Business with Logistics & Supply Chain Management

Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

BSc(Hons) Bachelor of Science with Honours

Teaching Institution

University of Huddersfield

School

Huddersfield Business School

Department

Logistics, Marketing, Hospitality and Analytics

Subject Benchmark Statement

UG Business and Management (2019)

Date of Programme Specification Approval

2025-01-21

Version Number

2024.02

Educational Aims of the Course

Recent national, international and global issues have raised to the fore the criticality of strong and robust logistics and supply chain management. This sector is a vital part of the national economy, and the talent shortage is well documented. Courses in this field are essential to enable graduates to develop … For more content click the Read More button below. In line with the recognised need for highly skilled and knowledgeable graduates, this course is designed to equip students with a comprehensive set of business and management knowledge and professional and transferrable skills essential to organisations looking for tomorrow’s leaders and managers. It provides a broad and integrated foundation with distinctive specialisation opportunities as students’ progress to the intermediate and honours levels. Students will achieve and benefit from distinctive intellectual and professional identify from the title of the degree and be prepared to become tomorrow’s managers and business leaders in an integrated global world. This approach draws on existing expertise at Huddersfield Business School in terms of the management of people, finance and process; business creation and development; strategy and innovation and data analytics for business decisions, as well as subject specialisms in the area of Transport, Logistics and Supply Chain, and Project Management. This approach thus harnesses internal resource strengths of the School to capture external employability opportunities. Students on this course have a fantastic opportunity to apply to the Novus Trust at the start of the course. Novus provides valuable support to studies to enhance the learning and experience of students Support will be either Full or Lite depending on the course and will provide added value to students and graduates through company mentorship, opportunities for summer and third year placements, site visits and guest lectures, and guaranteed employment (subject to performance and references) to those selected for the Full Novus scheme. Courses in logistics and supply chain management have a history of strong partnerships with companies who regularly recruit placement students and graduates. Whether through the Novus companies or partners in transport, logistics or supply chains, the experience that students gain through the placement year is a vital part of personal development. Underpinned by the ethos of an integrated approach to teaching, learning, research and employability, this course is designed to emphasise graduate attributes and transferrable skills. This will be achieved through a spine of designated Professional and Academic Development modules as well as through a wide range of modules and assessments. Another key consideration of this course is to build responsible business and management into its curriculum. Inspired by the UN’s Sustainability Development Goals (SDG), teaching and learning of sustainability, ethics and other responsibility issues has been woven into a wide range of core and optional modules. By studying on this course, students will be equipped for the contemporary challenges of the modern business world. The main aims of this course are to: Provide a broad-based education in business and management to understand the integrated nature of business. Provide a more specific education in relation to specific sectors in Supply Chain, Logistics and Transport, and specific disciplines for Project Management Encourage and develop the ability to apply knowledge in an innovative, creative and reflective manner. Adopt a critical perspective in order to reflect the need for organisations to develop strategies to meet the dynamic and challenging nature of the business environment Develop an understanding of how to conduct business in an ethical and socially responsible manner. Understand the challenges and opportunities within the contemporary business environment. Provide a foundation for a career in business, including association with an appropriate professional body and facilitation of the attainment of professional qualifications. Provide a foundation for life-long learning in both business and the wider context of study and learning activities. Through the with Transport, Logistics and Supply Chain, and Project Management suite students will be equipped with transferable skills to be adaptable and flexible within the workplace.

In line with the recognised need for highly skilled and knowledgeable graduates, this course is designed to equip students with a comprehensive set of business and management knowledge and professional and transferrable skills essential to organisations looking for tomorrow’s leaders and managers. It provides a broad and integrated foundation with distinctive specialisation opportunities as students’ progress to the intermediate and honours levels. Students will achieve and benefit from distinctive intellectual and professional identify from the title of the degree and be prepared to become tomorrow’s managers and business leaders in an integrated global world. This approach draws on existing expertise at Huddersfield Business School in terms of the management of people, finance and process; business creation and development; strategy and innovation and data analytics for business decisions, as well as subject specialisms in the area of Transport, Logistics and Supply Chain, and Project Management. This approach thus harnesses internal resource strengths of the School to capture external employability opportunities.

Students on this course have a fantastic opportunity to apply to the Novus Trust at the start of the course. Novus provides valuable support to studies to enhance the learning and experience of students Support will be either Full or Lite depending on the course and will provide added value to students and graduates through company mentorship, opportunities for summer and third year placements, site visits and guest lectures, and guaranteed employment (subject to performance and references) to those selected for the Full Novus scheme.

Courses in logistics and supply chain management have a history of strong partnerships with companies who regularly recruit placement students and graduates. Whether through the Novus companies or partners in transport, logistics or supply chains, the experience that students gain through the placement year is a vital part of personal development.

Underpinned by the ethos of an integrated approach to teaching, learning, research and employability, this course is designed to emphasise graduate attributes and transferrable skills. This will be achieved through a spine of designated Professional and Academic Development modules as well as through a wide range of modules and assessments.

Another key consideration of this course is to build responsible business and management into its curriculum. Inspired by the UN’s Sustainability Development Goals (SDG), teaching and learning of sustainability, ethics and other responsibility issues has been woven into a wide range of core and optional modules. By studying on this course, students will be equipped for the contemporary challenges of the modern business world.

The main aims of this course are to:

Provide a broad-based education in business and management to understand the integrated nature of business.
Provide a more specific education in relation to specific sectors in Supply Chain, Logistics and Transport, and specific disciplines for Project Management
Encourage and develop the ability to apply knowledge in an innovative, creative and reflective manner.
Adopt a critical perspective in order to reflect the need for organisations to develop strategies to meet the dynamic and challenging nature of the business environment
Develop an understanding of how to conduct business in an ethical and socially responsible manner.
Understand the challenges and opportunities within the contemporary business environment.
Provide a foundation for a career in business, including association with an appropriate professional body and facilitation of the attainment of professional qualifications.
Provide a foundation for life-long learning in both business and the wider context of study and learning activities. Through the with Transport, Logistics and Supply Chain, and Project Management suite students will be equipped with transferable skills to be adaptable and flexible within the workplace.

Course Offering(s)

Full Time

Full Time - September

Sandwich Year Out

Sandwich Year Out - September

Learning Outcomes

On successful completion you will be able to:

Develop and demonstrate awareness and knowledge of the integrated, global and evolving nature of business and management (F, I, H)

Develop and demonstrate understanding of the economic, financial, political, regulatory, legal, technological, and social contexts in the global, regional and local environments in which business organisations operate in. (F, I, H)

Develop and demonstrate general knowledge of the internal functions of business organisations, and the functional roles of managers and business leaders, and appreciate the interlinkages between different functional and strategic issues of business and management. (F, I, H)

Develop knowledge and understanding of key and contemporary theories, models and practical tools for business and management problems (F, I, H)

Demonstrate a well-informed and critical understanding of ethical concepts and issues; awareness of the importance of business responsibility, sustainability and ethics in business and management in a variety of subject and issue areas (F, I, H)

Develop detailed conceptual and functional knowledge of supply chain management and logistics management. (F, I, H)

Demonstrate contemporary and critical understanding of the integral role of supply chain management in business and management. (F, I, H)

The ability to apply critical thinking through a logical and disciplined process, to identify the key drivers for business success and causes of failure, to identify business and management problems and issues, and develop meaningful solutions (F, I, H)

The ability to develop ideas, plans and solutions to create and deliver commercial and social outcomes that meet market and consumer demands (I, H)

10.

The ability to conduct original research tasks through appropriate methodology and use of numerical, textual and multi-media data for a range of business purposes (I, H)

11.

The ability to apply an ethical mindset that underpins decision making and actions, and to explore values, rights and responsibilities in a business and management context (F, I, H)

12.

The ability to identify, analyse and put forward solutions to organisational and managerial problems, especially involving supply chain and logistics (F, I, H)

13.

Skills to use a range of techniques pertaining to the business and management context to support independent learning (F, I, H)

14.

Skills to communicate in a variety of manners, via different media and to a range of target audiences. For example, to be able to write an essay, produce a business report, to make verbal presentations with visual aids, to negotiate, debate, sell, persuade and to deploy social / digital media for professional uses (F, I, H)

15.

Skills to network within one’s profession. Such as, use of professional terminology and language when appropriate; having the skills to search, identify and establish contacts with the wider professional community (F, I, H)

16.

To understand and assess people’s behaviour and attributes and demonstrate interpersonal skills (F, I, H)

17.

To demonstrate a readiness to accept responsibility and flexibility, to be resilient, self-motivated and appropriately assertive, to plan, organise and manage time (F, I, H)

18.

To develop the ability to enthuse a group and motivate them to work towards an identified goal, and the ability to take direction well, be part of a team and deliver what is expected of oneself (F, I, H)

Course Structure

Foundation Level

Foundation Core

Intermediate Level

Intermediate Core

Intermediate Optional

Sandwich Year Out

Honours Level

Honours Core

Honours Optional

Interim Award

Bachelor of Science

Certificate of Higher Education

Diploma of Higher Education

Teaching, Learning and Assessment

The new student induction programme is an innovative approach to helping students orientate towards studying independently in an HE context, whilst helping them to feel part of the course cohort. The programme runs at the start of the course. University education features independent study, which requires students to make use … For more content click the Read More button below. An integrated and experiential approach to teaching, learning and assessment will be used to achieve the outcomes. These will include, for example, lectures, seminars, tutorials, workshops, computer aided learning packages, directed study and project work making use of the latest technology where appropriate, such as VLE, podcasts, interactive learning, social media or video conferencing. Examples of software used included MS Project, MS Excel Solver and SAP ERP. The teaching and learning strategy adopted will reflect the distinctive characteristics of different subjects and the appropriate learning styles and strategies. Seminars and tutorials form a vital part of teaching and learning as they support students to progress intellectually through the course. They give students an opportunity to discuss topics and issues with other students, teaching staff and other members of academic staff. This sort of critical debate and argument is very useful in developing understanding of a subject, and to practice applications and receive formative feedback. Learning through small group discussion will also help students develop essential skills for later life. Tutorial and seminar activities reflect differences between F, I and H levels. Below are examples of benefits of tutorials and seminars for each year: Year 1 - clarify any concepts that students might not have understood; check understanding; learn from other people’s approaches and ideas through discussion and Q&A. Year 2 – formulate and present an argument; develop group skills (e.g. listening to and supporting others) Final year – apply knowledge from lectures and background reading; solve problem in a team; develop new insights. Assessment will similarly vary depending on module focus and outcomes and may include the following: unseen examinations, oral presentations, individual or group essays or reports, case studies, in-class tests, peer assessment, individual reflective learning portfolios, time constrained assignments, group projects and management and marketing projects or dissertations for final year students. Individual contributions within group assessments will be monitored through peer assessment or individual work logs. Module assessment will follow Huddersfield Business School’s assessment guidelines which reflects differences between module levels (F/I/H). Formative assessment will be incorporated at a modular level for all modules. This will allow students to gain self, peer and/or tutor feedback on their work before formal summative assessment takes place. Personal Development Planning (PDP) is built into this suite in two ways. A set of dedicated Professional and Academic development modules (ASPIRE level 1, 2 and 3) has been developed and dedicated to PDP. This part of the courses (years 1, 2 and 3) will involve the input of different teams across the University including: Careers and Employability Service, Computing and Library Services, Student Services/Wellbeing, the Employability and Placements Team within Huddersfield Business School and the International Learning Development Team. Additionally, skills and learning development components are embedded within core modules within the course with additional support from the Academic Librarian, the Learning Development Group and - for international students - the international support tutors. The PDP process is also supported via the personal academic tutor system. The sandwich aspect provides a clear opportunity for personal development in the third year as does the final year project/dissertation. During their course all students access the online Employable Me resource which is organised through the Careers and Employability Service. The Main Course Assessment Board (CAB) for each intake will take place in the second week of June of each year, which is 9 months after the course start month. For the Sandwich year only, the marks for the placement will go to a Main CAB after the opportunity for a 46-week placement has been concluded. This is usually in July.

The new student induction programme is an innovative approach to helping students orientate towards studying independently in an HE context, whilst helping them to feel part of the course cohort. The programme runs at the start of the course.

University education features independent study, which requires students to make use of a wide range of core skills that are essential in a variety of different situations. The programme will support students to develop their independent study strategies. This would include developing appropriate approaches to learning, finding resources and support, being organised, keeping motivation, asking for help, etc.

An integrated and experiential approach to teaching, learning and assessment will be used to achieve the outcomes. These will include, for example, lectures, seminars, tutorials, workshops, computer aided learning packages, directed study and project work making use of the latest technology where appropriate, such as VLE, podcasts, interactive learning, social media or video conferencing. Examples of software used included MS Project, MS Excel Solver and SAP ERP. The teaching and learning strategy adopted will reflect the distinctive characteristics of different subjects and the appropriate learning styles and strategies.

Seminars and tutorials form a vital part of teaching and learning as they support students to progress intellectually through the course. They give students an opportunity to discuss topics and issues with other students, teaching staff and other members of academic staff. This sort of critical debate and argument is very useful in developing understanding of a subject, and to practice applications and receive formative feedback. Learning through small group discussion will also help students develop essential skills for later life.

Tutorial and seminar activities reflect differences between F, I and H levels. Below are examples of benefits of tutorials and seminars for each year:

Year 1 - clarify any concepts that students might not have understood; check understanding; learn from other people’s approaches and ideas through discussion and Q&A.
Year 2 – formulate and present an argument; develop group skills (e.g. listening to and supporting others)
Final year – apply knowledge from lectures and background reading; solve problem in a team; develop new insights.

Assessment will similarly vary depending on module focus and outcomes and may include the following: unseen examinations, oral presentations, individual or group essays or reports, case studies, in-class tests, peer assessment, individual reflective learning portfolios, time constrained assignments, group projects and management and marketing projects or dissertations for final year students. Individual contributions within group assessments will be monitored through peer assessment or individual work logs.

Module assessment will follow Huddersfield Business School’s assessment guidelines which reflects differences between module levels (F/I/H).

Formative assessment will be incorporated at a modular level for all modules. This will allow students to gain self, peer and/or tutor feedback on their work before formal summative assessment takes place.

Personal Development Planning (PDP) is built into this suite in two ways. A set of dedicated Professional and Academic development modules (ASPIRE level 1, 2 and 3) has been developed and dedicated to PDP. This part of the courses (years 1, 2 and 3) will involve the input of different teams across the University including: Careers and Employability Service, Computing and Library Services, Student Services/Wellbeing, the Employability and Placements Team within Huddersfield Business School and the International Learning Development Team. Additionally, skills and learning development components are embedded within core modules within the course with additional support from the Academic Librarian, the Learning Development Group and - for international students - the international support tutors. The PDP process is also supported via the personal academic tutor system.

The sandwich aspect provides a clear opportunity for personal development in the third year as does the final year project/dissertation. During their course all students access the online Employable Me resource which is organised through the Careers and Employability Service.

The Main Course Assessment Board (CAB) for each intake will take place in the second week of June of each year, which is 9 months after the course start month.

For the Sandwich year only, the marks for the placement will go to a Main CAB after the opportunity for a 46-week placement has been concluded. This is usually in July.

Study Plans

Support for Students and their Learning

Students will be supported by a number of staff associated with the course, as indicated below:

Module tutors and module leaders, in the context of module-specific problems
Year tutors: each year cohort will have a year tutor with specific responsibility for matters affecting the year group as a whole.
Course leader, with responsibility for course-level issues and as an alternative source of support to year tutors
Business Placement Unit, which supports students in placement activity. Staff from the unit run a series of seminars at the beginning of the second year on the placement process, CV design, covering letters and interview techniques
Placement supervisor: students are allocated a placement supervisor who visits the students in the company. The role of the supervisor is to meet the line manager, establish the nature of work assigned to the student, discuss progress of the student, assess and give formal and informal feedback and identify any problems

In addition to staff-based support the course also has a Peer Mentorship Scheme. Peer Mentors are recruited on an annual basis from year 2 and the final year to support the year below. Peer Mentors receive support and training from the course’s Peer Mentor co-ordinator to fulfil their role with activities including both academic and social support.

In compliance with the Equality Act (2010) reasonable adjustments will be made to accommodate individual needs based on a student’s assessment with the University Disabilities Office

Criteria for Admission

The University’s policy for Admissions is outlined in the Regulations for taught students - University of Huddersfield

In addition to the standard University requirements, candidates must meet the course-specific criteria for admission to the Business (Transport, Logistics and Logistics and Project Management) suite. Specific entry requirements will be reviewed annually. Students should consult the UCAS website for current requirements (www.ucas.ac.uk).

Mature students are considered on an individual basis
Candidates from other countries are expected to offer qualifications equivalent to the UK entry points on the UCAS tariff
In addition, candidates whose first language is not English are required to provide evidence of fluency through IELTS (minimum score 6.0), TOFEL (minimum score 550) or offer an equivalent qualification
For students with lower entry qualification types, Huddersfield Business School provide additional support for quantitative skills via the academic skills tutors in the Innovation, Learning and Development Group (ILD); in addition, the ASPIRE modules would also encourage students to engage with the available support as well as allowing staff to identifying those who may need additional support.

Methods for evaluating and improving the quality and standards of teaching and learning

Quality assurance procedures at a school level include course and module evaluation, questionnaires, regular student panels and student representation on committees

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Indicators of Quality and Standards

Full details of the methods for evaluating and improving the quality and standards of learning and teaching can be found in the University of Huddersfield’s Quality Assurance Procedures for Taught Courses handbook. This can be viewed online at

Quality assurance procedures - University of Huddersfield

Further information about the University of Huddersfield can be found on the website:

www.hud.ac.uk

The Business with Sustainable Transport and Business with Logistics and Supply Chain Management courses are in the process of being approved for accreditation by the Chartered Institute of Logistics and Transport.

Course and Module Catalogue