- Specific Activity: TEACHING
|Title||LOGISTICS CLUSTERS WITH GAME APPROACH|
|Prof. in charge||Assoc. Prof. Maria Vodenicharova, Ph.D.|
o Summer course
o Training course
o Intensive course
o Distance learning course
The course “Logistics clusters with game approach” introduces to the students the cluster approach and the impact of logistics clusters on competitiveness with gaming. At the bottom of the cluster approach is the understanding that clusters are accelerating the development of the participating enterprises, forming favorable external conditions. They also have a positive impact on the internal business factors on which their business results depend. The purpose of the logistics cluster with game approach course is to online the methods for identifying logistics clusters, the approaches to analyzing and evaluating logistics clusters and their competitiveness. The difficult situations, typical of games, develop actively the intellectual capacity of students and facilitate their participation in the difficult cases in business logistics. Students’ emotional satisfaction is achieved through their participation in different games and contributes to providing favourable “psychological climate”, which is identified during the teaching process thanks to the mechanism for transmitting emotional states. Methods for assessing and analyzing the potential of logistics clusters and the methods of realizing strategies for increasing competitiveness will be examined. The expected learning outcomes of the discipline are knowledge of key concepts related to logistics clusters and solving practical situations to improve the competitiveness of companies by using the logistics cluster principles.
1. GAME CLUSTER APPROACH AND THE ESSENCE OF LOGISTICS CLUSTERS
At the heart of the cluster approach is the understanding that clusters accelerate the development of the enterprises participating in them, creating favorable external conditions. The cluster approach is based on the understanding that the competitiveness of enterprises is based on local conditions. The introduction of games in the logistics curriculum can help the development of general mental capacity and components of creativity as a universal ability. – 6 hrs.
2. TYPOLOGY AND FORMATION OF LOGISTIC CLUSTERS
Various terms are used in the literature to denote clusters. The most commonly used terms are cluster, regional cluster, business cluster, sustainable business cluster, competitive cluster, innovation cluster. In particular, logistics clusters will be considered. A practical example of forming a logistics cluster.– 4 hrs.
3. A PRACTICAL EXAMPLE FOR LOGISTICS CLUSTERS
The complex system of tasks and variants, of rules and content leads to the emergence of new interesting game situations, in which students become an active subject of the game structures and makes efforts to control them and exercise self-control. The participation of clusters has a positive impact on the competitiveness of companies’ products. This influence is associated with the formation of competitive advantages to reduce costs and increase quality and better product differentiation. – 6 hrs.
4. FACTORS AND METHODS FOR LOGISTICS CLUSTERS
The identification of logistics clusters is the first stage in the implementation of the cluster approach. Determining their geographical location and scope of logistics clusters. Groups of factors for the growth of logistics clusters are considered: concepts, competencies, connections. – 10 hrs.
5. GAMING MODELS OF CLUSTER APPROACH
It is being considered the connection between inventory management, logistics systems, warehouse and shipping systems, spiral nature of acquiring business experience and the development of the personality; difficulties as the ground for improved efficiency in logistics clusters. The topic will discuss a model for active interaction of business representatives with government agencies. – 4 hrs.
6. GAMIFICATIONAL APPROACH FOR ANALYSIS
The gamificational approach includes the main stages to be followed in identifying logistics clusters with a national geographical scope, where integration is at the level of industries and are represented throughout the country. The aim is to clarify the status and business significance of each, to identify strengths and weaknesses, their opportunities and their potential for future development. – 9 hrs.
7. ACTIVE LOGISTICS TRAINING OF LOGISTICS CLUSTERS
In the process of active logistics training and supply chain management the student analyses the task, its goal and its formulation which are related to inventory management and customer service. The aim of the topic is to consider the stages in assessing the potential of vertically integrated clusters, which are built by logistics companies, interconnected through the relationship of sellers and buyers within the supply chain. – 10 hrs.
8. CLUSTERS SUPPLY CHAINS
Cluster supply chain (CSC) is a kind of enterprise network with a feature of cluster and supply chain and is an important channel for enterprises close to the knowledge, resources, markets, and technologies. The research into cluster supply chains focuses on the theory of industrial clusters and plays an important role in their development and competitiveness. The aim is to study the relations along the supply chain – both back and forth, which will boost the development of clusters. The analysis of the capabilities of the logistics clusters is performed by assessing and analyzing the competitive potential of its constituent companies and the degree of development of the key growth factors internal to the cluster. – 6 hrs.
9. STRATEGY FOR DEVELOPMENT OF LOGISTICS CLUSTERS
Depending on the characteristics and problems of the logistics clusters, the goals and resources, as well as taking into account the peculiarities of the region, different strategies for the development of the logistics clusters can be used. – 5 hrs.
1. Yossi Sheffi, 2012. Logistics Clusters: Delivering Value and Driving Growth, MIT Press.
2. Liliana Rivera, Yossi Sheffi, Roy Welsch, Logistics agglomeration in the US, Transportation Research Part A, 2014.
3. He, B. H. (2016). The Features and Evolution of Cluster Supply Chain Network. – Open Journal of Business and Management, 4, pp. 751-762.
4. Ketels, C., Lindqvist, G., Sölvell, O. (2012). Strengthening Clusters and Competitiveness in Europe, The Cluster Observatory. ed. The Cluster Observatory.
5. Kourimsky, H., Berk, M. (2014). The Impact of Omni-Channel Commerce on Supply Chains, Intelligence Ntt Data Business Solution. ed.
6. Rześny-Cieplińska, J. (2016). A Case Study On The Potential Benefits Of Consolidation Within Transport Logistics Aand Freight Forwarding Clusters In The Pomeranian Region. – Journal of Media Critiques, Vol. 2, pp. 161-172.
1. Porter, Michael E. “Location, Competition, and Economic Development: Local Clusters in a Global Economy.” Economic Development Quarterly. Vol 14, No. 1, 2000. pp 15-34.
2. Lublinski E. A., Concepts for cluster-Identification with an Application to an Cluster in Northen Germany, 2003
3. Prem Chetri, Tim Butcher, Brian Corbitt, Characterising spatial logistics employment clusters, International Journal of Physical Distribution & Logistics Management, Vol. 44 No. 3, 2014. pp. 221-241
The curriculum is aimed at forming the required for the educational qualification degree knowledge (theoretical and factual), skills (cognitive and practical) and competencies (independence and responsibility, learning competencies, communicative and social competencies, professional competencies), in accordance with the National qualification framework.
The course provides students with the following knowledge about:
• the nature, origin and development of logistics clusters;
• impact of logistics clusters on competitiveness;
• methods for identification of logistics clusters;
• examples of logistics clusters;
• the importance of logistics clusters for the Bulgarian practice.
The training in the discipline forms the following basic skills in the students:
• Knowing the peculiarities of the cluster approach and the nature of logistics clusters, incl. and their role in the economy.
• Knowing and applying on examples from practice methods for identification of logistics clusters.
• Knowing the methodology for evaluation and analysis of the level and sustainability of logistics clusters.
• Assessing the capabilities of logistics clusters in the common European market.
|1st acad. year:||2nd acad. year:||3rd acad. year:||Total over 3 years:|
|N° of hours||60||60||60||180|
|N° of students||10-30 р.а.|
|Area of Study||Social, economic sciences and law|
|Field of Study||Economics|
|Degree Programme||Joint program with application of game approaches in logistics and transport|
Year/type of study
o 1st cycle (Bachelor)
x 2nd cycle (Masters)
o 3rd cycle (Postgraduate)
o Doctoral studies
o Summer school
o 1st year
x 2nd year
x 1st semester
o 2nd semester
2. Specific Activity: EXTRACURRICULAR EMPLOYMENT
|Title||Independent work on the discipline on the course LOGISTICS CLUSTERS WITH GAME APPROACH|
x Home work
Students are given the opportunity to work independently on the course, receiving assignments subject to periodic review. The activity is is distributed as follows:
1. Conducting practical classes – 20 hrs.
2. Development of course work / project – 20 hrs.
3. Solving a case – 30 hrs.
4. Exam preparation – 20hrs.
|Impact||The end result should be expressed in successful preparation for the exam and acquisition of practical skills, both for individual work and in a team at the future workplace.|
|N° of hours||1st acad. year:||2nd acad. year:||3rd acad. year:||Total over 3 years:|
3. Specific Activity: DELIVERABLES
|Title||Reader in LOGISTICS CLUSTERS WITH GAME APPROACH|
|Person in charge||Maria Vodenicharova|
o Didactic materials
o Learning tools
o Virtual platform
x Academic publications
o Other (please specify):
The reader will be printed and will contain academic publications with comments both on theoretical and practical cases. The content will follow the syllabus of the course. Each case would begin with description of the technological, political and economic situation. A CD-Rom, containing colorful visual stuff – maps, schemes, diagrams. The reader will be delivered to the librariy and to students for free.
1. Logistics-clusters – Yossi Sheffi
2. Logistics clusters. delivering value and driving growth – Zoltán Kató
3. Success Factors Comparison in the Logistics Clusters Located in East Asia-Pacific, North America, and Western Europe. A Systematic Literature Review
– Rubén Rendón Benavides, Teresa Verduzco-Garza;
4. Logistics agglomeration in the US – Liliana Rivera et al.;
|Impact||The reader will be accessible for students and other interested persons. It will be used during the training course. 50 copies of it should be delivered to the University and 3 copies will be delivered to the National library for free.|
|N° of copies||53|
Estimated Date of publication
Information on the course LOGISTICS CLUSTERS WITH GAME APPROACH
o Teaching materials
|Description||The already existing personal interactive website will be additionally tuned to serve better the purposes of the project. The content will include the content of the lectures, added by the themes of the training course, allowing also distant education. The database, containing the same information as the reader, will be linked with the website, allowing so the annual renewal of the information stored.|
From the website the students should obtain free:
· Texts, needed for the training course, for the term papers and for better understanding the lectures;
· Useful administrative information.
They would be free to share their opinions on the teaching process, to propose improvements of the teaching stuff and actual events to be discussed;
The website should allow a distant control on the course of the project, incl. for the Academic council
4. Specific Activity: EVALUATION
Information on the course LOGISTICS CLUSTERS WITH GAME APPROACH
x Writen exam
x Current control
x Assignment development
x Online test (optional instead of written exam)
The assessment in the discipline is complex.
In the case of full-time education, the final grade is formed as follows:
FG = 50% WE + 50% CC ,
FA = final grade;
WE = assessment from a written exam;
CC = assessment from current control during the semester;
AD = assessment from assignment development.
|Results||Excellent /6/||Very good /5/||Good /4/||Medium /3/||Poor /2/|
|Credits are awarded as per the curriculum||No credits are awarded|
This program reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The article is part of the development of a study on the application of the game approach in logistics and transport training (Output title O4) under the Erasmus+ strategic partnership project “Building an innovative network for sharing of the best educational practices, incl. game approach, in the area of international logistic and transport”, Project number: KA203/HE25/13.09.2019