English   Danish

2024/2025  BA-BINBO1330U  Logistics Clusters

English Title
Logistics Clusters

Course information
Language English
Course ECTS 7.5 ECTS
Type Mandatory
Level Bachelor
Duration One Quarter
Start time of the course Autumn, Second Quarter
Timetable Course schedule will be posted at calendar.cbs.dk
Study board
Study Board for BSc in International Business
Course coordinator
  • Günter Prockl - Department of Digitalisation (DIGI)
Main academic disciplines
  • Supply chain management and logistics
Teaching methods
  • Blended learning
Last updated on 27-06-2024

Relevant links
Learning objectives
The overall purpose of the course is to provide the students with an understanding of the geography of logistics activities and the role of logistics clusters in global supply chains. The course have the following specific aims:
  • Explain and discuss the characteristics of logistics clusters using relevant theory
  • Identify and discuss logistics actors and activities of logistics clusters and how they relate to global supply chains
  • Explain and discuss the role of networks among logistics cluster actors for supply chain efficiency
  • Identify and characterize the main logistics clusters in Europe and globally
  • Analyze a Danish logistics cluster and make comparisons to Vancouver and Shenzhen
Prerequisites for registering for the exam (activities during the teaching period)
Number of compulsory activities which must be approved (see section 13 of the Programme Regulations): 1
Compulsory home assignments
1 of 2 must be passed (fail/passed) in groups of 2-5 students

Oral presentations etc.
First activity will consist of student groups handing in a recorded video presentation of a study trip report based on logistics cluster theory. Second activity consists of handing in a recorded video presentation of a logistics cluster close to the student group’s university location. Each video presentation must consist of max. six Powerpoint slides and all group members must contribute in the video that can be recorded in Teams or Zoom. Videos must be uploaded on Canvas a week before the 12th and 13th lessons, respectively. Groups will consist of 2-5 students. Presentations will be assessed (passed/not passed).

The student will not have extra attempts to get the required number of compulsory activities approved prior to the ordinary exam. If the student has not received approval for the required number of compulsory activities or has been ill, the student cannot participate in ordinary exam. Prior to the retake the student will be given an extra attempt. The extra attempt is a video home assignment that will cover the required number of compulsory activities. If approved, the student will be able to attend retake. Please note that students must have made an effort in the allocated assignments throughout the course. Students that do not participate in the assignments (no show/U) are not entitled to the extra assignment and will have to wait until the next ordinary exam to complete the course.
Examination
Logistic Clusters:
Exam ECTS 7,5
Examination form Home assignment - written product
Individual or group exam Group exam
Please note the rules in the Programme Regulations about identification of individual contributions.
Number of people in the group 2
Size of written product Max. 15 pages
Assignment type Written assignment
Release of assignment Subject chosen by students themselves, see guidelines if any
Duration Written product to be submitted on specified date and time.
Grading scale 7-point grading scale
Examiner(s) Internal examiner and external examiner
Exam period Autumn
Make-up exam/re-exam
Same examination form as the ordinary exam
Description of the exam procedure

In writing the project report, students should take the point of departure in a global logistics company (real or made up). Based on the specific characeristics of this logistics company, the project report should come up with advice to a customer company (real or made up) on potential clusters in which the company should locate their logistics activities. This advise should take the logistics requirements of the customer's products and supply chain into account.

 

The project report should show understanding of the theories and models by application to a self-chosen practice. However, it is important that the report follows the usual academic guidelines of discussing a problem based on which research questions are formulated and a research design is outlined. Theoretical analysis and discussion follwed by a conclusion with recommendations for practice are the next steps. References in text and a reference list are mandatory.

 

The course learning objectives should be embedded in the project report. In addition to using course curriculum, the students are expected to search independently for information and data on logistics operations, companies as well as logistics clusters
Course content, structure and pedagogical approach

The course sets out to discuss what a cluster is and what in particular a logistics cluster is from a theoretical point of view. Definitions and types of clusters are dicussed. Next, global supply chain designs and how they influence the emergence of logistics clusters - and vice-versa - are touched upon. Then the various logistics activies in clusters are discussed, such as value added activities. This discussion will include the role of various economic actors in the clusters such as shippers, logistics service providers, ports and infrastructure owners.

The course continues by discussing specific European and global logistics clusters and their particluar roles in international trade. Finally, the course offers field trips in order for the students to analyze the Danish logistics cluster. Desk research is also required for this purpose and in order to be able to compare the Danish logistics cluster with those of Vancouver and Shenzhen, respectively.
Description of the teaching methods
Dialogue lectures, guest lectures from practice and a field trip. Active student participation is expected. A field trip to Hamburg will take place the whole week 45. Particiaption to the Hamburg trip is mandatory
Mandatory Meet and Greet in November
Feedback during the teaching period
Feedback will be given in class in group work
Student workload
Lectures 42 hours
Preparation for lectures 114 hours
Field trip - including prepartion 50 hours
Meet and greet 3 hours
Expected literature

Sheffi, Y. (2012). Logistics Clusters: Delivering Value and Driving Growth. MITPress, Cambridge, Massachusetts.

Gammelgaard, B., Kinra, A. and Sornn-Friese, H. (2015). Identifying Maritime Logistics Competencies for Sustaining Maritime economies: The Case of the Danish Maritime Cluster. ALRT conference paper, Taipei.

Gammelgaard, B. and Kinra, A. (2012). Logistics in the Oresund Region. In: Bookbinder, J. (ed.), Handbook of Global Logistics, chap. 8, Springer.

Meixell, M. and Gargeya, V.B. (2005). Global supply chain design: A literature review and critique. Transportation Research Part E, 41, pp. 531-550.

Rodrique, J.-P. (2012). The Geography of Global Supply Chains: Evidence from Third-Party Logistics. Journal of Supply Chain Management, 48(3), pp. 15-23.

Gereffi, G. and Lee, J. (2012). Why the World Suddenly Cares about Global Supply Chains. Journal of Supply Chain Management, 48(3), pp. 24-32.

Mann, C. (2012). Supply Chain Logistics, Trade Facilitation and International Trade: A Macroeconomic Policy View. Journal of Supply Chain Management, 48(3), pp. 7-14.

Robinson, R. (2010). Ports as elements in value-driven chain systems: the new paradigm. Maritime Policy & Management: The flagship journal of international shipping and port research, 29:3, pp. 241-255.

Mangan, J., Lalwani, C. and Fynes, B. (2008).Port-centric logistics. International Journal of Logistics Management, 19(1), pp- 29-41.

Lee, S.-W., Song, D.-W and Ducruet, C. (2008). A tale of Asia´s world ports: The special evolution in global hub port cities. Geoforum, 39, pp. 372-385.

Lee, P., & Cheong, I. (2013). Clustering Logistics with Ports and Shipping Services in the Time of Troubled Waters and Free Trade Era: Guest Editorial. Maritime Policy & Management, 40(2), pp. 95-99.

Wang, J.J. & Cheng, M.C. (2010). From a hub port city to a global supply chain management center: a case study of Hong Kong. Journal of Transport Geography. 18 (1), pp. 104-115

CSCMP Global Perspectives: Scandinavia, Germany, the Benelux, China, Canada, etc.

Jacobsen, E.W. et al (2015). The leading maritime capitals of the world. Menon Publication 12/2015

World Bank: Logistics Performance Index; www.lpi.worldbank.org/​international/​scorecard/​radar

 
Last updated on 27-06-2024