Syllabus

COURSE INFORMATION
Course title: Supply Chain Management
Course code: COMM 449 Credits: 3
Session and term: 2024W2 Class location: HA 037
Sections: 201 Class times: Tue/Thu 11:00am – 12:30pm
202 Tue/Thu 2:00pm – 3:30pm
203 Tue/Thu 3:30pm – 5:00pm
Course duration: Jan 7 – Apr 27, 2025 Pre-requisites: COMM 204
Division: OPLOG

INSTRUCTOR INFORMATION
Instructor: Dr. Samuel Roscoe
Email: [email protected] Office hours: By appointment

TEACHING ASSISTANT INFORMATION

TA for Sections 201 and 202 – Anastasiia Bakulina e-mail: [email protected]

TA for section 203 – Srusti Subash e-mail: [email protected]

Office hours will be posted on canvas at the beginning of term

ACKNOWLEDGEMENT
UBC’s Point Grey Campus is located on the traditional, ancestral, and unceded territory of the x wməθkwəy̓əm
(Musqueam) people, who for millennia have passed on their culture, history, and traditions from one
generation to the next on this site.

COURSE DESCRIPTION
Supply chain management involves the design, planning, control, and improvement of supply chain
processes. This course will provide students with qualitative and quantitative tools and models that are
helpful in understanding, analyzing, and improving supply chain processes. Using contemporary examples,
case studies in exercises, students will gain experience with the types of business questions that arise in
supply chain planning.

LEARNING OBJECTIVES
By the end of the term students will know how to embark on supply chain improvements in the following
areas:
 Forecasting and demand planning;
 Collaborative forecasting;
 Supply planning; Sales and Operations Planning (S&OP)
 Production Planning
 Transportation planning
 Strategic planning; Supply chain design

Students will apply these tools in various settings:

 Linear programming; Mixed integer programming
 Decision trees
 Simulation (simple models in Excel)
 Sensitivity analysis & Scenario analysis

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COURSE FORMAT
All classes will meet in person; attendance is an important part of this class. We will use a variety of in-class
exercise, both individual and group work, to explain key concepts. Group work is also an important
component of this class and students are expected to act professionally and with courteously during all group
activities.

SUSTAINABLE DEVELOPMENT GOALS (SDGS)

At UBC Sauder, we are committed to responsible business practices that can have transformative
impacts on society. One of the ways we are reinforcing our commitment to responsible business is by
showcasing relevant content in our courses via the lens of the United Nations Sustainable Development
Goals. In this course, we will touch on topics that relate to the following goals:

Sustainable Development Goal Description of how and when the goal is covered in the course.

Goal 9: Industry Innovation and Throughout the course, we will discuss the role of innovative
Infrastructure technologies in changing the way that goods are made and
distributed around the globe. Students will learn how technologies
such as 3D printing, Artificial Intelligence and Robotics are leading
to novel manufacturing configurations and new supply chain
designs that reduce transportation and the carbon dioxide
emission that result
GOAL 12: Responsible The case studies will examine how companies can become more
Consumption and Production sustainable in the extraction of raw materials and during the
production of these materials into final products. Students will
learn how to optimize production processes to reduce waste and
harmful emissions through the production and distribution of
products to customers around the globe.

Goal 13: Climate Action The lectures will challenge students to consider how companies
can build sustainable supply chain processes to reduce climate
impacts. Students will examine how the reduction of waste in
operational processes helps to reduce harmful emissions into the
atmosphere and how more fuel efficient transport methods
reduce carbon dioxide emissions.

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ASSESSMENTS
Summary

Component Weight
Group Case Analysis (10 pg. slide decks) x 4 5% x 4= 20%
Group Quantitative Analysis x 2 7.5% x 2 =15%
Individual Case Analysis memos (3) 3 x 10% = 30%
Final Group Case Analysis (15 pg. slide deck) (1) 25%
Class participation 10%
Total 100%

1) Group case analyses (x4):

o Groups will be formed at the beginning of the course and entered in canvas.
Students will stay in these groups for the duration of the course.
o Four case analyses will be completed in your groups and should be submitted as a
PowerPoint slide deck (max 10 slides) in canvas.
o Two quantitative case analysis will be completed in your groups and should be
submitted as excel sheets or images in Canvas
o Case analysis guidelines will be posted on Canvas.
o Questions to guide the analysis will also be posted on Canvas.
o All group members will receive the same grade for the group case analyses.
However, in extreme instances, where contributions to the group effort differ
significantly, individual grades may be adjusted down from the group grade. E.g.,
limited individual contribution and/or late for meetings = –15%; very little
contribution and/or missed meetings = –30%. This will be decided based on
consultation with group members, with the final decision made by the Lecturer.
The marking rubric is as follows

Professionalism and organization of the 15%

presentation
Identification of Key Issues 10%
Quality and Depth of Qualitative Analysis 30%
Quality and Depth of Quantitative Analysis 30%
Recommendations 15%
Total 100%

2) Group Quantitative Analysis (x2):

o Assignment 1: Working in groups, students will conduct an analysis of the DHL
case in Excel and submit a short case memo to answer the assigned questions
o Assignment 2: Working in groups, students will conduct the Beer Game on
Steroids exercise using the BGOS simulation. Each group will submit screen shots
of their digital twins along with a short case memo to answer the assigned
questions.
o Case analysis guidelines will be posted on Canvas.

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o Questions to guide the analysis will also be posted on Canvas.

o All group members will receive the same grade for the group case analyses.
However, in extreme instances, where contributions to the group effort differ
significantly, individual grades may be adjusted down from the group grade. E.g.,
limited individual contribution and/or late for meetings = –15%; very little
contribution and/or missed meetings = –30%. This will be decided based on
consultation with group members, with the final decision made by the Lecturer.
The marking rubric is as follows

Demonstrated ability to provide critical 20%

and insightful answers to case questions
Quality and Depth of Quantitative Analysis 60%
Recommendations 20%
Total 100%

3) Individual Case Analysis Memos (x3)

o There will be 3 memos that must be completed individually. These memos will
reinforce the concepts and cases discussed in class, and may include quantitative
and/or qualitative analyses. Details will be posted on Canvas. Late memos will not be
accepted.

Note on academic integrity: You are encouraged to work with classmates to enhance your
learning experience. This means you may discuss problems and solution approaches. However,
your answers must represent your own work and must be written in your own words when
submitting individual assignments

Professional of the Case Memo including 10%

presentation and clarity of expression
Demonstrated ability to provide critical 30%
and insightful answers to case questions
Quality and Depth of Quantitative Analysis 30%
Quality and Depth of Qualitative Analysis 30%
Total 100%

4) Final Group Case Analysis (15 pg. slide deck) (1)

o For the final project, each group is required to conduct an analysis of the
Fuyao Glass Case – A Chinese firm considering whether to locate production
in the USA
o Using the tools and techniques discussed during this course, group members
are to create a 15-page (maximum) PowerPoint presentation.
o The presentation should use qualitative and quantitative analysis to arrive at a
series of recommendations that address the identified issues/opportunities
o All group members will receive the same grade for the group case analyses.
However, in extreme instances, where contributions to the group effort differ
significantly, individual grades may be adjusted down from the group grade.

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E.g., limited individual contribution and/or late for meetings = –15%; very
little contribution and/or missed meetings = –30%. This will be decided based
on consultation with group members, with the final decision made by the
Lecturer. The marking rubric is as follows

Professionalism and organization of the 15%

presentation
Identification of Key Issues 10%
Quality and Depth of Qualitative Analysis 30%
Quality and Depth of Quantitative Analysis 30%
Recommendations 15%
Total 100%

5) Class Participation
o Class participation will be based on attendance, questions
asked and answered, and contributions to the discussion
forums after each class. Students are strongly encouraged to
actively engage in the classroom learning experience. Please
make a serious attempt to complete exercises and answer
assigned questions, and be ready and willing to actively
engage in the classroom learning experience. The implicit
assumption is that we all have something to contribute to
the collective learning experience each day, and we all
want to benefit from it. Thus, coming prepared will
maximize the benefits for everyone.
o In-class participation will be evaluated based on each student's
comments and contributions to the class discussions. “Good”
participation is what enhances group learning: it could be a
question, an observation, a shared experience, or an answer to
a question. “Bad” participation in any activity, verbal or non-
verbal, which disrupts the class discussions and negatively
affects the learning for other students in class.
o Participation is worth 10% of the final grade. Every student will
start out at 6.5% for participation. If you regularly come to
class and participate in iClicker activities while in class, then
you will stay at 6.5%. The term regularly means that your
score will drop 1% for each class that you miss after Jan. 19.
Your score will drop if you do not attend class regularly, or if
you disrupt class
o If you actively participate regularly (even prior to Jan. 19),
then your participation score will go up depending on how
often you actively participate. There are many ways to actively
participate, both in-class and out of class including answering
questions or asking questions during class, or posting
comments or questions on the discussion forum on Canvas.

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Academic Concessions
If you are unable to attend class or complete assignments because you feel unwell or are facing other
circumstances that constitute valid grounds for academic concession as defined by UBC’s Academic
Concession Policy, complete the concession request webform. Concessions are time-sensitive and the
webform should be submitted within 48 hours of the missed deadline. Upon submission, an email notice will
be sent to your instructor and the UGO. You will also receive an email with further instructions. Please read
this email carefully and be sure to also refer to the relevant sections in this syllabus for each concession that
you have requested.

For missed assessments due to valid academic concessions the following accommodations will be provided:
 Group cases: An alternate arrangement will be made to make up the assessment or to allow for a
late submission depending the nature of the academic concession.
 Individual Case memo: An alternate arrangement will be made to make up the assessment or to
allow for a late submission depending the nature of the academic concession.
 A large amount of class material, e.g., you are hospitalized, very ill, or seeking counseling for mental
health challenges: Apply for a concession and speak to an advisor in the UGO about your situation,
and we can determine an individualized plan to help you catch up for the material missed. (Note
that, if applicable, we will default to the plan outlined in “Assessment Flexibility” above.)
See UBC Senate Policy V-135 for more information on academic concessions.

LEARNING MATERIALS
Required:
1. Cases – posted on canvas
2. Class slides (posted on Canvas)
3. Other articles and links, provided throughout the semester on Canvas.
4. Textbook: This class does not follow a particular textbook. however, if you wish to do additional
reading there are a number of good supply chain management textbooks available. For instance:
a. Supply Chain Management (5th Edition). Chopra and Meindl. 2013. (Or any other edition.)

COURSE-SPECIFIC POLICIES AND RESOURCES

Missed or late assignments, and regrading of assessments
Late assignments will not be accepted unless a valid and approved academic concession is received from the
UGO office.

POLICIES APPLICABLE TO UBC SAUDER UNDERGRADUATE COURSES

Respectfulness in the classroom
Students are expected to be respectful of their colleagues at all times, including faculty, staff and peers. This
means being attentive and conscious of words and actions and their impact on others, listening to people
with an open mind, treating all UBC Sauder community members equally and understanding diversity.
Students who act disrespectfully toward others will be asked to leave the class and be marked as absent for
the day. They may also be removed from a team, lose credit for in-class assessments and activities, or be
asked to complete a group assignment individually.

Respect for Equity, Diversity, and Inclusion

The UBC Sauder School of Business strives to promote an intellectual community that is enhanced by
diversity along various dimensions including status as a First Nation, Metis, Inuit, or Indigenous person, race,
ethnicity, gender identity, sexual orientation, religion, political beliefs, social class, and/or disability. It is
critical that students from diverse backgrounds and perspectives be valued in and well-served by their

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courses. Furthermore, the diversity that students bring to the classroom should be viewed as a resource,
benefit, and source of strength for your learning experience. It is expected that all students and members of
our community conduct themselves with empathy and respect for others.

Electronic Devices
Students are highly encouraged to take notes by hand. Taking notes on a laptop or tablet is allowed, as long
as the device is being used solely for class-related purposes. We will also sometimes use Canvas, Excel, or
other tools where it is advantageous to have a laptop. iClicker questions can be answered on a smart phone,
tablet, or laptop.

UNIVERSITY POLICIES AND RESOURCES

UBC provides resources to support student learning and to maintain healthy lifestyles but recognizes that
sometimes crises arise and so there are additional resources to access including those for survivors of sexual
violence. UBC values respect for the person and ideas of all members of the academic community.
Harassment and discrimination are not tolerated nor is suppression of academic freedom. UBC provides
appropriate accommodation for students with disabilities and for religious observances. UBC values academic
honesty and students are expected to acknowledge the ideas generated by others and to uphold the highest
academic standards in all of their actions. Details of the policies and how to access support are available on
the UBC Senate website at https://senate.ubc.ca/policies-resources-support-student-success.

Academic Integrity
The academic enterprise is founded on honesty, civility, and integrity. As members of this enterprise, all
students are expected to know, understand, and follow the university policies and codes of conduct
regarding academic integrity. At the most basic level, this means submitting only original work done by you
and acknowledging all sources of information or ideas and attributing them to others as required. This also
means you should not cheat, copy, or mislead others about what is your work; nor should you help others to
do the same. For example, it is prohibited to: share your past assignments and answers with other students;
work with other students on an assignment when an instructor has not expressly given permission; or spread
information through word of mouth, social media, or other channels that subverts the fair evaluation of a
class exercise, or assessment. Violations of academic integrity (i.e., misconduct) lead to the breakdown of the
academic enterprise, and therefore serious consequences arise and harsh sanctions are imposed. For
example, incidences of plagiarism or cheating may result in a mark of zero on the assignment or exam and
more serious consequences may apply if the matter is referred to the President’s Advisory Committee on
Student Discipline. Careful records are kept in order to monitor and prevent recurrences.

COPYRIGHT
All materials of this course (course handouts, lecture slides, assessments, course readings, etc.) are the
intellectual property of the instructor or licensed to be used in this course by the copyright owner.
Redistribution of these materials by any means without permission of the copyright holder(s) constitutes a
breach of copyright and may lead to academic discipline and could be subject to legal action. Any lecture
recordings are for the sole use of the instructor and students enrolled in the class. In no case may the lecture
recording or part of the recording be used by students for any other purpose, either personal or commercial.
Further, audio or video recording of classes are not permitted without the prior consent of the instructor.

GENERATIVE AI PERMITTED WHERE SPECIFIED WITH ATTRIBUTION

For this course, students may use generative artificial intelligence (AI), including ChatGPT, for specific
assessments or coursework, where it is expressly specified by the instructor. In these cases of permitted
use, students must disclose any use of AI-generated material as per the assessment guidelines. Students

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should include a statement on the final page of a submitted case memo or group slide deck that outlines
the manner in which generative AI was used. At a minimum, this will include proper attribution,
including in-text citations, quotations and references, where appropriate.

COURSE SCHEDULE
1. The following course schedule, dates and content are subject to change
2. Group assignments (Group slide decks, and quantitative analysis) are shown in orange
3. Individual assignments (case memos) are shown in green

Class Date Topic Preparation Assessment

1 Jan 7 Core Principles of Read: What is the Right Supply Chain for
Supply Chain your product (Fisher, 1997)
Management -Managing the new normal (Alexander et
al. 2023)
2 Jan 9th Global Value Chains and Read: Why the world suddenly cares
Supply Chain Strategy about global value chains (Gereffi, 2012)
-Competitive Advantage, (Porter 1985)
3 Jan 14th The case study method Read the Optigee case
Using Generative AI to understand the
case study method
4 Jan 16th Forecasting – Review of quantitative forecasting
Quantitative Methods, methods and in-class exercise on
Exponential Smoothing Samsung Phone’s Forecasting
5 Jan 21st Forecasting- Linear Read: Jay Bharat Case Study Group Slide Deck: Jay Bharat
Regression, Spices due by Friday Jan 27th at
Collaborative 11:59pm
Forecasting, Safety
Stock
6 Jan 23rd Supply Planning and In-class exercises: Lego Plus and FunBlox
Linear programming

7 Jan 28th Production Planning and Read: Chemical SC case prior to class
Scheduling In-class exercise: Blackberry Farm and
Chemical SC manual optimization
problem
8 Jan 30th Linear Programming at In-class exercise: Group work – Linear Group Slide Deck: Chemical SC:
Chemical SC Programming and Chemical Supply Chain due by Tuesday Feb 5th at 11:59pm
model A, B and C

9 Feb 04th Supply planning with Read: Leslie Presley Intro, Parts I & II Individual Case Memo- Leslie
Leslie Presley Presley Parts 1 & 2 due Feb 10th
Read Wagner et al. 2014 – The gameplan at 11:59
for aligning the organization by Tuesday
Feb 4th
10 Feb 06th Sales and Operations In Class Discussion: Wagner et al. 2014 –
Planning The gameplan for aligning the
organization

Read TSMC Case prior to class on

Thursday Feb 6th
11 Feb 11th Semi-Conductor Supply Introduce the TSCM Case and begin work Group Slide Deck: TSCM Case Due

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Chains and the TSMC on the case in-class by Feb 17th at 11:59pm
Case Study
12 Feb 13th - Transportation Modes, Containerization
Transportation and and Intermodal methods
Logistics -Individual in-class exercise – Chem SC
transport extension.
Midterm Break --- Feb 17th to Feb 21st
13 Read: Leslie Presley, Parts III & IV Individual Case Memo- Leslie
Feb 25th Strategic planning with Presley Parts 3&4 due March 5th
Leslie Presley Part 2 at 11:59
14 Feb 27th Introduce and discuss the DHL Case Group Quantitative Analysis- DHL
Linear Programming at - due March 10th 11:59
DHL
15 Mar 4th Digital Supply Chain Digital Supply Chain
Transformation Transformation:
Understanding how industry 4.0
technologies are transforming
global supply chains.
 3D printing
 Smart Factories,
 Artificial Intelligence
 Predictive Analytics,
 Block Chain
 Digital Twins
16 Mar 6th Digital Twin Supply Introduction to Beer Game on Steroids
Chain Simulation
17 Mar 11th Beer Game on Steroids extended play-in Group Quantitative Analysis-
class Beer Game on Steroids - due
Digital Twin Supply March 17th 11:59
Chain Simulation pt. 2
18 Mar 13th Read: Oglethorpe
Decision making -Oglethorpe individual exercise in-class
19 Mar 18th Read: TRIAS
Decision trees -TRIAS group activity in class
20 Mar 20th Sensitivity analysis -Sensitivity analysis group activity in class
21 Mar 25th Scenario analysis -Scenario analysis group activity
22 Mar 27th -Graphing individual in-class exercise Individual Case Memo on
Decision making using decision
trees, sensitivity analysis,
Additional analytical scenario analysis and graphing
tools Due April 2nd, 11:59pm
23 Wriston Read: Wriston Group Slide Deck: Wriston: due by
Apr 1st Tuesday April 7th, 11:59pm
24 The Manufacturing - Total landed costs in supply chains
Location Decision in -The impact of supply chain disruptions
Apr 3rd
Global Supply Chains on the location of manufacturing and
supply
25 April 8th Building Resilient -Understanding Regionalized, Final Group slide deck on Fuyao
Supply Chains: localized and centralized supply chain Glass Case Study (15 PowerPoint
designs. slides) due by April 18th at
 - Offshoring, Nearshoring, reshoring 11:59pm

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and Onshoring
-Weighted Scoring Model
-Managing Geopolitical Risks

Introduce Fuyao Glass Case Study

Final group case — Due Apr 18th (one week after last class)

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