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2019-2021 Undergraduate Catalog [ARCHIVED CATALOG]
Supply Chain Management, Logistics Management Concentration, B.S.B.A.
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 Return to: University Curricula
Supply Chain Management involves the strategic integration of diverse business facilities, functions, and activities throughout the supply chain for the purpose of providing goods and services to customers as efficiently as possible. Achieving efficiency in the supply chain is accomplished by developing knowledge of transportation, inventory control, warehousing, material handling, purchasing, production control, and the tools necessary to analyze and coordinate these activities. The concept of total cost analysis (taking all costs into account before making decisions), and cost trade-offs (letting one or more costs rise to take advantage of greater savings in other costs) is also central to supply chain management. These concepts, once honed, apply to many facets of business and personal decision making.
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B.S.B.A. Core Requirements
All B.S.B.A. majors in the John L. Grove College of Business should satisfactorily complete the 100-/200-level business core courses during their freshman and sophomore years and the 300-400-level business core courses during their junior and senior years, as listed below.
Required Courses in Related Fields
Required Courses in the John L. Grove College of Business
Note:
- Students who place at the advanced level in the mathematics placement/competency test are not required to take MAT 140A /MAT 140B . In lieu of MAT 140A /MAT 140B , students are required to take an additional free elective.
- Completion of ECO 101 and ECO 102 will satisfy the requirement for ECO 113 .
- Completion of MAT 117 taken at Shippensburg University will satisfy the requirement for SCM 200 .
- MGT 447 Satisfies university diversity requirement.
Major Course Requirements
Students should meet with their faculty advisor to plan the sequencing of their major program of study. Students interested in a double major and/or minor shall be required to take the prescribed courses in each respective major and/or minor. Students can double count one course between business majors with the permission of the respective department chair(s). Refer to the index under Double Majors and Minors for further information.
Logistics Management Concentration
Logistics is that part of Supply Chain Management that plans, implements, and controls the efficient, effective forward and reverse flow and storage of goods, services and related information between the point of origin and the point of consumption in order to meet customers’ requirements. Logistics activities typically include inbound and outbound transportation management, fleet management, warehousing, materials handling, order fulfillment, logistics network design, inventory management, supply/demand planning, and management of third party logistics services providers. To varying degrees, the logistics function also includes sourcing and procurement, production planning and scheduling, packaging and assembly, and customer service. It is involved in all levels of planning and execution-strategic, operational and tactical. Logistics is an integrating function, which coordinates and optimizes all logistics activities, as well as integrates logistics activities with other functions including marketing, sales manufacturing, finance, and information technology.
Electives (6 crs.)
(Two courses from the following 3-credit courses)
Logistics Career Opportunities
Logistics is the universal thread or pipeline that plans and coordinates the delivery of products and services to customers all over the world. Logistics professionals manage and coordinate activities in this global pipeline to ensure an effective and efficient flow of materials and information from the time a need arises until it is satisfied and beyond. The demand for logistics managers at all levels is excellent. The Collegiate Employment Research Institute reports that logistics is a field with more positions than graduates each year. The Wall Street Journal reports that senior logistics management talent is also in short supply. As logistics managers’ roles and value have grown, the need for well-educated, talented professionals with a diverse array of skills has emerged. Earning potential for logistics managers is excellent! In addition to receiving outstanding salaries, logistics managers receive a full range of valuable benefits and most are eligible for bonus pay. A recent study by William M. Mercer, Inc., indicates that more than 85 percent of logistics managers can earn incentive pay in addition to their base salary. It is also important to note salaries for logistics managers have risen each of the last five years according to annual surveys conducted by Ohio State University and Cahners Research.
General Education Requirements
Foundations (15)
Foundational courses coupled with other experiences provide students with their core First Year Experience, providing opportunities to develop the requisite quantitative, analytical, written communication, and oral communication skills needed to succeed while in college and throughout life after college. Five program goals express the purpose of these foundational courses and how they support student success.
Interconnections (9)
This curriculum will provide students with opportunities to explore human behavior, social interactions, and global communities through humanities and the social and behavioral sciences. Open discourse about the causes and consequences of human behavior and thought, and the interconnectedness of societies revealed by examining traditions and structures, provides a pathway to mutual respect and tolerance in a diverse world.
Three program goals express what we will do for students. Each goal has an associated rubric that outlines what we expect students to learn or accomplish. Students must complete three (3) courses in this curriculum, with at least one (1) course being a diversity course (‘D’ rubric) and at least one (1) course being a global perspectives course (‘G’ rubric).
Diversity
Guide and prompt students to evaluate the diversity of human experience, behavior, and thought, in order to better understand ourselves and others, to respond to the roots of inequality that undermines social justice, while developing awareness regarding diversity in culture, ethnicity, race, gender/gender expression, religion, age, social class, sexual orientation, or abilities.
Global Perspectives
Guide and prompt students to develop global perspectives by analyzing systems, and evaluating interrelationships
Foreign Language
Guide and prompt students to understand and demonstrate oral and written communication in a foreign language as well as awareness of a foreign culture.
Citizenship and Responsibility (6)
This curriculum will provide students with opportunities to consider the function and development of institutions, as well as their own responsibilities in society. Tools for development of students as informed and responsible citizens can include study of principles and research in social science, analysis of the development of social and political systems and practices, application of critical analysis and reasoning, and contemplation of ethics and values. Each goal has an associated rubric that outlines what we expect students to learn or accomplish.
Students are required to complete two (2) courses (or their equivalents) in this curriculum, with no more than one (1) course being attributed with the same program goal.
Citizenship
Guide and prompt students to understand responsible citizenship through the development of ideas of citizenship and rights, how society protect or fails to protect basic rights, and avenues for individual or collective action.
Ethical Reasoning
Guide and prompt students to identify ethical theories or guidelines and apply appropriate ethical reasoning to reach conclusions and support moral judgments.
Critical Reasoning
Guide and prompt students to use appropriate critical analysis and reasoning to explain and analyze concepts, and apply concepts to issues to determine significance or value.
Natural World And Technology (9)
This curriculum will provide students the opportunity to learn how new knowledge is created by applying scientific principles and technology to address historical and contemporary questions. Two program goals express what we will do for students. Each goal has an associated rubric that outlines what we expect students to learn or accomplish.
Students must complete 3 courses in this curriculum, with at least two (2) courses (or their equivalents) involving the natural world (‘N’ rubric).
Natural World
Guide and prompt students to understand the scientific method and resulting principles and theories, critically evaluating data to answer questions about the natural world.
Technology
Guide and prompt students to acquire knowledge, skills, and competencies regarding a broad range of computer technologies and software, and to use them responsibly.
Creativity and Expression (6)
This part of the curriculum will provide students with opportunities to explore artistic and literary disciplines and their modes of expression, considering the processes by which artistic works are imagined and created as well as the analytical tools for describing and appraising works of art and literature. Each goal has an associated rubric that outlines what we expect students to learn or accomplish.
Students must complete two (2) courses (or their equivalents) in this curriculum, with one (1) course being a literature course (‘L’ rubric)and one course in either the arts or creativity (‘A’ or ‘C’ rubrics).
Literature
Guide and prompt students to comprehend, analyze, and determine the significance for works of literature.
Arts
Guide and prompt students to describe, analyze, and respond to the scope of works in the arts.
Creative
Guide and prompt students to demonstrate and apply creative competencies, problem solving and preparation in the realization of a creative work.
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