Scholarship of Teaching & Learning


Logistics & Supply Chain Management  Program


Use of Gamification:

We are moving towards the use of supply chain- or operations-focused games. They are being designed around specific learning outcomes and include examples such as:

  1. The beer game, or the beer distribution game, developed by MIT ; this is a simulation of limited complexity that is designed to demonstrate the ‘bullwhip effect’ in a small, simple supply chain. The game can be run in a single class session.
  2. The Fresh Connection, a team-based simulation of a perishable fruit-juice manufacturing (Cotter et al.,2009); a relatively complex computer-based game that divides the players into focused roles with divergent lines of responsibility. Materials and data are all close at hand, allowing students to interact and determine the best response to changing conditions and how to best use new supply chain functions and options that are offered to them. The game can be run in a one-day session or with a turn every week over an entire semester.
  3. Supply Chain Game by
  4. Supply Chain Risk Management Game
  5. Port Simulator Hamburg is a computer game which allows competitive rivalry between players.
  6. Other L&SCM in-class activities can be sourced from books and may involve dice, coins, or even making paper airplanes in class (Wood and Reefke, 2010); immersive tasks also improve engagement (Gregory et al.,2011). Within an appropriate framework, these activities can improve students’ understanding through a process of ‘learning by doing’. An added benefit is that students find that such “practices empower them in class and create new opportunities for interaction outside class”

“Active learning is a fundamental method to increase engagement with the classroom and is supported through the incorporation of structured in-class activities. While there are a range of activities such as quick quizzes or activities, the use of supply chain- or operations-focused games have been popular”

Use of Blogs by the students:

Students in Courses like Introduction to ERP and some other courses have made blogs and posted on Research gate. This has improved their writing and demonstrative skills and have received appreciation worldwide and also has given transparency to quality of our teaching.

Supply Chain Management Forum on Facebook:

We have created an event on Facebook related to Supply Chain Management where there is continuous uploading of supply chain innovations, students documentaries, Alumni suggestions,  information on Job opportunities etc. Students also share their projects. This forum also helps in designing new curriculum and in improving teaching practices  SES German Experts also contribute through this forum.

Introducing OBEYA Toyota Practice for students learning:

Obeya means big room or warrior room .

In this approach students of ERP were asked to make chart, display analyze problem and come up with solutions. It may be noted that ERP implementation have high failure rate. Obeya approach helps in Problem solving and project management and improves students critical thinking.

Using Design Thinking in Classroom:

Design thinking provides a way to think about creative work, changing the role of teacher from “ Sage on stage” to “Guide on side”. It uses following steps. Identify Opportunity. Design. Prototype. Get Feedback. Scale and Spread. Present. This worked very well in our Innovation in Supply chain network, Risk management in supply Chain and ERP courses. We plan to use in Capstone project and in Supply Chain strategies courses.

Use of Flipped classroom Approach:

Students were given videos and asked to share their understanding in Classroom.