A lthough research evaluating the impact of supply chain integration on performance has advanced substantially in the last decade, inconsistency and considerable variability of empirical findings leave unanswered questions for both research and practice. Using a meta-analysis, we examine empirical studies to clarify the actual relationship, suggest new directions, and ultimately contribute toward the development of supply chain management theory. We focus on "strategic" supply chain integration rather than on functional or operational/tactical studies, which would weaken the practical value of the analysis and findings. To ascertain focus and homogeneity of the sample, we adopt a rigorous search protocol and sample construction. We find that integration-performance relationships are complex and nuanced such that integration should not be universally viewed as improving performance. We identify relationships that are more generalizable and also those that need additional scrutiny. Finally, we discuss the implications of our findings and provide directions for future research.

Purpose – The purpose of this study is to elaborate theory regarding the reasons why collaboration strategies fail. The relational view posits that supply chain integration can be a source of competitive advantage. Few firms, however, successfully co-create value to attain supernormal relational rents. Design/methodology/approach – This study uses a quasi-longitudinal, multi-case interview methodology to explore the reasons why collaboration strategies fail to deliver intended results. The authors interviewed managers at 49 companies in Period 1 and managers at 57 companies in Period 2. In all, 15 companies participated in both rounds of interviews. Findings – This study builds and describes a taxonomy of relational resistors. The authors then explore how sociological and structural resistors reinforce each other to undermine collaborative behavior. Specifically, the interplay among resistors: obscures the true sources of resistance; exacerbates a sense of vulnerability to non-collaborative behavior that reduces the willingness to invest in relational architecture; and inhibits the development of essential relational skills and organizational routines. Originality/value – This research identifies and describes the behaviors and processes that impede successful supply chain alliances. By delving into the interplay among relational resistors, the research explains the detail and nuance of inter-firm rivalry and supply chain complexity. Ultimately, it is the re-enforcing nature of various resistors that make it so difficult for firms to realize relational rents.

Business units in six Fortune 500 companies were studied to develop better understanding regarding drivers of product portfolio complexity and the means to manage them. Our research focuses on identifying important competencies for managing product portfolio complexity and on the development of appropriate theoretical explanations. We found three important competencies: product/technology portfolio strategy, organization and governance regarding complexity decisions, and product design and decision support systems. We explicate these competencies using a socio-technical systems theoretical perspective. Our findings provide the basis for a model describing the impact of complexity and complexity management on business unit profitability. #

The SCOR (Supply Chain Operations Reference) Model Supply Chain Classroom Simulation is an in-class experiential learning activity that helps students develop a holistic understanding of the processes and challenges of supply chain management. The simulation has broader learning objectives than other supply chain related activities such as the Beer Game. Competing supply chains work to produce and sell two products, each experiencing differential demand. Seasonal demand, time delays, quality defects, and disruptions offer complexities that are part of actual supply chain management. The behavioral dynamics of collaboration between various functional nodes is illustrated through students' interactions as they try to achieve their role's objectives. Through their decisions and actions, students develop a practical understanding of the processes and complexities of supply chain management. The classroom simulation actively engages students, and has been used successfully in multiple courses at the undergraduate and graduate levels at multiple universities and by a major corporation during a manager training session. Assessments indicate that the simulation is an effective experiential learning activity. While it offers learning outcome flexibility, common debrief themes are SCOR model processes, supply chain relationships, information flow, seasonal demand, quality defects, reverse logistics, and supply chain disruptions.

We develop a single-class period learning game for the Plan-Do-Study-Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problemsolving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre-and post-test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging.