87385 - International Supply Chain Management Laboratory

Learning outcomes

By the end of this course students are able to: - develop a deeper understanding of the different types of alliances and networks; - recognize the key components of a learning-through-partners strategy; - understand the factors that make alliances and networks strategically important and critical for achieving sustainable competitive advantage.

Course contents

This course offers a comprehensive overview of contemporary issues in supply chain management, with a focus on how technology enables its design and execution. In the first part, students will explore how supply chains operate within and across organizations to meet strategic goals, learning to develop effective vendor selection and evaluation plans. The second part emphasizes the role of logistics and the implementation of Enterprise Resource Planning (ERP) systems as critical tools to manage enterprise information. The course also delves into e-Procurement and virtual marketplaces, providing students with a thorough understanding of digital transformation within modern supply chains.

Structure of the course:

1 Introduction to International Supply Chain Management

2 Global Supply Chain Strategy

3 Supply Chain Network Design

4 Procurement and Supplier Management

5 International Logistics and Transportation

6 Inventory and Warehouse Management

7 Risk Management in International Supply Chains

8 Information Technology in Supply Chain Management and Sustainable Supply Chain Management

9 Case Studies and Future Trends in International Supply Chain Management

10 Course Wrap-Up and Final Assessment

Readings/Bibliography

The course should be understood as a workshop, consistent with its title. There is no course pack. For each session, students are assigned a case—which I present using a copy purchased personally and not distributed—and an article that is available online and freely accessible.

The list of articles and their links is provided below. Students are advised that the materials are copyrighted and may not be shared or redistributed.

In addition to these materials, several case studies are discussed in class. Students do not have access to these cases—as they are presented by the instructor at the beginning of each session—but they may request information about them from the instructor. For the academic year 2025–2026, the planned cases are: Zara, PepsiCo, Amazon, Starbucks, Apple, Tesla, and Walmart.

Required Readings:

- [J.H. Dyer and N.W. Hatch], [Using supplier networks to learn faster], [2004], [Mit Sloan Management Review], link: https://www.proquest.com/docview/224966053?pq-origsite=gscholar&fromopenview=true&sourcetype=Scholarly%20Journals

- [M. Fischer], [What is the right supply chain for your product?], [2004], [HBR], link: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://econspace.net/teaching/MGT-528/Fisher-HBR-1997.pdf

- [M.E. Porter and M.R. Kramer], [Creating Shared Value], [2011], [HBR], link: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.communitylivingbc.ca/wp-content/uploads/2018/05/Creating-Shared-Value.pdf

- [M.T. Hansen and J. Birkinshaw], [The innovation value chain], [2007], [HBR], link: https://www.researchgate.net/publication/6255929_The_Innovation_Value_Chain

- [H.L. Lee], [The triple-A supply chain], [2004], [HBR], link: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://kertogral.etu.edu.tr/the_triple_aSC_lee.pdf

- [J.K. Likert and T.Y. Choi], [Building deep supplier relationships], [2004], [HBR], link: https://www.researchgate.net/publication/284683235_Building_deep_supplier_relationships_Harvard_Business_review

- [V.H. Villena and D.A. Gioia], [A more sustainable supply chain], [2020], [HBR], link: https://www.researchgate.net/publication/339486951_A_More_Sustainable_Supply_Chain

Teaching methods

The main instructional approaches used in the course are:

- Lectures

- Group Work

- Case Studies

- Guest Speakers

Assessment methods

Though not compulsory, participation in team-work assignments is strongly encouraged.

Course evaluation will be different depending on the non-compulsory participation in team-work assignment, as detailed in the following:

Students participating in team-work assignments:

Component Weight (%)

Final Exam 60

Group Project 40

Students who do not participate in team-work assignments:

Component Weight (%)

Final Exam 100

Group Project -

- Final exam and group project structure:

The exam will cover all the assigned readings.

The final exam for attending students consists of nine multiple-choice questions based on the previously assigned articles. Each correct answer is worth 2 points; unanswered questions receive 0 points; and each incorrect answer results in a penalty of 0.5 points.

As to team case analyses, students will be requested to distribute in groups of 4/5. The list of group members is due at the end of the first lecture. The outcome of the team analysis is a report (Word document) and a Powerpoint presentation. The project report should have no more than 3,000 words (tables, graphs and references do not contribute to the word count). Students can decide the format and the structure of the report. The PPT presentation should convey the key messages to an audience of high-level businessmen and potential investors (approximately 15 slides). Detailed guidelines for project works will be delivered during the very first session.

The evaluation of the group project depends on how in depth and correctly groups will: 1) analyze the case, identify key problems/strategic issues, and logically apply the course material to the phenomenon under investigation; 2) provide a thorough and rigorous quantitative and/or qualitative analysis of the phenomenon; 3) draw implications and suggest realistic, workable, well-supported recommendations for high-level executives; 4) outline an implementation plan and discuss which insights are generalizable and under what conditions.

The final exam for non-attending students consists of 15 multiple-choice questions based on the previously assigned articles. As in the other format, each correct answer is worth 2 points; unanswered questions receive 0 points; and each incorrect answer results in a penalty of 0.5 points.

- Exam policy:

To take part in the exam sessions, students must register on AlmaEsami. In case of any difficulties with registration, please contact the instructor before the registration deadline. Grades will be posted on AlmaEsami within 4–5 days after the exam. For each exam session, students have the option to decline their grade.

Students can attend a mid-term exam (not compulsory) during the break at the end of the first sub-cycle, and then the second mid-term exam at the end of the course. The grades of the two mid-term exams will be averaged to compute the “final written exam” grade.

Those who positively pass the first mid-term exam (i.e. grade greater or equal to 18), have the chance to take the second mid-term exam either in the January or February session. The second mid-term can be taken only once. Therefore, if a student does not pass the second mid-term exam (or opts for a re-take), s/he can attend only total exams from that moment on.

Grading scale:

< 18: failed

18-23: sufficient

24-27: good

28-30: very good

30 e lode: outstanding

OFA: students with OFA in Math cannot sustain either total or partial exams.

Erasmus: at most 20 Erasmus and Overseas students, and 10 UADE students, selected in chronological order, will be admitted to the course and the exam.

Students with disability or specific learning disabilities (DSA) are required to make their condition known to find the best possible accommodation to their needs.

Teaching tools

Tools, platforms, or resources used during the course:

- Learning platform: Virtuale (virtuale.unibo.it) contains the slides and the team-work assignments

- Presentation software: PowerPoint

- Communication tools: Email; Teams; Forum on Virtuale

- Collaborative tools: none

- Other digital tools/software: none

Office hours

See the website of Andrea Lipparini