University home > Unit and programme catalogues in 2021/22 > Programme catalogue > Faculty of Social Sciences and Law > School of Management - Business School > Global Operations and Supply Chain Management (MSc) > Specification
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Programme code | 9EFIM011T |
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Programme type | Postgraduate Taught Degree |
Programme director(s) |
Minhao Zhang
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Faculty | Faculty of Social Sciences and Law |
School/department | School of Management - Business School |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Mode of study | Full Time |
Programme length | 1 years (full time) |
The University of Bristol’s MSc in Global Operations and Supply Chain Management (GOSCM) is a specialist postgraduate master’s programme designed in response to global challenges such as; increasing digitalisation and innovation in product/service development; and ever more stringent international environmental sustainability regulation and corporate social responsibility and ethics issues (e.g., modern slavery in global supply chains). The proposed academic programme is a proactive measure to help address these challenges in an excellent teaching and learning institution and its School of Economics, Finance and Management that upholds a strong social science focus. This programme will also contribute to the three Bristol Futures themes namely; Innovation and Enterprise, Global Citizenship and Sustainable Future within the context of today’s contemporary globalised and digitalised business environment. This 12-month programme provides an overview as well as state-of-the-art knowledge of how to manage and improve global supply chain operations. Graduates will not only be able to demonstrate a deep knowledge and understanding of the studied subject, but they will also have a critical appreciation of its role and function within the wider organisational and international business environment. In addition, students will be encouraged to apply their knowledge of GOSCM and a range of intellectual skills (detailed in the PILO/Unit level ILO sections) to address relevant business problems. This will improve their management decision making and practice capabilities for their future professional careers.
The programme features six core units as follows: ‘Strategic Operations Management’, ‘Global Supply Chain Management’, ‘Supply Chain Analytics and Projects’, ‘Supply Chain Technology and Digitalisation’, ‘Sustainability and
Ethics in Global Supply Chains’ and ‘Research Methods in Global Operations and Supply Chains’. Each of the six core units covers an important GOSCM sub-field, which equips students with theoretical frameworks and/or analytical skills needed for their chosen employment. Upon successful completion of the 120 credits of taught units, students will need to take one final 60-credit dissertation unit- ‘Dissertation in Global Operations and Supply Chain Management’, and make a clear choice of topic at the start of teaching block 2. The dissertation is undertaken under the guidance of an assigned supervisor who provides students with advice on the GOSCM related topic, methodologies to be adopted and structure of the dissertation. During the process, face to face meetings and/or Skype calls as appropriate will be organised between the supervisor and the student.
This programme is distinctive from others in the UK Higher Education sector because of its emphasis on a reflective learning approach that engages with contemporary 21st Century GOSCM challenges of high-tech digitalisation, sustainability and global citizenship. Innovative aspects of the curriculum will include the sustainable business models, circular economy and supply chain analytics in addition to other essential learning linked to theory and practice.
The main aims of this programme are to:
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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A mixture of teaching methods is used, including lectures, seminars, tutorials, group work, computer labs, and supervised research to achieve all the Programme Intended Learning Outcomes in the ‘Knowledge and Understanding’ category (PILO A1- A5). Where possible and appropriate, delivery of unit content will be technology-enabled, using flipped or blended learning techniques (PILO A4, A5) because the learning of supply chain analytics and supply chain technology requires students to use the tools and software to complete a task. Students are empowered to learn in a structured and facilitated learning environment. Problem-based learning will also be employed where appropriate (PILOs A1- A5). This indicates that in-class exercise or mini-case study projects can be used for students to solve problems in the case study project. For dissertation projects, students will be allocated a supervisor with whom they will hold regular supervision meetings during the whole duration of dissertation project (PILOs A1-A5). |
Methods of Assessment | |
The following methods of assessment are related to all the Programme Intended Learning Outcomes (PILOs A1- A5) in the ‘Knowledge and Learning’ category. Students will be subject to a range of formative and summative assessments across the programme. Formative assessment may be formally or informally delivered according to what is appropriate to the learning outcomes of the individual units. The form/method of assessment and associated learning outcomes should reflect those in the summative assessment to allow students to gauge the progress of their learning. Students will be notified of the mode the formative assessment will take, its purpose and method of assessment at the outset of the unit and details will be included in unit handbooks and Blackboard. The summative assessment strategy for each unit will be clearly outlined in the unit handbook, together with the learning outcomes to be assessed and the assessment criteria. A unit’s summative assessment strategy will be determined by what Unit Directors believe to be pedagogically appropriate given the required learning outcomes. They may take a variety of forms; reports (PILOs A1- A5), individual or group presentations (PILOs A1- A5), literature reviews (PILOs A1, A2) and exams (PILOs A2- A5). Problem-based assessment, inclusive assessment and technology enhanced assessment for individual units will be |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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The development of intellectual skills is embedded in the delivery of unit content/knowledge; the teaching methods would be similar to those used in knowledge and understanding namely, use of a mix of teaching methods such as |
Methods of Assessment | |
The assessment of intellectual skills will be embedded in the assessments for all the units to be delivered. A holistic approach to assessment will be taken by the Programme Director to ensure this. Students are expected to proactively engage with unit content and participate actively to develop intellectual skills. Chosen methods of both formative and summative assessment of Programme Intended Learning Outcomes (PILOs) will be determined by what individual Unit Directors believe to be pedagogically appropriate given their unit’s intended learning outcomes. Each unit’s assessment strategy is mapped against the PILOs to make sure all programme level ILOs are addressed by the unit level ILOs. Formative assessment may take a range of forms but should reflect the nature or learning outcomes and thereby allow the student to gauge levels of personal progress. Types of formative assessment may include (but are not limited to) poster presentations (PILOs B1-B4) and group presentations (PILOs B1-B4). Summative assessment of intellectual skills can take a range of forms and may include (but not limited to) examinations in controlled conditions (open book, case study or closed question) (PILO B1-B3), individual presentations (PILOs B1, B3 and B4), group presentations (PILOs B3, B4), literature reviews (PILOs B1 and B3) and group projects (PILOs B1-B4). Furthermore, problem-based assessment, inclusive assessment and technology enhanced assessment for individual units will be deployed as appropriate. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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The teaching method and strategy for employability and transferable skills is not standalone but integrated in the teaching or delivery of the units. Each unit has designed ILOs for employability and transferable skills, which will be aggregated to contribute to the overall programme level of employability and transferable skills. The following teaching methods will be used: |
Methods of Assessment | |
The assessment of employability and transferable skills will be embedded in all the units to be delivered. Students are expected to proactively engage with unit content and participate actively to develop employability and transferable skills, alongside their intellectual skills, knowledge and understanding. Chosen methods of both formative and summative assessment will be determined by what individual Unit Directors believe to be pedagogically appropriate given their unit’s intended learning outcomes. Each unit’s assessment strategy is mapped against the PILOs to ensure all programme level ILOs are addressed by unit level ILOs. The assessment of practical, professional and transferable skills is mostly conducted in seminars, in-class group discussion, essays/assignments and guest lectures by experts from professional organisations. Summative assessment of practical, professional and transferable skills related to how students engage with the theoretical and applied content of the unit/programme can take a range of forms including individual presentations (PILO C1, C2, C3 and C5), group presentations (PILO C1- C4), individual projects (PILO C1-C3 and C5), group projects (PILO C1- C5) through engaging with live issues in organisations and using appropriate technologies to address these issues. Formative assessment may include (but not limited to) poster presentations (PILO C1- C4) and group presentations (PILO C1, C3, C4). Summative assessment will be set to enable students to demonstrate transferable skills and is not limited to personal and group presentations. |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level M/7 - Postgraduate Certificate |
For a Postgraduate Certificate, students are required to complete the first term taught units in the programme. The structure of the degree programme has been designed to engage the student in a cumulative process of developing skills and knowledge through a sequence of complementary stages. In the first term, all Certificate, Diploma and Masters students develop foundational knowledge and understanding of the main subfields of operations, and supply chain management and their theoretical and conceptual frameworks; they develop general intellectual skills and attributes necessary for that knowledge and understanding; and are required to develop several practical skills. |
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Level M/7 - Postgraduate Diploma |
For a Postgraduate Diploma, students are required to complete all the taught units in the programme. In the second term, all Diploma and Masters students acquire a deeper knowledge and understanding of the main subfields of operations, logistics and supply chain management and their theoretical and conceptual frameworks. These units explore more specialised topics that nevertheless build on the material learned in the first term. The intellectual and practical skills learned in the first term are also developed, applied and extended. |
Level M/7 - Postgraduate Masters |
The dissertation or applied extended project acts as the culmination of the student's progress through the degree programme, as she/he applies the appropriate technical, methodological and intellectual skills that have been developed to a piece of applied research or extended project devised in consultation and supervised by a staff advisor and located clearly within the field of operations, and supply chain management. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the postgraduate prospectus at http://www.bristol.ac.uk/prospectus/postgraduate/ or contact the relevant academic department.
The University of Bristol MSc Global Operations and Supply Chain Management (GOSCM) programme will be taught predominantly by world leading academics and professional practitioners. It will emphasise in particular- the wider social, ethical, and environmental aspects and digitalisation of GOSCM as it is applied in the private, public and third sector.
Successful completion of the programme should enable students to find relevant careers in private, public and nonfor-profit sectors in areas including manufacturing, retail, e-commerce, international and national transportation across all modes (road, train, air, and water), third party logistics, and services. Furthermore, opportunities to join consultancy firms and software producers in areas such as distribution network planning; public transport and purchasing and supply management present potential career pathways for graduating students. Typical entry roles include operations/supply chain analyst/strategist, junior management consultant, logistics planner, project manager, events planning, production planner, supplier relationship management, inventory and warehouse management, vehicle fleet management, customer service support, and reverse logistics.
Unit Name | Unit Code | Credit Points | Status | |
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Dissertation in Global Operations and Supply Chain Management | EFIMM0070 | 60 | Mandatory | AYEAR |
Strategic Operations Management | EFIMM0072 | 20 | Mandatory | TB-1 |
Supply Chain Analytics & Projects | EFIMM0073 | 20 | Mandatory | TB-2 |
Global Supply Chain Management | EFIMM0074 | 20 | Mandatory | TB-1 |
Supply Chain Technology and Digitalisation | EFIMM0075 | 20 | Mandatory | TB-1 |
Research Methods in Global Operations and Supply Chain Management | EFIMM0071 | 20 | Mandatory | TB-2 |
Sustainability and Ethics in Global Supply Chains | EFIMM0076 | 20 | Mandatory | TB-2 |
Global Operations and Supply Chain Management (MSc) | 180 |
The pass mark set by the University for any level 7(M) unit is 50 out of 100.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to exit from the programme with a postgraduate diploma or certificate.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
An award with Merit or Distinction is permitted for postgraduate taught masters, diplomas and certificates, where these are specifically named entry-level qualifications. An award with Merit or Distinction is not permitted for exit awards where students are required to exit the programme on academic grounds but is permitted in designated programmes (as set out in the programme specification) where students choose to withdraw from the intended programme but otherwise achieve the necessary credit points for the exit award.
The classification of the award in relation to the final programme mark is as follows:
Award with Distinction*: at least 65 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation. **Faculties retain discretion to increase these thresholds.
Award with Merit*: at least 60 out of 100 for the taught component overall and, for masters awards, at least 60 out of 100 for the dissertation. Faculties retain discretion to increase these thresholds.
* The MA in Law has separate regulations for awarding distinction and merit.
** For the award of Distinction, the Faculty of Engineering requires at least 70 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to choose, or be required, to leave at the postgraduate diploma or certificate stage.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
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