- Overview
- Learning outcomes
- Program delivery and structure
BP143 - Bachelor of Business (Logistics and Supply Chain Management) (Applied)
Plan: BP143P7 - Bachelor of Business (Logistics and Supply Chain Management)
Campus: City Campus
Program delivery and structure
Approach to learning and assessmentWork integrated learningProgram structureProgram transition planApproach to learning and assessment
Over the duration of your program, you will experience a variety of approaches to teaching and learning. The approaches used in each course will be appropriate to the core curriculum areas and capability dimensions which are designed to assist you in developing skills as an independent and lifelong learner. The program will achieve these learning and professional outcomes through the consistent and extensive use of updated courseware that has been designed with students’ needs as its central plank.
The major styles of teaching and learning you will experience throughout your program will include, but are not limited to the following:
Classroom Teaching: utilises a range of teaching and learning techniques including lectures, guest lectures by practitioners, class presentations, group discussion and student-led discussion. This style of learning is designed to maximise your understanding of the curriculum content and skills. It is designed to provide an environment where you can ask questions and seek feedback as well as contribute to class discussion with your peers. Classes may be offered in intensive mode over weekends or in week long blocks.
Problem-based Learning: You may be in a small group or team, or work individually to apply knowledge to solve problems and examine case studies. This technique is designed to simulate the experiences you will encounter working as a logistics and supply chain practitioner.
Assignments and Projects: these may be either research or problem based, and may be undertaken in teams or individually. They will provide you with experience at undertaking research and reasoning, to write effectively and to present your findings and advice to a range of audiences; and may also require you to provide oral presentations. Assignments and projects are also designed to provide a way to receive feedback on your skills development and be able to utilise this feedback to improve your skills and further develop your capabilities in the relevant area.
Student Work Folio: You may require submitting your work folio on projects or case studies or any other work that the respective lecturer or tutor may think appropriate. Preparation of these work folios consolidates the understanding of students on respective learning tasks. Furthermore, these also enhances student’s capability to record the work accomplished as well to demonstrate, among other things, that they have achieved required level of capability to perform the similar tasks in a given situation.
Work Integrated Learning (WIL): The WIL component (cooperative year) addresses directly the need to prepare students for your future work roles by enabling you to progressively relate the skills and knowledge acquired during their studies in workplace or workplace-like learning situations. This is focussed on the development of student skills in a structured learning environment. The first part of WIL will enable you to build skills in a range of organizational communication practices. These include presentation in management contexts, the gathering and presentation of data for decision making, and the exploration of personal goals through seminar discussions by visiting lecturers drawn from the business community. The second stage of this sub-program will focus on structured work experience hosted by an external organization. This work experience provides for feedback from clients and others from industry and is assessed. WIL integrates academic learning with the discipline-related work experience prior to the practicum as well as upon return.
It will be necessary for all students undertaking co-op year to enrol and complete the co-op preparation course. This is a zero point course but is compulsory to ensure that students are successful in applying for and executing their co-op experience.
Flexible Delivery: The program may incorporate extensive use of online teaching resources in the provision of support resources to the students, and for accessing research sites of relevance to the course content. The RMIT online distributed learning system (DLS) will be used to provide to a range of resources for online learning such as follows:
a. Lecture notes and presentation slides which can be used as either preparation or revision materials.
b. Discussion boards may be used as a forum to discuss and analyse readings, theories, events etc
c. Quizzes may be used for formative assessment and self-tests, incorporating a range of designs and feedback options.
Assessment
The assessment of learning outcomes for courses are centred on assessing the extent to which a student has achieved each course’s stated learning objectives. The assessment of learning outcomes has two primary components: formative (in semester) assessment and summative (end-of-course) assessment. Generally the formative part of assessment may consist of both group-based and individual assessment tasks (assignments, case studies, projects, research report). There could also be some other forms of assessment tasks such as in-class test, oral presentation and work folio. In preparing your written submissions for any of the courses you are specifically requested to visit the website: http://mams.rmit.edu.au/s9sx559hurvc.rtf for RMIT requirements for submission of written works.
The summative component of assessment comprises a written examination during the official examination period. The examinations are usually of a closed book nature and aim to assess student’s ability to demonstrate sufficient knowledge of respective course’s key concepts, models, and problem-solving techniques. The examination is also aimed at to assess student’s ability to apply the relevant concepts, models and problem-solving techniques in either hypothetical or real life situations.
Top of pageWork integrated learning
Work-integrated Learning (WIL), or the application of theoretical learning to a workplace or a simulated work environment is an essential part of this program. You will have the opportunity to directly apply your academic skills to a work context in a number of WIL-designated courses. Opportunities will also exist in many courses to further expand your practical application of theoretical concepts, through activities such as case studies and assignments.
Top of pageProgram Structure
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Year One of Program |
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Year Two of Program |
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Year Three of Program |
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Year Four of Program |
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Program transition plan
The planned name change from BBus (L&SCM) to BBus (L&SCM) (App) for the four-year degree should not have any impact on you. There is an exact correspondence between the old program and the new except that students now have three options for gaining industry experience. Students who enroll in the four-year BBus (L&SCM) (App) degree and are unable to find a two-semester co-op placement (Option A) may take the one-semester co-op plus Professional Skills Program (Option B) option or the Professional Skills Program plus WIL courses combination (Option C). Alternatively, they may apply to transfer to the three-year BBus (L&SCM) degree (which excludes a WIL/co-op year) prior to the beginning of their third academic year.
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