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

The course is one of two modules within an integrated course: International Supply Chain Management. The other module is Strategic Alliances and Networks. For some students, in line with their study plan, the two modules may be taken independently.

Participation in the course, through interaction with the instructor and with other participants, fosters the development of interpersonal skills.

This module offers a comprehensive overview of contemporary supply chain management topics, with particular attention to the role of technology in designing and executing the supply chain. In the first part, students will explore how supply chains function within and across different organizations to achieve strategic objectives, learning to develop effective supplier selection and evaluation plans. The second part focuses on the role of logistics and the implementation of ERP (Enterprise Resource Planning) systems as fundamental tools for managing corporate information. The course further explores e-Procurement and virtual marketplaces, giving students an in-depth understanding of digital transformation in modern supply chains.

Course structure:

1. Introduction to International Supply Chain Management
2. Global Supply Chain Strategy
3. Supply Chain Network Design
4. Procurement and Supplier Management
5. Risk Management in International Supply Chains
6. Information Technology in Supply Chain Management
7. Sustainable Supply Chain Management
8. Case Studies and Future Trends in International Supply Chain Management
9. Course Conclusion and Final Assessment

Readings/Bibliography

The course is to be understood as a workshop, in line with its title. No course pack is provided. For each session, students are assigned one case, which I present using a personally purchased copy that cannot be distributed, and one article, freely available online.

The list of articles and their links is provided below. Students are reminded that this material is protected by copyright and may not be shared or redistributed.

In addition to these materials, several case studies are discussed in class. Students do not have direct access to these cases — as they are presented by the instructor at the start of each session — but may request information from the instructor. For the 2026–2027 academic year, the following cases are planned: 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
• M. Fisher, What is the right supply chain for your product?, 1997, HBR
• M.E. Porter and M.R. Kramer, Creating Shared Value, 2011, HBR
• M.T. Hansen and J. Birkinshaw, The innovation value chain, 2007, HBR
• H.L. Lee, The triple-A supply chain, 2004, HBR
• J.K. Liker and T.Y. Choi, Building deep supplier relationships, 2004, HBR
• V.H. Villena and D.A. Gioia, A more sustainable supply chain, 2020, HBR

Teaching methods

The main teaching methodologies adopted in the course are:

Lectures
Introduce the key concepts and theoretical framework needed to address the course topics, giving students the conceptual foundations on which to build practical analysis.

Group work
Encourage the exchange of different perspectives and the development of collaborative skills, replicating the dynamics through which complex supply chain problems are addressed in real business settings.

Case study analysis
Allow theoretical concepts to be applied to real business situations, developing critical analysis and problem-solving skills in concrete, non-simplified contexts.

Guest speakers
Give students direct contact with industry professionals, enriching the course with practical testimonials and experiences that complement its theoretical approach.

Assessment methods

Assessment

While not mandatory, participation in group work is strongly encouraged. Course assessment will vary depending on (non-mandatory) participation in group work, as detailed below:

Students who participate in group work
Final exam 60%; Group project 40%

Students who do not participate in group work
Final exam 100%; Group project: 0

Exam and group project structure

The exam will cover all assigned readings.

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

For the team case analyses, students must organize themselves into groups of 4 or 5. The list of group members must be submitted at the end of the first session.

The group work output consists of:

• a report (Word document), and
• a PowerPoint presentation.

The report must not exceed 3,000 words (tables, charts, and references are not included in the word count). Students are free to define the format and structure of the report. The PowerPoint presentation must communicate the key messages to an audience of senior managers and potential investors (approximately 15 slides).

Detailed guidelines for the project work will be provided during the first session.

The evaluation of the group project will depend on the groups' ability to:

1. analyze the case in depth, identify key problems/strategic issues, and logically apply course material;
2. conduct a rigorous quantitative and/or qualitative analysis of the phenomenon examined;
3. draw implications and propose realistic, actionable, and well-supported recommendations for senior 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 assigned articles. As with the other format, each correct answer is worth 2 points; unanswered questions are worth 0 points; each incorrect answer results in a 0.5-point penalty.

Exam rules

To take part in exam sessions, students must register through AlmaEsami. In case of registration issues, the instructor must be contacted before the lists close.

Grades will be published on AlmaEsami within 4–5 days of the exam. Students have the option, for each exam session, to reject the grade.

Students may take a (non-mandatory) mid-term during the break at the end of the first sub-cycle, and a second mid-term at the end of the course. The grades from the two mid-terms will be averaged to calculate the "final written exam" grade.

Students who pass the first mid-term (grade ≥ 18) may take the second mid-term in the January or February session. The second mid-term may be taken only once. If a student does not pass the second mid-term (or chooses to retake it), they may only take the full exam from that point onward.

Grading scale

• < 18: fail
• 18–23: pass
• 24–27: good
• 28–30: very good
• 30 cum laude: excellent

OFA (Additional Learning Requirements)

Students with an OFA in Mathematics may not take either the full exam or the partial (mid-term) exams.

Erasmus

The following maximum number of students will be admitted to the course and exam:

• 20 Erasmus and Overseas students, and
• 10 UADE students,

in chronological order of registration.

Students with disabilities or SLD

Students with disabilities or specific learning disorders (SLD) are encouraged to disclose their condition in order to identify the best possible accommodation for their needs.

Teaching tools

Tools, platforms, and resources used during the course:

• Learning platform: Virtuale (virtuale.unibo.it), which hosts the slides and group work materials
• Presentation software: PowerPoint
• Communication tools: email, Teams, Virtuale forum
• Collaborative tools: none
• Other digital tools/software: none

Office hours

See the website of Andrea Lipparini