1. COURSE OBJECTIVES
The course equips students with basic knowledge of purchasing and global purchasing management. More specifically, after completing the course, students would be able to understand, analyse and apply systematically and scientifically knowledge related commodity classification, global purchasing operation and structure, supplier evaluation and selection, supplier management and development to create a world-class supply base; information technology application in the optimization of global purchasing management process. The course also facilitates students to access practical information in the global purchasing management through Case Studies.
2. COURSE CONTENTS
|
No. |
Contents |
Time Allocation |
Contribution to CLO |
|||
|
Hour(s) on the class |
Essays, exercise, Assignments… (3) |
Self-study with teacher’s tutorials (4) |
||||
|
Lecture (1) |
Practice, Seminar… (2) |
|||||
|
1 |
Chapter 1.Global Procurement & Global Procurement Risk |
2 |
1 |
1 |
5.5 |
1,5 |
|
2. |
Chapter 1. Global Procurement & Global Procurement Risk (con’t) |
2 |
1 |
2 |
5.5 |
1,5 |
|
3. |
Chapter 1.Global Procurement & Global Procurement Risk (con’t) |
2 |
1 |
2 |
5.5 |
1,5 |
|
4. |
Chapter 2. Global Purchasing Organisation Structure |
2 |
1 |
2 |
5.5 |
2,6 |
|
5. |
Chapter 2. Global Purchasing Organization Structure (con’t) |
2 |
1 |
1 |
5.5 |
2,6 |
|
6. |
Chapter 3. Global Procurement Operations |
2 |
1 |
1 |
5.5 |
3,7 |
|
7. |
Chapter 3. Global Procurement Operations (con’t) |
2 |
1 |
1 |
5.5 |
3,7 |
|
8. |
Mid-term examination |
1,2,3,5,6,9 |
||||
|
9. |
Chapter 4. Global Information Management Process |
2 |
1 |
2 |
5.5 |
4,8 |
|
10. |
Chapter 4. Global Information Management Process (con’t) |
2 |
1 |
2 |
5.5 |
4,8 |
|
11. |
Chapter 4. Global Information Management Process (con’t) |
2 |
1 |
0 |
5.5 |
4,8 |
|
12. |
Chapter 5. Global Strategic Management |
2 |
1 |
2 |
5.5 |
3,7 |
|
13. |
Chapter 5. Global Strategic Management (con’t) |
2 |
1 |
2.5 |
5.5 |
3,7 |
|
14. |
Chapter 6. Global Alliances |
2 |
1 |
2 |
5.5 |
4,8 |
|
15. |
Revision |
2 |
1 |
1 |
5.5 |
2,3,4,5,6,7,8 |
|
Total (hour) |
30 |
15 |
22.5 |
82.5 |
||
3. COURSE ASSESSMENT
– Score ladder: 10
– Type of assessment
|
Form |
Content |
Criteria |
CLO |
Proportion |
|
|
Formative |
Attendance |
|
The number of attendances and participation in lesson |
1,2,3,4,5,6,7,8,9 |
10% |
|
Oral presentation: content (40%), teamwork (10%), present (10%), ask (20%), answer questions (20%) |
|||||
|
Homework assignments: cases |
|||||
|
Quizzes: multiple choice, sort answer |
|||||
|
Self-assessment: case study |
|||||
|
|
In-class discussions: discuss cases and solution |
||||
|
|
Essay/Summaries |
||||
|
Summative |
Mid-term |
Group assignment and presentation
|
|
4,5,6,7,8 |
30% |
|
Final term |
Essay/ wring test/ project report |
|
1,5,7,8 |
60% |
|
|
|
|
|
Total: |
100% |
|
Guidance: Base on learning outcomes, what teaching method, learning method and evaluation are needed to achieve these learning outcomes and evaluate the level of achieving learning outcomes. Department should build criteria to assess measuring level of course learning outcomes (according to Rubric)
- Types of assessment
- Requirement for assessment when suggesting assessment method
|
Value |
Measure exactly what is needed to be measured (assessment criteria/factor should be correlative with knowledge/skills demonstrating in respective learning outcomes). |
|
Reliability |
Assessment from two teachers/lecturers who evaluate the same task of student or from one teacher/lecturer in different time. |
|
Fairness |
Students are provided information about assessment criteria. Scoring bases on specific criteria. Students are completely instructed knowledge, skills needed to meet assessment criteria. |
- Assessment methods
|
Performance Based Outcomes |
Demonstration, presentation, simultation, role play, work sample, performace test (Trình diễn, thuyết trình, mô phỏng, đóng vai, bài kiểm tra mô phỏng công việc thực tế, thi đánh giá năng lực) |
Project, lab test, fieldwork, thesis, practicum, portfolios (Dự án, thực hành ở phòng lab, đi thực địa, luận văn, rèn luyện nghiệp vụ, hồ sơ) |
|
Knowledge Based Outcomes |
MCQs, short essay questions, posters (Thi trắc nghiệm, viết bài luận ngắn, posters) |
Case studies, long essay questions, critiques, journal/blogs (Nghiên cứu tình huống, viết bài luận dài, bài phê bình, bài báo/blog) |
|
Low Order Thinking Skills (Kỹ năng tư duy cấp độ thấp) |
High Order Thinking Skills (Kỹ năng tư duy cấp độ cao) |
SUITABLE ASSESSMENT METHODS (knowledge)
|
Remember |
Understand |
Apply |
Analyse |
Evaluate |
Create |
|
MCQ |
MCQ |
Open questions (allow to use materials) |
Case study |
Evaluate published articles |
Create product model |
|
Standardized test |
Fill in the blank |
Group project |
Presentation |
Evaluation essay |
Thesis, dissertation, poster |
|
Quiz |
Quiz |
Practice, experiment |
Project |
Evaluate problems |
Compose |
|
Summarize book, documentary |
Speaking test |
Business model |
|||
|
Case study |
Start-up |