Teaching distribution planning: a problem-based learning approach

Pages377-394
Published date08 August 2016
DOIhttps://doi.org/10.1108/IJLM-05-2014-0075
Date08 August 2016
AuthorAlex Grasas,Helena Ramalhinho
Subject MatterManagement science & operations,Logistics
Teaching distribution planning:
a problem-based learning approach
Alex Grasas
Department of Marketing, Operations and Supply, EADA Business School,
Barcelona, Spain, and
Helena Ramalhinho
Department of Economics and Business, Universitat Pompeu Fabra,
Barcelona, Spain
Abstract
Purpose The purpose of this paper is to present a problem-based learning (PBL) activity that uses a
decision support system (DSS) to teach one of the most fundamental topics in distribution planning:
vehicle routing.
Design/methodology/approach The authors describe their teaching experience in a logistics and
supply chain management (LSCM) course. In the PBL activity proposed, students need to solve a
typical vehicle routing case with no previous theoretical background taught. The paper is written as a
teaching guide for other instructors, detailing how the activity may be carried out in class.
Findings The PBL activity involved students from the very beginning, challenging them to solve a
rather complicated problem. Its acceptance was very positive according to the student feedback survey
conducted after the activity. Only when struggling with the difficulties of the case proposed, did
students really appreciate the potential value of a DSS for making better decisions. Moreover, this
activity raised concerns about how DSSs must be adapted for implementation in every business
scenario.
Originality/value Teaching logistics management goes beyond lecturing on elemental concepts
and tools; it is also about applying this knowledge to manage things. Although several PBL initiatives
have been reported to be successful in the field of LSCM, this one incorporates a web-based DSS.
The main issue in PBL activities is finding authentic and representative problems to develop
transferable skills, and currently most logistics problems are solved using DSS.
Keywords Teaching, Decision support system, Logistics management, Problem-based learning,
Vehicle routing problem
Paper type Research paper
1. Introduction
Distribution planning is a key topic in logistics and supply chain management (LSCM),
as it determines how and when goods are going to arrive in the customers hands.
Since goods are rarely produced and consumed at the same place, almost everything
must be distributed. Distribution is then a significant component of the final cost of the
goods, generally from 10 to 20 per cent (Toth and Vigo, 2002). The distribution impact
is also considerable regarding the environment. In Europe, for instance, distribution is
responsible for about a quarter of the EUs greenhouse gas emissions (European
Commission, 2011). Therefore, careful distribution planning can save significant
operational costs while making the company more eco-friendly.
The International Journal of
Logistics Management
Vol. 27 No. 2, 2016
pp. 377-394
©Emerald Group Publis hing Limited
0957-4093
DOI 10.1108/IJLM-05-2014-0075
Received5May2014
Revised 2 October 2014
4 March 2015
Accepted 20 March 2015
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0957-4093.htm
The authors are thankful to Guillem Gimenez and Jaquelina Ogea for their collaboration in the
project, and to Stephen J. Childe for his invaluable feedback. This work has been partially
supported by the Centre for Teaching Quality and Innovation (CQUID) of Universitat Pompeu
Fabra, and by the Spanish Ministry of Economy and Competitiveness (TRA2013-48180-C3-2-P).
377
Teaching
distribution
planning
Distribution planning problems are complex and involve multiple variables, so the use
of decision support systems (DSSs) is essential for make better decisions (Chou et al., 2004).
Since the number of companies that rely on these computerised systems is growing in all
industries (Sweeney et al., 2010), it is important to give some exposure in LSCM courses.
In a comprehensive study of contemporary logistics education, Wu (2007, p. 515) declared
that efficient logistics and smooth supply chain management will not be possible without
sufficient IT support. The integration of information technology and logistics is
indispensable for future logisticians. Eventually, LSCM students will certainly have to
deal with DSSs in their careers. A DSS comprises, behind its interface, sophisticated
algorithms, databases, and so on, which may be familiar for engineers or computer
scientists, but may be unknown for users from other disciplines. Introducing DSS to
LSCM syllabi is a way of breaking with the black-box perception held by these technically
unsophisticated users. When it comes to technical aspects, teaching in management
courses becomes a challenging task owing to the probable heterogeneity of the students in
terms of their mathematical and programming backgrounds. Although they do not need
to learn how to develop a DSS, they should be familiar with and aware of the potential of
these applications (Ben-Zvi, 2007). Only then will they appreciate the difficulties that may
arise in DSS design and implementation. To better introduce technical content in an LSCM
course, the instructor should engage students in class; this can be achieved through
original and less conventional teaching methods like the one presented in this paper.
In particular,a problem-basedlearning (PBL) activity supportedby a DSS is proposed
to teach vehicle routing, one of the most fundamental topics in distribution planning.
PBL is an active learning strategy that uses realistic and ill-structured problems to
trigger learning. Students, grouped in teams, have control of the learning process: they
need to analyse the problem,decide what knowledge is needed, gatherrelevant data, and
find corresponding solutions (Smith, 2005). PBL has its origins at McMaster Medical
School in the late 1960s, and has since been adopted by schools in many fields
(e.g. engineering,architecture, law, management).In LSCM, active learning initiativeslike
games or simulations are commonly used (Gravierand Farris, 2008), and some successful
PBL activities have been reported (Alvarstein and Johannesen, 2001). One of the
main issues in PBL approaches is finding authentic and representative problems to
develop transferable skills. Since logistics problems are currently mostly solved using
DSSs, the PBL activity proposed in this paper incorporates a web-based application to
support decision making. The objective of the activity is threefold: to teach the
best known and commonly used algorithm in vehicle routing, the Clarke and Wright
savings (CWS) heuristic (Clarke and Wright, 1964); to develop/enhance soft skills like
cooperative learning, data gathering, critical thinking, teamwork, and communication
skills; and to create awareness among students of the importance of DSSs for solving
complex real-life situations.
The remainder of this paper is structured as follows. Section 2 reviews active
learning methodologies in the context of LSCM. Section 3 describes the PBL activity
designed to teach vehicle routing using a DSS in an LSCM course. Section 4 discusses
insights and lessons learned throughout the process. Finally, Section 5 provides
conclusions and future directions.
2. Active learning in LSCM
Active learning refers to instructional strategies that actively engage studen ts in the
classroom (Mabrouk, 2007), where experiential-learning activities supervised by the
instructor substitute for traditional lectures. This student-centred methodology
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