Contemporary Logistics , 12th Edition Solution Manual

Preview (31 of 109 Pages)

100%

Contemporary Logistics , 12th Edition Solution Manual - Page 1 preview image

Loading page ...

PART IINTRODUCTIONContemporary Logistics,12theditionis a student-oriented text that is designed for anintroductory course in logistics. Having said this, there are myriad ways to teach anintroductory logistics course and the appropriate pedagogy may reflect a variety of factors.A classroom-based course with 30 students might be taught far differently from aclassroom-based course with 250 students. Similarly, an introductory logistics coursedelivered online will differ in style from classroom-based instruction.An important characteristic of logistics is that it is a real-world discipline with increasingorganizational and interorganizational visibility. Therefore, if feasible, the use of guestspeakers and field trips to a warehousing facility or freight transportation terminal areespecially recommended. With respect to guest speakers, students can learn a great dealwhen they meet and discuss logistics with managers who work with its challenges andopportunities on a daily basis. Guest speakers can include logistics or supply chainmanagers, government officials, and third-party personnel. Each can provide a unique andvaluable perspective.Field trips can also be quite valuable; they can turn a “good” student experience into a truly“memorable” one. Having said this,the location of the university likely impacts thepotential viability of field trips. We, the authors, are fortunate enough to be located inmetropolitan areas that offer a plethora of opportunities for field trips. As such, our studentshave been able to visit water ports, airports, railroad container yards, motor carrierterminals, cross-dock facilities, warehouses, and distribution centers. Field trips have thecapability to turn abstract material into something with which students can more readilyidentify.With respect to assigning chapters for a semester-length course, the instructor might try tocover one chapter and one case per week. However, for a quarter-length course, theinstructor might assign three chapters and three cases every two weeks. Other courselengths, such as five- or six-week sessions, the instructor should assign no more than threechapters and two cases per week.The remainder of thisInstructor’sSolutions Manual is organized in the following manner:For each chapter, Part II presents answers to the end-of-chapter questions, and Part IIIprovides suggested answers for the end-of-chapter case.Through the years, the end-of-chapter cases have generated a great deal of feedback fromprevious adopters. We’ll spend several paragraphs discussing case-related issues.It’simportant to recognize that the cases vary in length, level of difficulty, and type ofproblem addressed, and some students may struggle with them.Instructors should develop their own techniques for using the cases; many can serve asthe basis for detailed and lengthy classroom discussions. Many of the cases can be used

Preview Mode

This document has 109 pages. Sign in to access the full document!

Report

Study Now!

Document Details

Related Documents

CIS 337 Unit 7 Assignment Final Project Part IV Pr

Analysis of Leadership in Monster Inc

Evaluation of Alphabet's Mission, Vision, and 8-29

Boundless Management

Uncovering the Martha Stewart Tax Scandal Insider

Boundless Business

JetBlue Airlines Case Analysis

Effective Speaker Notes Template for BUS 210 Prese

Leading as a Function of Management

McDonald's Q4 Earnings U

Company

Explore

Study Tools