Course title: Multimodal transport
Course code: TMA332F
Department: Logistics & Supply chain management – School of International Business & Economics
Course conducting:
Credit hours: 3
Prerequisite(s): International Trade Transactions (TMAE302), International Transport Management (ITM301F)
- COURSE OBJECTIVES
The emergence of the multimodal transport has been facilitating growing international trade and logistics. The reason is there has always been a close asscoication between transport and trade, and efficient transport services are a prerequisite to successful trading. Therefore, understanding the interrelationship between different modes of transport used in international trade is very important and imperative. This course aims at providing students with fundamental knowledge and skills related to multimodal transport. The specific contents of this course comprise of basic concepts of multimodal transport, multimodal transport operation, documentations of multimodal transport, import and export procedures, and alternative transport solutions.
- COURSE CONTENTS, TEACHING METHOD AND SCHEDULE
|
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 – 2 |
General knowledge on multimodal transport (MT) |
4 |
0 |
2 |
11 |
1,2,4 |
|
3 – 4 |
MT operations |
4 |
1 |
2 |
11 |
3,5 |
|
5 |
Documents of MT |
3 |
0 |
2 |
5.5 |
2,6 |
|
6 |
Import & Export Procedures |
3 |
0 |
2 |
5.5 |
6,7,8 |
|
7 – 8 |
Field trip |
8 |
0 |
0 |
11 |
8,9 |
|
9 |
Alternative Transport Solutions |
3 |
1 |
4 |
5.5 |
3,5 |
|
10 |
Specialist Services |
2 |
1 |
2 |
5.5 |
3,8 |
|
11 – 12 |
Seminar with experts |
0 |
8 |
5 |
11 |
2,3,5,9 |
|
13 – 14 |
Group presentation |
0 |
4 |
4 |
11 |
4,5,6,7,8 |
|
15 |
Revision |
3 |
0 |
2 |
3 |
1,5,7,8 |
|
Total (hour) |
30 |
15 |
25 |
80 |
||
- COURSE ASSESSMENT
– Score scale: 10
– Type of assessment
|
Form |
Content |
Criteria |
CLOs |
Proportion |
|
|
Formative |
Attendance |
Attend scheduled lesons and participate actively in lessons |
Number of times present in class and number of times speaking in class |
CLO 9 |
10% |
|
Mid-term test (instructor select 1 among choices) |
Report |
Criteria for evaluating Individual assignment or group assignment |
CLO 1,2,3,4,6,8,9 |
30% |
|
|
Group assignment and/or group presentation |
Criteria for evaluating the content of group assignment and/or presentation |
CLO 1,2,3,4,5,6,7,8 |
|||
|
Constructed-response questions and/or multiple choice. |
– Answer Constructed-response questions clearly and accurately; – Answer multiple choice questions clearly and accurately |
CLO 1,2,3,4,9 |
|||
|
Summative |
Final test (instructor select 1 among choices) |
Individual assignment |
Criteria for evaluating Individual essay |
CLO 1,2,3,4,6,8,9 |
60% |
|
Group assignment and/or presentation |
Criteria for evaluating the content of group assignment and/or presentations |
CLO 1,2,3,4,5,6,7,8 |
|||
|
Constructed-response questions and/or multiple choice. |
– Answer Constructed-response questions clearly and accurately; – Answer multiple choice questions clearly and accurately |
CLO 1,2,3,4,9 |
|||
|
Oral exam |
Answer clearly and accurately 02 questions in the oral exam (each question accounts for 50%) |
CLO 1,2,3,4,5 |
|||
|
Tổng: |
100% |
||||
Evaluation criteria:
- Criteria for evaluating Individual and group assignment content:
|
Criteria |
Proportion |
|
– Identify clear, reasonable and feasible problems, and determine appropriate research methods |
15% |
|
– Overview of the research situation related to the research problem and clearly written, clearly analyzing research gaps |
20% |
|
– The content is consistent with the topic name, completely solving the research problem |
55% |
|
– Documents using appropriate, diverse, honest and transparent data sources |
5% |
|
– Presentation format, language, tables, citations of reference documents |
5% |
|
Total |
100% of midterm or final test |
- Criteria for evaluating Group assignment content and group presentation:
|
Criteria |
Proportion |
|
– Identify clear, reasonable and feasible problems, and determine appropriate research methods |
10% |
|
– Overview of the research situation related to the research problem and clearly written, clearly analyzing research gaps |
10% |
|
– The content is consistent with the topic name, completely solving the research problem |
30% |
|
– Documents using appropriate, diverse, honest and transparent data sources |
5% |
|
– Presentation format, language, tables, citations of reference documents |
5% |
|
– Good presentation content |
10% |
|
– Good presentation skills and answering critical questions |
20% |
|
– Well-prepared slides |
5% |
|
– Comply with prescribed presentation time |
5% |
|
Total |
100% of midterm or final test |
- Criteria for evaluating Group presentation:
|
Criteria |
Proportion |
|
– Presentation format, language, tables, citations of reference documents |
5% |
|
– Good presentation content |
70% |
|
– Good presentation skills and answering critical questions |
15% |
|
– Well-prepared slides |
5% |
|
– Comply with prescribed presentation time |
5% |
|
Total |
100% of midterm or final test |
- Criteria for evaluating writing and MCQ test:
|
Criteria |
Proportion |
|
– Answer clearly and deeply the essay/multiple choice questions |
50% |
|
– Analyze specifically the solution to the situational question |
50% |
|
Total |
100% |
- Criteria for evaluating oral examination:
|
Criteria |
Proportion |
|
– Answer clearly the question |
70% |
|
– Correctly answer the lecturer’s additional questions |
30% |
|
Total |
100% |
- 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 (knowlegde)
|
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 |