2011
DOI: 10.4102/jtscm.v5i1.21
|View full text |Cite
|
Sign up to set email alerts
|

An integrated approach to teaching and learning logistics: A case study

Abstract: Business managers and students often criticise university teaching for not addressing real-life problems. Furthermore, professors are dissatisfied with the research capabilities of postgraduate students. This paper advocates an integrated approach to teaching and learning based on the features of project-based learning aimed at enhancing the practical and research skills of undergraduate students in Logistics. A case study is presented where third-year students were engaged in a real-life project in collaborat… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1

Citation Types

0
4
0

Year Published

2014
2014
2022
2022

Publication Types

Select...
4

Relationship

1
3

Authors

Journals

citations
Cited by 4 publications
(4 citation statements)
references
References 19 publications
0
4
0
Order By: Relevance
“…Case studies or practical projects in logistics teaching specifically are advocated by Van Hoek ( 2001), Pal and Busing (2008), Lei Wang (2009) and Cronjé (2011). Van Hoek (2001 summarises the advantages of case-based teaching as follows: 'Case teaching not only provides a practical setting, it also allows for an interactive educational experience where professional skills (presenting, analysis) can be trained.'…”
Section: Teaching Strategiesmentioning
confidence: 99%
See 1 more Smart Citation
“…Case studies or practical projects in logistics teaching specifically are advocated by Van Hoek ( 2001), Pal and Busing (2008), Lei Wang (2009) and Cronjé (2011). Van Hoek (2001 summarises the advantages of case-based teaching as follows: 'Case teaching not only provides a practical setting, it also allows for an interactive educational experience where professional skills (presenting, analysis) can be trained.'…”
Section: Teaching Strategiesmentioning
confidence: 99%
“…Van Hoek (2001 summarises the advantages of case-based teaching as follows: 'Case teaching not only provides a practical setting, it also allows for an interactive educational experience where professional skills (presenting, analysis) can be trained.' Collaborative learning is addressed widely in general and logistics-specific pedagogical literature (Cronjé 2011;Gudmundsson & Nijhuis 2001;Van Hoek 2001).…”
Section: Teaching Strategiesmentioning
confidence: 99%
“…In South Africa one of the goals of the Higher Education Qualifications Framework (HEQF) is to 'facilitate the education of graduates who will contribute to the social, cultural and economic development of the country and participate successfully in the global economy and knowledge society' (Republic of South Africa, 2007;Cronje, 2011). In this context it is necessary for teachers in HEIs not only to address academic theories but also to focus on real-life practical cases.…”
Section: Industry and Higher Educationmentioning
confidence: 99%
“…The case study method encourages students to 'think on their feet' and contribute to class discussions, and provides them with insight into 'real-life' business issues (Moskovitz, 1992). The principal downside of traditional methods of academic teaching (Cronje, 2011;Gil-Garcia et al, 2005) is that they focus too much on theory and not enough on real-life business problems. Gattorna (2009) indicates concern that although supply chain management is a practical field and potential business managers need exposure to the problems experienced in reality by businesses, HEIs tend to teach the same material year after year and do not expose their students to enough practical, real-life problems (Burke et al, 2013).…”
mentioning
confidence: 99%