The relative emphasis on supply-chain/logistics topics by UK industry in hiring postgraduates and by UK universities in teaching and research

Bourlakis, Michael; Sodhi, ManMohan S.; Son, Byung‐Gak

doi:10.1080/13675567.2013.841134

Cited by 6 publications

(9 citation statements)

References 32 publications

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“…(Parry and Tyson, 2008) and (Weitzel et al, 2012) support such an approach by indicating the increasing importance of online job portals for companies. (Todd et al, 1995) analyse job advertisements for information technology positions, Den (Den Hartog et al, 2007) those for leadership positions and Son, 2008, 2010) and (Bourlakis et al, 2013) those for SCM positions. These authors combine content with statistical analyses to identify skills requirements from job advertisements.…”

Section: Methodsmentioning

confidence: 99%

“…Similarly, (Lutz and Birou, 2013) examine the logistics syllabuses of 37 universities, formulating five skill classes (in partial accordance with Myers et al, 2004): social skills, decision-making skills, problem-solving skills, time-management skills and general knowledge. (Bourlakis et al, 2013) analyse the supply and demand of logistics graduates by analysing the content of job advertisements as well as the content of teaching programmes.…”

Section: Key Competences In the Context Of Logisticsmentioning

confidence: 99%

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Key competences of logistics and SCM professionals – the lifelong learning perspective

Kotzab

Teller

Bourlakis

et al. 2018

SCM

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Purpose The purpose of this study is to identify specific qualifications and competences required within the field of logistics and supply chain management from the perspective of lifelong learning and hierarchical level. It also reveals a hierarchy level-specific job profile for logistics and supply chain management jobs based on the European Framework for Key Competences and the German Federal Employment Agency. Design/methodology/approach A review of the literature on competences and skills in the field of logistics is combined with an analysis of 832 job postings by means of content analyses and thematic mapping. Findings The academic literature discusses more than 280 skills and competences related to the job profile of logistics and supply chain managers. The majority of these skills represent social skills. Analyses of job postings show significant differences in the required portfolio of skills and competences depending on the hierarchical level of the position. Contrary to the literature, job postings include more cognitive competences and meta-competences than social skills. Originality/value The first contribution of this research is that competences were examined from the perspective of lifelong learning, revealing how this is applied in the field of logistics. The second is that this conceptual framework can be utilised to compare skills and competences between different hierarchical levels. The third contribution refers to identifying a set of skills and competences different to what had been presented in the literature.

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Section: Methodsmentioning

confidence: 99%

Section: Key Competences In the Context Of Logisticsmentioning

confidence: 99%

Key competences of logistics and SCM professionals – the lifelong learning perspective

Kotzab

Teller

Bourlakis

et al. 2018

SCM

Self Cite

View full text Add to dashboard Cite

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“…Except from courses labelled 'logistics' or 'supply chain management' (which does not reveal the real content in focus), the most frequently reported logistics courses are within inventory management, transportation, customer service and warehousing (Sodhi et al, 2008;Bourlakis et al, 2013;Lutz and Birou, 2013). This corresponds well to the most desired knowledge and skills as reported in section 4.2.1 above.…”

Section: Program Contentmentioning

confidence: 99%

“…In the comparison, displayed in Table 1, two more studies are included, since these are not limited to managerial job positions. Bourlakis et al (2013) have examined jobs ads for logistics and supply chain management positions requiring a higher education degree in the UK, in order to see which knowledge and skills that was considered most important. A similar study was performed in the U.S. by Sodhi et al (2008).…”

Section: The Working Profession Perspectivementioning

confidence: 99%

“…What is common for most of the items in this list is that they are 'high level' aspects, pointing out knowledge areas, rather than specific knowledge and skills. With exception from Bourlakis et al (2013), all studies used questionnaires to collect data, and all these questionnaires had pre-determined categories for the respondents to evaluate. Since these categories pointed out areas rather than specific topics, these studies could not deliver a picture of desired knowledge and skills on a more detailed level.…”

Section: The Working Profession Perspectivementioning

confidence: 99%

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Towards Pedagogical Content Knowledge in Logistics

Oskarsson¹

2014

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Logistics is regarded as an area of high importance in business, contributing to profitability and competitiveness. Logistics is crucial also from a societal perspective, since logistical activities count for a big proportion of a country's GNP, and since effective logistics systems can help reducing some of the environmental problems we face today. Higher education has an important role to play in order to provide business and society with well-educated logistics personnel. Since not much research is published within higher education in logistics, the purpose of this thesis was defined as:To contribute to the knowledge on teaching and learning logistics in higher education.More specifically, two research questions were set up: RQ1:What knowledge and skills are important for students to learn during higher education in logistics? RQ2:How can students' learning of these skills and knowledge be facilitated?A comprehensive literature review serves as a basis for the study. The literature on logistics education gives limited guidance concerning what is to be learned during higher education in logistics, as well as how to facilitate learning within logistics. These findings indicate that the logistics teaching faculty do not base their course designs and teaching practices on solid knowledge on what and how to teach.Although a major finding of my work is that more research is needed, some more concrete propositions can be made. In order to reach some kind of answers to the research questions, a selection of pedagogical theories was applied on logistics education with help from illustrating examples, partly found in literature, and partly from specific studies performed as part of this thesis.Concerning the first research question, I propose a tentative model, illustrating how different logistics knowledge and skills can be positioned against each other. A division is made between subject-specific and generic knowledge and skills, and two core generic skills within logistics are proposed: Total cost analysis and Structured investigation method.From pedagogical literature, the concept of thresholds was introduced. A threshold refers to something that is troublesome for students to overcome, but once passed leads to a new way of understanding. The identification of the thresholds associated with acquiring important knowledge and skills, is therefore important for teachers. Some thresholds concerning logistics education are discussed in the thesis. For the two core generic skills proposed above, it is suggested that 'case-specific adaptation of total cost models' is a threshold for total cost analysis, and 'investigation planning' is suggested as a threshold for structured investigation method.The question of how something can be learned is dependent on what is to be learned. Since there is a lack of clear answers concerning the what, the second research question (focusing the how) is difficult to answer in a concrete manner. On a general level, some findings were found though.Logistics is a discipline where educ...

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Supply chain talent: the missing link in supply chain strategy

Dubey

Gunasekaran

2015

Industrial and Commercial Training

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Purpose – The purpose of this paper is to build a supply chain talent framework and test it empirically. Design/methodology/approach – The present study adopts extant literature to understand current state of supply chain talent literature and used knowledge and skill constructs and their items from comprehensive literature review to develop an instrument to gather data. The data are further checked for assumptions and further examines the framework using confirmatory factor analysis. Findings – The findings support previous studies and establishes that knowledge-skill framework is scientifically a strong framework which can help to build current supply chain competencies among future supply chain managers. Research limitations/implications – This study considers only a limited number of variables that define the supply chain talent. The framework can be further developed and extended to different industries and countries. Practical implications – The study identifies knowledge-skill framework which can help to develop a training module for current or aspiring supply chain managers. It also can provide significant input to design university supply chain management program to meet future supply chain manager’s requirements. Social implications – Include providing the right education and training in support of supply chain operations and in turn serving the community with products and services on time and that too in a most cost effective manner. Originality/value – This paper develops a new framework for supply chain talent development. This framework has been empirically tested, and major findings and future research directions are highlighted.

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The relative emphasis on supply-chain/logistics topics by UK industry in hiring postgraduates and by UK universities in teaching and research

Cited by 6 publications

References 32 publications

Key competences of logistics and SCM professionals – the lifelong learning perspective

Key competences of logistics and SCM professionals – the lifelong learning perspective

Towards Pedagogical Content Knowledge in Logistics

Supply chain talent: the missing link in supply chain strategy

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