching follows a student-focused, experiential, flipped-classroom methodology with online elements.
It comprises lectures, seminars, group discussions, and assignment tutorials. It also includes active and self-directed learning - both group and individual.
Prior to attending the lecture and seminar, students are expected to undertake the essential reading and complete any set work for the sessions.
Active learning is supported by engagement with practice through group project work, study trip and invited guest speakers.
Assignment tutorials are there to provide formative feedback in preparation for the assessment.
The learning and teaching methods include:
Lectures are mainly designed to illustrate and explain theoretical concepts and models.
Seminars/group discussions are designed to develop a more practical insight into the applied nature of the various topics covered: they help explore the theoretical concepts and models by reference to a range of topical issues and case studies.
Active learning includes engaging in classroom practical exercises, video and case analyses and group project work.
Active learning through on-demand guided learning
Independent Self-directed learning pertains to engaging with learning materials and undertaking desk research required for classroom participation and assessment.
Assignment tutorials support students in their project work through a systematic review of progress, discussion and formative feedback from an academic tutor.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: MANM549
This module most directly contributes to the programme pillar of Sustainability: advancing students' awareness and appreciation for all aspects of sustainability and ethical management using up-to-date research and real-world case studies to ensure students have a deep understanding of this contemporary issue Students' global and cultural capabilities will be engaged through the module's international perspective. Our student body is truly international and by working in groups, students will be exposed to a broad range of ideas, perspectives, and experiences. In-class discussions, group tasks and assessments foster inclusivity and develop appreciation for alternative cultures and worldviews.
Programmes this module appears in
|A weighted aggregate mark of 50% is required to pass the module
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2023/4 academic year.