Search programme

​Use the search function to search amongst programmes at Chalmers. The study programme and the study programme syllabus relating to your studies are generally from the academic year you began your studies.

  Study programme, year:  1 2

Study programme syllabus for
MPSCM - SUPPLY CHAIN MANAGEMENT, MSC PROGR Academic year: 2019/2020
SUPPLY CHAIN MANAGEMENT, MASTERPROGRAM
Associated to: TKIEK
The Study programme syllabus is adopted 2018-02-22 by Dean of Education and is valid for students starting the programme the academic year 2019/2020
 
blank
Entry requirements:
 

General entry requirements:

Basic eligibility for advanced level

 

Specific entry requirements:

 

English proficiency:

An applicant to a programme or course with English as language of instruction must prove a sufficient level of English language proficiency. The requirement is the Swedish upper secondary school English course 6 or B, or equivalent. For information on other ways of fulfilling the English language requirement please visit Chalmers web site.

 

Undergraduate profile:

Major in Industrial Engineering and Management or an Engineering Discipline. Note: A Bachelor's degree in Business Administration (BBA or B.B.A.) or Economics does not fulfil the requirement.

 

Prerequisities:

Mathematics (at least 30 cr.) (including Mathematical Statistics at least 7,5 cr.) and studies in one or several of the following subjects: Industrial management, Logistics, Operations management and/or Supply chain management (at least 15 cr.).
Preferable course experience: Linear algebra, Single variable analysis and Multivariable analysis.

 
General organization:
 

Aim:

The master's program in supply chain management provides students with skills to analyze, design, lead, manage and improve supply chains. The program aims to provide students with an understanding and knowledge in supply chain management, in terms of purchasing, marketing, logistics, operations and planning processes within and across company's boundaries. The programme provides a basis for developing and applying ideas within a research and advanced industrial context.

 

Learning outcome:

The students should be able to:

Knowledge and understanding:
  • Identify and formulate clear problems and knowledge gaps within industrial engineering and management, especially within the field of supply chain management.
  • Describe the knowledge frontier in subfields of supply chain management, and apply deeper domain-specific knowledge to design, lead, manage and improve purchasing, marketing, logistics, operation and planning processes.
  • Use scientific methods to identify and formulate relevant problems and issues and develop solutions in the area of supply chain management.
Ability and skills:
  • Analyze, synthesize, formulate and solve open problems by applying and integrating knowledge from various areas of supply chain management, even when access to data is limited.
  • Use digital tools to analyze, synthesize, formulate and solve supply chain related problems, as well as understand the potential and challenges of digitalization in relation to supply chain management.
  • Apply specialist, leadership and methodological skills to critically and systematically analyze, evaluate and develop purchasing, marketing, logistics, operation and planning processes.
  • Communicate (orally and in writing) intentions, methods, results, arguments and assessments to national and international stakeholders.
  • Work independently with research and development in the field of supply chain management or in other qualified activities.
  • Integrate sustainability aspects (economic, environmental and social) into the design, development, improvement and management of purchasing, marketing, logistics, operation and planning processes.
Values and attitudes:
  • Develop entrepreneurial skills and knowledge and reflect on ethical challenges related to entrepreneurship.
  • Critically reflect and assess social, societal and ethical aspects of supply chain management and take responsibility for proposed solutions.
  • Identify the need for further personal domain-related development as well as reflect on strategies for continuous learning.

 

Extent: 120.0 c

 

Thesis:

The master's thesis work (30 credits) should deal with a clearly defined topic within a restricted areas of what has been previously studied at courses within the Master programme. It can be carried out at Chalmers, in industry, in research institute or at other universities. Although, the examiner has always to be a teacher from Chalmers. To start the thesis work the student must have passed 45 credits of courses from the programme. Students pursuing the five-year Master of Science in Engineering training must have passed at least 225 credits before beginning work on a thesis. There is a possibility to carry out an extended master's thesis project (60 credits) with a clear research orientation. There will only be a limited number of such theses available (applied for in competition with your fellow students), and the requirements of the students are higher than for a normal thesis. A goal of a 60 credit thesis is to produce research results good enough to be presented at international conferences or journals. For further information please refer to the course syllabus or contact the master program coordinator.

 

Courses valid the academic year 2019/2020:

See study programme

 

Accredited to the following programmes the accademic year 2019/2020:


Degree of Master of Science in Engineering
TKAUT - AUTOMATION AND MECHATRONICS ENGINEERING
TKIEK - INDUSTRIAL ENGINEERING AND MANAGEMENT
TKMAS - MECHANICAL ENGINEERING

 
Degree:
 Degree requirements:
  Degree of master of science (120 credits):
Passed courses comprising 120 credits
Passed advanced level courses (including degree project) comprising at least 90 credits
Degree project 30 credits
Advanced level courses passed at Chalmers comprising at least 45 credits
Courses (including degree project) within a major main subject 60 credits
Fulfilled course requirements according to the study programme
The prior award of a Bachelors degree, Bachelors degree in fine arts, professional or vocational qualification of at least 180 credits or a corresponding qualification from abroad.

See also the Local Qualifications Framework - first and second cycle qualifications
 

Title of degree:

Master of Science (120 credits). The name of the Master's programme and the major subject Industrial Engineering and Management are stated in the degree certificate. Specializations and tracks are not stated.

 

Major subject:

Industrial Engineering and Management

 
Other information:
 

Program information:
The program focuses on designing, leading, managing and improving supply, production and distributions networks. The supply chain management field and the program build on a combination of different scientific disciplines, e.g. systems theory, organisational theory, marketing, purchasing, logistics, operations research and information systems and technology. Owing to the constant change that supply chains and networks are subject to, there are many challenges facing people who are in charge of organising and co-ordinating them. Therefore, in-depth knowledge and understanding of current `best practise' and trends in the area is not sufficient as a platform. In addition, knowledge of and training in application of generic analytical models are required for the students to be able to continuously identify and analyse the complex change patterns that supply networks are subject to. To achieve this, a strong link between theory and practise is required. Therefore, all courses include co-operation with industry. Study visits, guest lectures and `real life' projects are combined with theoretical studies in order to give the students an understanding of supply chain problems and experience in the application of various models and tools to solve them. The courses and master's thesis work also include different pedagogical ideas and teaching methods, in order to fulfil the aim and learning objectives. An important influence is problem based learning. An important part of the learning is based on reading, analysing and discussing case studies and research articles, conducting projects wherein problem-solving in teams is essential, and writing essays. Various assignments conducted in groups or individually, are discussed during seminars. Communication and discussion of the assignments are done in different ways in order to prepare students for various professional roles and situations, for example, as consultancy reports and presentations and as academic reports with opposition and defence. Lectures, guest lectures, company site visits, computer-based laboratories, problem solving with quantitative models, etc. are also important parts of the teaching.

Further information:
A number of joint program activities are undertaken. These aim at strengthening the identity of program students and to facilitate collaboration between students with different cultural and educational backgrounds. One important part of the joint program activities deals with cross-cultural communication and management. This is a recurring theme throughout the whole program. Cases are used in many of the courses and the supply chain management program also arranges a case competition. Furthermore, a number of social activities are organised. To be able to make improvements during specific courses and for coming courses, course development activities are essential. It is expected that frequent and close interaction between students and faculty enhances the teaching and learning environment. The goals of the joint program development efforts are to enable quick response as well as systematic program improvement in a long term perspective. The program development efforts are used as a means to develop the courses regarding their contents and teaching methods, the lecturers' pedagogic, the students' learning as well as the program as a whole. The systematic interaction between the students' and the teachers' perspectives also permits problem solving in a similar fashion as for how problems are solved in cooperation between different parties in supply chains. Further at the end of each course a questionnaire are filled out by the students. The respondents rate each course on a five-point scale with questions in a variety of categories. In addition, students are encouraged to make open-ended comments. As easily understood, this cultural diversity holds a great potential for learning about international management. However, it also requires that students and teachers respect each others' right to think differently and are open to discuss contrasting viewpoints in a constructive manner. The emphasis on cross-cultural learning will be noticed in terms of group formation procedures. At least in the initial courses, cultural diversity will be a key design parameter in group formation.


Published: Mon 28 Nov 2016.