BB849 Supply Chain Management Assignment Questions and Answers for MBA Program

BB849 – TMA01 – Supply Chain Management Assignment Assessment for MBA Students – ARAB OPEN UNIVERSITY

 

Words: 2500

 

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TMA Objective

The objective of BB849 TMA 01 is to understand and analyze the new trends in supply chain management. Please prepare your views on the questions considering the information presented in the course materials. Your answers must defend your point of view with due justification from the literature wherever possible.

Question (Up to 100% Marks): (2500 words +/- 10 %)

The supply chain continues to evolve rapidly, keeping pace with the breakneck technological advancements of the modern era. Though it can be difficult for supply chain managers and business leaders to stay on top of these changes, it’s crucial to do so if you want to maintain the integrity of supply chain and see that business succeed. Rather than treading on the heels of change, every organization should try to get ahead of the trends that are shaping the future of supply chain management.

Search and Collect 10 research articles published during the period from 2016 to 2021 in leading business journals relating to recent trends in supply chain management such as Artificial Intelligence & Automation in Supply Chain, Supply Chain Sustainability, Supply Chain Customization, Supply Network Optimization, Supply Chain Analytics, Reverse Supply Chains and Industry in Supply Chains in consultation with your tutor. Review the article and critically address the following questions

Choose any two trends in supply chain of your choice from the above list and critically analyze how every organization should get ahead of the trends that are shaping the future of supply chain management.

Assessment criterion Description
Engagement with theory In all TMA submissions students should be engaging with concepts, frameworks, models and theories which are drawn from their work on the relevant units of the module. They should always explain the theory, rather than list bullet points. Bullet points do not demonstrate an understanding of the ideas, but rather display memory only. Students must show you that they have fully grasped and presented the ideas in their terms, not only that they can repeat them.
Use of evidence Evidence will inform both the way that students critique theory and how they demonstrate their understanding of it. They should give practical examples from their own experiences and practice, or an organisation they know well, in order to provide strong evidence for their arguments. Likewise, they can offer evidence and illustrations for their arguments from the module materials. They must always link their examples to theory, otherwise it is just description and not analysis. They should attempt to weave the theory and evidence together, rather than having large chunks of text about the theory and then large chunks of text about ‘evidence’, as the latter inevitably ends up being descriptive rather than analytical and can feel contrived and difficult to write.
Level of discussion At Masters level, simple answers and essentially descriptive reports are not adequate. Student TMA submissions should present a level of discussion in which their consideration of evidence and theory takes account of competing positions and elements of contrast, comparison and evaluation. Their work should demonstrate a Masters’ level of critical analysis, where appropriate. The dialogue between theory and practice should inform their discussions. They should develop the arguments they are making and situate them in relation to other views and perspectives, which may be supported (or not supported) by the theory. They need to be sure that they answer the question set!

 

REFERENCES IN THE TEXT OF YOUR ESSAY FERENCES IN THE TEXT OF YOUR ESSAY

  • In an author-date style, a textual citation generally requires only the name of the author(s) and the year of publication (and specific page(s) if necessary).
  • This may appear at the end of a sentence, before the full stop.

Examples:

It is futile to maintain that the sexes are interchangeable (Moir & Jessel 1991).

It is futile to maintain that the sexes are interchangeable (Moir & Jessel 1991, p.94).

  • Alternatively, the author’s surname may be integrated into the text, followed by the year of publication in

Examples:

Moir and Jessel (1991) have shown that it is futile to maintain that the sexes are interchangeable.

Moir and Jessel (1991, pp. 93-4) have shown that it is futile to maintain that the sexes are interchangeable.

  • If two or more works by different authors are cited at the same time, separate them with a semicolon

Example:

The implications for land degradation have been much debated (Malinowski, Miller & Gupta 1995; Thomson 1999).

  • If two or more works by the same author are cited at the same time, do not repeat the author’s Separate the years of publication by a comma
  • Alternatively, the author’s surname may be integrated into the text, followed by the year of publication in

Example:

Subsequent investigation confirmed these results (Watson & Clark 1996, 1998). Public housing remains a neglected area (ACOSS 1997a, 1997b).

  • If there are more than three authors, list only the first, followed by ‘et ‘

Example:

Other researchers have questioned these findings (Larson et al. 1987).

  • If you cannot establish the year of publication, use ‘n.d.’ (no date).

Example:

Recent advances have been made in this area (Bolton n.d.).

  • If there is no author or authoring body, cite the work by title, in

Example:

In military settings, leadership acquires a different significance (Be, know, do: leadership the Army way, 2004).

 

 

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