本課程教學大綱已提供完整英文資訊(本選項僅供統計使用,未提供完整英文資訊者,得免勾記)【Provide information of course syllabus in English.(This is for statistical use only. For those who do not provide information of course syllabus in English, do not check this field.)】
The seminar course aims to provide a broad understanding of supply chain management and its related logistics operations in an international context. Globalization of sourcing, manufacturing, and distribution requires an effective design and efficient operation of logistics. The recent international policies such as cross-strait direct links, economic cooperation framework agreement, ASEAN free trade agreement, global economic trends as well as the rise of e-commerce will drastically reshape the logistics landscape in the Asia Pacific region. We shall therefore examine the future development of logistics infrastructures such as air/ocean cargo flows, transshipment hubs, bonded facilities, regional distribution centers and supply chain finance in an attempt to address the challenges ahead. This seminar will be conducted through lectures, case studies and experience sharing.
課程目標 Objectives
Learning objectives includes: • to review the challenges of e-commerce and how modern logistics may help realize the full benefit of e-business • to understand the opportunities and challenges of the interplays between global supply chain design and logistics management, • to learn about impacts of customs, tariff and free trade on supply chain management in Asia and specifically in Mainland China, and • to study the importance on supply chain finance and trends service innovations.
參考書/教科書/閱讀文獻 Reference book/ textbook/ documents
〔請遵守智慧財產權觀念,不可非法影印。教師所提供之教材供學生本人自修學習使用,不得散播及做為商業用途〕
No copies for intellectual property rights. Textbooks provided by the instructor used only for self-study, can not broadcast or commercial use
Notes will be distributed after each class session. Participants are required to purchase, read and submit assignments referring to the cases before coming to class. The cases are allowed to be brought to the examination at the end of the seminar. Shih W., C.F. Chien, J.C. Wang, Shanzhai! MediaTek and the “White Box” Handset Market, Harvard Business School, Rev. December 2010. (Case 9-610-081) Applegate, L.M., Amazon.com: The Brink of Bankruptcy, Harvard Business School, 2009. (Case 9-809-014) Lee, H., Integrated Distribution Services Group (IDS): Redefining the Asia Distribution Landscape, Graduate School of Business, Stanford, 2008. (Case:GS-59) 宋華和盧強, 創捷供應鏈有限公司創捷供應鏈有限公司(A)供應鏈整合與供應鏈金融集成解決方案, 中國人民大學商學院 Students are required to read all three cases and answer the following questions assigned for each case. Each student is required to submit his/her short answers to all questions referring to the MediaTek case on or before July 7, 2017 and questions to the other three cases on or before August 4, 2017 by email to the APEMBA office. No late submission is accepted. Shanzhai! MediaTek and “White Box” The case provides insight into a developing market phenomenon in China: an imitation phase coupled with agglomeration economics in a cluster followed by quantitative expansion, brutal competition, and market consolidation. This pattern has been seen in other industries in China, as well as Japan, Korea, and Taiwan decades earlier during their emergence. Assignment Questions 1. Is it time for MediaTek to go after the Tier 1 handset makers and try to secure design wins? 2. Using the theory of modularity, can you explain why the mobile handset market in China had so many undifferentiated players? 3. Please explain why MediaTek has been so successful? Amazon.com: The Brink of Bankruptcy Amazon.com is a case of one of the many entrepreneurial start-ups that grew rapidly during the mid- to late-1990s. Like many of its “dot-com” counterparts, the company found itself on the brink of bankruptcy in early 2001. Many are aware that the company survived but few understand how it survived. This story provides an excellent backdrop for defining and analyzing the business model of a company and how it evolves over time. Assignment Questions 1. How would you rate Jeff Bezos as an entrepreneur? How would you rate him as an operating manager? 2. Do you agree with the decision to pursue the Toys “R” Us deal? Why did the company do the deal? Should they do more deals like this? What impact does the Toys “R” Us deal have on Amazon.com’s business model in early 2000? Integrated Distribution Services Group (IDS) As the middle classes of many Asian countries grow, markets for consumer goods are emerging in countries such as China, Thailand, Malaysia, Singapore, Philippines, and Indonesia. Markets for higher end, branded products in sports, health care and pharmaceutical sectors are growing. Yet, for global brand owners, distribution into these countries in Asia is a significant challenge. This case describes the journey of IDS and how it became a leader in distribution and logistics in Asia. Assignment Questions 1. What benefits were provided by supply chain solution providers, such as IDS, to companies which were trying to grow in Asia? 2. Going forward, what new core competencies should IDS develop, to sustain and expand its value proposition? What obstacles exist in this new evolution? 創捷供應鏈有限公司案例,回答下列問題。 Assignment Questions 1. 創捷應該如何通過供應鏈整合及供應鏈金融服務為風琪這樣的目標顧客創造價值的? 2. 創捷應該如何設計和實施新的商業模式在給客戶創造價值的同時實現自己的盈利目標? 3. 在新的商業模式中,創捷如何防範業務流程中存在的各種風險? 4. 創捷如何利用資訊系統和網路平臺實現供應鏈流程整合和閉環控制,助力創新的商業模式落地?
彈性暨自主學習規劃 Alternative learning periods
本門課程是否有規劃實施學生彈性或自主學習內容(每1學分2小時)
Is any alternative learning periods planned for this course (with each credit corresponding to two hours of activity)?
否:教師需於「每週課程內容及預計進度」填寫18週課程進度(每1學分18小時之正課內容)。 No:The instructor will include an 18-week course plan in the weekly scheduled progress (each credit corresponds to 18 hours of instruction)
是:教師需於「每週課程內容及預計進度」填寫16週課程內容(每1學分16小時之正課內容),並於下列欄位填寫每1學分2小時學生彈性或自主學習內容。 Yes:The instructor will include a 16-week course plan in the weekly scheduled progress (each credit corresponds to 16 hours of instruction);the details of the planned alternative learning periods are provided below (each credit corresponds to two hours of activity).
學生彈性或自主學習活動 Alternative learning periods
勾選或填寫規劃內容 Place a check in the appropriate box or provide details
時數 Number of hours
學生分組實作及討論 Group work and discussion
參與課程相關作業、作品、實驗 Participation in course-related assignments, work, or experiments
參與校內外活動(研習營、工作坊、參訪)或競賽 Participation in on- or off-campus activities (e.g., seminars, workshops, and visits) or competitions
課外閱讀 Extracurricular reading
線上數位教材學習 Learning with online digital learning materials
其他(請填寫規劃內容) Other (please provide details)
每週課程內容及預計進度 Weekly scheduled progress
週次
日期
授課內容及主題
Week
Date
Content and topic
1
2020/07/13~2020/07/18
Introduction to SCM & Logistics Action learning: Beer Game
2
2020/07/19~2020/07/25
Logistics Industry in the PRD、Direct Transportation and Transshipment Port 、Case Study: MediaTek
3
2020/07/26~2020/08/01
e-Commerce and e-Logistics、Case Study: Amazon.com s
4
2020/08/02~2020/08/08
Global Economic Trends and Regional Distribution、Case Study: IDS