欧洲物流本科课程聚类分析的结果

Tarvo Niine, O. Koppel
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引用次数: 1

摘要

物流教育的领域是相当丰富多彩的。可能的主题范围是巨大的,所以每个课程都有独特的方法来强调哪些主题领域,哪些主题领域可以简单处理,甚至忽略。物流教育的有效规范很少。本研究通过聚类分析考察了欧洲42个本科物流课程的内容,目的是提出物流课程的类型学。研究结果将物流教育的范围划分为四个集群,从很少关注具体物流主题的“企业管理”,到“跨学科物流管理”和“现代运输管理”,再到采用强有力的定量和技术方法的“物流工程”。然而,一个问题仍然存在,课程名称并不总是反映实际情况。典型的标题“物流管理”可能在一种情况下包含各种工程元素,但在另一种情况下根本不包含任何工程元素。这些发现指出,课程委员会需要决定,是否试图通过“一刀切”的计划来覆盖整个范围是最好的选择,或者是否需要更明确的重点。在这两种情况下,这个决定都需要是有意的、经过同意的、明确沟通的,以避免让学生和社会感到困惑。此外,研究指出需要完善物流能力标准,特别是物流工程能力标准。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Findings from cluster analysis of logistics undergraduate curricula in Europe
The field of logistics education is rather colorful. The range of possible topics is huge and so each curriculum has unique approach towards which topic areas to emphasize and which to treat briefly or even omit. There is only little effective standardization in logistics education. This study examines the content of 42 undergraduate logistics curricula in Europe via cluster analysis, with a goal to propose a typology of logistics curricula. The findings define the spectrum of logistics education in four clusters, ranging from “business administration” with little focus on most specific logistics topics, through “interdisciplinary logistics management” and “modem transport management” to “logistics engineering” with a strong quantitative and technology approach. However, a problem remains that curriculum title does not always reflect actual profile. A typical title “logistics management” might in one case contain various engineering elements, but in another none at all. Such findings point out the need for curricula boards to decide, if trying to cover the entire scope by “one-size-fits-all” program is the best option or if more distinct focus is needed. In both cases this decision needs to be intentional, agreed and clearly communicated to avoid confusing students and society. Furthermore, the study points out the need to refine standards of competences in logistics, especially for logistics engineering.
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